Kindergarten Social Lesson Plan

As an outstanding teacher, you often have to write an excellent lesson plan. The lesson plan is the basic condition for ensuring the success of teaching and improving the quality of teaching. Come and refer to how the lesson plan is written! The following are 7 kindergarten social lesson plans that I have collected for you. They are for reference only. I hope they can help you. Kindergarten Social Lesson Plan Part 1

Design Intention:

Celebrating the New Year is a very happy event for children. Now, although the New Year has not officially arrived, our kindergarten is already filled with a lively New Year atmosphere. We little nursery babies were also infected by these scenes and atmosphere. They also asked our parents to bring some New Year decoration materials, and even invited our mothers to decorate our classroom very beautifully.

A baby brought a New Year tree, so the children always gathered around the tree after coming to the kindergarten every day. They gently touched the decorations on the tree with their hands and said, "This one is red, that one is yellow..." Among them were some small packaged gift-like things. These babies also guessed with interest. The children were very interested in this, and combined with the theme of "New Year Tree" in the new curriculum, I designed this activity to "Celebrate the New Year". The activity mainly guides children to perceive the colors of New Year gifts through games and observations, and to experience the joy of the New Year through looking, talking, playing and having fun.

Activity goals:

1. Perceive the color of the gift and be interested in the color.

2. Experience the joy of the New Year.

Activity preparation:

Several gift boxes (red, yellow, blue, green), several shuttlecocks (red, yellow, blue, green), several New Year hats, music tapes

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Activity process:

1. Arouse interest:

(Teachers and students each wear a New Year hat into the classroom)

(Classroom carpet There are many gift boxes of various sizes and colors on it)

Teacher: Baby, celebrate the New Year

Kindergarten social lesson plan: Get to know the cleaners

Activity goals:

1. Let children know that there are cleaners in kindergartens and their work.

2. Knowing that cleaners work hard, educate young children to respect them.

Activity preparation:

1. Guide children to observe the work of cleaners purposefully before class.

2. Interval strokes: The cleaner is making the bed, washing towels, mopping the floor, pouring starch, washing toys, etc.

3. Recorder, tape, cake, small plates, candles.

Activity organization:

1. Show the cake and introduce the topic "Praise our good mother-in-law".

Teacher’s terminology reference: "Children, please guess whose birthday is today?" (The children tell the teacher while showing the strokes, so that the children know that the mother-in-law is doing good hygiene and cleanliness for us.

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2. Let the children know that the cleaner’s work is very hard, educate the children to respect the cleaner, and try to reduce the work of the cleaner’s mother-in-law.

Teacher’s reference: “We must listen to the mother-in-law. , be polite to your mother-in-law, don’t throw away food, take good care of toys, and reduce your mother-in-law’s work.

3. Light candles, eat cakes, and wish your mother-in-law a happy birthday.

Reference for teachers’ terms. : "Ask each group of children to say a word of congratulations to the mother-in-law." (Play the recording "Happy Birthday to You")

4. Children work in groups to help the cleaner mother-in-law do things: wipe the table, wash the cups, wash the Towels. The cleaning lady thanks the children.

Activity suggestions:

Regularly organize children to wash towels, wash tea cups, and wash toys to cultivate the good habits of children to love cleanliness, hygiene, and labor. . Kindergarten Social Lesson Plan 2

Activity objectives:

1. Observe the pictures and try to find the home based on the information and symbols

2. , the joy of getting help.

3. Promote the coordinated development of children’s innovative thinking and movements

Activities preparation:

PPT

Activity process:

1. Observe the character and express your understanding of "role" and "lost"

1. Children express their praise for the character (Mickey).

Today the teacher invited you a guest, showed the character (Mickey), and asked: How does Mickey look like today? What can you say to praise him? (Children's answer)

2. The children talk about their understanding of "lost" and make suggestions.

The weather was so nice today. Mickey decided to go out to play. Who did he meet on the way? (Minnie), how would he greet Minnie? (Children imitate) Tell the story to "On and on, Mickey is lost" and ask: What is getting lost? Do you have any good suggestions? Well, we can ask for directions.

2. Observe the picture and understand the process of "asking for directions" and "giving directions"

1. Young children listen to the story: about "Ask the Frog" and think about the questions.

(1) Mickey drove to a small house and showed him a small house. What kind of small house was it? Is there anyone in the house? What should Mickey do? The owner of the house said: I will open the door only if you can guess who I am.

Do you know whose home this house belongs to?

