北京版二下-UNIT TWO WHAT'S FOR BREAKFAST -Lesson 6-ppt课件-(含教案+音频)-公开课-(编号：505e5).zip

PPT宝藏网 Unit 2 Whats for breakfast? Lesson6 breakfast breakfast What do you have for breakfast, Lingling?w I have baozi. w breakfast What do you have for breakfast, Baobao?w I have some milk, bread, and an egg. w breakfast What do you have for breakfast, Yangyang?w I have nothing. w ? lunch breakfast Who is he? cook Whats for lunch? What food can you find (发现发现)? Can you match (连线连线)? Can you match (连线连线)? Can you match (连线连线)? Can I have fish and rice, please? Yes. Here you are. Sure. w Meat and noodles for me, please. ? Lets sit down. Yangyang, what do you have for lunch? I have a hamburger and ice cream. Read by yourself.(自己默读自己默读) Yes or No Lingling has meat and noodles. Yangyang has a hamburger and fish. ice cream. Yes or No Baobao has an ice cream and rice. fish Yes or No Its time to read. Its time to show. Good Great Wonderful ! Loudly Clearly fluently 评价评价 Loudly Loudly Clearly Canteen supper breakfast lunch Its time for supper. Whats for supper? 素材天下 素材天下素材天下 素材天下素材天下 素材天下 素材天下 Flash cards Please read loudly and quickly! 素材天下 Can I have ___ and ____, please? _____ and _____ for me, please. Can I have ___ and ____, please? Sure. 素材天下 Homework 1.1.听录音，跟读故事。听录音，跟读故事。 2.2.选择角色，朗读故事。选择角色，朗读故事。 选择角色，表演故事。选择角色，表演故事。 可任意选可任意选 3.3.设计一份健康午餐食谱。设计一份健康午餐食谱。 PPT宝藏网 supper breakfast lunch Is your meal healthy? Fat/Oil Meat vegetables fruits Staple food 主食主食 eat less eat more eat little eat much1 指导思想与理论依据 英语课程标准强调要面向全体学生。突出学生主体，尊重个体差异, 采用活动途径，倡导体验参与 。 着重激发和培养学生的学习兴趣，提高运用英语“做事情”的能力。倡导学生积极自主地体验、实践、参与、 合作的学习方式，这样才能帮助学生有效掌握知识，提高能力。 教学背景分析 教学内容：本单元的话题是“饮食” 。这一内容与学生日常生活关系紧密。话题涉及一日三餐吃什么，如何 用英语点餐。以及如何表达及饥饿或者口渴，并能用“Have,please.”表达让对方吃（喝）什么。结合场所及 主题呈现的词汇既有西方的食物，也有中国特有的食物等。需要教师在教学中适时引导学生关注东西方饮食的 不同，并有意识渗透一日三餐食物合理搭配的意识。本课包括 Listen and say, Lets act, Lets say。Listen and say 板块为在学校的餐厅里三个学生点餐及交流自己所选食物。 Lets act 多种食物照片及短语。创设情景和学生真 实生活的联系。使学生在情景中理解和运用本单元日常用语。学生已有知识储备只是个别的食物单词 fish, yogurt,egg, ice cream 等等，这是学生第一次系统地接触饮食话题，也为学生之后相关话题的学习打下基础。三 年级下册 Unit 3 I like apple juice，四年级上册 Unit 6 May I take your order?还将继续学习有关饮食的话题。 学情分析：二年级学生活波好动,喜欢表现自己,对于英语学习有浓厚的热情。二年级学生发言积极,但是常 常不懂得倾听别人的发言,需要教师注意过程性评价,利用评价方式帮助学生养成倾听别人发言的习惯。虽然只有 一部分学生有在学校用餐的经历,但是对点餐的情景并不陌生。 物品准备：人物头饰、道具，自制课件及教材配套 U 盘。 教学目标(内容框架) 教学目标： 1.学生通过看课件、听、朗读的方式能够听懂、理解对话内容并正确朗读对话。 2.学生通过录音、图片、课件的帮助，能使用“Can I have ., please?”以及“. for me, please.” 点餐，并能够运用“What do you have for lunch?” “I have . .”在相应的情景中进行交流。 3.学生能听懂、认读本课食物类单词及短语 fish、rice、noodle、ice cream.等，并能在实际交流中使用。 4.学生通过本课学习能有健康饮食的理念和礼貌点餐的意识。 教学重点 能够理解对话内容，并能分角色朗读对话。能用“Can I have ., please?”以及“. for me, please.” 点餐，并能用“What do you have for lunch?” “I have . .”