新标准英语（三年级起点）（五年级下册）
Module3 Unit1
She
had
eggs
and
sausages.
评测练习
评测练习一：
Task1.
I
can
say.
T:
Look,
who
are
they
They
had
delicio
( http: / / www.21cnjy.com )us
food
.
What
did
they
have
Which
one
do
you
want
to
know
1)
T:
What
d
( http: / / www.21cnjy.com )id
…have
for
breakfast
Ss:…。Can
you
ask
me
(午餐生集体问师答，晚餐生集体问，找一生回答)
2）T:
Who
can
tr
( http: / / www.21cnjy.com )y
You
can
choose
one
to
click
it.。T:
Who
can
ask？生2回答。
3)
时间充足可再找一生，采用一生问一生答。
【设计意图：出示班级学生的图片
( http: / / www.21cnjy.com )，学生了解自己想知道的小伙伴的一日三餐。提高学生主动参与的热情，进一步巩固重点句型，也为接下来的书写活动做好铺垫。】
评测练习二：
Task
2.
I
can
write.
1)T
:
We’ve
known
( http: / / www.21cnjy.com )
our
friends’
meals
yesterday.
How
about
your
meals
yesterday
Now,
take
out
this
piece
of
paper.
Write
it
down.
Word
bank:
(1)
noodl
( http: / / www.21cnjy.com )es
(2)
dumplings
(3)
rice
(4)
fish
(5)
eggs
(6)
meat
(7)
chicken
(8)
hamburgers
(9)
sandwiches
(10)bread
…
【设计意图：让学生书写自己的一日三餐，让学生学会梳理知识，发展概括思维能力，学会运用所学语言完成写的目标。】
评测练习三：
Task
3.
I
can
talk.
1）T:
Who
can
sho
( http: / / www.21cnjy.com )w
it
Come
here,
please.
You
should
listen
carefully,
then
I
will
ask
you
some
questions.
Read
it,
please.
2）T:
This
is
…’s
meals.
What
did…have
for
breakfast
全班回答。
3）T:
Change
it
like
( http: / / www.21cnjy.com )
this.(前后交换)。And
then
talk
about
it
with
your
partners.
4)
Show.
T:
listen
carefully（检测其他生是否有认真听）
5)
T:
We
had
delicio
( http: / / www.21cnjy.com )us
food
all
day.
But
for
our
healty,
we
should
eat
a
healty
breakfast,
a
filling
lunch
and
a
simple
light
dinner.
早餐吃好，午餐吃饱，晚餐吃少。(共39张PPT)
Module
3
Unit1
She
had
eggs
and
sausages.
Brain
storm
传统的
英式的
Chinese
food
traditional
English
food
I
had…
What
did
you
have
for
dinner
What
did
you
have
for
dinner
Bread,
meat
and
a
hamburger.
What
did
…have
for…
Fish,
eggs
and
a
hamburger.
What
did
you
have
for
dinner
Bread,
meat
and
a
hamburger.
What
did
you
have
for
dinner
Fish,
eggs
and
a
hamburger.
本课任务：
We’ll
learn
how
to
talk
about
our
meals
yesterday.
本节课我们将要学习如何谈论我们昨天的一日三餐。
What’s
the
email
about
Watch
and
answer:
What’s
the
email
about
It’s
about
English
food.
fish
and
chips
sandwiches
eggs
and
sausages
Choose
the
food
you
heard.
选择你听到的食物。
breakfast
lunch
dinner
Choose
the
food
you
heard.
选择你听到的食物。
bread
breakfast
lunch
dinner
Choose
the
food
you
heard.
选择你听到的食物。
breakfast
lunch
dinner
It’s
traditional
English
food.
It’s
a
traditional
English
dish.
菜肴
She
says
it’s
delicious!
美味的
She
had…for…
Retell
the
text.
Task1.Ican
say.
…had…
What
did…have
for…
lunch
dinner
breakfast
…had…
What
did…have
for…
lunch
…had…
What
did…have
for…
dinner
…had…
What
did…have
for…
breakfast
Task3.
I
can
talk.
What
did…have
for…
…had…
To
eat
a
healthy
breakfast,
have
a
filling
lunch
and
a
simple
light
dinner.
早餐吃好，午餐吃饱，晚餐吃少。
sandwiches
traditional
dish
delicious
chips
lunch
breakfast
Homework:
1.
