Part A第二课时教学实录

Unit 3 What’s for Breakfast? Part A Teaching aims：

1.

By the end of the class, the students will be able to understand ，say, read and write the new words in this unit:

breakfast, lunch,

rice,

noodles , soup,

dumplings , meat and chicken.

2.

The students will be able to understand the dialogue and read it with correct pronunciation and intonation. 3.

The students will be able to use the following expressions in concrete situations: What’s for breakfast / lunch ?

We have …

Key points and difficulties: 1.

To grasp the new words in this unit:

breakfast , lunch,

rice,

noodles , soup,

dumplings,

meat,

chicken. 2.

To understand, read and use the key expressions in the real situations. Moral and emotional education: To eat more fruit and vegetables and less junk food and keep a healthy diet. Preparation:

CAI , word pictures, Liu Zhao yang and his mom’

headwear.

Step1: Warm up & Lead in 1.

Let’s chant. a.

Listen and chant. b.

Talk about it.

T: Do you like …? What do you have?

(设计理念：在活泼动感的说唱中，复习旧单词bread, milk ，eggs and vegetables和句型

We have…

，为新知做铺垫。同时创设轻松愉快的英语学习氛围，激发学生学习兴趣。) 2.

Divide into four groups: bread, milk ，eggs and vegetables (draw the pictures by myself on the Bb)

(设计理念：借助说唱中的旧知词汇为四个小组命名。并且用简笔画自然生动地呈现在黑板上。通过分组竞争的形式，激发学生学习热情。) 3.

Lead in: T says: (Show the courseware, the picture of breakfast. ) What’s the time? Oh, it’s time for breakfast.

Step 2: Presentation & Practice

1.

Let’s learn. a.

Show the picture of lunch.

(设计理念：以时间的变化，呈现早餐和中餐。理解掌握新词汇。) b.

What’s for breakfast? (Show Unit 3 What’ s for Breakfast?

on the Bb. c. Talk about the pictures of my breakfast.

1) Teach words: noodles and dumplings. 2) Ask and answer: A: What’s for breakfast? B: We have … . d. Listen and circle.

What’s for Liu Zhao yang’s breakfast? （设计理念：以我的早餐引入文本中刘朝阳的早餐。在语境中学习词汇和句型。）

e. Talk about the pictures of Xiao Pang’s lunch.

Teach words:

rice and meat.

(设计理念：通过小胖午餐的呈现，既新授词汇，又对学生进行饮食健康教育做铺垫。) f. Talk about Liu Zhao yang’s lunch. What’s for lunch?

1) Cover the pictures of chicken and soup and let the students guess. 2) Listen and say out the new words:

chicken and soup.

g. Read the new words after the video. (设计理念：创设情境，结合文本情境，通过听录音，看图片，培养学生获取关键信息的能力。掌握新授词汇，感知句型What’s for breakfast/lunch? We have …

的意义和用法,初步理解文本对话。) 2. Let’s talk. a. Let’s say about it. What’s on the table? What’s for breakfast/lunch? （设计理念：在讨论对话中，再次感知新授词汇和句型What’s for breakfast/lunch? We have …

的意义和用法。更好地理解文本对话。）

b. Listen and imitate. The teacher plays the video，

the students listen and try to repeat it sentence by sentence . c .Read and act the dialogue in pairs.

d. Complete the dialogue. (设计理念：引导学生在反复听音的基础上模仿地道的语音和

自然的语调，培养学生良好的朗读习惯；通过戴头饰表演，让学生进入情景，体验语言的运用。) Step3.

Consolidation & Extension

a.

Draw what’s your breakfast and lunch. b.

Talk about your breakfast and lunch with your classmates.

c.

Show time. （设计理念：在理解和模仿的基础上，引导学生运用新词汇和句型运用到自己的生活实际。展开真实交际。）

Step4. Moral and emotional education: To eat more fruit and vegetables and less junk food and keep a healthy diet。

（设计理念：在学生讨论日常生活中自己的早餐和中餐时，很自然地对他们进行情感教育。）

Step5. Assessment Step6 Homework 1) Read and copy the new words in Part A. 2) Design a nice breakfast and lunch for your family. (为你的家人设计一份美味营养的早餐和中餐.) (设计理念：在学生为家人设计早餐中餐时，既可以复习词汇，又可以培养他们健康饮食习惯：合理搭配，均衡营养。)

Board design: Unit3

What’s for Breakfast ?

meat chicken We have dumplings rice noodles soup