Story performance activity plan for middle class

A plan is a plan that is specific, thorough, and highly operable in terms of purpose, requirements, methods, methods, progress, etc. So how should we write a story performance activity plan for the middle class? Below is the story performance activity plan for the middle class I compiled for you. I hope it will be helpful to you. If you like it, you can share it with your friends!

Middle class story performance activity plan 1

Game process:

1. By telling the story of the game, stimulate children's interest in participating in the performance.

(1) Encourage young children to choose to use alternatives.

"When we played the game last time, the teacher didn't prepare anything for the little bear to treat, but there was a child who was amazing. He found a lot of delicious things to treat himself. Who will tell everyone that he What things were used to entertain the guests------------If you encounter such a thing today, you should also use your brains to find a way to solve it like him. "

( 2) Encourage children to negotiate, cooperate, and boldly create storylines.

"During the last game, the teacher also discovered that some children are very good at using their brains. They can not only act out stories but also act out their own stories, just like the little bear not only invited Chickens, puppies, and kittens are guests, and an elephant is also invited. Children, do you know why? Let’s ask them to talk about it. If you think of anything interesting and interesting during the children’s performance today, you can do it. Tell a good friend and let's act it out into the story together. "

2. Make a game request.

(1) When encountering difficulties in the game, everyone should work together to find a solution.

(2) Take good care of toys. If you don’t have props, you can find substitutes or make them yourself.

3. Children choose to arrange the venue, play roles, and the teacher observes and guides.

The teacher helps the children to arrange the venue together, focusing on observing the children's cooperative games and role-playing, and developing the plot of the game.

4. Share and exchange game situations.

(1) Ask the children to talk about:

"What game did you play, who did you play, and how did you play it?"

(Please tell me individually) Children who have made progress perform on the spot and ask other children to applaud them to enhance their self-confidence)

(2) Praise the children who can expand the plot and perform boldly in the game.

"In the game just now, the teacher saw a group of children performing very interestingly, and asked them to tell everyone and share it with everyone."

(3) Regarding the problems that appeared in the game Discuss and comment on the issues to stimulate children’s interest in the next game.

Middle class story performance activity plan 2

Game goals:

1. Let children actively participate in performance game activities and deepen their understanding of the story content in the game , and choose your favorite character as you wish.

2. Develop children’s performance and oral expression abilities.

3. Experience the joy of cooperation in performance games.

4. Allow children to boldly perform and express themselves in front of the group.

5. During the activities, let the children experience the joy of playing games with their peers and be willing to play with their peers.

Game preparation:

Grandpa, old lady, little girl, puppy, kitten, some little mouse headdresses, grass, etc.

Game process:

p>

1. Use stories to arouse children’s interest.

1. We have heard the story of "Plucking Carrots". Do you like this story? Then we will make up a little fairy tale drama, and you all will be young actors to see who can act well!

p>

2. If you were to act, who would you like to act? How should you act? (Let the children speak, and the teacher will choose the focus to remind and explain to the children.

)

2. Performance game: Digging carrots.

1. Show the headgear and corresponding props for performance, and invite some children with strong abilities to perform. Make requirements before the performance: Pay attention to the loudness of the voice when performing; pay attention to the voices and tones of different characters during the performance. Teachers should also focus on guiding children to cooperate with each other and remind children who forget words.

2. After a performance, the teacher asked:

⑴Whose performance do you like? What do you think is good about his performance?

⑵Do you think it is good? Is there anything we should pay attention to?

3. Children are free to choose game characters and perform in groups, with teachers guiding them on tour.

3. Comment each other, teacher’s summary.

1. Teacher: Who did you play today? Are you happy?

2. Children freely communicate about the game situation and experience the joy of the game.

4. Clean up the venue with your children and end the activity.

Middle class story performance activity plan 3

Objectives:

1 Understand the content of the story and learn the dialogue in the story.

2. Experience the emotion of happily going to kindergarten.

Preparation:

Story tapes, teaching flipcharts, children’s book "Happily Going to Kindergarten"

Teaching Focus

Learning the story Difficulties in dialogue teaching and story performance

First lesson plan for kindergarten

Process:

1. Listen to the recording to understand the content of the story. After the children listen to it for the first time, tell The name of the companion story. Teacher and students *** listen to the recording of the story together: Who is in the story?