Listen
and
repeat
the
dialogue,
try
to
imitate,
next
class
try
to
retell
the
dialogue.
听音跟读并试着模仿，下节课尝试复述课文。
2.
Talk
about
your
meals
yesterday
with
your
friends,
next
class
we’ll
act
it
out.
和朋友谈论你昨天的一日三餐，下节课我们再进行交流。新标准英语（三年级起点）（五年级下册）
Module3 Unit1
She
had
eggs
and
sausages.
教材分析
教材分析（Text
description）
本课是新标准英语三年级起点第
( http: / / www.21cnjy.com )六册第三模块第一单元《She
had
eggs
and
sausages.》。主要通过Daming收到一封Lingling的来信，Fanfan和Daming的交谈中得知Lingling的一日三餐。引出运用What
did
she
have
for
breakfast/lunch/dinner
及回答She
had…句型来了解他人的一日三餐。本课教学重难点为：
1.
教学重点：
1）能听懂、认读、并在具体
( http: / / www.21cnjy.com )情景中运用该句型What
did
she
have
for
breakfast/lunch/dinner
She
had…进行交流。
2）结合生活运用该句型了解他人一日三餐的情况。
2.
教学难点：
1）Traditional，delicious，sandwiches的认读和traditional的理解。
2)
流利说出What
did
she
have
for
breakfast/
lunch/
dinner
重在引导学生学会用英语来了解他人的一日三餐
( http: / / www.21cnjy.com )，增进师生、生生之间的了解。教材编排比较注重贴近学生生活，联系学生生活经验，采用在具体的语境中培养学生的语言运用能力的教学途径。本课可分两个课时，本节执教的是第一课时。新标准英语（三年级起点）（五年级下册）
Module3 Unit1
She
had
eggs
and
sausages.
教学设计
一、教学目标（Teaching
objectives）
1、语言知识目标：
1）100%的学生能够听懂重点词汇:
( http: / / www.21cnjy.com )hamburger,
English,
breakfast,
lunch,
sandwiches,
fish
and
chips,
traditional,
dish.
2）100%的学生能够认识并准确读
( http: / / www.21cnjy.com )出：hamburger,
English,
breakfast,
lunch,
sandwiches,
fish
and
chips,
dish.
3）100%的学生能听、能说、能读句型：What
did
she
have
for
breakfast/lunch/dinner
She
had…
2、语言技能目标：
1）90%学生能通过本节课的学习
( http: / / www.21cnjy.com )，用句型What
did
she
have
for
breakfast/lunch/dinner
以及
She
had…了解他人一日三餐的情况。
2）85%以上学生能通过活动体验，在交流中了解他人一日三餐的情况，并根据所提供的真实情境运用目标进行交流。
3、情感态度目标：
1）借助学习话题增进彼此了解，感受语言情感交流的魅力。
2）逐步树立敢于说英语的信心。
3）逐步养成善于发现、善于总结的良好习惯。
二、教学重难点（Important
and
difficult
points）
1、教学重点：
1）能听懂、认读、并在具体情景中运用该
( http: / / www.21cnjy.com )句型What
did
she
have
for
breakfast/lunch/dinner
She
had…进行交流。
2）结合生活运用该句型了解他人一日三餐的情况。
2、教学难点：
1）Traditional，delicious，sandwiches的认读和traditional的理解。
三、目标达成评价(Assessments)
1、通过Brain
storm，I
can
say，I
can
talk,
summary读出本课新单词等活动完成评价目标1.1。
2、通过Retell
the
text,
I
can
say,
summary完成评价目标1.2。
3、通过Read
and
match.
之后文本探究活动的操练，如师生互动、生生对话、生生角色扮演完成评价目标1.3和2.1。
4、通过I
can
say.
完成评价目标2.2。
5、通过I
can
talk.完成评价目标2.3。
四、教学资源（Teaching
resources）
与教材配套的CD-ROM、PPT课件、卡片等。
五、教学过程（Teaching
steps）
Step1:
Warming
up——巧设游戏，复习导入。
1.
Greeting.
2.
Play
a
guessing
game:
Brain
storm.
1)
T：There
are
so
( http: / / www.21cnjy.com )
many
pictures
for
you
.Look.
