As an unknown and selfless educator, you often need to prepare lesson plans. Writing lesson plans helps to accumulate teaching experience and continuously improve the quality of teaching. How to write lesson plans to be more effective? The following are 6 kindergarten small class lesson plans that I collected and compiled. Welcome to read. I hope you will like them. Kindergarten small class lesson plan Part 1

Teaching objectives

1. Knowledge and skills: read the text aloud, recite the text, correctly read the thirteen new words in this lesson, and be able to write six new words.

2. Process and method: Students learn new words and understand the meaning of the article through independent learning and cooperative inquiry.

3. Emotional attitudes and values: By reading the text, you can understand that Taiwan is an indivisible territory of our great motherland, and understand the desire of mainland children and Taiwanese children to reunite.

Important and difficult points in teaching

Understand that Taiwan is an indivisible territory of our great motherland, and understand the desire of mainland children and Taiwanese children to reunite.

Teaching Hours

2 Lessons

First Lesson

Lesson Objectives

1. Correct Reading There are thirteen new characters in the class, and I can write six new characters.

2. Read the text correctly and fluently.

Teaching process

1. Song introduction.

1. Children, let’s listen to a song together - "Song of the Seven Sons - Taiwan". The songs are exciting, using songs to arouse students' curiosity, stimulate students' enthusiasm for learning, and at the same time set the emotional tone for subsequent learning.

2. Teacher: This song writes about the wish of Taiwan. Taiwan is part of our motherland. It faces us across the sea. Today we will take a small sailing boat to go to our motherland, Taiwan. Take a look. (Writing on the blackboard: 2. Small sailing boat)

2. Read the text for the first time and memorize new words

1. Teacher: Read the text with the help of pinyin, draw straight lines under the newly recognized words, and Circle the unknown words.

Cultivate students’ independent literacy skills with the help of Pinyin self-reading texts.

2. Teacher’s model reading helps students correct mispronunciation.

3. The courseware shows the new words and words with pinyin in this lesson, allowing children to spell them out on their own and cooperate with their classmates to check whether the other person's pronunciation is accurate and correct mispronunciations in a timely manner.

Collaborative learning at the same table allows students to become the main body of learning, and at the same time enables students to learn to help and learn from each other.

4. The courseware provides new words and words without pinyin for students to read separately. (Read by name, read by train, read together)

Check the students' literacy situation and guide students' literacy according to the actual situation.

5. Find sentences containing the above new words and phrases and read them to each other at the same table.

Return new words to words to understand and memorize them.

6. The courseware provides texts without pinyin for students to read. (Read by name, read to each other within the group) Let students truly understand new words in the text, work in groups to help each other, and improve learning efficiency.

7. Read the text. (Read by name, read to each other in the group) Read out the rhythm and rhyme of the poem. Guide students to read the text correctly and gain an overall understanding of the text content, paving the way for in-depth understanding of the text later.

3. Memorize glyphs and guide writing.

1. Analyze memory glyphs.

Memory method for pictophonetic characters: "Hou" and "Ban" both have left phonetic and right phonetic sounds.

Comparative memory method: Comparative memory of the words "Ling" and "Jin".

Puzzle memory method: "Gao" (biting off the cow's tail in one bite)

2. Guide writing. (Instruct students to write according to the rules of stroke order, and pay attention to students' writing posture.)

"Partner" and "Ban" both have left-right structures, and they are narrow on the left and wide on the right when writing.

"Gao" and "台" are both upper and lower structures, and the upper and lower parts occupy half of the space in the Tian character grid. When "Ling" is written, the upper part of the character should be stretched out to cover the lower part.

New design of classroom assignments

1. Do you know these words? Please label them with pinyin.

（ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） （ ） Sail to carry the camp to welcome Ling Yang

2. Read it and form words.

Taiwan ( ) ( ) Ask ( ) ( ) Report ( ) ( ) Partner ( ) ( ) Companion ( ) ( ) Order ( ) ( )

Second Lesson

Lesson objectives

In-depth understanding of the text on the basis of correct and fluent reading of the text, understanding that Taiwan is an indivisible territory of our great motherland, and understanding of the desire of mainland children and Taiwanese children to reunite

Wish.

