Middle-class lesson plans

As a people's teacher, you usually need to use teaching plans to assist teaching. With the help of lesson plans, you can effectively improve your teaching ability. How to focus on lesson plans? The following is the 10 middle school class teaching plan I compiled for you, for reference only. Welcome to reading.

Middle class teaching plan 1 activity goal:

1. Like to participate in singing activities.

2. Feel the joy of singing question-and-answer sentences in songs.

Key points and difficulties:

Understand the singing form of question-and-answer sentences in songs

Activity preparation:

1. Song

Step 2: Story

Activity flow:

Listen to the story and guess where the kitten went.

Second, enjoy songs.

1. Please tell the children what they have seen and heard.

Third, learn to sing.

1. The teacher sings, the children listen and feel the singing form of the question and answer in the song.

The teacher plays the piano and the children sing along.

3. The teacher does the action, and the child sings while imitating the action.

Fourth, the duet game.

1. The teacher plays the little master and the child plays the kitten.

2. Exchange games.

3. Girls play the role of small masters and boys play the role of kittens.

4. Exchange games.

Verb (abbreviation for verb) summarizes the activity.

Activity design background of junior middle school lesson plan 2

Children's curiosity is indelible. Whenever the teacher holds scissors, he always looks at them curiously. Because children are young, finger flexibility and operation ability are still relatively lacking. This activity aims to satisfy children's curiosity, develop children's operation ability, and also provide children with opportunities to learn to use scissors.

moving target

1, cultivate children's interest in painting.

2. Let children learn to appreciate the song "Ants Move Beans".

3. Ask children to learn to be United and friendly and help each other.

Teaching emphases and difficulties

1, learn to unite with children and help each other.

Step 2 learn how to use scissors

Activities to be prepared

Scissors, pencil drawing paper, colored paper, watercolor pen, oil pastel, paste, paper ant template (one large and one small).

Activity process

First, the story is imported.

(showing two ant templates) It's winter. Father Ant built a new house. What is it like? (Showing colored paper with big circles) Ant tribe can live comfortably here! Little ants grow up day by day. One day, it said to its parents, "I have grown up. I want to live in a room alone. " Father ant agreed.

Second, the teacher demonstrated.

1, we separated the house for the little ant and turned it into two rooms. (The teacher draws wavy lines in the circle)

2. Children use curves to divide the ant's home into two rooms.

Third, observation and demonstration, children's operation

1, doubt: It always rains these days, and the little ant's house will be flooded. What should I do? Let's help the little ant move.

Step 2 learn to use scissors

(1) The demonstration uses scissors to cut along the line, cut a little bit and turn around. Cut the circle first, and then split it in two along the wavy line. )

2 children learn to cut, and teachers observe and guide:

① The method of guiding children to take scissors.

② Observe whether the child can cut a little and turn around along the contour line.

Step 3 learn to paste

Move, move, move where? There is an empty place here. (Showing lead drawing paper)

(1) demo post

First, move the small room where the little ants live. Then move to the big room where mom and dad live. The bend is the door of the room. The two rooms are door to door, leaving a road in the middle, so you can walk around and take care of each other. (The teacher demonstrates pasting curved wavy lines at a certain distance. )

2. Children paste, observe and guide.

Observe whether the child can paste at a certain distance.

Fourth, music activities.

1. Show children's works and enjoy each other.

2. Music appreciation "Ants Move Beans"

Teaching reflection

This lesson is about ant movement.

Before class, I let the students listen to the story first. The children play the little ants and the teacher plays the mother ants. Through the introduction of the story of ant kingdom and role-playing, students' interest in learning was fully mobilized, which laid a good foundation for the next link. Teacher-student participation is also integrated into the spirit of middle school students leading teachers as a supplement to the new curriculum standards. Story is a typical lesson to guide students' painting creation. This lesson permeates moral education consciousness by creating situations and cultivates students' spirit of collective cooperation. Stimulate students' love and interest in insects by describing their appearance characteristics. Naive children will express themselves freely with their own observation, experience and rich imagination.

One of the biggest shortcomings is that children do not achieve the pre-set goal of unity and cooperation in activity games, but play their own roles. Another point is that when using scissors, many children have not learned how to use scissors correctly. I think this may be because I still have a lot of shortcomings and experience in teaching. I will seriously think and correct it, and strive to do better next time.

