Teachers are like gardeners in a garden, silently guarding the flowers that represent the future. High-quality lesson plans can last for many years without becoming outdated. The quantity and quality of reflective writing after lesson plans have been improved. What is the best content to write in the lesson plan? Therefore, please read the following "Excellent Open Course Lesson Plans for Language Classes in Middle Classes". I believe it will definitely be helpful to you. Excellent open lesson lesson plan for middle class language class 1

"What is he doing? (Learning verbs)" is selected from the topic 5 of the second volume of middle class language "There are many interesting things in summer", borrowed because of the hot weather in summer Say verbs to reflect the child's active characteristics. This activity is full of fun, close to children's lives, and easy to understand. Choosing objects that children can usually see to educate them not only cultivates interest but also exercises language expression and observation skills. Moreover, this game is also in line with the age characteristics of current children. The teaching material "What is He Doing? (Learning Verbs)" is selected because:

1. The pictures are simple and interesting, with vivid and prominent images, which can easily arouse children's interest in learning.

2. Drinking water, wiping sweat, eating watermelon, and turning on a fan are common things that children see in their daily lives. The actions in the pictures are easy for children to imitate and learn.

1. Guide children to look at pictures, cultivate their understanding and memory of verbs, use verbs correctly, and be able to speak complete sentences. (Key points)

2. Cultivate children’s ability to speak loudly in front of the group and develop their imagination.

3. Let children experience the fun of participating in activities and encourage children to boldly explore and discover.

4. Let children initially understand verbs and be able to speak them in a relaxed and free environment. Train children's flexibility and fluency in thinking. (Difficulty)

1. One picture each of drinking water, wiping sweat, eating watermelon, turning on the fan, ball, and clothes.

2. Verbs related to the picture and word cards related to the clothes ball.

1. Organize activities and have children take their seats

2. Conversation activities to arouse children’s interest in learning verbs:

Teacher: Hello, children! You were outside just now What have you done? How did you come to the classroom just now? (Teaching plan from: Mr. Qu.Teacher’s Teaching Plan Network.) (Let the children say they came here by running, and the teacher will show the word "running" and ask the children to learn how to run. ) elicits the verbs of walking and running to consolidate children’s understanding of verbs.

Teacher: The children ran very well. Now sit down in your seats. The children were running just now. Are they tired?

Children: Tired or not.

Teacher: Yes, but today there is a child who is running and playing football in the sun. Do you think it’s hot?

Child: It’s hot!

Teacher: So what do you think he will do if he comes home? (Show the topic "What is he doing" to learn verbs) Children make bold guesses.

3. Look at the picture and say, what is he doing?

1. The teacher shows the picture: drinking water, wiping sweat, eating watermelon, turning on the fan. (Children perform actions while reading)

(1) Guide children to look at the pictures and talk about them to find the verbs: drink, wipe, eat, open.

(2) Ask several children to paste the verbs corresponding to the pictures under the pictures. (The teacher shows the card directly).

(3) Read it to all the children.

(4) Ask several children to use verbs correctly to form words.

2. The teacher shows the verb eat and asks: Eat, besides eating watermelon, what else can you eat? By analogy, let the children use drink, wipe, eat, and open to form words to practice speaking.

3. On this basis, expand children’s thinking, develop children’s imagination, and guide children to learn to use verbs correctly and form words.

Teacher: Just now, the children said it very well. For this reason, the teacher is rewarding you with a picture, okay?

Children: Okay!

( 1) Show pictures, clothes and word cards.

The teacher guides the children: Where did your clothes come from? Did you buy them? We should cherish such beautiful clothes and guide the children to form words: wear clothes, hang clothes, collect clothes, fold clothes. .....

All children read it once.

Teacher: What the children said just now is really good. Do you want to play games? Children, yes.

IV. Game Activities

1. Guide children to say verbs while playing in a relaxed and free environment.

(1) The teacher showed the ball and asked: What is this? What does the ball look like? How can it be played? Let’s see who can play the most tricks. Remind young children not to touch other people.

(2) Ask the child to perform playing with a ball and ask: What is he doing? (The child says the verb)

2. Further learn verbs.

(1) Ask the children to say the verbs and perform the actions.

(2) The teacher takes the ball and asks the children: How did they play just now? (The children tell and perform)

(3) (The teacher makes the actions and the children say the verbs) The teacher tells the children Description Words that express actions are called verbs.

