1. Lesson plan for meeting with healthy learning supplies for kindergarten class
Activity objectives:
1. Understand the school supplies and their uses.
2. Try to learn how to organize and place stationery, and be able to place items in an orderly manner.
3. Gradually learn to organize stationery by yourself and enhance your desire to be a primary school student.
Activity preparation:
1. Each person prepares a school bag, pencil box, books, etc.
2. Situational performance: "Two Children" (a scene of primary school students packing their pencil boxes by themselves. One knows how to pack and the other does not.) Activity process:
1. Conversation , what’s in the schoolbag.
Teacher (showing his schoolbag): Children, what is this? (schoolbag) Do you know what items are in the schoolbag? (Books, notebooks, pencil cases, etc.) 2. Understand school supplies and know their uses.
(1) Show the items in the schoolbag one by one: books, pencil cases, notebooks, pens, rulers, erasers and other supplies, and let the children discuss the uses of various items.
(2) Guide children to classify these items.
Teacher summary: Pencils, pencil cases, school bags, triangular rulers, pencil sharpeners, erasers, colored pencils, pens, signature pens, unused notebooks, etc. are all stationery.
(3) Form the concept of school supplies and know that these are the supplies that primary school students need to use when studying.
3. Watch the situational performance "Two Children" and compare the differences in the stationery of two primary school students (Xiao Ming and Xiao Fang).
Children performed. One child organized the stationery in his schoolbag quickly and well, while the other child organized it very messily.
(1) Teacher: What did you discover about the two children’s performances? (One was sorted out quickly, the other has not been sorted out yet) (2) Why is this happening, and what do you think should be done?
Teacher summary: Put the big things at the bottom, the slightly larger things on the upper level, the smallest items at the top, and put them into the schoolbag after sorting them. ) Do you like Xiao Ming or Xiao Fang? (Why?) (2) Teacher summary: It is important to learn to pack your own stationery and school supplies.
3. Discussion: Children, how should we take care of our own school supplies?
4. Children discuss how to pack stationery and learn to tidy up the school supplies in their schoolbags.
(1) Ask two to three children to demonstrate how to pack stationery. How to clean up well and why? If the cleaning is not done well, ask the children to point out how to correct it.
(2) Children *** work together to tidy up their own stationery and school supplies.
5. Create a "in class, after class" situation, where children practice placing and organizing learning utensils and experience the joy of putting away and putting away stationery.
Compare: see who can collect quickly and neatly.
2. Kindergarten small class "The Writing Box" lesson plan
Teaching objectives:
1. Understand the example text "The Self-Report of the Writing Box" and guide this article through discussion What’s so good about the examples. I initially realized that "grasping the characteristics of things to write" is the key to writing articles about objects.
2. Be able to carefully observe a favorite stationery according to the assignment requirements, clarify its characteristics and uses, first describe it, and then guide students to describe their favorite stationery in several steps.
3. Guide students to develop reasonable imagination, express their love naturally and appropriately, and inspire students to cherish stationery.
Teaching process:
1. Introduction
Teacher: There are several riddles here. Please guess them and see who listens carefully and guesses them. quick! (Show projection 1)
1. The long body and thin intestines help you draw and write, turning tall people into short ones
2. Iron mouth, sharp and sharp Point, only drinks water, does not eat, holds in hand, walks on paper, passes words quietly
3. The body can be round or square, often put in the pencil case, if you write the wrong one Word, it will come to help right away.
Teacher: The pencils and pens you just guessed are called stationery. (Written on the blackboard: Stationery)
Teacher: What other stationery do you know?
2. Study Examples
1. There are so many members in the stationery family. They are with you every day and have become your good friends. There is another stationary who also wants to make friends with you! Who is it?
Listen, it is going to talk to you! (Show projection 2)
2. Read it carefully and see how many sections it is introduced in. What did you introduce about yourself? Where is the best introduction?
