As a silently dedicated educator, you often need to prepare lesson plans, which help to carry out teaching activities smoothly and effectively. How to write lesson plans to be more effective? The following are 5 regional lesson plans for kindergarten and middle classes that I have carefully compiled. I hope they can help everyone. Regional Lesson Plan for Kindergarten Middle Class 1

Design Intention:

The theme of "Love Hometown" is already in progress. Under this theme clue, I generated this regional activity "Hometown Snacks" ". Mainly "Ruijin special snacks". Before the activity, the children already had a certain understanding of the snacks in their hometown, and they must have eaten them in real life. During the activity, children can use various materials to make snacks from their hometown, and can also play the character buying and selling game "Hometown Snack Shop" to naturally improve their communication skills, language expression skills, mathematical abilities, etc. during the activity. At the same time, the self-made book "Ruijin Specialty Snacks" was also used to let the children learn more about the snacks in their hometown. The book "Ruijin Specialty Snacks" produced by parents and children was used as an example to encourage children to further use the materials provided by the teacher to cooperate in making books. During the activities, children's hands-on skills, communication skills, language expression skills, cooperation and learning abilities can all be developed.

Activity goals:

1. Under the background of the activity theme, actively make various snacks, improve children's hands-on ability, and further enrich their understanding of hometown snacks.

2. In the game situation, actively interact with others and increase the love for hometown snacks through activities.

3. Through the understanding of hometown snacks, take the initiative and be willing to try to cooperate in making a self-made book "Ruijin Specialty Snacks"

4. Let the children experience the joy of regional activities.

Activity preparation:

Preliminary preparation:

Knowledge and experience preparation: Children have a certain understanding of hometown snacks, have eaten them, and bought them in the store , see others have done it.

Material preparation: Using previous regional activities, the children and I made price lists, store signs, etc. to decorate the "Ruijin Specialty Snacks" store.

Children and parents work together to create books about Ruijin snacks, which can be pictures of various snacks or stories about a certain snack, food culture, etc.

Activity material preparation:

Art area: sponge paper, white paper, calendar paper, foam, plasticine, plates, some prepared snack demonstrations, etc.

< p> Decorate a corner of the venue into a "hometown snack bar" with a store sign, price list, tables, chef uniforms, clerk uniforms, plates, chopsticks, etc.

Book corner: self-made book "Ruijin Specialty Snacks", related snack pictures, crayons, cardboard, white paper, binding machine, etc.

Activity process:

1. Conversation introduction

Children, we have many delicious snacks in Ruijin. Which snacks have you eaten? (Please Children talk based on life experience)

Have you ever eaten these snacks in a specialty snack bar? How did the clerk greet you?

Have you seen your father, mother or other people in the store? Do your chefs make hometown snacks? How do they do it?

2. Introduce the materials and activity requirements of each area

Role game area: The teacher and children have arranged it into a " Hometown snack bar”. This shop specializes in selling our Ruijin specialty snacks, including grass jelly, bean cakes, mugwort rice crackers, taro dumplings, etc. Children can play the role of clerk, chef, or guest. The children who play the clerk wear work clothes, and the children who play the chef wear Nice chef hat. The child who plays the role of the little chef should stand in the "kitchen". The child who plays the role of the clerk should greet the customer warmly when he sees the customer coming, and should be polite when the customer leaves.

Art area: The teacher has prepared various sponge paper, white paper, calendar paper, foam and other materials in the art area. Each box also has snacks made by the teacher. You can use these materials to be like the teacher. That way we can make various special snacks from our hometown. You can also continue to create new menus, price lists, billboards, etc. for the "Hometown Snack Bar".

Book Corner: There is already a book "Ruijin Special Snacks" made by father, mother and children. Children can read it and draw or cut and paste according to their own methods. It is also possible for several children to cooperate. Come and make a "Ruijin Specialty Snacks".

