Large class teaching plan: I will never eat tomatoes.

As a diligent educator, it is often necessary to compile teaching plans. Through the compilation of teaching plans, we can make appropriate and necessary adjustments to the teaching process according to specific conditions. What are the characteristics of excellent lesson plans? The following is a lesson plan for a large class that I have compiled for you: I will never eat tomatoes. Welcome to share.

Big class teaching plan: I will never eat tomatoes 1. 1. Activity objective:

1, to stimulate interest in learning picture books? Feel the humor of the story.

2, understand the basic characteristics of vegetables in the story, can boldly associate with vegetables.

You should know that every vegetable is nutritious and not picky about food.

Second, the activity preparation:

Story ppt vegetable picture mashed potatoes for everyone.

Third, the activity process:

(1) show PPT

1. Look, children, there are many delicious things here? Let's see what we have. These things are delicious and nutritious.

2. Teacher: What food did Laura say she didn't like? What is her least favorite food? What did she say? Do you have any food that you must not eat?

Don't eat all this food, Lola. What kind of child do you think she is? Be picky about food, okay? Everybody knows, okay? Why not? (No nutrition, short stature, sick) What you said is very reasonable. Picky food is really a headache.

Second, the theory of magic language

1. Lola, such a picky sister, really gives Charlie's brother a headache. Can we help him find a way together? Convince Lola who can tell me what you have?

You all like to come up with so many good ways to go out. Did the Charlie brothers figure out a way? Let's go and have a look.

My brother said to Lola, "You are very lucky today. None of the things you mentioned. We only eat three things today. Listening to the recording (orange vegetables on Jupiter) (green raindrops in the green kingdom) (clouds on Mount Fuji) sounds so mysterious. These three things mentioned by my brother are so special, so what are they?

4. First of all, what will be the orange vegetables on Jupiter? Who will guess? What orange vegetables have you seen? (Show PPT) Why are the orange vegetables on Jupiter carrots? Will Lola eat after listening to her brother? (Playing the recording) Brother, how about this method?

5. What are the green raindrops in the green kingdom? Why peas? Why? (Color, shape) How does my brother describe this pea? Let's learn from my brother. Will Lola eat? (Playing the recording) This time, my brother succeeded again. Let's applaud him.

6. Who remembers the third sentence my brother said? What will the clouds taste like? Since it is a cloud from a distant and mysterious place, should we also taste it in a mysterious way? Please close your eyes before tasting. When it is closed, I will send you the clouds. What's it like to taste the clouds? The children put the bowls on the tray after eating.

7. Who can tell me what the clouds on Mount Fuji smell like? You have eaten potatoes. How does it feel? It turns out that the clouds on Mount Fuji are actually mashed potatoes. Then why did my brother say it was a cloud on Mount Fuji? What are the similarities between clouds and mashed potatoes? (Soft and stereotyped) Then let's learn from our elder brother and say to Lola, "Lola, this is not mashed potatoes, but a cloud on Mount Fuji. (Playing the recording) What did Lola say? Then let's eat this dish of mashed potatoes like Lola.

8. Wow, do you think my brother is very good? After listening to his words, Lola fell in love with something she didn't eat before.

9. Do you remember how my brother introduced these three kinds of food just now? Let's talk about such a special word.

Third, children create magical languages.

1. It turns out that my brother imagined these ordinary foods as mysterious and strange things that Lola had never seen before based on these things with very similar colors, shapes and tastes. This made Lola, who was suddenly interested, begin to eat. It's like a magical language with magic, isn't it amazing?

Then you just learned these magic languages from your brother. Do you want to challenge it? Lola doesn't like this. What is it? (Mushroom) Is there anyone who can quickly make Lola like it with a magical language?

Show me the blackboard books (oranges, grapes, broccoli, pears). This time is different. You didn't make it up yourself. Four good friends worked together to find a way to send representatives to choose things. When I give you a piece of music, think about what they look like. Where will it come from? Into something more mysterious and strung into a magical language. Your magic language is more magical than Charlie's brother.

Look, Laura has eaten all these now, but she still sits at the table and refuses to leave. She said, brother, brother, I still have something to eat. Guess what she eats? Why tomatoes? What did she say?

Play the recording. You don't think I'm really eating tomatoes, do you? Actually, I'm eating water spray moonlight. Why does she describe tomatoes as moonlight spraying water? You found that not only did we learn magic language on this stage, but who also learned it?