Teaching plan of class three in junior high school I. Activity objectives

I know March 8 is Women's Day, which is my mother's program. Understand mom's work and mom's preferences, like mom. Express congratulations to your mother through performances and hands-on productions.

Second, the key points and difficulties

I know March 8th. Congratulations to my mother.

Third, material preparation

Some song tapes, such as My Good Mother, Little Crow Loves Mother, Only Mother is Good in the World, and so on. Video of mom working hard at home and at work. Observe what your mother does at home, or talk to her about what she does at work (the teacher can explain the task appropriately: "See what your mother does at home" or "What does your mother do at work"). Teachers create an environment: an exhibition of "mom's favorite" items. (You can use objects or pictures). Get the stage materials ready. Such as building blocks, tablecloths, flower pots, colored paper and so on. Inform mom to participate in the activity.

Fourth, design ideas.

Through Women's Day on March 8th, this activity celebrates mothers, arouses children's feelings of loving their mothers, thus cultivating children's abilities and inspiring children's active activities. Middle-class children are very dependent on their mothers, seldom realize their hard work and seldom think of doing things for their mothers. Therefore, the design of activities tries to stimulate children's feelings; The children in the middle class are weak in performance and individual performance, so when designing, try to guide the children to complete one thing together.

Verb (abbreviation of verb) activity flow

Discuss the performance program-build a big stage-celebrate activities-give gifts (1) Discuss the performance program, discuss the content of the performance program and determine the program list.

1. Tell me what the festival is on March 8th.

2. Discuss the content of the performance. Caption: Tell the children that "we are going to hold a celebration dinner for their mother, and tell them what programs we are willing to perform for their mother at the celebration dinner".

3. Do a program. Description: Teachers can guide children to perform for their mothers in cooperation.

Middle class lesson plan 4 Activity purpose:

1. Know the unhappy expression.

2. Try to express unhappy emotions.

3. Learn to express unhappy emotions.

Activity preparation:

A tearful picture card.

Drawing paper, magazine paper, colored pen.

Tape recorder, music recording tape.

Activity flow:

1. Show the tearful expression card and let the children talk about what makes them cry. The teacher will help the children record the content.

According to the content, let the children talk about what to do when they or others are unhappy. The teacher helps the children to record everyone's suggestions and let them know that there are solutions to everything.

3. Let the children talk about recent unhappy things and draw unhappy pictures.

4. The teacher assigns the children's homework. Let children observe people's unhappy expressions, such as those who cry and those with bent corners of their mouths.

Teachers can let children draw unhappy things on magazine paper, rub them into paper balls and throw them away.

6. Play relaxing music and let the children dance hand in hand.

Summarize and share. Let the children talk about their feelings after dancing.

Activity evaluation:

Can tell the reason why you are unhappy.

Activity suggestion:

Guide children to know not to hurt others when resolving unhappy emotions, and also learn to control unhappy emotions to a certain extent.

Activity reflection:

Let the children know that each of us has unhappy emotions, which is inevitable and unchangeable. Since we can't avoid and change, we must face it, solve it and solve it in a scientific and positive way.

The objectives of middle class curriculum plan 5:

1, which can be arranged in 7 objects from high to low or from short to high.

2. You should know that the difficulty of sorting can be solved by comparing every two.

3, can carefully observe the differences of objects, and make adjustments.

Prepare:

1, experience preparation: The child has been exposed to sorting activities and has some sorting experience.

2, material preparation: mathematical sorting of teaching AIDS: two big pictures; Learning tool: Children's book (P4-5 pages) with a pen in it.

Process:

1, queue up to travel by train.

Teacher: Today we will play the game of "Traveling by Train". The teacher invited five children with obvious height differences: I am a locomotive, and I want to ask the shortest passenger to rank first. Please help me find it.

-Child identification, find out the shortest child and line up.

Teacher: The other four children, please line them up in order from short to high. Ask individual children to help line up and tell them what method to use.

-Teacher's summary: When queuing from short to high, you can always find the shortest one. What about queuing from high to low? Help children sum up the method together: when queuing from high to low, you can find the highest one every time. And verify it.

Teacher: There are two other children who want to travel by train together. We'll help them line up. What should we do now? Please rearrange the order from short to high and from high to short.

2. Children's operation activities.

-The teacher shows the big picture: line up. Look at the giraffes in the picture, say which giraffe is the tallest and which is the shortest, and then number the giraffes in the circle from high to short.

