As an excellent educator, writing lesson plans is essential. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. How to write a lesson plan? Below is the lesson plan for the kindergarten class "My Favorite Animals" that I have collected for you. You are welcome to share it. Kindergarten middle class "My favorite animals" lesson plan 1
Activity goals:
1. Activity goals:
1. Be able to communicate with peers about your favorite animals , learn about and discover the diversity of animals.
2. Ability to simply classify animals based on their different characteristics.
3. Like animals and have interest in observing animals.
4. Fully experience that “science is all around you” and develop an interest in discovery, exploration and communication in life.
5. Be able to complete the exploration and understanding of simple scientific phenomena through experiments in situations, and be willing to express the discovered results in your own language.
Activity preparation:
1. Collect pictures and toys of various animals and display them in the activity room.
2. Several simple drawing pictures of various animals.
Activity process:
1. Visit the "Animal City" to arouse children's interest in talking about animals.
Teacher: Children love animals very much, and they also bring their favorite animal pictures and toys to the kindergarten. Today we will visit the lovely "Animal City".
2. Children can freely watch animal pictures and toys together.
Teacher: Let’s take a look, children, which animals do we all like and what are their names? What other interesting things do you know about animals? Talk to your friends while watching. (Teachers encourage and guide children to communicate with each other about the animals they know, including their appearance characteristics and living habits)
3. Children introduce their favorite animals to everyone.
Teacher: Among so many animals, which one is your favorite? Why? What's special about it?
(Teachers encourage children to tell the reasons why they like certain animals. For example, I like puppies because they will look after their owners; I like kittens because they are cute; I like kangaroos because they have [LI bags can hold babies, which is very fun; I like cheetahs because they are animal sprint champions...)
4. The teacher guides children to make simple classifications based on certain characteristics of animals.
The teacher asks the children to choose their favorite animal from the many animal cards.
The teacher asks the children to paste the pictures in their hands on the corresponding positions on the blackboard according to categories.
Teacher: Each of our children has his or her own favorite animals. Which of these animals can be raised at home, and which ones live in the wild? Let's split it up.
Teachers encourage children to find different classification standards to classify animals simply, such as those that can swim and those that cannot swim, those that can fly and those that cannot fly, those that lay eggs and those that do not lay eggs, etc. .
5. Ask the children to talk about what animals they have seen and learn about the diversity of animals.
Teacher: In addition to the animals here, where have we seen other animals? What is it like? What do you like about it? Are there many animals around us? Activity goals:
1. Able to communicate with peers about their favorite animals, and understand and discover the diversity of animals.
2. Ability to simply classify animals based on their different characteristics.
3. Like animals and have interest in observing animals.
Activity preparation:
1. Collect pictures and toys of various animals and display them in the activity room.
2. Several simple drawing pictures of various animals.
Activity process:
1. Visit the "Animal City" to arouse children's interest in talking about animals.
Teacher: Children love animals very much, and they also bring their favorite animal pictures and toys to the kindergarten. Today we will visit the lovely "Animal City".
2. Children can freely watch animal pictures and toys together.
Teacher: Let the children take a look at what animals we all like and what are their names? What other interesting things do you know about animals? Talk to your friends while watching. (Teachers encourage and guide children to communicate with each other about the animals they know, including their appearance characteristics and living habits)
3. Children introduce their favorite animals to everyone.
Teacher: Among so many animals, which one is your favorite? Why? What's special about it?
(Teachers encourage children to tell the reasons why they like certain animals. For example, I like puppies because they will look after their owners; I like kittens because they are cute; I like kangaroos because they have [LI bags can hold babies, which is very fun; I like cheetahs because they are animal sprint champions...)
4. The teacher guides children to make simple classifications based on certain characteristics of animals.
The teacher asks the children to choose their favorite animal from the many animal cards.
The teacher asks the children to paste the pictures in their hands on the corresponding positions on the blackboard according to categories.
Teacher: Each of our children has his or her own favorite animals. Which of these animals can be raised at home, and which ones live in the wild? Let's split it up.
