Module 3 Unit 1 She had eggs and sausages 教案 （2份）

Module 3Unit 1 She had eggs and sausages. 教学设计:
一、教材分析
本课是新标准英语三年级起点五年级下册Module 3 Unit 1 She had eggs and sausages. 本模块的话题是“English food”, 语言功能是Talking about food(围绕一般过去式 来 谈 论 别 人 的饮 食习 惯)； 学 习 任 务是 能 运 用目 标 语 句：“What did she have for breakfast /lunch/dinner yesterday ”并能用She had...来回答询问。本单元的课文情境主要以问答的形式谈论别人吃过了什么，通过Daming收到的一封电子邮件，提出了英国人的用餐习惯，以及向别人询问昨天一日三餐吃过什么的具体表达方法。
二、学情分析
本课的教学对象是五年级学生，他们的英语知识已经有了一定的积累，英语听说读写方面的能力有了一定的基础，具备了初步运用英语做事的能力,而且学生在合作学习以及在真实的任务中运用所学语言进行交际的能力等方面都较低年级时有了很大提升。本模块的食物话题也是学生较为感兴趣的，所以我在教授新语言点时，尽可能多地联系了孩子们的实际生活，创造生活化的语言环境，让学生在语境中更好地理解课文，运用新的知识点。这个年龄段的孩子喜欢合作与竞争，因此我采取小组合作学习的方式加强生生合作与互动，通过任务驱动，鼓励学生在真实的情景中运用所学语言，让学生在大胆实践和积极参与的过程中，培养其积极的情感态度和自主学习能力。
三、教学目标
（一）知识目标：
1.听懂会说单词egg, email, sandwich, traditional, delicious。
2.能够听懂、会说目标语句：What did she have for lunch 并能口头运用She had sandwiches.这类语句回答有关询问。
（二）技能目标：
1.学生能够在创设的情景中对别人吃过什么进行较流畅的问询和回答。
2.能够能灵活运用功能语句在真实的生活情景中调查并转述别人的饮食习惯。
（三）情感目标：
1.学生在多种教学资源中体验和感受英国饮食文化，激发学生探究的兴趣；
2.学生能够在看、听、想、说、写中发展多元智能，养成认真倾听的好习惯，并在小组讨论交流汇报中体验合作竞争的带来的收获与快乐。
四、教学重难点：
能在真实情境中熟练运用目标语句：What did she have for breakfast/lunch/dinner I had...
五、教具
1. 多媒体课件。2. 点读笔、单词卡片、实物图片
六、教学过程：
Step 1: Warm-up and preview1.
T: Today I have some nice food. If you can say it ,please stand up and say it as quickly as you can. Please look carefully.(点击ppt食物图片)Can you say them as quickly as you can Ss: ...(Say together.)
T：（点击ppt）: I like noodles and rice. Do you like them Ss:Yes,I do.
T:Arethey nice
Ss:Yes, they are nice.
T: And they are delicious.（
Teach:delicious.教师点读，学生跟读）引入本单元新单词sandwich、fish and chips。（教师点读，学生跟读，分组、个别提问。）
T:(师指图片）They are delicious food, but very different. What’s the difference (可提示学生：Are they English food？）
T：（师指前三种食物）：They are Chinese food. Dumplings are traditional Chinese food.(师指前三种食物）They are English food. Fish and chips is a traditional English food.引出traditional.（Teach: traditional）引导学生试着说出两个句子。
T：(点击ppt）egg,
Ss: egg
2.Free talk
T: Do you like eggs
Ss:...
T :Today I had two eggs for breakfast.
What did you have for breakfast
（Teach:breakfast）
S1: I had...
S2: I had...T:You can ask me.
Ss: What did you have for breakfast (师板书）
T：I had two eggs .