(出示食物图片，）T:
Say
it
quickly,
ok （dumplings,
noodles,
rice,
fish,
cheese,
bread,
hotdog）
2)
Learn
“traditional”
“English”
T:
Look,
they
are
( http: / / www.21cnjy.com )traditional
Chinese
food.
Noodles
are
traditional
Chinese
food.
Dumplings
are
traditional
Chinese
food.
What’s
the
meaning
of
“traditional”
传统的.
词卡：traditional.
Tra-di-tion-nal
.
Practice.
And
they
are
traditional
English
food.
What’s
the
meaning
of
“English”
词卡：English.
英式的
【设计意图：通过师生问候，拉近师生间的
( http: / / www.21cnjy.com )距离，营造良好的英语学习氛围；同时，利用大量的图片，复习学生已经学习过的关于食物的单词，为下文奠定基础。】
Step2:
Pre-reading——巧设情境，呈现任务。
1.
Lead-in——导入课题:
T:
This
class
we’ll
talk
about
food.
We’ll
learn
Module
3
Unit
1.
2.
进去Part
1：
1）Daming’s
dinner.
T:
I
had
tra
( http: / / www.21cnjy.com )ditional
Chinese
food
for
dinner
yesterday.
Look,
I
had
dumplings
for
dinner.
What
did
you
have
for
dinner
课件呈现：What
did
you
have
for
dinner 问两到三生。How
about
Daming
Ask
Daming
together.
给出语言提示：What
did
you
have
for
dinner
点读笔声音：Bread,
meat
and
a
hamburger.
What’s
the
meaning
of
“hamburger”
词卡：hamburger.
Am-ham-ur-bur-ger.
Practice
one
by
one.
T-S
S-T
2)
Tom’s
dinner.
T:
How
about
Tom’
( http: / / www.21cnjy.com )s
dinner
Ask
together.
课件:出示语言支架What
did…have
for…
师指图引导学生回答：Fish,
eggs
and
a
hamburger.
3)
A
chant
for
you.
Let’s
enjoy
it.
4)
Listen,
point
and
say.
Try
to
imitate.
5)
T:
You
ar
( http: / / www.21cnjy.com )e
Daming,
you
are
Tom.
First,
Tom
ask
Daming.
Let’s
chant!
【设计意图：通过师生间谈论昨天的晚
( http: / / www.21cnjy.com )餐，让学生感知What
did
you
have
for
dinner 然后引导学生对Daming和Tom的晚餐进行提问。调动学生学习兴趣，活跃课堂氛围。通过chant轻松愉快的节奏，有效巩固What
did
you
have
for
dinner 句型。为下文学习What
did
she
have
for… 奠定基础。】
3.
Class
task
——本课任务：
T:
Just
now,
we’
( http: / / www.21cnjy.com )ve
known
Daming
and
Tom’s
dinner.
In
this
class,
we’ll
learn
how
to
talk
about
our
meals
yesterday.
【设计意图：提出本课任务，让学生在任务的驱动下主动完成本课的学习任务。】
Step
3:
While
reading——深入文本，学习新知。
1.
High
speed
reading呈现文本图片，问题引领，驱动学生思维。
1)
Watch
and
answer.
T:
How
about
Ling
( http: / / www.21cnjy.com )ling’s
meals
There
is
a
picture
about
Lingling.
(图1)
T:
Who
are
they
引出Fanfan,
Daming.
T:
What
are
they
doing
引出They
are
talking.
T:
What
are
they
talking
about
引出They
are
talking
about
an
email.
T:
What’s
the
email
about
Let’s
watch
the
video
and
answer.
课件：It’s
about
English
food.
2)
Choose
the
food
you
heard.
课件出示图片：hotdog
( http: / / www.21cnjy.com ),
fish
and
chips,
sandwiches,
bread,
eggs
and
sausages.
T:
What
food
have
you
heard
根据学生的回答，拖出三张图片。
解决sandwiches,
An-san-“d”
here
is
silent-wi-ches.
词卡fish
and
chips.
Chi-chips.把sandwiches,
fish
and
chips中的“ch”的发音作比较。Here
“ch”
is
pronounced…,
here
“ch”
is
pronunced…先让生说，师来补充。
3)
Read
and
match.
T:
When
did
she
( http: / / www.21cnjy.com )
have
the
food
课件点击出现：breakfast,
lunch,
dinner.
Read
and
match.
