Small class teaching plan

As an educator who gives lessons to others, it is inevitable to write lesson plans, which help students understand and master systematic knowledge. So how should I write a lesson plan? The following are five small class teaching plans I have compiled. Welcome to read the collection.

Small class teaching plan 1 activity goal: teach children to read chicken and eat correctly and loudly. Cultivating children's self-control requires children to consciously abide by the rules of the game. Activity preparation: hen headdress. Game process: first, guide in the activity. The teacher shows the hen headdress: Look who this is, children. Who is the hen's baby? What does this chicken like to eat?

The teacher put on the hen headdress and said, "I am a hen." Where's my chicken? " (Reminder

The children answered with a cry of "Ji Ji". )

3. You are my chickens. Today, let's play a game. The name of the game is "Chicken Eat".

Second, explain the rules of the game.

1. Introduce the rules of the game: the hen takes the chick out to find food, and when the mother says, "The chick eats rice, insects, vegetables, etc." You peck rice with your sharp mouths and make the sound of "eat, eat, eat". If mom says, "chickens eat wood, stones, glass, etc." , "can't make a sound, also can't do food. So be sure to listen carefully to what your mother tells you to eat. Chickens who don't obey the rules of the game can't play the game.

2. The teacher plays the hen, organizes the children to play in their own positions, and helps the children to be familiar with the rules of the game.

Third, the game: the chicken eats.

1. Mom wants to invite some chickens to eat on the grass outside. Note that when your mother tells you that the chickens are home, you will walk home "without stopping". Ask a group of children to come forward and play with the teacher. )

Now the teacher will invite a capable child to be a hen and take some chickens outside to find food. Ask a child to be a hen and lead a group of children to play.

When the game continues, remind the hen's children to speak loudly so that all the chickens can hear clearly and try not to repeat what others have said. Children who are chickens should listen carefully to the hen and obey the rules of the game.

Ask five children to play hens and lead a group of children to play games in turn. Children who have no turn to play games should keep quiet, and * * * supervise whether the children who participate in the games abide by the rules of the game.

Fourth, deepen the difficulty of the game.

1. Now let's invite a child to be a hen and lead all the chickens to find food outside the teacher. But the rules of the game are different. You should listen carefully. When the hen says what the chick can eat, the chick should say, "Eat, eat, eat-"

The teacher helps the hen's children organize the whole class to play outdoors.

Small Class Teaching Plan Part II Activity Objectives:

1, in happy reading, I am willing to express my guess and imagination in words and learn a complete sentence.

2. Feel the exaggerated and funny story atmosphere.

3. Through the combination of language expression and action, fully feel the childlike interest of the story.

4. Develop the ability of coherent expression through audio-visual, audio-visual and oral interaction.

5. Guide children to learn in stories and games and realize life.

Activity preparation:

Big book, ppt

Activity flow:

First, lead in and stimulate children's interest in participating in activities.

Teacher: Today, the teacher invited a little guest to let the children touch and guess. (snake) (guiding children to say hello)

Teacher: How does the little snake walk? (wriggling like a snake)

Teacher: It turns out that the little snake walks by twisting its body because it has no feet.

Second, read big books.

P 1

1, Teacher: Little snake walked for a long time and felt very hungry, so she decided to look for food in the orchard.

1) How does a small snake eat something delicious?

2) What will this round thing be? Guess, kid.

3) What does a snake's stomach look like?

Summary: Uh-huh, glug, the little snake ate a red apple.

Teacher: The little snake still feels hungry. It wriggles around looking for food.

P2

1) Look, what does it find?

2) What will the little snake do?

3) What will become of its belly?

Summary: Uh-huh, glug, the little snake ate a Huang Xiangjiao.

The little snake is not full yet. It wriggled around looking for food again, and he swallowed something in one gulp.

P3

1) What did the little snake find? What kind of rice ball is it?

2) What shape will the little snake become after eating the rice ball?

P4

1) What do you think it might have swallowed?

2) How did you see that? (A bunch of round purple grapes)

Summary: Well, glug, the little snake ate a bunch of purple grapes.

The little snake was still hungry and swallowed it again.

pregnenolone

1) What could it have swallowed?

2) How did you see that?

Show the real pineapple and let the children observe the experience.

