As a teacher, writing lesson plans is essential. With the help of lesson plans, you can effectively improve your teaching ability. How to highlight the key points of the lesson plan? Below is the health lesson plan "What do you like to eat for breakfast?" that I compiled for middle class students. You are welcome to share it. Health lesson plan for middle class "Breakfast, what do you like to eat?" 1
Activity design
In the morning of kindergarten, we often see children who come to the kindergarten to eat with breakfast. Looking at parents who rush to feed their children breakfast while walking, everyone knows the importance of breakfast. There are fewer and fewer children who skip breakfast, but the scientific nature of breakfast consumption is often an important factor in ensuring health. Through a small survey, I found that the children and parents in my class are indeed troubled by breakfast issues. The main highlights are: children do not like to eat hard-boiled eggs, have some partial eclipses, are not satisfied with the breakfast mix, and often have to eat breakfast in the car.
This activity starts from a story, from food speculation to corresponding animals, from a single answer to multiple answers, and in the jump of thinking, it arouses the interest of middle class children in breakfast. The subsequent scene performances are to reproduce the real problems he has experienced. Choosing situational performances is more contagious than straightforward questions or preaching. With the help of peers, some sciences such as "eating in different ways" and "eating with wet and dry foods" can be improved. breakfast method. This is a collective teaching activity based on the children’s breakfast problem. The family is the main place to correct the problem. Teachers can choose to conduct this activity during the parent open day, which will achieve twice the result with half the effort.
Activity goals
1. Pay attention to your breakfast situation and gradually develop healthy breakfast habits.
2. Be able to express your thoughts using words such as "maybe" and "or".
Activity preparation
1. Various breakfast pictures drawn by children;
2. Homemade flip-book "Breakfast, what do you like to eat?" 》
3. Two blackboards AB and magnets;
4. Performance props: table, chairs, bowls, eggs, bread, milk (can be real objects or simulated toys) < /p>
Activity process
1. Look and talk - understand your own breakfast situation
1. Communication: What did everyone eat for breakfast today.
Main question: Can you tell everyone what you had for breakfast today?
(In this link, children should be allowed to fully mobilize their original experience about "breakfast". Through communication, the teacher can understand 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, is there anyone who hasn’t had breakfast this morning?
Young: No.
Teacher: What will happen if you don’t eat breakfast?
Young: I fainted from hunger.
Young: The stomach is uncomfortable and the stomach will growl.
Teacher: Oh, that’s the sound it makes when it’s very hungry.
Young: If the teacher takes us to play, he will have no energy.
Young: You will faint in ten minutes.
……
Teacher: Yes, skipping breakfast will make us weak and affect our health.
(With responses and questioning, the children’s breakfast experience was gradually sorted out, and their understanding of the importance of breakfast became clearer.)
3. Review: We all eat breakfast What happened?
Transitional language: We eat breakfast every day and eat different breakfasts. Let’s take a look at which breakfasts we have eaten.
(1) Show the different breakfast pictures drawn by children on blackboard A and ask children to browse quickly.
(2) The teacher clicks on the picture and the children read the picture in turn. Such as: bread, eggs, steamed buns, porridge, milk, noodles, etc.
(The picture of breakfast is drawn based on preliminary surveys and children’s life experience, which can appropriately highlight local eating habits.)
2. Guess and tell - understand everything Everyone has to eat.
1. Game: Fanfanle
Transition language: Today the teacher brought a story. The name of the story is "What do you like to eat for breakfast".
Teachers and children play a game of fan music together, and guess who will have breakfast based on the food on the plate. Sentence pattern experience: "It could be..., it could be..."
Teacher: If it likes to eat fish for breakfast, then what could it be?
Young: fish.
Teacher: The big fish eats the small fish? It's possible.
Young: cat.
Teacher: If it likes to eat fish for breakfast, then it may be a cat. (Teacher’s answer after opening the page of pictures)
(Dogs, rabbits and other animals appear in the same way)
Teacher: If he likes to eat everything for breakfast, then he may Who is it?
