How to write the lesson plan "What's for breakfast" in middle class language?

Activity goals:

1. Understand the content of the story and know the principle of eating everything to be healthy.

2. Be able to use the "if? maybe?" sentence pattern to express your thoughts.

3. Experience the joy of reading self-made books in group reading.

Teaching preparation:

Experience preparation: An investigation of children’s breakfast situation was done in the early stage.

Material preparation: large pictures of various breakfasts; self-made book "What do you like to eat for breakfast?" 》Blackboard A; B sentence pattern card "If? Possible?"

Teaching process:

1. Look and talk - understand your breakfast situation

1． Share what you had for breakfast.

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

Default answer:

Children: Egg maker: What shape? Toddlers: Oval shaped

Milk is the best way to replenish calcium

Pancakes can be sweet or salty. What kind of flavor do you like?

The old tofu fried dough sticks can be eaten dry or wet, so comfortable to eat

(Children said that a teacher gave timely response and affirmation)

(2) Teacher: " Babies have eaten so many kinds of breakfasts, let’s take a look at these!” (show pictures of breakfasts to identify them one by one)

“Bread”, “Milk” (we drink them every day), “Double Sticks” "Panzi" (someone just said they have eaten it) "Eggs" "Noodles" "Porridge" "Pancakes" (scallion pancakes) Xiao Long Bao (what kind of stuffing have you eaten) (Vegetable stuffing, vegetable stuffing, meat stuffing) , meat buns, vegetable stuffed buns, vegetable buns)

Summary: There are so many varieties of buns. It seems that everyone has different tastes and likes to eat different stuffings.

2. Guess and tell - understand the content of the story and know the reason why you must eat everything.

1. Guess and tell while looking at the pictures.

Transitional language: Today Momo is going to play a "turn over and over" game with the children. The name of the game is "What do you like to eat for breakfast". (Show the cover)

"Okay, my breakfast plate is coming, please take a look at it."

Use the food on the plate to guess who is coming for breakfast. Sentence pattern experience: "Maybe it's?", maybe it's?", "or it's?".

Teacher: If it likes to eat meat bones for breakfast, then it might be? (dog)

Tip: Tell me with "possibly" when guessing?

We are about to turn over the answers. The game of turning over and over is about to begin. Let's decide whether to turn over or not. "Turn it over"

Teacher: If it likes to eat meat and bones for breakfast, then it may be? A lot of dogs? (The teacher opened the picture and posted the answer. On the whiteboard)

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

Teacher: The breakfast plate is here again. Let’s see what it is. If breakfast is it Likes to eat fish, so maybe he does? Let’s talk about it together and use “maybe” to tell me, okay? You have learned, he can use “maybe” to tell me if he likes it for breakfast. Fish, then it could be a cat.

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

If it likes carrot cake for breakfast, it is probably a rabbit (who Can you tell me in terms of possibilities? Let’s talk about it together)

If it likes to eat grass noodles for breakfast, it might be a sheep, a cow, a horse, or a camel (what to use? Tell me? It looks different from his answer, so tell me with possibilities)

If it likes to eat bug biscuits for breakfast, it might be a chicken, it might be a duck, or it might be a bird

Teacher: If it likes to eat everything for breakfast, then who might it be?

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

2. Talk about your own feelings: Haha, that’s all for my story. Children, how do you think this story sounds? Tell me how you feel (very nice, fun, interesting, happy). The teacher bound the pictures into a book

"This story was made up by a mother herself and made it for her baby. The mother gave it to The baby tells this story in the hope that his baby will understand a truth in this story. The mother and the baby also drew the story. Look, I put their drawings together one by one and see what they have become? (Storybook, book) Introducing the cover and title

3. The teacher and the teacher tell the story "What do you like to eat for breakfast"

My mother gives it to me every day. The baby is telling this story. What kind of truth is hidden in the story? Please listen to the story again. After listening, tell the truth out loud.

If you are willing, tell it with me! Teacher and children. Tell a complete story together

Request: If the baby wants to say it, we have to tell it in the order of the story

(Random: How can people eat bugs? I want to know why How strange! Let me tell you, it contains carrot cake, grass noodles, and worm-shaped biscuits)

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

Child: Eat everything.

Teacher: Yes, mother wants her baby to know that she likes to eat everything. A mother's greatest wish is for her baby to grow up healthily.

Fourth, ask the children to tell their own stories

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

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Momo told the story with the children just now. Now I want to ask the children to tell the story themselves. Do you want to? Remember to use "if? maybe?" (Teacher points out the cover) Tell the story together (tell the story again in the form of group speaking and group speaking) and give timely evaluation

2: Experience the joy of reading in the form of question and answer

Now let’s do a more fun one , how to play? Girls ask and boys answer. Girls need to see which page Momo has turned before they can ask, and boys need to answer in complete sentences to be polite.

Five concluding remarks

Today we not only listened to an interesting story, but also understood the principle of eating everything. Then let’s go back and put it in the library area. If you are interested, you can go to the book area and talk about it yourself. Momo will also put these pictures in the corner of the area. Please come up with the most nutritious breakfast recipe for the week and tell you why?

Attachment: The story "What do you like to eat for breakfast"

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

If that's the case. If it likes fish for breakfast, then it's probably a cat.

If it likes carrot cake for breakfast, then it's probably a rabbit.

If it likes carrot cake for breakfast, it's probably a rabbit. If you eat grass noodles, then it may be a sheep, a horse, a cow, or a camel.

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

If he likes to eat everything for breakfast, then he may be a big monster, or he may be a healthy child.

Teaching reflection:

"What do you like to eat for breakfast" is a story with distinctive images, vivid and simple language, and is easy for self-study. The story has a strong rhythm and is catchy. The guessing link provides children with a larger space for imagination and creation. Children's daily knowledge accumulation and reserve are very important, especially in language classes. Let the children speak freely and actively guess who likes to eat these breakfasts. Most children can answer with the sentence pattern of "Maybe..." When asked questions, the children actively used their imagination and boldly elaborated. The children all wanted to say and dared to express. The preset goals of the activity were basically achieved. In this activity, I tried to let the children enrich the content of the story on the basis of understanding and learning the sentence structure of the story. The use of pictures and icons made the children understand it at a glance without the need for too much explanation by the teacher. In this way, the children are trying to imagine It can be done with a proactive attitude. Children gain a sense of accomplishment and are naturally motivated to learn. This form of learning is easily accepted by middle-class children, allowing them to develop their imagination and creative thinking abilities in the process of appreciating, understanding, and experiencing stories. In the third session, the children were very interested in the process of turning a painting into a book, and felt the fun of making their own books, which further promoted the goal, thus improving the effectiveness of the teaching activities.