3. Children self-evaluate their performance in this lesson.

4. The rhythm of "I'm Really Good" ends.

V. Summary

Today we learned a lot of verbs. Because the children performed very well, the teacher also wants to give you new gifts, but you must answer the teacher’s questions first. Question, (show the balloon children to observe) Do you know what makes the balloons inflate? ,,,,,,,,ok, now we take the teacher’s gift and go outside to play and see what kinds of ways to play with balloons. The teacher organized the children to line up and walk out of the classroom. (Pay attention to safety)

Activity extension

1. Guide children to observe balloons and ask new questions: What makes the balloons puff up?

2. Use your usual time to ask parents to ask children to correctly use verbs to form words and sentences in daily life.

6. Penetrate society in various fields: enable children to master simple human actions and hobbies, and deepen their understanding of verbs.

7. Integration into life enables children to experience various actions in their daily lives. Such as playing ball, dancing, and eating together.

8. Permeate the environment. Put various small pictures and word cards in the language area, so that children can learn verbs, form words, and say sentences by looking at the pictures. Excellent Open Course Lesson Plan for Middle Class Language Class Part 2

1. Combine the pictures to understand the content of the story and understand the truth contained in the story.

2. Guide children to try to make up an ending to the story.

A copy of "Snail Drawing Trees" ppT.

1. Show pictures to arouse children’s interest

1. Teacher: There is a picture here. Please look carefully at the big tree in the picture. What do you find strange about it?

2. Teacher: Why does this tree have no color? Children, do you want to know? Teacher, here, I have a very interesting story to tell you. Please raise your hand. Listen carefully with your little ears, and you will know why after listening.

2. Listen to the story and understand the content of the story

1. Listen to the story completely and understand the content of the story.

Teacher: I have finished telling my story. Who can tell me what the name of this story is, what it tells, and why the little snail’s big tree has no color?

2. Combine the courseware, tell the story, and understand the truth contained in the story.

Teacher: Now let the children look at the picture and listen to the teacher tell the story again.

3. Guide children to tell the truth contained in the story.

Teacher: Children, the little snail in the story painted a big tree. He painted and painted and painted. When the painting was damaged, he wiped it. He wiped it and painted it again. The snail painted day after day. There was never a painting. Have given up.

Do you like this little snail? Why?

In our lives, there are many children who are impatient in doing things. (Teaching plan from: Teaching Plan Network) Give up without success once, so what should we do? How about learning from this little snail?

3. Guide children to try to write an ending for the continuation of the story

1. Guide the children to discuss in groups to write an ending for the continuation of the story

Teacher: The little snail said that I will draw a big tree with many leaves next year. The second year is here, has the little snail’s wish come true?

Ask each group of children to discuss with your peers. Provide an ending to this story.

2. The teacher guides the discussion of each group of children.

3. Invite children to come on stage to share the ending of the story.

Teacher: The children in each group had a heated discussion just now. Now I ask each group to send a representative to the stage to discuss the ending of the story that your group will continue to write.

4. The teacher comments on the ending of the children’s continued story.

Extended activities:

Draw a complete tree for the little snail.

Attached story: Snail Painting Trees

Beautiful autumn is here, and Snail goes out to paint trees. What a big tree, with so many leaves that I can’t even count them.

The snail spread the paper on the yellow grass, and painted, and painted, and painted. If the painting was damaged, it was wiped, and it was wiped and painted again. The snail painted day after day. One day it’s time to color, ah! The leaves on the tree fell one by one, and the snail cried anxiously.

The children in the woods came and advised the snail: Don’t cry, new leaves will grow next year.

The little snail is gone. Next year, he will draw a big tree with many leaves. Excellent open class lesson plan for middle class language class 3

Activity name: Happy things during the Spring Festival

Activity goals:

1. Be willing to tell what you have experienced during the Spring Festival Or tell others about your experiences.

2. Ability to fully describe the main plot and content of the event in a more coherent language.

3. Experience the joyful atmosphere of traditional festivals.

Activity preparation:

1. Assign tasks before the winter vacation. Parents are asked to cooperate and guide children to pay attention to happy things during the Spring Festival.

2. p1 under "Language"

Activity process:

1. Discuss the activities during the Spring Festival - guide children to discuss: people during the Spring Festival What do you like to do?

--Children’s memories: What do family members or relatives and friends look like when they do these things? Think about how they would feel?

--Think about it: What is the happiest thing about you during the Spring Festival?