3. Children can independently choose areas for activities.

4. Teachers observe and guide children’s activities.

Role play area: Observe the children’s activities and consider whether to intervene or provide guidance as a customer based on the children’s activities.

Art Zone: Observe children’s production and encourage children to boldly make things.

Book Corner: Encourage children to boldly use drawings, stickers, etc. to cooperate in making books, and assist children in binding and other tasks.

5. Organize children to collect materials.

Required to put materials back to their original places and pick up trash in trash cans.

6. Evaluate children’s activities. Kindergarten mid-class regional lesson plan Part 2

1. Activity goals

1. Through practice and discussion, children can further learn to play with their peers in a friendly manner.

2． Children can share the joy of success together, making children feel happy emotions.

3. Encourage young children to use complete language and boldly tell others who they play with and how they play.

4． By watching pictures, children are guided to analyze, discuss, and understand how to communicate among friends.

5. Young children can negotiate with their peers: "Can I play with you?" or "Shall we swap and play?" etc., and master simple sharing strategies.

2. Partition goals:

1. Operation area (drying clothes): Children with strong abilities can help children with weak abilities place dots correctly and line up clothes; children with average abilities can fully tell how they do it; children with weak abilities can help them according to the numbers. Place the dots accurately.

2． Mathematics area (finding friends): Children with weak ability can count accurately and put the cards in the corresponding positions; children with average ability can fully describe: "Several ** can be expressed by numbers." Children with strong abilities can tell other children how they play.

3. Language area (small envelope): Children with weak abilities can read the children's songs they have mastered word by word with their fingers; children with average abilities can read children's songs with expressions; children with strong abilities can perform children's songs they can read to other children. look.

4． Bilingual corner (card game): Place corresponding English cards and Chinese character cards according to the picture prompts, and children can introduce the English and Chinese characters they know to each other.

5. Rotary game (summer sports): Children can tell each other about the different sports they know.

6. Cognitive area (summer fruits): Children can name various fruits, ask each other questions, and share what they have learned.

7.3.3.3: Children can initially master the steps 1-8, can carry out the game in the form of competition, and feel the joy of success together.

Activity preparation: Creation of activity area

(1) Make and play: popsicle sticks, cotton, foam, scissors, glue, etc.

(2) Scissors and glue.

(3) 3.3.3: 3.3.3 learning tools.

3. Activity organization and guidance

Activity process:

(1) Show pictures to arouse interest:

Today the teacher received a letter, let’s take a look at the letter content?

(2) Observe the pictures and guide the discussion:

1. See what happened to the children in the pictures?

2. Is there any good way for our children to help them?

(3) Create scenarios for children to experience: children can freely work together and go to the created activity areas to play freely.

1. Operation area (drying clothes): Children place the dots correctly and line up the clothes.

2. Mathematics area (finding friends): Children can count accurately and put the cards in the corresponding positions, and can fully describe: "How many ** can be represented by a few numbers".

3. Key areas: Language area (small envelope): Children can read complete children's songs that they can read to other children, and can negotiate and exchange the contents of the areas with their peers.

4. Bilingual Corner (Card Game): Children can share their knowledge of English and Chinese characters simultaneously.

5． Turntable Game (Sports in Summer): Children can tell about the various sports they know based on word cards and pictures, and can cooperate with their peers to tell the story.

6． Cognitive area (summer fruits): Children can name various fruits based on word cards and real objects.

7.3.3.3: Children can accurately perform steps 1-8.

8． Key areas: Handicraft area:

(1) Children can share their works with other children.

(2) During the children's activities, the teacher inspires the children to share the content they have mastered with their peers.

(3) Encourage children to negotiate with each other when encountering problems and not compete with their peers.

(4) Inspire young children to try to participate in various activity areas, and be able to negotiate amicably with their peers: "I also want to play this game, can I play with you?" "I can participate in this game. "?" "Let's swap and play," etc.

(4) Children introduce their activities to each other.

Children tell me who they were playing with just now? What did you play? How to play.