Summary: Uh-huh, glug, the little snake ate a pineapple from Huang Chengcheng.

After eating so much, the little snake still didn't feel full. It wriggled around looking for food.

P6

1) What did it find?

2) What will it look like?

P7

1) What's in the snake's tail? What do those three lines mean?

2) What is the little snake doing in the tree?

P8

What happened to the snake's mouth? What does it want?

P9

1) What did he eat this time? (an apple tree)

2) How is his stomach?

Uh-huh, glug, the little snake ate a tall apple tree.

Summary: In fact, small snakes don't need teeth to eat. It swallows it directly, so whatever shape it eats, its stomach will become what shape.

Third, summary.

Small snakes eat. Yes, they swallowed it all at once. Does our baby eat like a snake? How do we eat?

Summary: Eat bite by bite, and you must chew things with your teeth before you can swallow them, so that you can eat healthily.

Activity reflection:

The whole activity is very suitable for children in small classes in material selection. Children like the story very much. When reading a big book, take a variety of forms, such as guessing before verifying and looking at the next page with questions, which completely arouses children's interest. The last link of innovative reading allows children to experience some creative fun and complete the whole teaching activity under the background of interactive and independent reading. Some details need further study, especially every page.

Small Class Teaching Plan Part III Activity Objectives

1. Learn to recite nursery rhymes and correctly pronounce "food, milk, clothes, birds and noise". (key)

2. Try to learn the content of children's songs in the "serial" arrangement by telling pictures. (difficulty)

3. Experience the humorous features of children's songs.

Activities to be prepared

1. Make a small picture according to the pictures in children's books: benches, dolls, monkeys, cocks, bean worms, etc.

2. Arrange the pictures in a "chain" on the blackboard.

3, the small bench is awkward.

Activity process

First, the teacher guides the children to know the objects, animals and characters in children's songs.

1, showing pictures of small benches.

Teacher: Look, little friend! What did the teacher bring you today? (Chairs, stools ...)

Teacher: This is a small bench. Please guess who will sit on it. (Children, kittens, puppies ...)

Teacher: The children guessed well. Who is sitting there? Today, the teacher brought a nice children's song "The Little Bench is crooked". Listen to the children's song who is sitting on the small bench.

2. Play the courseware "The Little Bench is crooked" to guide children to talk about what appears in the courseware.

Teacher: Who did you hear sitting on the small bench in the nursery rhyme just now?

The teacher shows small pictures according to what the children say to help them consolidate the content of children's songs.

3. The teacher uses dialogue to guide the children to know the objects in the picture one by one.

Teacher: There are so many things in the children's songs I just heard. Let's get to know them again and read them with the teacher. Lead the children to read the sentence patterns in the nursery rhymes. )

4. Guide children to practice accurate theories.

Teacher: The words in this nursery rhyme are very interesting. We children must pronounce correctly, or the children's songs will be unpleasant to listen to.

Second, teachers guide children to learn nursery rhymes by "painting" and "posing" pictures.

1. The teacher puts and extracts pictures with the same content while reciting children's songs.

2. The teacher emphasizes the action of manipulating the picture, guides the children to pay attention to their own actions, and naturally perceives the series structure of children's songs.

The teacher recited the nursery rhymes again, accompanied by the rhythmic clapping of the children.

Third, children learn to recite children's songs.

1, guide children to look at pictures and recite children's songs.

2. Guide children to learn children's songs by reciting and reciting.

Fourth, encourage children to recite nursery rhymes again by "reading to you".

Teachers naturally guide children to read children's songs to each other.

The small bench is crooked (children's song)

The small bench is crooked, and there is a darling in it; Come out to buy food, there is an old woman sitting inside;

Grandma came out to comb her hair and sat inside with a little monkey in her arms; The little monkey came out to get dressed, and there was a rooster sitting inside;

The rooster came out to crow, and there was a bean worm in it; Bean bugs come out and mumble, mumble-mumble!

Activity reflection

The Little Bench is crooked is a humorous and interesting tongue twister nursery rhyme. The content of children's songs is lively, although it is a bit long, but every sentence has rhyme, which is easy to read and can attract children's attention.

