Theme lesson plan for middle class where I live

As a silently dedicated educator, I often have to prepare lesson plans. Teaching activities can be better organized with the help of lesson plans. What are the characteristics of excellent lesson plans? Below are the theme lesson plans for the middle class where I live that I have collected for you. I hope it will be helpful to you. Theme lesson plan for the middle class where I live 1

1. Theme source and design ideas

The content of this theme is derived from the teacher's reference book "Learning Activities (4-5) in the second phase of Shanghai's curriculum reform" It is a combination of themes such as "I am on the side of the road", "delicious food" and "transportation" from the kindergarten theme curriculum teacher's book "Middle Class·Autumn".

Entering October, the children in the class often talked to me about topics like this: "Mom took me to buy clothes yesterday and let me choose the clothes I like." "My parents took me shopping together on Sunday." "My mother likes to go to the beauty salon outside our community the most." "Teacher, why are there so many traffic lights on the road? My father stops and stops for a while."...Obviously, young children and When parents go out together, they will develop their own opinions on many things they see and experience. These opinions involve children's daily life such as clothing, food, housing, and transportation.

For middle-class children, they are at an age where various abilities are gradually developing and improving. Their intentional behaviors have begun to develop, and their representation levels in game activities have gradually improved: they are willing to try to use various materials. , tools and methods for assembling, disassembling, making and painting, and have a high desire to learn; they like to interact with peers and can experience the joy of success. In short, children's constantly expanding life aspects and constantly improving living abilities and thinking levels have laid the foundation for them to have extensive contact with surrounding life, accumulate life experience, and then form the basic behavioral norms that they should have as social people.

Therefore, we took the children’s recent concerns or interests as an entry point, and formed a new theme based on the integration of themes in relevant teaching materials: "Where I Live." This theme also has a certain degree of correlation with the theme "Our City" in the upper class, which can accumulate early experience for children to carry out this theme after they advance to the upper class. We try to use situational regional activities, construction games and collective teaching activities to allow children to simulate and reproduce real life scenes in playful learning, enhance children's knowledge and understanding of the social environment, stimulate children's interest in exploring the unknown world, and initiate The emotion of loving life.

2. Theme objectives

(1) Be able to use simple methods to initially discover the impact of environment, transportation and other living facilities on human life, and create a sense of intimacy with the surrounding living environment.

(2) Willing to try to use various materials and tools for assembling, making and painting, stimulating imagination and experiencing the joy of success.

(3) Learn and use methods such as partnering, taking turns, requesting and discussing to interact with peers.

3. Theme network (see the picture below)

570) this.width=570; " border=undefined>

4. Environment and regional game activities

◆Self-service banking

Material preparation: homemade self-service bank teller machine, old bank cards, snowflakes (tokens), etc.

How to play:

p>

1. Children who need to withdraw money should first fill in the amount of money they need on their bank card, and then put it into the cash machine.

2. The cashier is responsible for checking the bank cards received in the "machine".

3. The cashier takes the corresponding number of snowflakes and puts them into the ATM.

4. Children take out money (snowflakes) from the cash machine

◆Fast food restaurant

Material preparation: wrinkled paper, glue sticks, newspapers, small sticks, pairs. Glue, plasticine, paint, plastic cups, snack boxes

How to play: Children use rolling, rolling, rolling and other methods to make their favorite foods.

◆OK small stage<. /p>

Material preparation: small stage, dressing table, drum set, microphone, computer and music accompaniment tape.

How to play:

1. Dress up.

2. Children click on the computer to determine the performance track and play it.

◆Creative Photography Room. Material preparation: background curtain for photography; homemade camera; headwear for children to dress up; photo stickers; homemade photo frames

　[NextPage]

　◆Doll clothing store

Material preparation: children’s used and washed clothes, pants, socks, hats and other supplies; clothing store environment

How to play:

1. , choose suitable clothes for customers and try to package them.

2. The other children play the role of customers, choose clothes for themselves or their dolls, and pay for the clothes with snowflakes (tokens).

◆Doll Beauty Salon

Material preparation: homemade hair perming machine; various materials for curling hair; barber shop environment layout.

How to play: Children play the role of beauticians, giving haircuts and perms to the customers they play.

◆Supermarket

Material preparation: collect the outer packaging of various items; supermarket shelves; homemade cash registers, trolleys; shopping bags, etc.

How to play:

1. Children play the role of supermarket staff and organize the shelves according to the types of items in advance.

2. Children pretend to be products selected by customers.

3. Cashiers and customers use polite language when making purchases.

Examples of group activities

Example 1: Visiting community stores

1. Activity goals

1. Be interested in various shops in the community and experience the convenience that the shops in the community bring to daily life.