【设计意图：进入文本之前，通过呈现课文图片调
( http: / / www.21cnjy.com )动学生已有知识储备，让学生产生说的欲望。用已有知识对图片进行描述，有效利用图片驱动学生思维。让学生通过图片进入到文本情境，感知文本。在第一次进入文本时，提出了一个主要问题，让学生通过观看视频寻找答案，培养学生有目的、有针对性地寻找问题答案的能力。】
2.
Detailed
reading
(1)
解决：What
did
she
have
for
breakfast
She
had
eggs
and
sausages.
1)
T:
What
did
she
have
for
breakfast
课件出示连线答案。
Ss:
She
had
eggs
and
sausages.
T:
What’s
the
mean
( http: / / www.21cnjy.com )ing
of
“
breakfast”
bread-breakfast.词卡：breakfast.板贴。
T:
You
are
F
( http: / / www.21cnjy.com )anfan.
I’m
Daming.
生问师。师板书：What
did
she
have
for
breakfast
Now,
I’m
Fanfan,
you
are
Daming.
师问生。师板书：She
had
eggs
and
sausages.
Work
in
pairs.
Show.
2)
Play
a
game:
What
did
she/he
have
for
breakfast
课件：出示bread,
noodles,
chicken,
rice,
eggs
and
hamburger.
Choose
one
s
( http: / / www.21cnjy.com )tudent.
What
did
you
have
for
breakfast
You
can
come
here
and
drag
it.
师问讲台上的学生：What
did
you
have
for
breakfast
I
had…
T:
What
did
she
have
for
breakfast
找生回答。
(2)
解决：What
did
she
have
for
lunch
She
had
sandwiches.
T:
How
about
lunch
( http: / / www.21cnjy.com )
课件呈现连线那页。What’s
the
meaning
of
“
lunch”
un-lun-ch-lunch.
词卡：lunch.
Practice
one
by
one.
板贴。出示连线答案。课件：出示语言支架What
did…have
for…
以及sandwiches图片。T:
Who
can
try
You
are
Fanfan.
You
are
Daming.
生问生答。You
can
choose
one
to
ask.
生随意挑生回答。
（3）解决：What
did
she
have
for
dinner
She
had
fish
and
chips.
T:
How
about
her
dinner
Work
in
pairs.
Show.
（4）解决dish,
delicious.
T:
Lingling
had
fis
( http: / / www.21cnjy.com )h
and
chips
for
dinner.
What’s
the
fish
and
chips
Is
it
traditional
Chinese
food
No,
it’s
traditional
English
food.
Here,
we
can
use
“dish”
把food替换成dish.
Traditional前面加a.
What’s
the
meaning
of
“
dish”
食品，菜肴。词卡:dish.
T：Do
you
like
Englis
( http: / / www.21cnjy.com )h
dish
Does
Lingling
like
English
dish
What
does
she
say
She
says
it’s
delicious!
通过一张吃饭很香，注释yummy的图片来帮助学生理解。What’s
the
meaning
of
“delicious”
de-li-cious.
词卡：delicious.
Practice
one
by
one.
情感教育：Lingling
had
f
( http: / / www.21cnjy.com )ish
and
chips
for
dinner.
But
for
our
health,
we
should
eat
more
vegetables
and
fruit,
less
fried
food.
我们应该多吃蔬菜水果，少吃油炸食品。
【设计意图：第二次进课本时，采取快速阅读并连
( http: / / www.21cnjy.com )线的方式,帮助学生理清Lingling的一日三餐，有助于学生对课文的进一步理解。进而导入到本课重点句型的学习。同时适时渗透情感教育，多吃蔬菜水果，少吃油炸食品。】
3.
Consolidation
of
text
（1）Listen,
poin
( http: / / www.21cnjy.com )t
and
say.
Pay
attention
to
your
pronunciation
and
intonation.
Try
to
imitate.
（2）T:
Girls
are
Fanan.
Boys
are
Daming.
Let’s
act
it
out.
（3）T:
Who
can
be
Daming
Who
can
be
Fanfan
（4）Retell
the
text.
You
read
it
very
( http: / / www.21cnjy.com )well.
Can
you
retell
the
text
Daming
has
got
an
email
from
Lingling.
It’s
about
English
food.
You
can
retell
the
text
with
this
sentence.
课件：She
had…for...