2. Talk about the happy things you like - Based on the children's discussion, guide the children to prepare to tell everyone about the happiest thing they did during the Spring Festival. Encourage children to tell interesting things to teachers and children.

--The teacher tells about his happy things during the Spring Festival.

--Invite children to speak independently. Teachers encourage children to boldly tell their happy stories, and guide children to tell stories from beginning to end, so that other children can understand and experience the happiness of the Spring Festival activities together.

3. Listen to their happy things 3--Organize the children to read the picture album, ask the children to observe the pictures carefully, guess what their happy things are from the pictures, and then talk about their happy things and their own happiness What a difference things make.

4. Whose happy stories are the most interesting - guide the children to discuss and talk about whose story is the most interesting.

--Ask the children to tell their reasons, such as: his happy things are interesting, he tells them well, etc.

Daily life education: In daily life, stimulate children's interest in talking and guide children to carry out group free conversation activities.

Home education: Parents are asked to cooperate and encourage children to take the initiative to tell their parents what they like.

Excellent Open Course Lesson Plans for Middle Class Language Classes Part 4

Activity goals:

1. Appreciate and understand the content of the story, understand and learn to say: furry, thin and juan words.

2. Fully experience the childishness of the story through the combination of language expression and action.

3. Understand Little Bear’s feelings and psychological changes, and know that being yourself is the best.

Activity preparation:

ppT, music

Activity process:

1. Guess the tail to stimulate children’s interest.

1. Let’s take a look and take a guess. Whose tail is this? What abilities does a monkey’s tail have?

2. What does a squirrel’s tail look like? What abilities does it have?

3. There is an animal whose tail It's short and small, and sticks tightly to the buttocks. Who could it be? It turns out to be - Little Bear: What kind of tail does Little Bear have?

2. Look at the picture and understand the story (1) Observation Tell and understand the first half of the story

1. The little bear has a short tail, which is very convenient for doing anything. What is the little bear playing? How is he playing? How do you think he is feeling? What would his mother say?

(He stood on his head, did somersaults, and rolled around. His mother praised him for doing well and applauded vigorously.)

2. The little bear went out. Who did you see? What was the fox doing? What kind of tail did the fox have? Can the little bear's tail sweep the floor? What would the little bear think?

(The little bear thought, if I also have a big fluffy tail, I can use it The tail swept the floor.) Did you hear clearly? What did the little bear think?

3. He saw the little pig again. What was the little pig doing? Why did the little pig's tail play a game of hooking? What does the piggy's tail look like? When the little bear sees it, (lesson plan from: Lesson Plan Network), what will it think? (If I also had a thin and curly tail, I could use it to play the game of hooking.)

4. Who else did the little bear see? What kind of tails do they have and what can they do? What would the little bear think? (If I also had a big and powerful tail, I could play ball with it; if I also had a long curly tail) The curly tail can be used to carry bags)

5. The little bear was so envious when he saw it, he also wanted to have a tail like this. Discussion: Let’s think of a way for Little Bear to realize his wish?

(2) Do tail exercises to understand the second half of the story

1. Little Bear thought of a clever plan --Do tail exercises. Why does the little bear do tail exercises?

(The little bear said to himself: My tail needs to be bigger and stronger.) The teacher performs the little bear’s tail exercises: curl up the tail, stretch out the tail Stretch out, the tail is long.

How did the little bear do tail exercises? (Click the picture: Grow a fox’s tail) After doing the tail exercises, how did the little bear’s tail look? Whose tail really grew? How did he feel? ?

How about we do tail exercises with the little bear? (Click on the picture: Grow a squirrel’s tail) Look, he has grown a squirrel’s tail. Who else’s tail does he want to grow? Then let’s do it again When doing tail exercises, the movements should be strong and the sound should be loud and powerful. With the help of all of us, the little bear grew the tail of a little snake and a pig. Look, how happy is the little bear? (Open his mouth from ear to ear)

2. The little bear played with his It has a long tail, how does it play? (He hugged his tail for a while, walked around with his butt and swaying his tail, and danced in circles. He was very happy.)

3. But not long after, What's wrong with Little Bear? Why he's unhappy? You'll understand after reading this.

4. Who understands? It turns out that the long tail brings a lot of inconvenience to the little bear. What are the inconveniences? What should we do? Think about how the tail grew just now?

< p>　5. Do opposite tail exercises together. How to do it? (Pinch the tail, shrink the tail, make the tail small) Has the tail returned to its original shape? Let’s do it hard.

