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教学辅助手段
1. PPT课件 2.早餐视频2个 3.食物卡片
四、教学过程
Class opening
Play the video about different foods. And ask Ss: “What can you see in the video?”
设计意图：唤醒学生食物词汇的储备。
2、Ask Ss “What do you eat for breakfast?” “What time do you have breakfast?
设计意图：通过询问学生早上吃的食物和吃饭的时间过渡到李明在加拿大几点吃早餐。
New concepts
Play the record of part 1, let Ss listen and answer the questions：(1) What time is it? (2) What are they talking about?
设计意图：听前设问，培养学生听的思维。听力练习，培养学生听取信息的能力。
Play the record again and let Ss match the pictures.
What would they like for breakfast?
设计意图：集中帮助学生对本课重点句型进行理解，将发音与图片相结合，锻炼学生信息获取及音意转换的能力。
Let Ss read four pictures and answer the questions: (1) Who is cooking eggs? (2) Where is the juice?
设计意图：鼓励学生通过观察语句与图片，提取有效信息，并猜测fridge的含义。
Let Ss read pictures again to find out （1）What do Jenny and Li Ming do? （2）Breakfast is ready, what does Li Ming say?
设计意图：帮助学生结合语境体会them的含义以及其指代关系。通过李明的回答引导学生在别人家做客时要讲礼貌。
Read the whole text after the video.
设计意图：帮助学生巩固理解part1文本信息。
Show pictures of some Chinese breakfast and ask Ss “What would you like for breakfast?”
设计意图：帮助学生扩充早餐词汇，有利于学生进行真实的表达。
Let Ss write down their breakfast list and then try to find who has the same list. （find breakfast mate）
设计意图：通过创设任务，训练学生口语表达以及听取信息的能力。
Play the video about an American’s breakfast. Ask Ss : “What would he like for breakfast?” Then show the answers and compare Western food with Chinese food.
设计意图：播放西方早餐视频，通过与学生的中式早餐作对比，引出中西方饮食文化的差异，为之后的阅读练习做铺垫。
Let Ss read the text from part 2 to know about the differences between Chinese food and Western food.
设计意图：用分析、比较的方式帮助学生更好地理解中西方饮食文化的差异。
并引导学生运用良好的学习习惯进行阅读。
Class closing