Teachers encourage children to find different classification standards to classify animals simply, such as those that can swim and those that cannot swim, those that can fly and those that cannot fly, those that lay eggs and those that do not lay eggs, etc. .
5. Ask the children to talk about what animals they have seen and learn about the diversity of animals.
Teacher: In addition to the animals here, where have we seen other animals? What is it like? What do you like about it? Are there many animals around us?
3. Like animals and have interest in observing animals.
Activity preparation:
1. Collect pictures and toys of various animals and display them in the activity room.
2. Several simple drawing pictures of various animals.
Activity process:
1. Visit the "Animal City" to arouse children's interest in talking about animals.
Teacher: Children love animals very much, and they also bring their favorite animal pictures and toys to the kindergarten. Today we will visit the lovely "Animal City".
2. Children can freely watch animal pictures and toys together.
Teacher: Let the children take a look at what animals we all like and what are their names? What other interesting things do you know about animals? Talk to your friends while watching. (Teachers encourage and guide children to communicate with each other about the animals they know, including their appearance characteristics and living habits)
3. Children introduce their favorite animals to everyone.
Teacher: Among so many animals, which one is your favorite? Why? What's special about it?
(Teachers encourage children to tell the reasons why they like certain animals. For example, I like puppies because they will look after their owners; I like kittens because they are cute; I like kangaroos because they have [LI bags can hold babies, which is very fun; I like cheetahs because they are animal sprint champions...)
4. The teacher guides children to make simple classifications based on certain characteristics of animals.
The teacher asks the children to choose their favorite animal from the many animal cards.
The teacher asks the children to paste the pictures in their hands on the corresponding positions on the blackboard according to categories.
Teacher: Each of our children has his or her own favorite animals. Which of these animals can be raised at home, and which ones live in the wild? Let's split it up.
Teachers encourage children to find different classification standards to classify animals simply, such as those that can swim and those that cannot swim, those that can fly and those that cannot fly, those that lay eggs and those that do not lay eggs, etc. .
5. Ask the children to talk about what animals they have seen and learn about the diversity of animals.
Teacher: In addition to the animals here, where have we seen other animals? What is it like? What do you like about it? Are there many animals around us?
Reflection on the activity:
The middle class children were very interested in scientific activities and actively participated in the preparations for this activity. They learned some information about wild animals from their parents. , during the activity, I used multiple videos to guide the children to think and discuss actively, and got to know the largest wild animals on land and the largest carnivorous fish in the sea. The children easily accepted the living habits and external characteristics of animals. At the end The signature activity on the banner pushed the entire activity to a climax, and all teachers also participated in it, stimulating children's awareness of protecting animals. I feel that such a science and social penetration course is more conducive to children's understanding and mastery, 25 The children were all attentive during the activities, and the results were very good. Kindergarten middle class "My Favorite Animals" lesson plan 2
Purpose:
1. Try to use oil pastels and gouache to paint, experience the special effect of oil-water separation, and stimulate children's interest.
2. Learn how to apply watercolor flatly.
3. Cultivate the observation and imagination abilities of activities and boldly create pictures.
Preparation:
1. Before the activity, the children were led to watch the animal world and books about animals.
2. White paper, oil pastels, pastel pink, brushes, etc.
Process:
1. Convert magic forms and introduce activities
1. The teacher presents a piece of white paper (the pattern has been drawn with wax or white oil pastel in advance) and paints it flat with color to create the pattern.
2. Ask the children to imitate the teacher's flat painting method, perform operations and perform magic tricks.
2. Observation and discussion
1. Question: Have you conjured anything? What did the teacher do? How?
2. How can you change the color by flat painting? Make the picture more beautiful?
3. Operation and discussion activities
1. Encourage children to imagine boldly and create pictures.
2. Instruct children to color boldly and do not stop at the intersection of colors. Two colors can touch together.
3. Discussion: "What did you find?" (Wax is not soluble in water)
When painting with oil pastels, paint the darker and lighter parts, and use gouache at the end What happens when you apply it flat? What happens when two colors come together?