The tail finally retracted. (Teaching plan from: Teaching Plan Network) The little bear's tail has returned to its original shape. Look, what can you play with now and what else can you do? What will the mother say to the little bear? What do you want to say to the little bear? ( ppT Mom said: This is your cute tail. Little Bear said: Yes, I like my own tail best.) Whose tail does Little Bear like best? Why? Teacher Summary: Yes, as you said, my own. The tail is the best.

3. Appreciate the story completely

1. So the name of the story is "Little Bear's Tail". Let's listen to and tell this story together.

2. Conversation: Little bears like their tails the most, so what do you like most about your body? Excellent open lesson lesson plan for middle class language classes Part 5

Activity goals:

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1. Understand the basic content of prose poetry and initially learn the use of repeated words.

2. Be familiar with the sentence patterns of prose poems, and try to perform poems in cooperation with your peers.

3. Feel the beauty of prose poetry and experience the joy of games.

4. Stimulate children’s interest in expressing and communicating boldly in front of the group.

Activity preparation:

Courseware animation "Little Bird Learns to Fly", four scene paintings, four sets of picture cards and bird headdress, etc.

Activity process:

(1) Introduction to conversation.

Can a bird fly when it hatches from an egg?

Teacher: The bird needs to grow up and practice its flying skills harder before it can fly.

(2) Understand prose poetry.

1. Finger puppet game.

Teacher: The wind blows gently, blows gently, and a little bird is learning to fly. (Teaching plan from:) The bird didn’t fly very well at first. Where did it fly?

The teacher wore a bird finger puppet and played a game of flying to the children, encouraging the children to praise the bird.

2. Observe the pictures.

Teacher: The bird’s ability to fly is getting better and better. It flies farther and farther and higher. Where did it fly this time?

Children observed the four pictures and said : Grassland, hillside, woods, sky.

3. Understand the repeated words and learn to speak poetry.

Teacher: What kind of grass (hillside, woods, sky) did the bird fly over? What did the grass (little flowers, small trees, small clouds) say to the bird? The teacher asked the children in different ways Learn four verses.

Teacher: What do these four lines of poems have in common? What do they all say to the bird?

Summary: Two words with the same word are used in the poems. There are four identical sentences, which sound neat and beautiful.

4. Appreciate the prose poem completely.

Teacher: These four lines of poetry are hidden in a prose poem. Let’s enjoy them together. You can also recite them along gently.

(3) Situational games.

1. Be familiar with the game scene.

Teacher: The little bird has flown to many places again. Where has it flown to? Who will praise it?

Children observe the scene pictures, use sentence patterns to express them completely, and communicate individually. .

2. Assign role games.

Create four scenes, and children can choose their favorite characters to play and interact in the scenes.

3. Share game experience.

Teacher: Where did the bird fly just now? How did you play with your good friends?

Teacher summary: The children performed great in the game, we all should be like the bird Study and learn skills seriously in life.

Activity extension:

Continue to compose prose poems and perform them in corner games.

Reflection on the activity:

In this activity, children are better at expressing imagination and creativity, and can boldly show various flying movements of birds. Children use the ups and downs of their arms to express the bird's flying movements, but it is not easy to express it in the movements of their feet and legs. This aspect needs to be strengthened in daily training.

Excellent Open Course Lesson Plan for Middle Class Language Class Part 6

Activity goals:

1. Understand the main plot of the story and be able to tell the content of the story boldly.

2. Experience the deep attachment between mother and child in the story.

Activity preparation:

Story courseware, soundtrack: "Ave Maria", "Praise of Love", "Midnight Light".

Activity process:

(1) Introducing the story:

1. Ask questions before appreciating: Look, who is on the picture? (The teacher introduces the name of the bear - -Kopiko)

2. Make a request: Today, we are going to enjoy the story about the little bear Kopiko, called "Every Time, Kopiko", let us listen to it together.

(2) Completely enjoy the picture story "Every Time" with soundtrack

Questions: 1. How do you feel after listening to this story?

2 .What happened in the story?

(3) Focus on appreciation in paragraphs

1. In this story, where do you feel happy and happy? Mom and How does the little bear hide and seek? (Enjoy the clip of hide-and-seek)

2. Discussion: Why does the mother always find the little bear calmly every time?

3 .What makes you feel a little scared and worried?

