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小学英语冀教版 (三年级起点)六年级上册lesson3 Making Breakfast教案及反思
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这是一份小学英语冀教版 (三年级起点)六年级上册lesson3 Making Breakfast教案及反思，共10页。教案主要包含了教学目标，教学重难点，教学用具，Teaching Steps，板书设计等内容，欢迎下载使用。
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 wuld yu like fr 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：
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）：What wuld yu like fr breakfast? I’d like...
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。
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，对学生的反应作出恰当的评价。
Lessn 3 Making Breakfast
一、教学目标
(一)认知目标
1. 学生能够听、说、读、写单词:make, breakfast, table,put, half
2. 学生能够理解并且掌握句型:-What wuld yu like fr breakfast? -I wuld like a/an/sme____, please.
(二)能力目标
1. 学生能进一步掌握更多有关厨房的名词，扩充词汇量。
2. 能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达自己感情和意
(三)情感目标: 学习课文后，学生能够领悟到父母劳碌的辛苦，鼓励学生们多帮助爸爸妈妈做家务。
二、教学重难点:学生会读写单词:make, breakfast, table, put, half并应用。
三、教学用具:录音机，磁带，单词卡片
四、Teaching Steps:
Step 1 Class pening and Review
1. Greetings.
2. Review:
1)Play “What time is it? “ t review the way t say sme times.
2)Play “Draw and guess” t review the wrds f fd.
Step 2 Presentatin
1.Teach “make and ck”(Explain “ck ”)
Ask the students t cme t the frnt t write the answer.
S1:I want t ck ___. S2:I want t make___.
2.Teach the new wrds “breakfast, table, put, half”
1)Play “ Simn says” t practice the new wrds.
2)Ask the students t cme t the frnt t read.
Step 3 Drill and Practice
1.Study the dialgue
2.Open yur bks, read the part ne and answer my questin.
What wuld Jenny and Li Ming like fr breakfast?
3. Listen t the tape and fill in the blank.
1) Mum is _________ eggs in the _________.
2) The juice is in the _____________.
3) Let’s put the _________ n the _________.
4. Rle-play the dialgue. Divide the class int small grups. Ask each grup t make up a dialgue abut making a meal in a kitchen.
Step4 Students fill in the blanks in Part2 - 1.Then make a dialgue with the wrds and wuld like...
Read the passage in part2-2 t the students. Tell students t tick the crrect respnses belw that g with the passage. Check as a class.
Step 5 Hmewrk
1.Make a dialgue.
2.write a shrt dialgue r passage abut a meal in a kitchen.
六、板书设计:
Lessn3 Making Breakfast
What wuld yu like fr breakfast?
I wuld like a/an ___, please.
dish—--dishes refrigerate
I wuld like sme ___, please.
教学反思:
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
Gd mrning. Hw are yu?
Here’s a vide fr yu.
Which meal d they have?
Let’s spell breakfast.
Tday we’re ging t learn lessn 3 “Making Breakfast”.
Wh makes breakfast in yur family?
Yes, yur parents lve yu very much. Nw yu’re big kids, yu can help them. Tday let’s learn t make breakfast fr parents.
Watch the vide.
Breakfast
b-r-e-a-k-f-a-s-t
My mther/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
What fd d yu remember fr breakfast?
T: I’ve gt sme fd in my bag. (边拿边说)
Ww, delicius fd. I’d like sme bread. (边说边拿)
What wuld yu like fr breakfast?
Sandwiches are western fd. Here yu are.
Please ask yur friend, please.
Pair wrk, please.
I knw bread.
I knw…
学生跟着一起说
I’d like a sandwich.
Thank yu.
What wuld yu like fr breakfast?
I’d like an egg.
Pair wrk.
Shw.
在情景中回顾食物单词，唤起学生的旧知。
以旧词带新句，What wuld yu like fr breakfast? I’d like ___.
课文学习
随文理解
What wuld Li Ming and Jenny like fr breakfast?