2. Learn to talk and further understand the content of the story:

Show the background picture and The animal images in the story tell the story:

What did the little frog say when he saw the little duck and the little turtle?

How did the little animals go to kindergarten? Children can freely discuss the content of the story in groups, Teacher tour listening:

Why should we go to kindergarten happily?

3. Scenario performances to experience the emotions of going to kindergarten happily: watch the performances of children in the upper class.

Children in the first class bring their younger siblings to perform together to further experience the emotion of happily attending kindergarten.

4. Transfer of experience and express feelings:

Will you perform the story of yourself happily going to kindergarten for everyone to see? Children perform, and teachers observe and encourage children.

5. Summarize the performance of the children.

Middle class story performance activity plan 4

Design intention:

In the process of carrying out the theme activity "I am Chinese", children will learn about the twelve zodiac signs. I became interested, so I spontaneously launched the "Twelve Zodiac Signs Survey", gradually learned about the twelve zodiac signs and their order, and also had a desire to understand the origin and legend of the twelve zodiac signs.

This event is a creative performance event. It not only creates space for imagination, but also incorporates elements of performance. The whole activity is divided into three links: the first is to try acting games and experience the fun of performance; the second is to imagine interesting plots and boldly express one's imagination after appreciation and discussion; the third is to perform in pairs, evaluate each other, and perform independently according to the characteristics of the characters, setting the foundation for the follow-up Actively develop imagination and creatively interpret various images in various situations to accumulate experience.

Fairy tale performance is a feature of our kindergarten. After entering the senior class, children's understanding and imagination of literary works have been greatly improved. Therefore, teachers can guide children in a timely and appropriate manner from imitating performances to Toward creation. Performance activities provide a personalized space for the development of children's sociality, creative imagination and expressive abilities. During performance activities, children can create freely, actively solve problems, integrate multiple experiences, and express themselves in a personalized way.

Therefore, in the activity preset, we guide children to watch performance videos, perform in pairs, conduct collective discussions, and evaluate interactive interactions between children, etc., so that children can feel the beauty of performance and express the joy of performance in story situations.

Objectives:

1. Boldly imagine the plot of the twelve zodiac stories in which the little mouse wins first place, and be able to use body movements, language, etc. to express understanding of the character image.

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

Preparation:

1. Children’s experience preparation: Be familiar with the twelve zodiac signs and their order.

2. Material preparation: video, scene settings, etc.

Process:

1. Zodiac Show

1. Import activities.

Teacher: We are going to play a happy performance game again. Please listen to the music and my words and perform freely. (When the music starts, the children freely express the twelve zodiac signs. Teacher narration: In the early morning, when the first ray of sunshine shines into the forest, the little pig gets up...the little rabbit jumps to the grass...the little snake also comes from She swam out of the hole. Suddenly, she saw a tree covered with her favorite red fruits, so she climbed up around the tree hard, climbing higher and higher. Jin, you can eat it soon! Finally, the little snake ate the red fruit in one bite...)

2. Exchange feelings.

Teacher: I’m very curious to see you having so much fun performing. What did you feel happiest when you were performing just now?

Young: I was happiest when I played the role of the little white rabbit eating mushrooms.

Teacher: I saw your sweet smile when you were eating mushrooms.

Young: I am happiest when I play the role of a little snake twisting around.

Teacher: The way you twist is really special.

Young: I was playing a game with my friends when I was playing the role of bunny.

Teacher: Yes, being with friends is the happiest thing.

3. Summary.

Teacher: The twelve zodiac signs you play all have their own looks. What a joy to perform!

(Analysis: Children can freely express the different postures of the twelve zodiac signs in interesting situations, experience the fun of performance, and pave the way for the next session.)

2. Why did the little mouse get first place?

1. Watch the first half of the video "The little mouse got first place" performed by the teacher.

Teacher: Seeing you having so much fun performing, I want to perform too. You know who is number one among the twelve zodiac signs (the little mouse.) Today I will act out the story of the little mouse who is number one. (Children watch.)

