As a teaching worker, you often need to write lesson plans. With the help of lesson plans, you can make teaching work more scientific. Come and refer to how the lesson plan is written! Below are the performance and game activity lesson plans for kindergarten small classes that I have collected for everyone. They are for reference only. Let’s take a look. Kindergarten small class performance game activity lesson plan 1

1. Situation analysis

Doll’s house is the favorite and most familiar theme of small class children. However, as the children in small classes have rich life experience and improved abilities, the level of their games is also increasing day by day, and they gradually have game themes and plots that go beyond the scope of the dollhouse. For example, some children hold their babies on the balcony to watch the flowers, plants and animals in the natural corner. ; Some enter other dolls’ houses as guests; some carry baskets back and forth between the dolls’ houses and the toy cabinet, saying “I’m going to buy rice” and “I’m going to buy vegetables”. The toy cabinet has become a real food market... < /p>

Explanation

The level of play is a reflection of the level of physical and mental development of children. Creating suitable environmental conditions that meet the level of physical and mental development of children and meeting the interests and needs of children in games is the key for teachers to observe and guide games.

2. Game requirements

Encourage children to create new role behaviors and boldly propose new themes.

3. Game preparation

1. Materials provided:

(1) Increase the placement of items other than the doll’s house and the theme of the doll’s house. Such as the TV set, remote control, water purifier, etc. in the doll house, various vegetables and electronic scales in the market, animal building blocks and fences in the park, etc.

(2) Observe and capture children’s game trends, and provide materials based on children’s game behavior, development and needs.

(3) The delivery of materials must be predictable. For example, it is predicted that food markets and parks may become new themes, and electronic scales and animal building blocks, these obviously symbolic materials have certain hinting and inspiring functions, and can stimulate small class children's games in new themes better than abstract alternatives. Plot and behavior.

2. Enrich experience

Help children accumulate language and behavior on related topics in life. Observe first, then recall and then discuss to enrich the life experience of small class children and advance the theme and plot of the game.

(1) Let children conduct purposeful observations with questions: "Who is there at the market?" "What is there in the park?" etc.

(2) Conduct special discussions on "being a guest", "buying groceries", "buying tickets", etc., and inspire children to distinguish between different roles, different responsibilities and the corresponding role terms and roles Behavior. For example: when a guest comes, what does the host say? What does the host do? What do the customers and the salesperson say when buying food? What does the conductor say when buying tickets?

3. Game guidance

(1) Free choice: Introduce prompt game experience to stimulate children's free choice and desire to play. For example: "Last time guests came to Mingming's house. They bought a big sofa for the guests to sit comfortably. The guests were so happy!" Another example: "There was a doll's house celebrating a birthday, and the guests bought a big cake and gave it to them. Sending beautiful flowers, the birthday girl is very happy!"

(2) Further inspiration and hints for children to boldly choose to propose new themes: What else do you want to play? What else do you need? What else do you want to add? Just think of it You can try whatever you do and so on.

Explanation

Teachers should put themselves in the perspective of children and guide children to choose games with the identity and tone of their game partners. Respect the need to satisfy interests, encourage children to develop new game themes of their own free will, and enhance their autonomy and self-confidence.

4. Activity process

Independent development

(1) Key observations: Do children develop new game behaviors? How is the development of new themes? Cognitive experience Are they available? Are game materials sufficient? Are there any difficulties with language and communication?

(2) Provide corresponding guidance based on the above observations.

(3) Guidance outside the game: If it is observed that the doll's house game is limited to the old plot without interaction, the teacher can interject as a bystander: such as "It's the baby's birthday today, who do you invite to the birthday party?" "This will inspire young children to go out of the house and enhance their interactions with new and parallel themes.

In-game guidance: When it is observed that there is no verbal communication in the game, such as a customer pointing to "fish" in the market, the salesperson brings it to him, the customer hands over the money, the salesperson accepts it, and the customer leaves... ...At this time, the teacher can pretend to be a salesperson (to the customer): "Hello, what do you want to buy? This kind of vegetables is very cheap, only one yuan a pound, buy more..." or pretend to be a customer (to the salesperson): "I I want to buy a pound of radishes, are they fresh? How much does it cost? It’s too expensive, make it cheaper..." to help children improve the skills and behavior of game characters.