IV. Display and evaluation
1. Display children’s works and guide them to appreciate the mutual penetration effect of different background colors.
2. Praise the works with good color matching, even painting and imaginative pictures. Kindergarten middle class "My favorite animals" lesson plan 3
Activity goals:
1. Be able to know the name, appearance characteristics, main characteristics and growth environment of your favorite animals. Able to simply classify small animals.
2. Be able to openly express why you like this animal and share your findings.
3. Increase your understanding and love for your favorite animals.
Activity preparation:
"My Favorite Small Animals" information newspaper produced by children; teacher courseware on the experience of visiting the zoo: animals that children like (giraffes, squirrels, leopards, etc.) one paragraph Videos of small animals
Activity suggestions:
1. Conversation and communication, initially guiding children to communicate about their favorite animals to stimulate children’s interest
Teacher: Look at us There are not only humans but also many animal friends in the world. Who can tell me which animal you like and why?
Teacher summary: Each of you has a favorite animal. Some people like the same animal, but the reasons for liking it are different.
2. Children communicate independently and tell about their favorite animals and the reasons why they like them
1. Guide children to tell the story based on information reports
2. Peers tell each other, Develop good listening habits.
3. Guide children to observe the fur, patterns and other characteristics of animals so that children can describe them. Guide children to introduce information about small animals presented in their own information newspapers, and clearly and completely introduce the appearance, abilities, habits, etc. of small animals. Teachers provide timely improvements based on children's experience.
3. Share and communicate, openly communicate about your favorite animals and learn about their appearance characteristics, living habits and other characteristics.
1. Guide children to understand the classification of animals: share and communicate in several categories. Wild beasts: tigers, leopards
Teacher summary: What do the animals we just shared have? ***The same characteristics? Very ferocious and loves to eat meat.
Gentle animals: rabbits, deer, horses, giraffes, etc. What are the characteristics of the animals we just shared? Animals that have fur on their bodies, a head, a torso, four legs, and eat grass are relatively docile.
Characteristic classification: fish, mammals, amphibians, reptiles
Diet characteristic classification: grass, carnivorous, whole grains,
2 , Guide children to classify animals independently
Teacher: How else do you want to classify? Why?
(Can be classified according to color, body shape, living environment, etc.)
Teachers should pay attention to listening. Guide children to clearly introduce and express information about small animals.
4. Teachers use courseware to help children summarize and improve their experiences about animals. For example: the tiger’s stripes, the leopard, the king of the mountains, is very fast, where does it live, and what do the patterns on its body look like?
5. Activities Extension
Divide into groups for exploration. First, let the children ask questions and form inquiry groups with questions to conduct inquiry activities. Kindergarten middle class "My Favorite Animals" lesson plan 4
Design concept:
The extension of language is equal to the extension of life. The classroom teaching of composition should especially have the characteristics of children's life, so that the classroom It becomes a representation of life and integrates the composition with the child's life. Create lively and interesting activity scenes and use intuitive multimedia teaching methods to provide students with a pleasant and relaxed atmosphere.
Teaching purposes:
1. Guide students to observe the characteristics of animals in a certain order.
2. In interactive language practice, students can describe the appearance and living habits of animals in more detail, tell complete interesting stories between themselves and animals, and develop students' image thinking and language expression abilities.
3. Be able to write down what you want to say and learn to revise it.
4. Cultivate students’ habit of listening attentively to others, encourage students to dare to evaluate and learn to appreciate.
5. Be willing to communicate and express your ideas clearly.
Preparation before class:
Assign students to observe small animals and collect information about their favorite animals; multimedia courseware.
Teaching process:
1. Introduction of fun and perception of animals.
1. In the oral communication class, we met many animal friends. Please tell us who your most familiar and favorite animal friend is?
(The courseware camera shows pictures of animals: giraffes, peacocks, pandas, zebras...)
2. You like animals, and your animal friends also like you. Look, how many animals are there? Let’s play games with you!
(1) Guess who I am
Can you guess who it is based on the cry?
The courseware plays audio: the sound of a rooster.
Sheng: This is a big cock.
Teacher: Imagine: the rooster crows, what does it seem to be saying to us?
Student: The rooster crows, as if it is saying to us: "It's dawn, get up quickly!"
