Small class teaching plan daquan 10

Activity objectives:

1, consolidate the story content and the dialogue between the characters.

2. Be able to boldly express the characters in the story with body movements and language, and experience the fun of performing games.

3. Learn to play games through activities and feel the fun of the game.

4. Willing to participate in the game and experience the fun of the game.

5. Let children learn to play with body movements and games.

Highlights and difficulties of the activity:

Key points: You can boldly express the characters in the story with body movements and language, and experience the fun of performing games.

Difficulty: I can boldly express the characters in the story with body movements and language.

Activity preparation:

Piglet, white rabbit, white goose headdress.

Activity flow:

1, show pig's head ornaments to stimulate children's interest.

Children, who is this? What kind of pig is it? A chubby, dirty pig likes to roll in the mud all day. Do you like such a dirty pig?

2. Guide the children to recall the main content of the story and consolidate the dialogue between the roles.

One day, the weather was fine. Piggy wants to play with his friends. What did the pig say? Who did it see first? What did they say between them? What's the expression on the rabbit's face when he doesn't play with him? What did they say when he met the little white goose? What did you do?

Transition: The children speak very well. Shall we perform the story together today?

3. Show headdress, guide children to perform roles and feel the fun of performing games.

(1) Divide the children into three groups according to their wishes and act out the story.

(2) Find a child in each group and act out a story in front of the group.

Game over:

Pigs are clean, rabbits and white geese. Let's go out to play with pigs!

Extended activities:

Put the headdress in the performance area and let the children continue to perform.

Small class teaching plan 2

Activity objectives:

1. Explore the sounds made by three different objects and try to classify them according to the different sounds.

2. Be able to cooperate with peers at the teacher's prompt and abide by the rules of the game.

3. Willing to participate in group activities and experience the fun of group games.

Focus of activities:

Explore the sounds made by three different objects.

Activity difficulty:

Try to classify according to different sounds.

Activity preparation:

Some jars with walnuts, red beans and sand, traffic lights and music.

Activity flow:

First, guess the tin cans with objects to arouse children's interest in exploration.

1. Teacher: I brought a lot of canned babies today. Listen (the teacher shakes the can). Is there a sound?

2. Teacher: How do you know? (Guide children to mobilize their existing experience and perceive objects with their senses. Praise the child's ears)

Second, listen to the impact of different objects in the jar freely, and classify the jar according to the different sounds.

1. Teacher: Your little ears are really smart. I have many jars here. Let's listen to it again.

2. The teacher shakes different jars and lets the children learn the sounds in the jars with their mouths. (Kuang Kuang, sasha vujacic, knock)

3. Teacher: Does the baby jar make the same sound?

4. Teacher: No, let's find friends. Please find a baby jar to shake, learn the sound inside, and remember the sound made by your baby jar, but when I say the baby jar is protected, you should hold your jar tightly and don't make any noise, understand? (Children learn sounds with jars)

5. Teacher: Please protect the baby's jar and listen to what sounds are made in my jar. Please learn with your mouth. Whose baby jar also makes such a sound. Please stand up. (Help children find cans that make the same sound, put them together after finding them, and let the children sit together)

6. Teacher: Ask a child to come up and shake the jar in his hand, and let the child learn the sound (help the child to classify). Who else's jar makes that noise? Let's stand together and shake it. Please listen to the baby below. Is it the same voice? Are there any good friends down there? Please shake the baby, let's listen together and find a good friend. Let the children put the cans together and sit together when they find them.

In the same way, put three kinds of cans of different items in good order, and divide the children into three groups at the same time.

Third, listen to the sound again and guess what's in the jar.

1. Teacher: The teacher put three things in the jar today. What three things? (Show signs in turn: small rice, small red beans, small walnuts)

2. Teacher: Can you guess who the little walnut in the jar is? Who is the little red bean? Who is Baby Rice?

3. Teacher: (The teacher shakes Baby Rice) What is this noise? Learn your mouth. Guess what this is, baby. (Guide children to express their guesses in words, and then open the seal of the can to check whether the guesses are correct)

The teacher distributed all kinds of cans to the children separately and asked the children who got the cans to keep quiet.

