M2U1 What_did_she_have_for_lunch

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B10M2U1_What_did_she_have_for_lunch147

B10M2U1_What_did_she_have_for_lunch147

Chinese food
English food
Chinese food
noodles
rice
fish
egg
dumplings
steamed bread
shao-mai
English food
eggs and sausages
fish and chips
sandwiches
hamburger
coffee
sausage
sandwiches
fish and chips
traditional English dinner
Practice----Quick response
Food meals Breakfast Lunch Dinner √ √ √
Practice----Look, ask and answer
Module 2 Unit1
What did she have for lunch?
Say a chant: Noodles and rice
Noodles and rice are very very nice. Mmm, mmm, mmm! Very,very nice. Ginger and spice are not very nice. No, no, no!
Not very nice!
Look and read
noodles rice
fish
egg
hamburger bread cake milk
coffee
juice
milk
ice cream cola
biscuits
chips
eggs and sausages

外研版(一起)五年级英语下册Module2Unit1Whatdidshehaveforlunch

外研版(一起)五年级英语下册Module2Unit1Whatdidshehaveforlunch

外研版(一起)五年级英语下册Module2 Unit 1 What did shehave for lunch教案一、教学目标1. 知识与技能目标:学生能够理解并熟练运用本课所学的单词和句型,描述过去发生的事情,特别是午餐所吃的食物。

2. 过程与方法目标:通过听力、口语、阅读等多种形式,提高学生的英语听说能力和阅读理解能力。

3. 情感态度与价值观目标:培养学生对英语学习的兴趣,提高学生的合作意识,增进学生之间的友谊。

二、教学内容1. 单词:lunch, have, bread, cake, fish, rice, egg, milk, water等。

2. 句型:What did she have for lunch? She had三、教学重点与难点1. 教学重点:掌握本课的单词和句型,能够运用所学知识描述过去发生的事情。

2. 教学难点:正确运用过去时态,描述午餐所吃的食物。

四、教具与学具准备1. 教具:PPT、录音机、教学卡片等。

2. 学具:英语课本、练习本、彩笔等。

五、教学过程1. 导入:通过图片或实物展示,引导学生复习有关食物的单词,为新课的学习做好铺垫。

2. 新课呈现:利用PPT展示课文内容,引导学生学习新单词和句型。

3. 操练:通过听力、口语、阅读等多种形式,让学生反复练习所学知识,巩固记忆。

4. 应用:设置情景,让学生运用所学知识进行角色扮演,提高学生的实际运用能力。

六、板书设计1. 单词:lunch, have, bread, cake, fish, rice, egg, milk, water等。

2. 句型:What did she have for lunch? She had七、作业设计1. 抄写本课单词和句型。

2. 根据所学内容,编写一段关于午餐的对话。

3. 家长监督孩子,用英语描述自己或家人的午餐。

八、课后反思本节课结束后,教师应认真反思教学效果,针对学生的掌握情况,调整教学策略,以提高教学效果。

新标准英语第十册B10Module 2 Unit1_What_did_she_have_for_lunch

新标准英语第十册B10Module 2 Unit1_What_did_she_have_for_lunch
听音指出你所听到的食物
rice fish and chips
noodles
sandwiches dumplings
eggs and sausages
English food
sandwiches
fish and chips
eggs and sausages
hamburger
coffee
milk
Fish and chips
What did he have for breakfast?
_________________ _________________ He had milk and bread.
What did he have for dinner? _______________
_______________ He had rice.
What did he have for breakfast? __________________ He had a hamburger. __________________
What did he have for breakfast? He had a biscuit.
What did he have for lunch? He had chips and fish.
Group work(小组完成)
Can you ask and answer your friends 3 questions?
你会用英语提问你的朋友下面三个问题他们的提问吗?
1)What did you have for breakfast? I had______. 2)What did you have for lunch? I had_______. 3)What did you have for dinner? I had______.

