What do you like to eat for breakfast? "1 activity goal
1, pay attention to your breakfast and gradually develop healthy breakfast habits.
2. Be able to use words such as "possible" "or" to express your ideas.
Activities to prepare
All kinds of breakfast pictures, ppt, drawing paper, a watercolor pen.
Activity process
First, look and talk-know about your breakfast.
1。 Exchange: What did you eat 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, has anyone not had 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're hungry. If the teacher takes us to play, he will have no strength. Will faint in ten minutes. ……）
Teacher: Yes, skipping breakfast will make us weak and affect our health.
3. Review: What have we eaten for breakfast?
Transition: We eat breakfast every day and have different breakfasts. Let's see which breakfasts we have had.
(1) The teacher points at the pictures and the children read them in turn. Such as: bread, eggs, buns, porridge, milk, noodles and so on.
(2) Teacher: What do you like best for breakfast? Why?
Summary: Our favorite breakfasts are all different.
Second, guess and tell me-understand the content of the story and know the truth of eating everything.
1, look at the pictures 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 you may be?
Teacher: If you like fish for breakfast, then you may be a cat. Teacher: If you like everything for breakfast, who could it be?
Teacher: If he likes everything for breakfast, then he may be a monster, (ha, joking)) or a healthy child.
2. Tell me about your feelings: What do you think of this story? What does the story tell us? Eat everything. )
Teacher: Yes, at breakfast, mother wants her baby to eat everything. After eating, you will become healthy. Mother's greatest wish is that the baby will grow up healthily.
3. The teacher tells the story coherently.
Teacher (pointing to the food picture just now): In addition to the above, you can also eat some fruits, vegetables, sweet potatoes and so on for breakfast. On some special days, we will have some special breakfasts, and 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 not only have to eat everything, but also eat it in a variety of ways. Only by combining dry and wet can we eat delicious and healthy food.
Attachment: The story "What do you like to eat for breakfast?"
Breakfast, if you like fish, then-you may be a cat.
Breakfast, if you like bones, then-you may be a dog.
For breakfast, if you like peanuts, then-you may be a mouse.
For breakfast, if you like carrots, then-you may be a rabbit.
Breakfast, if you like bananas, then-you may be a monkey.
For 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 and milk … everything, then-you may be a baby.
Then you may be a monster or a healthy child.
What do you like to eat for breakfast? "Article 2 Activity objectives
1.Can reasonably guess the matching relationship between food and animals in connection with existing life experience.
2. On the basis of collective reading, try to use "if, maybe" to learn the corresponding sentence patterns.
3. Know the importance of breakfast and like it.
Activities to prepare
1.Teaching aid preparation: PPT for picture books, dried fish and bone pictures.
2. Preparation of school tools: a number of pictures of small animals (more than the number of children); There are several plates with pictures of peanuts, carrots, bananas, honey, grass, insects and so on (equivalent to the number of children); Have a picture book in hand.
3. venue arrangement: picture books are placed on the tables on both sides; On the back table, there are plates with food on them and baskets with pictures of small animals. Children sit in the middle of the activity room in a semicircle.
Activity process
1.Contact life, talk import
(1) Teacher: Did you have breakfast this morning? What happens if you don't eat?
(2) Teacher: It turns out that breakfast is so important. So what did you eat?
(3) Teacher: Children all have their favorite breakfasts, and small animals also have their favorite breakfasts. Today, let's find and guess what they like to eat.
2. Walk into the picture book and follow the sentence pattern of "If …… then ……"
(1) Instructor tells PPT 1.
1 ①PPT shows dried fish: Look, what is this breakfast? Guess, who might like this breakfast?
2 ②PPT shows the kitten picture: Who likes fish for breakfast like this kitten?
(3) The teacher told the children with raised hands in a standardized language while holding a picture of dried fish: "Breakfast, if you like fish, then-you may be a cat." Kittens who like to eat fish, eat the fish quickly
(2) Children participate in telling PPT2.
