1、教学 目标 知识目标: 1、掌握单词和短语: breakfast, lunch, dinner, usually, food, glass, take ones order, sir, something to drink 2、熟练掌握重点句型: (1)What do you usually have for breakfast? (2)May I take your order? (3)Would you like something to drink? 3、情感目标： 通过一起就餐，培养学生热爱生活，关心他人的情感；积极与他 人合作，共同完成学习任务。 教材 分析 重点学生能熟练运用句型：
2、 (1)What do you usually have for breakfast? (2)May I take your order? (3)Would you like something to drink? 难点用英语正确询问他人的就餐情况。 教具 学具 Multimedia、Learning guide 授课步骤教师活动学生活动设计意图 Step 1: Review Warm-up 1.Greeting. 2.Showthelearning aim. 3.Reviewthewords what we have learned in SectionA.Students have a c
3、ompetition to guess the words after seeing the pictures. 4.Sum up uncountable nounsandcountable nouns. 1.Greeting. 2. Readthe learning aim. 3. If students know thewords,please put up their hands as soon as possible. 4. Review uncountablenouns andcountable nouns. 展示食物的相 关图片，让学 生提高学习兴 趣，也可以复 习单词，然后 自然
4、而然地进 入学习状态。 Step 2: Lead in 1. Learn and read the phrases: have breakfast/ lunch/dinner.Ask students to read the new phrases. 2. Show the food what I eat every morning and ask students：“What do you have for breakfast/ lunch/dinner?” 3. Look and say. Do the exercises. Ask the students to answer. 1.Pa
5、yattentionto the new words and read them one by one. 2.Watch the picture and think about the teachers question. 3. Lookandsay. Watch the pictures anddothe exercises. 通过展示老师 每天吃早餐的 情况，巩固新 短语，再询问 学生的情况； 做相应的练习 主要是巩固重 点句型及其回 答： “What do you have for breakfast/ lunch/dinner? I have .for.” Step 3: Presen
6、tation 1. Letthestudents guess: Do you know Michaelsbreakfast/ lunch/dinner? 2. Letslearn1a together. Listen to 1a again and finish 1b. 3. Let the students read 1a again and fill in the blanks in 1c. 4. The whole class read 1a loudly, clearly and fluently. 5. Make a survey about three meals in group
7、s. 1. Studentsguess theanswerand know the junk food is unhealthy. 2. Listen to 1a and finish 1b . 3. Fill in the blanks in 1c alone. 4. Students try to read1aloudly, clearly and fluently. 5. Students work in pairs.Usethe sentences “What do 检查学生对知 识点的掌握； 训练学生从听 力材料中获取 有 关 Michael 三餐的情况； 使学生能更好 熟悉课文并能
8、 正 确 朗 读 对 话； 进行句型操练 Hand out a paper to each group. Complete thetableandwrite down the report on the papertogether.Then report it to the class. 6. Learn 3a. Look at thepictureand completethe conversation. Point out the phrases: May I take your order？something to drink(一些喝的) 7. Show time. Make a new
9、 conversation with your partner like 3a. 8. Learn 3b. Complete the conversation. youhavefor breakfast/ lunch/dinner?I have .for.”. Write down the report on the paper together. One student report it. 6. Students read 3a andfinishthe conversation alone. Learn the phrases together. 7. Makeanew conversa
10、tionwith yourpartnerlike 3a. 8. Completethe conversation in 3b. 询问同学并做 成报告，进一 步巩固如何询 问他人三餐的 情 况 及 其 回 答； 独 立 完 成 3b 和 3c，并编造 新对话，有利 于锻炼学生组 织 语 言 的 能 力。 Step 4: Exercises Askthestudentsto finishtheexercises alone. Students finish the exercises alone and thencheckthe answersoneby one. 通过练习对所 学知识进行巩 固。
11、 Step 5: Summary Ask students to sum up what they have learned today. Studentssumup whattheyhave learned one by one. Readthenew words, new phrases anduseful sentences. 让学生对整节 课的知识点有 更好的归纳, 懂得如何进行 总结。 Step 6: Homework 1.Recite the dialog in 1a. 2.Do workbook . 3.Preview Section C . Blackboard designing (1)What do you usually have for breakfast? I usually have.for. (2)May I take your order? (3)Wouldyoulikesomethingto drink?
