[Essential] A collection of 5 sample lesson plans for middle class students

As a silently dedicated educator, I often have to write lesson plans according to teaching needs. Writing lesson plans helps accumulate teaching experience and continuously improve the quality of teaching. How to highlight the key points of the lesson plan? Below are 5 middle class lesson plans compiled by the editor for your reference. I hope it can help friends in need.

Middle class lesson plan 1

Activity goal

1. Guide children to learn to use painting to express the characteristics of winter scenery.

2. Inspire children to draw the dynamics of children’s winter heating activities.

3. Cultivate children's ability to choose appropriate colors and arrange pictures reasonably.

Event preparation

1. Children's book picture "Winter is coming" and 1 box of colored pens.

2. 1 picture of winter scenery and 3 pictures of children in action.

3. During winter exercise activities, organize children to observe the scenes and dynamics of children’s activities.

activity procedure

1. Introduce activities to arouse children’s interest.

Teacher: Winter is here. Children, do you know how the natural scenery and people… change in winter?

(Show some pictures of scenery: talk about changes in leaves, river water, and people’s clothes) Did you see it? Come winter, so many things are changing.

2. Guide children to observe pictures and perform actions.

The teacher showed dynamic pictures of children’s activities: Winter is very cold, and children need to do various things to keep warm.

sports. You see, the children in this picture are doing various actions. Can you guess what sport they are doing based on their movements? (Children discussed and answered: skipping rope, shooting balls, playing shuttlecock, etc.) Children, think about it, besides these sports, what other sports can keep warm? When doing different exercises, the postures of the arms and legs are different. Now I invite a few children to come up and do a few movements. Let's guess what exercises they do? (Ask 2-3 people to do it, and ask the children to answer)

3. Explain the requirements, children draw, and teachers guide.

Teacher: Now let’s draw a picture of “Winter is coming”.On the paper on the right side of the screen we draw first

Winter scenery, then draw people. It is required that it can be seen from the person's clothing that it is winter, and that the child is keeping warm during exercise from the person's activities. Think about it, what color should you use to draw on colored drawing paper so that you can see it clearly and look good?

Children paint, and teachers guide on tour. Pay attention to whether the content of children's paintings reflects the characteristics of winter, whether the composition is reasonable, and appropriately help children with poor abilities to enrich the painting content.

4. Evaluate the work and end the activity.

All works will be displayed, and works with rich painting content and obvious winter characteristics will be selected.

Extension of activities

Depending on the weather conditions, you can make ice gongs to deepen your experience of the cold winter weather.

Middle class lesson plan 2

Activity goal

1. Able to make mouse walking and looking left and right movements in time according to the melody of the music.

2. Try to exaggerate the expression and movements of the little mouse pulling bubble gum.

3. Know that bubble gum will destroy our environment and enhance children’s environmental awareness.

Event preparation:

1. Understand the sticky characteristics of bubble gum in daily life.

2. Music courseware and charts.

3. Mouse headdress and mouse hole.

Highlights of the activity:

1. Key points: Children perform the movements of a mouse walking and looking around in time with the music. (In the process of practice, I found that it is difficult for middle class children to let children make a little mouse walk in time with the music, and it also loses the characteristics of the humorous animal image of the little mouse, so in this activity I will focus on Put it in a way that the little mouse stops and looks around in time with the music.)

2. Difficulty: Try to exaggerate the expression and movements of a little mouse pulling bubble gum.

activity procedure:

1. The beginning: setting up suspense to stimulate children’s interest

Teacher: Today the teacher brought two gifts (the teacher showed his right hand). What are these? (Bubble gum) Have you ever eaten bubble gum? How does it feel to hold the finished bubble gum in your hand? (Sticky) Look who is this? (The teacher shows the left-hand mouse) What will happen between the little mouse and bubble gum? Children, do you want to know?The teacher brought a nice piece of music today, which tells the story of the little mouse and bubble gum. Let’s listen to it together.

Listen!

2. Basic part

(1) Help children understand music content through stories.

(play music)

Teacher: After listening to the music, children, guess what happened between the little mouse and Bubble Gum?

Children have thought of so many interesting stories? So what happened between the little mouse and bubble gum? Let's take a look together!