【设计意图：通过图片以及箭头
( http: / / www.21cnjy.com )提示帮助学生复述课文，让学生尝试描述Lingling的一日三餐。有效巩固了本课重点知识，这样学生能够真正地将所学语言内化为自己的语言。同时也帮助学生理清课文思路，为下文的意义操练和交际操练打好基础，做好铺垫。】
Step4:
Pose-reading——有效延伸，运用新知。
T
:
You
did
a
good
job.
There
are
3
tasks
for
you.
Come
on!
Task1.
I
can
say.
T:
Look,
who
are
they
T:
They
had
delicious
( http: / / www.21cnjy.com )food
.
What
did
they
have
Which
one
do
you
want
to
know
1)
T:
What
did
…have
( http: / / www.21cnjy.com )for
breakfast
Ss:…
Can
you
ask
me
(午餐生集体问师答，晚餐生集体问，找一生回答)
2）T:
Who
can
try
You
( http: / / www.21cnjy.com )can
choose
one
to
click
it.
T:
Who
can
ask？生2回答。
【设计意图：出示班级学生的图片
( http: / / www.21cnjy.com )，学生了解自己想知道的小伙伴的一日三餐。提高学生主动参与的热情，进一步巩固重点句型，也为接下来的书写活动做好铺垫。】
Task
2.
I
can
write.
1)
T
:
We’ve
known
our
( http: / / www.21cnjy.com )
friends’
meals
yesterday.
How
about
your
meals
yesterday
Now,
take
out
this
piece
of
paper.
Write
it
down.
Word
bank:
(1
( http: / / www.21cnjy.com ))
noodles
(2)
dumplings
(3)
rice
(4)
fish
(5)
eggs
(6)
meat
(7)
chicken
(8)
hamburgers
(9)
sandwiches
(10)bread
…
【设计意图：让学生书写自己的一日三餐，让学生学会梳理知识，发展概括思维能力，学会运用所学语言完成写的目标。】
Task
3.
I
can
talk.
1）T:
Who
can
( http: / / www.21cnjy.com )show
it
Come
here,
please.
You
should
listen
carefully,
then
I
will
ask
you
some
questions.
Read
it,
please.
2）T:
This
is
…’s
meals.
What
did…have
for
breakfast
全班回答。
3）T:
Change
it
lik
( http: / / www.21cnjy.com )e
this.(前后交换)。And
then
talk
about
it
with
your
partners.
4)
Show.
T:
Listen
carefully（检测其他生是否有认真听）
5)
T:
We
had
delicio
( http: / / www.21cnjy.com )us
food
all
day.
But
for
our
healty,
we
should
eat
a
healty
breakfast,
a
filling
lunch
and
a
simple
light
dinner.
早餐吃好，午餐吃饱，晚餐吃少。
【设计意图：通过前后交换，同桌谈论
( http: / / www.21cnjy.com )他人的一日三餐，促使其他学生产生说的欲望，进一步巩固和深化What
did…have
for
breakfast/lunch/dinner
…had…句型，培养学生运用此句式了解他人的一日三餐，进而由文本走进生活，完成本课的最终任务。通过仔细倾听然后回答教师所提问题的形式，有效检测学生的听力水平，同时培养学生认真倾听他人发言的良好习惯。】
Step
5:
Summary
T
:
What
have
you
( http: / / www.21cnjy.com )
learned
this
class
How
about
the
new
words
There
are
some
new
words
for
you.
Read
it,
please.
How
about
the
sentences
Who
can
try
Let’s
read
it
together.
【设计意图：通过让学生来总结本课所学，培养学生善于发现、善于总结的良好习惯。通过板书回顾，总结本课重点知识。】
Step
6:
Homework
1.
Listen
and
( http: / / www.21cnjy.com )repeat
the
dialogue,
try
to
imitate,
next
class
try
to
retell
the
dialogue.
2.
Talk
about
yo
( http: / / www.21cnjy.com )ur
meals
yesterday
with
your
friends,
next
class
we’ll
act
it
out.
Bb
designing:
Module
3 Unit
1
She
had
eggs
and
sausages.
breakfast
traditional
What
did
she
have
for
lunch
hamburger
dinner
delicious
eggs
and
sausages.
dish
She
had
sandwiches.
fish
and
chips.