(Appreciate and tell the scene after the little bear ran away in the story)

4. Discussion: In the story, the little bear originally wanted to How many times did you say it each time? (Teaching plan. From: Mr. Qu. Teacher’s lesson plan website.) How many times did you say it later? Why?

(3) Play the courseware screen story:

This story is really touching. Some parts make people feel very happy, some parts make people feel a little worried and a little scared, and some parts make people feel very touching and happy. Let's enjoy this story again, or you can tell it yourself.

(5) Summary:

1. Tell me about a time when you and your mother loved each other as much as the little bear and his mother. There were also very touching and happy things. What happens?

2. Summary: No matter where the little bear goes, the mother can find him every time, because the little bear is the mother’s baby; each of our children is also the mother’s baby, so no matter Wherever we go, our mothers can always find us!

3. What day is today? Mother’s Day is our dearest mother’s day. What do you want to say to your mother? Please Draw what you want to tell your mother on a heart and take it back to your mother, okay? Excellent open lesson lesson plan for middle class language class 7

Activity goals:

1. Listening Story, understand the story, and experience the joy of a giraffe and a little turtle becoming friends.

2. Boldly express your ideas during activities.

Activity preparation: background picture; character pictures: giraffe, piglet, little turtle, big brother cow; small bell, balloon with the smiling face of the little turtle.

Activity process:

1. Introduce the name of the story and generate a suspenseful name

1. What does the giraffe look like? (Too tall) (lesson plan from: Lesson Plan (Net) What does the little turtle look like? (Too short)

2. Can the giraffe and the little turtle become friends? (Children share their thoughts)

3. In the end they Have we become friends?

2. Listen to the story and understand the story

(1) The teacher shows the background picture and character pictures, and tells the first part of the story (from the time the giraffe grew too tall to But, one is so tall and the other is so short, how can they get along with each other?

)

1. The teacher asked: Why is it difficult for giraffes to make friends?

Have the giraffes and piglets made friends? Why?

Why is it so difficult for the little turtle? Is it difficult to make friends?

Have the little turtle made friends with the big brother cow? Why?

2. Discussion: How did the giraffe and the little turtle know each other? They want to be good friends, But how can one get along with one so tall and the other so short?

(2) The teacher manipulates the pictures and tells the second part of the story (from the little turtle to the end)

Teacher: 1 , What did the little turtle say to the giraffe? (Teaching plan from: Lesson Plan Network) How did he do it?

2. How did the giraffe feel after hearing what the little turtle said? What did he say and how did he do it?

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(3) Listen to the story while looking at the pictures

Teacher: Seeing the giraffe and the little turtle becoming two good friends, one tall and one short, are you happy for them?

3. Express your own ideas

1. Guide the children to talk about the changes in mood from failure to success in making friends between the giraffe and the little turtle.

2. Talk about how you get along with your good friends. Excellent open class lesson plan for middle class language classes Part 8

Activity goals:

1. Cultivate children’s interest in exploring themselves.

2. Cultivate children’s meticulous observation ability.

3. Guide children to know that everyone’s fingerprints are different

Activity preparation:

1. Several boxes of red ink pads: white paper and some rags.

2. One magnifying glass for each person.

3. Courseware "Interesting Fingerprints"

Activity process:

1. Beginning part

1. Introduction of finger nursery rhymes

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2. Children, observe your little hands and see what you find?

2. Basic parts

(1) Print fingerprints

1. Let’s take a look. What materials are prepared on the table? Inspire the children to dip their fingers in ink pad and print their fingerprints on the paper.

2. Ask the children to talk about their findings.

(2) Observing fingerprints

1. Guide children to use a magnifying glass to observe their fingerprints and fingerprints on paper, and talk about what their fingerprints look like and what they look like?

2. Guide children to observe each other’s fingerprints and talk about the differences between each person’s fingerprints.

(3) Appreciation courseware. Show the courseware and let the children appreciate the fingerprint paintings.

(4) Understand the function of fingerprints

1. Show two typical fingerprints from teachers and guide children to observe their differences and find the characteristics of their own fingerprints.

Teacher’s summary: Everyone’s fingerprints are different and never change, so they can be used to identify people.

2. Demonstrate using fingers dipped in ink pad to touch glasses, pens, phones and other objects one by one, and ask the children to talk about what they discovered. (When our fingers come into contact with objects, they will leave fingerprints.) How does this help? (The police officer can use the fingerprints left by the criminal as evidence to catch the criminal.)