Fourth, the game: "Police Uncle Traffic Lights" ended.

1. Teacher: Have you all got the baby cans? After you get it, we'll play the game of police uncle traffic lights. Uncle policeman (turning the sign upside down) means red light. The baby tank can't make a sound, only when it is turned upside down can it make a sound. Watch your eyes. The train is leaving. Who will drive? (The teacher turns the rice label upside down), Mimi, please shake it. (Try once for each of the three groups)

2. Complete Game: Start:

(1) Baby Walnut, Baby Rice, Baby Red Bean ...

(2) Please shake the small walnuts, small rice and small red beans. ...

(3) I want to sing a song and play games with my uncle. Listen carefully, the voice is very nice: please shake the small walnut ... let's shake it together ... (the teacher hums the performance and repeats it three times)

(4) Now we have a band, which is very fast. Please open your eyes and ears. Please stand up (full rating).

Teacher: Did you have a good time? Still want to play? We came to the classroom with the baby jar and exchanged games again.

Small class teaching plan 3

Design intent:

Children often come into contact with all kinds of eggs, such as eggs, duck eggs and quail eggs. The structure, species and nutritional value of eggs were preliminarily understood. With the deepening of the activities, they are full of curiosity about eggs. Several children have tried to make the eggs stand up while spinning them in the morning activities. This activity is to start from children's interest points and run through the whole process in the form of games, so that children can feel happy, conduct purposeful operations and explorations, and encourage children to speak and communicate boldly in language or non-language to gain meaningful experiences.

Activity objectives:

1. Further perceive eggs and quail eggs and classify them correctly.

2. Explore various ways for an egg to stand up and stimulate curiosity.

3. Be brave in business innovation and reap the joy of success in the activity.

Activity preparation:

1, cooked quail eggs, some eggs.

2. There are several baskets for hiding eggs, and the materials for hiding eggs are wool, straw, cloth and so on.

3, a hen, a quail, home and plasticine, rice, bottle caps, building blocks, sandbags, towels and other auxiliary materials.

Activity flow:

First, further perceive the characteristics of eggs and quail eggs in the game scene.

1, further distinguish between eggs and quail eggs and egg babies.

(1) There are many egg babies in our class today. They hid and wanted to play hide-and-seek with us. Think about it, where will they hide? (Children discuss with each other)

Let's find it together! (Looking for a baby with an egg)

Each child found an egg baby, some found one, some found two or more, and told them what egg baby they found.

2. Perceive the shape characteristics of eggs in the scene of "bathing" the baby eggs.

The eggs in hide-and-seek are dirty. Let's wash the baby's eggs! (Playing bath music)

What did you think of Baby Egg's health when I took a shower just now? (bare, round, hard)

Second, in a relaxed atmosphere, explore a variety of ways to make the egg baby stand up.

1, the child tried to make the egg baby stand up with all parts of his body.

(1) The baby's eggs are round and smooth. It always falls. Is there any way to help it stand still and not wrestle? Let's have a try. (Remind children to take good care of the egg baby)

Who's going to tell everyone how you got the egg baby to stand up? Create opportunities to encourage children to speak and communicate boldly in language or non-language.

Summary: Just now, the children tried many ways to make the egg baby stand up. Some of them stood up holding the egg baby in their hands, while others stood up with their thumbs and forefingers around. ...

2. The children tried to make the egg baby stand up with all kinds of materials.

(1) The teacher has prepared many material friends for you. They also want to help the egg baby. Let the material friends help the egg baby stand up, ok?

Teacher: Have all the babies stood up? Okay, don't move. Let's sit down and talk about how you make the egg baby stand up.

Summary: We help Baby Egg stand up with friends. Some people use building blocks to stand eggs, while others use bottles to stand eggs high. ...

Third, consolidate the classification of eggs in a pleasant game and experience the joy of success.

Look, who's here? (Show pictures of hens and quails)

They are looking for their children. See whose egg baby you are holding, and send it back to your home. What can you say? Classify eggs according to the pictures of hens and quails, and try to communicate in language.

The egg babies have all gone home, so it's time for us to go home, children. What can we say to the egg babies?

