She-had-eggs-and-sausages.教学设计
She-had-eggs-and-sausages
教案名称：She had eggs and sausages. 教学设计-教案课时安排：1课时教学目标：1. 学生能够听懂、会说、会读本节课的重点单词和句型。
2. 学生能够在真实情境中运用所学知识进行交流。
3. 学生能够通过合作学习，提高自己的语言运用能力。
教学内容：1. 单词：eggs, sausages, toast, orange juice, cereal2. 句型：She had, He had, I had, We had教学过程：一、导入（5分钟）1. 教师与学生进行简单的问候，营造轻松愉快的课堂氛围。
2. 引导学生回顾上一节课所学内容，为新课的学习做好铺垫。
二、新课呈现（10分钟）1. 教师展示图片，引导学生说出单词：eggs, sausages, toast, orange juice, cereal。
2. 教师用PPT展示例句：She had eggs and sausages. 引导学生模仿并说出自己想要的早餐。
3. 教师引导学生运用句型：He had, I had, We had进行交流，巩固所学内容。
三、课堂活动（10分钟）1. 分组活动：学生分成小组，每组选择一种早餐，用所学句型进行描述。
2. 各小组派代表进行分享，其他小组成员进行评价和补充。
四、练习环节（10分钟）1. 教师设计练习题，让学生完成句子：She had, He had, I had, We had2. 学生独立完成练习题，教师进行讲解和反馈。
2. 布置作业：用所学句型描述自己的早餐，并写在日记本上。
教学评价：1. 观察学生在课堂上的参与程度，了解他们对单词和句型的掌握情况。
2. 课后收集学生的作业，评估他们的实际运用能力。
六、拓展练习（15分钟）1. 学生分成小组，每组设计一个早餐菜单，包括至少三种不同的食物。
2. 各小组轮流展示自己的菜单，并用所学句型进行介绍。
3. 其他小组成员对展示的菜单进行评价，选出最受欢迎的早餐组合。
She_had_eggs_and_sausages教案
Module3 unit1She had eggs and sausages.一、Topic：English Food二、Teaching aims1、Words aims: sandwich, traditional, hamburger, English, breakfast, lunch, dinner, fish and chips…2、Sentences aims : ----What did she have for breakfast/lunch/dinner?----She had…3、Emotion aims: try to be a healthy pupil.三、Teaching tools:Video, PPT, Cards, Magnets, Papers, a table on blackboard…四、Teaching ways：Task—based method, Situational teaching method, Group—basedmethod, Traditional lecture method…五、Teaching steps:STEP1、Review &Warm--- up:A. Divide groups: 2 groups. A andB. They will have a PK to get more foods. ( egg,sausage , sandwich, fish and chips...)B. Discuss---- What did the Ss have for dinner yesterday?T: Class begins. Hello, boys and girls. How are you today?Ss: Hello, Miss Zhang, I am fine, thank you.T: Good! Let’s do a guessing game. Let’s guess what did Zhou Xiangchenghave for dinner yesterday.(discussing…)STEP 2、Lead—in:Part1----Q: What did Daming and Tom have for dinner?A. T: You did a good job! Now, let’s have a watch. Please tell me what didDaming and Tom has for dinner.(Listening & watching the flash of part 1...)B. T sings the chant and asks with rhythm. Ss answer with rhythm.C. Practice the chant with flash then not...STEP 3、Presentation& Practice:A. Guessing game: let Ss guess what did teacher had yesterday.T: Can you guess what did I have yesterday?Ss: You had a hamburger/ sandwich, fish and chips…(Guessing game on PPT)T：Sorry. OK, let have a look.T: I had Baozi (stuffed bun) for breakfast. I had fish and rice for lunch. I had noodles for dinner.Ss: I had I had Baozi (stuffed bun) for breakfast. I had fish and rice for lunch. I had noodles for dinner… ( Ss follow T to practice 3 times)T: Yes, I had Chinese food .We always have Chinese food, just like: rice, noodles, and dumplings... Do you know any English food? Now, Daming has got an email from Lingling about English food. Let’s go to watch with questions.B. Listen, repeat and answer : let Ss watch flash of the part with questions then answer.T: What did Lingling have yesterday? Who can try?Ss: She had eggs and sausages for breakfast.She had sandwiches for lunch.She had fish and chips for dinner.T: wonderful! Yesterday I had Baozi, fish, rice, and noodles. They are traditional Chinese food. And Lingling had eggs, sausages, sandwiches and chips. They are traditional Chinese dish too?Ss: No, they are English food!T: Good job! They are traditional English food!