Explanation

Guidance in the independent development process is highly random. For children in small classes, indirect guidance should be used as much as possible to stand on the same footing as the children and play as partners. identity, natural role language behavior to provide concrete help to young children.

Spontaneous communication

(1) "Did you make the game you wanted to do today?" "Tell everyone what you are happiest and most want to say."

(2) Choose opportunities to create an atmosphere and stimulate a happy emotional experience for all children. For example: when the doll's house came up with a water purifier, everyone came as a guest during the communication, and the host invited everyone to taste his "purified water" and said, "Wow, it tastes so delicious!" Let the children immerse themselves in the imagination of the game middle. Another example is that a dollhouse sang karaoke when entertaining guests. During the communication, the group requested songs. Under the leadership of the host, the children sang a song together. The cheerful singing echoed in the classroom and in the hearts of every child. The atmosphere is warm, children's play experience is extremely profound, and their interests and needs are satisfied.

Explanation

Pay attention to the fun of communication content and use diversified communication methods to stimulate children's emotions. Emotional communication activities are attractive and powerful, so as to better utilize the games, communication and sharing of small class children. effect.

A For new themes, scenario performances can be used to help children master some basic role language. For example, the dialogue between a market salesperson and a customer: "Hello, what do you want to buy?" "I want to buy..., how much is it?" "Two yuan", etc.

Explanation

New theme plots such as markets and parks require children’s communication, and language is a tool for communication. Therefore, to promote the improvement of children's communication skills in games, it is necessary to help children master some communication terms, which are role dialogues in games. Among them, the situational performance method is used to make learning and imitation easier to accept and master. Kindergarten small class performance game activity lesson plan 2

Activity goals:

1. On the basis of familiarity with the songs, through scene creation, inspire children to use movements to express the lyrics.

2. Preliminary attempts to perform role-based performances, guide children to create various actions that express "mutual love", and experience the joy of imitation games.

3. During the activities, children listened to music and performed bold games.

4. Through activities, children learn the game and experience the fun of the game.

5. Make the children feel happy and fun, and they should learn knowledge without knowing it.

Activity preparation:

1. Red bird and green bird breast ornaments, each accounting for 1/2 of the number of children, one "bird elf" headdress and one "elf stick" .

2. Music: "Two Little Birds" and "Little Birds Flying" song tapes.

3. Ground layout: big tree scene.

Activity process:

1. Create situations to stimulate children’s interest in activities.

1. Teacher: Children, today I am going to take you to a mysterious place. There is something mysterious in this mysterious place. Do you want to see it?

2. Teacher: (Take the children into the arranged venue, and work with the children to find the big tree scene in the venue), wow! What a big tree! Whose home is the big tree? (Little Bird).

2. Integrate into the situation and guide children to "transform".

1. Teacher: Dashu’s house is so beautiful. I really want to turn into a little bird and play at Dashu’s house. Do you think so?

Then let’s go together. Please ask the "Bird Elf" to help us!

2. The coordinating teacher will appear as a "Bird Elf".

Bird Elf: What do you want from me?

Teacher: Bird Elf, can you turn us into little birds and take us to the big tree’s house to play?

Bird Elf: Yes, but you must make bird movements so that my Elf Stick can work!

(Teacher and children make "bird flying" movements, Bird Elf Say "change, change, change" and give the child a red or green bird chest ornament)

3. Teacher: Where is the red bird baby? Let's flap our little wings and fly.

Where are you, baby green bird? Come and flap your little wings and fly.

Bird Elf: Tell the baby birds a secret of a big tree: We need to find baby birds whose colors are different from our own to become good friends, do the "love each other" gesture, and speak magic words at the same time : Love each other. Only a big tree will let us go to its home to play!

(Guide the children to find a partner with a different color than themselves, and after talking and making love gestures, they will fly to the "branch of the big tree" in pairs ” (Part 1)

3. Create movements and guide children to sing and perform.

1. Teacher: It’s so happy to come to Dashu’s house. Let’s sing the song “Two Little Birds” to Dashu. (Teacher and child *** sing the song together. Music starts)

2. Narrator: Woo~~~~~!

Teacher: Who is it?

Narrator: It’s me, Mother Dashu!

Teacher: Why are you crying?