Small class teaching plan 4

Activity Name: Firefly

Activity goal:? 1, and get a preliminary understanding of the habits of fireflies.

2. Inductive phrases are long and short.

3, lay a solid rhythm

4, the preliminary understanding of the roll call

Activity preparation:? 1, roll call card 2, music 3, firefly picture 4, lantern

Activity flow:

First, teachers and children greet each other.

Teacher: Xiao Peng/You/Good morning.

Children: Ding Lao/Shi-/Good morning-

Teacher: Xiao/Friend/Xiao/Friend/Good morning//

Children: D-/ Teacher /D-/ Teacher/Good morning//

Second, the story import

Teacher: "Last time we went to the suburbs with our baby and helped our mother and baby set up tents together. In summer, how comfortable it is on rainy nights! " The baby and mother are having a barbecue in the suburbs. There are toast that Teacher Ding likes, and roast chicken wings that your children like. Small animals smell the fragrance and come over. The baby has a good time with them! The animals have all gone back to sleep, and the baby is tired. She wants to sit next to the tent and have a rest, and then go to brush her teeth and sleep. The baby found that there were many stars in the sky in the suburbs, so beautiful, but at this time, all these stars fell. Children, do you know why these stars fall? (The child answers) What sound do we hear? "The teacher plays music.

Teacher: "Little friend, what has fallen?" (firefly)

Teacher: "Oh, it's fireflies shining from the sky!" " Now let's meet our friend firefly! "

Third, understand the characteristics and habits of fireflies.

The teacher opened the pictures in the firefly book and introduced the habits and characteristics of fireflies.

1, teacher: "Fireflies, lanterns? Why do you say it has lanterns? Because it has a luminous body in its belly, that is, it has a luminous body in its belly, so it looks like a firefly that shines like a star. "

2. Teacher: "Where do children and fireflies live? (It is mentioned in the story that it will rain in summer). It likes to live in a humid place. There are few fireflies in the north. Because the climate in the north is relatively dry and not suitable for fireflies to grow, it is generally in the south, and there will be fireflies in the suburbs at night when the weather is better. "

Teacher: "Guess, children, what do fireflies eat?" (Eating snails and drinking dew on leaves), fireflies like to move in groups.

The teacher showed pictures of collecting fireflies. The teacher said, "Let's listen to the music again and the children will sing together."

Fourth, phrases

1, listening to music and finger dancing.

Teacher: "We listened to Firefly again, and let the children learn from me. A firefly flew in. It flies in the sky, and it feels very tired. It needs to stop and rest, rest on us, continue to fly (the teacher sings and plays, stops to rest and fly at the end of the film), and finally flies away. "

(Action: Put out a little finger to fly in the air, stop at a part of the body, and finally fly back when flying)

Play the music, do it again, and do the action while singing.

2, inductive phrases, short and long.

Teacher: "Fireflies always stop in this place. The teacher told the children that it was difficult for them to sing this song because it was long and unpleasant to sing. Very tired. So in music, a melody is divided into one sentence after another, and these words are connected together to form a beautiful piece of music. Today's music is divided into six paragraphs (the demonstration is divided into six paragraphs while singing). "

Please sing, do and listen to the music after the teacher (note: stop according to the phrase of the music).

3. Music games

(1), lighting game: play games with lighting points. Rule: The teacher turns on and off the light according to the phrase, and the little finger goes wherever the light goes. After turning off the light, the little finger is put away.

(2) Scarf game: Use scarves as the wings of fireflies. Rule: Fly and stop according to the music, and stop at the end of the phrase. Individual demonstrations and group games

(3) Tap the stick game: Tap the end of happy sentences with a tap stick. Rule: Knock at the end of a happy sentence.

Let's sing and demonstrate first, then follow the music.

V. Understanding roll call

(1) The teacher turned to page P of the music book: "Here comes the firefly. Children, you see, every time fireflies fly, they have a certain route, which is where fireflies fly. Sing according to the contents of the book, show the roll call card in time and briefly introduce the roll call. ).

