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Unit3What’sforBreakfast?PartATeachingaims：1.Bytheendoftheclass,thestudentswillbeabletounderstand，say,readand

writethenewwordsinthisunit:breakfast,lunch,rice,noodles,soup,dumplings,meatandchicken.2.Thestudentswillbeabletounderstandthedialo

gueandreaditwithcorrectpronunciationandintonation.3.Thestudentswillbeabletousethefollowingexpressionsinconcretesituations:What’sforbreakf

ast/lunch?Wehave…Keypointsanddifficulties:1.Tograspthenewwordsinthisunit:breakfast,lunch,rice,noodles,soup,dumplings,meat,chicken.2.Toundersta

nd,readandusethekeyexpressionsintherealsituations.Moralandemotionaleducation:Toeatmorefruitandvegetablesandlessjunkfoodandkeepahealt

hydiet.Preparation:CAI,wordpictures,LiuZhaoyangandhismom’headwear.Step1:Warmup&Leadin1.Let’schant.a.Listenandchant.b.Talkaboutit.T:Doyoulike…?What

doyouhave?(设计理念：在活泼动感的说唱中，复习旧单词bread,milk，eggsandvegetables和句型Wehave…，为新知做铺垫。同时创设轻松愉快的英语学习氛围，激发学生学习兴趣。)2

.Divideintofourgroups:bread,milk，eggsandvegetables(drawthepicturesbymyselfontheBb)(设计理念：借助说唱中的旧知词汇为四个小组命名。并且用简笔画自然生动地

呈现在黑板上。通过分组竞争的形式，激发学生学习热情。)3.Leadin:Tsays:(Showthecourseware,thepictureofbreakfast.)What’sthetime?Oh,it’stimeforbreakfast.Step2:Pres

entation&Practice1.Let’slearn.a.Showthepictureoflunch.(设计理念：以时间的变化，呈现早餐和中餐。理解掌握新词汇。)b.What’sforbreakfast?(ShowUnit3What’sforBreakfast?onthe

Bb.c.Talkaboutthepicturesofmybreakfast.1)Teachwords:noodlesanddumplings.2)Askandanswer:A:What’sforbreakfast?B:We

have….d.Listenandcircle.What’sforLiuZhaoyang’sbreakfast?（设计理念：以我的早餐引入文本中刘朝阳的早餐。在语境中学习词汇和句型。）e.TalkaboutthepicturesofXiaoPang

’slunch.Teachwords:riceandmeat.(设计理念：通过小胖午餐的呈现，既新授词汇，又对学生进行饮食健康教育做铺垫。)f.TalkaboutLiuZhaoyang’slunch.What’sforlun

ch?1)Coverthepicturesofchickenandsoupandletthestudentsguess.2)Listenandsayoutthenewwords:chickenandsoup.g.Read

thenewwordsafterthevideo.(设计理念：创设情境，结合文本情境，通过听录音，看图片，培养学生获取关键信息的能力。掌握新授词汇，感知句型What’sforbreakfast/lunch?Wehave…的意义和用法,初步理解文本对话。)2.Le

t’stalk.a.Let’ssayaboutit.What’sonthetable?What’sforbreakfast/lunch?（设计理念：在讨论对话中，再次感知新授词汇和句型What’sforbreakfast/lunch?Wehave…的意义和用法。更好地理解文本对话。

）b.Listenandimitate.Theteacherplaysthevideo，thestudentslistenandtrytorepeatitsentencebysentence.c.Readandactthedialogueinpa

irs.d.Completethedialogue.(设计理念：引导学生在反复听音的基础上模仿地道的语音和自然的语调，培养学生良好的朗读习惯；通过戴头饰表演，让学生进入情景，体验语言的运用。)Step3.Consolidation&Ex

tensiona.Drawwhat’syourbreakfastandlunch.b.Talkaboutyourbreakfastandlunchwithyourclassmates.c.Showtime.（设计理念：在理解和模仿的基础上，引导学生运用新词汇

和句型运用到自己的生活实际。展开真实交际。）Step4.Moralandemotionaleducation:Toeatmorefruitandvegetablesandlessjunkfoodandkeepahealthydiet。（设计理

念：在学生讨论日常生活中自己的早餐和中餐时，很自然地对他们进行情感教育。）Step5.AssessmentStep6Homework1)ReadandcopythenewwordsinPartA.2)Designanicebreakfastandlunchforyou

rfamily.(为你的家人设计一份美味营养的早餐和中餐.)(设计理念：在学生为家人设计早餐中餐时，既可以复习词汇，又可以培养他们健康饮食习惯：合理搭配，均衡营养。)Boarddesign:Unit3What’sforBreakfast?Wehavesou

pmeatchickenricenoodlesdumplings