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冀教版 六年級上冊
Lesson 3 Making Breakfast
教學目標
1．知識與技能目標：
a. 復習食物類單詞，并能使用What would you like for breakfast? I’d like ______. 來談論自己想吃的早餐，進行口語交際。
b. 能通過短文閱讀了解中西方食物的差異，并進行簡單的總結(jié)復述。
2．情感態(tài)度目標：
a. 能為父母制作簡單的早餐，或幫助父母制作早餐，做孝順的好孩子。
b. 拓展國際視野，了解不同的中西食物。
2、
3．學習策略目標：
a. 積極與同伴合作，能夠運用所學的知識與他人討論早餐。
b. 能夠在思維導圖的幫助下進行簡單的口語輸出。
教學重點
1．學習四會單詞（聽懂、會說、認讀，書寫）：breakfast, half, table, put.
2．掌握新句子（會聽、會說）：What would you like for breakfast? I’d like...
教學難點： 中西文化對比的文章理解。
教具學具 食物類單詞卡片，早餐制作食材。
教學過程
教學環(huán)節(jié)
教師活動
3、
學生活動
設計意圖
創(chuàng)設情境
激發(fā)興趣
Good morning. How are you?
Here’s a video for you.
Which meal do they have?
Let’s spell breakfast.
Today we’re going to learn lesson 3 “Making Breakfast”.
Who makes breakfast in your family?
Yes, your parents love you very much. Now you’re big kids, you can he
4、lp them. Today let’s learn to make breakfast for parents.
Watch the video.
Breakfast
b-r-e-a-k-f-a-s-t
My mother/father.
視頻內(nèi)容緊扣主題breakfast,直接把學生引到了今天的課中來。
創(chuàng)設情景，同時滲透情感教育。
以舊代新
初步感知
What food do you remember for breakfast?
T: I’ve got some food in my bag. (邊拿邊說)
Wow, deli
5、cious food. I’d like some bread. (邊說邊拿)
What would you like for breakfast?
Sandwiches are western food. Here you are.
Please ask your friend, please.
Pair work, please.
I know bread.
I know…
學生跟著一起說
I’d like a sandwich.
Thank you.
What would you like for breakfast?
I’d lik
6、e an egg.
Pair work.
Show.
在情景中回顧食物單詞，喚起學生的舊知。
以舊詞帶新句，What would you like for breakfast? I’d like ___.
課文學習
隨文理解
What would Li Ming and Jenny like for breakfast?
What would Li Ming like for breakfast?
What would Jenny like for breakfast?
Mrs. Smith is making breakfas
7、t for them.
Let’s listen and follow.
What’s this?
Look, here’s some juice.
The juice is in the fridge.
This is Jenny’s fridge.
What’s in your fridge?
Wow, you made a fridge. Wonderful.
I like your fridge. And I love the food. Can I have some food?
I’d like some brea
8、d and milk, please.
Put them on my dishes, please. Thank you.
Look, this is a dish. These are dishes.
Jenny and Li Ming put some dishes on the table.
Go on listening.
I’m Mrs. Smith. Who wants to be Li Ming / Jenny?
Let’s read.
9、
Listen, choose and write.
He’d like some bread, eggs and juice.
She’d like some milk and bread.
Listen, follow and learn.
This is the fridge.
Fridge, fridge
10、. This is the fridge.
One by one.
The juice is in the fridge.
S1: The____ is/are in the fridge.
S2: I want to show my PPT. This is a fridge. The ____is/are in the fridge. There is/are _____in the fridge.
S3: I want to show my fridge.
S3: There’s ____in the fridge. The ___is in the fridge.
11、
S3: What would you like?
S3: Here you are.
One by one.
分角色朗讀課文
Group work
Show
從課本中走到生活中，將知識與學生的生活聯(lián)系起來。
拓展場景
初步運用
選擇任務
分層展示
T: Next day is coming. I’m Mrs. Smith. (穿圍裙)
Mrs. Smith: It’s half past seven. T
12、ime for breakfast. Jenny, Li Ming, what would you like for breakfast?