Blackboard writing (beautiful appearance: color, shape and pattern
interesting structure
fully functional
express love)
3. Practice speaking
Teacher: The young author introduced his favorite stationery - pencil box in this way. Today, let’s also talk about writing about your favorite stationery. (Write on the blackboard: Favorite)
1. Students have a variety of stationery companions. With so many stationery items, what is your favorite?
2. Now, take out the stationery you like, look at it with your little eyes, touch it with your little hands and observe quietly to see what it looks like? Think about what abilities it has?
3. Now, let’s pretend to be your favorite stationery as in the example, introduce yourself to everyone, explain your characteristics and functions clearly and completely.
Little pencils, little erasers, and little pencil sharpeners, what do you plan to introduce to everyone about yourself?
You can observe and introduce at the same time. Note that you must introduce your characteristics and your role clearly and speak completely.
(1) Practice speaking on your own
(2) Teacher: Who would like to introduce it to you first? Oral presentation by students (omitted)
(3) Group review: Teacher:
Which places were well introduced and left a deep impression on you.
4. Clarify the points to note when writing
1. What everyone said just now was so wonderful that the teacher couldn’t help but applaud you. There is another member of the pencil box family who is also eager to come and meet you all to see how this introduction is different from the one just now.
2. Projection (my pencil case)
3. Difference: the first article uses the first person and the second article uses the third person
Express love and develop reasonable imagination
4. Show to strike while the iron is hot. Next, we will write down the introduction just now. Before writing, pay attention to:
Projection to show (bold font) :
(1) Writing in order: from the outside to the inside, from top to bottom.
Compatibility: from the whole to the part.
3. How to write lesson plans for cute stationery poems for young children
1. Teaching objectives: 1. Teach young children (child food) to recite the children's song "Little Raindrops, Rustling", 2. Inspire young children Interest in reciting children's songs.
3. Stimulate children’s curiosity about Chinese characters and teach them to recognize the Chinese characters “xiao, rain, dot”. 4. Guide children to initially understand and try to use calligraphy brushes, and to understand and practice using the most basic Chinese character strokes "," (dot).
2. Teaching preparation: 1. One card each of Chinese characters such as "小,雨,点,下". 2. There are flowers, grass, and fish drawn at the bottom of the blackboard, and there is a blank space at the top for the teacher to add raindrops.
5. Each child has a writing brush and some colored ink. 7. Several headdresses for flowers, fish, and seedlings (pictures of headdresses are attached).
3. Teaching process: (1) Introduction 1. The teacher uses a demonstration performance to draw "," on the blackboard with a brush dipped in water, cheerfully and rhythmically (the rhythm is marked after the children's songs) He recited the children's song "Little Raindrops, Rustle, Rustle", which aroused the interest of the children. 2. The teacher asks all the children questions to further stimulate the children's interest in learning the children's song and help them understand the content of the children's song.
The question can be asked like this: (1) What did the teacher draw on the blackboard? Possible answers: light raindrops, rain; flowers, fish, seedlings... (2) Where did the light raindrops fall? Possible answers: In the garden, in the fish pond, in the field... (3) When the flowers, fish, and seedlings saw it raining, what did they do? Possible answer: Very happy and happy. (4) How happy are the flowers? Possible answer: Open mouth.
(5) How happy is the fish? Possible answers: Wagging tail, swimming around. (6) So what if Miaoer is happy? Possible answer: Pull up and grow taller.
(Children may have many answers that teachers have not expected. Teachers can give certain recognition and encouragement to children’s creative answers.) (2) Main process 1. Recite children’s songs (1) Guide children to look at the blackboard The teacher uses a brush dipped in water to draw dots (, ) on the blackboard to remember the content of the children's songs.
When reciting the first verse (flowers), draw dots near the flowers; when reciting the second verse (fish), draw dots near the fish; recite the third verse When it comes to small knots (seedlings), draw dots near the seedlings. (2) Lead the children to recite it several times and pronounce the pronunciation of each character accurately.
