She had eggs and sausages教学设计
M3 U1 She had eggs and sausages.
中小学“教学中的互联网搜索”外研版小学英语三年级起点五年级下册M3U1She had eggs and sausages.教案设计山东省潍坊市青州市弥河镇石河小学张丽玮六、教学过程Unit1 She had eggs and sausages Teaching procedures:Step 1 warm_up.Do the English chant.Noodles are very nice.Dumplings are very nice.Fish is very nice.Meat is very nice.Juice and milk are very nice.Bread is very nice.Eggs and sandwiches are very nice.Yummy, yummy, yummy,Lunch is very very nice!Step 2 GreetingT: Hello, boys and girls.S: Hello, Miss Zhang.T: I like milk and cakes. What do you like ?S: I like … (rice, fish, meat, eggs, noodles, dumplings, bread, drink…)step 3 Lead inWe always have rice, noodles, and dumplings for meals. They are Chinese traditional food. Do you know English traditionalpos=8&did=-3285066655190419933#did=-3353800904490448519&po s=61/detail?q==%E7%B1%B3%E9%A5%AD%E5%9B%B E%E7%89%87&fm=QH360&pos=27&did=7756198307539021361#did=-15 6953304784165675&pos=37/detail?q==%E9%9D%A2%E6%9D%A1&fm=QH36 0&pos=58&did=164466623741859217#did=6369344125336312325&po s=70breakfast，lunch, dinner, egg(s), sausage(s)，sandwich(es), hot dogs, hamburger , and English traditional food ,Chinese traditional food.怎样用英文来询问他人一日三餐的饮食习惯呢？由此引出本课的重点：谈论饮食习惯。
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。
《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。
She had eggs and sauages.教学设计
Module 3 Book 6Uni t1 She had eggs and sausages.一、教材分析Module 3 Book 6的主题是“English food”，“Unit1 She had eggs and sausages.”的语言功能是谈论饮食习惯，学习任务为“What did she have for breakfast/ lunch/ dinner yesterday? She had…”二、学情分析本课的教学对象是五年级学生，他们在英语知识上有一定的积累，学习热情较高，表现欲强。
教学中，要根据学生的特点，多设计一些轻松、有趣的活动，调动他们的积极性，让学生在感知、体验和参与中获取知识，形成能力。
三、教学目标：（一）知识目标1、能听懂、会说并认读下列单词：egg email sandwich traditional delicious；2、能听懂、会说并认读下列句子：What did she have for breakfast / lunch / dinner yesterday? She had…（二）能力目标能在一定的情景中与朋友谈论饮食习惯。
（三）情感目标1、培养学生将学到的知识运用于生活的能力，使所学知识与生活紧密相连；2、激发学生学习英语的兴趣，培养学生自信心，努力学习。
四、教学要点分析（一）教学重点1、单词“egg email sandwich traditional delicious”的认读。
2、运用“What did she have for breakfast / lunch / dinner yesterday？She had…”句型谈论饮食习惯。
（二）教学难点1、单词“email sandwich traditional delicious”的正确发音。
2、与实际相结合，在真实语境中运用“What did she have for breakfast / lunch / dinner yesterday? She had…”五、教学准备多媒机、录音机、磁带、单词卡六、教学过程Step1: Warming-up1、Greetings2、Show the presents:让孩子回答想要什么礼物？引出email，出示单词卡，领读“email”“It’s an email.”做动作“I’m writing an email.”“I’ve got an email.”学生读单词，并带领学生拼写。
She_had_eggs_and_sausages教案
She had eggs and sausages.教案Ｆしㄚ、L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。
She had eggs and sausages教学设计
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Module3Unit1 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/1unch/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，基础教学阶段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、知识目标:(1)理解并运用单词: hamburger、breakfast、sandwich、fish and chips、traditional、dish、lunch等.(2)掌握句型:What did she/he have for breakfast/ lunch/dinner yesterday?She /He had eggs and sausages/ sandwiches/fish and chips.2、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。
3、情感目标(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。
She had eggs and sausages教学设计—张桂芳