Teaching process

1. Read the text and gain in-depth understanding

1. Students read to themselves and think while reading: What did you understand?

Guide students to perceive the text as a whole, communicate with the whole class, answer by name, and make timely comments.

2. Is there anything you don’t understand?

Explain according to the students’ situation (for example: the relationship between Taiwan and mainland China, the location and symbolism of Alishan and Sun Moon Lake, etc.)

3. Why use a small sailboat to carry messages? Why send a message?

Communicate in groups and discuss with each other. Group cooperation improves students' enthusiasm, helps each other, and enhances their awareness of cooperation.

4. Stimulate emotions and expand imagination.

If you were asked to write a letter to a child in Taiwan, what would you write?

Sublimate emotions while training students’ expression skills.

6. Read the text emotionally and recite the text.

2. Expansion and extension

Expansion article: "Sun Moon Lake"

New design of classroom assignments

Fill in the blanks according to the text content.

1. Sky ( ), water ( ).

2. Bring it to ( ), bring it to ( ).

3. Greetings ( ), tell ( ).

Blackboard writing design

2. Small sailing boat

Alishan

Taiwanese compatriots

Sun Moon Lake

Reflection after class

This article uses the tone of dialogue between mainland children and Taiwanese children to express the same wish of mainland and Taiwanese children: let us reunite together and enjoy happiness and happiness .

Success: Students can accurately master the new words in this lesson, and have a relatively solid basic grasp, which can arouse students' desire for the reunification of the motherland.

Disadvantages: Although students know that Taiwan is the territory of the motherland and hope that Taiwan can return to the embrace of the motherland, the emotional understanding is not as good as expected and the students' emotions are not fully mobilized.

In the future teaching of this course, students will be given sufficient time to check information about Taiwan, Alishan and Sun Moon Tan before class, so that students can learn and experience it with a comprehensive understanding of history. The wish of mainland children. Kindergarten Small Class Lesson Plan Part 2

Design Intention:

Based on the children's interests, we carried out the theme activity of "Fruit and Vegetable Dance". As the activity progressed, the children brought a variety of fruits and vegetables. Once, someone put grapes and tomatoes into the goldfish tank, which attracted many children to watch and discuss. After further investigation, we learned that they originally wanted to feed the goldfish, but found that some fruits and vegetables were floating on the surface of the water and some were sinking under the water. The children took great interest in this, so we generated this activity.

Goals:

1. Observe the sinking and floating phenomena of fruits and vegetables in water and gain initial experience about the sinking and floating of objects.

2. Learn to use simple methods to record the sinking and floating state of fruits and vegetables in water.

Preparation:

On each table, there are apples, bananas, grapes, tomatoes, potatoes and other fruits and vegetables, a basin of water, and record cards (with a large water cup painted on the card and a There are water levels) and several small pictures of various fruits and vegetables.

Process:

1. Think about it and make a guess.

Teacher: There are many fruits and vegetables here, children, come and take a look!

The children pointed and discussed with interest. Some described their shapes, some recalled their taste, and some weighed their weight...

Teacher: Have you ever thought about what would happen if you put them in water? What will happen if you put the apple in water? What about grapes, tomatoes, and potatoes?

The children started arguing. Some said it would sink to the bottom of the water, some said it would float on the water, and some said it would be in the middle of the water.

Teacher: Everyone has their own ideas. Please record your guesses. You can use small pictures of fruits and vegetables and note cards to place the small pictures on the surface of the water, at the bottom of the water, or in the middle of the water according to your guess.