T:Practice in pairs.（几组同学展示）同法练习What did you have for lunch
（Teach:lunch）I had...What did you have for dinner I had...(师板书）
【设计意图：】通过快速说出食物单词，吸引学生的注意力和提高学习英语的兴趣，迅速切入本课话题，在语境中呈现并学习本课重点单词delicious，并快速进入课文情景。
Step 2:Presentation and practice
1. Leading-in
T：What about Lingling Lingling is in London now. Daming has got an email from Lingling. Do you know email (Teach: email)(Yes , email is a computer message.)What’s the email about Let’s listen and answer.（教师点读第一段）
【设计意图】：先引导学生带着问题听课文，旨在激发学生好奇心，培养学生发散思维能力，让他们带着探究的欲望去认真倾听和观看对话。
( After listening)
T: What’s the email about
S1:It’s about English food.
T: Right. The email is about English food.
【设计意图】：在Free talk 的基础上，快速进入课文情景，教师让学生猜email 的内容是什么，但不呈现答案。设置悬念，激发学生好奇心，让学生带着想探究的欲望进入课文学习。
2.Listen again, and try to answer the following questions:
What did Lingling have for breakfast
What did Lingling have for lunch
What did Lingling have for dinner
在师生、生生互动问答中巩固单词，eggs, sausages, sandwiches, fish and chips.并板书句型：She had eggs and sausages. She had sandwiches. She had fish and chips.然后教师提问
Does Lingling like English food How do you know that 教师点读最后一段，引导学生进一步理解课文。
【设计意图】：通过设置问题，逐步引导学生完成对教材文本的解读，掌握文本大意,在边学边练中掌握本单元的目标语句。
3.Now we have finished the dialogue. Please listen and repeat the dialogue.(Look at the screen.)
【设计意图】：学生听录音跟读、模仿，有助于学生标准语音、语调的形成。
Step 3: Consolidation and extension
T: You did a good job. Let’s play some guessing games.a.Game1
T :(点击课 件 ）
Look at the little girl. She’s my daughter, Yao Yiming. She likes Chinese food very much. Now let’s see what she had yesterday. Look carefully. She had ... Who can guess （PPT：呈现Yao Yiming昨天吃早餐的情景，露出食物的一部分）
Ss: What did she have for breakfast
S1: She had ...
S2: She had ...S3: She had ...（点击课件，露出食物的全部）Ss: She had rice.
T:Who is right？(发奖励）同法让学生猜午饭、晚饭分别吃了什么。
T:Let’s help her finish the sentences:
Ss: Hello! I like Chinese food. Yesterday I had rice for breakfast. I had noodles for lunch. I had dumplings for dinner
.b: Game 2T:（点击ppt) Look at the young man. He’s John. He’s my English friend. He likes English food very much. Yesterday he had...（PPT：呈现John昨天吃一日三餐的情景，露出食物的一部分。)同法让学生猜早饭、午饭、晚饭分别吃了什么。
（注意引导学生人称的变化）
T:Let’s help him finish the sentences:
Ss: Hello! I like English food. Yesterday I had eggs and milk for breakfast. I had ahamburger and chips for lunch. I had fish and chips for dinner.
【设计意图】：通过猜一猜的小游戏，整体感知和回顾本课对话内容，并通过呈现老师的女儿Yao Yiming和老师的一外国朋友John昨天的三餐，培养学生运用英语的能力，既结合学生生活实际练习了本课重点句型，又让学生了解了中西不同的饮食文化，极大激发了学生积极性。
2.Do a survey（小调查）.
T:Now we know what John had yesterday. John also wants to know about Chinese food. He hopes you can write an email to him to talk about what your friend had yesterday. Let's write an email to him. But first we should do a survey. （调查你的朋友昨天的一日三餐，在表格内做记录，调查完后用：She/He had ......上台汇报。课后根据调查完成给John的email.）Now please finish your survey with your friends. Then report it.
Words Bank：
rice, eggs, noodles, meat, hamburgers, fish ,bread, cakes, bananas, fish and chips, sausages, dumplings, milk　...
T:Now, please do a report according to your survey. Others , listen carefully. When you’re listening , You can take notes. After that , Iwill ask you some questions.
S1: Hello, This is my friend, XXX. She had ......for breakfast. She had ......for lunch. And she had ......for dinner.