2. Share and communicate.

Teacher: Did you see what happened to the little mouse? (It can’t walk anymore.) It’s obvious that the little mouse can’t walk anymore. How did he get the first place in the end? What may have happened?

p>

Young: Ask your friend Xiaoniao for help.

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

Young: Use tools, scooters.

Teacher: Yes, I have also ridden a scooter. It is very fast. The little mouse riding the scooter must be very proud, "Haha, now I have to beat the old cow." (Guide the children to act out the proud expressions and possible words.)

Toddlers :Drill into the ground.

Teacher: Yes, the little mouse still has this ability. The hole in the ground is not easy to drill. Look, it's dark in the hole. Be careful. Get in deeper, then get in deeper. (Guide the children to collectively perform the action of a little mouse burrowing in the ground.)

3. Summary.

Teacher: We have come up with so many methods! These methods can also be performed using movements, language, and expressions.

(Analysis: While enjoying the teacher's performance, the children guessed the reason why the little mouse won first place, and tried to express their imagination with movements, language, and expressions.

On the one hand, the role of the teacher is to guide the children to express their ideas through movements, expressions, and language through various interactions. On the other hand, the teacher's role is to promptly sort out the methods that the children have come up with using diagrams, thus providing the basis for independent and open pair-to-pair cooperation in the later stages. The foundation of performance. )

3. Act out the story of "The Little Mouse Gets First" in pairs

1. The teacher makes a request.

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

(2) Find a way to let others understand who you are playing and how the little mouse got first place.

2. Children perform freely, and teachers patrol for observation and guidance.

3. Invite two groups of children to present and all children to communicate and share.

Teacher: What do you think of their performance?

Young: I think they performed 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 representing the sounds to record them in the chart in real time.)

Young: I think the old cow played by Fanfan is particularly good, because he walks with long steps and uses his hands to represent the horns.

Teacher: Movement is very important, it depends on who you act like. (Use symbols representing actions to record them in the map in time.)

Young: I think Yangyang’s performance is very good, because when she plays the role of a little mouse asking a bird for help, she talks with a smile.

Teacher: Expressions can make our performances more vivid, so expressions are also very important. (Use symbols representing expressions to record them in the chart in real time.)

Young: I think they performed very well, but I would like to give them a suggestion, that is, they should be more careful when performing the little mouse that cannot move. Like a little bit.

Teacher: How can I be more like you? Can you give it a try?

(Analysis: This link aims to let children understand how to act through interactive evaluation among peers. The teacher's role is to sort out and improve the content of the children's answers in a timely manner and record them in a graph. It should be noted that the teacher should guide the children to pay more attention to the strengths of their peers when evaluating. , discover the shining points of peers. )

4. Children perform together again and learn from each other’s strengths.

5. Children watch the second half of the teacher’s performance.

Teacher: Today, I also learned a lot from you. It turns out that if you want to perform well, you must first discuss the role with your friends and pay attention to movements, expressions, and language. I also want to learn your good methods. Can you see how I perform? (Play the second half of the video.)

(Analysis: In the teacher’s performance, the final ending is, Lao Niu Being trapped in the hunter's net, the little mouse broke the net with his teeth and helped the old cow. When they were about to reach the finish line, the little mouse and the old cow gave in to each other. In the end, the cow's tail flicked hard and the little mouse crossed the finish line, and the little mouse won the first place. Watching this performance video has many functions for children: first, it can help children improve their performance level while enjoying it; second, it is unexpected. The ending is both surprising and interesting for children, and it also permeates moral education; third, it can stimulate children's interest in performing again)

Extended activities:

Teacher: There are many zodiac signs. Interesting folklore. If you are interested, you can look for it again and perform it.

Middle class story performance activity plan 5

Design intention:

Most of today’s children have superior living conditions and lack the courage and endurance to face failure and setbacks. . Let children learn to evaluate themselves objectively, face life confidently and optimistically, be good at using their own advantages, and be able to stand up bravely from where they fell, so as to establish a good foundation for adapting to new collective life more quickly after entering elementary school in the future. , this is the original intention of designing this activity. At the same time, the "Outline" points out: comprehensively understand the development status of young children and prevent one-sidedness. In particular, we must avoid the tendency to only focus on knowledge and skills and ignore emotions, sociality and practical abilities.

