Kindergarten class performance activities lesson plans

As an educator who teaches others, it is necessary to write a lesson plan, which is conducive to our ability to accurately grasp the key points and difficulties of the material, and then choose the appropriate teaching methods. So what do you need to pay attention to when writing a lesson plan? The following is my collection of kindergarten class performance activities lesson plans, welcome to share.

Kindergarten class performance activity lesson plan 1

Teaching Objectives:

1. Perceive the firm and powerful characteristics of the music, learn the rhythmic pattern XX|XX|XX|X|XO|, XX|XO|, XXX|, XX|XXX|

2. Learning to look at the conductor, and be able to use the instrument base to add to the way of playing.

3. Be able to accompany music with instruments, enjoy percussion activities, and improve self-control.

4. Through listening, singing, playing, dancing and other musical activities, students develop the ability to create and cooperate.

5. Be able to sing the tune, spit clearly, and boldly sing in front of the group.

Activity Preparation:

Diagrams, musical instruments (tambourines, bells, double-bells), tapes

Activity Procedure:

A. 1, feel the characteristics of the music, learning rhythmic patterns

(1) Familiarize yourself with the music, perceive that the piece of music is firm and powerful. The characteristics of the teacher: today the teacher brought a nice tune, let's listen to it!

(Play the music, use the form of shaking head, nodding, etc. to perceive. This is the prelude)

(2) Teacher: What do you feel after listening to this tune? (lively, jumping, cheerful, lively, etc.)

(3) Summary: children can say a lot of words, we can also use the word firm and strong to describe.

2. show charts, learning rhythm

(1) teacher: listening to the soldiers marching song, acrobatic show came out! Let's take a look at what acrobatic performance? (Throwing and catching the ball, lasso, high jump) their performances also attracted a small drummer, they also came to cheer cheer!

(2) play music, guide the children to look at the map while enjoying the teacher: Now the teacher to point to the map, the children look at the map while listening to the music (throwing and catching the ball show began! The hoop show is on! High jump show started! Drummer!)

(3) play music, teachers guide children to look at the charts beat rhythm teacher: we came together to look at the charts beat (cue: Hey! Add gas!)

Second, learn to look at the command, learn to use the instrument base plus the way to play

1. Play the music, guide the children to look at the command of the sub-part of the rhythm teacher: acrobatic performance is wonderful, our children also do a acrobatic performance program, okay?

(Teachers group)

2. Learning to play with instrumental base plus

(1) Teacher: Now the teacher wants to add a little more difficult, please pay attention to see my command (humming). Yikes! Which group of children to add in! (The middle group), and which group to add in! (Third group) Uncle Juggler's performance is getting better and better! The last little phrase we all clap together!

Teacher: Uncle Juggler's performance is not something that can be practiced in a day or two, so let's practice it again, okay? （

(2) play the music and watch the conductor beat the rhythm

Third, take the instrument and watch the conductor play

1. take the instrument and watch the conductor play (from the right hand side of the conductor)

Teacher: the last stanza in addition to the last stanza, we can yell, "Hey, hey! Add gas!" What else can we shout? (Hey! It's wonderful!)

2. Change the conductor.

3. Exchange instruments to play (remind the children to pay attention to the teacher's command)

Fourth, the end of the activity

Teacher: acrobatic performance is wonderful, our children play is also very wonderful. (Emphasis on praise individual children), end activities.

Activity Objectives:

1. Through the appreciation and performance of a variety of shadow modeling, to perceive the beauty and interest of shadow modeling changes.

2. Try to boldly express and draw a variety of movement modeling.

3. Fully experience the fun of activities, enjoy the success of happiness.

Key Difficulties:

1. Know that the shadow painting line is simple, the color is pure black.

2. Boldly express and draw a variety of movement shapes.

Activity Preparation:

1. Lay out the scene: liquid crystal projection lamp.

2. Markers, two long drawing paper.

3. Background music.

Activity process:

I. Listen to the music to enter:

Follow the "Olympic" melody to do some body movements.