Teacher: Your imagination is so rich. Let’s see who is calling next? What does it seem to be saying to us?
(Guess and say in the same way: kitten, frog, puppy)
(2) Riddle guessing
Teacher: What a wonderful animal friend, you can use Its own cry tells us who it is. Do you want to know how else it can tell us who it is? Well, listen carefully, the animals are very smart and have made up riddles for everyone to guess.
①Courseware presentation: Ears are like cattail fans, body is like a hill, nose is long and long, helps others with work.
Sheng: This is an elephant.
Teacher: Oh, how did you guess it?
Student: The elephants I saw at the zoo have big ears like fans, a body as big as a hill, and a long trunk like a rope.
Teacher: You made your guess based on the appearance of elephants you usually see. (Writing on the blackboard: Cute look)
② Courseware presented: Wearing a pair of black glasses, a white vest, living in the mountains, and eating bamboo as snacks.
Sheng: This is a giant panda.
Teacher: Correct! How did you guess it?
Health: Giant pandas live in deep mountains, and they eat bamboo.
Teacher: Yes, you know pandas very well. "Living in the deep mountains and eating bamboo." This is the unique living habit of giant pandas. (Write on the blackboard: Living habits)
3. Summary: Animals are really wonderful. Each animal has its own unique features. Its voice, appearance, behavior, color, and preferences can all be told to others. :who I am.
(Comment: It is a child’s nature to like to play games. Designing such a suspenseful game can firmly grasp students’ curious psychology and guide students to use their imagination and express themselves in a happy and relaxed game atmosphere. . Inadvertently, the students felt the unique appearance and interesting living habits of animals. The teacher not only introduced the theme of this speaking and writing smoothly, but also consciously helped the students sort out and select the materials to prepare them for the following speaking and writing.
2. Get close to the animals and express specifically: My friend is so cute
1. Stimulate the senses and express initially.
(The courseware shows My Friends Are So Cute: Pictures of Various Animals) Teacher: Tell me who your favorite animal friend is? Why do you like it?
Extensive communication, requiring students to speak in one or two complete sentences. For example, I like little rabbits. They have long ears and like to eat cabbage. I like the peacock because its tail is like a big fan with colorful gold sprinkles, which is very beautiful. (Teacher’s blackboard writing: Living habits - eating, sleeping, housing, transportation)
(Comments: Sensory stimulation fully activates students’ thinking, and the scenes created by the teacher can allow students to learn while reading. The written language acquired is activated in the dynamic generation of the classroom. Such multi-angle language training will definitely make the animals in students' writings more vivid)
2. Examples lead the way and express concretely.
(1) Seeing that you are so happy, the teacher can’t help but talk about his favorite animal. Do you want to know who it is? Listen up. (The courseware shows a sample article, and the teacher explains the content of the sample article eloquently.)
Kitten Bubu - Bubu is a cute little tabby cat, with a pair of small ears standing on its round head. It's furry, with bright eyes, like two small green light bulbs, a chubby body, and a long tail. It's so cool!
BuBu likes to sleep during the day and catch mice at night. It's so smart, no matter how cunning a mouse is, it can't escape its eyes and claws. It likes to eat fish and often meows, as if to say: "I'm hungry, I want to eat fish."
I like kitten Bubu!
(2) Wonderful comments.
Teacher: Is Bubu cute?
Sheng (Qi): Cute!
Teacher: How did the teacher make Bubu so cute? What makes you think Bubu is cute? Please comment.
Student: I think these parts of Bubu are very cute: round head, furry ears, bright eyes, chubby body, long tail... (Click on the camera to highlight the word. (Red)
Teacher: These repeated words are catchy and beautiful to read, and they describe the appearance of Bubu in detail.
Student: I like this sentence: The eyes are bright, like two small green light bulbs.
Teacher: Thank you for your appreciation, teacher. This is a metaphor. Expand your imagination to make the appearance of the kitten more vivid.
Student: The teacher also wrote "It's so smart" and "I like kitten Bubu!"
Teacher: Yes, these words are Kua Bubu! Express the teacher's love for the kitten.
Teacher: Take another look, which parts of the kitten did the teacher write about?
