五年级英语教案she_had_eggs_and_sausages

Module 3 Unit 1 She had eggs and sausages

英语教学设计

一、教材目标

知识目标：使学生能听懂、会说句子“What did she have for

breakfast/lunch/dinner?”“She had…”，识别单词hamburger, sandwich(es)、traditional、fish and chips和书写单词English, breakfast, lunch。

能力目标：使学生运用所学句型进行对话表演和口语交际。激发学生学习英语的兴趣，培养学生的英语学习能力。

情感目标：了解中西方的饮食习惯有所不同; 教育学生养成良好的饮食习惯。

二、教学及重、难点

教学重点：是使学生充分了解并掌握句子What did she /he have for...yesterday? She/he had…

教学难点：是用一般过去时来谈论他人的饮食习惯。

三、教具

PPT, CAI, pictures, word cards, blackboard.

四、教学过程

Step 1 Warming up and lead in

1. Greetings

2. Say a chant (活动1)

What did you have for dinner?

Bread, meat and a hamburger.

What did you have for dinner?

Fish, eggs and a hamburger.

然后教师评价全体学生：Good job. Perform very well. 这样做的目的是调动学生的学习兴趣和积极性，为学习新词做了铺垫。

3. 复习有关食物的词汇

课件出示图片noodles, rice, bread, cakes, ice cream, eggs, fish, dumplings.

T: What’s your favorite food?

S: My favorite food is/are…

T: They are traditional Chinese food.学习单词traditional(采取小组读，个人读)

T：What did you have for breakfast? 学习单词breakfast并板书（男女生读，one by one）

S: I had…

T: He/She had… Say it together.

T: What did you have for lunch?学习单词lunch并板书(大小声读，小组读)

S: I had…

T: He/She had… Say it together.

Step 2 Presentation

Today, we will learn M3U1 She had eggs and sausages. Together.

Our friend Daming has got an email from Lingling. What’s the email about? Let’s listen and answer.

1. Listen to the video and try to answer the question.

Question:

T: What’s the email about?

S: It’s about English food. 学习单词English

Show pictures:

T: What did she have for breakfast?

S: She had eggs and sausages. 板书

T: What did she have for lunch?

S: She had sandwiches.学习单词sandwich板书

T: What did she have for dinner?

S: She had fish and chips.学习单词fish and chips板书

2. Listen again and follow it.

3. Role play.

4. Let’s play a game. “Food Hidden Pictures Game” 给猜对的同学所在的小组加分。

Step 3 Practice

Let’s talk（Pair work）Look at the pictures. Who can do it in pairs?

出示一些图片，让学生根据图片提问并回答，一方面可以巩固本节课新学的词汇，另一方面可以运用所学句型。

A: What did she /he have for breakfast/lunch/dinner?

B: She/He had …

Step 4 Consolidation

1.用下面的句型询问你的小组成员昨天三餐都吃了什么

A : What did you have for breakfast/lunch/dinner yesterday?

B : I had…

2.每组选一名小记者做汇报“Who is the healthy eater”

A is the healthy eater. Because she/he had…for breakfast. She/He had…for lunch. She/He had…for dinner. It’s good for her/him.

Step 5 Summary

Step 6 Homework

询问你的家庭成员或者小伙伴昨天三餐都吃了哪些食物。

最后送给学生一句格言：Suggestion: To eat a hearty breakfast, have a filling lunch, and a simple light dinner. 早餐吃好，午餐吃饱，晚餐吃少。

板书

Module3 Unit1 She had eggs and sausages

eggs and

sausages breakfast

She had sandwiches for lunch

fish and

chips dinner

教学反思

整节课后，我较好的完成了本节课的教学目标。学生通过大量的灵活多变、紧有趣的操练，基本掌握了本课单词的正确读音及重点句型What did she/he have for breakfast/ lunch/ dinner yesterday? She/he had..并能将主要句型运用到较为真实的情境中。教材容与真实情景相结合，为学生营造了一个运用语言进行交际的氛围。本节课的成功之处体现在以下两个方面：

1.多样的教学手段使英语课堂充满活力

小学生在课堂上注意力容易分散。为了吸引学生的注意力，调动学生的学习积极性，我组织了灵活多变、形式多样的课堂活动，如游戏、猜单词、小组合作等，使学生在学习过程中感到既紧又有趣，同时还为学生创造了一个宽松、、和谐的英语学习环境，让他们在做中学、在玩中学，在活动中不知不觉地掌握本科主要的单词与句型，取得了很好的教学效果。

2.富有意义的任务使学生得以学以致用

任务的形式可以多种多样，但其核心不应脱离语言学习。当学生掌握了主要的单词与句型后，我设计了这样一个活动，让学生做一个小调查，选出本小组中的饮食小达人。这一任务使得课与课外知识紧密地结合，既能增长学生的课外知识，又能为本科容提供很好的素材。

在本节课的教学过程中，也有一些有待改进的地方。比如，在做游戏时所用语言不够简单明了，重复较多，致使有些活动开展不是很顺利，对学生活动的评价也不够详尽。