Second, take your seat and introduce the topic:

Children, this year on August 8 in Beijing to hold a very important activities, do you know what activities? (Olympic Games)

Do you know what sports are in the Olympic Games? (Children free to say)

Second, appreciate the shadow show:

1. Watch the shadow movement modeling.

The following to invite children to watch a show about sports, say see what sports?

2. The children will perform the shadow modeling.

Would you like to try? Encourage everyone to perform a variety of sport shapes.

3. Creating shadow sport modeling paintings:

Just now we had a shadow show, and it was really good! Then how to draw these shadows on paper into an interesting shadow painting?

1. Appreciate the example, say what materials are needed for shadow painting? What should we pay attention to?

2. Watch the teacher's demonstration of shadow painting.

3. Please put your favorite sports shape into a shadow painting, make him into a scroll, to cheer for the Olympic Games, okay?

4. The children will paint and the teacher will guide them.

Four, exchange and display:

1. Shadow painting scroll is completed, let's come together to enjoy it!

2. Say which shadow painting you like, what is the movement shape?

3. Cheer for the Olympics together: "Olympics - cheer; China - cheer"!

Design intention:

Nowadays, most of the children live in favorable conditions and lack the courage and ability to face failures and setbacks. Let the children learn to evaluate themselves objectively, face life with confidence and optimism, give full play to their own strengths, and be able to stand up bravely from the place where they have fallen down, so that they can adapt to the new collective life more quickly in the future, which is the original purpose of designing this section of the activity. At the same time, it is pointed out in the Outline that it is important to have a comprehensive understanding of the development of young children, to prevent one-sidedness, and in particular, to avoid the tendency to emphasize knowledge and skills to the neglect of emotional, social and practical abilities. The combination of interesting stories, games and education characterizes this activity. In addition, we hope that through this activity can be children from childhood to know, not proud, not discouraged, encounter problems with the brain to think of ways to solve, through the performance to develop children's self-confidence.

Activity Objectives:

1, can be in language, movement, expression and other aspects of the character of the role of bold expression.

2, try to create a storyline performance, the development of children's creativity.

3. They can evaluate their own performances and those of others objectively and improve their performance level.

Preparation

Familiarize yourself with the storyline of The Hare and the Tortoise, and understand the reasons for the outcome of the story.

Lay the groundwork in advance - envision The Tortoise and the Hare.

Tortoise and Hare headdresses, site setup, Tortoise and Hare video, pictures of scenes.

Activity process:

I. Situation introduction, stimulate children's desire to perform.

1, teacher: in the beautiful forest, there is an interesting race, let's follow the music to go! Let's take a look at the first out of the athlete who? (Projector shows the rabbit)

Teacher: How does the white rabbit (tortoise) walk? What does it look like when it is happy? What does it look like when it sleeps? What about when you are happy? (First ask individual children to perform, and then perform as a group.)

(Design Interpretation: to stimulate children to learn a variety of bunny happy when the look, play the creative imagination of young children, to be able to boldly in front of the collective performance of their own, the teacher in time to guide the children to pay attention to the expression and body of the exaggerated performance. Lead the children to understand that the little tortoise can not only crawl on its hands and knees, but also on its hands and feet, through the teacher shouting slogans: "The little tortoise crawls - ah - crawls - ah, the little tortoise crawls ah crawls ah! The children crawl fast and slow according to the slogan, and at the same time, they can think of a better way to crawl fast, and make a favorable preparation for the next performance game.)

3, teacher: the original is the rabbit and the tortoise race ah! Let's hurry to start watching the race! (Watch the video of the Hare and Tortoise race.)

Teacher: Who won the race? Who lost? Why?

Hatchlings: The tortoise won, and the hare lost because the hare is proud and sleeps.

Summary: You can't learn from the hare's complacency, you have to learn from the tortoise's hard work and perseverance.

Second, try to create a performance story

1, teacher: if the rabbit and the tortoise to race again what will be the result? (Children choose their own headgear and begin to perform, other children for them to cheer and shout, guide the children to pay attention to the expression of the performance.)

Teacher: Who won the race? Who lost?