(Learning the word…)(Identify some traditional Chinese food and English food to impress…)C. Act out the text by Ss themselves.D. Find fast foods on PPT.E. Group work. (Check and finish papers hand out before class. )F. Show us their work results themselves in front of classroom.G. Emotion improving: Make health checking together.STEP 4、Summary: Quick ask and answer----part 4 in page 16.T: This class you all did very well. What have you learnt?Ss: ……T: Let challenge ourselves. Do the quick ask and answer.Ss: ……T: Thank you, my class. Let’s look at the blackboard.Which group is the winner? That’s all. Class is over. Bye-bye. STEP 5、Homework1、Read the text in roles with your partner，then retell.2、Make a healthy menu （健康食谱）for your family.Name Breakfast Lunch Dinner六、Blackboard designModule 3 Unit1 She had eggs and sausages .What did she have for breakfast/lunch/dinner? A: B: She had……。
She-had-eggs-and-sausages.-教学设计与反思
She had eggs and sausages. 教学设计与反思【教学目标】1、复习巩固食物、水果、饮料、一日三餐的单词。
2、掌握不规则动词的过去式have-had。
3、运用句型What did she\he have for breakfast \lunch\dinner yesterday? She\He had…谈论饮食习惯。
4、培养学生运用英语的能力。
【教学重点】1、重点词汇email、egg、sandwich、delicious、traditional2、重点句型What did she\he have for breakfast \lunch\dinner yesterday? She\He had….【教学难点】单词的识读sandwich、delicious、traditional【教学过程】Step1 Warm-upGood morning boys and girls.T：What’s your favourite food?T：My favourite food is noodles .And you ?可以以图片提醒学生回答。
Step2 Leading in1、T：I like noodles best. So，I had noodles this morning .Whatdid you have for breakfas?Ss：“I had……for breakfast.”2、教师引导学生：We always have noodles rice for meals.They are Chinese food .Do you know any English food? 学生根据自己情况回答。
3、T：Ok !Today we will learn Module 3 Englishfood，Unit l She had eggs and sausages.4、T：Daming 收到一封来自Lingling 的电子邮件email，email 上说：她昨天在英国吃了一顿正宗的英式大餐，下面我们一起来听听她吃了什么。
Shehadeggsandsausages
She Had Eggs and Sausages 教学设计教案一、教学目标1. 知识目标：学生能够正确理解并使用句子"She had eggs and sausages." 来描述某人的早餐。
学生能够听懂并能够用简单的英语描述自己的早餐。
2. 技能目标：学生能够通过听力练习，提高对英语听力的理解能力。
学生能够在小组活动中用英语进行简单的交流。
3. 情感目标：学生能够对英语学习保持积极的态度，增强学习英语的自信心。
二、教学重难点1. 教学重点：学生能够正确理解和使用句子"She had eggs and sausages."学生能够通过听力练习，提高对英语听力的理解能力。
2. 教学难点：学生能够在实际情景中，运用句子"She had eggs and sausages." 来描述某人的早餐。
三、教学方法1. 情境教学法：通过设置早餐场景，让学生在实际情境中学习和使用句子"She had eggs and sausages."2. 交际教学法：通过小组活动，让学生在实际交流中运用所学知识。
3. 听力教学法：通过听力练习，提高学生的听力理解能力。
四、教学过程1. 引入：教师通过提问方式引导学生思考关于早餐的话题，例如"What did you have for breakfast?" 学生可以回答自己的早餐，教师引导学生用英语进行回答。
2. 新课呈现：教师展示一幅早餐的图片，引导学生观察并说出图片中的食物。
教师引入句子"She had eggs and sausages."，解释句子的意思，并让学生跟读句子。
3. 听力练习：教师播放一段听力材料，内容是一个人在描述自己的早餐。
学生需要听懂材料并能够回答问题，例如"What did she have for breakfast?"4. 小组活动：学生分成小组，用英语描述自己的早餐。
Shehadeggsandsausages
She Had Eggs and Sausages 教学设计教案教学目标：1. 学生能够理解和使用过去式动词"had" 来描述过去发生的动作。
2. 学生能够理解和使用早餐食物相关的词汇，如"eggs" 和"sausages"。
3. 学生能够通过听、说、读、写的活动，提高英语语言技能。
教学内容：1. 教学单词：eggs, sausages2. 教学句子：She had eggs and sausages.3. 教学时态：过去式动词"had"教学步骤：一、导入（5分钟）1. 教师与学生问候，介绍本节课的主题：早餐。
2. 展示早餐食物的照片，引导学生说出相关词汇，如"eggs" 和"sausages"。
二、新课呈现（10分钟）1. 教师展示故事图片，引导学生预测故事内容。
2. 教师朗读故事，引导学生关注主角的早餐内容："She had eggs and sausages."3. 教师引导学生重复句子，并解释过去式动词"had" 的用法。
三、活动一：小组讨论（10分钟）1. 学生分组，讨论他们自己早餐的食物。
2. 每组选择一种早餐食物，用"She had" 的句型来描述。
四、活动二：角色扮演（10分钟）1. 教师准备角色扮演卡片，上面有不同的早餐食物和动词。
2. 学生抽取卡片，根据卡片上的内容进行角色扮演，使用"She had" 的句型。
五、总结与作业（5分钟）1. 教师引导学生回顾本节课所学的单词和句子。
2. 布置作业：让学生写一篇关于自己早餐的小作文，使用"She had" 的句型。
教学评估：1. 在小组讨论和角色扮演活动中，观察学生的参与度和语言运用能力。
2. 收集学生的作业，评估他们对"She had" 句型的理解和运用情况。
《She had eggs and sausages》教学设计
《Unit 1 She had eggs and sausages》教学设计一、教材分析：本教材是外研版小学英语五年级下册Module 3 Unit 1 She had eggs and sausages，主要围绕着食物和过去完成时态展开。