The first step of the activity is to import. I said, "Many good friends came to play games with us today. Let's see who? " Then put the picture. The first picture is a small bench. I have encountered this problem before. When I ask the children, "What is this?" The children said it was a chair, not a bench (which is rarely said in our place), but this time, Li Huiyuan said it was a bench, so I continued to guide.

The second link is that children learn to recite nursery rhymes, which is an important and boring link in children's learning activities. Children tend to be inattentive, and the language and emotion of children's songs can span a lot, which requires that children's imagination and creativity should be fully mobilized in recitation. In the previous activities, I also obviously found that children are not interested in reading it several times, but they can't feel the pronunciation, intonation and tone of children's songs without reading it collectively ... So, I draw and put pictures to attract children's attention, so that children can feel that it is a picture of playing hide-and-seek with themselves and help them concentrate on learning children's songs better. Children learn and experience the fun of children's songs through interesting recitation, and unconsciously enter the wonderful realm of children's songs.

The fourth activity goal of small class teaching plan:

1, in the game, let the children know how to speak by tapping, tapping and bumping.

2. Let children know that noise sounds uncomfortable, and we should stay away from noise or make no noise.

3. Let children know that different objects can make different sounds through experiments.

4. Cultivate children's good listening habits.

Problem plate:

Children's issues:

1. How did the sound come from?

2. What is noise?

3. Why does music sound good? Bad noise?

The teacher prompted the children's questions:

1. What are the benefits of sound to us humans?

2. Why can't you listen to the noise for a long time?

How can we reduce the noise?

Theme poster:

1, you can draw objects that can make good or bad sounds and stick them on the wall, so that children can know what sounds are good and what sounds are bad, and you should listen less or not.

2. Let the children draw their own pictures of people's feelings after listening to noise and good sounds, and stick them on the wall to remind them not to make noise.

Related contents of regional sports meeting:

1, Science Zone: Add items that can make sound and can't make sound, such as cans, nails, sponges, needles, paper, plastic boxes, pens, beads, stones and various beans. Let the children know that different objects can make different sounds in the experiment.

2. Music area: rich in musical instruments, such as dulcimer, castanet, wooden fish, bell, tambourine, bell, triangle, drum, tape recorder, etc. Let the children use the tape recorder to record the sound of children singing or the sound of various musical instruments to understand the difference between the sounds.

Family cooperation:

1. Collect information about sound with children and share it with them.

2. In life, remind children not to make noise or stay away from noise to reduce the harm of noise to children.

You can explore the mystery of sound with your children, and then take your findings to the kindergarten to share with your children.

Resource utilization rate:

1, you can try common items or objects in your life.

2. Music teacher.

3. You can look for noise in society, such as cars, construction sites and textile workshops. Places that are inconvenient for children can be recorded with a tape recorder.

Main activities:

1, where is the sound?

2. Good voice and bad voice

Step 3 make your own horn

4. Auditory games

5. Guess who I am

Activity 1: Where is the sound?

Activity objectives:

1, in the game, let the children know that objects can make sounds by tapping, tapping and hitting.

2. Let children know that noise sounds uncomfortable, and we should stay away from noise or make no noise.

Activity form: combination of group and group.

Activity preparation:

1, cartons, cans, screws, cups, pens and other common items in life.

2, tape recorder, empty tape.

Design intent:

In the exploration, let the children know that objects or objects can make sounds by flapping, flapping, hitting and other actions.

One is to let children experience the happiness of success, and the other is to learn from each other how to make sounds and enrich their experiences.

Let children know that noise sounds uncomfortable, and we should stay away from noise or make no noise.

Teacher-student interaction:

Teacher: There are many interesting things here. Let's think about how to make them make a sound. (Children look for sounds in groups)

Young: children actively participate in activities, knocking on the table with a paper box for a while, putting nails in the cup for a while, and so on. There are many ways.

Teacher: Let the children talk to each other. Did you find the sound? How did the sound come from? And ask the children to perform.

Young: Young children come to the front to demonstrate how sound is produced. Such as: punching cartons, knocking on tables, shaking cups of beans, blowing paper and so on.

Teacher: Please listen to the tape. The content is the sound of the whole activity room when the child is looking for a sound. Let the child say, how do you feel after hearing this voice? Does it look nice? Why?

Young: Many children say this kind of sound is ugly and too noisy. Many children said that we would never make such a sound again.