(5) Key guidance: Guide children to play friendly games with their peers, share the joy of their own games, and be able to negotiate with peers or take turns to play games.

(6) Individual guidance

Guide children to help other children and play with them after they have fully told the story.

Encourage young children to play friendly with their peers and not compete with them for toys.

Reflection: Children learned to share and be humble in regional activities. Children learn through play. In the form of games and situational performances, children unconsciously feel that they have learned knowledge and mastered skills. Kindergarten mid-class regional lesson plan Part 3

Design intention:

Continue to be meticulous through regional activities. With in-depth development, the children in the second class of middle school especially like regional activities. The regional activity environment and materials of our class are constantly innovating and improving, and the children's various abilities are also constantly improving. The main manifestations are: having good operating habits and strong communication skills. Their ability to solve problems in games continues to improve, and they have a strong desire to explore scientific activities. But there are also some shortcomings, such as the low participation rate of children in the language area and music area, and the activity content is only targeted at these situations this semester. I set up regional environment materials according to the children's age characteristics and interests.

Activity goals:

1. Boldly choose your favorite game content and materials, and play independently and happily.

2. Develop children’s communication skills during activities and improve their ability to discover and solve problems on their own.

3. Improve role awareness in role games and develop game plots by yourself. Develop children's observation skills and bold hands-on operations in scientific activities.

4. Develop children’s oral expression and interest in music performance.

Activity preparation:

1. The same song

2. Urban children’s TV station: scrap books, pictures, homemade by children, billboards, homemade TVs, Microphone

3. Painting tools, trays, table tennis balls, glue, colored paper in the art area, set up a display stand

4. Small hammers, nails, foam sponges, peanuts, elastic objects, small snails in the observation area Garlic, onion, potato plant observation record sheet

5. Press clipping and pasting microphone of Xiaoguan Hydropower City in the press conference area

6. Wawa fast food restaurant environment layout tableware tableware chef waiter work clothes cold drinks and plasticine< /p>

7. Various building blocks in the building block area, schematic diagram of building a toy city designed by children, various toys, flowers, trees, foam boards, small seals

Activity process:

1. Introduction to today activity content and put forward activity requirements.

Show the regional activity self-evaluation form to let the children evaluate their own behavior through today's activities and stamp their own small seals.

2. Children can choose activity areas according to their wishes and carry out zone activities

a. For the same song, children can choose their own host and arrange the order of the program.

Duet, "My Home" Chorus: Ode to Joy, Little Train, Story Drama: Flower Turban, Brave Little Hedgehog, English Fairy Tale Drama: Kitten Fishing, Rhythm Music: Little Star.

b. City Children’s TV Station: Little story telling on the Chinese station, eating every day, asking a fast food restaurant chef to teach how to cook food, and reciting poems to the music: "The Road", "Our Home", "The Comb", " "Draw a House"; teaches you English and hires a host to intersperse advertisements.

c. Art area: Make table tennis dolls and tray paintings.

d. Observation area: Try a small hammer, learn about elasticity, water plants, small snails and make corresponding observation records.

e. Press release area: Talk about some newspaper and periodical materials on the creation of Yichang, a famous hydropower city, talk about your own ideas, design and draw the famous hydropower city in your mind.

f. Wawa Fast Food Restaurant: launches special discount week and take-out activities.

g. Set up a toy field in the building block area.

3. Teacher guidance a. Observe children’s performance in activities and intervene in a timely manner.

b. Encourage children to think about it before trying again when encountering a problem.

c. Key observation and guidance: urban children’s TV station and the same song.

d. Help individual children with difficulties in games and encourage children to interact boldly.