7. Lola also learned magic language and made herself fall in love with something she didn't want to eat. Remember the food you just said you would never eat? Can you turn it into a magic language to help yourself? Wow! Do you think this magical language is magical? Lola not only got rid of the habit of picky eaters, but also made you fall in love with foods you don't want to eat.

8. Do you know where this magical language comes from? It comes from this magical picture book, the title of which is "I will never eat tomatoes". This is not an ordinary picture book, but it won a grand prize in Britain. There are many magical languages in it. Shall we go back and have a look? Today we learned magic language. You can use the skills you learned today to help other children in the class. Do you have confidence?

Large class teaching plan: I will never eat tomatoes 2 Design intention:

Picky food? It has almost become a common problem for children now. The children in the class don't eat this or that. Some children like to eat pasta. They can eat two or three bowls of fried noodles and two bowls of steamed bread, but when they eat rice, they are two beats slower than others and are not fed enough. Some children see vegetables as if they saw the enemy. Other children like vegetables very much, but they don't eat any meat at all, which is really a headache. I'll never eat tomatoes is a book that uses Charlie and Lola to play imaginary games and guide children to eat all kinds of nutritious food from the front. Educating children not to be picky about food is a good theme. So, I designed this language activity.

Activity objectives:

1, stimulate the interest in reading picture books, and cultivate children to develop a good habit of not picky eaters in interesting associations with food.

2. Try to make bold association with food in a sentence pattern of "not but" according to the characteristics of things.

3. Experience the pleasure of analogical imagination in co-creation.

Focus of activities:

Read and understand the contents of picture books, and sprout interest and love for food.

Activity difficulty:

According to the characteristics of food, the sentence pattern of "not only" was boldly created.

Activity preparation:

Picture book story ppt food map card

Activity flow:

First, the beginning: the dialogue leads to the story:

1. Show food pictures:

Please use "you" ... you ... and ... "to tell me what you see.

(2) What do you like to eat? Why?

2. Show the photos of the little girl Lola and get to know the hero of the story.

(1) What is her least favorite food? Why doesn't she like these foods? (Playing the recording)

(2) What kind of child do you think she is?

Two. Basic part:

(1) Magic language theory.

1. A good way to guide communication and help Lola.

2. Convey the way to understand Charlie's brother and guide him to speak in a "no" sentence pattern.

(1) The first thing: orange branches on Jupiter.

What are the orange branches on Jupiter? Who will guess? Why carrots? (Color, shape) (Show PPT) Will Lola eat after listening to her brother? (Playing the recording) Brother, how about this method?

(2) The second thing: the green raindrops in the green kingdom.

What will be the green raindrops in the green kingdom? Why peas? (color, shape) (show PPT) How does brother describe this pea? Let's learn from my brother. Will Lola eat? (Playing the recording) This time, my brother succeeded again. Let's applaud him.

(4) Retell the special language when my brother introduced two kinds of food.

(2) Children create magical language.

1. Collective attempt to create magical language. (Mushroom)

2. The group chose Tuka (oranges, vegetables, broccoli, pitaya, Flammulina velutipes) and tried to create magic language in groups of three.

3. Group exchange creates results.

(3) Know the ending of the story and the function of magic language.

1. Summary: When you encounter food you don't like, you can make it into a magical language. Be a child who is not picky about food.

2. Introduce the picture book "I will never eat tomatoes".

Three. End the activity:

1. Go home and read this picture book story to learn more about magic language.

2. Ask children to create magical language for children who are picky eaters around them, so that they can also become good children who are not picky eaters.

Large class teaching plan: I will never eat tomatoes. 3 Activity objectives:

1. On the basis of observation and imagination, I have a preliminary understanding of my sister's story from picky eaters to happy paradise meals, and feel my brother's optimism, wit and rich imagination.

2. With the help of the subtle observation of the eyes and expressions of the characters in the picture, the imagination and communication between peers, and the performance of story fragments, we can deepen our understanding of the characters' personalities and story plots.

3. Inspire children not to be picky about food, but to be a smart and considerate brother and sister.

Activity preparation:

1. Picture Book: I will never eat tomatoes.

2. projector.

3. Two pairs of icons: carrots-orange branches; Peas-green balls; Mashed potatoes-Mount Fuji Cloud; Fried fish pieces-snacks in undersea supermarkets; Tomatoes-spray moonlight.

4. Background music: soft and lyrical music.

5. Know before the activity: carrots, peas, potatoes, fried fish pieces, tomatoes. Know before the event: Saturn, Mount Fuji, Mermaid.

Activity flow:

(1) Create problem situations, enlarge the book cover with a projector, and guide children to carefully observe the characters in the picture and express their understanding in words.

