lesson 3 Making Breakfast课堂实录【3】

冀教版

六年级上册

Lesson 3 Making Breakfast 教学目标

1．知识与技能目标：

a. 复习食物类单词，并能使用What would you like for breakfast? I’d like ______.

来谈论自己想吃的早餐，进行口语交际。

b. 能通过短文阅读了解中西方食物的差异，并进行简单的总结复述。

2．情感态度目标：

a. 能为父母制作简单的早餐，或帮助父母制作早餐，做孝顺的好孩子。

b. 拓展国际视野，了解不同的中西食物。

3．学习策略目标：

a. 积极与同伴合作，能够运用所学的知识与他人讨论早餐。

b. 能够在思维导图的帮助下进行简单的口语输出。

教学重点

1．学习四会单词（听懂、会说、认读，书写）：breakfast, half, table, put. 2．掌握新句子（会听、会说）：What would you like for breakfast? I’d like... 教学难点：

中西文化对比的文章理解。

教具学具：课件，食物类单词卡片，早餐制作食材。

教学过程

教学环节

创设情境

激发兴趣

教师活动

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 help them. Today let’s learn to make breakfast for parents. 学生活动

Watch the video.

Breakfast b-r-e-a-k-f-a-s-t

My mother/father. 设计意图

视频内容紧扣主题breakfast,直接把学生引到了今天的课中来。

创设情景，同时渗透情感教育。

以旧代新

初步感知

课文学习

随文理解

What food do you remember for breakfast?

T: I’ve got some food in my bag. (边拿边说)

Wow, delicious food. I’d like some bread. (边说边拿) What would you like for breakfast? Sandwiches are western food. Here you are. Please ask your friend, please.

Pair work, please.

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 breakfast 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 know bread. I know…

学生跟着一起说

I’d like a sandwich.

Thank you. What would you like for breakfast? I’d like an egg.

Pair work. Show. 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. 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.

在情景中回顾食物单词，唤起学生的旧知。

以旧词带新句，What would you like for breakfast? I’d like ___.

从课本中走到生活中，将知识与学生的生活联系起来。

S3: There’s ____in I like your fridge. And I love the the fridge.

The food. Can I have some food? ___is in the fridge. I’d like some bread and milk,

please. S3: What would you Put them on my dishes, please. like? Thank you. S3: Here you are. Look, this is a dish. These are

dishes.

Jenny and Li Ming put some

dishes on the table. One by one. Go on listening.

I’m Mrs. Smith. Who wants to 分角色朗读课文

be Li Ming / Jenny? Group work

Let’s read.

Show

T: Next day is coming. I’m Mrs. S1-Jenny S2-Li Ming 拓展场景

Smith. (穿围裙) Jenny: Mum, what 初步运用

Mrs. Smith: It’s half past seven. would you like for Time for breakfast. Jenny, Li breakfast?

Ming, what would you like for Li Ming: Today we’ll breakfast? make breakfast for

you.

Jenny and Li Ming:

Mrs. Smith: For me? What would you like

for breakfast?

Mrs. Smith: I’d like a sandwich Jenny: I’m making and some juice, please.

the sandwich.

Li Ming: This is the

fridge. The juice is in

the fridge.

Mrs. Smith: Very delicious. Jenny: Let’s put some Thank you. I love you.

dishes on the table. 选择任务

Li Ming: Breakfast is 分层展示

Exercise 1: Act the dialogues on ready. P6.

Jenny: Let’s eat, Exercise 2: Make a new Mum. dialogue.

Group work to act. Show. Some people like Chinese food. steamed stuffed bun 延伸拓展

These are traditional Chinese porridge 文化渗透

food for breakfast. soybean milk

fried bread stick

现场示范，体验深刻，为最后的输出任务作铺垫，同时进行情感渗透。

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 thinking 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. There is a TV program called A 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 thinking 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 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.

第一遍速度，通过判断正误反馈文章理解。

第二遍细读，获取信息，把思维导图填写完整。

在思维导图的帮助下复述文章，即用自己的话说一说中餐和西餐的区别。

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.

(video, PPT or poster) Class is over. Goodbye boys and girls.

Goodbye.

板书设计

Lesson 3 Making Breakfast What would you like for breakfast?

I’d like _____________.

bread, eggs, sandwich, cake, hamburger, milk, juice, vegetables…

课后反思

1.知识的学习过程： 第一阶段是知识的领会。创设情境，呈现新的语言知识，让学生在情境中了解语言知识的音、形、义。

第二阶段是知识的巩固与转化。通过练习或任务，让学生巩固新的语言知识。

第三阶段是知识的应用、迁移。启发学生对所学内容进行概括总结，有意识地教学生学会如何运用所学知识，最后达成教学目标。

根据学生学习知识的过程，设计合理有效的教学环节，帮助学生一步一步地学习、掌握、运用新知。

2.关注学生，及时评价

教学设计在符合学生学习知识的过程的前提下，还要能激发学生的情感，培养学生语用，给学生以语言思维和语言表现的空间。教师要在教学过程中与学生

保持眼神的交流、语言的交流和情感的交流，对学生的反应作出恰当的评价。