[Before the experimental operation, taking into account the ability level of the children in the small class, the teacher prepared intuitive record cards and pictures of fruits and vegetables. Without any prompts, children are allowed to use their existing experiences to make guesses and judgments, and make records, which lays the foundation for them to actively construct knowledge and experience. 〕

2. Play and compare.

Teacher: What will happen to these vegetables and fruits if they are put in water? Please put them in the water and try them.

The children put them into the water one by one, carefully observed their condition in the water, and then verified the records on another record card. Teachers make rounds to observe, provide timely guidance, and guide children to compare experimental results with expected results. At the same time, they help them correctly use "sink" and "float" to express when observing sinking and floating phenomena.

[Children act on objects according to their own ideas during the activity, truly feel and record the results of the experiment, verify whether their explanations and conjectures are correct, so as to constantly adjust their understanding and initially understand The conclusion must be based on objective facts. ]

3. Speak and discuss.

Teacher: Who is willing to tell everyone about your discovery now?

Young: I discovered that apples float on the water, bananas sink at the bottom of the water, tomatoes float on the water, and potatoes sink at the bottom of the water.

Teacher: Some of them sink and some float. It’s so interesting.

Teacher: Is there anything you don’t understand?

Young: Why can big tomatoes float, but small grapes sink?

Teacher: This question should be left to the children to use their brains and find the answer. In addition, there is another question that we should ask the children to go home and figure out a solution with their father and mother, that is, how can we make the tomatoes sink to the bottom of the water and let the grapes float to the surface?

(The children gained experience in the sinking and floating of fruits and vegetables while playing, and the questions they raised aroused their interest in further exploring the phenomenon of sinking and floating. In fact, this activity is just the beginning of a series of exploration activities. Future activities can be extended based on new questions that are constantly generated during children's exploration) Kindergarten Small Class Lesson Plan 3

Activity goals:

1. Explore and perceive the basics of sand during operation. feature.

2. Try to make cement sand and get a preliminary understanding of the functions of sand.

3. Like scientific exploration activities and be willing to express your findings in words.

4. Cultivate children’s hands-on ability and be able to boldly communicate with peers based on observed phenomena.

5. Make the children feel happy and fun, and they should learn knowledge unconsciously.

Activity preparation:

Each group has a basin of sand, two cups and a stirring stick.

Sand drawing pictures, cement and some water.

Activity process:

1. Play with sand to arouse children’s interest

(Show sand) What is this? Have you seen it before? Please touch, smell, look, and play gently. What does the sand look like? (Children's operation)

The teacher answered through the children: The sand is fine, one grain at a time, and soft when touched in the hand ------

2 , further explore the characteristics of sand

Just now, some children said that the sand will flow. Please demonstrate it to the children (a child operation). Teacher operation: It turns out that the sand will flow. Please think about it. Do you think there is anything else that flows like sand? (Children narrate based on life experience)

We have done a small experiment with sugar and salt before. Do you still remember what will happen if sugar and salt are put in water? Will the sand dissolve if water is added to it? (Children guess) Let’s give it a try together (give instructions, children operate)

3. Understand the functions of sand

Children, do you know what the uses of sand are? (You can play and draw (show sand paintings)

Show cement sand, what is this? (Children guess) The teacher told you that this is made of sand, please come and touch it. How does it feel? . Why is the sand soft, but this one is really hard? It turns out that soft sand will turn into hard cement sand when exposed to the sun. Sand is an essential material for building houses.

Little Pig wants to ask our children to build him a hard and sturdy house. Do you want to help him? (Explain the method and requirements)

Activity extension:

Is your cement sand ready? Now put it in the sun and it will become hard enough to build a house for the pig.

Small Encyclopedia: Sand. , refers to small stones, or things shaped like sand. Kindergarten Small Class Lesson Plan 4

Activity objectives:

1. Carefully observe the content of the picture and perceive the characteristics of various footprints. , actively use language to express.