Children: the rabbit won, the turtle lost.

Ask the rabbit: How do you feel? The rabbit answered: very happy.

Ask the tortoise: How do you feel? The tortoise replied: I'm happy too, because my good partner won, and I lasted until the end.

(Design interpretation: when I heard the turtle's answer, I was surprised, I was touched by the turtle's kindness and friendship, I originally thought that the turtle would say that it was very sad, I will tell it in time: no need to be sad, as long as you work hard to stick it out to the end of the day is also just as good, win or lose does not matter, the important thing is that you have worked hard, and so I tapped into the turtle in time to give encouragement to the flashpoints.)

2, teacher: the little tortoise and the hare will also have a race, let's look together, where is the venue for the race? (The projector shows the grass.) The rules of the game is this: from the starting point to the end, both sides of the race to cross the grass, if who will step on the grass down to start again from the starting point. Who do you think will win the race? Ask two children to try, please choose the headdress for the race.

Teacher: Who lost the race?

Children: the little turtle, because it crawls on its hands and knees, and crawls slowly that way.

Teacher: What is the best way? Please follow the way you want to compare with the little rabbit. (All the children freely choose headdresses and have a race.)

(Design interpretation: through this link, the children feel out how to climb faster, or with what kind of method can win the rabbit, the children boldly play imagination, some children feel out both feet on the ground, both hands dialing water, run to win the rabbit, in this process, the teacher as a guide, supporter, and the identity of the collaborators and young children's games, do not intervene in the idea of the practice, give full play to the independent creativity of young children. The first time I've seen this, I've seen it in my life, and I've seen it in my life.)

Teacher: Congratulations to the little tortoise who loves to use his brain, your performance is really wonderful, then let's hurry to see where the next race is! (Projector shows a small river.)

Teacher: Who do you think will win?

Young: the turtle, because the turtle can swim

Teacher: the rabbit does not know how to swim what to do?

Hatchling 1: You can use a swimming ring

Hatchling 2: You can row a boat

Hatchling 3: You can sit in the basin and row over

Hatchling 4: You can lie on the board and row over

Teacher: Then, please discuss with your group what you want to use to compete with the turtle in the race, and send a representative from each group to participate in the race.

(Design Interpretation: this link mainly to make children understand that in the event of a problem, we must know how to solve it, the children thought of a variety of ways to cross the river, and then in the form of a group discussion, to summarize, and choose the most feasible way to race, in the process of the race, the focus on highlighting the children's performances, to let everyone through your physical performance to understand what you are using the method.)

Teacher: Who won this game?

Young children: rabbit

Teacher: What is the method you use?

Hatchlings: Swimming in a circle

Teacher: There are many other ways, would you like to try?

Young children: Yes (children with their own methods and the turtle race across the river.)

(Design interpretation: through this link, the turtle explored how to swim faster, and the hare group understand what kind of method can help them reach the other side faster, but also understand which method is slow and not suitable for this race, for example: lying on the board with a hand pivoting across the speed of slow, not suitable for this race to use.)

Third, the group cooperation to create a performance

Division: the next game can be more difficult, the requirements of group cooperation, each group of players to reach the end at the same time to be considered a winner. Now start to discuss, your group to use what method?

Teacher: time, each group of players to the starting point to prepare, the game began. And the rabbit group, due to the competition for the first, the pace is not consistent, resulting in the boat overturned, also ended in failure.)

Teacher: Turtle group, you are the same time to the finish line?

Young: No, because the first climbed too fast, I did not catch.

Teacher: What will you do in the next race?

Young children: do not climb so fast, to reach the end at the same time.

Teacher: Rabbit group, how about you?

Hatchlings: We ran too fast and the boat tipped over.

Teacher: What about the next race?

Hatchlings: We have to go as fast as we can.

Teacher: Okay! Give you one more chance, remember to arrive at the same time! The race is on! (Through this race, the children corrected the mistakes made last time, the rabbit group rowed the boat across the river first and won. The tortoise group reflected, crawling across the river is too slow, began to think of other ways to win.)

Teacher: congratulations, the rabbit group, the turtle group, you still have a way?