1 ①PPT shows the bone map: The first breakfast is finished, what is the second one?
Teacher: Do you like to eat bones? Who else likes eating bones?
After the children answer, the teacher says the first half of the sentence (let the children try to say the second half, paying attention to highlighting "if, maybe". )
3 ③PPT shows the puppy picture, affirms the child's guess, and then tells the complete sentence together with the teacher and the child. When telling the story, the teacher also interacts with children who love to eat bones with pictures of bones, and reminds them to "eat" bones.
This is the second breakfast. What is the third breakfast? Show PPT.
Teacher: Have you ever eaten peanuts? After the children answer, the teacher says the first half sentence, so that children can try to say the second half sentence, paying attention to highlighting "if, maybe".
3. Game operation, independent narration
(1)PPT3 shows carrots, bananas, honey, grass and bugs. Pictures: kittens and puppies are full. There's still a lot of breakfast here. Who wants to eat it?
(2) Teacher: These breakfasts are on the table at the back. Now, please ask the children to choose breakfast for the small animals. Everyone chooses a breakfast first, think about what small animals might like to eat this breakfast, and then find a picture of this small animal and paste it on the back of the plate.
(3) Children play and operate. After you finish, you can talk to your good friend on the side about what you chose and ask him to guess what animal's breakfast might be.
(4) Name the child to tell the breakfast he chose, and then the teacher will say the first half sentence with "breakfast, if-",and ask other children to guess and tell the second half sentence with "then, you may-",and then ask the child to show the opposite answer after guessing; After repeating it for 2~3 times, please try to tell the whole story by individual children.
(5) Take insects as an example, let children initially perceive the complex sentence pattern of "maybe … maybe … maybe".
4. Appreciate picture books and read them deeply
(1) Click PPT, and teachers and children will read the second half of the picture book together. Teachers pay attention to gradually withdraw from reading, until children can completely tell it by themselves.
(2) Show PPT 10: Gee, here's another breakfast. Let's see what it is. Whose breakfast could this be?
(3) Teacher: Did the children guess right? How does he eat breakfast? The answer lies in the book "Breakfast, What do you like to eat" (show PPT11-cover). Let's go to the book and find out these secrets together!
(4) Children move the chair to the position where there is a book at the table, and read the picture book deeply with questions.
What do you like to eat for breakfast? "Article 4 Activity objectives:
1, can know the food that animals like to eat.
2. Learn the sentence pattern of "breakfast, if you …… then ……" and express yourself clearly.
3, pay attention to breakfast, know that eating breakfast is very important.
Activity preparation:
Breakfast food pictures, all kinds of animal pictures, courseware, etc.
Activity process:
1, take a look and circle your favorite breakfast.
(1) Give each child a piece of paper with various foods on it and circle their favorite breakfast.
(2) Ask a few children to introduce their favorite breakfast and say why they like this breakfast.
2. Debate and find out what kind of small animals like to eat for breakfast.
(1) The teacher shows pictures of various animals' food, and asks the children to discuss which small animals like to eat these foods together.
(2) The teacher shows the sentence: Breakfast, if you-then-the teacher and the children read it several times. The teacher showed the picture of the cat and posted it under the first horizontal line. Ask children: What do cats like to eat? The teacher puts the picture of the fish under the second horizontal line. Children and teachers read this sentence together. For breakfast, if you like fish, then you may be a cat.
(3) The teacher took out many pictures of animals and food. Ask children to find out what kind of animals like to eat what kind of food, and stick it under the corresponding horizontal line, and let children read this sentence.
(4) In the same way, paste the corresponding pictures of children under the horizontal line in turn, and finally the teacher leads the children to familiarize themselves with the poems.
3. Help children to get familiar with this poem through games.
(1) Teachers and children each have a group of pictures of animals and food. Teachers cite the corresponding pictures and say the first half of the sentence, and children also cite the corresponding pictures to say the second half of the sentence.
