Unit 9   Breakfast

一、设计思路
本单元的核心教学项目是“确定位置”，与Book 3B第七单元相呼应。从功能上看，它是Book 3B第七单元的继续和深入。本课时就是学习Where's/Where are the .. ? It's/ They're…句型。由教师带领学生参观教师家的厨房引出一系列话题，进而让学生在这个情景中学习、操练和运用句型。并通过介绍教师的家庭情况有效的复习Where's she/he? She's/He's…的句型，由此引出妈妈在厨房。再由参观教师的厨房引出相关的食物单词，就此教学Where are the…? They're…的句型，然后教学餐具。最后通过家人询问早餐吃什么来学习What's for breakfast?的句型和整体的对话操练。
二、教学目标
知识技能：
1、能听得懂、会说、会读、会拼写单词：bread, egg, glass, table, fridge, knife, rice。
2、能听得懂、会说、会读、会拼写句型：Where's/Where are the /…?  It's/ They're
3、能听得懂、会说、会读单词：fork, bowl, plate, chopsticks。
4、 能听得懂、会说、会读句型：What's for breakfast?
过程与方法：
运用多媒体教学课堂知识，通过创设情景带领学生学习语言和运用语言。
情感、态度、价值观：
学习英语“确定位置”的句型，初步了解中西用餐文化的差异。
三、教学重点
1、能听得懂、会说、会读、会拼写单词：bread, egg, glass, table, fridge, knife, rice
2、 能听得懂、会说、会读、会拼写句型：Where's/Where are the /…?It's/ They're
3、 能听得懂、会说、会读单词：fork, bowl, plate, chopsticks
四、教学难点
英语单数“位置确定”的句型到复数句型的转换和运用。
五、教学准备
1、多媒体课件一个，录音机一个。
2、单词卡,句型卡片若干。
六、教学过程
Step1 Warm up
1、Guessing game
T: Boys and girls, let's play a game. OK?
  What's this?
  Where's the rubber?
  No, it's not here. Where is it?
  Look, it's in my pocket.
2. Sing English songs.
T: Boys and girls, I'm very happy today. Are you happy?
Ss: Yes.
T: I have a nice song here. Let's enjoy it. OK?
唱完后
T：Do you like it?
Ss Yes, I do.
T: Now, next. Let's play another game. OK?
Please fill in the blanks. Write down the first letter. Can you?
Father and mother I love you.
Can you read this sentence?
f, a, m, i, l, y family. It means “ family”. Let's enjoy the song “ The family”
【设计意图】 学生走入课堂有些紧张，为了消除他们的紧张情绪我设计了两个游戏，再由此引出两首歌。而这些歌和游戏是这堂课情景的开始，又能为接下来的教学内容作好铺垫。
Step2 Review
T: I have a nice family, too. There are five people in my family. My father, Paul, my mother, Mary, my husband, Peter, my lovely son, Rob and I, Miss Ji. (屏幕逐个出示人物)
T: Let's read their names.
T: Look, this is our house. Is it nice?
  How many rooms are there in our house?
Ss: Six.
T: What are they?
Ss: …
Please guess. Where's Paul?
T: He likes watching TV. Where's he?
T: Where's Peter?  
T: He likes playing computer games and reading books.
T: Listen…(炒菜声)
【设计意图】本课是Book 3B第七单元的继续，所以这个寻找家人的情景 把学生引入where的语言知识点。
Step3 Presentation
1. Teach: Where's/Where are the… It's/They're…
T: Yes, she's in the kitchen. Oh, what's she doing? Let's go and see. OK?
T: Ah, Mum is cooking nice breakfast for us. Look, this is our kitchen. Nice? Clean?
T: Smell, ah, delicious! There's lots of food in the kitchen. What are these?
屏幕出示气泡，气泡中有食物 并出示相应的单词
Ss: They are….
【设计意图】这个环节是教学所有的食物单词。
T: But where are they? Can you find them in the kitchen? Where's the bread? （板书）
(学生读一读问句，再回答)
T: Can you find the milk and rice? Ask your deskmate “ Where's the milk? Where's the rice?” If you can't find, you can guess.
Ss: Work in pairs.
T: Who can tell me? Where's the rice? ( check the answer)
T: Oh, I see. Where's the milk?
T: Let's open the fridge. Yes, here it is. Thank you.
T: What about the eggs? How to ask?
T: We can ask “ Where are the eggs?”(板书)
T: Who can answer?
T: How about the noodles? You can ask your friend.
T: Can you find the pies? If you can't you can say “ Perhaps they're….
Ss: Work in pairs.
【设计意图】在这个情景中，巧妙地教学了本课的教学重点和难点。学生在找东西时不知不觉已学会了where's 到where are的过渡。
Step4 Teach a fork, a knife
T: Oh, there's a box here. Let's open it and have a look. Maybe they're in the box.
  Oh, look. Where are the pies?
Ss: They're in the box.
T: And I can see something on the pies. What are they?
Teach: a fork, a knife
T: Can you use the knife and the fork?
Ss: No.
T: How to use the knife and the fork? Please look at the picture. The man is eating western food, he is using the knife and the fork.Show me your hands please. This is right hand, and this is left hand. Say after me.
Knife, knife, right  hand.
Fork, fork, left  hand.
T: Can you use the knife and the fork, now?
【设计环节】这个环节是渗透东西方用餐文化的区别。
Step5 Teach chopsticks, bowl, plate
T: We use the knife and the fork to eat western food. But in China, we use chopsticks.
Teach: chopsticks
T: We also need bowls, plates, right?
Teach: a bowl, a plate
【设计意图】通过上面情景的延续，教学本课的餐具。在这一个环节中，把所有的单词和句子都糅合到对话中让学生来学习，操练和巩固。通过学生表演家中人物，来实现本课的教学目标。
Step6 Homework
1.Copy the new words three times.
2.Copy the sentences two times.
3.Make a new dialogue on your own breakfast.
Step7 板书设计
Unit 9 Breakfast
What's for breakfast?
Where's the…?    It's…
Where are the…?  They're…
七、教学反思
本堂课的教学任务主要围绕牛津小学英语4B Unit 9 Breakfast 的第一课时的9个单词和两组句型展开教学，本课教学拥有大容量的特点，它呼唤着快节奏的课堂教学，多媒体的介入使得本堂课教学紧凑而有秩序。
根据本课内容和四年级学生的特点，我在教学中安排了四段说唱内容，将所学内容融合在说唱之中，学生学得轻松，学得扎实。同时通过对比教学的方式还渗透了西方文化中的一些内容，使得学生在接受知识的同时受到了西方文化的感染，更好地进行英语学习。
在教学中我充分利用学生、老师感兴趣的人物的感观进行第一部分的教学，使得学生兴趣盎然，欢声笑语中既学会了知识，同时也陶冶了情操。