Small class teaching plan 5

Design intention:? As we all know, summer is the harvest season of all kinds of fruits. There are many kinds of fruits in summer. They not only have different names, but also have different shapes, colors and tastes. For children in small classes, sometimes it is impossible to correctly grasp the color of fruit. Their understanding of fruit is concrete, and they can only distinguish things according to their external characteristics. Children have had a certain experience and understanding of the shapes of some fruits, but besides the external differences, there are many educational opportunities hidden inside the fruits. So I designed this activity to let children perceive the characteristics of fruit from the outside and correctly master some basic colors of fruit.

Activity objectives:

1, get to know some common fruits in summer, and initially perceive their characteristics.

2, can correctly distinguish the taste of fruit and master the words: sour and sweet.

3. You can choose the color similar to fruit and experience the fun of the activity.

Activity preparation:

Some cut fruit.

Fruit pictures (watermelon, litchi, grapes), etc.

Each booth has a set (sweet and sour), tape recorder and tape.

Some crayons and unpainted fruit pictures.

Activity flow:

I. Activity Import

Teacher: "Summer is here, and many fruit babies are mature. Children, what kind of fruit baby do you like best? "

"Today, there are many fruit babies in our small (1) class. Let's go and see what they look like? " (Guide children to see, touch, smell and perceive the characteristics of fruit)

Summary: There are many fruit babies in summer, and children find that they all look different. Some of them are round, some are oval, some are red, some are green and some are yellow. )

Teacher: "What do these fruit babies taste like? Would you like to have a taste? " Please choose a piece of everything and have a taste. Tell your friends or teachers how you smell! "

"What fruit are you eating? What is it? "

After the children answer, the teacher shows the sour or sweet one by one, and sticks the corresponding fruit under the sour or sweet Chinese characters. )

"The child is really capable. Baby Fruit has a present for you. It's hidden under your little chair. See what it is? " (word baby about their tastes) Do children know your word baby? (Ask questions separately)

Second, the game: Where is my friend?

Teacher: "Now we play Where Are My Friends with Word Baby."

(Music "Where are my friends")

Teachers, children and peers look for each other. )

Third, dress the baby.

Teacher: "Today, the baby is going to dance. Everyone wants to wear the most beautiful clothes. They want to ask the children for help. Will you? "

To show a naked baby, ask a personal question first: ... What clothes does it wear most beautifully? Guide children to define the requirements of coloring.

(Remind children to choose a color similar to the color of the fruit and apply it evenly)

Fourth, dance with the fruit baby.

Teacher: "You help the baby with fruit and dress up so beautifully! If the baby is happy, are you happy? (Dancing) Do children know that there are other fruit babies besides these in summer? (...) Look at these lovely fruit babies. They are also in summer. Do you know them? (expanding children's cognition)

"Today, we made friends with the lovely fruit baby. Now let's give the rest of the fruit baby to the younger brothers and sisters in Tuoban. "

Activity evaluation:

The whole activity revolves around summer fruits, fully demonstrating children's independent observation and exploration, and learning and perception in happy and relaxed games. Satisfy children's curiosity and stimulate children's interest in eating fruit. In the activity, the teacher is the guide and the child is the subject.

Teachers not only pay attention to each child's situation in the activities, but also help timid children to play and show boldly; We should also protect children's enthusiasm for speaking and doing, give play to their oral expression ability and give them affirmation; We also pay attention to ordinary children, tap their potential, and let children with different ability levels develop.

Activity reflection:

For children, some new things in class will highly concentrate their attention, so I choose the right class and learn about fruits by observing, touching, tasting, introducing and making. The design of these links can better make children concentrate and generate high interest! At the same time, we should infiltrate the relationship between vegetables and fruits and their health, educate them to eat more vegetables and fruits, not be picky about food, and develop good eating habits. Through touching, tasting and playing with fruits, children can deepen their knowledge and understanding of fruits, know the color, shape and taste of fruits, and the color and texture of pulp, and then exercise their language expression ability through description. In this link, games and learning are integrated, so that children can also learn knowledge in games, and the purpose of education and teaching has also been achieved.