学生在前几个单元已经学习了一般过去时的用法，本单元通过对过去完成时的学习，进一步提高学生的语言运用能力。
二、教学目标：1. 学会正确使用过去完成时态，描述过去发生的动作。
2. 学会用英语表达食物名称，并能正确使用句型"She had..."。
3. 培养学生的听说能力，通过对话和练习，提高学生的语言表达能力。
三、教学重点和教学难点：教学重点：过去完成时态的用法和句型"She had..."教学难点：正确使用过去完成时态描述过去发生的动作四、学情分析：学生已经学习了一般过去时的用法，对过去时态有一定的了解。
他们对食物名称可能已经有了一定的掌握，但对过去完成时态的用法和句型还不熟悉。
五、教学过程：Step 1: Warm-up1. Greet the students and engage them in a short conversation about their favorite foods.- Teacher: Good morning, everyone! How are you today? Let's talk about food. What's your favorite food?- Students: My favorite food is pizza/sushi/ice cream, etc.2. Review the vocabulary of food items learned in previous units by showing pictures of different food items and asking students to name them in English.- Teacher: Now, let's review some food vocabulary. Look at the pictures on the board and tell me what they are in English.- Students: It's a hamburger/an apple/a bowl of noodles, etc.Step 2: Presentation1. Introduce the concept of past perfect tense by explaining that it is used to talk about an action thathappened before another action in the past.- Teacher: Today, we're going to learn about the past perfect tense. The past perfect tense is used to talk about an action that happened before another action in the past. For example, "She had already eaten breakfast before she went to school."2. Give examples of sentences using past perfect tense and explain the sentence structure.- Teacher: Let's look at some examples. "She had finished her homework before she watched TV." "He had already bought the tickets before the concert started." In these sentences, the past perfect tense is formed by using "had" followed by the past participle of the verb.- Teacher writes the sentence structure on the board: Subject + had + past participle.Step 3: Practice1. Provide students with a worksheet containing sentences in the past perfect tense.- Teacher: Now, let's practice using the past perfect tense. Here, I have a worksheet for each of you. Please read the sentences and fill in the blanks withthe correct form of the verb in brackets.2. Ask students to complete the sentences individually. - Teacher: Take your time to complete the worksheet. If you have any questions, feel free to ask.3. Monitor the students' progress and provide assistance when needed.- Teacher: How are you doing? Do you need any help? Step 4: Listening and Speaking1. Play an audio recording of a conversation between two people talking about their breakfast.- Teacher: Now, let's listen to a conversation between Tom and Sarah. They are talking about what they had for breakfast. Listen carefully and answer the questions I will ask afterward.2. Ask students to listen and answer questions about what each person had for breakfast.- Teacher: What did Tom have for breakfast? What did Sarah have for breakfast?3. Divide the students into pairs and ask them to havea similar conversation about their own breakfast using the past perfect tense.- Teacher: Now, I want you to work in pairs. Taketurns asking and answering questions about what you had for breakfast using the past perfect tense. Use the sentence structure we learned earlier.- Students practice the conversation in pairs. Step 5: Consolidation1. Write the sentence pattern "She had..." on the board. - Teacher: Let's review the sentence pattern we learned today. Look at the board. The pattern is "She had..." Now, I want each of you to create your own sentence using this pattern.2. Ask students to create their own sentences using the pattern and share them with the class.