Educational reflection:

This link is very important for children. One is to cultivate children's interest in exploration, and the other is to accumulate important experience for children to explore sounds. This is also the process of children's autonomous learning, which lays the foundation for their next exploration activities.

The process of this child's demonstration and exploration is very important for his development. It can help children build self-confidence and stimulate their interest in further research.

The recording of this activity closely focuses on the activity goal, which meets the children's activity needs, allows children to quickly understand the reasons why they should stay away from or not make noise, and lays the foundation for the good completion of the goal.

Activity 2: Good voice and bad voice.

Activity objectives:

1, let children know a nice voice, others will like it very much.

2. The child's mouth will also make a sound, which is not pleasant to hear.

Activity form: collective

Activity preparation: tape recorder

Design intent:

First, introduce it in the right form and establish a correct concept for children.

Let children find their unpleasant voices, help children find their own shortcomings in time and correct them in time.

Let the children make a nice sound consciously.

Teacher-student interaction:

Teacher: Welcome children to perform in front. Then, let the children say, do you like these programs? Why? What sounds good?

Yang: Children's songs are very nice.

Speak softly and listen. ...

Second, the teacher: Play the recording to the child, mainly because of the unpleasant sound made by the child. Please tell the children what sounds they don't like to hear. Why?

Yang: It's too noisy to talk loudly.

The sound of pulling a chair is not good. ...

Teacher: Please try to make your favorite sound.

Educational reflection:

Through the performance, the children's thinking was broadened, and many beautiful voices were spoken by the children, which laid the foundation for the next activities.

By recording the noise that children usually make, children can well realize that their unpleasant sounds are noisy and wrong. Children can remind each other to help them correct in time.

Let children think about the answers to their own questions, which can improve their ability to solve problems.

Activity 3: Homemade Horn

Activity objectives:

1, to guide children to perceive and initially understand that vibration of objects can produce sound.

Through experiments, we know that different objects can make different sounds.

Activity form: group

Activity preparation: rice, millet, red beans, broad beans, etc. , several cans, rubber strip, etc.

Design intent:

By listening, I can perceive that the sounds made by different objects are different, and according to my own life experience, I put forward different assumptions about sounds to infer the upcoming experimental results.

By doing it yourself, find out the different causes of sound and improve children's ability to solve problems by themselves.

Guide children to find out the truth of object pronunciation by themselves.

Stimulate children's interest in continuing to explore.

Teacher-student interaction:

Teacher: The teacher shows his trumpet. Excuse me, what is this? Do these chimneys sound the same? Think about why?

Young: Children explore collectively.

Discover the secret by yourself.

Teacher: Let the children make their own rattles from the materials on the table. Listen. Do they sound the same?

Young: explore by yourself and make by yourself.

Third, ask the children to play together. Question: How do you feel when you honk your horn?

Teacher: What other objects have different sounds? Children can continue their research.

Educational reflection:

I didn't come to a conclusion immediately about the idea put forward by the child. Instead, I guide children to experiment, let them verify their assumptions and improve their ability to solve problems.

By letting children make their own chimneys, they can find out the cause of the sound. This shows that children are also very capable. Teachers should trust children and give them opportunities to do it, so as to really promote their development.

Let the children continue the experiment, expand the objects of inquiry, and guide the children to extend the experiment to the home, so that there is interaction at home.

Activity 4: Auditory Games

Activity objectives:

1, distinguish various sounds by hearing.

2. Know how to take care of your ears.

Activity form: group

Activity preparation:

1, tape recorders and tapes of various sounds;

2. Various percussion instruments, etc.

Design intent:

By hearing, you can tell the difference in sound.

It is different to continue to perceive the sounds of various musical instruments.

Let children understand the importance of ears to us and learn to protect them.

Teacher-student interaction:

First, the game: guess the sound

Play the tape and let the children listen carefully. What's that noise? Ask children to distinguish between cars, trains, running water and rain.

Second, the game: What musical instrument is singing?

Please hit the tambourine, handball, triangle iron and other instruments first, and remember the names of the instruments. Then the teacher blocked the instrument and let the children listen to what instrument was singing. That's right. You can let your children play musical instruments.

Discussion: Can we hear these sounds without ears? How can we protect our ears?

Educational reflection:

The child volunteered to say what is this sound? Help children enrich their life experience about sound.

