Module 3 Unit 1 She had eggs and sausages教案

外研版五年级下册英语Module 3
《Unit 1 She had eggs and sausages.》教案
一、教材分析:
本课是外研版五年级下册Module 3《Unit 1 She had eggs and sausages.》，教材主要内容是围绕英国饮食文化展开，学生将学习并运用相关的词汇和句型，以描述人们的早餐、午餐和晚餐。教材包括听力材料、对话、图片和小组讨论等多种形式，旨在培养学生的听、说、读、写等多方面的语言技能。
二、教学目标:
1. 语言知识目标:
听懂并能正确发音单词：hamburger, English, breakfast, lunch, sandwich, traditional, fish and chips.
能听懂、会说目标句型：What did she/he have for breakfast/lunch/dinner yesterday She/He had....
2. 学习能力目标:
通过感知文本、回答问题、朗读课文等方式，理解课文含义。
培养学生的多元智能，发展他们的听、说、读、写等语言技能，培养认真倾听的好习惯，并在小组讨论和交流汇报中体验合作竞争的收获与快乐。
3. 思维品质目标:
在创设的情景中能够流利地询问和回答别人吃过的食物。
能在真实的生活情景中使用目标语句调查并转述别人的饮食习惯。
4. 文化品格目标:
通过多种教学资源，让学生体验和感受英国饮食文化，培养学生合理饮食、节约的好习惯。
教学重难点：
教学重点:
1. 正确掌握单词 emailsandwich/traditionaVdelicious 的发音。
2. 能在真实情景中熟练运用目标语句：What did you have for breakfast/lunch/dinner She had...
教学难点:
1. Sandwich 和 traditional 的发音较难。
2. 用"What did...have for breakfast/lunch/dinner ...had..."询问并回答某人早餐/午餐/晚餐吃了什么。
四、学情分析:
学生是五年级的学生，已经具备一定的英语基础，能够理解简单的对话和短文。他们对于英国的饮食文化可能并不了解，因此需要通过教材和教师的引导来进行学习。学生可能会遇到一些发音困难，特别是对于单词 sandwich 和 traditional 的发音较为挑战。此外，学生需要通过练习和实际运用，掌握询问和回答早餐、午餐和晚餐的句型。
五、教学过程
Step 1: Warm-up
Greet the students and ask them about their favorite meals. For example, "Good morning, everyone! I hope you're hungry today. Let's start by sharing our favorite meals. Raise your hand and tell me what your favorite meal is and why you like it."
Introduce the topic of British food by showing pictures or realia of popular British dishes like fish and chips, sandwiches, and hamburgers. Display the images on the board or use flashcards. Ask questions like, "Have you seen or tried any of these foods before What do you think they taste like "
Encourage the students to share their experiences. For example, "Raise your hand if you've tried fish and chips before. Can you describe what it tastes like Was it delicious Do you know where this dish is from "
Step 2: Presentation
Present the new vocabulary words: hamburger, English, breakfast, lunch, sandwich, traditional, fish, and chips. Use flashcards or write the words on the board. Explain the meanings and provide visual cues or gestures to help students understand and remember the words.
Practice pronunciation of the words together as a class, paying special attention to the sounds in sandwich and traditional. Say the words slowly and have the students repeat after you. Provide additional practice if needed.
Step 3: Listening comprehension
Play the audio recording of a conversation about someone's meals yesterday. You can use a prepared dialogue or create a short conversation yourself. Make sure the conversation includes examples of the target sentence pattern: "What did she/he have for breakfast/lunch/dinner yesterday "
Ask the students to listen carefully and answer the question: "What did she/he have for breakfast/lunch/dinner yesterday " Pause the audio after each question to give students time to think and write down their answers.
Provide opportunities for students to share their answers and discuss them in pairs or small groups. Encourage them to use the target sentence pattern to ask and answer questions about the meals mentioned in the conversation.
Step 4: Speaking practice
Divide the students into pairs or small groups. Give each group a set of picture cards depicting different meals. You can prepare the picture cards in advance or use images from a textbook or handout.
In turns, students should ask and answer questions using the target sentence pattern: "What did you have for breakfast/lunch/dinner She had..." For example, one student may ask, "What did you have for breakfast " and their partner can respond, "I had cereal and toast."
Monitor the groups and provide assistance as needed. Encourage students to use complete sentences and practice pronunciation when speaking.
Step 5: Reading and writing
Have the students read the dialogue in the textbook about a girl's meals. You can provide the dialogue as a handout or display it on the board.
Ask comprehension questions to check their understanding of the text. For example, "What did the girl have for breakfast Did she have a traditional English breakfast "
Have the students write a short paragraph about their own meals yesterday, using the target sentence pattern: "Yesterday, I had..." Encourage them to be creative and include details about the types of food they ate. For example, "Yesterday, I had a delicious sandwich with ham, cheese, and lettuce for lunch."
Step 6: Group discussion and presentation
Organize a group discussion where students can talk about their favorite meals and traditional foods from their own cultures. Divide the class into small groups and provide discussion prompts, such as:
"What is your favorite meal from your culture Can you describe it "
"Are there any traditional foods or dishes in your country What are they like "
"Would you like to try any British foods we talked about today Why or why not "
Each group should select a representative to present their discussion findings to the class. Encourage active participation, collaboration, and respectful listening among the students.
Step 7: Wrap-up and reflection
Review the key vocabulary words and target sentence pattern. Use flashcards or write the words and sentence pattern on the board.
Ask students to reflect on what they have learned about British food and their own eating habits. For example, "What new words did you learn today How would you describe British food Did you discover any similarities or differences between British food and the food from your own culture "
Provide positive feedback and address any areas for improvement. Encourage students to continue exploring different types of food and to be open to trying new dishes from various cultures.
六、板书设计:
Key Vocabulary:
hamburger
English
breakfast
lunch
sandwich
traditional
fish and chips
Target Sentence:
What did she/he have for breakfast/lunch/dinner yesterday She/He had...
七、教学反思:
本节课主要围绕英国饮食文化展开，学生通过听、说、读、写等多种方式来学习和运用相关的词汇和句型。整个教学过程中，学生积极参与，能够理解和运用目标语言进行交流。然而，一些学生在发音上仍然存在困难，特别是对于 sandwich 和 traditional 这两个单词的发音。在后续的教学中，需要针对这些困难进行更多的练习和指导。此外，在小组讨论和交流的环节中，一些学生可能需要更多的鼓励和引导来表达自己的意见。整体而言，本节课的教学效果良好，学生对英国饮食文化有了初步的了解，并能够运用目标语言进行简单的对话和表达。