Module 3 Unit 1 She had eggs and sausages 教案

Module
3
Unit
1
She
had
eggs
and
sausages.
一．教学准备与分析：
1.
教材分析：
文本解读
What:
本课的话题是询问和回答一日三餐，题材内容为Daming向Fanfan
描述自己收到的Lingling的电子邮件:
Lingling昨天三餐的情况。
Lingling
喜欢英国食物,
Daming
向Fanfan讨论传统的英国菜肴。本模块涉及到跨文化教育，学生简单了解中英食物及饮食习惯的对比。
Why:
本课内容与学生生活联系非常密切，异国饮食文化是学生感兴趣的话题之一。通过课文学习及老师的异国饮食文化介绍，形成合理的跨文化心态，增强学生对祖国饮食文化的了解与热爱，并帮助学生形成健康饮食情感态度
。
How:
本课主要语言功能是询问和回答一日三餐，要求学生能运用一般过去式询问和回答一日三餐。通过课文中Daming向Fanfan
描述自己收到的Lingling的电子邮件:Lingling昨天三餐的情况，Lingling
喜欢英国食物,
Daming
向Fanfan讨论传统的英国菜肴。这个背景故事，引导学生学习重点词汇：sausage,
sandwich,
fish
and
chips
,traditional,
delicious,
dish.
以及What
did
…have
for
breakfast/lunch/dinner?
…
had…for.句型的运用。
学情分析：
五年级的学生经过两年多的英语学习积累了一定的学习经验，课堂上能够积极与他人合作交流，也具备了一定的自主学习的能力。经过前面的学习，学生已经初步掌握了询问过去行为的表达方法，这些为本课学习奠定了良好的基础。本课的教学内容与学生的实际生活息息相关，
因而本课的教学内容对学生来说不难理解。全部学生掌握本课的新单词难度不大。通过课堂学习学生能够理解和运用本课新单词和句型。在教学中我设计了多种趣味活动，吸引全体学生积极参与到课堂活动中，培养学生的综合语言运用能力，激发他们的学习兴趣。
2.
教学目标：
A.知识与技能目标
1.
学生能够懂、会读、单词sausage,
sandwich,
traditional,
dish,
delicious,
fish
and
chips
2.
全体学生能够听懂、会读、会说句子What
did
she
have
for
breakfast?
She
had
eggs
and
sausages.
What
did
she
have
for
dinner?
She
had
fish
and
chips.
3.
了解英国的饮食，描述饮食习惯。
B.
运用能力目标：
1.通过头脑风暴等活动使学生回顾或学习更多的有关食物的单词，并通过完成拓展阅读，写回信等方式运用语言交流。学生简单了解中英食物及饮食习惯的对比。
2.能根据老师给出的拓展单词和句型对语言进行拓展运用。
C.
素质教育目标：
（1）情感态度：通过课文学习及老师的异国饮食文化介绍，形成合理的跨文化心态，增强学生对祖国饮食文化的了解与热爱，并帮助学生形成健康饮食情感态度
。
（2）策略目标：培养学生对所学的话题感兴趣，乐于参与，在活动中培养学生的合作行为。
3.
教学重点：
a.
全体学生能够懂、会读、单词sausage,
sandwich,
traditional,
dish,
delicious,
fish
and
chips
b.
全体学生能够听懂、会读、会说句子What
did
she
have
for
breakfast?
She
had
eggs
and
sausages.
What
did
she
have
for
dinner?
She
had
fish
and
chips.并能进行扩展，在实际生活中灵活运用。
教学难点：询问和回答一日三餐等句式在生活实际中的灵活运用。
课堂教学程序
教师活动
学生活动
设计意图
Step1.Warming
Free
talk:
T:
Did
you
have
breakfast
this
morning?
What
food
did
you
have?
引导学生用“I
had
...”来回答。
Ss
talk
about
what
they
had
for
their
breakfast
today.
师生一起谈论昨天的晚餐，直入本课主题.
Step2.
Leading
in
Guess
game:
What
did
Ms
Ma
have
for
lunch?