Children: Yes.

Teacher: Let's do it again, let's start the game! (In this race, the little tortoise feet on the ground pulling the tail of the turtle in front of him, running and swimming across the river, the rabbit group collectively sitting on the stake to swim across the river, and finally the tortoise group won.)

Fourth, the group debate

Teacher: This time, congratulations to the turtle group to achieve victory, changed the method, achieved victory, that in addition to the grass, the river, but also where the game, with what method? Two groups to debate.

Turtle group 1: can also be in space, Bunny, we ask aliens to help, you dare to compare?

Hare group 1: Then we will use a flying saucer to compare with you, we want to use a racing car on the road to compare with you, do you do?

Turtle group 2: Then we will drive a motorcycle to compete with you, we will fly an airplane in the sky to compete with you, do you dare?

Hare group 2: We'll use rockets to compete with you.

Teacher: There are so many places and good methods ah! You are willing to try? Please find a rival, use the method you just used to compare, let's follow the music to go to the game! (Follow the music out of the activity room, you can go to the playground to enjoy the competition, as an extension of the part)

(Design interpretation: let the children imaginative expression, give full play to the creative imagination, exercise the agility of young children's thinking.)

Activity Objectives:

1. To further enrich the action skills of patting the ball, throwing the ball, passing the ball, shooting the ball, and improve the diversity of playing the ball.

2. To be able to perform a variety of ways to play the ball with movement, and to improve the body movement. Performance ability.

3. Be able to participate in group discussion, *** with the cooperative performance, experience the joy of cooperation.

4. Improve the coordination of young children's bodies, experience the fun of playing games.

5. Exercise the children's ability to work together.

Activity Preparation:

1. Small basketball manpower 1, children's basketball hoop.

2. Obstacles, colored cloth, plastic circles, bottles, markers and other auxiliary materials.

3. Set up 4 circles (or square field) for the performance area.

Activity process:

1. Skill in playing ball skills.

☆ Teacher: Today we are going to hold a small basketball performance, the basketball skills they have learned to perform. First look at what you have mastered the skills of playing basketball, basketball show can be a person to play, can also be with good friends to play; can use other small equipment to play with, can also be used to play a small basketball, you are willing to perform the skills to me to see?

☆ children independent partnering now ball, the teacher to observe the guidance, focusing on whether the children scattered to play, whether partnering and which play.

☆Teachers according to the children's practice, guide the children to think of more ways to play. Such as two people chest pass and catch the ball, throw the ball high-five, marching pat the ball over the obstacles, pat the ball into the ribbon, pat the ball shooting and so on. Pan kindergarten ball activities theory and design collection

2. "Little performance game".

☆ Teachers explain the method and requirements: here are four performance areas, according to 1 to 4 groups each group a performance area, you choose a group leader, listen to the group leader arrangements, you can first discuss the content of the rotating performance, and then take turns to practice. After practicing, we want each group to take turns performing! Than which group performs brilliantly, more movements, more methods, less mistakes, everyone can perform.

☆ groups in the performance area to discuss and preview, the teacher tour observation, guidance.

3. Enjoy the "Little Basketball Showcase".

☆The teacher organizes the children in the order of 1 to 4 groups in the performance area to perform small basketball action, guiding the children to observe and applaud. Depending on the time, it can be performed several times.

☆The teacher adds a small basketball action to trigger the enthusiasm of the children to perform.

☆ Teacher evaluation of the "small basketball game", more action, more methods, difficult action, less mistakes in the group and individual to be praised, please clap to encourage.

4. Relaxation activities.

☆ Teachers and children do relaxation activities with the ball.

☆Guide the children to wipe their sweat and go back to the activity room.