询问他人及交流自己的食物。 教学难点：单词 fried 的发音。 教学过程 2 一、歌曲导入一、歌曲导入 1.1 Lets look and say. 1.2 T: Its seven oclock. Its time for breakfast. I have some bread, milk and a fried egg. What do you have for breakfast?What do they have for breakfast? 【设计意图】从听觉和视觉上为学生提供多感官体验，引导学生进入良好的英语学习状态，同时 头脑风暴食物词汇。与学生真实交流早餐吃的什么食物。从复习三个人物的早饭到午饭到晚饭。 为一条主线。串联本课。 二、二、.对话呈现对话呈现 角色扮演角色扮演 2.1 Talk about P1 Talk about the picture: 创设情景，出示时钟，12 点。 Its time for lunch. 出示主题图 1，T:Who is he? Whats for lunch? They are ordering their favourite food. 第一遍观看动画 T: What food can you find? Ss: fish, rice, . 第二遍观看动画 Can you match? P1 细节处理，核对答案 T: What does Baobao have? S1: Baobao has fish and rice. T: What about Lingling? S2: Lingling has meat and noodles. T: What does Yangyang have? S3: Yangyang has a hamburger and ice cream. 核对信息，关注点餐句型。板书梳理。 T: Lets listen. What does Baobao say? S1: Can I have fish and rice, please? T 拿出句卡，走到学生中间，运用不同节奏、语调带读，然后板书。 T: Lets listen. What does cook say? T 板书 Yes. Here you are. T: Who want to be Baobao? T-S1, make a model. T: OK. Look. Lingling has meat and noodles. How to order? S1: Can I have meat and noodles, please? S2: Meat and noodles for me, please. T 带读、板书。 Cook：Sure. Sure = OK 【设计意图】引导学生关注礼貌用语 please。关注语音、语调。 Talk about P2 Yangyang has a hamburger and ice cream. T: Which one do you like? Why? I like fish and rice. How about you? S1: I like ice cream. Its yummy. T: Yes. I like ice cream, too. But its too cold for lunch. Yes, they are not healthy. Dont eat too much. 【设计意图】合理搭配饮食的意识。高阶思维。 2.2 Read by yourself 3 【设计意图】检测理解，内化。 2.3 Yes or No 【设计意图】检测理解，内化。 2.4 跟读录音，看书正确朗读。 【设计意图】通过指读，跟读，进一步掌握词汇、句子的发音，在朗读中引导学生体会人物的思 想感情和故事的情节内容，为下一步的角色朗读做好铺垫。 角色朗读，关注情感 2.5 Read in roles. Loudly Loudly and clearly Loudly and clearly and fluently Good Great wonderful （分层要求，关注全体） 2.6 小组展示，体验成功 【设计意图】学生分角色朗读故事，朗读标准分一般要求和高水平要求,使不同层次的学生都能在 小组合作中获得成功体验。学生评价与教师评价结合。 三、语言操练三、语言操练 3.1 Its time for supper. 创设情景，6:00，晚饭时间。Baobao 邀请 Lingling, Yangyang 到家里吃晚饭。 Whats for supper? 新授词汇，板书。 Fried rice 扬州炒饭、酱油炒饭等；rice noodles 桂林米粉、云南米线；mantou； 由 ice cream, rice, fried 关注字母“i”的发音。 【设计意图】：呈现多种真实食物照片帮助学生了解准确的词义，了解中国地方特色食物。单词 fried 的发音。 3.2 Flash cards 【设计意图】：词汇。图、文匹配。在教学中设计了 flash cards, 等有趣的活动,激发他们的学习兴 趣,调动学生情感、思维、与行动的参与,使其在活动中主动运用所学语言进行交流。 四、实际应用四、实际应用 4.1 Make a dialog. T：If you are Baobao. You invite your friends to have supper. (四人一组，每组有 5 种基础食物，加上 评价获得的食物) 运用所学句型，进行点餐。 S1：Can I have ., please? S2：. for me, please. S3：Can I have ., please? S4：Sure./ Here you are. 【设计意图】：通过创设吃饭点餐的情境，来引导学生使用语言做事情。 4.2 Show time. 五、五、 Homework 1. 听、朗读英语书 14、15 页； 2. 设计一份健康午餐食谱； 板 书 设 计 4 Unit 2 Lesson 6 Can I have fish and rice, please? Yes. Here you are. Meat and noodles for me, please. Sure.