- Teacher: Think about something you did before another action in the past. Write a sentence starting with "She had..." and share it with the class.- Students share their sentences with the class.3. Provide feedback and correct any errors.- Teacher: Great job, everyone! Now, let's go through some of the sentences you created. (Provides feedback and corrects any errors if necessary.)Step 6: Extension1. Show pictures of different food items and askstudents to describe what they had for breakfast using the past perfect tense.- Teacher: Look at these pictures of different foods. Choose one of them and describe what you had for breakfast using the past perfect tense.- Students take turns describing their breakfast using the past perfect tense.Step 7: Wrap-up1. Review the key points of the lesson, emphasizing the use of the past perfect tense and the sentence pattern "She had..."- Teacher: Today, we learned about the past perfect tense and how to use it to talk about actions that happened before another action in the past. We also practiced using the sentence pattern "She had..." to describe past events. Well done, everyone!2. Assign homework, which could include writing a short paragraph about what the students had for breakfast using the past perfect tense.- Teacher: For homework, I want you to write a short paragraph about what you had for breakfast today. Use the past perfect tense to describe what happened beforeanother action in the past.六、板书设计：She had eggs and sausages.Past Perfect TenseShe had + past participle七、教学反思：本节课通过引入过去完成时态，帮助学生进一步巩固和扩展他们的语言知识。
小学英语《Unit 1 She had eggs and sausages》优质课教学设计、教案
教学设计一、模块教材与学情分析：教材分析：本模块的主题是“English Food”，主要内容是让学生运用一般过去时态的特殊疑问句及答语，表达一日三餐都吃了什么，了解哪些是中式美食，哪些是英式美食，引导学生能够在小组合作中完成学习任务，培养学生的学习自主合作性学习。
学情分析：本班共有学生43 人，优秀学生28 人，后进生4 人，及格率达100%。
从整体来看，学生身上好的学习习惯（课堂听讲，笔记记录，回答问题）逐渐养成，学习兴趣较浓厚，学习态度也比较端正，英语的综合运用表达能力也在原来的基础上有了较大的提高。
但也存在部分学生不会学习，无正确的学习方法，家庭作业特别是听读作业，完成的不好，口头表达能力较差。
二、学习目标：1、能够听说读写重点单词：hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional, dish.2、掌握下列句子并能熟练运用：What did she/he/you have for breakfast/lunch/dinner？She/he/you had ......3、能够读熟课文。
4、让学生了解哪些是中国美食，哪些是英国传统美食，并了解英国的饮食习惯；5、敢于开口，积极参与，学会合作学习，并乐于分享与倾听自己与他人的food。
三、教学重难点：1、能够听说读写重点单词：hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional, dish.2、掌握下列句子并能熟练运用：What did she/he/you have for breakfast/lunch/dinner？She/he/you had ......3、能够读熟课文。
四、教学过程：（一）Chant:1、课前展示，热身激趣：What did you have for dinner?Bread, meat and a hamburger.What did you have for dinner?Fish, eggs and a hamburger.2、猜一猜：我昨天晚上吃的什么？Guess: What did I have for dinner?I had fish and chips.（导出课题：Module3 Unit1 She had eggs and sausages.）（二）展示学习目标：（三）1、通过图片，过渡词汇（检查预习、学习新单词），导入新课：Can you read and spell these words?2、Pair work（分组练习）教师问：What did you have for dinner last night?学生答：I had….（板书）3、引出：What did you have for breakfast last night?What did you have for lunch last night?I had….（板书）（四）走进课文Do you know what Lingling did have for breakfast/ lunch/ dinner? Let’s go into the text.1、Listen to the tape and find out the answer to this question: What’s the email about?2、Listen to the tape again and fill in the blanks:fish chips eggs sandwiches sausages BreakfastLunchDinner3、用问句的方式再次训练重点语言点。
Shehadeggsandsausages
教案：She had eggs and sausages教学目标：1. 学生能够理解和使用过去式动词“had”来描述过去发生的动作。
2. 学生能够理解和使用名词“eggs”和“sausages”来描述食物。
3. 学生能够理解和使用代词“she”来指代第三人称单数女性。
教学重点：1. 过去式动词“had”的用法。