Game
“Yeah
Yeah
Yeah
or
No
No
No”
2.T
show
the
meals
she
had:
sandwiches,
sausages,
fish
and
chips.
Show
ppt,
teach
the
words.
Students
listen
and
guess.
Students
repeat
after
teacher.
运用游戏引出新授单词sausage，sandwich，用自然拼读法引导学生提高单词识记能力与学习效率。
Step3.
Presentation
1.In
winter
holiday,
what
did
you
have
for
three
meals
everyday?
PPT
show
traditional
Chinese
food.
Ss
learn
the
word:
“traditional”
2.Pair
work
Ss
talk:
In
winter
holiday,
what
did
you
have
for
breakfast
/
lunch
/
dinner?
I
had...
for...
Ss
enjoy
pictures
about
traditional
Chinese
food,
and
learn
the
words:
traditional
Ss
talk
about
their
meal
during
the
winter
holiday,
with
the
main
sentence:
I
had
...
for...
Ss
do
pair
work.
正值寒假归来，结合生活实际，引导学生谈论假期饮食，并通过中华美食精美的图片，营造交流氛围。
对本课重点句式进行基础对话练习，为后面的拓展输出做铺垫。
Step4.
Text
learning
You
had
delicious
food,
our
old
friend
Lingling
also
had
delicious
food.
Look,
Daming
got
an
email
from
Lingling.
T
shows
PPT.
Listen
and
answer:
Qs:
What
is
the
email
about?
Does
lingling
like
it?
Watch
the
video,
answer:
What
did
Lingling
have
for
breakfast
/
lunch
/
dinner?
Circle
the
pictures.
Read
after
the
tape,
answer
the
questions.
Ss
read
the
text
together.
Ss
listen
to
the
text
and
answer.
Ss
watch
the
video
and
circle
the
pictures.
Ss
answer.
Ss
answer
the
questions.
Ss
repeat.
Ss
read
together.
学生带着问题听课文，初步感知
整篇课文。
通过观看课文视频，以及循序渐进的问题设置，让学生们对文本有了更直观深入的学习和理解。
通过听录音跟读课文，回答问题，鼓励学生质疑、探究、解疑，引导学生学会自主互助学习，培养学生的观察力，激发学生的学习兴趣。
Step5.
Task
for
extending
PPT
shows
traditional
English
food.
T
teaches
the
words:
delicious
and
talk
their
favourite
English
food.
Task
one:
Ms
Ma
had
too
much
English
food,
like
fish
and
chips
and
so
on,
Ms
Ma
is
fatter
than
before.
Do
you
have
any
suggestions?
Ss
talk
in
four.
Task
two
:
Read
and
match
the
short
passages
with
the
countries.
In
these
passages,
which
country
do
you
think
has
the
healthy
diet?
Ss
see
and
scan
pictures
about
English
food
and
try
to
talk
their
favourite
English
food.
Ss
give
their
suggestions.
Ss
read
the
passages
and
match
them
with
correct
countries.
Ss
talk
about
the
healthy
diet
in
their
opinion
and
why.
引出traditional
English
dish，通过课件展示英国传统美食，对比中英传统食物。达成“乐于了解外国文化和习俗”这一目标。
设置任务型活动，给吃了很多甜食和油炸食品而发胖的Ms
Ma
提中肯建议，通过活动，引导学生自主总结如何合理饮食，是对学生思维品质的渗透和培养。
Step6.
Conclusion
Today,
we
learn
how
to
ask
and
answer
about
meals.
Look,
in
Linglings
email,
she
said
she
had
...
for...
Help
Ss
retell
according
to
the
blackboard
design.
Ss
try
to
retell
with
teacher’s
help.
师生共同对课文进行小结，深化课文，引导学生树立健康饮食的意识，渗透情感教育。
Step7
Homework
Read
the
text
for
three
times.
Ss
phone
one
friend,
make
a
survey(调查),
then
write
an
email
to
teacher.
Students
note
down
the
homework.
让学生在课后巩固本课语言知识点。