(2) The teacher reads the riddle sentence by sentence and guides the children to guess the character (frog) based on the riddle and give the reason. (Let me read a riddle. Guess whose home this is: four legs, big eyes, white belly, green clothes, croaking) How did you know it was a frog?

(3) Teacher: When the frog opens the door, how will Mickey ask for directions? (narrated by individual children) Who can ask for directions more politely?

The frog said, I don’t know, you should ask others!

Did he get the answer he wanted from the frog? What would he say next?

2. Young children listen to the story: "Ask the Rooster" and think about the questions.

(1) Show the route map and ask: Where will Mickey’s car go? Why?

Oh, I’m already lost. I have to find the nearest place to ask for directions. If I go to a deserted place, I won’t be able to find the way to Minnie’s house.

Mickey drove to the red house and the door was closed. What should he do? Let’s knock on the door together! (Group knocking on the door and asking: Hello, is there anyone inside?) Guess whose home this is?

The owner of the house opened the door and revealed a little bit of his body. He said he wanted to guess who he was before he opened the door! Let's take a look. < /p>

(3) Listen to "What the Rooster Answered" and ask: What does it mean to go straight forward? If he goes straight forward, which house will he go to? What should he do now? (Farewell to the rooster)

3. Young children listen to the story: About "Ask the Bear" and think about the questions.

(1) Show the route map and ask: Whose home does Mickey walk straight ahead to? When he comes to this small dark brown house, whose home is this? (Observe the honey jar and find it is the bear’s home) Can you perform Mickey to ask for directions (children’s group performance) (2) Listen to “What the Bear Answers” ??and ask: Where is the left? If the car turns to the left, where will it go? Which house is in front of?

4. Young children listen to the story: About "Ask the Lion" and think about the questions.

(1) Mickey came to the door of the castle and knocked on the door. The lion came to open the door. Mickey asked him, hello, how to get to Minnie’s house? The lion said: On the right side of my house.

(2) Ask the children to guess which house Minnie’s house is.

(3) Listening to the second half of the lion’s sentence (it’s the little yellow house), just now everyone thought that the little red house on the right should be the little red house. Why did the lion say it was the little yellow house? (Children’s answer) The teacher will tell you: You are Mickey, stretch out your right hands, and I will be the lion. My right hand does not move. When Mickey asked the lions, how did they stand? Facing Mickey, I'm going to turn around. Pay attention, I'm turning around! Where is the right side of the lion now? It turns out that the lion and Mickey are standing face to face, and their left and right sides are opposite. That is to say, the right side of the lion is actually the left side of Mickey. Some children may still be a little unclear. It doesn't matter. We will learn slowly in the future!

3. Complete appreciation, improve and expand relevant experience

Children fully appreciate the story and think about the reasons why Mickey successfully received help.

Reflection on the activity:

I recently listened to a language activity "Asking for Directions" by Teacher Zhou Jie, and I felt that Teacher Zhou made the children active in this otherwise boring language class. , and the children’s answers were also very positive, not as lifeless as usual language classes. For children in middle school, they can already use simple language to describe things, and their vocabulary is constantly enriched. They like to imitate other people's speech, but they still lack the knowledge of polite expressions. Although they usually master simple polite expressions, they like to talk to others. Teachers and children say hello, etc., but they still don't use it very well, so this language activity will exercise children's language training through the sutras they encounter in life.

The language activities in this section mainly talk about the meeting of "two Mickey Mouse", and "Mr. Mickey Mouse" looking for the home of "Ms. Mickey Mouse", but he can't find it and has to ask for directions in various ways. I think Teacher Zhou’s way of asking questions in this class is very good. She can use various clever language to ask the children, allowing the children to experience the fun of answering. Teacher Zhou’s instructions are also very clear. I think The animals and the animal's house are also very detailed, allowing children to see them clearly at a glance.

During the whole process of asking for directions, Teacher Zhou took the children step by step and used polite words to ask for directions. He also mobilized the children's language very actively. The children basically understood everything after the whole class. The polite expression "Excuse me" can be added to it. I think Teacher Zhou seems a bit verbose in the process of asking for directions. Sometimes you can let the children talk by themselves instead of speaking by themselves. This way, you don’t need to repeat yourself and you can exercise the children’s language development ability.