(Play music animation and the teacher briefly tells a story)

The mother mouse was asleep, and the little mouse sneaked out to play. It was afraid of being discovered by the cat, so after running a few steps, it stopped and looked left and right. Suddenly it stepped on something sticky, oops! It tugs and tugs! But it got longer and longer, sticking to his hands, head, and legs everywhere, and finally tied himself up like a rope. Meow, no, the cat came, and the little mouse rolled back home with a frightened chirp.

Teacher: After listening to the story, let the children tell you what the story is about? (Children’s answer)

It turns out that the little mouse secretly came out to play while his mother was taking a nap. How did the little mouse move when he came out to play? This time we listened and watched at the same time.

(2) Show the chart and listen to the music completely to help children understand the rhythm of the music and learn to perform movements.

1. Listen to the music completely along with the map and feel the rhythm of the music.

2. Guide children to learn movements in stages

Teacher: It turns out that the little mouse secretly came out to play when its mother was sleeping. How did it sneak away? (Children imitate) Why secretly? (Afraid of cats) It is afraid of being discovered by cats, so "the little mouse walks around and looks around." Who will show off the little mouse? (Children imitate) We just performed the little mouse's walking, let's see who will learn from it? (Children’s performance)

Teacher: Oh, it turns out that the little mouse walks like this: "The little mouse walks east and west and looks at it." (Teacher teaches the rhythm of the little mouse's walking) The little mouse walks east and west to see if it is looking in one direction or both sides? (Looking at both sides) Does it look while walking or does it stop after taking a few steps? Stop when you say which word (guide the children to make movements according to the rhythm). Do you need to look when you say something? I’ve watched it a few times (twice). Who’s coming to take a look? Okay, let’s try it on a chair first! How many times has the little mouse walked? I just discovered that some little mice walk too fast, so they are easily discovered by cats. Let’s see how the little mice walk? Okay, now let’s get up and take a walk! (The teacher sings the melody and the children do the movements)

Teacher: It goes and goes, ah! The little mouse stepped on something sticky, oops! What is it? Oh, it’s bubble gum. What will happen if the little mouse steps on the bubble gum? What to do? Who will learn how to pull hard? (Children make movements) Let’s tug and watch together!

Teacher: Every little mouse works hard, but this bubble gum is too sticky and the little mouse pulls it.

Very long, how long is it? Listen carefully with your little ears: pull—pop! what happened? Let’s pull hard together (guide the children to make exaggerated pulling movements)

Teacher: The cat is here. (The teacher imitated and ran home quickly)

(3) Children performing with music

1. First performance (sitting on a small chair)

Teacher: What the children did just now was very vivid. They knew to stop and look when they were walking out. When they pulled the bubble gum, they also pulled it very hard to make it very long. Now let’s listen to music together. The children are learning in small chairs. I want to see which little mouse is the cleverest.

2. Second performance (using a small chair as a hole)

Teacher: Do you want to play this game? There are a lot of little mice here, find one you like and bring it with you! Teacher Li is here to be a big mouse. Baby mice, let’s play this game together. When you go, be careful to stop and take a look. Don’t be discovered by the cat! Let’s use the little chairs as our homes!

Teacher: Listen to music! Pay attention! Mom can't go out to play until she's asleep. (Guide children to pay attention to the prelude)

3. The third performance: guide the children to perform exaggerated pulling movements (drilling into the cave)

Teacher: Have you ever been caught by a cat? You are so smart. I just discovered that some little mice can pull with great force. Who can pull the bubble gum with greater strength? What do you think the expression should look like when pulling the bubble gum hard? This time we have to use our greatest strength to pull the bubble gum off, okay?

Will the big mouse take you to play in the hole this time? Be sure to pay attention to safety when playing in the hole. Don't push or squeeze. Just be a civilized little mouse, okay? (Again, prelude: the music tells us when the mother mouse falls asleep)

Performance (children’s free creation of movements)

Teacher: Have you been caught? Come on, let’s come out and celebrate.

Teacher: In addition to sticking to our feet, where else will bubble gum stick to our hands? (Children’s answer: It can be stuck on the head, body, buttocks, etc.) Let’s stick it together and watch.

Teacher: Bubble gum can stick to so many places. This time we let the bubble gum stick to our body during the performance.

Where the students are different, the teacher wants to see whose ideas are the most unique and whose actions are the most interesting.