-The teacher shows the big picture: Check the right one. Let the children look at the objects in each row one by one, tell them the differences and see how they are arranged. Color the rows of objects in red from big to small; Paint green according to the arrangement of objects from small to large; Circle objects from long row to short row; Mark objects from short lines to long lines.

3. Activity evaluation.

-Let children demonstrate the method of queuing from high to low. When children have difficulty in sorting, guide them to compare two objects together.

-praise the children who observe carefully in the activity.

The sixth activity goal of the middle class teaching plan

1, willing to participate in activities and experience the fun of "face changing" games.

2. Feel the feelings brought by different emotions and observe the changes of the five senses under different emotions.

3. Actively participate in art activities to improve hands-on ability.

Activities to be prepared

A photo of angry, happy and crying expressions, plasticine, drawing paper, crayons, etc.

Activity process

First, game perception.

The teacher showed an angry expression. Let the children talk about the changes in the teacher's expression and facial features.

The teacher performed a happy expression again. Let the children compare the angry expressions just now and talk about the changes in the teacher's facial features.

The teacher shows photos of anger, happiness and crying, and asks the children to compare these three photos and talk about the changes of their facial features.

Summary: People's facial features will change with the change of expression. We can judge this person's mood by the change of five senses.

Second, the activity process.

Please draw a head without facial features.

Give the plasticine to the child and let the child rub the five senses with plasticine after the teacher. (Buttons, peanut shells and other items can also be used instead. )

Let the children put the five senses on their heads and try to spell out various expressions.

The teacher said an expression, let the children spell it out, and the teacher toured for guidance.

Third, job sharing.

Let the children spell out their favorite expressions and share them with their peers, and talk about why they have such feelings.

Take pictures of the children's spelling.

Active strain

Kindergartens without plasticine can be replaced by other things, such as buttons for eyes.

Area angle activity

Art area: provide plasticine, facial makeup and so on. Let the children collage their own expressions.

Activity expansion

Please draw various expressions with crayons, gouache and other materials.

Environmental creation

Theme display wall: paste the developed photos in the theme wall.

Family synchronization

Parents and children are invited to play the game of "changing face" together, so that children can observe the facial features that change due to different expressions at close range.

Random education

During the transition period, you can play the game of "changing face" with children.

Activity objectives of lesson 7 of intermediate course:

1. Feel the happy mood expressed in the works and learn to recite children's songs rhythmically.

2. Understand the book catalogue and learn to find the corresponding content according to the catalogue.

Activity preparation: teaching wall chart, recording of children's songs, children's book A.

Activity focus: understand the content of nursery rhymes and learn to recite nursery rhymes rhythmically.

Difficulties in activities: being able to read independently and perform children's songs boldly.

Activity flow:

1, children learn to understand the book directory:

Teachers guide children to understand the book catalogue and learn to read to them according to the catalogue.

"Please open your's book and turn to the table of contents page to find out which page my family moved into the new building?"

"Can you understand what the nursery rhymes say?"

Children operate independently and read independently.

2. Read and understand nursery rhymes:

The teacher guides the children to enjoy the recording of children's songs twice, and the children read while listening to the recording.

The teacher and the child discuss the picture together: "What does this nursery rhyme say?" "What do you need to do when you move?"

The teacher recited children's songs rhythmically. "What is the children's new home like?" "What do you think of this nursery rhyme?"

The teacher summed up according to the child's answer:

The sentences in children's songs are repeated, and the ending rhymes, which feels as rhythmic as singing.

The teacher asked the children to look for repetition and rhyming parts in children's songs.

Children learn to recite children's songs rhythmically.

The teacher shows the wall chart and guides the children to learn to recite children's songs rhythmically.

The teacher encouraged the children to boldly perform children's songs for everyone.

Middle class teaching plan 8 activity goal

1, understand the story and know that everything can only be healthy if you love it.

2. Be able to use the sentence pattern of "if … maybe ……" to express your ideas.

3. Experience the fun of reading homemade books in group reading.

Activities to be prepared

Experience preparation: I have done a survey of children's breakfast in the early stage.

Material preparation: various breakfast drawings; What do you like for breakfast? Blackboard a; Sentence card "If ... Maybe ..."

Activity process

First, look and say-know your breakfast.

1, exchange what they had for breakfast.

(1) main question: children, do you have breakfast every morning? What have you eaten? Question 3-4

Default answer:

Child: Egg Owner: What shape? Children: oval.