Through this language activity, I also had personal feelings after listening to it. I found that Teacher Zhou’s teaching style is better, her speech is gentler and her intonation is gentler, and she also mobilizes the children’s passion. Very active. I feel that in normal language activities, children seem to be relatively boring. Sometimes only a few children raise their hands when asked a question or even none at all. This shows that my method of asking is not very good and I cannot To mobilize the children's passion, they should learn more sutras from Teacher Zhou in the future. After the whole language activity, the children also learned a lot of knowledge. When I asked them again what they had learned, the children would still say it, which shows that the children have a deep impression of this lesson. This is what the children have learned. After truly learning knowledge, children can use this knowledge in real life in the future.

Little Encyclopedia: Asking for directions is something we often encounter in daily life. When someone doesn’t understand how to get to a certain place and meets someone who is willing to answer, asking for directions will occur. Condition. Kindergarten Social Lesson Plan Part 3

Activity goals:

1. Observe the different numbers, marks and facilities on the buses and get a preliminary understanding of their relationship with people.

2. Cultivate young children to have a preliminary sense of self-protection.

3. Develop body coordination.

4. Children can play games independently in teams, learn to cooperate with others, and improve their ability to unite and cooperate.

Activity preparation:

1. Various photos (including numbers, marks, facilities, etc.)

2. ppt (pictures of life hammers and fire extinguishers);

Activity process:

1. Exchange questionnaires

In the past two days, our children have investigated the secrets on the public car. Discuss the content of your investigation with your peers.

2. Exchange and sharing

Now please tell me what secrets you discovered on the public car?

Auxiliary question: What do the numbers on the front of the car mean? What other numbers did you see on the buses?

Summary: There are many numbers, marks and facilities on buses, and they all mean different things.

3. Expand experience

1. See what this is? What is it used for? (Understand the use of escape hammers and fire extinguishers)

2. Please watch a video. What happened? What if it were you?

3. What else will happen on the bus? What solutions will you come up with?

Summary: When you are sitting on the bus, if you encounter an emergency, you must think of various ways to protect your own safety.

Reflection:

1. Children are "familiar" with various facilities on buses and buses, but have "a little experience". Therefore, these seemingly mundane facilities stimulate their interest in speculation, exploration and discovery.

2. If you can take some photos of passengers using these facilities and let the children analyze and guess based on the photos, the activity will be more interesting and more beneficial to the challenge of the children's thinking, and the children will have more understanding of the purpose of the facilities. Understanding will also be more visual and intuitive.

3. You can also consider using regional activities or home cooperation to carry out follow-up activities to organically combine high-structure activities with low-structure activities. Kindergarten Social Lesson Plan Part 4

Activity goals:

1. Be willing to communicate and share your understanding of "courage" and understand the meaning of courage.

2. Make bold expressions based on your own life experience and reflect on what courage you need.

3. Be brave enough to accept challenges and experience the success and happiness that come with courage.

Activity preparation:

"Courage" ppt, painting equipment.

Activity process:

1. Who is the most courageous person

1. Preliminary understanding of the meaning of courage

Teacher: Children After living in kindergarten for three years, I will graduate soon. Today, in front of my parents, the teacher wants to ask the children: Are you a courageous person and why?

2. Look at the picture and think: Do they have the courage?

　——“High jump”

——“Firefighters put out fires”

　——“Eat vegetables you don’t like”

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3. Summary: Some things are difficult (such as high jumping), and some things are ordinary (such as eating vegetables you don’t like), but they all require courage. If we have the courage to face various challenges in life, we can become a brave person.

2. Do I have the courage to do these things:

Watch the PPT

——“What are they doing? Have we ever encountered such a thing? ?”

(The first time I fell without crying, the first time I rode a bicycle, the first time I slept alone, the first time rock climbing, the first time I made peace with my children after a quarrel...) < /p>

——"Why do you say this is courage?"

3. I will have more courage:

1. Do I have courage?

——Express and share the feelings and experiences of gaining courage by yourself and your peers

(1) Teacher: Does everyone have the same courage? You have already done it in all kinds of courage Which ones? How did you do it? Tell me your story of courage.

(2) Teacher: Don’t underestimate these ordinary courages. What are the benefits to us of gaining so much courage? (For example, we can make ourselves more friends and make ourselves happier; we can make ourselves healthier and braver, we can make the environment more beautiful, we can live more comfortably, and we can make our loved ones happy Don’t worry, etc.)

(3) Teacher’s summary: It’s not easy. Some courage requires us to put in the courage, some courage requires us to persevere, some courage requires us not to be afraid of hardship, and some requires us to continue to work hard. Overcome suffering. Courage that seems ordinary requires us to put in a lot of effort to get it.

