Module 3 Unit 1 She had eggs and sausages.表格式教学设计

《英语》（新标准）（小学三起）五年级下册M3教学设计
教材分析 本模块的主题是“English food”，主要内容是让学生运用一般过去时的特殊疑问句及答语来询问和表达一日三餐都吃了什么，了解掌握相关的英国传统食物名称并能谈论自己喜欢的和不喜欢的食物，引导学生了解最有益于健康、最科学的饮食结构，养成良好的饮食习惯。
模块教学目标 一、知识目标1. 掌握本模块新单词：hamburger, English，breakfast, lunch, sandwich, traditional, fish and chips, dish, very much, gave (give), tonight 　2. 掌握本模块的目标句型：— What did she have for breakfast / lunch / dinner yesterday — She had eggs and sausages / sandwiches / fish and chips. Sam ate four hamburgers. Lingling had a sandwich because she doesn’t like hamburgers. She gave her hamburgers to Sam. 二、能力目标在实际生活中能熟练运用所学句型对一日三餐进行询问和回答。三、情感目标1. 了解英国的传统食物，开阔视野。2. 合理就餐，不要暴饮暴食。
教学重点及难点 教学重点：1. 掌握本模块重点单词和句型。2. 熟练掌握一般过去时的特殊疑问句来询问和表达一日三餐的饮食习惯。教学难点：灵活运用本模块重点单词和句型谈论饮食习惯。
教学辅助 OHP、课文动画、单词卡片等
教学策略 尝试让学生在文本学习中自己发现问题，自主解决问题。
教学过程
Unit 1：第一课时
教材分析 该课内容是通过Daming告诉Fanfan 他收到了Lingling的电子邮件，Fanfan 询问邮件内容，Daming告诉了Fanfan、Lingling 的一日三餐：英式早餐鸡蛋和火腿，午餐三明治，晚餐炸鱼薯条，英国食物很美味，她很喜欢。
课时教学目标 知识目标：1. 掌握本课单词：hamburger, English, breakfast, lunch, sandwich, traditional, fish and chips2. 掌握本课目标句型： What did she have for breakfast / lunch / dinner yesterday She had eggs and sausages / sandwiches / fish and chips.能力目标：学会运用所学句型询问及回答自己一日三餐的饮食情况。情感目标：了解英国传统食物，开阔视野。
教学重点与难点 1. 结合自己的生活饮食习惯，运用一般过去时的特殊疑问句What did you / she / he have for breakfast / lunch / dinner 进行询问和回答。2. traditional, sandwich两个单词的发音。
教学辅助 OHP、视频、单词卡片
教学策略 在教学过程中引导学生自己发现问题、解决问题，教师指导学生学会自主分析和理解课文，构建以学生为主体的课堂教学模式。
教学内容 （含时间设置） 教学活动 设计意图
教师活动 学生活动
Step 1: Warm up(about 2 minutes) 1. 呈现食物图片，师生交谈引入本单元的话题。T: What did you have for dinner yesterday？S1: I had rice. T: Rice is Chinese food.S2: I had noodles. T: Noodles are Chinese food. .... 教师通过和学生交流昨天的晚餐，从而引出本模块的话题：谈论饮食。
Step 2: Lead in (about 3 minutes) 1. 观看Activity 1视频动画，回答问题。Question: What did Daming and Tom have for dinner Answer: Daming had bread, meat and a hamburger. Tom had fish, eggs and a hamburger.(用单词卡分音节学习ham/bur/ger)2. 导入课题。T: Look, Daming has got an email from Lingling. What’s it about Now let’s begin our new class: Module 3 Unit 1 She had eggs and sausages.（板书课题） 通过chant引出核心句型；通过主课文情境图导入本课课题。
Step 3: Presentation(about 20 minutes) 1. 快速浏览课文，回答问题。Question: What’s the email about Answer: It’s about English food.教授English词义，并识记词组English food。2. 观看Activity 2动画，找出Fanfan提出的问题。T: Fanfan has got some questions about Lingling’s meals. Let’s find the questions. 请学生们听并寻找问题的答案:（呈现各个问题时学习新单词：breakfast, lunch）3. 呈现英语食物的图片。 T: Look, here is English food: eggs and sausages, sandwiches, fish and chips. （教授新单词：sandwich — sandwiches, fish and chips） 想一想：你认为Lingling三餐会分别吃哪些食物？（请学生自由发言进行猜测。）5. 读课文，验证学生的猜测是否正确。T: Look, fish and chips is a dish. （fish - dish 对比学习dish单词）It’s a traditional English dish.（traditional分音节单词学习）6. 读一读，回答问题。Does Lingling like English food Ss: Yes, she does. T: How do you know Ss: She says, “It’s delicious.”情感教育。T: Lots of English food has gone into Pingyuan, for　example, pizza, steak, pasta, hot dog, hamburger... 8. 听并跟读课文。 让学生自主学习，学生找出问题，解决问题。对英国食物学习后，自己先对三餐做一个分配，猜测一下能够调动学生的思维活动，并与玲玲的早餐做个对比，印象更深刻，对西方人的饮食习惯有个初步认识。教师引领，指导学生层层深入文本内容。了解更多英式食物，渗透中西饮食文化的互通。
Step 4: Practice and Consolidation (about 13 minutes) 1. 两人一组，问答练习。A: What did you have for breakfast / lunch / dinner yesterday B: I had… 小组合作，完成调查表。 语言知识的输出
Step 5: EmotionalEducation (about 2 minutes) T: We all know that eggs and sausages, sandwiches, fish and chips are English food. While dumplings, rice and noodles are Chinese food. Now many Chinese like English food. Lots of foreign people like Chinese food too. 渗透中西方食物的互通，介绍中西方饮食文化的交流情況。
BlackboardDesign
家庭作业：1. Read the dialogue after class. 2. Write an email to your friend and tell him/her about your meals.