Milk is the best calcium supplement for drinking milk.

There are sweet and salty cakes. What flavor do you like to eat?

Old tofu fritters are dry and wet, and they are really comfortable to eat.

(The child said that a teacher gave a timely response and affirmation)

(2) Teacher: "The babies ate so many kinds of breakfast. Let's see if it's these! " (Show breakfast pictures and identify them one by one)

Bread, milk (we drink it every day), fried dough sticks, cakes (some people said they had eaten it just now), eggs, noodles, porridge, pancakes (chopped green onion cakes) and steamed stuffed buns (vegetables, vegetables, meat, vegetables, vegetables).

Summary: There are many kinds of steamed buns. It seems that everyone has different tastes and likes different steamed buns.

Second, guess and say-understand the story and know the truth of eating all over the world.

1. Look at the picture and guess.

Transition: Today, the dog will play a "flop" game with the children. The name of the game is "breakfast, what do you like to eat". (Show cover)

"Well, here comes my breakfast tray. Please take a good look."

Guess who will have breakfast from the food on the plate. Sentence feeling: "It may be …", it may be … ",or …".

Teacher: If it likes meat and bones for breakfast, then it may be? (dog)

Hint: Can you tell me "maybe" when you guess?

We are going to turn over the answers. The flip game is about to begin. If we can't flip it, we say "flip it" together.

Teacher: If it likes meat and bones for breakfast, then it may be. Many dogs? A dog (after the pictures are connected, the teacher turns over the answers and sticks the pictures on the whiteboard)

There is a nice sentence pattern hidden in this sentence (show the sentence pattern card)

Teacher: Here comes the breakfast plate again. Let's see what it is. If it likes fish for breakfast, then it may be. Say it together. Can you tell me? You have learned it. It can tell me the possible connection.

If it likes fish for breakfast, then it may be a cat.

The breakfast plate is coming again, and it's getting harder and harder (dogs, rabbits and other animals appear in the same way)

If it likes carrot cake for breakfast, it may be a rabbit (who can tell me the possibility? Say flip together)

If it likes eating grass noodles for breakfast, it may be a sheep, a cow, a horse or a camel (tell me with what? You see, it's not the same as his answer. Tell me the possibility.

If it likes eating bug biscuits for breakfast, it may be a chicken, a duck or a bird.

Teacher: If it likes everything for breakfast, who can it be?

Teacher: If you like everything for breakfast, it may be monsters, (ha, just kidding)) or healthy children.

2. Tell me about your feelings: Haha, tell me my story first. What do you think of this story, children? Tell me how you feel (good, fun, fun, happy). The teacher bound these pictures into a book.

"This story was made up by a mother and told to her baby. The mother told the story to the baby, hoping that his baby could understand a truth in the story. Mother and baby also drew this story. You see, I put the pictures they drew together one by one and see what they became. (Story book, book) Introduce the cover and title.

Third, the teacher and the child and the teacher told the story of "What do you like for breakfast?".

Mother tells this story to her baby every day. What truth is hidden in the story? Please listen to the story again and say it out loud after listening.

Say it with me if you like! The teacher tells stories with the children.

Make a request: if all the babies want to say it, we will say it in the order of the story.

(Random: How can people eat bugs? Want to know why? How strange! Let me tell you, there are carrot cakes, grass noodles and cookies in the shape of bugs.

Teacher: Now can you tell me what truth is hidden in the story?

Yang: Everything.

Teacher: Yes, mother wants the baby to know that she likes to eat everything, and you will be healthy if you eat it. Mother's greatest wish is the healthy growth of her baby.

Fourth, let children tell their own stories.

1. Tell in groups to deepen children's use of sentence patterns.

Just now, the dog told a story to the children. Now I want to ask the children to tell the story themselves. Would you like to? Remember to say "if … maybe …". (The teacher refers to the cover) Tell the story together (tell the story again in the form of group talk and group talk) and give timely evaluation.

2. Experience the pleasure of reading in the form of questions and answers.

Now let's have a more interesting one. How to play? Girls ask questions and boys answer them. It's polite for girls to see which page the dog turns to before asking, and for boys to answer in complete sentences. Talk about the topic together.

Fifth, the generalization of the conclusion.

Today, we not only listened to an interesting story, but also understood that we should eat everything. Let's go back and put it in the library area. Those who are interested can go to the library area to talk about it themselves. Dogs will also put these photos in the corner of the community. Please match the most nutritious breakfast recipe for yourself within one week and tell me why.