The combination of interesting stories, games and education is the characteristic of this event. In addition, I hope that through this activity, children will learn from an early age not to be proud or discouraged, to use their brains to find solutions to problems when they encounter them, and to cultivate children's self-confidence through performances.

Activity goals:

1. Be able to boldly express the character’s personality traits in language, movements, expressions, etc.

2. Try to create storylines and performances to develop children’s creativity.

3. Be able to evaluate one's own and others' performances more objectively, and continuously improve performance levels.

Activity preparation

Be familiar with the plot of "The Tortoise and the Hare" and understand the reasons for the outcome of the story.

Prepare the groundwork in advance - imagine "The Tortoise and the Hare".

Tortoise and Hare headdress, venue layout, video of Tortoise and Hare racing, scene pictures.

Activity process:

1. Introduction of situations to stimulate children’s desire to perform.

1. Teacher: There is an interesting game in the beautiful forest. Let’s start with the music! Let’s see who is the first athlete to appear? (The projector shows a small Rabbit)

Teacher: How does the little white rabbit (little turtle) walk? What does it look like when it is happy? What does it look like when sleeping? What about when it is happy? (Please ask first. Individual children perform, and then perform as a group.)

(Design interpretation: Inspire children to learn how various bunnies look when they are happy, use their creative imagination, and be able to express themselves boldly in front of the group. The teacher promptly guides the children to pay attention to the exaggerated performances of expressions and body movements, and guides the children to understand that the little turtle can not only crawl on the ground, but also on the ground. Yeah, the little turtle crawls and crawls! Children can crawl fast and slow according to the slogans, and at the same time they can think of better ways to crawl faster, which will pave the way for the next performance game)

3. Teacher: It turns out to be a race between the bunny and the tortoise! ??Let’s start watching the game quickly! (Watch the video of the tortoise and the hare.)

Teacher: Who won this game? Who lost? Why ?

Young: The little turtle won, but the little rabbit lost, because the little rabbit was proud and slept in.

Summary: You can’t learn from the little rabbit’s pride and complacency, but you must learn from the little turtle’s efforts. and perseverance

2. Try to create a performance story

1. Teacher: What will happen if the bunny and the tortoise compete again? The children choose their own headgear and start the performance. Other children cheered and shouted for them, guiding the children to pay attention to their expressions during the performance)

Teacher: Who won the game? Who lost?

Children: Little Rabbit won, Little Rabbit. The turtle lost.

Asked the little rabbit: How do you feel? The little rabbit answered: Very happy.

Asked the turtle: How do you feel? The turtle answered: Very happy, too. Because my good partner won, I also persisted until the end.

(Design interpretation: When I heard the little turtle’s answer, I was surprised. I was touched by the kindness and friendliness of the little turtle. I was originally. I thought the little turtle would say, "It's very sad. I will tell it in time: Don't be sad. As long as you work hard and persevere until the end, it will be great. Winning or losing is not important. What is important is that you worked hard." So I dug out the flash of the little turtle in time. Click, give encouragement. )

2. Teacher: The little turtle and the little rabbit have another competition. Let’s see together. Where is the competition venue? (The projector shows the grass.) The rules of the competition are This is like this: From the starting point to the finishing point, both teams have to cross the grass. If someone steps on the grass, they have to start again from the starting point. Who do you think will win the game? Invite two children to try it. Please choose a headgear. Competition.

Teacher: Who loses in this competition?

Young: The little turtle crawls slowly on its hands and knees.

Teacher: So what good method do you have? Please compare with the little rabbit according to the method you want.

(All children are free to choose headgear and compete.)

(Design interpretation: Through this link, children have figured out how to crawl faster, or what method can be used to win the bunny. The children show their boldness Imagine that some children have figured out how to put their feet on the ground, move water with both hands, and run to win the bunny. In this process, the teacher plays with the children as a guide, supporter, and collaborator, without interfering with some ideas and ideas. )

Teacher: Congratulations to the little turtle who likes to use his brain. Your performance is really wonderful. Let’s take a look at where the next competition will be! (The projector shows a small river.)

Teacher: Who do you think will win?

Young: Little turtle, because little turtles can swim

Teacher: What should I do if the little rabbit can’t swim?