1. Teacher (showing the teaching wall chart): There is a little brother named Charlie, and he has a sister named Lola. Can you find out which one is a brother and which one is a sister?

2. Children can observe and express freely.

Teacher (question): Where did you see it?

3. Ask some children to express their different findings about the details of the characters in front of the group.

4. Teachers should affirm and improve children's idea of careful observation in time, such as: You are amazing! They not only found different heights and hairstyles, but also found different colors and collars of their clothes, so they quickly distinguished which was their brother and which was their sister.

(2) Talk while reading picture books, and help children understand the word "picky eaters" and the first half of the story in the discussion.

1. The teacher told the first half of the story: "I have a sister named Lola. She is an interesting little person. Sometimes I have to look at her. Sometimes, my parents ask me to arrange dinner for her ... because Laura is a very picky eater. "

Teacher: What do you mean by being picky about food? (Ask the children to express their understanding)

2. The teacher summed up the child's idea: picky eaters don't want to eat this or that.

3. The teacher went on telling the story: "... my sister hates tomatoes."

(3) Through guessing and performing clips, guide children to read and understand key plots, and initially feel and understand the personality characteristics of Charlie's brother and Lola's sister.

1. Teacher: Brother Charlie used a very useful and good method. What method will it be?

Children can imagine freely and communicate with each other.

3. The teacher continued to tell the story: "I said, you are lucky ... and there are no tomatoes."

4. The teacher continued to tell the story with exaggerated tone, expression and action: "But, brother Charlie, why are there carrots here?" I will never eat carrots. "

Teacher: Is Lola happy to find carrots? (Unhappy) How did she do it and how did she say it? Let's try to show her feelings.

The children try to perform Lola and ask each child to perform in front of the group.

6. Teacher: What about Charlie's brother? How did he make his sister eat carrots?

7. The teacher continued to tell the story: "Actually, it's not a carrot. They are orange branches from Jupiter. "

The teacher said in an excited tone, alas! Lola finally ate it! Brother says carrots are orange branches. What did he do? What did the Charlie brothers do to make Lola eat carrots?

8. The teacher showed a set of corresponding icons: carrots-orange branches.

9. The teacher uses the finger icon: This method is called imagination. Think of carrots as orange branches.

10. Children repeat: imagination.

1 1. Teacher: I'll make Lola, you be Charlie's brother, and help me eat carrots!

12. Teachers and children act out the story of Lola eating carrots in different roles.

Teacher: What do you think of Charlie's brother? (The child replied: caring for my sister, smart, optimistic, not angry at all, not in a hurry ...)

(D) Set up problem situations to induce children to read the second half of the story independently.

1. Teacher: What food will Lola see that she doesn't want to eat? What does the Charlie Brotherhood say and do? Did Lola eat? These are all in this story. Please look carefully, find, think and guess.

2. The teacher slowly plays the pictures in the picture book, and the children are free to read the second half of the story.

(5) Organize children to discuss around the main topics, and initially understand the second half of the story.

1. Teacher: What food did Lola see that she didn't want to eat? What does the Charlie Brotherhood say and do? Did Lola eat?

2. With the children's answers, the teacher shows the icon: pea green ball; Mashed potatoes-Mount Fuji Cloud; Fried fish pieces-snacks in undersea supermarket.

Teacher: Let's listen to what brother Charlie said and did in the story.

The teacher continued to tell the story until the fish frying was over.

The teacher said in surprise: The most incredible thing is that Lola let her brother eat tomatoes. What happened?

Children can guess freely.

6. Teacher: Listen to what Lola says. Laura said: of course, I like to eat the moon that sprays water best. It turns out that Lola used tomatoes as a spray of moonlight (trying to stay with the children by delaying time).

7. The teacher shows the icon: tomato spray moonlight. Lola is also very imaginative! It seems that imagination can make us happily accept foods that we don't like but are nutritious!

(6) Enjoy the story completely with the accompaniment of background music.

1. Teacher: Do you like this story? Let's watch and listen to this story together.

2. The teacher tells stories while playing picture books, giving children a complete story impression.

(7) Inspire children with questions, but also care about younger brothers and sisters, optimistic and smart brothers and sisters.

1. Teacher: Do you like this brother? What kind of brother do you think he is?

2. Encourage children to speak their minds boldly.

3. The teacher summed up and caused the children to think further: It's good to be an optimistic, caring, intelligent and imaginative Charlie brother! Now that you are all big brothers and sisters, what kind of brothers and sisters do you want to be?

4. Children communicate freely.