What do you like for breakfast? 》

As a teacher, writing lesson plans is essential. With the help of lesson plans, you can effectively improve your teaching ability. How to focus on lesson plans? The following is my middle class health lesson plan "What do you like to eat for breakfast?" ",welcome to share.

What do you like for breakfast? 1 activity design

In the morning of kindergarten, you can often see children who come to the garden for breakfast, and parents who feed their children breakfast while walking. The importance of breakfast is well known, fewer and fewer children skip breakfast, but the scientific eating of breakfast is often an important factor to ensure health. Through a small survey, it is found that the children and parents in our class are really troubled by the problem of breakfast, which is mainly manifested in the following aspects: children don't like boiled eggs, some are partial to food, are dissatisfied with the collocation of breakfast, and often have breakfast in the car.

This activity starts with a story, from food speculation to corresponding animals, from single answer to multiple answers, and arouses middle school students' interest in breakfast in the leap of thinking. The subsequent scene performance is to reproduce the real problems it has experienced. Choosing a situational performance is more infectious than asking questions or preaching directly. With the help of peers, some scientific breakfast methods such as "changing the way to eat" and "combining dry and wet eating" can be improved. This is a collective teaching activity based on children's breakfast. Family is the main place to correct problems. Teachers can choose to carry out this activity on parents' open day, which will get twice the result with half the effort.

moving target

1. Pay attention to your breakfast and gradually develop healthy breakfast habits.

2. Be able to use words like "maybe" and "or" to express your thoughts.

Activities to be prepared

1, various breakfast pictures drawn by children;

2, homemade flip book "Breakfast, what do you like to eat? 》

3.AB two blackboards and magnets;

4. Performance props: tables, chairs, bowls, eggs, bread, milk (you can use physical objects or simulated toys).

Activity process

First, look and say-know your breakfast.

1. Communication: What did you have for breakfast today?

Main question: Can you tell us what you had for breakfast today?

(In this link, let the children fully mobilize their original experience about "breakfast". Through communication, the teacher learned the child's original experience and expression level for the first time. )

2. Thinking: What will happen if you don't eat breakfast?

Teacher: Children, did anyone miss breakfast this morning?

Yang: No.

Teacher: What will happen if you don't eat breakfast?

Yang: I'm dizzy with hunger.

Yang: My stomach is uncomfortable, and my stomach will growl.

Teacher: Oh, that's the sound you make when you are very hungry.

Young: When the teacher takes us to play, we have no strength.

Yang: You will faint in ten minutes.

……

Teacher: Yes, skipping breakfast will make us weak and affect our health.

(In response and questioning, the children's breakfast experience is gradually sorted out, and the understanding of the importance of breakfast is also clear. )

Review: What did we have for breakfast?

Transition: We eat breakfast every day, and breakfast is different. Let's see which breakfasts we have had.

(1) Show different breakfast pictures drawn by children on blackboard A for children to browse quickly.

(2) The teacher pointed at the pictures and the children read them in turn. Such as: bread, eggs, buns, porridge, milk, noodles and so on.

(The pictures of breakfast are drawn according to previous surveys and children's life experiences, which can appropriately highlight local eating habits. )

Second, guess-understand the truth of eating everything.

1, game: flip music

Transition: Today the teacher brought a story. The name of the story is "breakfast, what do you like to eat".

Teachers and children play flop games together and guess who has breakfast from the food on the plate. The sentence feels: "It may be ... or it may be ..."

Teacher: If it likes fish for breakfast, then it may be?

Young man: Fish.

Teacher: eat small fish eats big fish? It's possible.

Yang: Cats.

Teacher: If it likes fish for breakfast, then it may be a cat. (The teacher answers after turning the page)

Animals such as dogs and rabbits appear in the same way.

Teacher: If you like everything for breakfast, who would it be?

Yang: It may be a big lion.

Young: Wolf

Yang: There are many animals.

Teacher: It is possible that many animals will come for dinner.

Young people: people

Yang: Maybe it is a pig.

Teacher (flips the card and puts the picture on blackboard B): If he likes everything for breakfast, then he may be a monster, (ha, joking)) or a healthy child. There are many things on the plate, monsters, children (the teacher shows pictures in turn, with similar forms, but leave blank, and encourage children to express their ideas with words such as "possible" and "or". The answers range from one animal to several animals, to children, from the same herbivore to three kinds of animals, from animals to monsters to people. Thinking has made a great leap, which is a challenge and inspiration for children, an improvement of experience, and the flip game is also very interesting. )

2. The teacher took the picture from blackboard B, put it in a book and told the story clearly. (see annex)

Teacher: What do you think of this story? What does this story tell us?

Yang: Fun.

Teenager: scary, there are monsters.

Teacher: Is it a real monster?

Yang: Mom scared him.

Teacher: What does this story tell us?

Yang: Everything.

Teacher: Yes, at breakfast, mother wants her baby to eat everything. After eating it, you will become healthy. Mother's greatest wish is the healthy growth of her baby. The story is broken down into six pieces in the form of a game flip. On the basis of understanding every answer, the child listens to the story completely, so he can understand the meaning and intention of the story. In order to eat healthily, we should eat everything in breakfast. )

3. Once again, you should eat everything.

Teacher (pointing to the food picture just now): Besides the above, you can also eat some fruits, vegetables and sweet potatoes for breakfast. On some special days, we will have some special breakfasts, which we can eat on the Dragon Boat Festival. ...

Young man: Zongzi

Teacher: What about Tomb-Sweeping Day?

Young: Youth League.

Stick the picture on blackboard A to penetrate the concept of healthy breakfast, such as adding pictures of sweet potatoes and corn. )

Third, look for problems-gradually develop healthy breakfast habits.

