Lesson 3 Making Breakfast教学设计第二课时

Lesson 3:

Making Breakfast

Analysis of the teaching material This is the third lesson of unit 1Li Ming Goes to Canada. In this class, the teacher should teach students something about having breakfast. For example: What would you like for breakfast? This lesson is very important in Unit 1

and also very important in oral English. So helping students master the key points in this lesson is very important.

The Analysis of students These students are new in middle school. And some of them know little about English. They get familiar with some simple English words and some phrases. So in this lesson, the teacher should attract their attention by doing some interesting activities and also praise the students more often. Thus the students will be interested in learning English. Teaching Aims Aim of knowledge 1. Master these new words: restaurant, fifteen, would, salad, sugar, delicious, cup 2. Master Useful phrases and sentences: a glass of…, a cup of…,

Time for…

What’s for breakfast?

What would you like? I’d like…

Aim of emotion The students should have some healthy food. Aim of ability The students are able to talk about their breakfast. Important Points in Teaching Useful sentences: Time for…

would like…

How to describe the breakfast Difficult Points in Teaching

Talking about food Teaching Aids Multi-media, ppt teaching software

Teaching Methods

Audio Lingual Method and Task-based instruction Type of Teaching:

New

Teaching Procedure Steps Class opening Brain storm Teacher’s Activities Greet the students and ask some questions about time and breakfast. Show the questions on the big screen. Students’ Activities Aims Greet the teacher and answer the Lead in the teacher’s questions. new lesson Answer the questions as quickly as they can. Read the phrases on the big together. Warm-up and check the students’

previewing about this lesson. Improve the students’

listening comprehension. Let the students know something about the dialogue and improve their reading comprehension. Help the students master the important language points of this lesson. Listening Show the questions and play the tape twice. Check the answers with the students. Reading Show the questions and help the students if they need.

Check the answers with the students. Discussion Show the important language points of this lesson on the big screen.

Help the students if they need.

Check the answers with the students. Listen to the tape and finish the exercise. Read the dialogue by themselves and tell True or False. Check the answers. Read the dialogue together and finish Exercise II.

Check the answers. Discuss with their partners.

Fill in the blanks and finish the exercises.

They can ask teacher for help if they need.

Check the answers.

Steps Teacher’s Activities Testing of Show the exercises of this this lesson lesson. I. Multiple choice II. Sentence pattern transformation

Check the answers with the students. Making up Show the requirement on new the big screen. dialogue

and act out There are nine numbers on the big screen. Each group should choose a number. And then make up a new dialogue according to the requirement and picture on the back of the number. The members of the group act out the dialogue.

Talking Ask the students to talk about this about this lesson. lesson

Ask the students to write what they have learnt in this lesson on the blackboard. Students’ Activities Finish the exercises.

Check the answers. Choose the number.

Make up new dialogues according to the requirements and pictures.

Act out the dialogues. Aims Check the students about the knowledge of this lesson. Improve the comprehension of their oral English. Write what they have learnt on the blackboard. Homework Show the homework on the big screen.

Write a 60-word passage about your breakfast. Finish the homework. Make the students go over the knowledge of this lesson. Make the students feel the happiness of success. Further learning of this lesson.

The designing of the Blackboard Lesson 3: Making Breakfast Time for…=Time to do Would you like…? Yes, please. No, thanks. 教学反思：

这节课是第一单元Li Ming Goes to Canada中的第三课。主要是以史密斯一家人吃早饭为情境形成的一篇对话。在这节课，学生应学会一些与就餐相关的句子和短语。本节课中，我运用了多媒体，动画等调动学生的积极性。我主要采取任务型教学和小组合作探究的方法来达成目标。学生在这节课中表现积极踊跃。本节课最后板书以学生写收获的方式来作为结尾，使学生在掌握本节课重点知识的同时也感受到了成功的喜悦。这节课的不足之处是由于设备的限制播放听力录音时声音稍微有点儿小，在以后的教学中可以加以改善。

附：学生小组讨论合作探究的知识点：

合作探究：翻译下列句子，并完成后面相应的练习。

探究一：

Time for breakfast. Time for bed. Time for school. 由以上句子我们可以看出：Time for…的意思是___________. 这是一个省略句，完整形式为It’s time for…

这个句子也可以写成：It’s time to do…二者意思一样。例如：

Time for breakfast.=Time to have breakfast. 跟踪练习

1.It’s time for supper. (改为同义句）

It’s time _________ _________ supper.

（

）2. It’s time ______ class.

A. to

B. at

C. in

D. for 探究二：

What’s for breakfast?

What’s for lunch?

What’s for supper? 这里的for是一个介词，是作为的意思，但是翻译时不必译出。

跟踪练习：

1. 他午餐想吃米饭

。

He would like rice ______ lunch.

(

)2. What ____ have ______ lunch? A. does she, in

B. do she, in C. does she, for

D. do she, for 探究三：

I would like some bread and a glass of juice for breakfast. I would like an apple. I would like to watch TV. I would like…的意思是

___________。would liketo do…的意思是_____________。

跟踪练习：

1.我想要一些鸡蛋和一杯牛奶。

I _______ _____ some eggs and ___ _______ ____ milk. 2. I would 1ike _______ (go)to the 1ibrary this afternoon．

探究四：

Can I have some sugar, please? Can you give me some apples? I don’t have any pencils.

Jenny has some nice skirts. some和any都有______的意思，它们既可以修饰可数名词又可以修饰不可名词。some一般用在______句中；any一般用在_____句或_____句中。但是如果这个问句表示请求、建议，或非常想要得到对方肯定回答时，用_____. 跟踪练习：

（

）I don’t have

money. Could I borrow

from you? A. some, some

B. some, any

C. any, any

D. any；some