IV. Extended activity: Drawing "Courage"

1. Teacher: Please draw the behavior that you think is very courageous, and let others understand what you want at a glance. What kind of courage is expressed.

2. Summary: Each of us has different courage, which means we are all great. In fact, there are many places where we need these courages in life, so we must become good friends with courage forever, so that Your little courage will gradually increase and become bigger, and then you will become a great person. Kindergarten Social Lesson Plan Part 5

Activity goals:

1. Understand that learning skills require continuous efforts to succeed.

2. Be able to state your appearance and characteristics generously and confidently, show your abilities, and express your ideas boldly.

3. Feel the care and encouragement from people around you when learning skills, and build self-confidence and pride.

4. Cultivate children’s optimistic and cheerful character.

5. Be able to learn to talk in a turn-taking manner and experience the fun of communicating and discussing with peers.

Activity preparation:

Understand the abilities of each child and ask the children to prepare for a talent show.

Videos, music, camera equipment, etc.

Activity process:

1. Use game stimulation methods to guide children to tell the appearance characteristics of comic characters and their abilities.

2. Use the communication display method and the appreciation and encouragement method to guide children to express their appearance characteristics generously and confidently, show their abilities, feel that they are great, and build self-confidence and pride.

(1) Use the mini game "Happy Search" to guide children to tell their own physical characteristics.

(2) Encourage children to speak out their abilities confidently.

(3) Ask individual children to demonstrate their skills in front of the group.

3. Use observation and analysis methods and questioning methods, and watch the animated video of "Eagle Dad and Little Eagle" to guide children to understand that learning skills require their own continuous efforts to succeed, and they are also inseparable from it. Get help, support and encouragement from people around you.

1. Play the animated video in three segments.

The first paragraph focuses on the question: Why does the eaglet want to learn to fly? Has it learned to fly? Why?

The second paragraph focuses on the question: What did the father eagle do to the little eagle? Why push the little eagle down?

Dad pushed the little eagle down, what happened?

The key question in the third paragraph: Why did the eaglet fly this time?

Why was the little eagle able to jump bravely this time?

2. Combined with the reality of life, guide children to recall how they overcame difficulties when learning skills and who they received help and encouragement from.

4. Children should boldly express their thoughts and wishes and express their gratitude to those who have helped them.

1. Watch the video, feel your mother’s love for you, and understand your mother’s expectations for you in learning skills.

2. Encourage children to express their thoughts and wishes with confidence and boldness, express gratitude to those who have helped them, and encourage children to learn skills and build self-confidence!

Reflection on the activity:

The guessing game in the introduction is part of the educational activities in a study. I quoted the guessing game part based on my own educational activities. According to the desire of children in the top class to perform and compete, especially their existing abilities, they are competing to show off. Throughout the entire activity, the children's interest in the game was particularly high. For children in the upper class who have the ability to challenge and cooperate, we strive to achieve success through various methods, so that the children have a sense of success. Most of the children actively participated. In the part about showing off their abilities, I should guide the children who are not good at expressing themselves appropriately so that everyone has the opportunity to show off.

Little Encyclopedia: Skill is ability, which refers to the subjective conditions necessary to successfully complete an activity. Ability is a personality psychological characteristic that directly affects the efficiency of an activity and enables the successful completion of the activity. Ability is always linked to people completing certain activities. Without specific activities, people's abilities can neither be expressed nor developed. Kindergarten Social Lesson Plan 6

Objective:

Practice of observation and memory skills

Materials:

Large mirror

1. The teacher performs various actions in front of the mirror, allowing the children to watch, do and talk about the teacher's actions.

2. Introduce the gameplay of the game "Please do this as I do". Children make mirrors to reflect the teacher's actions.

3. The teacher performs various actions, and the children imitate the teacher’s actions.

Suggestions:

1. When the teacher performs the movements in front of the mirror, the children should be able to see clearly, and the movements should be performed from easy to difficult.

2. This game can be played in a casual session, and the actions can be repeated and increased in difficulty. Kindergarten Social Lesson Plan Chapter 7

1. Activity goals:

1. Help children establish the concept of healthy consumption and understand that spending money must be reasonable, planned and measured.

2. Stimulate children’s enthusiasm for participating in games, abide by the rules of the game, actively participate in discussions and exchanges, and boldly express their opinions.

2. Activity preparation:

1. Before the activity, children have learned about RMB and will be able to identify the different denominations of RMB. Let children go to the supermarket to shop independently and discuss their shopping mood, purpose and price of the purchased goods.