During the activity, the children actively answered what musical instrument was singing through the reward, which fully mobilized the enthusiasm of the children to participate in the activity. This is a good teaching method, which we can use flexibly in future activities to stimulate children's interest in active learning.

The first two games have laid a solid foundation for this problem, so that children can quickly understand the importance of caring for our ears.

Activity 4: Auditory Games

Activity objectives:

1, distinguish various sounds by hearing.

2. Know how to take care of your ears.

Activity form: group

Activity preparation:

1, tape recorders and tapes of various sounds;

2. Various percussion instruments, etc.

Design intent:

By hearing, you can tell the difference in sound.

It is different to continue to perceive the sounds of various musical instruments.

Let children understand the importance of ears to us and learn to protect them.

Teacher-student interaction:

First, the game: guess the sound

Play the tape and let the children listen carefully. What's that noise? Ask children to distinguish between cars, trains, running water and rain.

Second, the game: What musical instrument is singing?

Please hit the tambourine, handball, triangle iron and other instruments first, and remember the names of the instruments. Then the teacher blocked the instrument and let the children listen to what instrument was singing. That's right. You can let your children play musical instruments.

Discussion: Can we hear these sounds without ears? How can we protect our ears?

Educational reflection:

The child volunteered to say what is this sound? Help children enrich their life experience about sound.

During the activity, the children actively answered what musical instrument was singing through the reward, which fully mobilized the enthusiasm of the children to participate in the activity. This is a good teaching method, which we can use flexibly in future activities to stimulate children's interest in active learning.

The first two games have laid a solid foundation for this problem, so that children can quickly understand the importance of caring for our ears.

Activity 5: Guess who I am.

Activity objectives:

1, can correctly distinguish the voices of different children.

2. Cultivate children's good listening habits.

Activity form: group

Activity preparation: small sequins

Design intent:

The perception of children's voices is different.

In such a relaxed activity, children will actively communicate with each other in class, so that children can remember every child's voice.

In the game, guide children.

Correctly distinguishing the voices of different children is different.

Teacher-student interaction:

Play the recording: please listen to whose voice is this? Why, can we guess whose voice this is? (children's voice. )

Second, the children tell each other your name and what you like. Let the children chat freely?

Third, the game: "Guess who I am"

1. Let a child lie on the teacher's lap and close his eyes.

2. Let a child walk up to the child in front, pat him gently and say, "Guess who I am?" Say that finish, quickly return to your seat.

Please close your eyes and guess who is patting yourself. Tip:

Whose voice is this? If you guess correctly, put a small sequin on him. In the game, pay attention to remind children to listen carefully and the game can be repeated.

Educational reflection:

Children speak freely in the activities, which shows that children are relaxed and actively participate in the activities, creating a good spiritual environment for the next activities.

Children are very interested in game activities and want to guess the children in front, which deepens the ability to distinguish children's voices and also cultivates children's good habit of listening.

Thinking baton:

In life, there are many beautiful voices. Children, try to record the beautiful sounds you hear and tell them to teachers and children.

Small class teaching plan 5 "Different shapes of spelling graphics"

Teaching purpose:

1, know circles, triangles and squares, and can distinguish three different figures.

2. Learn the sentence pattern "This is composed of * * and * *".

3. Experience the fun of operating graphic combinations and exercise children's hands-on ability.

Teaching preparation:

1. Pave a road with circles, triangles and squares.

Everyone has some circles, triangles and squares.

3. Owl headdress

Teaching process:

1, scenario introduction

Teacher plays Grandpa Owl: Hello, children! I'm Grandpa Owl. Today, I'm going to hold an art exhibition in the Forest Museum and invite children to visit!

On the way to the art exhibition

1) Teacher: This road is really interesting. What shape is it?

Children answer: circle, triangle, square.

2) What shape do we see first? Round.

Let's count how many circles there are in a * * *.

3) What shape will we see next? Triangle.

Let's count how many triangles there are.

4) What shape will we see next? Square.

Let's count how many squares there are.

Step 3 watch an art exhibition

The teacher showed a picture with a sun, a book and a small house on it. Please tell the children what these paintings are made of.

4, children with graphic collage

In the process of operation, the teacher guides from the side.

5. Appreciate collages.