Ending:

Today, Little Seal is very busy. I guess you have learned a lot of skills. but. , I don’t know what you have learned yet. Let me tell you about it:

a. Children can show their works, enhance their self-confidence and sense of success, and experience the happiness of sharing themselves and others.

b. Talk about today’s new discovery, how it was discovered and what the result was, and encourage the children to try it themselves next time.

c. Talk about the difficulties encountered by children in the activities and how they were solved.

d. The teacher summarizes today’s children’s games and packs away toys and materials. Kindergarten mid-class regional lesson plan 4

Activity source

During the activity, children have a strong interest in the hero in their hearts - Sun Wukong. Children like to imitate Sun Wukong's movements and envy Sun Wukong. With his sharp eyes and ears, he hoped that he also had Sun Wukong's golden cudgel, so he launched a regional learning activity "The Monkey King".

Activity goals

1. Be able to observe carefully and use a variety of methods to express the characteristics of monkeys;

2. Know how to wait in crowded places First, follow the rules of the game.

Activity resources

A variety of operational materials for children to explore.

Activity process

1. Introduction to this event

Activity areas:

Happy time has arrived again, and this time it has been added A new game "Fire Eyes" has been created. Children have to find monkeys from complicated pictures. How will you find the monkeys? (Guide children to follow a certain order from top to bottom, or from left to right). See who can find more.

2. Propose event rules:

⑴Keep the desktop neat and clean after the event;

⑵In places with many people, know to wait or choose first Activities take place elsewhere.

3. Children’s activities:

(See attached table below)

Teacher’s observation found:

⑴In the art area, although The teacher showed several schematic diagrams of different monkeys, but most of the children presented simple works, and they all chose the upside-down peel-and-stick monkey.

⑵ Children lack experience in how to operate the record sheet, and many children do not know how to start.

⑶In the science area, children are more interested in the new content of the courseware, the monkeys with voice dubbing, which are active and have voice dubbing. Not happy.

⑷The content of "Puzzles" in the puzzle area is challenging, and children are very interested in it.

Measures:

⑴ Dynamic monkeys are cuter.

Although young children have relevant experience, they lack relevant experience in how to use tear-and-stick methods to express. It is necessary to Through painting and drawing, children are encouraged to find auxiliary tools and materials to express dynamic monkeys.

⑵ Before the next regional activity, use 5 to 10 minutes to ask the children to mention the difficulties they encountered when recording, and let everyone work together to help them find solutions.

⑶ Increase opportunities for children’s activities to satisfy more children’s interest in participating in the science area and educational area.

Extension of activities

According to the needs of children, provide them with VCD and video "Animal World" to satisfy their interest in monkeys. Kindergarten mid-class regional lesson plan Part 5

Activity goals:

1. Learn how to be a civilized shopper through situational shopping.

2. Know that civilized behavior will bring convenience to yourself and others;

3. Develop the habit of orderly waiting and civilized shopping.

Teaching preparation:

One shopping bag; "Dudu Supermarket" in the area corner; three labeled pictures (basket taking, shopping, cashier)

Teaching process :

1. Contact the children’s existing supermarket shopping experience and introduce the conversation.

1. Guide children to recall the shopping process.

Teacher: "Everyone must have been to the supermarket, so who did you go with? What were you going for?" (Going to buy groceries with grandma; going to buy drinks with good friends; going to buy shampoo with mom)

Teacher: "What kind of things are sold in the supermarket?" (biscuits; water; meat; model airplanes; toothpaste...)

Teacher: "Do you know how to buy things?" (Take money to buy; put things in the shopping cart; choose...)

2. Explain the scene and specific rules of the game

Teacher: "The weather is really nice today. Everyone is in a good mood. There is a new Dudu supermarket over there. Let’s go shopping there and learn to buy something, and the teacher will help you check out.”

2. Try it first. Go shopping together, discover problems, and explore solutions.

1. Children are free to enter the supermarket to make purchases, and teachers provide timely guidance.

Teacher: "Children who have finished buying first should sit in their seats and tell your good friends what you just bought? Why did you buy that thing?"

2. Teachers and children*** Discuss the first shopping experience together, identify problems and set rules together.

(1) Establish rules for taking the shopping basket

Teacher: "How did you buy things just now? What should you do first?" (Get the shopping basket)

"How should I get the shopping basket?" (Queue)

"Did you queue up just now?"