Small class teaching plan 6

Activity objectives:

1. Feel the different images in the story and enrich the vocabulary: "red", "white" and "gold".

2. Understand stories and animal images through the demonstration of teaching AIDS.

Activity preparation:

1. Teaching AIDS: elephant, snail, puppy, grandpa bear, tambourine, drumstick 2. Background picture of grass, small trees in Kobanawa. Experienced preparation; Understand the drum activity process;

First, the teacher shows the drum. The teacher pointed out and asked questions:

1) What do you think this is? (Drum) 2) Let's see what color its body is. (Red ...) Teacher: You speak very well. The teacher put it mildly, it's red and bulging. Let's talk about it together

3) Let's see what color the drum head is. (White ...) Teacher: Well, that's great. I also use a better word, snow-white drumhead. Let's talk about it together.

4) What color do you think this drumstick is? (Golden, yellow ...) Teacher: Let's talk about golden drumsticks.

Summary: This small drum is really beautiful. The drum body is red, the drum surface is white and the drumstick is golden.

Teacher: But whose drum is this? Let's listen to this story.

Second, the teacher vividly tells the story while demonstrating the desktop teaching AIDS. When talking about "the tambourine is really beautiful …", the teacher fingered the tambourine and inspired the children to say "red drum body, snow-white drum surface, golden drumstick".

2. Speaking of "the little snail saw it first ...", please tell the children what the little snail would think when he saw the chicken leg. Children learn to crawl with snails.

3. When talking about "the puppy is coming from a distance …", let the children guess what the puppy will think of the drumstick and learn the movements of the puppy. Children learn the dog's action of gnawing bones.

4. Speaking of "Grandpa Xiong is coming …", let the children guess what Grandpa Xiong would think of the ancient gavel and what he would do.

Teacher: Whose drum is this? Who gave it to the elephant? Does it look nice? Let's listen again. This time, the teacher has a request. Please tell me what snails, puppies and Grandpa Bear did when they saw the drumsticks. What did they say?

Third, the teacher demonstrates the desktop teaching AIDS and leads the children to tell stories.

Teachers guide children to tell stories completely by asking questions and leaving blank.

Teacher: Now, do you know whose drumstick this is? But this story has no title yet. Give it a nice name!

Fourth, the situational performance teacher asked four children to play elephants, snails, puppies and grandpa bear respectively, and the other children retelled the story with the teacher.

Teacher: Well, you all spoke very well just now. Now, the teacher will ask four children to perform. Who wants to go? When it's your turn, the invited children should speak boldly and perform boldly. The children below should tell stories to the teacher.

Activity expansion:

Elephant's drumstick

Mother gave the elephant a small drum as a birthday present.

The snare drum is really beautiful, with a red drum body, a white drum face and a golden drumstick. Elephants like it very much.

But the careless elephant lost the drumstick a few days ago. Drumstick, drumstick, where are you?

The chicken leg lay quietly on the grass, and the little snail saw it. As he struggled with the drumstick, he muttered, what seat is this? It's slippery and hard. It's really hard to climb!

The puppy came all the way, but it was the first time to see such a big bone! Uh-huh, just a bite, it shook its head and walked away.

Grandpa bear is coming. He thought he lost his crutch a few days ago, so he picked up the chicken leg. Oh, no, it's too short

The baby elephant came with a small drum on his back. Hey, isn't this my chicken leg? When did it come? Knock, knock, knock. Everyone came as soon as the drum sounded. Hey! What a beautiful sound the tambourine makes!

Activity reflection:

However, there are some problems in poetry itself, that is, the sentence pattern is not neat enough and it is not convenient to remember. So it is difficult for children to master. In the future, we can consider changing the sentence pattern of the poem slightly to achieve better teaching results.

Small class teaching plan 7

Activity objectives:

1, to distinguish different sounds made by bottles of different articles.

2. Feel the fun of exploration and discovery.

3. Cultivate children's curiosity about sound and be willing to explore and experiment boldly.

4. Learn to record your findings in various forms such as language and symbols.

Highlights and difficulties of the activity:

Distinguish the sounds made by bottles containing different items.

You should know that different materials make different sounds.

Activity flow:

Guess first: What did the bottle baby eat?

1. Show three bottles containing rice, white kidney beans and cotton respectively, shake them and let the children compare the different sounds made by the bottles. Guess what's in each bottle one by one.

Teacher: 1. Listen, children, what's in these babies' bellies?