2. 名词“eggs”和“sausages”的用法。
3. 代词“she”的用法。
教学难点：1. 过去式动词“had”的构成和用法。
2. 名词“eggs”和“sausages”的拼写和用法。
教学准备：1. 教学PPT或者黑板。
2. 食物图片或者实物。
3. 人物图片或者实物。
教学过程：一、导入（5分钟）1. 教师向学生问候，并引导学生回顾过去学过的动词和名词。
2. 教师提问学生：“你们记得我们学过哪些动词吗？哪些名词？”3. 学生回答，教师给予肯定或纠正。
二、新课介绍（10分钟）1. 教师出示食物图片或者实物，引导学生说出“eggs”和“sausages”。
2. 教师讲解过去式动词“had”的构成和用法，并举例说明。
3. 教师出示人物图片或者实物，引导学生使用代词“she”来描述。
三、课堂练习（10分钟）1. 教师给出句子：“She had _____ and _____ for breakfast.”，让学生填入正确的名词。
2. 学生回答，教师给予肯定或纠正。
3. 教师给出句子：“_____ had eggs and sausages for breakfast.”，让学生填入正确的人称代词。
4. 学生回答，教师给予肯定或纠正。
四、小组活动（10分钟）1. 教师将学生分成小组，每组三人。
2. 每组轮流扮演不同角色，使用“She had eggs and sausages for breakfast.”这个句子进行对话。
3. 教师巡回指导，纠正发音和用法错误。
五、总结与作业（5分钟）1. 教师引导学生总结本节课所学的知识。
Shehadeggsandsausages教学设计
三年级起点第六册Module 3Unit1 She had eggs and sausages教学设计一．教学目标1、知识目标:（1）识别本课中的单词：hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional, dish.2）听懂目标语句What did she have for breakfast/lunch/dinner?口头运用She had sandwiches.这类语句回答有关询问。
2．技能目标：朗读课文正确，语音语调准确、流利、有感情。
3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食习惯。
二、教学重点：单词的识读: hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional, dish.三、教学难点：理解、运用新句型；朗读发音正确，语音语调准确、流利、有感情。
四、教具：食物图片、单词卡片、PPT、CAI五、教学过程：Step1 Warmer1.GreetingsT: Good morning，boys and girls.Nice to meet you!2.Free talkWho’s on duty today? What day is it today? What’s the weather like today? What did you do yesterday?What did you do yesterday, Xiaowei?What did you do yesterday, Xiaoqiang?3.Let’s chant.《Noodles and rice are very, very nice.》(PPT加音乐) Step2 To learn Activity 11. T: Now let’s look at the screen. What? Ss:Meat.T:Do you like meat? Ss:Yes, I do.(接着出示rice, noodles, dumplings) T:My favorite food is dumplings. I can make dumplings. Can you make dumplings? Ss:…T: Meat, rice, noodles, dumplings are Chinese food. Dumplings are traditional Chinese food.(教学traditional)T:Spring festival is a traditional Chinese festival.2. Let’s go on. What? Yes, eggs and sausages. (接着教学新单词：hamburger, sandwich, fish and chips) Eggs and sausages, hamburger, sandwich, fish and chips are English food.(教学English)T:Fish and chips is a traditional English dish. (教学dish) （八种食物PPT）3.Do you know? (介绍文化背景)(PPT)汉堡包，三明治，鸡蛋和香肠，炸鱼加炸薯条都是英国人最喜欢的食品。
Shehadeggsandsausages
She Had Eggs and Sausages 教学设计-教案第一章：教学目标1.1 学生能够理解并运用目标句型"She had" 描述某人吃了什么。
1.2 学生能够听懂、说出口语指令"She had"。
1.3 学生能够通过听力、口语、阅读和写作等多种方式，提高英语语言综合运用能力。
第二章：教学重难点2.1 重点：目标句型"She had" 的结构及用法。
2.2 难点：目标句型的听说读写综合运用。
第三章：教学准备3.1 教学材料：教材、多媒体设备、实物食物图片、食物卡片等。
3.2 教学环境：教室里摆放一些食物模型或实物，营造轻松的学习氛围。
第四章：教学过程4.1 热身活动（5分钟）：引导学生谈论他们最喜欢的食物，激发学生对食物的兴趣。
4.2 引入新课（10分钟）：通过展示食物图片，引导学生说出"She had" 的句型，例如："She had eggs."，"She had sausages." 等。
4.3 实践环节（10分钟）：学生分组，互相练习使用"She had" 句型描述对方吃了什么。
教师巡回指导，纠正发音并给予鼓励。
4.4 巩固环节（10分钟）：通过角色扮演活动，让学生模拟在餐厅点餐的场景，运用"She had" 句型进行交流。
4.5 总结环节（5分钟）：教师简要回顾本节课所学内容，强调"She had" 句型的用法。
第五章：作业布置5.1 作业1：学生回家后，观察家人或朋友的晚餐，用"She had" 句型写出他们吃了什么。
5.2 作业2：学生选择一种食物，用"She had" 句型制作一个简单的海报，介绍这种食物。
第六章：教学评估6.1 评估方式：课堂观察、口头提问、作业批改。
教案：She had eggs and sausages
《She had eggs and sausages.》教学设计【教材分析】本课是新标准英语三年级起点五年级下册第三模块第一单元。
通过Daming收到的一封电子邮件，提出了英国人的用餐习惯，以及向别人询问昨天一日三餐吃过什么的具体表达方法。
话题从英国食品谈到中西方饮食文化的一些差异，题材非常生活化，是学生感兴趣的话题之一，易于学生学以致用。
【学情分析】本节课的授课对象是小学五年级学生。
五年级学生活泼好动，好奇心强，喜欢自我表现，但部分学生上课时注意力容易分散。
因此，如何吸引学生的注意力，让学生积极参与课堂学习活动是本节课的关键。
【教学目标】1. 知识目标：(1) 学生能听懂、会说、会读单词hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional, dish. 并能运用English, breakfast, lunch.(2) 学生能运用What did she/he have for breakfast/lunch/dinner? She/He had …等语句。
2. 能力目标运用所学语言结构以及词汇询问和回答一日三餐。