5. The fifth performance (children perform in different roles)

Teacher: Have we won again? Still want to play? I asked a kid to be the big old cat, meow—

You need to catch a few more mice! Invite another child to be the big mouse. Let the little mice find a cave to hide. (Created and performed with music)

3. Activities extension: environmental education

Teacher: Did you have fun? Come, sit back in the little chair and take a rest.

Why are there leftover bubble gum on the grass? What would be the impact if bubble gum was thrown around? Where should I throw it after eating? (Children’s answer) By the way, we should wrap the leftover bubble gum in paper and throw it into the trash can. This can better protect our environment. One more thing, the teacher would like to remind you, do not swallow the bubble gum when eating it, as that will be very dangerous! What would you do if something like this happened? So besides eating bubble gum, what else can damage our environment? Okay, let’s go outside now and put all the garbage that affects the environment into the trash can! (The teacher leads the children to walk along with the music.)

Middle class lesson plan 3

Target:

1. On the basis of discussion, listening and talking, understand what a "suitable boat" is, and actively use your imagination to find a "suitable boat" for different small animals.

2. Feel the beautiful emotions of mutual care, unity and friendship between animals.

Preparation: background pictures, inserted teaching aids, recorded stories

Activity process:

process:

1. Free imagination.

1. Explain the beginning of the story and introduce the children to specific situations in the story.

(1) Do you know turtles? Where does it live?

(2) Grandpa Turtle is celebrating his birthday. Who will congratulate him on his birthday?

2. Discussion and communication.

(1) Show the characters in the story: Which animals are going to congratulate Grandpa Turtle on his birthday? What gifts did they bring?

(2) Show the boat in the story, discuss and communicate, and find "suitable boats" for different small animals. What "boat" will the little animals take to congratulate?

2. Discussion and understanding.

1. Demonstrate the teaching aids and enjoy the story to "Grandpa Turtle happily kept shouting hello".

2. After listening, ask: What "ship" are the animals riding on?

1. Listen to the recorded story and appreciate it in full:

(1) How did the boat come to Grandpa Turtle?

(2) What kind of "ship" is there at the end of the story?

3. Migration

Grandpa Turtle also invited us to attend his birthday celebration today. How will you go?

Comment:

The theme is highlighted in the target positioning: small animals take different boats to deliver gifts to Grandpa Turtle for his birthday. "Choosing the right boat" can trigger children's thinking and cultivate their logical thinking. The process of emotional activities that permeate the care and love between animals highlights the educational value. The traditional teaching methods are just listening and telling. Now, finding suitable boats for small animals activates children's thinking, cultivates children's ability to observe, and triggers children's thinking. The desire to speak boldly was achieved and the union that I wanted to say came true. Problem scenarios are created to promote the generation of key issues. For example: The presupposition of the big white goose causes children to generate the question of "needing a boat". The teacher adapts to the children's thinking and encourages the children to think on their own. Deliberately change the story to naturally generate situations.

1. The appearance of snails causes thinking: Does every animal need a boat?

2. Some animals do not bring gifts, which arouses children's thinking and leads to birthday wishes not only being about giving gifts.

suggestion:

"Understanding what a suitable boat is" can be deleted, as it is more difficult for middle school children. There are advantages and disadvantages to the teacher pulling back on the planned story content after the children find boats for small animals. Too many animals and too many boats. Is it possible to subtract some. The size matching of teaching aids should be obvious, and larger turtles can avoid unnecessary problems.

Lesson Plan for Middle Class 4

Activity goals:

1. Ability to use senses to perceive quantities within 6.

2. Grasp the relationship between numbers and the quantity of objects more accurately.

Event preparation:

1. Page 4 of the children's book "Mathematics"

2. Teacher’s blackboard writing

Activity focus (difficulty):

Can more accurately grasp the relationship between numbers and the quantity of objects.

activity procedure:

1. Review numbers within 6

1. Read the numbers together to guide the new students to understand the glyphs.

2. Count the objects in full, one by one.

2. Further perceive the relationship between number and quantity

1. Learn to meow like a cat

The teacher clapped his hands a few times, and the children meowed a few times. on the contrary.

2. The bunny learns to jump

Use the above methods to let children express their perception of quantity with bunny hops.