2. Understand the content of the story and feel the fun and mystery of the plot.

Picture book PPT "Whose." Footprints》One picture each of kitten footprints, bird footprints, elephant footprints, and shoe prints

Activity process:

1. Introduction

Teacher. : Children, look, who is this? (Little girl)

Teacher: Her name is Ding Ding. She found a strange footprint on the floor of her room. Guess who this footprint is. (Children... let the children look at the shoe prints and perceive the characteristics of human footprints)

2. Teachers and children read together to understand the plot of the story

1. What would she think if Tintin found strange footprints in the room?

Summary: Tintin went looking for it with doubts. , to see whose footprints it is.

2. The little girl meets the kitten.

Encourage the children to boldly imagine what the kitten’s footprints look like.

Teacher: Are the footprints in the room those of a kitten? (No) What do you think the footprints of a kitten look like? (...)

Summary: It turns out that the footprints in the room are not those of a kitten. The kitten’s footprints are round.

3. Tintin meets the bird.

Guide the children to observe and imagine what the bird’s footprints look like.

Teacher: What do you think Tintin would ask the little bird? (Ask the children to learn the sentence "Have you been to my room? There are long footprints there.")

Teacher: Let's ask the little bird together.

(Children can freely imagine how to describe the footprints of elephants)

(Summary: Yes, the footprints of the bird are as sharp and thin as XX. )

Teacher: It turns out that the footprints in the room are not those of the bird.

How will the little girl feel when she fails to find the owner of the footprints? (Sad, disappointed.

)

4. Tintin meets an elephant.

Encourage children to speak boldly about what Tintin would ask an elephant? (Collective knowledge: Have you been to my room? There are long footprints there.)

Teacher: The elephant’s body is big and wide, so what will its footprints look like?

(Children freely imagine how to describe the footprints of elephants)

Summary: It turns out that the footprints of elephants are wide and big, and the footprints in the room are not of elephants. .

5. The footprints are different.

Show pictures of kitten footprints, bird footprints, elephant footprints, and shoe prints respectively.

(Children freely observe the characteristics of animal footprints)

Teacher: It turns out that animal footprints and human footprints are different.

(2) Tintin finds the owner of the footprints

1. Guide the children to observe the little girl's posture in the picture and feel her sad emotions. (Ask individual children to imitate the little girl’s movements.)

2. Children imagine and express the reasons why the little girl is happy, and feel the little girl’s emotional changes.

3. Guide children to observe and compare the similarities between shoes and shoe prints.

Summary: It turns out that the footprints on the floor of Tintin’s room were the prints of her own shoes. Tintin became very happy when she found the answer. (Play PPT12) Look, she was happily holding the puppy in her arms. Laughing!

3. Observe the cover and elicit the title of the story

Teacher: Do the children remember who Tintin met while searching for footprints? The teacher reveals the name of the story.

4. Ending

This interesting story has a nice name - "Whose Footprints". Children can share this book with their parents when they go home.

Reflection on the activity:

Today I have a small class language activity "Whose Footprints". This class mainly allows children to perceive the differences between various footprints and express them in language. This story can help young children understand that footprints come in various shapes. Interesting footprints can stimulate children's desire to explore. During the activities, I encourage children to observe carefully and stimulate their imagination. In the process of children observing the differences in footprints, and allowing children to see and guess whose footprints are the focus, the children's imagination is not used enough. In the future, they need to exercise their imagination more. This is a shortcoming of most children in our class. , this aspect should be strengthened in future work. There are still many shortcomings in this activity. For example: when describing the characteristics of animal footprints, most children do not have their own opinions. They often say what others say, even though I have said that I will publish different opinions. Opinion, but it still doesn't have much effect. For children in small classes, their imagination is not enough, so when children are asked to observe what animal footprints look like, their answers are not very good.