Student: Write the kitten’s head, ears, eyes, body and tail. (The teacher writes on the blackboard: head, ears, eyes, body, tail)
Teacher: Look at the blackboard, what did you find?
Student: The teacher is introducing the appearance of the kitten from beginning to end.
Teacher: By the way, when we introduce our animal friends, we must follow a certain order, so that we can speak clearly and the listeners can understand clearly.
(3) Now, please be like the teacher and tell your classmates what your animal friends look like and what wonderful living habits they have. Pay attention to talking about the appearance of your animal friends in a certain order, and use good words and sentences to praise your good friend so that your classmates will like it too.
(4) Tablemates talk to each other and teachers participate.
(5) Ask your classmates to introduce your animal friends to the whole class.
Student: There is a little white rabbit in my house. It is all white, as if it is wearing a white sweater. It has long ears, two eyes like rubies, a three-petal mouth that always moves, four little legs that make it run very fast, and a short tail. It likes to eat radishes and cabbage. It is the treasure of our family, so I named it Beibei.
(6) Named comments. Do you like his friends? Why? What words do you admire?
Student 1: I like his friend, "long ears, two eyes like rubies." This little rabbit is so beautiful.
Student 2: The rabbit’s three-petal mouth is always moving. He observed it very carefully. The little rabbit is so cute.
Student 3: He said that the rabbit was all white and looked like it was wearing a white sweater. It was very cute. And when he introduced the appearance of the little rabbit, he explained it very clearly from beginning to end.
Teacher: The students are really good at commenting. Yes, as long as you can describe the appearance of your animal friends in order and use good words and sentences, others will like your friends. Who else can you introduce to your best friends?
(Comment: The second grade homework is the initial stage, and the teacher’s guidance is crucial.
The most valuable quality of children in the lower grades is that they are good at imitating and are easy to learn from others. The teacher's introduction further expands the students' ideas. Under the teacher's outline-style blackboard writing prompts, students observe in an orderly manner, speak more vividly and concretely, and are more efficient. Higher, guide students to participate in evaluation, and have clearer impressions of things in communication. )
3. Expand the space and tell interesting things: My friend is so interesting.
After listening to your introduction, the teacher feels that you like animals very much. I think many interesting things must have happened between you and your animal friends. Who is willing to share the happiness between you and your animal friends with everyone? Talk about it.
Student: My little rabbit Beibei is so fun, jumping around every day. Every time I feed it vegetables, it stands up and raises its two front legs, as if bowing to me and asking me for food. One time it jumped on my bed and peed on my bed!
Teacher: Then it peed on your bed, are you angry?
Sheng: I’m not angry, I like it very much.
Teacher (to everyone): Is what he said interesting? What places do you find interesting?
Student 2: I find it interesting that Beibei bows to me and asks for food.
Student 3: I think it’s interesting for Beibei to pee on the bed. Moreover, the little master is not angry at all, which shows that the little master likes the little rabbit very much.
Teacher: Yes, tell the group what happy memories you have with your friends, and share your happiness with your classmates.
The student group said.
(Comment: It is a child’s nature to like animals, and there are endless interesting stories between them and their animal friends. This link allows students to express their emotions towards animals as much as possible, and their emotions reach a climax.)
3. From speaking to writing, show my style: My friends, I can write.
The students all want to introduce their animal friends, so let’s write down what we want to say neatly, so that more people can know, understand, and like our friends.
(Course material provided: I can write)
1. Make requests
You can write about the appearance of animals, the living habits of animals, or you can write about you If you want to write down all the interesting things that happened with animals, that would be better. You can first write a topic you like. Note that there should be two blank spaces at the beginning of each natural paragraph, and punctuation marks should be occupied. Words that you cannot write can be replaced with pinyin. When writing, don't forget to use good words and sentences, incorporate your own emotions, and make readers fall in love with your friends.
2. Students write and teachers inspect.
(Comment: The writing requirements are flexible and there are no rigid rules, so that students of different levels can happily complete the writing task.)
