(共33张PPT)
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Welcome to my class!
Let's play a game
Bingo!
√
Huh
×
Fish can fly.
Oranges are orange.
Dumplings are sweet(甜的).
Onions make me cry.
F
O
O
D
f
o
o
d
Brainstorm and say
FOOD
fruit
drinks
饮品
staple
food
主食
dessert
甜点
根据食物分类
词的提示说出
更多的单词。
Module 3 Unit 2
Sam ate four hamburgers.
外研版小学英语（三起）五年级下册
Let's watch and answer.
What did the cat eat
Let's watch and answer.
What did the cat eat
He ate all the fish and
he ate all the meat.
Let's read.
He ate all the fish and he ate all the meat.
So he has got no
food now.
Let's dub.
Our friends like delicious, too.
Sam
Lingling
Amy
Let's watch and answer.
Whom is the letter to
Let's watch and answer.
Whom is the letter to
Let's read and answer.
1.Who ate four hamburgers at shool today
2.What did Lingling eat
4.Does Amy miss Chinese food
5.What is Mum going to cook tonight
3.What did Lingling do then
Sam ate four hamburgers at school.
eat-ate
Lingling had a sandwich.
have-had
Lingling gave her hamburgers to Sam.
Yes, she does.
Mum is going to cook Chinese food tonight.
give-gave
Let's listen and fill in the blanks.
Dear Daming,
Today Sam ____ four hamburgers at school.He likes
hamburgers very much.Lingling ____ a sandwich because she
doesn't like hamburgers.She ____ her hamburgers to Sam.
I ____ Chinese food.Tonight Mum _______________Chinese
food for us.
Love,
Amy
gave
ate
miss
had
is going to cook
Let's imitate.
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
Dear Daming,
Let's imitate.
Dear Daming,
Today Sam ate four hamburgers at school.He likes
hamburgers very much.Lingling had a sandwich because she
doesn't like hamburgers.She gave her hamburgers to Sam.
I miss Chinese food.Tonight Mum is going to cook Chinese
food for us.
Love,
Amy
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
Today Sam ate four hamburgers at school.
Let's imitate.
Dear Daming,
Today Sam ate four hamburgers at school.He likes
hamburgers very much.Lingling had a sandwich because she
doesn't like hamburgers.She gave her hamburgers to Sam.
I miss Chinese food.Tonight Mum is going to cook Chinese
food for us.
Love,
Amy
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
He likes
hamburgers very much.
Let's imitate.
Dear Daming,
Today Sam ate four hamburgers at school.He likes
hamburgers very much.Lingling had a sandwich because she
doesn't like hamburgers.She gave her hamburgers to Sam.
I miss Chinese food.Tonight Mum is going to cook Chinese
food for us.
Love,
Amy
Lingling had a sandwich because she
doesn't like hamburgers.
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
Let's imitate.
Dear Daming,
Today Sam ate four hamburgers at school.He likes
hamburgers very much.Lingling had a sandwich because she
doesn't like hamburgers.She gave her hamburgers to Sam.
I miss Chinese food.Tonight Mum is going to cook Chinese
food for us.
Love,
Amy
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
She gave her hamburgers to Sam.
Let's imitate.
Dear Daming,
Today Sam ate four hamburgers at school.He likes
hamburgers very much.Lingling had a sandwich because she
doesn't like hamburgers.She gave her hamburgers to Sam.
I miss Chinese food.Tonight Mum is going to cook Chinese
food for us.
Love,
Amy
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
I miss Chinese food.
Let's imitate.
Dear Daming,
Today Sam ate four hamburgers at school.He likes
hamburgers very much.Lingling had a sandwich because she
doesn't like hamburgers.She gave her hamburgers to Sam.
I miss Chinese food.Tonight Mum is going to cook Chinese
food for us.
Love,
Amy
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
Tonight Mum is going to cook Chinese
food for us.
Let's imitate.
Dear Daming,
Today Sam ate four hamburgers at school.He likes
hamburgers very much.Lingling had a sandwich because she
doesn't like hamburgers.She gave her hamburgers to Sam.
I miss Chinese food.Tonight Mum is going to cook Chinese
food for us.
Love,
Amy
Please pay attention to your
pronunciation and intonation.
(请注意你的语音和语调)
Love,
Amy
Let's retell.
Language语言
Body language 动作
Emotion情感
Assessment Standards
Sam
Lingling
Amy
Don’t eat too much.
Keep a healthy diet.
Let's sing.
Do you want to know about
his three meals yesterday d
Let's watch.