"What will happen if you don't queue up?" (Wrestling; everyone grabbing; noisy )

"Yes, take them one by one and in order." The teacher said while taking out the marking chart of the queue.

(2) Establish rules for picking up and placing goods

Teacher: "Get the shopping basket, and you can go -"

"Then your first time How do you shop? "

"What should you pay attention to when shopping? "" (Don't break things; look first before taking them; be careful; don't touch glass things...)

Teacher summary: “When purchasing items, handle them with care and put unnecessary items back to their original places. "

Show the shopping mark while talking.

(3) Set up rules for payment

Teacher: "What should we do after we select the goods? "(Give money, pay)

"Will everyone go together? "(No, you still have to queue up)

The teacher concluded: "After shopping is over, you also need to queue up for payment. "

Show the queuing mark while talking.

3. Send the rule mark discussed with the boss to the corresponding position to deepen the impression.

Teacher: “Now we put these signs in the supermarket to remind every customer who enters the supermarket to abide by the rules and shop in a civilized manner. ”

“Look, where is the appropriate place to post this marking diagram? "(Put it at the entrance of the supermarket to remind everyone to queue up to get the shopping basket; stick it on the shelf; put it next to the cashier)

3. Shopping again based on the summary, and consolidate civilization through comparison of two purchases Behavior.

Teacher summary: “Through personal experience and discussion, we know the importance of civilized shopping. Civilized shopping will bring convenience to yourself and others, making shopping a happy thing. Let's go shopping for fun. This time we each choose one product. ”

Teacher: “What did the salesperson say after collecting the payment just now? "(You are really a group of civilized little customers)

"Why does she praise you like this? "(The first time we made a fuss, we knocked over the goods, we were crowded, we didn't take the shopping basket; the second time we queued up...)

4. Share the purchased items and move civilization Experience.

Teacher: “Look what’s in our shopping bags? There is everything to eat and play, and the harvest is really great. The most important thing is that we also learned how to be civilized customers. In order to reward ourselves, let's share the items we just bought, eat and play together. ”

Reflection on the activity:

This is a new teaching activity. The goal is to learn how to be a civilized shopper through situational shopping; knowing that civilized behavior will bring benefits to yourself and others. Bring convenience; develop the habit of orderly waiting and civilized shopping. This activity is also a series of activities centered on the sense of order. First of all, I fully considered the age characteristics and existing experience of middle school children in the selection of topics and content. Life experience. Before the activity, a questionnaire was conducted on the children in this class: Have you ever been to a supermarket? Why do you like shopping in the supermarket? Through the survey, you can know the existing knowledge level of the children. I also started with the layout and material preparation of the activity area "Dudu Supermarket" to ensure that the products are rich, the types are complete, and the environment is realistic. Because this is the first time to launch a new game, I focused on the setting of the activity. There are three basic steps that you need to pay attention to when shopping: when you enter the supermarket, you have to queue up to get the shopping basket; when you select the items, you need to handle them with care; when you finish shopping, you need to queue up at the checkout counter. At the end of the activity, I also passed. You also need to queue up to share the purchased items, and do not throw away the confetti after eating to consolidate and deepen the behavior, so that the children can have a process of internalizing the awareness of rules, and remind the children that civilization is not far away from us, it is in our Around us, everyone needs to start with details and maintain them together.

The activity lesson plan has been revised several times, and four trial teaching activities have been held. Every time, problems are always found and corresponding adjustments are made. This gave me a deeper understanding: There is no perfect lesson plan, and there is no perfect coach. We all grow up in the process of changing lessons again and again. Every lesson is painful, but it is the bitterness before sweetness and the struggle before transformation. Gradually, the language became more and more concise; the details of the activities were clearly understood; the organization of activities became more and more familiar, and the classroom management became more comfortable; until the language became rigorous but lively, noisy but not When there is an orderly classroom, a charming teacher is not far away.