(3) After the children become more proficient in reciting children's songs, the teacher will lead the children to recite the children's songs rhythmically (the rhythm of the children's songs is marked after the children's songs). (4) During the process of reciting children's songs, teachers can clap their hands according to the rhythm of the children's songs, and encourage children to clap their hands in time with the teacher to make the classroom atmosphere more active.
2. Literacy (1) Show pictures with the Chinese characters "xiao, rain, dot" written on them, inspire children to combine Chinese characters with pictures, tell children that these words have appeared in children's songs, encourage them Children guess what these Chinese characters read. (2) Let the children make judgments and guesses based on the word "little" they have learned before and the children's song just now: What is the name of this children's song? (3) Teachers lead children to read the three characters "小雨点" to further cultivate children's interest and sensitivity in Chinese characters.
(4) Use cards in a random order to allow children to review and consolidate these Chinese characters. 3. Recognize the strokes "," (dot) (1) Show the brush and let the children observe the external structure of the brush, so that the children know that the lower end of the brush is pointed. (2) Tell the children that the brush is a unique writing tool in my country.
(3) Ask individual children to come up and use a brush dipped in water to draw dots on the blackboard. (7) Remind the children to lie down slightly under the tip of the brush and tap lightly. Then ask all the children to use their own brushes dipped in colored ink to draw dots on the drawing paper.
(4) Let the children describe the shape of ",". (5) Tell the children that "," is the smallest and most basic stroke in Chinese characters.
(6) Show the cards with the Chinese characters "Xia, Xiao, Yu, Dot", inspire the children to look for the strokes of ",", and let the children point out the location of the dot in these Chinese characters. ("下" has one point, and the point is in the middle; "小" has two points, one on both sides; "rain" has four points, arranged in pairs up and down on both sides; "point" has four points , lined up in a row and placed at the bottom).
(7) The teacher writes a Chinese character that is missing one or two dots on the blackboard, and asks the children to use a brush dipped in water to add dots to the Chinese character. Cultivate children's interest in writing.
(3) End of activity 1. Encourage children to find the strokes "," in other words after they go home. 2. The teacher praises and rewards the children with stickers that the children like.
3. Let children pack up their own supplies and put them back in an orderly manner. (4) The activity is extended to the children wearing different headwear. The teacher leads the children to happily recite children's songs together. At the same time, the children are allowed to play games after hearing the content of the children's songs according to the headwear they are wearing: children wearing "flower" headwear are When hearing "Hua'er opens his mouth happily", his hands are folded together to make a flower shape; children wearing "Fish" headgear make swimming movements like small fishes when hearing "Fish wagging their tails happily"; children wearing "Miao'er" headgear When you hear "The seedlings are so happy to pull them up", make the movements of the seedlings growing.
(After the nursery rhyme, children can exchange headgear games) Children’s rhyme: Little raindrops, rustling, falling in the garden, and the flowers open their mouths with joy. Light raindrops, rustling, fell in the fish pond, and the fish wagged their tails happily.
The light raindrops, rustling, fell in the fields, and the seedlings were happy to pull them up.
4. How to write lesson plans for cute stationery poems for young children
1. Teaching objectives: 1. Teach young children (child food) to recite the children's song "Little Raindrops, Rustling", 2. Inspire young children Interest in reciting children's songs.
3. Stimulate children’s curiosity about Chinese characters and teach them to recognize the Chinese characters “xiao, rain, dot”. 4. Guide children to initially understand and try to use calligraphy brushes, and to understand and practice using the most basic Chinese character strokes "," (dot).
2. Teaching preparation: 1. One card each of Chinese characters such as "小,雨,点,下". 2. There are flowers, grass, and fish drawn at the bottom of the blackboard, and there is a blank space at the top for the teacher to add raindrops.
5. Each child has a writing brush and some colored ink. 7. Several headdresses for flowers, fish, and seedlings (pictures of headdresses are attached).