Activity Reflection:

This activity allows children to review their basketball skills through the creation of a performance competition, and inspires them to play independently in pairs to demonstrate their previous skills. The teacher's guidance through the language at the beginning of the activity mobilizes the children to participate in the activity actively. In the "Little Performance Competition" section, the teacher puts forward the rules of the "Performance Competition", and then gives the autonomy to the children, such as the selection of a group leader for each group, *** with the discussion of the order and content of the performance of their peers. In the process of each group's own performance, the children through spontaneous discussion of a variety of ways to "play" the ball; when they encountered difficulties or disagreement, the teacher breaks down and encourages them to think of their own ways to solve the problem by themselves. The teacher always plays the role of "observer". When the children "perform", the teacher guides everyone to applaud and applaud, mobilizing the atmosphere of the activity, so that the children's mood is higher, so that the activity reaches a climax. On the basis of their own practice and the experience of their peers, the children improved the diversity of their ball games, cultivated their cooperation and interaction skills, and improved their problem-solving abilities. At the end of the activity, the teacher gave an evaluation and rewarded the group with more movements, more methods, more difficult movements and fewer mistakes, which enhanced the experience of the children.

This activity is more suitable for children who are experienced in basketball in the second semester of kindergarten. Because children in the older classes have a strong sense of autonomy, like competition and games, and also have the sense and ability to cooperate with their peers, and this activity requires high skills in basketball, only when the children have the appropriate experience, they can achieve the purpose of learning and improving. The activity is not suitable for small and medium-sized children because of their age and lack of experience.

Design intent:

In the process of carrying out the theme activity "I am Chinese", the children were interested in the Chinese zodiac, and then spontaneously launched the "Chinese zodiac investigation activities", and gradually learned about the Chinese zodiac.

The activity is a creative performance. There is both space for creative imagination and elements of performance. The whole activity is divided into three parts: one is to try to perform the game, experience the fun of performing; the second is to imagine the interesting plot, in the appreciation of the discussion boldly show their imagination; the third is to perform in pairs, mutual evaluation, according to the characteristics of the role of the independent performance, in order to follow up in all kinds of situations to take the initiative to develop the imagination and creativity in the interpretation of various types of images to accumulate experience.

Fairy tale drama performance is a specialty of our school. After entering the first class, children's understanding of literature and imagination have been greatly improved, so teachers can guide children from imitation to creation at the right time and in the right degree. Performing activities provide a personalized space for the development of children's social, creative imagination and expressive abilities. In performance activities, children can create freely, solve problems actively, integrate multiple experiences, and express themselves individually. Therefore, in the pre-programming of the activity, we guide children to watch the performance video, perform in pairs, communicate and discuss collectively, and evaluate the interaction between children and young people, so that children can feel the beauty of the performance in the story context and express the joy of the performance.

Objectives:

1. Dare to imagine the plot of the mouse in the story of the Chinese Zodiac, and can use body movement, language, etc. to show the understanding of the role of the image.

2. Experience the fun of negotiating and performing with peers***.

Preparation:

1. Children's experience: familiar with the twelve signs of the Chinese zodiac and their order.

2. Material material preparation: video, scene setting.

Procedure:

I. Zodiac show

1. Introduction activities.

Teacher: We are going to play a happy show game again. Please listen to the music and the words I speak free performance. (Music, the children free performance of the twelve signs of the zodiac posture. Teacher narrator: Early in the morning, when the first beam of sunshine into the forest, the little pig got up ...... the little rabbit jumped to the grass ...... the little snake also swam out of the hole. Suddenly she saw a tree full of her favorite red fruits, so she worked hard to climb up around the tree, climbing higher and higher and higher. One more push and she would soon have it! Finally, the snake "ah oo" a bite to eat the red fruit ......)

2. Exchange feelings.

Teacher: see you acting so happy, I am very curious. Just now you are performing what when you feel the most happy

young: I acted the white rabbit eating mushrooms the most happy.

Teacher: I saw your sweet smile when you ate mushrooms.

Young: I was happiest when I played the snake wriggling around.

Teacher: I saw you twisting in a very special way.

Hatchlings: I was playing a game with my friends when I played the rabbit.

Teacher: Yes, with friends is the most happy.

3. Summary.

Teacher: You acted out the signs of the zodiac in your own way. The performance is so happy!

(Analysis: children in the interesting situation in the free expression of the different postures of the Chinese zodiac, experience the fun of performance, for the next part of the paving.)