3. Use blackboard writing to guide children to record the quantities.

1. The teacher explains, find the corresponding graphics in the grid and count how many there are.

2. Circle the number corresponding to the quantity with a pencil.

3. Ask individual children to operate and correct mistakes in time.

4. Children's Operations "Mathematics" Page 4

1. During the operation, the teacher patrols to guide the children.

2. Remind children to pay attention to writing postures and homework routines.

Lesson Plan for Middle Class 5

1. Activity goals:

1. Children learn to collaborate in creating lyrics based on their familiarity with the antiphonal songs.

2. Experience the fun of mutual cooperation and cultivate children's ability to express themselves boldly.

2. Activity preparation:

1. Children are already familiar with the melody of the antiphon.

2. 4 large riddle pictures, one small picture for each person, and several animal pictures

3. Activity process:

1. Review the song "What knot is high and high?" 》

Teacher: "Children, listen. (Two children perform)"

Teacher: "What game were the two children playing just now? Do you know how to play the antiphonal game? Okay, let's play this game too!"

2. Learn to compose songs

Teacher: "You are really good at antiphonal songs. Today, the baby animals also brought us antiphonal riddles. They want to ask us children to look at pictures and make up antiphonal riddles. This challenge is a bit difficult, do you accept it?

1. Show the map and guide the children to create riddles and answers.

Teacher: "Look, how many riddles are there, teacher? Come and see how this riddle is compiled?"

Teacher: "Let me tell you a little secret. These riddles are all related to the tails of small animals. Can you guess it?

2. Practice antiphonal singing

Teacher: "The riddle is done, let's play the antiphonal game! I'll ask, and you answer. Come and try, okay?"

3. Children create and compose songs in groups

Teacher: "I found that the children in our top class are really smart. Just now, the children made up the riddles with the teacher. Now I want you to make up the riddles by yourself. Please form a group of 5 children and find a picture. Let's discuss it. Which characteristics of the animal are related to this riddle, and then make up the riddle. When the children finish making up, let’s play the antiphonal game again, okay?”

Teacher: "The pictures are on the table, you go and try them!"

Teacher's tour guide: "What characteristics of animals does this picture have to do with?"

4. Children sing and create songs

Teacher: "Have you finished making up your riddle? (Paper the big picture) Our antiphonal game is about to begin. Which group will ask first? Did you hear their riddle clearly? What is the answer? I'll go and put it together. Little animals, please come out. (Show pictures)”

Teacher: "The little animals really want to hear the children's antiphonal singing. Let's sing it to them with nice voices, okay?"

The three groups took turns singing the composed songs.

Teacher; "Who made up the riddle for this picture? Sing out your riddle!"

5. Children create and perform songs independently

Teacher: "Just now we were all children playing antiphonal games with other children. Now, Teacher Ma is going to give you a more difficult challenge. How about we go to antiphonal songs with the guest teacher?"

Teacher: "Okay, Teacher Ma will give each of you a riddle picture. After you get it, think about it and sing it, and then go find a guest teacher to play antiphonal games with you, okay?"

End activity

Teacher: "Does the guest teacher sing well? Now, let's play this antiphonal game with the children in the classroom!"

Attached are the lyrics of the antiphon: (Melody: "What's the section of "Liu Sanjie" episode "What's so high and so high?")

1. Hey, what's tail is like scissors? Hey, hey, it's like scissors? (swallow)

Why does the tail look like a quilt? Hehe, it looks like a quilt? (squirrel)

Why does the tail look like a fan? (Peacock)

What's the tail like a leaf? (goldfish)

1. Hey, what kind of nose is long and long? Hey, long and long? (elephant)

What kind of mouth is big and big? Hey, big and big? (hippo)

Why are your eyes red and red? (rabbit)

Why is the neck so long? (giraffe)

1. Hey, what animal likes to eat grass? Hey, what animal likes to eat grass? (lamb)

What animal likes to eat worms? Hey, it loves to eat worms? (chick)

What animal likes to eat peaches? (little monkey)

What animal likes to eat meat and bones? (puppy)

1. Hey, who has pockets on him? Hey, hey, there are pockets on him? (kangaroo)

Who has a house? Hey, he has a house? (snails)

What has plum blossoms on you? (sika deer)

What's got the shells on you? (turtle)

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