Mrs. Smith: For me?
Mrs. Smith: I’d like a sandwich and some juice, please.
Mrs. Smith: Very delicious. Thank you. I love you.
Exercise 1: Act the dialogues on P6.
Exercise 2: Make a new dialogue.
13、
S1-Jenny S2-Li Ming
Jenny: Mum, what would you like for breakfast?
Li Ming: Today we’ll make breakfast for you.
Jenny and Li Ming: What would you like for breakfast?
Jenny: I’m making the sandwich.
Li Ming: This is the fridge. The juice is
14、 in the fridge.
Jenny: Let’s put some dishes on the table.
Li Ming: Breakfast is ready.
Jenny: Let’s eat, Mum.
Group work to act.
Show.
現(xiàn)場示范，體驗深刻，為最后的輸出任務作鋪墊，同時進行情感滲透。
延伸拓展
文化滲透
Some people like Chinese food. These are traditional Chinese food for break
15、fast.
The Robin’s family are making the traditional English food for breakfast.
What food can you see?
English food is western food.
Chinese food and Western food are different. Do you know the differences between them?
Let’s read.
Check answer.
Read it again and complete the thi
16、nking map.
Check answer.
Look at the mind map. Let’s talk about the differences between Chinese food and western food.
Practice to talk about the differences between Chinese food and western food.
Who wants to have a try?
I think Chinese food is the best.
17、There is a TV program called A Bite of China. It’s very famous. It introduces Chinese food to people all over the world. So the national one is the international one.
The winner is Team 2. Congratulations.
Homework:
1. Listen and read the text on P6.
2. Make a breakfast for your family.
18、
(video, PPT or poster)
Class is over. Goodbye boys and girls.
steamed stuffed bun
porridge
soybean milk
fried bread stick
Watch a video.
Cereal and milk
Toast and jam
Bacon, egg, sausage,
tomato and fried bread
Exercise 1: Read. Tick or cross.
Exercise 2: Complete the th
19、inking map.
Say with teacher.
There are more vegetables in Chinese food. There is much meat in Western food. Chinese like to eat cooked vegetables. Western people like to eat uncooked vegetables. Chinese people like to drink hot water. Western people like to drink ice water. Chinese people use
20、 chopsticks to eat. Western people use knives and forks to eat.
Talk about the differences between Chinese food and Western food with the help of mind map.
Goodbye.
第一遍速度，通過判斷正誤反饋文章理解。
第二遍細讀，獲取信息，把思維導圖填寫完整。
在思維導圖的幫助下復述文章，即用
21、自己的話說一說中餐和西餐的區(qū)別。
板書設計
Lesson 3 Making Breakfast
What would you like for breakfast?
I’d like _____________.
bread, eggs, sandwich, cake,
hamburger, milk, juice, vegetables…
課后反思
1.知識的學習過程：
22、第一階段是知識的領會。創(chuàng)設情境，呈現(xiàn)新的語言知識，讓學生在情境中了解語言知識的音、形、義。
第二階段是知識的鞏固與轉(zhuǎn)化。通過練習或任務，讓學生鞏固新的語言知識。
第三階段是知識的應用、遷移。啟發(fā)學生對所學內(nèi)容進行概括總結(jié)，有意識地教學生學會如何運用所學知識，最后達成教學目標。
根據(jù)學生學習知識的過程，設計合理有效的教學環(huán)節(jié)，幫助學生一步一步地學習、掌握、運用新知。
2.關注學生，及時評價
教學設計在符合學生學習知識的過程的前提下，還要能激發(fā)學生的情感，培養(yǎng)學生語用，給學生以語言思維和語言表現(xiàn)的空間。教師要在教學過程中與學生保持眼神的交流、語言的交流和情感的交流，對學生的反應作出恰當?shù)脑u價。
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【冀教版】小學英語六年級上冊導學案Lesson 3