According to the actual problem of children's breakfast, make up two situational performances to encourage children to solve the problem together.

1, Scene 1: Refuse to eat boiled eggs (omitted)

2. Scene 2: Eat only bread and milk every day, and the baby is tired of eating. (omitted)

Summary: It turns out that eating breakfast has a lot of knowledge. We should not only eat everything, but also eat in a different way, both wet and dry, in order to eat delicious and healthy food. Reproduce the problems that parents often encounter in their lives in the form of situational performances, and ask children to help them solve them. The three links of this activity are irreversible in logical order. Only by understanding the connotation of mom and dad thinking about the baby's health can we use our own experience to solve mom and dad's distress. )

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

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

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

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 bird in the sky, a fish in the water, or a chicken on the ground.

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

What do you like for breakfast? "2 Activity objectives

1. Pay attention to your breakfast and gradually develop healthy breakfast habits.

2. Be able to express your thoughts with words like "maybe", "or".

Activities to be prepared

All kinds of breakfast pictures, ppt, drawing paper, watercolor pen.

Activity process

First, look and say-know your breakfast.

1。 Communication: What did you have for breakfast today?

Main question: Can you tell us what you had for breakfast today?

2. Thinking: What will happen if you don't eat breakfast?

Teacher: Children, did anyone miss breakfast this morning?

Teacher: What will happen if you don't eat breakfast? I'm dizzy with hunger. My stomach is uncomfortable, and my stomach will purr. Oh, that's the sound you make when you are hungry. When the teacher takes us to play, we have no strength. Will faint in ten minutes. ……)

Teacher: Yes, skipping breakfast will make us weak and affect our health.

Review: What did we have for breakfast?

Transition: We eat breakfast every day, and breakfast is different. Let's see which breakfasts we have had.

(1) The teacher pointed to the picture and the children read it in turn. Such as: bread, eggs, buns, porridge, milk, noodles and so on.

(2) Teacher: What do you like best for breakfast? Why?

Summary: We all like different breakfasts.

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 teacher brought a story. The name of the story is "breakfast, what do you like to eat".

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

Teacher: If you like fish for breakfast, then who are you?

Teacher: If you like fish for breakfast, then you may be a cat. Teacher: If you like everything for breakfast, who would it be?

Teacher: If he likes everything for breakfast, then he may be a monster, (ha, just kidding)) or a healthy child.

Tell me about your feelings: What do you think of this story? What does this story tell us? Eat everything. )

Teacher: Yes, at breakfast, mother wants her baby to eat everything. After eating it, you will become healthy. Mother's greatest wish is the healthy growth of her baby.

The teacher told the story clearly.

Teacher (pointing to the food picture just now): Besides the above, you can also eat some fruits, vegetables and sweet potatoes for breakfast. On some special days, we will have some special breakfasts. We can eat them on the Dragon Boat Festival ... (Zongzi) Teacher: What about Tomb-Sweeping Day? Youth League.

Third, parent-child cooperation-draw a rich and nutritious breakfast.

Summary: It turns out that eating breakfast has a lot of knowledge. We should not only eat everything, but also eat in various ways. Only by combining dry and wet can we eat delicious and healthy food.

Attachment: The story "What do you like for breakfast?"

Breakfast, if you like fish, then-you may be a cat.

Breakfast, if you like bones, then-you may be a dog.

Breakfast, if you like peanuts, then-you may be a mouse.

Breakfast, if you like carrots, then-you may be a rabbit.

Breakfast, if you like bananas, then-you may be a monkey.

Breakfast, if you like eating grass, then-you may be a cow, a sheep, a horse or an elephant.

Breakfast, if you like bread, eggs, milk ... eat everything, then-you may be a baby.

Then you may be a monster or a healthy child.

What do you like for breakfast? "3 teaching objectives:

1. Pay attention to your breakfast and gradually develop healthy breakfast habits.

2. Be able to use "possibility" and "or" to express your ideas.

3, help children understand the body structure, which is helpful for future growth.

Understand that more exercise is good for your health.

Teaching preparation:

Experience preparation: an investigation of children's early breakfast

Material preparation: painting of various breakfasts; Teachers and students made a book, Breakfast, what do you like to eat? 》; Presentation document

Teaching process:

First, look and say-know your breakfast.

1, exchange what they had for breakfast.

2. Main question: What do you like best for breakfast? . Why?

(Show drawing paper while talking)

Summary: We all like different breakfasts.

Second, guess-understand the story "What do you like to eat for breakfast? 》

1. Look at the picture and guess.

The sentence feels: "It may be …, it may be …" "Or …"

Tell me about your feelings: What do you think of this story?

The teacher told the story clearly.

Conclusion: We can eat in different ways, so that we can eat delicious food.

Third, look for problems-know some habits of healthy breakfast.

1, through the performance of the scene, find the problems existing in the breakfast of the children in this class.

2. Find a solution through communication.

Summary: there is a lot of knowledge in eating breakfast. We can not only eat in different ways, but also sit down quietly to eat, so as to eat delicious and healthy food.

Activity reflection:

Activities in the guessing session provide children with more room for imagination and creation. Children's usual knowledge accumulation and storage is very important, especially in language classes. Let the children talk freely and guess who likes these breakfasts. Most children can use the sentence pattern "Maybe ……" to answer questions. Children actively use their imagination and boldly elaborate. Children want to say, dare to express, and the preset goal of the activity is basically achieved.

What do you like for breakfast? "Four activity objectives

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:

Young children: eggs

Teacher: What shape is it?

Children: oval.

Teacher: Drinking milk is the best calcium supplement. There are sweet and salty cakes. What flavor do you like to eat? Old tofu fritters are really comfortable to eat dry and wet (the child said that the teacher gave 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.