In this course I took, I did not grasp the key and difficult points well. It was too superficial, not in-depth, and did not start from the children's imagination. Children are not allowed to perceive the characteristics of various footprints and actively use language to express. The language is not concise enough, so in the second half of the course, the questions are repeated over and over again. Because I was a little nervous, my language organization was messed up in class. There was no ups and downs in the tone of the class, and it felt flat. I will absorb the opinions given by the teacher during this evaluation and work hard to improve my shortcomings. Kindergarten Small Class Lesson Plan Part 5

Activity Objectives

1. Learn to sing songs with natural voices and feel the lively and cheerful characteristics of songs.

2. Feel and express the even rhythm of one beat with quarter notes.

3. Try to imitate the lyrics and be willing to talk about the meaning of the song.

4. Willing to participate in duet singing activities and experience the fun of duet singing with teachers and peers.

Activity preparation

"Apple Song" music tape and physical apples.

Activity process

1. Help children understand the lyrics through apple picking, apple eating and other related activities.

1. Situation narration and introduction to activities.

Teacher: Children, autumn is here, the fruits in Uncle Bear’s orchard are ripe, and he invites us to help him pick fruits. Come on, get in the car and let's set off together!

2. Pick the apples and put them in the fruit basket.

Teacher: The orchard is here, let’s see what’s there? (Apple tree) What’s full of apple trees? The apples are ripe, let’s pick the apples one by one and put them into the teacher’s fruit basket, okay? Okay? (Invite children to pick apples)

3. Taste the apples and deeply understand the lyrics of "We like to eat apples, we are healthy and happy!"

Teacher: The apples are picked. They are so fragrant and sweet! Do you like to eat them? Teacher, there are apples here too. Come on, let’s have a taste.

Ask the children while eating: How do apples taste? Do you like eating apples, are you happy?

Teacher summary: Apples taste sweet, and they are very Nutritious, if we eat more apples, our bodies will be healthy and less likely to get sick.

2. Learn new songs.

1. View the map.

Teacher: The teacher drew the children’s experience of picking and eating apples. Let’s take a look. Show the map and the teacher helps the children understand the map.

2. Learn lyrics.

Teacher: The teacher made it into a children's song. Let me read it. (Reciting the lyrics according to the rhythm of the song) Does it sound good? Let's learn it together.

3. Learn to sing new songs.

Teacher: The children read it beautifully. The teacher can also sing it, do you want to hear it? (The teacher sings while doing the movements)

Let’s sing it together. (Teachers and children learn to sing songs)

3. Try to replace the original lyrics with eaten fruits to create a song.

1. Show the blackboard drawings of pears, peaches and other fruits and guide the children to compose songs.

Teacher: There are many apple friends in the orchard. Look who is there? (Show pears, peaches and other fruits) You sang so beautifully just now, but you didn’t sing me, we Can't wait any longer. Tell me, who do you want to sing? What color is this? Where does it grow? How should we sing?

2. Learn the lyrics, replace the fruits with them, and talk to the children.

3. Try to sing the created song.

4. The game "picking fruits".

Teacher: The children were great today. We sang apple songs and also made up pear songs and peach songs. Now let’s help Uncle Bear pick all these fruits home! (Some children pick fruits and other children sing songs.)

5. End the activity.

Babies, let’s help Uncle Bear transport the fruit back to eat the fruit! Get in the car and let’s go back!

Teaching reflection:

"Apple" "Song" is a music activity for small classes. The lyrics are vivid, the melody is simple and catchy, and it is highly performative. Let children learn in a lively and interesting way and gain more development. I referred to the course teaching plan and combined with the age characteristics of the children in our class, modified some activity links and details. The activities were carried out smoothly. Here I made a simple summary.

The activity was introduced, and the music accompaniment entered the activity room, which aroused the children's desire to learn and freshness. Accompanied by the music, the children quickly entered the state. With the help of pictures and actions, children quickly understand and become familiar with the content of the song. From the implementation of the activity, I observed that the children not only learned the lyrics, but also understood 1 and many in describing the number of apples, and the content in various fields was integrated more naturally. Learning to sing songs based on familiarity with the lyrics is simple, easy to understand, and easy to sing for children in small classes. With the corresponding actions, children can quickly sing the songs. When encouraging children to compose songs, the purpose of creating songs is to increase the interest of singing, enrich children's knowledge about fruits, and initially accumulate experience in adapting lyrics for singing.

