6 Food and drinks课堂实录【2】

Unit6 Food and drinks 教学设计

单元整体分析

本单元的话题是就餐，以Miss Fang带着Peter、Alice、Joe、Kitty一起在公园野餐的情景，学会如表述自己有什么食物，并学会询问他人有什么食物，主要学习内容是以往学习的是陈述句和一般疑问句，而本课时进一步巩固较特殊疑问句及特殊疑问句的答句，比以往的学习增加了难度；通过学习Peter、Joe家庭用早餐的场景,学生能够进一步运用语言情境，并围绕话题展开讨论。通过展现中式早餐和西式早餐的典型食品及餐具，运用What do we have for breakfast?句型询问早餐吃什么，可引导学生通过对比初步了解中西方饮食文化的异同。

2.纵线分析：

功能：谈论野餐的食物、谈论早餐。

话题：表述自己有什么食物并询问对方有什么食物。

语言知识：

3A Unit3 Unit12

3B Unit1 Unit3 Unit4 Unit5 横线分析：

（1）Unit3，Unit 4, Uni5均出现了What-的用法；

（2）本单元出现的时态是一般现在时，用了第一人称I have...和第二人称询问What do you have? 学情分析

三年级学生在经过了一、二年级接触了英语，但都是以听说、游戏为主要任务，而还有部分学生在三年级上才开始接触英语。通过上学期的学习，学生已经能够区分人称、并能对自己的情况进行简短的介绍。可以简单介绍自己的物品。本单Letter e、f egg What it is? What-特殊疑问句 What-特殊疑问句

I like monkeys. What do you like? I like../I don’t like..

元将继续学习I have…句型。前几个单元学习了What-引导的特殊疑问句，也学习了特殊疑问句的答句。因此学生对此句型有一定基础。本单元也将在此基础上继续学习What do you have?/What do we have?句型来表述自己有什么，询问对方有什么。另一部分，学生在之前的单元，接触了解了一些有关食物的单词，如egg ,ice cream, orange juice等。对本单元学习积累了一定的词汇。

难点预测：

1.

some接不可数名词和可数名词复数形式的用法。

策略：通过理解some、an、a的表意功能，在活动中创设情景，学生选择适当的单词进行填空选择进行练习。

2.

出示大量可数名词和不可数名词相关图片，学生选择是否用some来修饰，以达到巩固练习。

教学目标

语言知识与技能：

能掌握四会词汇：biscuit,bread,egg,juice,milk,water,have,some,we for breakfast,some+noddles, about。

2.学习掌握句型What do we have for breakfast?和日常用语：What about you?并能在

不同的语境中能用这两个句型谈论就餐。

过程与方法：

1.

通过情景对话，学生可以与他人运用所学句型，练习本单元核心句型，达到熟练掌握。

2.

通过将所学单词归类，学生学习记忆单词的一个方便之法。

情感态度价值观：

1.在“food and drinks”主题中，初步了解中西方的饮食习惯差异。

2.加强对学生健康饮食习惯的教育。

教学方法与手段

1.听说法：通过听录音，回答问题的方法理解Listen and say这一核心板块。

2.情景交际法：通过创设真实的、实用的情境，将所学语言知识综合、创造性地进行表达交流。

3.活动教学法：小组合作完成一幅有关东西方不同的饮食习惯的海报，然后在

班级展示。

教学重点

1.

1.words：breakfast, too 2.

sentences：What do we have for breakfast? We have some bread and milk. 3.

日常用语：What about you? 教学难点

for breakfast 板书设计

Unit6 Food and drinksand milk.

In the west: We have some bread.

What do we have for breakfast?

In the east: We have some noodles and eggs.

I like noodles.What about you? 你喜欢什么？

教学设计续页

教学流程

个性化调控

个% 性设计应达到30 1.

Review: 通过小组对话活动复习上一课时review the words we learned last lesson in pairs. 的核心单词和句2．Play songs of food or fruit, the whole class sing together. 型，检测孩子们是同时为本3．Work in pairs, take food, fruit, or drink, according to the 否掌握，课时的新教学做things you own dialogue practice, review the sentences and 了很好的铺垫。

words last lesson learned.

What do you have?

I have…

I like….

Step2 While-task, procedure

1. Introducing the review , blackboard new topic:Unit 6. Food

and drinks.

Game one: PPT

T: First, let’s play a game. Can you guess? What’s it?

Step1 Pre-task, preparation

S1: An apple. S2: some bread. …. Game two: 通过play a game的游戏，学生运用本单元的核心句型What do you have? I have some... 引出本课时所学句型

What do Ask and answer one by one. A: What do you have?

.B: I have some... C: What do you have?

D: I have some…

Let me see, Which group is quicker? you have for breakfast?

(teacher according to the result of the game to the team

points.)

2. Look the PPT, Show two situations.Students introduce

Peter’s family and Joe’s family what they do.lead in “breakfast”and sentence”What do we have fot breakfast? We have some...”Then learn and act the dialogue in page28.After that Ss look at the PPT, listen to the tape and answer the questions, after overall awareness and help students understand the dialogue, and everyday language derivation through dialogue What about you? 3. Play the tape, and read again Say and act, the content of the students to imitate. 4. In pairs, role and reading dialogue. Pay attention to the professor in have meaning, is "to eat". Students themselves to speculate about the content of the eastern and western diet and habits in difference, and then tell to the student. 5．Students make a dialgue about breakfastin groups , then to display. Behind a group were presented. 6. Review again the text, our practice. Deskmate, and translate the sentence：咱们早饭吃什么？我喜欢吃面条。 Step3 Post-task, activities 1.

Extends: complete the content of the teaching materials S1: What do you have for breakfast? S2: I have a/an/some...

通过say and act的情景

，帮助学生进一步理解核心句型在真实语境中的运用。同时进一步加强对学生健康饮食习惯的教育

通过设计的课堂活动，创设真实2.

Ask each group to investigate the situation of various food 的、实用的情境，将所学语言and beverage, and records the statistics of each group. The 知识综合、创造性地进行表达vocabulary and sentence patterns applied to life. 交流。进一步提3.

Look and say 升学生综合运用I have _____,______,______ for breakfast

语言的能力。

Step4 当堂达标设计

Chose the correct answer. 1.

What do you have _____ breakfast? A.

of B. in C. for 通过当堂练习和布置作业，让学生能进一步巩固本课所学知识，以达到学以致用的目的

2. —What do you have for breakfast? —I often have _____ or _____. A.

breads; noodles B. bread; noodles C. breads; noodle D. bread; noodle Step5 Homework

1. Read Listen and say & Say and act. 2 Complete Workbook pages33, 36 and 37. 3.Write the phrases and make the sentences.（用学过的特殊疑问句，向你的朋友介绍，写一段有关你喜欢吃的食物及饮料个小段子，并询问你的朋友三餐喜欢吃什么食物）