Lesson 1教学设计思路

重大版小学英语五年级上册

Unit 3

At the table Lesson 2

What would your mother like for breakfast?

沙坪坝区森林实验小学：牟翠花

1. 知识目标

（1）能听、说、认、读单词

bread, tomato, potato, fish. （2）

能听懂，实际运用句型：What would your mother/father like for breakfast? She’d /He’d like…

2. 能力目标

（1）在情景中引导学生积极运用所学单词和句型进行交流和表达。培养学生学习的自信心，激发学生积极思维。

（2）学生在活动中积极参与，大胆表达，合作互助，注意倾听，共同提高。3. 情感目标

通过创设轻松、有趣的语言学习情景及营造轻松愉快，生动活泼的课堂氛围，让学生感受英语学习的乐趣，使学生乐于学习。

教学重点：

1. 能听、说、认、读单词：bread, tomato, potato, fish. 2. 能灵活运用句型：What would your … like for breakfast?

She’d /He’d like…

教学难点：

1．掌握所学单词，灵活运用句型What would your mother like for breakfast?

She’d like…进行交流。

2．学生在理解文本的基础上，小组合作创编英语对话。

教学准备：

教学课件，教学点读机，面包，菜单

步骤1：warm-up（热身并创设情境）

T：Good morning，everyone. Nice to see you again.How are you today? T: I’m hungry. Oh, there are some bread and oranges, Mmm, so delicious. T: Are you hungry, boys and girls? Ok, come here, Let’s share.

T: Ok, let’s go and enjoy the breakfast.

【设计意图：激发学生学习的兴趣与热情，让学生进入被吸引的状态，积极

参与到课堂中来。既复习了旧识，又活跃了氛围，为后面的学习起到了铺垫的作用。】

步骤2：presentation（导入）

1.T: Woops… Haha, Yummy shop, here we are. So many delicious food. What would you like? Let’s go and see the menu.(出示菜单) T: let’s listen and read the menu first.(听读本单元有关食物的单词) Now read the menu in groups. Five minutes.(小组练习单词，教师板书学生问到的新单词) Ok, who want to try these words? Bread，tomato，potato (教师适当点拨) Which group read the menu for us? (小组展示读) 【设计意图：通过对“菜单”的听说认读，将单词融入有实际意义的情景中，体现在交际中学，在运用中学的理念，通过听读和小组练习更有利于学生掌握目标单词。】

2. T: Then what would you like for breakfast, Boys and girls,? Ss: I’d like …

T: Good, so many yummy foods, I want to order some for my parents. Do you want to take some for your Mummy and daddy? T: My father would like noodles for breakfast , My mother would like apple juice for breakfast. Look, This is my order. (展示教师填写的食物) What would your father like for breakfast, what would your mother like for breakfast. Now, write down, please!(学生自己填写，教师板书句型。) 【设计意图：由师生对话指向多元对话，对话不是简单的问答，而是师生、生生、师生与文本的思维碰撞，情感融合的过程。对话意味着参与，相互建构。】

3.T: Are you finished? Who want to try? Ok, Lily, please. What would your father like for breakfast？

He’d like…

What would your mother like for breakfast？

She’d like…

T: let’s practice in groups.（小组内练习然后展示2组）

【设计意图：通过阅读菜单，解决学生还不会的食物单词，然后处理好预设与生成的问题，由谈论我想吃什么自然过渡到谈论父母想吃什么，提出指向目标的开放性问题，目标明晰，体现了语言的整体性、渐进性和交际性原则。】

4. Let’s chant （唱一唱，编一编）

What would your mother like for breakfast？

She’d like some tomato juice. Yummy. Yummy. Yummy What would your father like for breakfast？

He’d like some bread and milk. Nice. Nice. Nice Come on! Try to make new chants with bread, tomato, potato, fish. 【设计意图：本环节主要是巩固所学单词和句型。TPR活动、小组创编歌谣比赛适合学生好动，好胜的年龄特点，寓教于乐。】

步骤3：come to the text. (回归课文) 1.T: Good job. Let’s enjoy a story about Luhua.

This time, listen and find the answer: (学生带着问题听录音。) 1). What luhua’s mother would like for breakfast?

Now, listen, read and think about : （培养学生的语音语调。）

2). What do you think about Luhua？(学生可以中英结合表达自己的观点。) 【设计意图：回归文本。通过设置开放性问题，让学生获取文本信息，建立单词与语篇表述的支架；并引导学生深刻的理解对话内涵，做一个孝敬父母，关爱父母的好孩子。】

步骤4: Extension Act it out in group. 小组合作，分角色表演。

Rules：

1).Correct pronunciation, language fluent and loud voice. 发音正确，语言通顺，声音洪亮。(1分)

2).Act naturally with action.表演自然，有动作。

(1分) 3).Make dialogue with daily language.创编对话中加入日常用语。

(1分)

(小组分工练习、展示、其他小组点评。) 【设计意图：对本课所学知识进一步拓展和延伸，让学生能够跳一跳，摘桃子吃。学生根据提供的语言框架自由的交流与表达，演绎自己的理解，是语言内化的一个过程，同时满足不同层次学生的需求。核心目标达成并升华，拓展思维的广度和深度。】

步骤5：For you and me. 1). An apple a day, keep the doctor away.（一日一苹果,医生远离我

。）

2). More fruit and vegetables makes us smart.（多吃水果和蔬菜，会让我们变得更聪明。）

步骤6：Homework（家庭作业）

1. Listen and read the text, then copy four words you’d like. 听音读课文并抄写其中的四个单词。

2. Make breakfast for Mum and Dad at weekend. 询问父母想吃什么，然后周末为父母准备一次早餐。可以用图片或视屏的方式记录下温馨的一瞬间，全班分享。