What wuld Li Ming like fr breakfast?
What wuld Jenny like fr breakfast?
Mrs. Smith is making breakfast fr them.
Let’s listen and fllw.
What’s this?
Lk, here’s sme juice.
The juice is in the fridge.
This is Jenny’s fridge.
What’s in yur fridge?
Ww, yu made a fridge. Wnderful.
I like yur fridge. And I lve the fd. Can I have sme fd?
I’d like sme bread and milk, please.
Put them n my dishes, please. Thank yu.
Lk, this is a dish. These are dishes.
Jenny and Li Ming put sme dishes n the table.
G n listening.
I’m Mrs. Smith. Wh wants t be Li Ming / Jenny?
Let’s read.
Listen, chse and write.
He’d like sme bread, eggs and juice.
She’d like sme milk and bread.
Listen, fllw and learn.
This is the fridge.
Fridge, fridge. This is the fridge.
One by ne.
The juice is in the fridge.
S1: The____ is/are in the fridge.
S2: I want t shw my PPT. This is a fridge. The ____is/are in the fridge. There is/are _____in the fridge.
S3: I want t shw my fridge.
S3: There’s ____in the fridge. The ___is in the fridge.
S3: What wuld yu like?
S3: Here yu are.
One by ne.
分角色朗读课文
Grup wrk
Shw
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: Next day is cming. I’m Mrs. Smith. (穿围裙)
Mrs. Smith: It’s half past seven. Time fr breakfast. Jenny, Li Ming, what wuld yu like fr breakfast?
Mrs. Smith: Fr me?
Mrs. Smith: I’d like a sandwich and sme juice, please.
Mrs. Smith: Very delicius. Thank yu. I lve yu.
Exercise 1: Act the dialgues n P6.
Exercise 2: Make a new dialgue.
S1-Jenny S2-Li Ming
Jenny: Mum, what wuld yu like fr breakfast?
Li Ming: Tday we’ll make breakfast fr yu.
Jenny and Li Ming: What wuld yu like fr breakfast?
Jenny: I’m making the sandwich.
Li Ming: This is the fridge. The juice is in the fridge.
Jenny: Let’s put sme dishes n the table.
Li Ming: Breakfast is ready.
Jenny: Let’s eat, Mum.
Grup wrk t act.
Shw.
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
Sme peple like Chinese fd. These are traditinal Chinese fd fr breakfast.
The Rbin’s family are making the traditinal English fd fr breakfast.
What fd can yu see?
English fd is western fd.
Chinese fd and Western fd are different. D yu knw the differences between them?
Let’s read.
Check answer.
Read it again and cmplete the thinking map.
Check answer.
Lk at the mind map. Let’s talk abut the differences between Chinese fd and western fd.
Practice t talk abut the differences between Chinese fd and western fd.
Wh wants t have a try?
I think Chinese fd is the best. There is a TV prgram called A Bite f China. It’s very famus. It intrduces Chinese fd t peple all ver the wrld. S the natinal ne is the internatinal ne.
The winner is Team 2. Cngratulatins.
Hmewrk:
1. Listen and read the text n P6.
2. Make a breakfast fr yur family.
(vide, PPT r pster)
Class is ver. Gdbye bys and girls.
steamed stuffed bun
prridge
sybean milk
fried bread stick
Watch a vide.
Cereal and milk
Tast and jam
Bacn, egg, sausage,
tmat and fried bread
Exercise 1: Read. Tick r crss.
Exercise 2: Cmplete the thinking map.
Say with teacher.
There are mre vegetables in Chinese fd. There is much meat in Western fd. Chinese like t eat cked vegetables. Western peple like t eat uncked vegetables. Chinese peple like t drink ht water. Western peple like t drink ice water. Chinese peple use chpsticks t eat. Western peple use knives and frks t eat.
Talk abut the differences between Chinese fd and Western fd with the help f mind map.
Gdbye.