Book 6 Module 3 English FoodUnit 1 She had eggs and sausages.教学设计昌乐县实验小学张桂芳一、教学背景新标准英语（三年级起点）小学英语第六册第三模块第一单元。
二、教材分析Module 3 Book 6的主题是“English food”, Unit 1 She had eggs and sausages 的语言功能是Talking about food(谈论饮食习惯)；学习任务为：学习目标语句“What did she have for breakfast /lunch/dinner yesterday?”并能用She had……来回答询问。
本单元主要围绕一般过去式（the simple past tense）来谈论别人的钦食习惯，但本课主要以问答的形式谈论别人吃过了什么。
三、教学目标（一）知识目标：1. 听懂会说单词egg email sandwich traditional delicious2. 能够听懂、会说目标语句：What did she have for lunch? 并能口头运用She had sandwiches 这类语句回答有关询问。
（二）技能目标：1. 学生能够在创设的情景中对别人吃过什么进行较流畅的问询和回答。
2.能够能灵活运用功能语句在真实的生活情景中调查并转述别人的饮食习惯。
（三）情感目标：1.学生在多种教学资源中体验和感受英国饮食文化，激发学生探究的兴趣；2.学生能够在看、听、想、说、写中发展多元智能，养成认真倾听的好习惯，并在小组讨论交流汇报中体验合作竞争的带来的收获与快乐。
四、教学重难点能在真实情境中熟练运用目标语句：What did she have for breakfast/lunch/dinner?I had…五、教具1. PPT, word cards.2. Teaching cards 、Food Cards六、教学过程Step 1: Warm-upT: Hello, boys and girls ! Are you ready? Class begins.T: Today, we’ll have four groups. You’re Group1. And you’re Group2.And you’re Group3. And you’re Group4. Let’s have a macth, and see which group will be the winner .1. Say a chant together. Noodles and rice are very very nice.(出示Book2 Module4Unit2: chant)2. Free talkT: Do you like noodles and rice? What do you like? Why?T: I like them very much, because they are nice, they are delicious.(出示:delicious T板书)T: Now, together, delicious.delicious.T: Look, I have some delicious food here. (PPT出示食物图片，先学习delicious.）/i?ct=201326592&cl=2&nc=1&lm=-1&st=-1&tn=baidui mage&istype=2&fm=index&pv=&z=0&ie=utf-8&word=%E9%A3%9F%E7%89%A9&f=3&o q=shiwu&rsp=0Can you say them as quickly as you can?Ss: Say together.T：They are all delicious, but very different. What’s the difference? （提示：Are they English food? ）T: (PPT) Yes, they are traditional Chinese food, They are traditional English food. (出示: traditional T板书)/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1& fm=result&fr=&sf=1&fmq=1363662866375_R&pv=&ic=0&nc=1&z=&se=1&showtab= 0&fb=0&width=&height=&face=0&istype=2&ie=utf-8&word=%E4%BC%A0%E7%BB%9 F%E7%9A%84%E4%B8%AD%E5%9B%BD%E9%A3%9F%E7%89%A9/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1& fm=result&fr=&sf=1&fmq=1363662916171_R&pv=&ic=0&nc=1&z=&se=1&showtab= 0&fb=0&width=&height=&face=0&istype=2&ie=utf-8&word=%E4%BC%A0%E7%BB%9 F%E7%9A%84%E8%8B%B1%E5%9B%BD%E9%A3%9F%E7%89%A9T：Now, together, traditional. traditional.T: Hamburgers (此处老师会根据学生生成随机说出一种传统食物)are traditional English food. Do you like hamburgers? I don’t like it. I don't like to be fat. I like eggs .I had two eggs for breakfast this morning.(PPT) Do you like eggs? What did you have this morning?S1: I had……T: What did she have for breakfast?Ss: She had……Step 2: Presentation and practice1. Leading-inT：What about Lingling? Lingling is in London, now. Daming has got an email from Lingling. Do you know email ? (Teach: email)(Yes , email is an computer message.)What’s the email about? Can you guess？/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1& fm=result&fr=&sf=1&fmq=1363663022093_R&pv=&ic=0&nc=1&z=&se=1&showtab=0&fb=0&width=&height=&face=0&istype=2&ie=utf-8&word=%E7%94%B5%E5%AD%9 0%E9%82%AE%E4%BB%B6T: Maybe. Let’s watch the CD-Rom , and see if you’re right.2. Watch the CD for the first timeT: Now, who can tell me what’s the email about?T: Right. The email is about English food. (教师指课题)3. Watch again, and try to answer the following questions:T: Look, there are so many delicious English food. Do you remember: What English food did Lingling have? Ss:……T: Maybe/Never mindNow let’s listen again ,and try to answer : What did she have for breakfast/lunch/dinner?T: What did Lingling have for breakfast yesterday? （点击PPT：出现eggs and sausages图片。