3. Teaching process: (1) Introduction 1. The teacher uses a demonstration performance to draw "," on the blackboard with a brush dipped in water, cheerfully and rhythmically (the rhythm is marked after the children's songs) He recited the children's song "Little Raindrops, Rustle, Rustle", which aroused the interest of the children. 2. The teacher asks all the children questions to further stimulate the children's interest in learning the children's song and help them understand the content of the children's song.
The question can be asked like this: (1) What did the teacher draw on the blackboard? Possible answers: light raindrops, rain; flowers, fish, seedlings... (2) Where did the light raindrops fall? Possible answers: In the garden, in the fish pond, in the field... (3) When the flowers, fish, and seedlings saw it raining, what did they do? Possible answer: Very happy and happy. (4) How happy are the flowers? Possible answer: Open mouth.
(5) How happy is the fish? Possible answers: Wagging tail, swimming around. (6) So what if Miaoer is happy? Possible answer: Pull up and grow taller.
(Children may have many answers that teachers have not expected. Teachers can give certain recognition and encouragement to children’s creative answers.) (2) Main process 1. Recite children’s songs (1) Guide children to look at the blackboard The teacher uses a brush dipped in water to draw dots (, ) on the blackboard to remember the content of the children's songs.
When reciting the first verse (flowers), draw dots near the flowers; when reciting the second verse (fish), draw dots near the fish; recite the third verse When it comes to small knots (seedlings), draw dots near the seedlings. (2) Lead the children to recite it several times and pronounce the pronunciation of each character accurately.
(3) After the children become more proficient in reciting children's songs, the teacher will lead the children to recite the children's songs rhythmically (the rhythm of the children's songs is marked after the children's songs). (4) During the process of reciting children's songs, teachers can clap their hands according to the rhythm of the children's songs, and encourage children to clap their hands in time with the teacher to make the classroom atmosphere more active.
2. Literacy (1) Show pictures with the Chinese characters "xiao, rain, dot" written on them, inspire children to combine Chinese characters with pictures, tell children that these words have appeared in children's songs, encourage them Children guess what these Chinese characters read. (2) Let the children make judgments and guesses based on the word "little" they have learned before and the children's song just now: What is the name of this children's song? (3) Teachers lead children to read the three characters "小雨点" to further cultivate children's interest and sensitivity in Chinese characters.
(4) Use cards in a random order to allow children to review and consolidate these Chinese characters. 3. Recognize the strokes "," (dot) (1) Show the brush and let the children observe the external structure of the brush, so that the children know that the lower end of the brush is pointed. (2) Tell the children that the brush is a unique writing tool in my country.
(3) Ask individual children to come up and use a brush dipped in water to draw dots on the blackboard. (7) Remind the children to lie down slightly under the tip of the brush and tap lightly.
Then ask all the children to use their own brushes dipped in colored ink to draw dots on the drawing paper.
(4) Let the children describe the shape of ",". (5) Tell the children that "," is the smallest and most basic stroke in Chinese characters.
(6) Show the cards with the Chinese characters "Xia, Xiao, Yu, Dot", inspire the children to look for the strokes of ",", and let the children point out the location of the dot in these Chinese characters. ("下" has one point, and the point is in the middle; "小" has two points, one on both sides; "rain" has four points, arranged in pairs up and down on both sides; "point" has four points , lined up in a row and placed at the bottom).
(7) The teacher writes a Chinese character that is missing one or two dots on the blackboard, and asks the children to use a brush dipped in water to add dots to the Chinese character. Cultivate children's interest in writing.
(3) End of activity 1. Encourage children to find the strokes "," in other words after they go home. 2. The teacher praises and rewards the children with stickers that the children like.