2. Show rice, white kidney beans and cotton, and compare the children with bottles that make different sounds.

3. Open the bottle cap and verify the child's guess.

Teacher: Now, the teacher will open the bottle and see if our children have guessed correctly.

Second, be a singing baby bottle.

1, please choose a bottle, unscrew the lid and choose an object and tool to feed the baby bottle.

Teacher: (1) Children, let our children choose a bottle they like. Let our bottles sing.

2. Tighten the lid after feeding. (Teacher checks)

Teacher: The child should tighten the lid and the teacher will check it.

Third, the "singing bottle" game

Play music with obvious rhythm contrast, let the children shake the bottle baby with the change of music rhythm, and make music for it.

Teacher: Children, let's shake our bottles and let our bottles sing together.

Activity reflection:

The content of this activity is very lively and gamified, and it is easy to mobilize children's existing life experience.

In the activity, ordinary bottles are compared to bottle babies by anthropomorphic methods, so that children are more willing to get close to these bottle babies and make friends with them.

In the activity, I adopted the game form of "guess, listen and move" to let the children communicate with each other and share the operation results. Another purpose is to guide children to fully mobilize various senses by "guessing, listening and moving", and compare the different sounds made by putting rice, white kidney beans and cotton in the baby bottle, and feel that different things in the baby bottle will make different sounds after shaking.

Insufficient points:

The materials prepared are not rich enough. In addition to rice, white kidney beans and cotton, you can also add some obviously different materials that children often see in their lives, so that children have more room for operation and exploration.

When making singing bottles, the development law of their small muscle movements was not fully considered. So many children can't twist the lid. Screwing the lid allows children to practice before activities. This can reduce a lot of time.

After the introduction of children's exploration, teachers can make a simple layout record, so that children can find the law more clearly.

Encyclopedia: Singing is to make beautiful sounds with rhythmic tones and give people enjoyment. Also refers to singing. It also refers to the art of singing

Small class teaching plan 8

Teaching objectives:

1. Learn painting through rubbings and experience the fun of painting with different tools and materials.

2. Be able to boldly use the materials provided by teachers to create rubbings.

3. Stimulate children's interest in rubbing activities.

Teaching focus:

Learn painting through rubbings and experience the fun of painting with different tools and materials.

Teaching difficulties:

Can boldly use the material provided by the teacher to create rubbings.

Teaching preparation:

Common items in life, vegetables, gouache, paper, white rabbit music (admission), lullaby (background music for children to rub)

Teaching process:

First, the beginning part

Scene introduction: The little white rabbit listens to music and walks into the stadium.

Second, the basic part

Preliminary feeling:

1, preliminary understanding of rubbings: When the white rabbit came to the playground, the staff gave him many gifts as soon as he entered the door. Let's see what these gifts are.

2. Let the children guess what the graphic image printed by rubbing looks like. What gift is it? )

Let the children see what materials these gifts are printed with.

Operating experience:

1, scene introduction: Little rabbit walks forward with a gift, and a gust of wind blows his balloon away. Little rabbit chased him and cried. At this moment, the elephant saw it and said, don't cry, little rabbit. I helped you catch the balloon with its long nose, but the elephant didn't catch it with its long nose. The little monkey said it doesn't matter. I climbed the tree to help you catch the balloon. The little monkey climbed up the tree and missed the balloon. Birds say rabbits don't care. I flew over to help you catch the balloon, but the bird didn't catch the balloon either. The balloon flew farther and farther and disappeared into the sky. At this time, the little rabbit cried more sadly. The elephant, the monkey and the bird said together, Little Rabbit, don't be sad. We asked the children to print some other gifts for you. Finally, the little rabbit smiled happily.

2. Ask the child what gift to print for the bunny. Inspire children to say something different from others.

3, the child operates, and the teacher visits and guides. (It is suggested that children can negotiate with friends to change tables. )

Third, the conclusion part.

Introduce the work and give it to the rabbit.

Activity reflection:

1. Situational teaching conforms to the age characteristics of small class children.

2. Pay attention to the integration of the five major areas.

3. Embody the core of art education in the guide: feeling and appreciation, expression and creation.