2． Understand the types of community stores and the goods they sell, and try to come up with a name for the community store.

2. Activity preparation

Let the children become familiar with the surrounding environment of the community; cameras.

3. Activity process

(1) Clarify the visit requirements and arouse interest

1. Question: On the way to the park in the morning, what shops did you see in the community?

2. Introduce the visit location, visit requirements (content, etiquette, safety, etc.), and understand the purpose of the store and product types.

(2) On-site visit for children

Question: Take a look, what is there in the store? Listen, what did the salesperson say to the customer? Ask, what kind of store is this?

(3) Communication and sharing

1. Share what you saw and heard during the visit as a group.

2. Try to give your store a suitable and catchy name.

IV. Activity Suggestions

When leading children to visit, teachers can take photos of the children’s visit, and let the children review or explain with pictures during the communication and sharing session.

Example 2: Learn to Shopping

1. Activity Goals

1. Be able to boldly use polite language to communicate with others.

2． Can use shopping terms accurately to purchase items.

2. Activity preparation

Contact the community store in advance to clarify the cooperation requirements; each child should bring his own two yuan; camera, etc.

3. Activity process

(1) Scenario introduction to stimulate children’s interest in shopping

1. Show the neighborhood map and learn the signs and locations of neighborhood stores.

2. Inform young children of shopping requirements.

3. Distribute money: How much is it? What can it be used for?

(2) On-site experience, learn to shop

1. Children can choose their favorite items;

2. Children communicate with salespersons and purchase items.

(3) Exchange of experience

Questions: 1. How do you find the items you want to buy? (Guide children to talk about different methods based on their respective shopping experiences, such as asking, reading signs, etc.)

　2. What should some children do if the items they want to buy exceed two yuan?

[NextPage]

Example 3: Building a new house

1. Activity goals

1. Understand ordinal numbers within 5 and be able to find the corresponding room based on the house number.

2． Experience the joy of living in a new home.

2. Activity preparation

Self-made multimedia courseware; homemade pictures and numbers of tall buildings; keys.

3. Activity process

(1) Scenario introduction

Play multimedia courseware

1. Building new houses

(1) In the past few days, we have been building new houses. The little animals in the forest know about it, and they also want to live in the new house. So they quickly built new houses. Count how many animals are building new houses? (Tiger, pig, rabbit, rat, monkey, 5 animals)

(2) Question: How many floors does the house have? How many houses are there? What do the numbers on the key tag in the little animal's hand mean? (Help the animals find the corresponding new house according to the numbers on the key tag.)

　2. Living in a new house

(1) The little animal feels that the house is too low to see the view, and wants to build a higher house. The building is finally completed.

(2) Question: What is the difference between this house and the house just now? How many floors does the house have? (5th floor) What does the number 201 on the key tag mean? (Guide children to use a variety of methods to count; focus on the difference: the difference between 201 and 102.)

(2) Designing a new house

1. I also want to build a new house. I want to build a house with a view and a place where many friends can live. Can you help me design it?

2． Toddlers design new houses.

3. Teachers and children discussed and exchanged with ***: Why is it designed like this? Tell us your reasons.

(3) Activity extension

Children choose the appropriate room (number, floor) for the small animals; children make key cards; collectively verify the correctness of the key cards.

Reflection on the activity:

After entering the middle class, the children are no longer as ignorant as they were in day care. They obey the teacher’s words and become more curious and active, and they still seem to understand. has its own unique insights. The development of middle class children is extremely repetitive, and their enthusiasm for imitation and participation is greatly enhanced. Therefore, this activity starts with shopping, which is an activity that young children are passionate about and is also the earliest activity for them to get involved in the adult world. Through regional activities, group activities and construction activities, it focuses on creating a relaxed and enjoyable game environment for children to adapt to their learning characteristics. .

1. Create an environment of active participation

Mr. Tao Xingzhi once said: "We must learn from children. People who are unwilling to learn from children are not worthy of being children. The teacher of the child. How can one teach a child if he does not understand the child's psychology, the child's difficulties, the child's wishes, and the child's temper? "Only by paying attention to the true needs of children can we stimulate their interest in learning. Therefore, when we discovered children’s interest in shopping and their sense of participation in the whole process, we felt that we could recreate children’s lives by creating relevant areas and actively guide and promote children’s learning.