(2) Ask three children to be a group. One child takes out a picture to say the first half of the sentence, and the other two children take out the corresponding pictures to say the second half of the sentence, which is faster than the competition to see who the next two children react.
4. Teachers talk with children and know that it is very important to have a good breakfast.
(1) Show the slides (breakfast pictures) and enjoy the collocation of breakfast. Tell young children: breakfast should be well matched and nutrition should be taken in many ways.
(2) Did any children miss breakfast in the morning? What's it like? Tell children: if you don't eat breakfast for a long time, you will get sick easily, which is very unfavorable to your health.
(3) Summary: Our children should not only eat breakfast, but also eat nutritious breakfast, so that our bodies can get better and better.
What do you like to eat for breakfast? "Article 5 Activity objectives
1. Germinate the consciousness of eating a good breakfast.
2. Know that eating a good breakfast is very important.
3. Learn the children's song "What do you like for breakfast".
Activities to prepare
Courseware preparation: audio and accompaniment of children's songs "What do you like for breakfast"; What do you like for breakfast?
Activity process
A talk leads to contact with children's life experience to stimulate interest in activities
What did you have for breakfast today?
-What's your favorite breakfast?
Second, guide children to learn sentence patterns and initially feel the content of children's songs
-What might small animals like for breakfast? Look at what's in the picture.
If you like fish/bones/peanuts/carrots/peaches/grass/milk, eggs and bread for breakfast, who might you be?
Play audio/accompaniment and pictures to encourage children to learn to read children's songs
1. Play the audio and pictures of children's songs for the first time. Please listen to children's songs.
2. Play the audio and pictures of children's songs for the second time to encourage children to read children's songs in a low voice.
3. Play nursery rhymes and pictures for the third to fourth time to encourage children to read nursery rhymes aloud.
Learn more about the types of breakfast and know that eating a good breakfast is very important.
Besides bread, milk and eggs, what else can we eat for breakfast?
What will happen to us if we don't have breakfast?
What do you like to eat for breakfast? "Article 6 Design Intention:
In the morning of kindergarten, children who come to the garden to eat breakfast are often seen, and parents who feed their children breakfast while walking are also met. Everyone knows the importance of breakfast, and fewer and fewer children skip breakfast, but many parents and children don't know how to eat a healthy and reasonable breakfast. Sometimes, in the morning check-up, I even see children who take a few biscuits for breakfast, as well as steamed stuffed buns that only eat skin and don't eat stuffing, and don't eat boiled eggs, etc., and some are partial to food.
This activity starts from a story, from food speculation to corresponding animals, from single answer to multiple answers, and in the leap of thinking, it causes middle school children to be interested in breakfast.
Activity objectives:
1. Pay attention to your breakfast and gradually develop healthy breakfast habits.
2. Be able to use words such as "possible", "or" to express your ideas.
3. Cultivate the good qualities of daring to think and do, being diligent and being willing to learn.
4. Promote the coordinated development of children's innovative thinking and movements.
Activity preparation:
PPT (various breakfast pictures), self-made flip book "Breakfast, What do you like to eat?"
Activity process:
First, look and talk-know about your breakfast.
1. Communication: What did you have for breakfast?
Main question: Can you tell us what you had for breakfast today?
2. Thinking: What will happen if you don't eat breakfast?
3. Review: What have we had for breakfast?
Transition: We eat breakfast every day and have different breakfasts. Let's see which breakfasts we have had.
(1) Show different breakfast pictures on PPT for children to browse.
(2) Teachers point to the pictures and children read them in turn. Such as: bread, steamed buns, milk, noodles, etc.
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"
Children and children play flip games together and guess who will have breakfast from the food on the plate. Sentence feeling: "It may be ... or it may be ..."
2. The teacher takes down the picture on the blackboard, turns it into a book, and tells the story coherently.
Teacher: What do you think of this story? What does the story tell us?
Children express themselves freely.
Summary: Yes, mother wants her baby to eat everything at breakfast. After eating, you will become healthy. Mother's greatest wish is that you grow up healthily.
