最新冀教版六年级英语上册教案完美版Lesson 3 Making Breakfast.docx
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最新冀教版六年级英语上册教案完美版Lesson3MakingBreakfast
冀教版六年级上册
Lesson3MakingBreakfast
教学目标
1．知识与技能目标：
a.复习食物类单词，并能使用Whatwouldyoulikeforbreakfast?
I’dlike______.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：
a.积极与同伴合作，能够运用所学的知识与他人讨论早餐。
b.能够在思维导图的帮助下进行简单的口语输出。
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（会听、会说）：
Whatwouldyoulikeforbreakfast?
I’dlike...
教学难点：
中西文化对比的文章理解。
教具学具食物类单词卡片，早餐制作食材。
教学过程
教学环节
教师活动
学生活动
设计意图
创设情境
激发兴趣
Goodmorning.Howareyou?
Here’savideoforyou.
Whichmealdotheyhave?
Let’sspellbreakfast.
Todaywe’regoingtolearnLesson3“MakingBreakfast”.
Whomakesbreakfastinyourfamily?
Yes,yourparentsloveyouverymuch.Nowyou’rebigkids,youcanhelpthem.Todaylet’slearntomakebreakfastforparents.
Watchthevideo.
Breakfast
b-r-e-a-k-f-a-s-t
Mymother/father.
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
Whatfooddoyourememberforbreakfast?
T:
I’vegotsomefoodinmybag.（边拿边说）
Wow,deliciousfood.I’dlikesomebread.（边说边拿）
Whatwouldyoulikeforbreakfast?
Sandwichesarewesternfood.Hereyouare.
Pleaseaskyourfriend,please.
Pairwork,please.
Iknowbread.
Iknow…
学生跟着一起说
I’dlikeasandwich.
Thankyou.
Whatwouldyoulikeforbreakfast?
I’dlikeanegg.
Pairwork.
Show.
在情景中回顾食物单词，唤起学生的旧知。
以旧词带新句，Whatwouldyoulikeforbreakfast?
I’dlike___.
课文学习
随文理解
WhatwouldLiMingandJennylikeforbreakfast?
WhatwouldLiMinglikeforbreakfast?
WhatwouldJennylikeforbreakfast?
Mrs.Smithismakingbreakfastforthem.
Let’slistenandfollow.
What’sthis?
Look,here’ssomejuice.
Thejuiceisinthefridge.
ThisisJenny’sfridge.
What’sinyourfridge?
Wow,youmadeafridge.Wonderful.
Ilikeyourfridge.AndIlovethefood.CanIhavesomefood?
I’dlikesomebreadandmilk,please.
Putthemonmydishes,please.Thankyou.
Look,thisisadish.Thesearedishes.
JennyandLiMingputsomedishesonthetable.
Goonlistening.
I’mMrs.Smith.WhowantstobeLiMing/Jenny?
Let’sread.
Listen,chooseandwrite.
He’dlikesomebread,eggsandjuice.
She’dlikesomemilkandbread.
Listen,followandlearn.
Thisisthefridge.
Fridge,fridge.Thisisthefridge.
Onebyone.
Thejuiceisinthefridge.
S1:
The____is/areinthefridge.
S2:
IwanttoshowmyPPT.Thisisafridge.The____is/areinthefridge.Thereis/are_____inthefridge.
S3:
Iwanttoshowmyfridge.
S3:
There’s____inthefridge.The___isinthefridge.
S3:
Whatwouldyoulike?
S3:
Hereyouare.
Onebyone.
分角色朗读课文
Groupwork
Show
从课本中走到生活中，将知识与学生的生活联系起来。
拓展场景
初步运用
选择任务
分层展示
T:
Nextdayiscoming.I’mMrs.Smith.（穿围裙）
Mrs.Smith:
It’shalfpastseven.Timeforbreakfast.Jenny,LiMing,whatwouldyoulikeforbreakfast?
Mrs.Smith:
Forme?
Mrs.Smith:
I’dlikeasandwichandsomejuice,please.
Mrs.Smith:
Verydelicious.Thankyou.Iloveyou.
Exercise1:
ActthedialoguesonP6.
Exercise2:
Makeanewdialogue.
S1-JennyS2-LiMing
Jenny:
Mum,whatwouldyoulikeforbreakfast?
LiMing:
Todaywe’llmakebreakfastforyou.
JennyandLiMing:
Whatwouldyoulikeforbreakfast?
Jenny:
I’mmakingthesandwich.
LiMing:
Thisisthefridge.Thejuiceisinthefridge.
Jenny:
Let’sputsomedishesonthetable.
LiMing:
Breakfastisready.
Jenny:
Let’seat,Mum.
Groupworktoact.
Show.
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
SomepeoplelikeChinesefood.ThesearetraditionalChinesefoodforbreakfast.
TheRobin’sfamilyaremakingthetraditionalEnglishfoodforbreakfast.
Whatfoodcanyousee?
Englishfoodiswesternfood.
ChinesefoodandWesternfoodaredifferent.Doyouknowthedifferencesbetweenthem?
Let’sread.
Checkanswer.
Readitagainandcompletethethinkingmap.
Checkanswer.
Lookatthemindmap.Let’stalkaboutthedifferencesbetweenChinesefoodandWesternfood.
PracticetotalkaboutthedifferencesbetweenChinesefoodandWesternfood.
Whowantstohaveatry?
IthinkChinesefoodisthebest.ThereisaTVprogramcalledABiteofChina.It’sveryfamous.ItintroducesChinesefoodtopeopleallovertheworld.Sothenationaloneistheinternationalone.
ThewinnerisTeam2.Congratulations.
Homework:
1.ListenandreadthetextonP6.
2.Makeabreakfastforyourfamily.
（video,PPTorposter）
Classisover.Goodbyeboysandgirls.
steamedstuffedbun
porridge
soybeanmilk
friedbreadstick
Watchavideo.
Cerealandmilk
Toastandjam
Bacon,egg,sausage,
tomatoandfriedbread
Exercise1:
Read.Tickorcross.
Exercise2:
Completethethinkingmap.
Saywithteacher.
TherearemorevegetablesinChinesefood.ThereismuchmeatinWesternfood.Chineseliketoeatcookedvegetables.Westernpeopleliketoeatuncookedvegetables.Chinesepeopleliketodrinkhotwater.Westernpeopleliketodrinkicewater.Chinesepeopleusechopstickstoeat.Westernpeopleuseknivesandforkstoeat.
TalkaboutthedifferencesbetweenChinesefoodandWesternfoodwiththehelpofmindmap.
Goodbye.
第一遍速度，通过判断正误反馈文章理解。
第二遍细读，获取信息，把思维导图填写完整。
在思维导图的帮助下复述文章，即用自己的话说一说中餐和西餐的区别。
板书设计
Lesson3MakingBreakfast
Whatwouldyoulikeforbreakfast?
I’dlike_____________.
bread,eggs,sandwich,cake,
hamburger,milk,juice,vegetables…
课后反思
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。
升级会员 