So, what regional activities should be established? We organized a survey activity in advance, allowing children to investigate the stores their parents like and combine their own experiences to create activity environments such as clothing stores, supermarkets, beauty salons, small banks, fast food restaurants, and OK small stages. In order to strive to make children immersed in the scene, we have collected a large amount of materials and produced corresponding physical models for children to simulate and operate. In such a situation, children happily engage in activities such as art, calculation, singing, performing and telling. In particular, children's language communication skills, communication and problem-solving abilities are greatly enhanced, which has been unanimously recognized by parents.

2. Create a rich constructive environment

Structural games can promote children’s positive and effective development through interaction with the environment. In children’s structural games, the environment and materials are the most important part of the game. To this end, we pay special attention to the creation of a structured play environment for young children and the placement of materials. Our approach is:

(1) Set up several different construction corners in the activity room

Each corner can accommodate 4 to 5 children to meet the needs of allowing children to hang out freely. Require. Different construction materials are placed in every corner, allowing children to choose freely. These construction corners are either placed on the table or on the ground to facilitate children's construction activities.

(2) The construction materials put in must conform to the physical and psychological characteristics of children

Materials should be put in according to the different age characteristics of children. For example, middle class children not only like bright colors and diverse shapes, building blocks, and require relatively large materials with a variety of construction methods.

(3) Collect waste items as auxiliary materials for construction

Natural objects and non-toxic and harmless waste items are unshaped construction materials that can be used for multiple purposes. Compared with stereotyped construction materials, it is not only cheap, high-quality and economical, but also more conducive to the cultivation of children's divergent thinking. We mobilize parents and children to collect various waste paper boxes (boxes) together and place them in categories. Scissors, sticky tape and crayons are placed beside them for children to freely choose.

(4) Timely replacement of construction materials

As children develop and the number of times they play with the same materials increases, children will lose interest due to boredom, thus affecting their concentration in games. , Therefore, teachers should replace materials in a timely manner. However, when replacing, you should still pay attention to the frequency of replacement, not too fast, so as not to affect the children's attention. This requires teachers to carefully observe the children's activities and grasp the children's construction level and needs in a timely manner.

(5) Teachers should actively participate in children’s games as playmates

Teachers can have a deeper understanding of each child’s game needs, characteristics and problems, and play as playmates Provide rational suggestions to guide children to better carry out game activities. We found that when carrying out theme activities, a variety of media also provide the possibility to promote the healthy development of children, such as photos, projections, computers, etc., which play a role in recording children's activities and accumulating information for summary, reflection and discussion after the activities. . Young children are very good at imitating and transferring other people's life experiences. These records and reflections also have a good effect on cultivating children how to express their opinions correctly and learn correct learning and evaluation methods. Theme lesson plan 2 for the middle class where I live

1. Theme source and design ideas:

Entering October, the children in the class often talked to me about such topics: "Mom yesterday "Take me shopping and let me choose the clothes I like." "My parents took me shopping together on Sunday." "My mother likes to go to the beauty salon outside our community." "Teacher, why are there so many on the road?" There were many traffic lights. My dad would stop and stop while driving, and he couldn't drive very fast.

"...Obviously, when young children go out with their parents, they will develop their own opinions on many things they see and experience. These opinions involve children's daily life of clothing, food, housing, transportation, etc.

For middle-class children, they are at an age where various abilities are gradually developing and improving. Their intentional behaviors have begun to develop, and their representation levels in game activities have gradually improved: they are willing to try to use various materials, tools and methods to assemble , dismantle, make and paint, have a high desire to learn; like to interact with peers, and can experience the joy of success. In short, children's constantly expanding life aspects and constantly improving living abilities and thinking levels allow them to have extensive exposure to surrounding life and accumulate life. experience, and then lay the foundation for forming the basic behavioral norms that a social person should have.

Therefore, we use the children’s recent concerns or interests as the entry point, and formulate them based on the integration of themes in relevant teaching materials. A new theme was created: "Where I Live." This theme is also related to the theme of "Our City" in the upper class, and it can accumulate early experience for children to carry out this theme after they enter the upper class. We try to use situational aspects. Regional activities, construction games and collective teaching activities allow children to simulate and reproduce real life scenes in playful learning, enhance children's knowledge and understanding of the social environment, stimulate children's interest in exploring the unknown world, and develop a love for life. < /p>

(2) Be willing to try to use various materials and tools for assembly, making and painting, stimulate imagination, and experience the joy of success.

(3) Learn and use partnership and taking turns. Communicate with peers through requests, requests, and discussions.

(4) Cultivate children’s experimental spirit.

(5) Actively participate in activities and speak out your ideas boldly. /p>

3. Theme network (see the picture below)

4. Environment and regional game activities

◆Self-service banking material preparation: homemade self-service bank teller machine, scrap Bank cards, snowflakes (tokens), etc.

