M2U1 What did she have for lunch？教案

Module 2 Unit1
What did she have for lunch
教 学 设 计
教学内容（Teaching Content）:本课选自外研版一年级起点教材第六册Module2 Unit1 What did she have for lunch 这是一个有关英式食物的对话学习片段。
教材分析(Teaching Analysis):本节课授课对象是小学五年级孩子，这个年龄段的孩子活泼好动，喜欢接受新鲜事物。围绕孩子的性格特点，我设计了多种教学方法吸引他们的注意力，通过TPR教学 歌曲 chant等方式激发孩子的学习兴趣，让孩子积极地参与到教学活动中。
教学目标（Teaching Aims）：
1.Knowledge aims:
(1)To enable the students to understand and read the words: email,
sandwich, traditional, delicious, hamburger and egg.
(2)To enable the students to understand and use the sentences: What did you /she /he have for… I/She/He had….
2. Ability aims:
To enable the students to use the sentences to describe eating habits.
3.Emotion aims:
To encourage the students to keep a balanced diet.
教学重难点（Teaching Important and Difficult Points）：
What did she have for … yesterday
She had….
教学方法（Teaching Methods）：
Task-based teaching Teaching practice
教学过程（Teaching Procedures）：
Step1 Warm up
1. Enjoy a video about food.
2. Talk about your favourite food. （师生互打招呼后轻松聊天，逐步引到Do you like … Did you have…for…
(设计意图：师生问候，拉近距离，并介绍本节课的学习内容，增强孩子的好奇心和求知欲。)
Step2 Presentation.
1. Use the drill of “What did you have for … ”to teach some new words and play games.
A. What did you have for breakfast yesterday I had eggs and sausages.
B. What did you have for lunch yesterday I had hamburgers.
C. What did you have for dinner yesterday I had fish and chips.
2. Listen and chant together.
What did you have for dinner
Bread, meat and vegetables.
What did you have for dinner
Fish, eggs and vegetables.
(设计意图：通过看一段简短的录像让孩子复习一下以前学过的食物名称，同时引出本课课题What did you have for lunch 和新单词egg, sandwich, traditional, delicious, hamburger.在单词教学中让孩子初步了解单词的拼读规律，用有趣的游戏来教授单词，又用欢快的chant对所学单词进行复习巩固，从词到句环环紧扣，既让孩子了解了英式食物和中式食物的不同，又培养了孩子的综合运用能力。)
Step3 New lesson
1.Listen and answer the following questions, then match.
a. What did Lingling have for breakfast
b. What did Lingling have for lunch
c. What did Lingling have for dinner
2. Ask the students to look at the pictures and play the tape, the students read after it. At last the students read the text in pairs.
(设计意图：采用任务型教学模式，注重孩子的阅读技巧，思维能力和自学能力。本环节从听-读-质疑-解答-跟读-分角色读六环节，让孩子在反复操练中巩固本课的学习重点，从而更好的达到语言学习的运用。)
Step4 Production.
Make a survey about meals, then finish the email.
Dear Nancy,
How are you Yesterday my friend had lots of delicious food. She / He had for breakfast. She / He had for lunch. She / He had for dinner. It’s delicious, and she/he likes it very much .
Love
Step5 Emotional education.
We should eat less junk food and fast food. We should eat more fruits and vegetables. Please remember: Healthy food, healthy life.
(设计意图：通过德育教育和升华，培养孩子们少吃垃圾食品和油炸食品，养成均衡饮食的好习惯，也让这节课有了灵魂。)
板书设计(Blackboard Design) ：
What did she have for lunch
What did she have for …
She had …
教学反思:本节课中我以新课程理念为指导，关注了孩子学习习惯和学习能力的培养。努力为孩子创设真实的教学情境，帮助孩子正确理解运用语言。将课文中的新单词设计成朗朗上口的chant活动，让孩子在理解运用语言的同时，可以体会英语的快乐。既高效地解决了课文内容，又活跃了课堂气氛，为下一步的学习打下了良好的基础。学完课文的同时对孩子进行了德育教育，让这节课有了亮点，在拓展环节中让孩子联系实际生活自编对话，既调动了学生学习的积极性，又营造了轻松愉悦的课堂氛围。