The first time I guided them. The second time, when the children wanted fruits, I drew fruits on the blackboard and asked: Where does this fruit grow? What color? We joined together to sing. To my surprise, the children performed very well and could sing the song completely, especially when they sang about purple grapes. The children also said "pick them off one by one", which was really impressive. Yes, the creation was very successful. Kindergarten small class lesson plan 6

Activity goals:

1. Through game activities, children can feel and express the rhythm of music with body movements and feel the joy of music activities

2. By playing music games, children review the positions of the four spaces between the five lines of the staff.

3. Be able to boldly express the content and emotion of the song.

4. Able to follow the rhythm.

Activity preparation:

1. "Birthday Gift from the Elf Kingdom" electronic courseware, including stories and musical notation.

2. Some sand eggs.

Activity process:

Introduction: Children enter the venue listening to music.

1. Appreciate the first part of the courseware: Story: Birthday Gift from the Elf Kingdom (1).

1. The teacher uses the courseware to tell the story.

2. Guess what the elf said? --bubble gum.

2. Learn bubble gum movements and shoot various parts of the body.

3. Listen to music and learn rhythm.

1. Listen to music and feel the beat with your bare hands. (The focus is to inspire children to perceive the sticky characteristics of bubble gum, and thus perceive the rhythmic characteristics of 2/4 beats.) The focus of the activity is to perceive the music beat

2. Guide children to try innovative rhythmic movements and feel 2/ Rhythm characteristics of 4 beats.

3. Listen to music and feel the beat by holding a sand egg. (Go in depth step by step to pave the way for solving the difficulties in the next step.)

4. Two children make rhythm together. (Difficult point. Instruct children to sense the beat on each other’s body parts.)

The rhythm is deep in layers. Is there any creation by the children?

Reflection:

In these two Orff course "bubble gum" activities, I used humorous language and vivid metaphors to make the music activities full of interest, especially in making the teaching materials interesting, The design is interesting and the teaching method is interesting. The children entered the artistic conception of music with the teacher's concise and playful language. In the artistic conception of music, the children not only felt the music, but also greatly increased their enthusiasm for expressing music. Through careful arrangements by teachers, children can feel interesting.

In the teaching process, I strive to organically combine "curiosity" and "image" to make my educational methods vivid and interesting.

Dalclo has a famous saying: "The understanding of music is not so much an intellectual process as an emotional process." Therefore, the focus of music education is to guide young children to experience the emotional factors of music.

So, how to use music to achieve emotional communication and allow children to participate in music activities easily and happily? I think the key is the word "love", because the teacher's feelings have a strong appeal to young children.

People who have come into contact with me say that I love to laugh very much. Indeed, I am a very happy person, especially when I am with my children. I always have a smile on my face. , children and always feel endless fun in life.

In Orff music teaching, I pay special attention to the emotional communication between teachers and students, and strive to create an equal, relaxed and harmonious atmosphere to stimulate children's interest in music activities.

For example, during activities, you often look into children’s eyes to speak and demonstrate; use expressions, movements, etc. to adjust children’s mental state. At the same time, I also communicate emotionally with young children in various capacities. In music activities, I am not only a teacher, but also other roles. By playing roles and performing realistically, children can be brought into the specific artistic conception of musical works.

Before this Orff music event, I conducted detailed research and analysis on the teaching materials to understand the content of the music.

For example: in the music "Bubblegum", I analyzed the joy, fun, confidence and other emotions that the song wants to express based on the lyrics. Because I made a detailed analysis of the emotions in the textbook and fully expressed these emotions in it, a simple piece of music has a rich emotional expression, making a relatively plain song seem intriguing.