3. Re-emphasize that you should eat everything: (referring to the picture just now) In addition to eating these, you can also eat some fruits and vegetables for breakfast (you can add pictures such as sweet potatoes and corn to infiltrate the concept of healthy breakfast for children). On some special days, we will have some special breakfasts, and we can eat them on the Dragon Boat Festival ... Child: Zongzi Master: What about Tomb-Sweeping Day?
Children: Clear Fruit III. Looking for problems-Gradually develop healthy breakfast habits Picture 1: Do not like boiled eggs Picture 2: Eat bread and milk every day, and the baby is tired of eating.
Summary: It turns out that there is a lot of knowledge in eating breakfast. We should not only eat everything, but also eat in a variety of ways, so that we can eat delicious and healthy food.
Teaching reflection:
Activities provide a larger imagination creation space for children in the guessing session. Children's usual knowledge accumulation and storage is very important, especially in language classes. Let children talk freely and guess who likes these breakfasts actively. Most children can answer the questions with the sentence pattern of "maybe ...". Children actively use their imagination and boldly elaborate. Children want to say and dare to express, and the preset goals of the activities are basically achieved.
What do you like to eat for breakfast? "Article 7 Activity objectives:
1. Say "breakfast, if you like to eat …, then you may be …".
2. Understand the picture book in the process of guessing, talking and playing.
3. Participate in activities happily and experience the happiness of activities.
4. On the basis of careful observation of pictures, encourage children to boldly tell the general plot of picture books.
5. Understand the content of picture books and enrich related vocabulary.
Activity preparation:
1.PPT
2. Some pictures of birds, chickens, bears, frogs, squirrels and monkeys.
3. A number of plates with pictures of bugs, peaches, honey and pinecones.
Activity process:
First, the introduction of conversation, children boldly tell their favorite breakfast.
1. Have you all had breakfast today, children? What do you like best for breakfast?
2. Teacher's summary: It seems that everyone has different tastes and likes different breakfasts. What do small animals like for breakfast?
Second, initially perceive the content of picture books.
(A) children guess the content of picture books, saying "breakfast, if you like to eat …, then you may be …" sentence.
1. What is this? Who likes fish best?
2. Look, what delicious breakfast is there? Whose favorite breakfast is this? Let's talk about breakfast. If you like bones, then you may be a dog. Ok, let's say it again.
3. What is this? Breakfast, if you like carrots, then you may be a rabbit. Who will say this sentence completely?
4. Hey, what good breakfast is there? Who likes eating best? Who else likes eating grass best? Who else could it be? Please tell everyone in one sentence.
(2) Fully appreciate the content of picture books.
1. Let's talk about Breakfast. What do you like to eat? 》。
2. Just now, the teacher found that many children added actions. Stand up, let's say it again completely, this time with action.
Third, transfer experience and learn imitation.
(1) Teachers show pictures of animals and breakfast.
1. The little animals were so happy after eating their favorite breakfast. However, there are still many small animals growling with hunger. But it doesn't matter, the teacher also prepared a lot of breakfast for them, you see.
2. It smells good, and the teacher is drooling. I'll choose one, too. What is this? Who likes eating best? Please say it in one sentence.
(2) Children choose their own breakfast matching animals and imitate sentences.
1. I'll ask each of you to choose a plate of breakfast later. Who likes it best? After the election, invite small animals to eat. Please say a nice word at the same time.
2. What did you choose? Who likes eating best? Please tell everyone in a nice sentence.
3. Teacher's summary: Small animals like to eat breakfast, and we children should eat it every day.
Teaching reflection:
Activities provide a larger imagination creation space for children in the guessing session. Children's usual knowledge accumulation and storage is very important, especially in language classes. Let children talk freely and guess who likes these breakfasts actively. Most children can answer the questions with the sentence pattern of "maybe ...". Children actively use their imagination and boldly elaborate. Children want to say and dare to express, and the preset goals of the activities are basically achieved.