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教学设计
《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。
二、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。
三、教学难点：1、充分了解并掌握下列句子。
What did/he she have for...yesterday?She/he had ...。
2、了解英语国家饮食习惯。
六、教具：食物图片、单词卡片、多媒体课堂教学程序：Step1.1、Greeting.：2、T: Hello, boys and girls. How are you? S: I’m fine, thank you. Do you like chant?Let’s chant (dumplings dumplings, noodles or rice! hamburgers, hot dogs would be nice! French fries, french fries, bread or pies! Chicken or vegetables would be nice)2、review;T: Dou you know, what’s it about?Ss: It’s about food. T: Look, there are lots of foods. (课件展示食物图片)What is your favorite food / fruit? Ss: My favorite food is ….Step 2 New words and sentences teaching:1 导入：T: Rice, noodles, dumplings are Chinese food. Daming has got an email from Lingling. It’s talk about Eng lish food. Now we are going to have new lesson 。
《she had eggs and sausages》教案
Unit 1 she had eggs and sausages教学目的一．单词：egg sandwich email chips traditional says delicious二. 语言：1). 在一般过去时运用规则动词和不规则动词的过去式2).What did you have for breakfast? I had ……What did she have for breakfast? She had ……教学重点语言：What did you have for br eakfast? I had ……What did she have for breakfast? She had ……教学难点：单词traditional says delicious的读音在一般过去时运用规则动词和不规则动词的过去式教具准备:录音机计算机教学方法:情景操练法。
表演法。
问答法资料准备:头饰录音机计算机教学过程：Step1 : 情景交际：将学生分为两组，由教师记时宣布开始，看看在一分钟内哪个组说出的食品名称最多，哪组获胜。
同时导入新的单词：egg sandwiches chips deliciousStep 2:: Lead-in （导入）（1）学习新单词。
先由教师教授然后学生开火车来读单词。
（2）教师向学生提问：“I had bread and milk this morning .What did you have this morning ? ”教师先请一名学生回答，然后再请其他学生转述该学生的问题：“He /She had ……for breakfast.”（3）用上一个话题学生进行对话。
（4）教师向学生提问：We always have noodles, dumplings and rice for meals .What do English people usually have ? 请学生根据集资的了解说一说，教师接着告诉学生：“Lingling 从英国给大明发来一封电子邮件，讲的就是有关英国的饮食习惯，现在我们一起来听听Lingling都介绍了美国的哪些事物。
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。
最新She had eggs and sausages.教学设计
Unit1 She had eggs and sausages.12桃城中心小学林巧芳3一、教案背景1，小学英语第六册第三模块第一单元452，课时：163，学生课前准备： 1）、复习食物、饮料类词汇。
2）、预习课文。
7二、教学目标81、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9去式have-had。
103、运用句型What did she\he have for breakfast \lunch\dinner yesterday?11She\He had….谈论饮食习惯。
124、培养学生运用英语的能力。
13三、教材分析14本课是新标准英语三起点五年级下册第三模块第一单元。
本单元通过15Daming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16一日三餐吃过什么的具体表达方法。
17四、教学重点：18（1）重点词汇email ,egg, sandwich, delicious, traditional（2）重点句型 What did she\he have for breakfast \lunch\dinner1920yesterday? She\He had….21教学难点：22单词traditional的发音。
23五、教学方法24为了形象直观，在教学中我运用了实物和图片教学。
反复训练食物的词汇。
25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。