Baby 1: You can use a swimming ring

Baby 2: You can row a boat

Baby 3: You can sit on it Paddling in the basin

Child 4: You can lie down on the wooden board and paddling across

Teacher: Then please discuss in your group what method you will use to compete with the little turtle. Each group will send One representative participates in the competition.

(Design interpretation: This link mainly enables children to understand how to find solutions when encountering problems. Children think of various ways to cross the river, and then discuss, summarize and choose in groups. Use the most feasible method to conduct the competition. During the competition, focus on the children's performance and let everyone understand what method you are using through your physical performance.)

Teacher: Who wins this competition.

Young: Little Rabbit

Teacher: What method did you use?

Young: Use a swimming ring to swim over

Teacher: There are many other ways. Are you willing to try them?

Young: Yes (Children use their own methods to compete with the little turtle to cross the river.)

(Design interpretation: Passed In this session, the little turtles discovered how to swim faster, while the little rabbits understood what methods could help them reach the other side faster, and also understood which methods were slow and unsuitable for this competition, such as : Lying on the board and moving it with your hands will be slow and not suitable for this competition)

3. Group collaboration to create a performance

Teacher: The difficulty of the next competition. But it's even bigger, requiring teamwork, and each team member must reach the finish line at the same time to be considered a winner. Now let’s discuss, what method will your group use?

Teacher: When the time is up, each group of players will go to the starting point to prepare, and the game will begin. (In the first competition, the method used by the turtle team was to grab the feet of the players in front and crawl and swim across the river as a group. However, because the first player swam too fast, the players behind could not catch the feet, resulting in disconnection. Only one turtle reached the finish line first, so it ended in failure. The little rabbit team was competing for the first place, and their steps were inconsistent, causing the boat to capsize.)

Division: Turtle team, Did you reach the finish line at the same time?

Young: No, it was because the first climber climbed too fast and I didn’t catch it.

Teacher: What will you do in the next competition?

Younger: Don’t climb so fast, we have to arrive at the same time.

Teacher: Team Rabbit, where are you?

Younger: We ran too fast and the boat capsized.

Teacher: What about the next competition?

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

Teacher: Okay! I’ll give you another chance. Remember to arrive at the same time! The competition begins! (Through this competition, the children corrected the mistakes they made last time. The bunny group rowed across the river first. , achieved victory. The turtle team reflected that the speed of crawling across the river was too slow, and began to think of other ways to win)

Teacher: Congratulations, little rabbit team, turtle team, do you still have a way?

Young: Yes.

Teacher: Let’s compete again, let’s start the competition! (In this competition, the little turtle put his feet on the ground and pulled the tail of the turtle in front, and ran and swam across the river. The little rabbit group sat together The wooden stakes crossed the river upstream, and the turtle team won in the end)

IV. Group debate

Teacher: Congratulations to the turtle team for winning this time. They changed their methods and won. On the grass, in the river, where else can the game be played, and what method should be used? Let the two groups debate.

Turtle Group 1: We can still be in space, little rabbit, we ask aliens to help, do you dare to compete?

Little Rabbit Group 1: Then we will use flying saucers and You guys are competing. We want to compete with you on the road with racing cars. What are you doing?

Turtle Group 2: Then we will compete with you on motorcycles. We will compete with you on airplanes in the sky. Do you dare? ?

Little Rabbit Group 2: We will use rockets to compete with you.

Teacher: There are so many places and good methods! Are you willing to give it a try? Please find an opponent and compare with the method you just used. Let’s follow the music and start the competition. ! (Follow the music and walk out of the activity room, and you can go to the playground to play games as an extension)

(Design interpretation: Let children express their imagination, give full play to their creative imagination, and exercise their thinking agility . )

Related articles for middle class storytelling activity plan:

★ Kindergarten storytelling activity plan

★ Middle class language activity plan

★ A collection of creative plans for language activities in middle classes

★ 5 excellent language activity plans for middle classes

★ 5 language activity plans for middle classes

★ 5 selected language activity plans for middle class classes

★ 5 language activity plans for kindergarten middle classes

★ Language activity planning plans for kindergarten middle classes

★ Implementation plan for language activity planning for middle class students

★ Five planning plans for language activities for middle class students