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
Lessn 3 Making Breakfast
What wuld yu like fr breakfast?
I’d like _____________.
bread, eggs, sandwich, cake,
hamburger, milk, juice, vegetables…
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 wuld yu like fr 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：
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）：What wuld yu like fr breakfast? I’d like...
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。
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，对学生的反应作出恰当的评价。
Lessn 3 Making Breakfast
一、教学目标
(一)认知目标
1. 学生能够听、说、读、写单词:make, breakfast, table,put, half
2. 学生能够理解并且掌握句型:-What wuld yu like fr breakfast? -I wuld like a/an/sme____, please.
(二)能力目标
1. 学生能进一步掌握更多有关厨房的名词，扩充词汇量。
2. 能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达自己感情和意
(三)情感目标: 学习课文后，学生能够领悟到父母劳碌的辛苦，鼓励学生们多帮助爸爸妈妈做家务。
二、教学重难点:学生会读写单词:make, breakfast, table, put, half并应用。
三、教学用具:录音机，磁带，单词卡片
四、Teaching Steps:
Step 1 Class pening and Review
1. Greetings.
2. Review:
1)Play “What time is it? “ t review the way t say sme times.
2)Play “Draw and guess” t review the wrds f fd.
Step 2 Presentatin
1.Teach “make and ck”(Explain “ck ”)
Ask the students t cme t the frnt t write the answer.
S1:I want t ck ___. S2:I want t make___.
2.Teach the new wrds “breakfast, table, put, half”
1)Play “ Simn says” t practice the new wrds.
2)Ask the students t cme t the frnt t read.
Step 3 Drill and Practice
1.Study the dialgue
2.Open yur bks, read the part ne and answer my questin.
What wuld Jenny and Li Ming like fr breakfast?
3. Listen t the tape and fill in the blank.
1) Mum is _________ eggs in the _________.
2) The juice is in the _____________.
3) Let’s put the _________ n the _________.
4. Rle-play the dialgue. Divide the class int small grups. Ask each grup t make up a dialgue abut making a meal in a kitchen.
Step4 Students fill in the blanks in Part2 - 1.Then make a dialgue with the wrds and wuld like...
Read the passage in part2-2 t the students. Tell students t tick the crrect respnses belw that g with the passage. Check as a class.
Step 5 Hmewrk
1.Make a dialgue.
2.write a shrt dialgue r passage abut a meal in a kitchen.
六、板书设计:
Lessn3 Making Breakfast
What wuld yu like fr breakfast?
I wuld like a/an ___, please.
dish—--dishes refrigerate
I wuld like sme ___, please.
教学反思:
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
Gd mrning. Hw are yu?
Here’s a vide fr yu.
Which meal d they have?
Let’s spell breakfast.
Tday we’re ging t learn lessn 3 “Making Breakfast”.
Wh makes breakfast in yur family?
Yes, yur parents lve yu very much. Nw yu’re big kids, yu can help them. Tday let’s learn t make breakfast fr parents.
Watch the vide.
Breakfast
b-r-e-a-k-f-a-s-t
My mther/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
What fd d yu remember fr breakfast?
T: I’ve gt sme fd in my bag. (边拿边说)
Ww, delicius fd. I’d like sme bread. (边说边拿)
What wuld yu like fr breakfast?
Sandwiches are western fd. Here yu are.
Please ask yur friend, please.
Pair wrk, please.
I knw bread.
I knw…
学生跟着一起说
I’d like a sandwich.
Thank yu.
What wuld yu like fr breakfast?
I’d like an egg.
Pair wrk.
Shw.
在情景中回顾食物单词，唤起学生的旧知。
以旧词带新句，What wuld yu like fr breakfast? I’d like ___.
课文学习
随文理解
What wuld Li Ming and Jenny like fr breakfast?
What wuld Li Ming like fr breakfast?
What wuld Jenny like fr breakfast?
Mrs. Smith is making breakfast fr them.
Let’s listen and fllw.