3. 情感目标了解中西方的饮食差异，培养学生良好的饮食习惯。
【教学重难点】复习巩固行为动词的一般过去时的用法。
询问和回答一日三餐。
【教学准备】多媒体课件、教学动画、单词卡片等。
【教学过程】Blackboard designModule3 Unit1 She had eggs and sausages.What did she have for breakfast/lunch/dinner?She had….。
She-had-eggs-and-sausages教案
She had eggs and sausages教学设计一．教学目标1、知识目标:（1）识别本课中的单词：egg , email ,sandwich, traditional, delicious 。
书写fish egg2）听懂目标语句What did she have for lunch?口头运用She had sandwiches.这类语句回答有关询问。
2．技能目标：朗读课文正确，语音语调准确、流利、有感情。
3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食习惯。
三、教学重点：认读新词；理解、运用新句型；朗读发音正确，语音语调准确、流利、有感情。
四、教学难点：单词的识读sandwich delicious traditional六、教具：食物图片、单词卡片、短语卡片、录音机七、教学过程设计及简述：Step1Good morning boys and girlsT:What’s your favourite food?T:My favourite food is noodls .And you ?可以以图片提醒学生回答。
Step2T:I had noodls this morning .What did you have for breakfast?S:I …. had T: 转述She had…..T:rice noodles dumplings are all Chinese food .Doyou know any English food?T:学生自由表达，老师出示相应图片。
T:We will learn Module 3 English food Unit 1She had eggs and sausages.学生齐读课题Step3T:玲玲从英国给大明发了一封电子邮件，（email）她向大明讲了英国的饮食习惯，现在我们就来听听玲玲都介绍了英国的哪些食物。
Listen the tapeT:What food did lingling have in England?S:…..(根据学生的回答，呈现三幅食物挂图)egg and sausages \sandwiches\fish and chips并领读。
小学英语《Unit1 She had eggs and sausages》优质教案、教学设计
下册外研社新标准（ 三年级起点） 五年M 级odule3 Unit1She had eggs and sausages.教学设计She had eggs and sausages.教学设计一、课标解读（Curriculum requirements and interpretation）（一）课标要求1.语言技能的二级标准听:1）能听懂简单的配图小故事2）能借助图片、图像、手势听懂简单的话语或录音材料3）能听懂课堂中简单的提问4）能听懂常用指令和要求并作出适当的反应说:1）能在口头表达中做到发音清楚，语调基本达意。
2)能就所熟悉的个人或家庭情况进行简短的对话3)能运用一些最常用的日常用语4）能在教师的帮助和图片的提示下描述或讲述简单的小故事。
读:1）能认读所学单词2）能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯3）能正确朗读所学故事或短文写：能根据图片、词语或者例句的提示，写出简短的语句2.语言知识的二级标准语音：1）了解简单的拼读规律2）了解单词有重音，句子有重读3）了解英语语音包括连读、节奏、停顿、语调等现象词汇：1）知道要根据单词的音形义来学习词汇。
2）学习有关话题范围内的单词,并能初步运用单词表达相应的话题语法：在具体语境中理解一般过去时询问三餐的意义和用法功能：理解和运用询问三餐等功能的语言表达形式话题：理解和运用有关下列话题的语言表达形式：食物、就餐情况等3.情感态度:1）能体会到英语学习的乐趣2)敢于开口，表达中不怕出现错误3)乐于感知并积极尝试使用英语4)积极参与课堂各种学习活动4.学习策略:1) 在词语与相应事物之间建立联想2）在课堂交流中注意倾听、积极思考3）积极运用所学英语进行表达和交流5.文化意识:在学习和日常交际中，能初步注意到中外文化的异同。
（二）课标解读根据新课标的语言技能分级标准对五年级学生听说玩演各项技能目标的设定，结合本节课的教学内容，要求学生达到以下标准：语言技能方面：1)能在课文动画和音频资料的帮助下听懂、看明白文本大意2)能听懂课堂上老师的简单提问、指令并作出相应的反应，师生之间有真实的交流互动。
《Unit 1 She had eggs and sausages》教学设计1
Unit 1 she had eggs and sausages教学目标：1、知识目标：（1）能正确认读单词eggs and sausages fish and chips sandwiches traditional delicious。
（2）能口头表达“ What did you have for breakfast/lunch/dinner?”和“ I had . ”句型。
2、情感态度目标：在教学过程中，通过chant 课件等多彩的教学活动，充分调动学生学习英语的积极性，努力营造宽松、和谐的课堂气氛，培养学生的创新精神和协作精神。
教学重、难点：1、学生能根据图片指认单词eggs and sausages fish and chips sandwiches traditional delicious。
2、能用“What did you have for breakfast/lunch/dinner?”询问一日三餐的所吃的食物并能用所学单词做出相应的回答“I had教学准备：1、单词卡片eggs and sausages fish and chips sandwiches traditional delicious2、课件，录音机和磁带。
3、小贴纸奖品。
教学过程：Step 1 Warming up(热身运动)1、Revision:课件依次展示食物图片T: look at the screen，read the food in English as quickly as you can .Are you ready? Go!T: What’s this ?S: It’s egg.T: Do you like it？S: Yes /No2、Say a chant .T: Now let’s chant.eggs, eggs, I like eggs. Do you like eggs？rice, rice, I like rice. Do you like rice？noodles, noodles, I like noodles. Do you like noodles？dumplings, dumplings, I like dumplings.Do you like dumplings？Step 2 Presentation （呈现新知）1、Leading inT: They are Chinese food ，Do you know English food？S:No Today we are going to learn Module 3 food.板书Unit 1 she had eggs and sausages. read it together, please.S: Unit 1 she had eggs and sausages .2、Learn new words: eggs and sausages fish and chips sandwiches traditional delicious.师做品尝微笑动作授：eggs and sausages are delicious（可口的）教师作总结：They are traditional （传统的）English food（1）教师通过课件和卡片（a面是汉语，b面是英语单词）快速学习新单词，教师适时发奖励。