Second, why the mouse got the first

1. Watch the first half of the video of the teacher's performance of "the mouse got the first".

Teacher: see you act so happy, I also want to act. You know who is the first in the Chinese zodiac (mouse.) Today I will act out the story of the little mouse being first. (Children watch.)

2. Sharing.

Teacher: you see how the mouse (can not walk.) The mouse can't walk anymore, how did he get the first place in the end? What might have happened

Young: Ask your friend, the bird, to help.

Teacher: The bird came and said, "Little mouse, come and ask me to help." (Interact with individual children to act out the dialog when asking a friend for help.)

Children: with tools, scooters.

Teacher: Yes, I also skateboarding, is very fast. The mouse on the scooter must be very proud, "haha, now I'm going to win over the old cow." (Lead the children to act out the smug expression and what they might say as a group.)

Children: Drill a hole in the ground.

Teacher: Oh, yes, the little mouse has this skill.

The mouse has this skill, but it's not easy to drill a hole in the ground. Look, the hole in the ground is dark, be careful, and then drill into it, and then drill into it. (Lead the children to collectively act out the actions of the little mouse drilling a hole in the ground.)

3. Summary.

Teacher: We have come up with a lot of ways! These methods can also be performed with action, language, expression.

(Analyze: The children guessed the reason why the mouse won the first place in the process of enjoying the teacher's performance, and tried to express their own imagination with movement, language and expression. The teacher's role is on the one hand to guide the children to express what they think with movements, expressions, and language through diverse interactions, and on the other hand to sort out the methods the children come up with in time with charts, so as to lay the foundation for the independent and open two-by-two cooperative performances in the later session.)

Third, perform the story of "the little mouse is the first" in pairs

1. Teachers put forward the requirements.

(1) You can find good friends to perform together, and assign their roles.

(2) To find a way to let others see who you are acting, how the mouse got first.

2. Children free to perform, the teacher roving observation guide.

3. Invite two groups of children to show, all children to share.

Teacher: How do you think they acted

Young: I think they acted very well, because their voices are very loud.

Teacher: It is important to have a loud voice so that others can hear you clearly. (Use the symbols that represent sounds to record them in time in the chart.)

Young children: I think Fanfan's role as the old ox is especially good because he walks with big steps and uses his hands to show his horns.

Teacher: Movement is very important. (Record in time in the chart with the symbols that show the movements.)

Young: I think Yangyang acted very well because she was smiling and talking when she played the little mouse asking the bird for help.

Teacher: Expression can make our performance more vivid, so expression is also important. (Record in time in the chart with the symbols that represent expressions.)

Young children: I think they acted very well, but I want to give them a suggestion, is to act the little mouse can not walk a little more like.

Teacher: how to be more like it you can try

(analysis: this link is designed to evaluate the interaction between peers, so that children understand how to act better, for the subsequent performance to further accumulate experience. The teacher's role is to sort out and enhance the content of the children's answers in time and record them in the form of charts.

4. The children performed again in pairs, learning from each other's strengths.

5. Children watch the second half of the video of the teacher's performance.

Teacher: Today, I also learned a lot from you. It turns out that in order to perform well, you have to discuss the roles with your friends first, and also pay attention to the movements, expressions, and language. I also want to learn your good methods, you see how well I acted well (play the second half of the video.)

(Analysis: In the teacher's performance, the final ending is that the old cow was covered by the hunter's net, and the little mouse helped the old cow by biting the net with his teeth. The old ox offers to carry the little mouse along with him to participate in the Zodiac Race. When they reach the finish line, the mouse and the ox give way to each other, and in the end, the ox's tail throws the mouse across the finish line, and the mouse wins the first prize. Children watching the video of the performance has a multi-faceted role: First, it allows children to improve the level of performance in the appreciation; second, the unexpected ending is not only a surprise to the children interesting, but also permeate the character education; third, it can stimulate the children's interest in the performance of the again).

Extension activities:

Teacher: There are a lot of interesting folklore about the Chinese zodiac. If you are interested, you can find and act them out again.