T:Good job. Can you finish the email according to your survey
【设计意图】创设情景，布置任务，设置信息差，让学生在真实的语境中，通过生活化的任务驱动，运用本节课的重点句型，达到用语言交际的目的。
Step 4: Summary
Encourage Ss to tell us what they have learned. Then see which group is the Name breakfast lunch dinner winner.
T: Look at this man. How fat he is ! So don’t eat too much for dinner. I have a suggestion for you ：To eat a hearty breakfast, have a filling lunch, and a simple light dinner. 早餐吃好，午餐吃饱，晚餐吃少。
Step 5: Homework
1.Listen and repeat the text. Try to imitate.
2.Write an email to John.
(Email address:Johnlondon1234@)
Board design:
Module 3 Unit1 She had eggs and sausages.
What did she have for lunch dinner
eggs and sausages. She had sandwiches. fish and chips
课后反思:
Module 3 English Food Unit 1 She had eggs and sausages.本课的重点是通过运用句型What did she have for breakfast/lunch/dinner She had ....学习对一日三餐吃什么进行询问，并做出相应的回答。针对这节课的教学目标，教学重难点，和学生的实际，我精心地设计了本课的教学内容，教学效果较好，但也有不足之处，总结如下：首先在导入环节我通过闪现实物图片的方式快速进入本单元主题“English Food”，集中了学生的注意力，学生也能够在复习已有知识的前提下轻松自然地进入新知的学习，消除了紧张情绪。新知呈现环节学生能够积极主动地参与课堂，认真探索老师提出的问题，对重点句型的运用较扎实。在任务驱动环节，学生能积极与他人合作，通过调查的方式操练了目标语句，能独立完成汇报总结，提升了学生运用语言做事情的能力，教学效果较好。这节课也存在很多不足之处，如，在进行教学设计时虽然考虑到了学生的主体地位，但在实际教学中学生的主体地位体现的不够充分。教师预设的过多，导致课堂上生成不够。在英语课堂上，我们应给予学生更大的空间展示自我，这样才能更有利于逐步提高学生的综合语言运用能力。Module 3Unit 1 She had eggs and sausages. 教学设计:
一、教材分析
本课是新标准英语三年级起点五年级下册Module 3 Unit 1 She had eggs and sausages. 本模块的话题是“English food”, 语言功能是Talking about food(围绕一般过去式 来 谈 论 别 人 的饮 食习 惯)； 学 习 任 务是 能 运 用目 标 语 句：“What did she have for breakfast /lunch/dinner yesterday ”并能用She had...来回答询问。本单元的课文情境主要以问答的形式谈论别人吃过了什么，通过Daming收到的一封电子邮件，提出了英国人的用餐习惯，以及向别人询问昨天一日三餐吃过什么的具体表达方法。
二、学情分析
本课的教学对象是五年级学生，他们的英语知识已经有了一定的积累，英语听说读写方面的能力有了一定的基础，具备了初步运用英语做事的能力,而且学生在合作学习以及在真实的任务中运用所学语言进行交际的能力等方面都较低年级时有了很大提升。本模块的食物话题也是学生较为感兴趣的，所以我在教授新语言点时，尽可能多地联系了孩子们的实际生活，创造生活化的语言环境，让学生在语境中更好地理解课文，运用新的知识点。这个年龄段的孩子喜欢合作与竞争，因此我采取小组合作学习的方式加强生生合作与互动，通过任务驱动，鼓励学生在真实的情景中运用所学语言，让学生在大胆实践和积极参与的过程中，培养其积极的情感态度和自主学习能力。
三、教学目标
（一）知识目标：
1.听懂会说单词egg, email, sandwich, traditional, delicious。
2.能够听懂、会说目标语句：What did she have for lunch 并能口头运用She had sandwiches.这类语句回答有关询问。
（二）技能目标：
1.学生能够在创设的情景中对别人吃过什么进行较流畅的问询和回答。
2.能够能灵活运用功能语句在真实的生活情景中调查并转述别人的饮食习惯。
（三）情感目标：
1.学生在多种教学资源中体验和感受英国饮食文化，激发学生探究的兴趣；
2.学生能够在看、听、想、说、写中发展多元智能，养成认真倾听的好习惯，并在小组讨论交流汇报中体验合作竞争的带来的收获与快乐。
四、教学重难点：
能在真实情境中熟练运用目标语句：What did she have for breakfast/lunch/dinner I had...