How to play:

1. Children who need to withdraw money should first fill in the money they need with a pen on their bank card. The amount is then inserted into the cash machine.

2. One or two children serve as cashiers, responsible for checking the bank cards received in the "machine".

3. According to the amount of money on the bank card, take the corresponding number of snowflakes and put them into the ATM.

4. The child takes out the money (snowflakes) from the ATM.

◆ Quickly. Materials for the restaurant: wrinkled paper, glue sticks, newspapers, small sticks, double-sided tape, plasticine, paint, plastic cups, snack boxes.

How to play: Children use rolling, rolling, rolling and other methods to make their own. Favorite food.

◆OK small stage material preparation: small stage, dressing table, drum set, microphone, computer and music accompaniment tape.

How to play:

1. Children participating in the performance dress up themselves.

2. Children click on the computer to confirm the performance track and play it.

3. Children’s performances.

◆Creative photography studio materials preparation: background curtain for photography; homemade camera; headwear for children to dress up; photo stickers; homemade photo frames.

◆Doll clothing store material preparation: children’s used and washed clothes, pants, socks, hats and other supplies; clothing store environment.

How to play:

1. A child plays the role of a salesperson, selecting suitable clothing for customers and trying to package it.

2. The other children act as customers, choose clothes for themselves or their dolls, and pay for the clothes with snowflakes (tokens).

◆Material preparation for doll beauty salon: homemade hair perm machine; various materials for curling hair; barber shop environment layout.

How to play: Children play the role of beauticians, giving haircuts and perms to the customers they play.

◆Supermarket material preparation: collect the outer packaging of various items; supermarket shelves; homemade cash registers, trolleys; shopping bags, etc.

How to play:

1. Children play the role of supermarket staff and organize the shelves according to the types of items in advance.

2. Children pretend to be the goods selected by customers.

3. Cashiers and customers use polite language when making purchases.

Example 1 of group activities: Visiting community shops

1. Activity goals

1. Be interested in various shops in the community and experience the community shops to provide daily The convenience that life brings.

2. Understand the types of community stores and the goods they sell, and try to name the community stores.

2. Activity preparation:

Let the children become familiar with the surrounding environment of the community; cameras.

3. Activity process

(1) Clarify the visit requirements and arouse interest

1. Question: On the way to the park in the morning, did you see something in the community? Which stores?

2. Introduce the visit location, visit requirements (content, etiquette, safety, etc.), and understand the purpose of the store and product types.

(2) Children’s field visit questions: Take a look, what is in the store? Listen, what the salesperson and customers say? Ask, what kind of store is this?

(3) Exchange and sharing

1. Collectively exchange what you saw and heard during the visit.

2. Try to give the store a suitable and nice name.

IV. It is recommended that teachers take pictures of the children’s visit when leading the children to visit, and let the children review or explain through pictures during the communication and sharing session.

Example 2: Learn to Shopping 1. Activity Objectives

1. Be able to boldly use polite language to interact with others.

2. Can accurately use shopping terms to purchase items.

2. Activity preparation:

Contact the community store in advance to clarify the cooperation requirements; each child will bring his own two yuan; camera, etc.

3. Activity process

(1) Scenario introduction to stimulate children’s interest in shopping 1. Show the community map and understand the signs and locations of community stores.

2. Inform children of shopping requirements.

3. Distribute money: How much is it? What can it be used for?

(2) On-site experience, learn to shop 1. Children can choose their favorite items;

< p> 2. Children communicate with the salesperson and purchase items.

(3) Questions for exchanging experiences:

1. How did you find the items you want to buy? (Guide children to talk about different methods based on their respective shopping experiences, such as asking, Look at the signs, etc. )

2. What should I do if some children want to buy more than two yuan?

Example 3: Building a new house 1. Activity goals

1. Understand ordinal numbers within 5 and be able to find the corresponding room according to the house number.

2. Experience the joy of living in a new house.

2. Activity preparation:

Make your own multimedia courseware; make your own pictures and numbers of tall buildings; keys.

3. Activity process

(1) Scenario introduction and playback of multimedia courseware

1. Building a new house

(1) These days , we are all building new houses, and the little animals in the forest know about it, and they also want to live in the new house. So they quickly built new houses. Count how many animals are building a new house? (Tiger, pig, rabbit, rat, monkey, 5 animals)

(2) Question: How many floors does the house have? How many rooms House? What do the numbers on the key tag in the little animal’s hand mean? (Help the animal find the corresponding new house based on the numbers on the key tag.)