【教学设计】教学设计-She-had-eggs-and-sausages-英语-小学-于国玲-3707830844
Module 3 Unit 1 She had eggs and sausages.教学设计：教学目标1、知识技能目标（1）Words:复习巩固与食物、水果、饮料、一日三餐单词及昨天表达法；掌握本课四会词：email、egg、sandwich、delicious。
（2）Sentences:掌握下列句子，并能熟练运用What did she /he have for breakfast/lunch/dinner yesterday?She/He had eggs and sausages/sandwiches/fish and chips.（3）Function:掌握向别人询问昨天一日三餐吃过什么的具体表达方法。
2、情感、文化目标（1）在讨论学习的过程中培养学生学习兴趣，帮助他们村立信心。
（2）教育学生养成良好的饮食习惯，利于健康。
重点，难点1、充分了解并掌握下列句子。
What did/he she have for...yesterday?She/he had ...。
了解英语国家饮食习惯。
课前准备1、单词卡片2、多媒体教学课件教学过程：Step1: Warming up1:Greeting(问候)2：Review(复习)①Chant:Noodles and rice(设计意图：这是一首学生们已经学会的关于食物的儿歌。
在课的开始与学生们一起说唱，既可以作为学生的课前热身，可以活跃课堂气氛，引出food这一主题，为下一环节做铺垫。
)②Guessing Game: review the words( rice/ noodles/meat/dumplings)(设计意图：复习并学习关于食物的单词，为下面进行的活动做好铺垫。
)其中，在复习单词dumplings时，引导学习新单词：traditional传统的。
Step2：Leading In1: Learn New words:① Guessing Game: Today, we will learn some English food(hamburger/sandwich/fish and chips/eggs and sausages)(设计意图：通过利用屏幕展示我所喜欢的食物，激发学生的好奇心与学习的积极性；以开火车游戏的方式读单词让他们在快乐的氛围中学习单词，这样既可以调动学生的积极性，又能自然引入本课主题，让学生在较真实的情景中感知、理解和运用所学语言；以竞赛的方式来巩固新词的掌握情况可以进一步培养学生的竞争意识。
《she had eggs and sausages》教案
Unit 1 she had eggs and sausages一、语言知识目标：1、掌握本课四会词：email、 egg、 sandwich、 delicious traditional。
2、掌握下列句子，并能熟练运用：What did she have for breakfast ?She had eggs and sausages。
二、语言技能目标：(1) 培养学生听、说、读、写能力。
（2）Words:复习巩固与食物、水果、饮料、一日三餐单词及昨天表达法。
（3）Function:掌握向别人询问昨天一日三餐吃过什么的具体表达方法。
三、情感态度目标：（1）在讨论学习的过程中培养学生学习兴趣，帮助他们村立信心。
（2）教育学生养成良好的饮食习惯，利于健康。
（3）学会与人交流，培养学生的自主合作能力；四、教学重点难点：重点：1、充分了解并掌握下列句子:What did she have for breakfast ?She had eggs and sausages。
2、了解英语国家饮食习惯。
难点：用一般过去时来谈论别人的饮食习惯.五、教学准备：1、图片，单词卡片课件六、课堂教学程序：.Step1 Warming up1、Greeting.：T: Hello ,boys and girls. How are you? S: I’m fine, thank you. Areyou happy?2、Review ：（1）Chant：I am very happy to see you. Let`s have a chant together.( Noodles and rice are very very nice)(这是一首学生们已经学会的关于食物的儿歌。
在课的开始与学生们一起说唱，既可以作为学生的课前热身，使学生可以很快地进入到英语学习的氛围中，又复习了一些表示食物的单词，可为本课的学习做铺垫)（2）Review the food:T: Can you tell me what is the chant about ?S: It’s about food.T: Look, there are lots of food. (课件展示食物图片)Let`s say them tog ether. What’s your favorite food / fruite ? Why?Ss: My favorite food is ….[设计意图]：通过唱歌、师生交流、与学生互动，不但让学生做好上课的心理预备，而且给学生营造英语学习氛围，激活学生的英语思维，而师生间交流能有效地提高学生对旧知识的再现率，为学习新知识埋下伏笔。
She-had-eggs-and-sausages教学设计
She-had-eggs-and-sausages教学设计外研社版（三起）五年级下册《She had eggs and sausages.》教学设计一、教材分析Module3的主题是“English food”, Unit 1 She had eggs and sausages.的语言功能是询问和回答一日三餐。
本课围绕Daming收到Lingling从英国寄来的一封电子邮件展开，学习目标语句“Wh at did she have for breakfast /lunch/ dinner ?”并能用She had...来回答询问。
二、学情分析本课的教学对象是五年级学生，他们的英语知识已经有了一定的积累，英语听说读写方面的能力有了一定的基础，具备了初步运用英语做事的能力，而且学生在合作学习以及在真实的任务中运用所学语言进行交际的能力等方面都较低年级时有了很大提升。
在教授新语言点时，要尽可能多地利用多媒体教学，让学生在真实语境中更好地理解课文，同时采取小组合作学习的方式加强生生合作与互动，通过任务驱动，鼓励学生在真实的情景中运用所学语言，让学生在大胆实践和积极参与的过程中，培养其积极的情感态度和自主学习能力。
三、教学目标（一）知识目标：1、能够听懂、认读单词:breakfast, lunch, dinner, English, dish, traditional, delicious, hamburger, sandwich, fish and chips;2.能够听懂、会说、认读句子：What did she/ he/ you have for breakfast /lunch/ dinner? She had eggs and sausages. She had sandwiches. She had fish and chips.（二）技能目标：1.学生能够在创设的情景中对三餐情况进行较流畅的问询和回答。
She-had-eggs-and-sausages教案