26六、教学过程27Step1 Warm up.28chant: Noodles and rice.29Good morning boys and girls.30T: What’s your favo rite food?T: My favorite food is noodles. And you?3132可以以图片提醒学生回答。
33(设计说明：《Noodles and rice》这首chant学生比较喜欢，可以边唱边做动作，在课的开始就调动学生的积极性，活跃课堂后气氛，让学生一下就进3435入上英语课的状态。
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：sandwich(sandwiches),hamburger ,fish and chips, traditional, breakfast, lunch, dinner, dish。
（2）听懂目标语句What did she have forbreakfast/lunch/dinner? She had sandwiches. 口头运用这类语句,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，了解英国的饮食习惯,养成节约粮食的好习惯。
二、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。
三、教学难点：单词的识读以及目标语句的运用。
四、教具：人物图片、食物图片、单词卡片、小粘贴。
五、教学过程设计及简述：Step 1 Sing a song活跃课堂气氛，让学生初步认知本堂课的一些食物名称Step 2 Free-TalkWhat’s your favourite food?（贴近生活，鼓励学生大胆发言，旧知引入新知，通过出示实物图片及总结，引出English food）Step 3 Leading-in通过让学生猜一猜What did I have for breakfast?引出目标语句What did you have for breakfast?学生回答I had…老师转述She/He had…..从而引出课文标题Module 3 Unit 1 She had eggs and sausages.学生齐读课题Step 4 Text1、What’s the email about?2、①What did lingling have for breakfast?②What did she have for lunch?③What did she have for dinner?通过回答问题再次巩固新单词traditional(tra di tional 化多为少教。
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《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 egg
2）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。
二、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。
三、教学难点：
1、充分了解并掌握下列句子。
What did/he she have for...yesterday?
She/he had ...。
2、了解英语国家饮食习惯。
六、教具：食物图片、单词卡片、多媒体
课堂教学程序：
Step1.
1、Greeting.：
2、T: Hello, boys and girls. How are you? S: I’m fine, thank you. Do you like chant?
Let’s chant (dumplings dumplings, noodles or rice! hamburgers, hot dogs would be nice! French fries, french fries, bread or pies! Chicken or vegetables would be nice)
2、review;
T: Dou you know, what’s it about? Ss: It’s about food.
T: Look, there are lots of foods. (课件展示食物图片)
What is your favorite food / fruit? Ss: My favorite food is ….
Step 2 New words and sentences teaching:
1 导入：
T: Rice, noodles, dumplings are Chinese food. Daming has got an email from
Lingling. It’s talk about English food. Now we are going to have new lesson 。
(板书课题)Module 3 English food
T: Dou you know, what did I have for breakfast this morning?
自问自答this morning ,I had eggs and sausages板书这个句子。
(出示实物鸡蛋和香肠)并教学。
然后教师问学生：what did you have for breakfast ? Ss : I had ……..
教师随机问另一位学生：What did she /he have for breakfast? 学生回答：she had eggs and sausages (教师相机板书这两个句子) （可以多问几个学生这个问题）
T： I had rice and meat for lunch .问学生：What did you have for lunch? Ss: I had …….for lunch .Lingling had sandwiches for lunch.
Step3、合作探究完成
(1) What did Lingling have for breakfast?
(2) What did Lingling have for lunch?
(3) What did Lingling have for dinner?
(4) Does Lingling like English food?
出示问题，让学生小组互相讨论，说说它们的汉语意思。
放录音，让学生听听并找出答案（划下来）
四人一组，讨论这四个问题并汇报
教师教读，跟录音读。
Step4、
1、跟读课文，教师强调语音、语调。
2、小组读课文，解决不会的单词、句子。
3、小组展示，评出最佳表演小组，奖励。
Step5、应用拓展：
小组交流昨天吃了什么？用句型What did you have for breakfast /lunch/dinner?
I had ……
Step5、小结：
学生总结本节课学到了什么？师点评。
Step6、Homework:
1.Introduce English food to your parents.(向爸爸、妈妈介绍英国饮食)
2.网上查询，做一个Healthy Menu(健康饮食表)。
Send an email to Miss Zhang
板书设计
Module 3 Unit 1
What did she/he have for...yesterday? She/he had...。