Lesson 17 What’s for Breakfast?优质课教案内容

桥西区小学英语学科教学设计

课题

名称

教学分析

学习者

分析

学习内容分析

Book 2 Lesson 17: What’s for Breakfast? 课型

New Lesson 基于以往的经验，我发现学生对有关饮食的内容非常感兴趣，在日常生活中也会用单个的单词代替中文表示食物。而且三年级学生学习英语基本上是依托大量的实物和图片，通过模仿进行学习。

本单元教学内容主要围绕“食物”话题编排。教材为学生提供日常生活中有关饮食的场景，帮助学习理解并掌握吃饭时的英语表达方法。本课有四个内容，1、利用歌曲及比赛复习食物单词；2、学习三个新单词；3、与食物相关的歌谣，集中学生的注意力和听力，让学生进一步熟悉单词的同时振奋学生的精神；4、What's for _____? I like _____ for _____.句型练习，培养学生综合语言运用能力。

教学目标

1. 学生能听、说、读、写单词：milk, egg, bread 知识2. 学生能理解并运用句型来表达三餐吃什么：

技能

What’s for _____?

I like _____ for _____. 学习策略

文化意识情感态度

使用实物和自制的食物扑克牌，开展英语游戏，在小组活动中感受与他人合作的乐趣。

1. 积极参与课堂活动，敢于开口，体会英语学习的乐趣。

2. 通过中西方早餐对比，了解中西方饮食文化差异，培养学生积极热情的生活态度。

预习作业

教学重难点

教学准备

1. 制做所学的食物单词卡片。

2. 准备1—2种自己喜欢的食物。

1. 四会单词：milk, egg, bread 2. 能理解并运用句型来表达三餐吃什么：

What’s for _____?

I like _____ for _____. 多媒体课件、磁带、Danny手偶、教师用卡片

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Lesson 17: What’s for Breakfast? What’s for breakfast?

板书

milk

设计

I like

eggs

for breakfast.

bread 教学过程

设计意图

通过手偶，形象地为学生创设语境，初步渗透、感知对话内容。

以男女生对唱、合唱的形式复习上节课歌曲“It’s

time for Step 1: Class Opening and Review

1. Greeting.

T: Good afternoon, boys and girls!

Ss: Good afternoon, Miss Shi!

T: Look! Who is he?

Ss: He is Danny. / Danny. （手偶）

D: Hello, everyone! Ss: Hello, Danny. D: How do you feel? Ss: I feel happy. T: How about you, Danny? D: I feel hungry. T: Okay, it's time for lunch. Let’s sing a song. 2. Sing the song “It’s Time for Lunch!”

Girls sing: It’s time for lunch! I want to eat, dumplings and rice, a special treat.

lunch!”

有助于学生集中精力，调动学生的学Boys sing: It’s time for lunch! I want to eat, dumplings and 习积极性,拉近师生之rice, a special treat. 间的距离，使学生在愉Together: It’s time for lunch! I want to eat, dumplings and 快的心情之下进入英语rice, a special treat. 3. Review the words: dumplings, soup, vegetables, fruit, noodles, rice, juice, meat, chicken, fish. 分组抢答，复习食物单词。

T: I have many delicious foods. What are they? Ss: ……

的学习。

以分组比赛的形式，复习学过的有关食物的单词，既活跃课堂2

T: What do you like, Danny? D: I like meat. T: What do you like? Ss: I like _____. 气氛，激发学生的英语学习兴趣，又为后面的对话作铺垫。

让学生在老师教之前说单词，既是对预习作业的检查，又能激发学生主动学习的兴趣。

找规律写单词，渗透读音规律，帮助学生记忆单词，以读写的形式巩固新知。

3 Step 2: New Concepts. 1. What’s this? T: Danny, are you full? D: No, I’m still hungry! I didn’t have breakfast this morning. T: Oh, no. That’s bad. Breakfast is important! Boys and girls, let’s have breakfast. Show the picture of words, learn new words: milk, egg, bread. T: Look, what’s this? Ss: Milk. T: Do you like milk, Danny? D: Yes, I like milk. Milk is good. 板书：I like ____. 为后面句型做铺垫。

T: Do you like eggs? Ss: Yes, I like eggs. / No, I don’t like eggs. I like …

T: Do you like bread? Ss: Yes, I like bread. / No, I don’t like bread. I like …

T: Let’s listen and read. Listen and read Part 1.

T: Let’s read and write. 2. Let’s play! T: Show me your cards: milk, egg, bread.

教师说单词，学生快速出示卡片。

3. Let’s chant! T: Okay, let’s have a rest. Please stand up! Show me your hands.

Ss: Hands. T: Touch your head.

Ss: Head. T: Touch your legs. Ss: Legs. T: Touch your eyes. Ss: Eyes. 教师示范，拍手，做动作。

Listen to the chant, and do actions. Listen to Part 2. T: Choose two kinds of food you like. Let’s make a new chant. 小组各选3人，每人任选2张自己喜欢的食物卡片做替换，改编歌谣。

4. What’s for breakfast? T: It’s time for breakfast.

D: Do you like breakfast, Miss Shi? T: Yes, breakfast is important, I like it. D: What’s for breakfast? T: I like milk for breakfast. 板书：What’s for breakfast ? I like milk for breakfast. 教师领读。

听录音回答问题，T: What does Danny like for breakfast? Listen and answer. 让学生带着任务去听。

Listen to the tape, Part 3. T: Listen and read. T: Read it by yourself. Then do the exercise. 读课文，圈出正确答案。

T: It’s Chinese breakfast. It’s different from Western breakfast. Show the pictures of Chinese breakfast. T: Ask and answer with your partner. Ask the students to practice in pairs with the drill: A: What’s for breakfast? B: I like ____ for breakfast.

中式早餐的出现作为拓展学习，贴近实际生活。通过中西方早餐对比，了解中西方饮食文化差异。

同桌之间互问互答，直接扣上本课重点句型。

4 Step 3: Practice 1. Group work: Join us!

T: Boys and girls, our breakfast bars are open. There are Noodle bar, Bread bar and Rice bar. At Noodle bar, you can eat noodles and eggs. At Bread bar, you can eat bread and milk. At Rice bar, you can eat rice and chicken. 分组比赛，限时3分钟，得到顾客最多者获胜。

A: What’s for breakfast? B: I like ____ for breakfast. A: Please join our team. T: How many customers? 2. Fill in the blanks. 3. Make a dialouge.

用实物编对话，使课文内容更贴近学生实T: let’s make a meal. For example, in the morning, we have 际生活。同时，小组合breakfast. In the afternoon, we have lunch. In the evening, we have dinner. Ask the students practice in pairs with the drill: A: Good _____! B: Good _____! It’s time for _____. C: What’s for _____? D: I like _____ for _____. A: I like …

B: I like …

C: I like …

D: _____ is ready! A, B, C, D: Let’s eat! Then ask the students to show their dialouge. 作学习，能让学生体验到集体智慧的魅力。

为妈妈做一顿美味的早餐，体验妈妈的辛苦，学会感恩。

Step 4: Class Closing. Homework Make breakfast for your mother. What’s for breakfast?

She likes ____, ____ and ____ for breakfast.

请你选择妈妈爱吃的食物，为她做一顿美味早餐吧，并写出相应单词。

家庭作业

What’s for breakfast?

She likes ____, ____ and ____ for breakfast.

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课后反思

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