Lesson 3 Making Breakfast教学内容分析

Lesson 3 Making Breakfast教学设计

龙华中心小学 吕明明

一、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：

积极与同伴合作，能够运用所学的知识与他人讨论早餐。

能够在思维导图的帮助下进行简单的口语输出。

二、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：两会（会听、会说）：What would you like for breakfast? I’d like _________.

三、教学难点：

中西文化对比的文章理解。

四、教具、学具：课件，食物类单词卡片，早餐制作食材。

五、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 eat?

Let’s spell breakfast.

Today we’re going to learn Lesson3 Making Breakfast. Who always make 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.

What food do you remember for breakfast?

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

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

I know bread. I know…

学生跟着一起说

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. Pair work.

Show. 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 I’d like a sandwich. like for

breakfast? Thank you. What would you like I’d like ___.

for breakfast?

I’d like an egg. 课文学习，1.

What would Li Ming and Listen , choose and

Jenny like for write.

breakfast?

随文理解

What would Li Ming like for He’d like some bread, breakfast? eggs and juice. What would Jenny like for She’d like some milk breakfast? and bread.

2.

Mrs. Smith is making Listen, follow and breakfast for them. learn. Let’s listen and follow.

What’s this? This is the fridge.

Fridge, fridge, This is

the fridge.

One by one. Look, here’s some juice. The juice is in the The juice is in the fridge. fridge. This is Jenny’s fridge.

What’s in your 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.

Wow, you made a fridge. S3: There’s ____in Wonderful.

the fridge.

The

___is in the fridge. I like your fridge. And I love

the food. Can I have some S3: What would you food? like? I’d like some bread and milk, S3: Here you are. please.

Put them on my dishes, . please. Thank you.

Look, this is a dish. These One by one. are dishes.

Jenny and Li Ming put some

dishes on the table.

Go on listening.

3.

I’m Mrs. Smith. Who 分角色朗读课文

wants to be Li Ming / Jenny? Group work

Let’s read.

Show

从课本中走到生活中，将知识与学生的生活联系起来。

T: Next day is coming. I’m S1-Jenny S2-Li Ming Mrs. Smith. (穿围裙) Jenny: Mum, what Mrs. Smith: It’s half past would you like for seven. Time for breakfast. breakfast? 初步运用

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

you.

Jenny and Li Ming: Mrs. Smith: For me? What would you like

for breakfast?

Jenny: I’m making the Mrs. Smith: I’d like a sandwich. sandwich and some juice, Li Ming: This is the

please.

fridge. The juice is in

the fridge.

Jenny: Let’s put some

dishes on the table.

Li Ming: Breakfast is

ready.

Jenny: Let’s eat,

Mum.

Mrs. Smith: Very delicious.

Thank you. I love you.

选择任务

Exercise 1: Act the dialogues Group work to act. on P6.

Show. 分层展示

Exercise 2: Make a new

dialogue.

拓展场景

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。

延伸拓展

文化渗透

Some people like Chinese food. These are traditional Chinese food for breakfast.

The Robin’s family are making the traditional English food for breakfast. Take a look.

What food can you see?

steamed stuffed bun porridge soybean milk fried bread stick

Watch a video.

Cereal and milk

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?

Toast and jam Bacon, egg, sausage,

tomato and fried

bread

第一遍速

度，通过判

断正误反Exercise1: Read. Tick 馈文章理or cross. 解。

Exercise2: Complete 第二遍细the thinking map.

读，获取信

息，把思维

导图填写Say with teacher. 完整。

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 在思维导forks to eat. 图的帮助

下复述文

章，即用自Talk about the 己的话说differences between 一说中餐Chinese food and 和西餐的Western food with 区别。

the help of mind map.

I think Chinese food is the best. 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.

(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…

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，对学生的反应做出恰当的评价。