Let's do a survey.
I had milk for breakfast.I had noodles for lunch.
I had meat for dinner.
name
meal
breakfast
lunch
dinner
Let's show.
I had milk for breakfast.I had noodles for lunch.
I had meat for dinner.
name
meal
breakfast
lunch
dinner
Chinese food carries family love.
中国食物传载家的爱。
Chinese food inherits Chinese history.
中国食物传承中国历史。
Chinese food spread Chinese culture.
中国食物传播中国文化。
Spread Chinese food Culture!
Spread Chinese food culture!
_________
Homework
基础型作业
实践型作业
拓展型作业
2.Write a letter to Lingling about your group survey.
3.Try to know more about English food and Chinese food.
1.Draw a mind map of what we learned this class.Sam ate four hamburgers教学设计
本课时内容选自外研版（三起）五年级下册，Module3 Unit2 Sam ate four hamburgers.
单元主题：The healthy balanced diet
该主题属于“人与自我”范畴，子主题为“健康、文明的行为习惯与生活方式”。本课时主要内容是一封信，Amy给Daming写信，告诉他Sam今天在学校吃了四个汉堡，Sam非常喜欢汉堡，Lingling吃了三明治，因为她不喜欢汉堡，她把自己的汉堡给了Sam。Amy非常想念中国菜，今天晚上妈妈会给他们做中餐。旨在让学生学会观察评价不同的饮食习惯，引导学生养成良好的饮食习惯，享受健康生活，并引导学生传播中国饮食文化，提升学生的核心素养。
一、学情分析
已知：
1.学生在四年级已学过一般过去时态以及一般过去时态的陈述句和问句的表达，且学习过很多的动词过去式，对基本的日常活动和食物类词汇有基础知识的储备。
2.五年级学生具有小组合作学习的经验，而且已掌握基本的阅读策略，能够根据已有知识经验借助图片信息理解语篇意义。
3.日常饮食话题比较贴近学生生活，学生乐于参与。
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困难：
1.学生对于一日三餐的健康饮食搭配需要教师在课上的梳理和分类引导。
2.学生对日常合理选择食物搭配的场景缺乏真实的自主体验。
策略：
针对五年级学生认知特点，日常饮食话题比较贴近学生生活，学生乐于参与，在本课时教学设计中采用小组合作、同伴互助、分享交流等任务型教学，让学生积极参与学习活动，引导学生深度学习。
二、语篇研读
What:本课的课文内容是Amy 写给Daming的一封信。Amy告诉Daming，今天 Sam 在学校吃了四个汉堡包。Lingling吃了一个三明治，因为她不喜欢吃汉堡包，她把自己的汉堡包给了Sam。Amy很想念中国菜，Ms Smart 今天晚上会给他们做中国菜。书信中主要运用一般过去时谈论他人喜欢或不喜欢的食物。
Why:作者通过介绍Sam,Ling和Amy不同的用餐情况，旨在让学生学会观察评价不同的饮食习惯，引导学生养成良好的饮食习惯，享受健康生活，并引导学生传播中国饮食文化，提升学生的核心素养。
How:该语篇为日常生活主题，介绍三餐食物，与学生日
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常生活密切相关，涉及词汇有give-gave, tonight；短语有has got, at school, very much, doesn’t like；核心语言，如“What did she have for...”, “She had....”，“He likes...,because....”。该语篇比较简单，易于理解，具有现实意义。
三、学习目标
通过本课时学习，学生能够：
1.在看、听、说的活动中，获取、梳理文本中三位小学生所吃食物和饮食习惯。（学习理解）
2.在教师的帮助下， 能够复述文本内容。（应用实践） 3.简要评价文本中三位小学生的饮食习惯。（应用实践） 4.在小组内交流讨论个人昨天一天的三餐情况，并向全班展示交流结果。（迁移创新）
完成课时目标所需的核心语言如下：
【核心词汇和短语】
词汇：give-gave, tonight.
短语：has got, at school, very much, doesn’t like【核心句型】
1.Sam ate four hamburgers.
2.Lingling had a sandwich because she doesn’t like hamburgers.
3.She gave her hamburgers to Sam.
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4.I miss Chinese food.
5.Tonight Mum is going to cook Chinese food for us.