精巧设计
撬动英语课堂
——Module3 Unit1
She
had
eggs
and
sausages.教学反思
小学英语新课标要求改变教师理念，改变教师
( http: / / www.21cnjy.com )教学方式，改变学生学习方式，注重学生学习策略的培养和学生的优化发展。也就是说英语课注重语言学习对学生发展的价值。基于对新课标以上核心精神的解读，我从设计入手，明晰目标，结合实践对《She
had
eggs
and
sausages.》一课进行了反复打磨，使课堂教学“以学定教”：围绕学生如何学的策略，设计调整教的策略，激发学生学习兴趣，在真实的情境和任务活动中，通过参与、体验、内化文本语言、目标语言，提高综合语言运用能力，同时深化情感、升华情感，促进学生个体自主学习，主动发展，全面实现高效课堂教学目标，优势突出，不足凸显，具体总结如下：
本课尊重学情，深挖文本，精心设计，搭建自主学习平台，在学生最近发展区内实现学生综合能力的最大发展。
体现一个“精”字。
1、活动精。小学英语“用中学，学中用”的课
( http: / / www.21cnjy.com )标要求，注定小学英语教学活动性、实践性原则。要达成本课的教学目标，就要解决好怎么教如何学的问题。本课在活动的设计上为了激发学生学习兴趣、参与意识，做到了“三个贴近”：活动贴近学生生活，活动贴近学生兴趣，活动贴近学习内容。譬如在新授环节为有效巩固本课的重点句型What
did
she
have
for
breakfast以及She
had…在此设计What
did
you
have
for
breakfast
学生回答教师后，教师反问其他学生What
did…have
for
breakfast 师生问答互动，有效巩固新知。这个活动设计就源自学生生活，切中学生兴趣，渗透教学内容，可谓用心精良。
2、问题精。什么样的课堂教学是高效的呢？关
( http: / / www.21cnjy.com )注学生的学，促进目标的全面实现才会是高效的。也就是新课程标准要求的课堂教学要促进学生自主学习。本课在驱动学生自主学习上采用的教学策略之一就是用问题驱动学生主动建构知识。因而本课每一个活动都有具体的目标导向，由问题串联，层层递进，以问题引领学生层层剥茧，深入学习文本，突破重难点。以While-reading环节为例，问题设计的精当可见一斑。本环节的教学策略是以文本图片和问题驱动自主探究，引领学生深入思考，积极主动的探究文本语言和内容。围绕文本图片的展开逐个观察，问题环环相扣。Who
are
they
What
are
they
doing
What’s
the
email
about
引领学生思维，推进学习进程，缺一不可。
3、课件精。现代信息技术可
( http: / / www.21cnjy.com )以为课堂教学插上腾飞的翅膀。本课就充分的利用了白板技术，吸引学生注意力，激发好奇心，实现即时操作，扩大互动，营造情景突破语言教学难点。
在导入环节利用白板表格放大功能，通过拖
( http: / / www.21cnjy.com )动图片放入表格中达到放大图片的功能，活跃气氛，一下子就激发了学生的好奇心。通过图片刺激学生思维活跃，有效复习以前学习过的关于食物的图片，为下文教学做铺垫。
在单词教授时，通过魔术笔直接在单词下面画出拼读音节，方便，简捷，高效。且魔术笔画过的笔迹会自动消失。
在I
can
say.
环节，又运
( http: / / www.21cnjy.com )用了超链接方式，学生可以点击自己想了解的同学的照片，就会呈现该生的一日三餐。在这种真实的操作中自然生成了What
did
she/he
have
for
breakfast/lunch/dinner
She
had…这种师生、生生间的互动，学习成了自然而然的行为。
突出一个“巧”字。
1、导入巧。托尔斯泰说过：成功的教
( http: / / www.21cnjy.com )学所需要的不是强制，而是激发学生学习兴趣。大家很清楚导入活动能否激发兴趣对一节课的成败意味着什么。因而通过I
had
traditional
Chinese
food
for
dinner
yesterday.
I
had
dumplings
for
dinner
yesterday.