3. Let children pack up their own supplies and put them back in an orderly manner. (4) The activity is extended to the children wearing different headwear. The teacher leads the children to happily recite children's songs together. At the same time, the children are allowed to play games after hearing the content of the children's songs according to the headwear they are wearing: children wearing "flower" headwear are When hearing "Hua'er opens his mouth happily", his hands are folded together to make a flower shape; children wearing "Fish" headgear make swimming movements like small fishes when hearing "Fish wagging their tails happily"; children wearing "Miao'er" headgear When you hear "The seedlings are so happy to pull them up", make the movements of the seedlings growing.
(After the nursery rhyme, children can exchange headgear games) Children’s rhyme: Little raindrops, rustling, falling in the garden, and the flowers open their mouths with joy. Light raindrops, rustling, fell in the fish pond, and the fish wagged their tails happily.
The light raindrops, rustling, fell in the fields, and the seedlings were happy to pull them up.
5. Social Etiquette Lesson Plan for Kindergarten Classes "The Elementary School in My Heart"
1. Activity Description In the next semester of the senior class, children are getting closer to the life and study of elementary school. Their problems , There are also more and more worries. They yearn for elementary school very much.
The activity "packing small school bags" is in line with the psychological needs of children. Through activities, children begin to imitate the learning behavior of primary school students, learn to do things in an orderly manner, and start by packing and organizing their own school bags. It helps children develop good behavioral habits and improve self-service abilities. 2. Activity preparation: School bags, books, notebooks, pencil cases, pencils, erasers, rulers and other school supplies, and a large course schedule.
3. Activity process: 1. Guide children to observe the materials and layout in the activity area. 2. Introduce the name of the activity area and how to play it.
3. Children are free to pack their own school bags and stationery according to the schedule of each day’s curriculum. 4. Peers check each other, make suggestions, and compare who can clean up more orderly and better.
Let’s play chess 1. Activity description: After entering the top class, the children in my class are particularly interested in chess games. They often invite adults to play chess at home, and their level is constantly improving. From the past flying Chess has developed to the present chess, backgammon, checkers, etc. This activity provides children with an opportunity to build experiences, cooperate, learn, and help each other. It is also what children like, meets their needs, and allows children to continuously improve their chess skills.
2. Activity preparation: backgammon, checkers, chess, and beast chess. 3. Activity process: 1. Discuss the playing methods and rules of various types of chess.
2. Guide children to freely combine, negotiate rules, and play cooperative games. 3. Swap games.
4. Clean up and organize the chess pieces. I know how to recognize 1. Activity description: Children have been exposed to a large number of pictures and words by the time they reach the senior class. Most children have recognized very simple and vivid words.
In language activities, especially in picture-telling activities, children have begun to try to tell stories by looking at words. This activity is conducive to children's continuous enrichment and improvement of word recognition skills, and is a good preparation for elementary school students. Lay a good foundation.
2. Activity preparation: word-picture matching materials, names of children in this class 3. Activity process: 1. Introduce the name and gameplay of the activity area.
2. Children take turns playing games, freely combining and checking each other. 3. Pack up and organize pictures and word cards.
Puzzle Zone 1. Activity description: Children in my class are curious, inquisitive, and love to use their brains. They like to participate in some challenging games. This activity provides children with a way to challenge themselves and use their existing knowledge. The opportunity to solve problems with knowledge helps children improve their judgment, thinking, and application abilities and experience the joy of success. It also prepares young children to enter primary school.
2. Preparation for activities: time room, interesting calculation tube, flipping lids, and maze walking. 3. Activity process: 1. Children observe the materials in the activity area and discuss how to play the game.
2. Children can freely combine games, ask each other questions, and check each other. 3. Negotiate exchange games.
4. Organize materials in the activity area.
6. Kindergarten mathematics activity "How much do you know" as courseware
Activity design background
This activity is one of the mathematics generation activities in the field of science for kindergarten classes: Cognition about. It is an intellectual game that is challenging for children in large classes to understand left and right, and the educational value contained in such game activities is very great. Designing this activity can also cultivate children's interest in learning mathematics, focus their attention and improve their awareness of cooperation among peers
Activity goals
1. In the process of active exploration , perceive the spatial orientation of "left" and "right", and develop preliminary position concepts.