Narrator: When I heard you singing, I thought of my baby birds, Tintin and Dongdong. They usually showed me their favorite performance "Two Little Birds", but now they don't know where they went and haven't come back for a long time.

Wow~~~~I miss them so much!

4. Teacher: Bird babies, see the big tree mother crying so sadly, let’s perform "Two Little Birds" to the big tree mother. (Teachers and children sing the lyrics while performing corresponding actions based on the lyrics)

5. Narrator: It’s so beautiful! It sounds so good! Let’s do it again, do it again. (Children are required to perform multiple times)

Two other teachers played the roles of Tintin and Dongdong Fei back: Mother Dashu, we are back! (And performed the song together with the children again)

4. Ending:

Teacher: Ding Ding, Dong Dong and Dashu’s mother haven’t seen each other for so long. They must have a lot of secrets to talk about. Let’s let them “love each other”. Say goodbye to Dashu’s mother, Tintin and Dongdong~~~! (Exit with the music of "Little Birds Flying") Kindergarten small class performance game activity lesson plan 3

Activity background:

Little Red Riding Hood It is a well-known and classic story that has been passed down to generations of children. The children in my class have also heard this story told by their parents at home. During the group teaching activities of the whole class, when everyone came into contact with this story again, they were attracted by the storyline and were very interested in the characters and content of the story. They often told it during language area activities, accompanied by their own imagination. movements and expressions. Some children asked me to provide them with materials so that they could make performance props and costumes for performances, etc., so I launched the performance game "Little Red Riding Hood".

Activity goals:

1. On the basis of understanding literary works, be able to use the language in the story to perform creatively.

2. Under the guidance of teachers, children are encouraged to assign roles independently and learn to perform cooperatively.

3. Stimulate children’s interest in performance.

4. With the help of both pictures and texts, and mainly in the form of pictures, cultivate children's habit of reading carefully and stimulate their interest in reading.

5. Through teachers reading aloud, children read emotionally and participate in acting, allowing children to perceive the story.

Activity preparation:

1. Children can tell stories completely.

2. Wolf headdress, grass, big tree, sofa bed.

3. Various performance props (scarves, paper, plastic, paper plates, glue)

Activity process:

1. Children and teachers** *Same as setting up scenes and making props

1. Recall the story and discuss it.

Question: Who is in the story? How to design the costumes of each character?

What are the scenes in the story? How to arrange it?

2． Group production is divided into costume group and scene group, all produced together.

3. Children work together to create scenes.

2. Children perform performances

1. Discuss the movements and expressions of the four characters and practice them as a group.

2． Children assign roles independently.

3. With the help of the teacher, the children put on their performance costumes.

4． Children perform, teachers observe and guide.

Children are required to be able to perform creative performances using language and movement.

3. Ending Evaluation

Encourage children to evaluate independently and talk about the creative expressions of their peers’ language and actions. What are the shortcomings?

IV. Extension of activities

1. What other stories have you heard? What story interests you most?

2. Brainstorm and determine the content of the next performance game. Invite the children to go back and tell the story in full so they can act out the game next time.

Teaching reflection:

The preset educational and teaching goals for this lesson have been basically completed. The children responded positively to the teacher’s questions and interacted well with the teacher. 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. Kindergarten small class performance game activity lesson plan 4

Activity goals:

1. Initially understand the responsibilities of supermarket staff and learn to play supermarket games.

2. Encourage children to actively participate in games and enhance the connection between games.

3. Further cultivate children’s awareness and ability to categorize and place game materials as required.

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

5. Develop children’s thinking and oral expression skills.

Activity preparation:

Salesperson’s logo, money, various goods at the counter and supermarket

Activity process:

1. Brief description The last "Supermarket" game situation raised some problems in the game.

(1) In the supermarket, game materials cannot be sorted by category.

(2) Some children do not know how to treat guests politely.

(3) The plot of the game is relatively monotonous, and the interaction with the doll family is not enough.

2. Allow children to freely choose areas to play according to their wishes, and teachers will make appropriate adjustments.

3. Children play in groups, and teachers focus on guiding supermarkets.

Guide children to learn to distinguish the job responsibilities of salespersons, security guards and other roles in the "Supermarket" game, and then be able to interact with the doll's house through simple games.

Teachers, as managers, help children develop corresponding game plots.