What
did
you
have
for
dinner 既可以铺垫要学习的内容，又抓住了学生的好奇心，激发了参与学习的兴趣，导入活动巧如画龙点睛之笔，引领学生快速进入学习。
2、评价巧。课程作为一种专业最重要的标志在于
( http: / / www.21cnjy.com )评价。一节课何以知道预设的目标已经达成，何以清晰的知道“学生学会了什么”，依据的是围绕目标而产生的评价，评价要促进学习。本课各活动中不仅目标达成评价形式多元化，评价主体多元化，而且巧妙利用任务，在学习中综合评价，既评价参与，又评价能力，同时评价情感。本课在通过朗读、复述巩固活动评价文本语言的掌握情况之后文，又通过I
can
say.
活动，让学生选择自己想了解的同学的一日三餐。师生互动，生生互动，借助这一活动吸引学生全员参与，展现能力，一个活动既是学习，又是评价，检测了两项目标的达成，不可谓不巧。
落实一个“真”字。
1、情境真。英语新课标要求
( http: / / www.21cnjy.com )我们，英语教学不能离开真实的语境，不能离开真实的语用功能。本课情境的创设遵循了真实性原则。无论是自创情境还是文本情境都非常生活化。
比如I
had
trad
( http: / / www.21cnjy.com )itional
Chinese
food
for
dinner
yesterday.
I
had
dumplings
for
dinner
yesterday.
What
did
you
have
for
dinner 教师真实的利用自己的晚餐情境，运用目标语言What
did
you
have
for
dinner 提问，学生生成回答I
had….语言的运用变得真实，同时加深学生的学习体验。
2、任务真。本课采用的是任务型教学方式
( http: / / www.21cnjy.com )。以真实的任务驱动学生自主学习、合作学习。生活中我们对昨天的一日三餐印象最为深刻。因此本课任务要求：学习如何谈论我们的一日三餐。鼓励学生在真实的任务的驱动下，积极、主动地参与到课堂活动学习，灵活运用目标语言了解他人的一日三餐，完成任务，提升语用能力。
3、情感真。一节英语课情感教育目标的达
( http: / / www.21cnjy.com )成一定要在语言学习的基础上水到渠成，不是硬塞给学生的。本课在拓展练习环节，根据学生的生活实际，创设询问和了解他人一日三餐的活动和任务，情境真实，学生在合作中交流，学以致用，增进友谊，学会合作，自然生成了多吃蔬菜水果、少吃油炸食品的良好习惯，感情立足于学习活动产生，比较真实。
达成一个“实”字。
1、学法实。课堂教学方法的选择是围
( http: / / www.21cnjy.com )绕目标的达成而选择的，教学活动一定要实实在在的开展，不能背离教学的常识，导致为活动而活动、为情境而情境为探究而探究的课堂。本课的活动都基于学生认知，基于生活，基于学习内容，学生在参与活动中通过找一找，问一问，答一答，读一读、议一议、填一填，写一写实实在在的学习行为，教会学生如何学习英语达成学习目标。
2、体验实。新课标要求英语教学要兼顾全体
( http: / / www.21cnjy.com )，注重实践性和应用性。因而本课预设前充分考虑了学情，活动设计兼顾不同学生需求，活动源自生活，活动有挑战性，活动有趣味性，活动有即时性，吸引学生全员参与，在参与中内化新语言，通过情境问答，任务完成，任务展示，获得深刻的语言运用体验。
3、收获实。教了不等于学了，学了不等
( http: / / www.21cnjy.com )于学会了，因而本课关注学生的目标达成度。通过回答问题、复述文本、任务完成和回顾总结等评价性学习活动，可以较清晰的看出学生的目标达成度高，学习行为真正发生在课堂，学生自主的梳理知识，清楚地明白本课学到了什么，有实实在在的收获，获得成功体验。
综上，虽然这节课取得了些许亮点，但是还是有欠缺主要反映在以下几点：
一、语言要活。
本课中教师语言太拘泥于预设，随生成调整的少，不能帮助学生拓展思维，课堂上要多说启发性语言，少说指令性语言。
二、朗读要有情。
尽管本节课有很多读的机会，老师也强调了模仿语音语调，但是我们还是没有看到声情并茂的读，学生没有体悟到文本中人物情绪的变化。
三、同桌活动要求不明确。
Change
it
like
this
( http: / / www.21cnjy.com ).
Then
talk
about
it
with
your
parters.
教师就这么一句指令就开始展开合作探究，要求不清晰具体，影响小组活动质量。
总之本节课由于预设的充分，学生参与面广，目标达成度高，达到了高效课堂要求，我认为精心的预设，可以撬动课堂教学。