　3 .What else is it used for? The teacher showed pictures - technological products related to fingerprints to explain to the children. (.The lesson plan comes from: Kindergarten Lesson Plan Network.) Broaden the children's horizons.

4. What else has some texture like fingerprints?

(5) Fingerprint printing

1. Guide children to print fingerprints.

2. Guide children to appreciate fingerprint prints.

3. Ending

1. Summarize the classroom situation and encourage the children to tell their parents the interesting things they learned today.

2. Outdoor activities.

First introduction: Tell children a story about using fingerprints to solve crimes, arousing their interest in observing fingerprints.

Second spread fingerprints

IV. Understand the function of fingerprints

1. Show two typical fingerprints from teachers and guide children to observe their characteristics Differences, look for the characteristics of your fingerprints.

Tell young children that everyone’s fingerprints are different and never change, so they can be used to identify people.

2. Demonstrate using fingers dipped in ink pad to touch glasses, pens, phones and other objects one by one, and ask the children to talk about what they discovered. When our fingers come into contact with objects, fingerprints will be left behind.

In what way is this helpful? (The police officer can use the fingerprints left by the criminal as evidence to catch the criminal.)

3. What else is it useful for? The teacher shows the picture - -Technological products related to fingerprints are explained to children to broaden their horizons.

4. What else has some texture like fingerprints?

5. Fingerprint printing

1. Guide children to print fingerprints.

Kindergarten science lesson plan: interesting fingerprints

Purpose of the activity:

1. Cultivate children’s interest in exploring themselves.

2. Cultivate children’s meticulous observation ability.

3. Guide children to know that everyone’s fingerprints are different

Activity preparation:

1. Several boxes of red ink pads: white paper and some rags.

2. One magnifying glass for each person.

6. Preparation for teaching process activities:

1. Courseware "Interesting Fingerprints"

2. Magnifying glass, ink pad, transparent tape, watercolor pen, plasticine , rags, toddler drawing paper and markers.

Activity process:

1. Watch the animation "Detective Conan" to bring up the topic of fingerprints.

Introduction: Detective Conan found a pistol at the crime scene. Whose pistol is it? Who is the real murderer?

1. Children watch the cartoon " "Detective Conan's Fingerprints" clip.

2. Question: What helped Conan find the real murderer? (Based on the fingerprints of the third person robbed).

2. Observe fingerprints, understand the types of fingerprints, learn how to rub fingerprints, and know that everyone’s fingerprints are unique.

(1) Observe fingerprints and understand the types of fingerprints.

Introduction: So where are our fingerprints? Please point them to the teacher. (Children point out the location of fingerprints with their hands: on the first joint of each finger.)

1. Click on the fingerprint picture to appear, and use the spotlight function of the whiteboard to guide children to observe fingerprints and understand the types of fingerprints. :

① Dustpan pattern - Features: Its central texture opens to one side like a dustpan;

② Swirl pattern - Features: Its center is a closed circle , circle and circle like small whirlpools in the pond (or the shells of small snails).

Teacher: Our fingerprints generally fall into two categories, scroll patterns and skip-shaped patterns. (Spotlight observation) Carefully observe that the center of the scroll pattern is a closed circle. What does this texture look like?

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Activity process:

First introduction: Tell the children a story about using fingerprints to solve crimes, arousing their interest in observing fingerprints.

2. Expand (1) Print fingerprints. Let the children dip their fingers in the ink pad to print the fingerprints on the paper. Ask the children to talk about their findings.

(2) Observing fingerprints 1. Guide children to use a magnifying glass to observe their own fingerprints and the fingerprints on the paper, and talk about what their fingerprints look like and what they look like.

2. Guide children to observe each other’s fingerprints and talk about the differences between each person’s fingerprints.

3. Understand the function of fingerprints 1. Show two typical fingerprints from teachers and guide children to observe their differences and find the characteristics of their own fingerprints. Tell young children that everyone’s fingerprints are different and never change, so they can be used to identify people.

2. Demonstrate using fingers dipped in ink pad to touch glasses, pens, phones and other objects one by one, and ask the children to talk about what they discovered. When our fingers come into contact with objects, fingerprints will be left behind. In what ways does this help? (Police officers can use the fingerprints left by criminals as evidence to catch criminals.) 3. What else is it useful for? The teacher showed pictures - technological products related to fingerprints to explain to children and broaden their horizons.

4. What else has some texture like fingerprints?

4. Fingerprint printing 1. Guide children to print fingerprints.