End of activity:

Remind children to pack up game materials according to each role area and ask them to be placed neatly. Kindergarten small class performance game activity lesson plan 5

Game goals:

1. Let children actively participate in performance game activities, deepen their understanding of the story content in the game, and choose what they like according to their wishes role.

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

3. Experience the joy of cooperation in performance games.

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

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

Game preparation:

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

Game process:

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1. Introduce with stories to arouse children’s interest.

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

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2. If you come to act, who do you want to act? How should you act? (Let the children speak, and the teacher will choose the key points to remind and explain to the children.)

2. Performance game: Dial radish.

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

2. After a performance, the teacher asked:

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

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

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

3. Comment each other, teacher’s summary.

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

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

4. Clean up the venue with your children and end the activity. Kindergarten small class performance game activity lesson plan 6

1. Situation analysis

After nearly a year of games, the children in the small class have a strong interest in role games. During the whole game, they will be immersed in their imagination and play happily: the mother of the doll family will cook food for the doll, build a bed for the baby, and also think of changing the baby's diaper, bathing the baby, holding the baby to see a doctor, etc. It is a great pleasure; doctors in the hospital often treat patients and prescribe medicine based on their own personal experience. During this period, it is also easy to find that some new themes will appear in games for children in small classes - these "new themes" often come from a new plot: for example, it is necessary to build a temporary park for the dolls to visit and play; it is necessary to have a car to rescue them. Patient; To eat "KFC", you need a restaurant... As the plot of children's games develops, the requirements for the creation of material conditions for the game continue to increase, gradually changing the situation in the early days of the small class where they can play with whatever toys they have and play with them. Phenomenon: They will ask for "soap", "a door", and "bathtub" from time to time... Therefore, in the games at the end of this small class, encouraging children to boldly find alternative toys and develop game plots can help children increase their Experience the joy of gaming.

2. Game goals

1. Know the role you play in the game and do things in the game that match the role.

2. Try to use some alternative toys as needed during the game and play as you wish.

3. Game preparation

1. Provide existing toys that are more realistic. Due to the age characteristics of young children, many such toys should be provided, because children play based on toys.

2. Provide a box with various building blocks, boxes, ropes and other items for children to find alternative toys during games.

4. Game process

1. Free choice

Children in small classes often choose themes based on toys. There are also some children who decide on a role based on their interest in a certain character and their familiarity with a certain game scene.

The vast majority of children got toys and pieced together the content of today's game bit by bit during the game. They were very random in the process of "piecing it together", so teachers should continue to do it before playing. Give your children some questions: "Think about where you are going to play today? What are you going to do?" Although these questions are extremely short-lived, they can gradually help the children form some game goals.

2. Independent development

Due to the age characteristics of children, they often discover existing problems during the game and when the teacher keeps asking "What did you do today?" Toys lack this or that. Since there is no "replacement" experience, they often have two situations: one is to give up, and the other is to replace it with empty gestures. At this time, what should the teacher do? Let it go? No, the teacher must encourage the children. And provide "substitute" toys for young children to allow them to fully play. For example, during the game, the "barber" is washing the doll's hair, and while washing it, he says: "I'm going to put some soap on you, please close your eyes!" She had nothing in her hands at the time; it was also like the mother of the doll family holding her child and wanting to go to the park, but after walking out, the mother said to herself: "Oh, there is no car, let's go there later!"... in In similar situations, if teachers can take the initiative to find a "piece of soap" with children and ride a bus together, children can have more fun. At the same time, it also gives children a message: "If there are things that are not in the game, you can build them yourself, and if there are no places, you can open them yourself."

In the process of children playing games independently, teachers not only take the initiative to Provide alternative toys for children and actively encourage children to find alternative toys. They should also be good at discovering alternative toys that children find by themselves at the end of primary school: such as bathtubs built by themselves, walls built by themselves, flowers planted by themselves... Teachers Appreciation can further encourage young children to reflect life creatively.

3. Spontaneous communication

At the end of the game, the most acceptable thing for children in small classes is to reproduce the scene of the game. Children can't help but clap when they see "soap" in the barber shop, when their dolls can "ride" to the park, and when their mother buys a "bathtub". Therefore, teachers fully affirm these "substitute items" and highlight their usefulness, which will not only gain the recognition of all other children, but also lay the foundation for future games, so that children can truly reflect life creatively in games.