2. Be willing to communicate with peers and be able to tell the "left" and "right" directions of objects more accurately.
Highlights and Difficulties of Activities
1. Through activities, children can determine the position and order of left and right objects, express them in language, and initially experience the relativity of left and right.
2. Enable children to gain positive emotional experiences in learning activities.
Activity preparation
1. Pencil, eraser, scissors, pencil case, ruler.
2. One set of pictures for each child.
Activity process
1. Raise your hands to answer
Children, some guests came to our class today. First of all, we welcomed them with warm applause. Who knows, How many guests came here?
Which hand did you raise when you answered just now? What else can you do with your right hand? Where's the left hand? The left and right hands are a pair of good friends. Do you still have such a pair of good friends? (Left leg, right leg; left foot, right foot; left ear, right ear; left eyebrow, right eyebrow, etc.)
2. Listen to the command and do the action
Stretch out your Left hand, stretch out your right hand; shrug your left shoulder, shrug your right shoulder; stamp your left foot, stamp your right foot; touch your left ear with your left hand, touch your right ear with your right hand; touch your right ear with your left hand, Touch your left ear with your right hand...
3. Say the name according to the direction
(1) The teacher arranges pencils, erasers, scissors, pencil cases, and rulers in order from left to right. Ask the children to name the stationery. "Children, take a look, what stationery is on the far left, and what stationery is on the far right?" "Who will tell the teacher, what stationery is on the left of the ruler? What stationery is on the right of the ruler?"
(2) Ask the children to place the pictures according to the teacher’s requirements. First find the tiger picture, place the bunny picture to the left of the tiger picture, place the kitten picture to the left of the bunny picture, place the panda picture to the right of the tiger picture, and place the little duck picture to the right of the panda picture. Ask the children to tell the children next to them, what picture is to the left of the tiger picture? What picture is on the right?
7. Middle class lesson plan "Don't point the tip of the pen towards the children"
This one was not found. Here is a lesson plan about stationery for your reference.
Activity goals
1. Try to distinguish inedible items, and know that many items in games and life cannot be bitten.
2. Have a preliminary understanding of food hygiene and safety.
Activity preparation
Physical objects: apples and biscuits for each person; pencils, erasers, clothes, toys.
Activity process
1. Use physical objects to introduce activities.
1. Provide small snacks such as apples and biscuits to arouse children's interest. Question: Do you all know them? Let’s try them. What do they taste like?
2. The teacher presents physical pencils, erasers, clothes, and toys. Teachers and children talk about the functions of pencils, erasers, etc. together, and encourage children to speak boldly.
2. Intelligence simulation.
The teacher holds a pencil in hand and uses an anthropomorphic tone to tell the children the unsafe factors of several items:
1. Children, do you know me? I am a little brother with pencils. I like children who read books, assist and draw, but I beg you, never put me in your mouth. I contain harmful substances that will affect the healthy growth of children. Remember Already?
2. I am a beautiful eraser. I am colorful and I smell a bit of nurturing fragrance. Do you like me? But I often have poison in my body. If you like me, you must remember not to put me in your mouth.
3. Activity discussion.
1. Discussion: Can pencils, rubber clothes, and toys be put in the mouth and bitten? Why?
2. Summary: A considerable part of the materials in pencils, erasers, and toys are toxic. If you put them in your mouth and bite them, it is easy to eat toxic and harmful substances into your stomach, which is unhygienic and unsafe.
4. Ask the children to find things in the classroom that cannot be bitten and explain why. Such as: various toys, building blocks, textbooks, dolls, etc.
Activity reflection
This activity allows children to learn that in daily life, such behaviors as putting toys in their mouths, biting fingernails, and biting the corners of the quilt when sleeping are all normal behaviors. It is unhygienic behavior. Teachers continue to strengthen children's safety awareness of food hygiene so that children can gradually develop good hygiene habits.