What’s this?
Lk, here’s sme juice.
The juice is in the fridge.
This is Jenny’s fridge.
What’s in yur fridge?
Ww, yu made a fridge. Wnderful.
I like yur fridge. And I lve the fd. Can I have sme fd?
I’d like sme bread and milk, please.
Put them n my dishes, please. Thank yu.
Lk, this is a dish. These are dishes.
Jenny and Li Ming put sme dishes n the table.
G n listening.
I’m Mrs. Smith. Wh wants t be Li Ming / Jenny?
Let’s read.
Listen, chse and write.
He’d like sme bread, eggs and juice.
She’d like sme milk and bread.
Listen, fllw and learn.
This is the fridge.
Fridge, fridge. This is the fridge.
One by ne.
The juice is in the fridge.
S1: The____ is/are in the fridge.
S2: I want t shw my PPT. This is a fridge. The ____is/are in the fridge. There is/are _____in the fridge.
S3: I want t shw my fridge.
S3: There’s ____in the fridge. The ___is in the fridge.
S3: What wuld yu like?
S3: Here yu are.
One by ne.
分角色朗读课文
Grup wrk
Shw
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: Next day is cming. I’m Mrs. Smith. (穿围裙)
Mrs. Smith: It’s half past seven. Time fr breakfast. Jenny, Li Ming, what wuld yu like fr breakfast?
Mrs. Smith: Fr me?
Mrs. Smith: I’d like a sandwich and sme juice, please.
Mrs. Smith: Very delicius. Thank yu. I lve yu.
Exercise 1: Act the dialgues n P6.
Exercise 2: Make a new dialgue.
S1-Jenny S2-Li Ming
Jenny: Mum, what wuld yu like fr breakfast?
Li Ming: Tday we’ll make breakfast fr yu.
Jenny and Li Ming: What wuld yu like fr breakfast?
Jenny: I’m making the sandwich.
Li Ming: This is the fridge. The juice is in the fridge.
Jenny: Let’s put sme dishes n the table.
Li Ming: Breakfast is ready.
Jenny: Let’s eat, Mum.
Grup wrk t act.
Shw.
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
Sme peple like Chinese fd. These are traditinal Chinese fd fr breakfast.
The Rbin’s family are making the traditinal English fd fr breakfast.
What fd can yu see?
English fd is western fd.
Chinese fd and Western fd are different. D yu knw the differences between them?
Let’s read.
Check answer.
Read it again and cmplete the thinking map.
Check answer.
Lk at the mind map. Let’s talk abut the differences between Chinese fd and western fd.
Practice t talk abut the differences between Chinese fd and western fd.
Wh wants t have a try?
I think Chinese fd is the best. There is a TV prgram called A Bite f China. It’s very famus. It intrduces Chinese fd t peple all ver the wrld. S the natinal ne is the internatinal ne.
The winner is Team 2. Cngratulatins.
Hmewrk:
1. Listen and read the text n P6.
2. Make a breakfast fr yur family.
(vide, PPT r pster)
Class is ver. Gdbye bys and girls.
steamed stuffed bun
prridge
sybean milk
fried bread stick
Watch a vide.
Cereal and milk
Tast and jam
Bacn, egg, sausage,
tmat and fried bread
Exercise 1: Read. Tick r crss.
Exercise 2: Cmplete the thinking map.
Say with teacher.
There are mre vegetables in Chinese fd. There is much meat in Western fd. Chinese like t eat cked vegetables. Western peple like t eat uncked vegetables. Chinese peple like t drink ht water. Western peple like t drink ice water. Chinese peple use chpsticks t eat. Western peple use knives and frks t eat.
Talk abut the differences between Chinese fd and Western fd with the help f mind map.
Gdbye.
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
Lessn 3 Making Breakfast
What wuld yu like fr breakfast?
I’d like _____________.
bread, eggs, sandwich, cake,
hamburger, milk, juice, vegetables…
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