4. Teachers and students revise, and the stars shine.
1. Ask students who have finished writing to read their own words softly and revise them to make them smooth.
2. Display students’ work, let students appreciate each other’s learning, and then propose modifications to common problems.
(1) The young author reads the article
(2) Student comments, do you like this writing? What do you like about it?
(3) What do you think is not good? You help him come up with ideas and change them.
Teachers and students work together to correct typos, inappropriate words, illogical sentences, and incorrect punctuation marks.
(4) Now that the article has been revised, please read it again.
3. Summary: Articles need to be revised hundreds of times. Good articles are made by revising them. How did we revise the writing just now?
Student 1: Read what you have written first to see what is not good.
Student 2: Correct typos, inappropriate words, illogical sentences, and incorrect punctuation marks. Then read it again.
[Teacher writing on the blackboard: Read - Correct (words, words, sentences, punctuation) - Read
4. Please correct your own words in this way, and then correct each other with your deskmate. , take a look.
5. The whole class communicates and writes, and appreciates the beautiful articles.
(Comments: For second-year students, being willing to express verbally and being willing to express in writing are two different stages. Some students can speak, but not necessarily write. Let students appreciate other people’s exercises, which can make them Students taste the joy of success. The purpose of letting students find faults is to let them discover other people's problems and correct their own shortcomings. At the same time, the teacher guides students to modify their compositions. Of course. , let the second-grade students "write my heart" and introduce their favorite animal friends in an organized and lively way. As long as they work hard, they will continue to surprise us.)
V. Summary
The writing class is coming to an end. Students, are you happy with today’s class? What did you gain? Yes, animal friends bring us happy memories. Protecting animals and getting along well with animal friends is our eternal theme.
(Comments: Chinese exercises should be the spiritual home of children, and this beautiful ending will become the next happy station. It also stimulates students’ interest in animals.)
Writing on the blackboard Design:
Omitted
Teaching reflection:
The preset educational and teaching goals of this lesson were basically completed. The children responded positively to the teacher’s questions and communicated with the teacher. The interaction is good. Some of the teacher's guidance is not enough. Children should be allowed to express more. In future classes, more attention should be paid to cultivating children's language expression ability. Lesson Plan 5 of "My Favorite Animals" for kindergarten middle class
Activity goals:
1. Understand common animals and perceive their characteristics.
2. Feel the close relationship between humans and animals and enhance the love for animals.
3. Children can actively answer questions and enhance their oral expression ability.
4. Cultivate observation and comparison skills.
Activity preparation:
Animal pictures, news videos, and children’s books.
Activity process:
1. Communication
1. Have you seen "Animal World"?
2. Are the little animals inside cute? So what's your favorite animal?
(Children answer simple kittens and puppies)
3. Increase the difficulty: Now you not only have to talk about the animals you like, but also introduce them.
For example: The teacher likes giraffes. They are tall and can eat the young leaves on the top of trees.
When children answer, show pictures of animals accordingly and ask other children to watch them together.
2. Play the news video "Little Snake Saves People"
1. Who is talked about in the video? What story was told? (If the child cannot summarize, the teacher will briefly summarize the news content)
2. What do you think of this uncle? Very good, he saved the little snake.
3. What about this little snake? It also saved the old woman.
Summary: Animals live with us in the big family of the earth, helping each other, so happy!
3. Discussion: How to protect small animals
Do you know how to protect small animals? What would you do if you saw an injured animal on the street?
4. Guide children to read the children’s book
Look at the pictures and tell them, what small animals are there? Tick ??the brackets for your favorite animals.
Reflection:
Through the development of this theme, children have a richer understanding of animals, and their knowledge about animals has also been enriched. This theme is a theme that children prefer. .
However, I think that when understanding animals, we can focus on introducing one or two animals according to the preferences of the children in the class. The understanding can be more in-depth and comprehensive, and it is not just a superficial understanding, but a superficial understanding, which can be focused and in-depth. Understand individual animals in depth, and extend the understanding of one or two animals to the understanding of other animals. Through the development of a series of activities on "My Favorite Little Animals," children can have a deeper impression of the vivid and interesting images of animals, provide a broad space for children's thinking, and arouse children's love for animals.