Use a story "What do you like for breakfast?"

If it likes meat and bones for breakfast, then it may be a dog.

If it likes fish for breakfast, then it may be a cat.

If it likes carrot cake for breakfast, then it may be a rabbit.

If it likes eating grass noodles for breakfast, it may be a sheep, a horse, a cow or a camel.

If it likes eating bug biscuits for breakfast, it may be a chicken on the ground, a duck in the water, or a bird in the sky.

If he likes everything for breakfast, he may be a monster or a healthy child.

Junior high school teaching plan 9 activity goal

1, cultivate children's awareness of active participation and turning waste into treasure.

2. Enhance children's physical fitness and strengthen children's physical coordination ability.

Activity preparation:

1, a whistle, some waste newspapers, a small red flag, a rubber deer and four.

2. Tape recorder and music tape "Come Together"

Activity flow:

The teacher takes the children to the outdoor playground, leads them to jog and guides them to do simple warm-up exercises.

1, import the game

Teacher, shall we play a new game today? (The child answers, OK) Look at what I have in my hand. (Children answer, newspaper) Today, we will play games with it. The child feels very novel and is looking forward to it. So, let's take a good look at how the teacher does it. The teacher will watch your own performances in the future.

The teacher first explained the rules and process of the game, and personally demonstrated the process of sucking paper and running. The children watched curiously with wide eyes.

The teacher stressed that the game of sucking paper must be that you stick the newspaper to your chest and run forward with the help of the wind. You can't just stop while running. You must bypass the middle point (rubber deer) and go back to the end of the runway. If you stop halfway, the newspaper will fall by itself. If the paper falls off, you must pick it up, put it on your chest again, and then continue the game.

2. Game grouping

Divide the class into four groups and stand in four rows. The first child in each group sends out a newspaper. He ran back and gave it to the next child. See who finishes first in the four groups, and give him a small red flag. Everybody clap!

Step 3 start the game

When the children are ready and the whistle blows, the game begins. With the help of music, the children are nervous and busy. Some children's actions are very standardized, and some children's newspapers have dropped several times, but he doesn't give up, pick up the newspapers and move on.

4. The activity is over.

Praise and encouragement, teachers summarize in time.

Middle class teaching plan 10 goal:

1 Teach children to learn and correctly judge the number within 7 without being affected by the arrangement of objects.

Ask the children to listen to the teacher's questions clearly and answer them loudly in front of the group.

Preparation: paste five large blue disks, six large red disks from big to small, seven small orange disks (Figure 1), and paste the numbers 5, 6 and 7, and the physical cards (Figure 2 "8").

The first and second groups of learning tools: 3 rows of Braille cards (Figure 9), digital seals, inkpad and 25 pictures of children's books; The third group: look at paper cards, pastes and various graphic pieces of paper; The fourth group: fill in blank cards and stamp points; Group 5: Add or subtract some exercise papers and pencils; Group 6: Dot paper and seal print are less than 6 or 6.

Process:

1 group activities.

(1) Show the "eight" in Figure 2 one by one. "Please look at the children carefully and tell me what's on the card?"

(2) Correctly judge the quantity within 7.

Show the diagram 1, "What's on the blackboard?" "What kind of color wafer is the most? Which color has the fewest discs? how do you know Why do I think red discs are the most and orange discs are the least when I watch them? Who can think of a way to change the arrangement, so that we can see at a glance who has the largest number and who has the smallest number. " Inspire children to line up each color label. "Now let's see who has the most and who has the least?" "Where did you see it?" "Guide the children to compare three rows of pancakes one by one." Please tell the children how many pancakes there are in each row. Who will send digital friends to each row of wafers?

(3) summary.

"If you want to know who is more and who is less, you can't look at the size of the object or the length of the queue. But to count how many there are in each row, in order to compare who has more and who has less. "

2 Group activities.

One or two groups, print out the numbers with the most ideas. Group three, look at the signs and put up pictures.

Four groups, fill in the blanks in order. Five groups, add or delete ideas.

Six groups, printed fewer ideas than 6 and 7.

The teacher focuses on guiding the activity groups of the first group and the second group.

3 activity evaluation.

Praise the children who can distinguish while operating and remind them to sort out the game materials.

Reflection on "Free Wire" Activities in Middle-class Science