Young: Probably a big lion
Young: Big bad wolf
Young: Many animals.
card and paste the picture on blackboard B): If he likes to eat everything for breakfast, then he may be a big monster (ha, just kidding)) or he may be a healthy child. There are many things on the plate, monster children (the teacher shows the pictures in turn, the form is similar, but the questions need to be left blank, and the children are encouraged to express their thoughts using words such as "maybe" and "or". The answers range from one animal to several animals to children, From the same kind of herbivores to three types of sea, land and air animals, from animals to big monsters to humans, there is a huge leap in thinking. It is a challenge and inspiration for young children, and it is an improvement in experience, and the game of Fanfanle also has Interesting. )
2. The teacher takes off the pictures on blackboard B, clips them into a book, and tells the story coherently. (See attachment)
Teacher: What do you think of this story? What does the story tell us?
Young: It’s fun.
Young: Horrible, with monsters.
Teacher: Is it a real monster?
Young: Mom scared him.
Teacher: What does the story tell us?
Young: I want to eat everything.
Teacher: Yes, at breakfast, the mother wants her baby to eat everything. After eating, you will become healthy. The mother’s biggest wish is that the baby will grow up healthily. big. (The story is broken down into six segments through game play. After the children understand each answer, they listen to the story completely, and then they understand the connotation and purpose of the story. Our breakfast should have everything You have to eat to be healthy)
3. Again, you have to eat everything.
Teacher (pointing to the food picture just now): In addition to these, breakfast is also important. You can eat some fruits, vegetables, sweet potatoes, etc. On some special days, we will also eat some special breakfasts, including Dragon Boat Festival...
Young: Zongzi
Teacher: What about Qingming Festival?
Young: Youth League.
(Post the picture on blackboard A to incorporate the concept of healthy breakfast, such as adding pictures of sweet potatoes, corn, etc.)
3. Find the problem - gradually develop a healthy breakfast Habits
Use the actual problems of children's breakfast to create two scene performances to encourage children to solve problems together.
1. Scenario 1: Reluctant to eat hard-boiled eggs (omitted)
2. Scenario 2: The baby only eats bread and milk every day, and the baby is tired of it. (omitted)
Summary: It turns out that there is a lot of knowledge in eating breakfast. We not only have to eat everything, but we also have to eat it in different ways. Only by eating wet and dry food can we eat delicious and healthy food. (Use the form of situational performances to reproduce problems that parents often encounter in life, and ask children to help solve them. The three major links of this activity are irreversible in logical sequence. Only after understanding the connotation of parents thinking about the health of their babies, can Use your own experience to solve the troubles of parents)
Attached is the story "What do you like to eat for breakfast"
If it likes to eat fish for breakfast, then it may be a fish. cat.
If it likes to eat meat and bones for breakfast, then it may be a dog.
If it likes carrot cake for breakfast, then it's probably a rabbit.
If it likes to eat grass noodles for breakfast, 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 bird in the sky, a fish in the water, or a chicken on the ground.
If he likes to eat everything for breakfast, then he may be a big monster, or he may be a healthy child. Health lesson plan for middle class "What do you like to eat for breakfast?" 2
Activity goals
1. Pay attention to your breakfast situation and gradually develop healthy breakfast habits.
2. Be able to express your thoughts using words such as "maybe" or "maybe".
Activity preparation
Various breakfast pictures, ppt, drawing paper, and watercolor pens.
Activity process
1. Look and talk - understand the situation of your breakfast.
1. Communication: Today, what did everyone eat for breakfast?
Main question: Can you tell everyone what you had for breakfast today?
2. Thinking: What will happen if you don’t eat breakfast?
Teacher: Children, is there anyone who hasn’t had breakfast this morning?
Teacher: What will happen if you don’t eat breakfast? (Hungry and fainted. His stomach is uncomfortable and his stomach will growl. Oh, that’s the sound he makes when he is very hungry. If the teacher takes us to play, he will have no energy. He will faint in ten minutes.… …)
Teacher: Yes, skipping breakfast will make us weak and affect our health.