五、教具
1. 多媒体课件。2. 点读笔、单词卡片、实物图片
六、教学过程：
Step 1: Warm-up and preview1.
T: Today I have some nice food. If you can say it ,please stand up and say it as quickly as you can. Please look carefully.(点击ppt食物图片)Can you say them as quickly as you can Ss: ...(Say together.)
T：（点击ppt）: I like noodles and rice. Do you like them Ss:Yes,I do.
T:Arethey nice
Ss:Yes, they are nice.
T: And they are delicious.（
Teach:delicious.教师点读，学生跟读）引入本单元新单词sandwich、fish and chips。（教师点读，学生跟读，分组、个别提问。）
T:(师指图片）They are delicious food, but very different. What’s the difference (可提示学生：Are they English food？）
T：（师指前三种食物）：They are Chinese food. Dumplings are traditional Chinese food.(师指前三种食物）They are English food. Fish and chips is a traditional English food.引出traditional.（Teach: traditional）引导学生试着说出两个句子。
T：(点击ppt）egg,
Ss: egg
2.Free talk
T: Do you like eggs
Ss:...
T :Today I had two eggs for breakfast.
What did you have for breakfast
（Teach:breakfast）
S1: I had...
S2: I had...T:You can ask me.
Ss: What did you have for breakfast (师板书）
T：I had two eggs .
T:Practice in pairs.（几组同学展示）同法练习What did you have for lunch
（Teach:lunch）I had...What did you have for dinner I had...(师板书）
【设计意图：】通过快速说出食物单词，吸引学生的注意力和提高学习英语的兴趣，迅速切入本课话题，在语境中呈现并学习本课重点单词delicious，并快速进入课文情景。
Step 2:Presentation and practice
1. Leading-in
T：What about Lingling Lingling is in London now. Daming has got an email from Lingling. Do you know email (Teach: email)(Yes , email is a computer message.)What’s the email about Let’s listen and answer.（教师点读第一段）
【设计意图】：先引导学生带着问题听课文，旨在激发学生好奇心，培养学生发散思维能力，让他们带着探究的欲望去认真倾听和观看对话。
( After listening)
T: What’s the email about
S1:It’s about English food.
T: Right. The email is about English food.
【设计意图】：在Free talk 的基础上，快速进入课文情景，教师让学生猜email 的内容是什么，但不呈现答案。设置悬念，激发学生好奇心，让学生带着想探究的欲望进入课文学习。
2.Listen again, and try to answer the following questions:
What did Lingling have for breakfast
What did Lingling have for lunch
What did Lingling have for dinner
在师生、生生互动问答中巩固单词，eggs, sausages, sandwiches, fish and chips.并板书句型：She had eggs and sausages. She had sandwiches. She had fish and chips.然后教师提问
Does Lingling like English food How do you know that 教师点读最后一段，引导学生进一步理解课文。
【设计意图】：通过设置问题，逐步引导学生完成对教材文本的解读，掌握文本大意,在边学边练中掌握本单元的目标语句。
3.Now we have finished the dialogue. Please listen and repeat the dialogue.(Look at the screen.)
【设计意图】：学生听录音跟读、模仿，有助于学生标准语音、语调的形成。
Step 3: Consolidation and extension
T: You did a good job. Let’s play some guessing games.a.Game1
T :(点击课 件 ）
Look at the little girl. She’s my daughter, Yao Yiming. She likes Chinese food very much. Now let’s see what she had yesterday. Look carefully. She had ... Who can guess （PPT：呈现Yao Yiming昨天吃早餐的情景，露出食物的一部分）
Ss: What did she have for breakfast
S1: She had ...
S2: She had ...S3: She had ...（点击课件，露出食物的全部）Ss: She had rice.