She had eggs and sausages.教案昌邑市都昌小学姚沙沙教学内容：新标准英语（外研社）三年级起始第六册第三模块第一单元“She had eggs and sausages.”内容分析：第三模块标题为English Food,本单元是第三模块的第一单元，主要呈现本模块所要学习的主要内容，课文通过Daming与Fanfan对话，讲述了Daming 收到了一封Lingling的电子邮件，课文针对电子邮件的内容展开对话，本单元主要学习如何向别人询问及回答昨天一日三餐的表达，从而了解英国国家人们的饮食习惯，知道中国人与英国人不同的饮食习惯。
主要句型，What did she/he have for breakfast/lunch/dinner yesterday? She /He had…….教学目标：知识目标：1.学习单词egg, email, sandwich, traditional, delicious, hamburger. fish and chips.2.掌握句型：用一般过去式，询问别人曾经吃过什么。
What did she/he have for breakfast/lunch/dinner yesterday?She /He had eggs and sausages/sandwiches/fish and chips.能力目标：1、学会用What did she have for breakfast/lunch/dinner?She had eggs and sausages/sandwiches/fish and chips/……询问及回答自己一日三餐的饮食情况2.通过学习培养学生听、说、读、写和灵活运用语言的能力，培养学生的竞争和参与合作的意识。
情感目标：培养学生学习英语的兴趣，帮助他们树立说英语的信心。
教育学生养成良好的饮食习惯，有利于健康。
学会与人交流，培养合作能力。
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外研版新标准五年级下册
Module 3 Unit 1 She had eggs and sausages.教学设计
一、教学内容
本课是外研社《新标准英语》三年级起点第六册Module3 Unit1 She had eggs and sausages.在承接已经学习过三餐的基础上，继续展开话题，谈论What did she/he have for breakfast/lunch/dinner yesterday?从英国食品谈到中西方饮食文化的一些差异，题材非常生活化，是学生感兴趣的话题之一，易于学生学以致用。
本课地位至关重要，承上启下，不仅要对以前所学的知识进行复习，还使学生对新的学习充满兴趣。
二、教学目标
新英语课程标准指出，基础教学阶英语课程的总体目标是培养学生的综合语言运用能力。
而综合语言运用能力又以学生的语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
基于以上认识及本课的特点，将教学目标确定为：
1、知识与技能：
（1）复习并巩固有关一日三餐的英文单词；
（2）掌握不规则动词的过去式，即：have-had;运用句型
（3）What did she/he have for breakfast/lunch/dinnef?She/He had …for…来谈论饮食习惯。
2、过程与方法：
实物导入,情景操练. 为了形象直观，在教学中运用了实物和图片教学。
反复训练食物的词汇。
同时运用提问的方式，反复训练重点句型。
收到了预期的教学效果。
3、情感态度价值观
（1）乐于接触外国文化，增强祖国意识；
（2）培养学生运用英语的能力。
三、教学重点：
使学生充分了解并掌握下列句子What did/he she have for...yesterday? She/he had…
四、教学难点：
用一般过去时来谈论别人的饮食习惯。
五、教学准备：
PPT,单词卡片，相关图片或照片，some stickers
六、教学过程：
Step 1、Warming-up
(1)Greetings
（2）Review some words about food.
(3)Free talk
T:Do you like……?
S:Yes,I do./No,I don’t.
Ok!Now Le t’s say a chant together.(出示本课第一部分的chant)
T:Today we are going to learn Module 3 Unit 1 She had eggs and sausages.(出示课题，板书课题，齐读课题)
Step 2 presentation
(1)lead in new words of three meals through three clocks
(2)traditional chinese food
(3)traditional english food
(4)look and say
(5)practise
Step 3 Text learning
1.Learn the chant(Page 14 Part1)
T：First,let’s listen to the chant about Daming and Sam.Please open you books on page14.
（1）Listen to the tape
（2）Listen and repeat
（3）Read the chant together
2.Learn some new words.
（1）Learn some new words(Show the word cards and read the new words in different ways.)
(2)T：Very good!You learn these words very well.So I want to check your work.Now look at the screen.(展示图片并利用聚光灯功能)
3.Learn the text(Page 14 Part 2)
1、T:Look!Who are they?
S:They are Daming and Fanfan.
T:What’s this?
S:It’s an email.
T:Good!An email.Daming got an email from Lingling.Now let’s look at it together.Let’s listen.
(1)Listen and try to understand it.
(2)listen and think about some questions.
(3)Listen and repeat.
2、Read the text
T：Ok!Now you can choose one picture to read it ?Who wants to try? S:
T:Wonderful.
Step 4 Consolidation
Make a survey.
请用句型A: What did you have for breakfast/lunch/dinner yesterday? B: I had…
调查你周围的同学（2-3名）昨天的三餐都吃了那些食物，调查完之后用：She/He had …上台汇报。
Report(报告)：Hello, this is my friend …… Yesterday she/he had … for breakfast/lunch/dinner.
Step 5 Summary
To eat a hearthy breakfast, have a filling lunch, and a simple light dinner.
Step 6 Homework
请同学们通过查找资料、请教专家等途径了解最有益身体健康、最科学的饮食结构，根据得到的信息完成如下健康饮食表：
Step 7 Blackboard Design
Module 3 Unit 1 She had eggs and sausages.
breakfast
What did Lingling have for lunch ?
dinner
eggs and sausages
She had sandwiches .
fish and chips。