3. Review: What did we eat for breakfast?
Transitional language: We eat breakfast every day and eat different breakfasts. Let’s take a look at which breakfasts we have eaten.
(1) The teacher clicks on the picture and the children read the picture in turn. Such as: bread, eggs, steamed buns, porridge, milk, noodles, etc.
(2) Teacher: What is your favorite breakfast? Why?
Summary: Our favorite breakfasts are all different.
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.
Transition language: Today the teacher brought a story, the name of the story is "What do you like to eat for breakfast".
Use the food on the plate to guess who is coming for breakfast. Sentence pattern feelings: "It could be...", it could be...", "or...".
Teacher: If you like to eat fish for breakfast, then maybe you are?
Teacher: If you like to eat fish for breakfast, then you are probably a cat (the teacher’s answer after opening the picture) (Dogs, rabbits and other animals appear in the same way) Teacher: If you have everything for breakfast. If he likes to eat, then who might he be?
Teacher: If he likes to eat everything for breakfast, then he might be a big monster (ha, just kidding)) or he might be a healthy person. Kang’s children.
2. Tell us your feelings: What do you think of this story? (What does the story tell us?)
Teacher: Yes, at breakfast, the mother wants her baby to eat everything. After eating, you will become healthy. The mother’s biggest wish is for the baby to grow up healthily.
< p> 3. The teacher tells the story coherently.Teacher (pointing to the food picture just now): In addition to the above, we can also eat some fruits, vegetables, sweet potatoes, etc. for breakfast. On some special days, we We will also eat some special breakfast, which can be eaten during the Dragon Boat Festival... (Zongzi) Teacher: What about Qingming Festival?
3. Parent-child cooperation - draw a nutritious breakfast.
Summary: It turns out that there is a lot of knowledge in eating breakfast. We not only have to eat everything, but we also have to eat it in different ways. Only by eating a combination of dry and wet food can we eat delicious and healthy food.
Attachment: Story "What do you like to eat for breakfast"
Breakfast, if you like fish, then - you may be a cat.
Breakfast, if. If you like to eat bones, then - you may be a dog.
If you like to eat peanuts, then - you may be a mouse.
If. If you like to eat carrots, then - you may be a rabbit.
If you like to eat bananas, then - you may be a monkey. If you like to eat green grass, then - you may be a cow, a sheep, a horse, or an elephant.
For breakfast, if you like to eat bread and eggs. And milk... I like to eat everything, then - you may be a baby.
Then you may be a big monster, or you may be a healthy child. "What do you like to eat for breakfast?" 3
Teaching objectives:
1. Pay attention to your breakfast situation and gradually develop healthy breakfast habits.
2. Be able to use "maybe" and "or" to express your thoughts.
3. Help children understand the structure of the body, which will be helpful for future growth.
4. Understand that more exercise is good for the body.
Teaching preparation:
Experience preparation: An early investigation of children’s breakfast situation
Material preparation: paintings of various breakfasts; teacher-student self-made book "Breakfast" , what do you like to eat?"; PPT
Teaching process:
1. Look and talk - understand your own breakfast situation
1. Communicate with each other What did you have for breakfast?
2. Main question: What is your favorite breakfast? Why?
(Show the drawing paper while talking)
Summary: Our favorite breakfasts are all different.
2. Guess and tell - understand the story "What do you like to eat for breakfast?"
1. Guess and tell while looking at the picture
Sentence pattern feelings: "It could be..., it could be..." "Or..."
2. Talk about your own feelings: What do you think of this story?
3. The teacher tells the story coherently.
Summary: We can eat in different ways so that we can eat delicious food.
3. Find problems - learn about some healthy breakfast habits
1. Through situational performances, discover problems in the breakfast of the children in this class.
2. Find solutions through communication.
Default summary: It turns out that there is a lot of knowledge in eating breakfast. We can not only eat it in different ways, but also sit down and eat peacefully, so that we can eat delicious and healthy food.