2. Survey parents to learn about the family’s monthly expenditure on various expenses (issue a survey form).

3. There are some banknotes, several shopping baskets, a supermarket scene layout, and price tags on the products. Bank and hospital area corner setting.

3. Activity process:

1. Establish a "family of three" and announce the start of the "Home Alone" game.

Children form a voluntary group of three people into a family (father, mother, child), wearing badges and numbered as "Family No. 1" and "Family No. 2"...

2. Home Alone Activity 1: Go to the bank to collect your salary.

Teacher: (Turn the calendar to January 1st) The kid is officially in charge. Today is January 1st, the day when wages are paid. The father or mother in each family goes to the bank to collect this month's salary. Each family receives a salary of 10 yuan.

3. Home Alone Activity 2: Pay utility bills.

Teacher: (Turn the calendar to the 5th) Today the people from the service company are coming to collect the utility bills. We have to prepare money to pay last month’s utility bills.

The staff of the service company (played by the teacher) will report the water and electricity bills of each house, and collect the water and electricity bills from house to house according to the reported amount. Each household will put a mark on the statistics sheet indicating that they have paid their utility bills.

Guide the discussion: ① Why are the utility bills of different households different?

② What can we do to save water and electricity and pay less utility bills?

③ What will happen at home if there is no money to pay the utility bill?

4. Home Alone Activity 3: Go shopping in the supermarket.

Teacher: (Turn the calendar to the 10th) It has been 10 days since the salary was paid. Recently I ran out of some items at home and had to go to the supermarket to buy them. Discuss with each family member and think about what the family needs most? What does each person still lack? Then go to the supermarket to buy the goods they need most.

Discussion after shopping: What did each family buy? How much did it cost? How much money is left?

The teacher divided the products into food and use based on the answers of representatives of each family. List statistics of three types of products and games to compare the consumption situation of each company. Question: The same product in the supermarket has different prices (for example), how did you choose? Why?

Teacher summary: Let children understand that the same product has different prices due to different crystal brands. We should choose according to our ability and be reasonable. Spend money. No comparison, no pursuit of high consumption.

5. Home Alone Activity 4: Pay the travel fee.

Teacher: (Turn the calendar to the 15th) Time flies so fast. Today, the travel company sent a letter, asking me to tell everyone the content of the letter (the teacher reads the letter).

For children who want to travel, please ask your parents to take them to register and pay!

Questions based on the children’s payment situation: (1) Why doesn’t Family X go traveling? (2) Families who have no money to travel are anxious. By recalling the first two activities, I know where I spent money unreasonably and had no plan for using money. Once again, I feel that it is not easy to be a householder. There are many places to spend money at home, so money must be used in a controlled and planned way, and not as you please.

6. Home Alone Activity 5: Pay medical bills

Teacher: (Turn the calendar to the 20th) Let’s hear what news is there today? (Play the recorded news) Hospital announcement Parents take their children to the hospital to get vaccinations and pay 2 yuan.

Discussion: ① What are the benefits of vaccination for our body?

② What will happen if the child does not receive vaccination?

③ Compared with traveling and vaccination Which is more important?

Vaccination vaccination is very important. This money must be spent, so we must keep some money for emergencies and not spend all the money.

7. If the baby does not get sick and does not receive vaccinations, what will happen to the remaining money? Where can it be placed? Communicate and discuss, and lead to the idea that the remaining money can be deposited in the bank. Know that a bank is a place to deposit and withdraw money.

When will the money in the bank be used? (When you need money urgently, such as when you are sick, pay tuition, visit the elderly, travel, buy gifts for birthdays...you don’t have to worry.)

8. Talk about experience.

Give prizes to the families in the "Home Alone" game who are well-managed and spend their money reasonably, and ask three representative families to talk about their feelings of being "heads of the family."

Discussion: ① If you were the head of the family again next time, how would you spend your money?

② In addition to water and electricity bills, travel expenses, medical expenses, and supermarket shopping, what other places do you spend at home? Need to spend money? (Based on the contents of the questionnaire)

③ What should children do to save money and spend money reasonably?

Teacher summary: Today we became adults for a time. I know what it feels like for my parents to be the masters of the family. It's hard for parents to make money, and it's not easy to run a household. We must save money and use it sparingly. We cannot buy whatever we want or whatever we see. We should save water and electricity in daily life, and take care of our belongings, toys, and clothes. By doing this often, we can save a lot of money.

9. End of activity: deposit the excess money in the "bank".