四、教学过程
学习目标 学习活动 效果评价
1. 在看、听、说的活动中，获取、梳理信件中三位小学生所吃食物和饮食习惯。 2.在说的过程，了解学生对于食物词汇的知识储备，让学生在听的过程中，获取更多的实物单词。 3.在教师的帮助下，初步感知语篇内容，启发学生的深入学习。 4.采用自学的方式，学生利用课本问题，升入了解语篇内容，了解三位好朋友的饮食习 1.导入环节以趣味游戏与藏头诗，激发学生兴趣，瞬间抓住学生注意力，从而引出本节课主题“食物” 2. 学生进行头脑风暴的活动，说出更多的关于食物的单词。 3. 学生基于已有经验和图片，在教师的启发下，预测文本内容，感知新语言，如“Whom is the letter to？” 4.学生观看对话视频,验证预测， 理解文本大意，理解生词gave的含义。5.学生打开课本，进行自学，理解语篇细节，回答如下问题： “ Whoatefourhamburgersat
school today 教师在活动中观察学生能否参与互动和交流，主动分享个人对该主题已有的知识，经验，并根据需要调整提问方式，进行追问或给予鼓励。 能认真听取提问并做出相应回答。 能根据老师的提示，获取关键信息。 能对他人的回答积极做出判断。 评价方式： 师评 即时评价
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惯。在问题中，梳理语篇内容和结构。 5.学生在教师的不断引导和启发下，拓展自己的知识储备，提升学生的英语基础知识和基本技能，深挖语篇内容。 6.学生在教师的指导下，提升自己的英语口语能力。 What did Lingling eat What did Lingling do then Does Amy miss Chinese food What is Ms Smart going to cook tonight ”。将三位小学生的饮食习惯进行匹配。 6.学生借助语篇信息和动作理解语篇中重要词汇的意思，拓展和丰富词汇，如：“has got, at school, very much, doesn’t like” 7.学生听录音跟读，在教师的指导下齐读语篇内容，关注语音、语调、节奏、连读、重读等。 教师根据学生理解词汇，拼读单词和拓展词汇的情况，发现问题，及时提供帮助。 教师根据不能能力水平学生朗读信函的情况，给与及时的指导或鼓励。
设计意图：
本阶段旨在获取、梳理语篇内容，让学生在梳理活动三出现问题的过程中，学习核心词汇或者语言，本阶段描述 Sam 和玲玲在学校的饮食，并探讨选择饮食背后的原因。思考Sam和Lingling的饮食是否健康，引入这一评价维度：Don’t eat too much. ；Keep a healthy diet.（感知与注意、获取与梳理）
7.在教师帮助下，借助图片，完整复述课文；（应用实践) 8.学生在教师的指导下根据图片提示，参考语言
“ate,gave,had,miss,is going to cook” ，准确复述课文内容。 学生能根据语篇，提取信息，并能用准确优美的语言及完整的语句进行回答。 评价方式： 师评 生评 即时评价
设计意图：
学生在自主学习的过程中，积极思考，乐于参与，整堂课环环相扣，层次感分明。引导学生转述对话的核心内容，梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。（描述与阐释、内化与运用）
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8.简要评价语篇中三位小学生的做法（迁移创新） 9.全班一起唱总结歌曲。 （迁移创新） 10.在小组内交流，并向全班交流汇报（迁移创新） 11.对学生进行立德树人的教育（迁移创新） 9.学生在教师指导下，对语篇中三位小学生的饮食习惯进行评价，引导学生养成良好的饮食习惯，享受健康生活。 10.学习小结：
教师把今日所学重点短语和句型创编成一首儿歌，全班进行学唱，利用新颖的方式，对今日所学内容进行总结。 11.教师利用信息技术，创设情景 给外国人打电话了解外国人的饮食习惯，鼓励学生在小组内做昨天一日三餐的调查，并在班级内展示分享。 12.升华：
作为小学生，我们要传播中国文化，传播中国饮食文化。 教师根据学生的反馈，
进行正确评价。 教师根据学生的表现，
及时评价学生的行为。 教师及时评价学生的行为，调动学生学习英语的积极性。 教师引导学生积极传播中国饮食文化。
设计意图：
本阶段学习活动旨在帮助学生在迁移真实生活的语境中，运用所学语言，询问他人三餐的食物，并学会回答，并能培养健康饮食习惯，增强均衡饮食意识。。通过调查、评价进行小组展示，呼吁学生积极传播中国饮食文化。（描述与阐释、内化与运用）
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作业设计：
设计意图：
分层设计作业，因材施教，使困难学生有成功的愉悦体验，优秀学生有充分发展的空间。
板书设计：
设计意图：
本节课板书采用思维导图的形式，在教学的过程中逐步形成，体现教学重难点，图文并茂，吸引学生的注意力，调动学生学习英语的积极性和主动性。
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