Reflection on the activity:
The activity provides children with a larger space for imagination and creation in the guessing process. 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 use the sentence pattern of "Maybe..." In answering the questions raised, the children actively used their imagination and boldly elaborated. The children all wanted to say something and dared to express themselves. The preset goals of the activity were basically achieved. Health lesson plan for middle class "What do you like to eat for breakfast?" 4
Activity goals
1. Understand the content of the story and know the truth that eating everything can be healthy.
2. Be able to use the "if...maybe..." sentence pattern to express your thoughts.
3. In group reading, experience the joy of reading self-made books.
Activity preparation
Experience preparation: An early investigation of children’s breakfast situation was conducted.
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... maybe..."
Activity process
1. Look and talk - understand your breakfast situation
< p> 1. Exchange what each of them had for breakfast.(1) Main question: Children, do you eat breakfast every morning? What have you eaten? Questions 3-4
Default answer:
Child: Egg
Teacher: What shape is it?
Children: Oval.
Teacher: Drinking milk is the best way to supplement calcium. There are sweet and salty cakes, which one do you like? The old tofu fried dough sticks, whether dry or wet, are really comfortable to eat (the children said that a teacher gave timely response and affirmation)
(2) Teacher: "The babies have eaten so many kinds of breakfast, let's take a look Is it these!” (Show the breakfast pictures to identify them one by one)
“Bread” “Milk” (we drink it every day) “Fried dough sticks” “Pancakes” (someone said they had eaten it just now) “Eggs” "Noodles" "Porridge" "Pancakes" (scallion pancakes) Xiaolongbao (what kind of stuffing have you eaten) (vegetable stuffing, vegetable stuffing, meat stuffing, meat stuffing, vegetable stuffing, vegetable stuffing)
Summary: There are so many varieties of steamed buns. It seems that everyone has different tastes and likes to eat different steamed bun fillings
2. Guess and tell - understand the content of the story and know The principle of eating everything.
1. Guess and tell while looking at the pictures.
Transition 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 look at it."
Use the food on the plate to guess who is coming for breakfast. Sentence pattern feelings: "It could be...", it could be...", "or...".
Teacher: If it likes to eat meat and bones for breakfast, then what could it be? (dog)
Tip: Tell me with "maybe" when guessing?
We are about to turn over the answer. The game of turning over the answer is about to begin. Can we turn it over or not? Let's say "turn over and over" together
Teacher: If it likes to eat meat and bones for breakfast, then it may be... a lot of dogs? (The teacher's answer after opening the picture page, And paste the picture 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. What if he likes to eat fish for breakfast? Let’s talk about it together and tell me if it is possible.
If It likes to eat fish for breakfast, so it may 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 to eat carrot cake for breakfast, it may be a rabbit (who can tell me the possibility? Let’s talk about it together)
If it likes to eat grass noodles for breakfast, it may be a sheep, it may be A cow, a horse, or a camel (How can you 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? If it loves to eat everything, it may be a big monster (ha, just kidding)) or it may be a healthy child.
2. Talk about your own feelings: Haha, my story ends here. 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 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"
Mom will give it to you every day. The baby is telling this story. What 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! 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 is the truth behind the story?
Children: 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.
4. Ask the children to tell their own stories. 1. Tell the story in groups to deepen the children's use of sentence patterns. .
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...may...". (The teacher points to the cover) Tell the story together (tell the story again in the form of group speaking and grouping) and give timely evaluation
2. Experience the joy of reading in the form of question and answer
Now. Let’s have a more fun one. How to play? Girls will ask, and boys will answer. Girls must see which page Momo has turned before they can ask, and boys must answer in complete sentences to be polite. . Let’s talk about the topic together.
5. Conclusion
Today we not only listened to an interesting story, but also understood the principle of eating everything. It is placed in the book 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 and ask you to match the most nutritious breakfast recipes for the week. And also want to talk about why?
Attached is 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. < /p>
If it likes to eat fish for breakfast, then it is probably a cat.
If it likes to eat carrot cake for breakfast, then it is probably a rabbit.
If it likes to eat grass noodles for breakfast, 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.