　2. Live in a new house

(1 ) The little animal feels that the house is too low to see the view, and wants to build a higher house. The building is finally completed.

(2) Question: What is the difference between this house and the house just now? How many floors does the house have? (5 floors) What does 201 on the key tag mean? (Guide children to use multiple methods to count Number; key distinction: the difference between 201 and 102.)

(2) Designing a new house

1. I also want to build a new house. I want to build a house that can be viewed. Can you help me design a house that has beautiful scenery and can live in many friends?

2. Children design a new house.

3. Discussion and communication between teachers and students: Why is it designed this way? Tell us your reasons.

(3) Activity extension: Children choose a suitable room (number, floor) for the small animals; children make key cards; collectively verify the correctness of the key cards.

Reflection on the activity:

After entering the middle class, the children are no longer as ignorant as they were in day care. They obey the teacher’s words and become more curious and active, and they still seem to understand. has its own unique insights. The development of middle class children is extremely repetitive, and their enthusiasm for imitation and participation is greatly enhanced. Therefore, this activity starts with shopping, which is an activity that young children are passionate about and is also the earliest activity for them to get involved in the adult world. Through regional activities, group activities and construction activities, we focus on creating a relaxed and enjoyable game environment for children to adapt to their learning characteristics. .

1. Create an environment of proactive participation. Mr. Tao Xingzhi once said: "We must learn from children. People who are unwilling to learn from children are not worthy of being their teachers. A person who is not willing to learn from children is not worthy of being their teacher." How can we teach children if we understand their psychology, their difficulties, their wishes, and their temper?" Only by paying attention to the true needs of children can we stimulate their interest in learning. Therefore, when we discovered children’s interest in shopping and their sense of participation throughout the process, we felt that we could recreate children’s lives by creating relevant areas and actively guide and promote children’s learning.

So, what regional activities should be set up? We organized survey activities in advance, allowing children to investigate the stores that their parents like, and combined their own experiences to create clothing stores, supermarkets, beauty salons, small Banks, fast food restaurants and OK small stages and other event environments. In order to strive to make children immersed in the scene, we have collected a large amount of materials and produced corresponding physical models for children to simulate and operate. In such a situation, children happily engage in activities such as art, calculation, singing, performing and telling. In particular, children's language communication skills, communication and problem-solving abilities are greatly enhanced, which has been unanimously recognized by parents.

2. Creating a rich constructed environment. Structured games can promote children’s positive and effective development through interaction with the environment. The environment and materials in children’s structured games are important foundations for the game. For this reason, we especially Pay attention to the creation of a structured play environment for young children and the placement of materials. Our approach is:

(1) Set up several different construction corners in the activity room, each corner can accommodate 4 to 5 children, to meet the requirements of allowing children to form friends freely. Different construction materials are placed in every corner, allowing children to choose freely. These construction corners are either placed on the table or on the ground to facilitate children's construction activities.

(2) The construction materials put in must conform to the physical and psychological characteristics of children. Materials should be put in according to the different age characteristics of children. For example, children in middle classes not only like brightly colored and diverse building blocks, but also require relatively large ones. materials that can be constructed in a variety of ways.

(3) Collect waste items as auxiliary materials for construction. Natural objects and non-toxic and harmless waste items are unshaped construction materials that can be used for multiple purposes. Compared with stereotyped construction materials, it is not only cheap, high-quality and economical, but also more conducive to the cultivation of children's divergent thinking. We mobilize parents and children to collect various waste paper boxes (boxes) together and place them in categories. Scissors, sticky tape and crayons are placed beside them for children to freely choose.

(4) Timely replacement of construction materials. As children develop and the number of times they play with the same materials increases, children will lose interest due to boredom, which will affect their concentration in games. Therefore, teachers should promptly replace construction materials. Replace material. However, when replacing, you should still pay attention to the frequency of replacement, not too fast, so as not to affect the children's attention. This requires teachers to carefully observe the children's activities and grasp the children's construction level and needs in a timely manner.

(5) Teachers should actively participate in children's games as playmates. Teachers can have a deeper understanding of each child's game needs, characteristics and problems, and put forward reasonable suggestions as playmates to guide children to play better. Carry out game activities well. We found that when carrying out theme activities, a variety of media also provide the possibility to promote the healthy development of children, such as photos, projections, computers, etc., which play a role in recording children's activities and accumulating information for summary, reflection and discussion after the activities. . Young children are very good at imitating and transferring other people's life experiences. These records and reflections also have a good effect on cultivating children how to express their opinions correctly and learn correct learning and evaluation methods.