T:Who is right？(发奖励）同法让学生猜午饭、晚饭分别吃了什么。
T:Let’s help her finish the sentences:
Ss: Hello! I like Chinese food. Yesterday I had rice for breakfast. I had noodles for lunch. I had dumplings for dinner
.b: Game 2T:（点击ppt) Look at the young man. He’s John. He’s my English friend. He likes English food very much. Yesterday he had...（PPT：呈现John昨天吃一日三餐的情景，露出食物的一部分。)同法让学生猜早饭、午饭、晚饭分别吃了什么。
（注意引导学生人称的变化）
T:Let’s help him finish the sentences:
Ss: Hello! I like English food. Yesterday I had eggs and milk for breakfast. I had ahamburger and chips for lunch. I had fish and chips for dinner.
【设计意图】：通过猜一猜的小游戏，整体感知和回顾本课对话内容，并通过呈现老师的女儿Yao Yiming和老师的一外国朋友John昨天的三餐，培养学生运用英语的能力，既结合学生生活实际练习了本课重点句型，又让学生了解了中西不同的饮食文化，极大激发了学生积极性。
2.Do a survey（小调查）.
T:Now we know what John had yesterday. John also wants to know about Chinese food. He hopes you can write an email to him to talk about what your friend had yesterday. Let's write an email to him. But first we should do a survey. （调查你的朋友昨天的一日三餐，在表格内做记录，调查完后用：She/He had ......上台汇报。课后根据调查完成给John的email.）Now please finish your survey with your friends. Then report it.
Words Bank：
rice, eggs, noodles, meat, hamburgers, fish ,bread, cakes, bananas, fish and chips, sausages, dumplings, milk　...
T:Now, please do a report according to your survey. Others , listen carefully. When you’re listening , You can take notes. After that , Iwill ask you some questions.
S1: Hello, This is my friend, XXX. She had ......for breakfast. She had ......for lunch. And she had ......for dinner.
T:Good job. Can you finish the email according to your survey
【设计意图】创设情景，布置任务，设置信息差，让学生在真实的语境中，通过生活化的任务驱动，运用本节课的重点句型，达到用语言交际的目的。
Step 4: Summary
Encourage Ss to tell us what they have learned. Then see which group is the Name breakfast lunch dinner winner.
T: Look at this man. How fat he is ! So don’t eat too much for dinner. I have a suggestion for you ：To eat a hearty breakfast, have a filling lunch, and a simple light dinner. 早餐吃好，午餐吃饱，晚餐吃少。
Step 5: Homework
1.Listen and repeat the text. Try to imitate.
2.Write an email to John.
(Email address:Johnlondon1234@)
Board design:
Module 3 Unit1 She had eggs and sausages.
What did she have for lunch dinner
eggs and sausages. She had sandwiches. fish and chips
课后反思:
Module 3 English Food Unit 1 She had eggs and sausages.本课的重点是通过运用句型What did she have for breakfast/lunch/dinner She had ....学习对一日三餐吃什么进行询问，并做出相应的回答。针对这节课的教学目标，教学重难点，和学生的实际，我精心地设计了本课的教学内容，教学效果较好，但也有不足之处，总结如下：首先在导入环节我通过闪现实物图片的方式快速进入本单元主题“English Food”，集中了学生的注意力，学生也能够在复习已有知识的前提下轻松自然地进入新知的学习，消除了紧张情绪。新知呈现环节学生能够积极主动地参与课堂，认真探索老师提出的问题，对重点句型的运用较扎实。在任务驱动环节，学生能积极与他人合作，通过调查的方式操练了目标语句，能独立完成汇报总结，提升了学生运用语言做事情的能力，教学效果较好。这节课也存在很多不足之处，如，在进行教学设计时虽然考虑到了学生的主体地位，但在实际教学中学生的主体地位体现的不够充分。教师预设的过多，导致课堂上生成不够。在英语课堂上，我们应给予学生更大的空间展示自我，这样才能更有利于逐步提高学生的综合语言运用能力。