五年级下册英语教案-Module2 Unit1 What did she have for lunc

五年级下册英语教案-Module2 Unit1 What did she have for lunc

五年级下册英语教案-Module2 Unit1 What Did She Have forLunch | 外研社(一起)一、教学目标1.能理解八种不同食品的单词。

2.能说出不同人吃过的食品。

3.能运用正确的语法结构说出过去式和疑问句。

二、教学重点1.单词:apple, banana, sandwich, soup, salad, pizza, egg, chicken。

2.语法:过去式 did + eat/drink,疑问句 What did + 主语 + eat/drink?三、教学准备教材:外研社(一起)五年级下册英语教材 Module 2 Unit 1。

教具:教育卡片,单词卡片,PPT,课件,实物食物。

四、教学过程1. 导入新课通过展示一组实物食物,引导学生回忆上一课所学的词汇,如: bread, cereal。

2. 新授单词给学生出示一个单词卡片,音频提示单词后,学生大声跟读。

教师模仿动词eat/drink 在白板上写下,再示范和要求学生说出 I/you/he/she/they eat/drink。

教学重点单词:1.apple 苹果2.banana 香蕉3.sandwich 三明治4.soup 汤5.salad 沙拉6.pizza 披萨7.egg 鸡蛋8.chicken 鸡肉3. 语法教学过去式教师在白板上写下 did,然后写下单词 eat/drink。

带领学生重复出声,并造句:例如:•I ate an apple.•She drank soup.疑问句 What did she/he/they eat?教师在白板上列出主语:I, you, he, she, they,并教授what did的用法。

教师想出舌后,举手然后向学生调动。

为了助长孩子的发言欲,如何怒放孩子的语言才是一个好老师应该具备的素质。

例如:•what did you eat for breakfast?•what did he eat for lunch4. 练习教师出示多幅音频和图片,在PPT上放置多达10种不同的食物图片,播放录音,让学生跟读句子并回答问题。

小学英语外研版(一起)五年级下册M2U1+What+did+she+have+for+lunch教案

小学英语外研版(一起)五年级下册M2U1+What+did+she+have+for+lunch教案

小学英语外研版(一起)五年级下册教案Module 2 Unit1 What did she have for lunch?[ 教学目标]A语言知识目标:1.能从语句中辨别,并正确使用、朗读出如下单词及目标语句:email, sausage, sandwich, delicious. What did she have for lunch?2.能够书写单词及目标语句email,What did she have for lunch?B语言技能目标:1. 能够在图片的帮助下,听并读懂课文;2. 能够在图片的帮助下,用一般过去时简单描述前一天三餐所吃食物。

C 情感态度目标:鼓励学生仔细观察身边的人或事,并热爱生活。

[ 教学重点]辨别,并能正确使用、朗读如下单词及目标语句:email, sausage, sandwich, delicious. What did she have for lunch?[ 教学难点]用一般过去时简单描述前一天三餐所吃食物。

[ 教学准备]图片、录音机、单词卡片、CD-ROM[ 教学流程]I. Warm-up (热身活动)1. Greet each other.2. Sing a song: I worked in an office.3. A guessing game: Look and guess what it is. (About food)4. (Review the past tense words) Look and read quickly:eat-ate do-did go-went see-saw have-hadII. Presentation (介绍新语言项目)1.教师提问: “What’s your favorite food?” 鼓励学生说出自己最喜爱的食物,教师把相应的单词写在黑板上,并带领学生朗读这些单词。

2.教师提问:“What did you have for breakfast/lunch/dinner?”让学生尝试根本实际情况来回答,并由此引导出本课的新单词:sausage, sandwich, delicious.3.通过黑板上总结出的单词,鼓励学生说一说哪些是中国传统食物,哪些是英国传统食物。

Module 2 Unit 1 What did she have for lunch.(教案)-2

Module 2 Unit 1 What did she have for lunch.(教案)-2

Module 2 Unit 1 What did she have for lunch.(教案)一、教学目标:1.了解并学习有关午餐的英语词汇。

2.能够询问别人他们午餐吃的是什么,以及正确表达自己吃什么。

3.了解西方国家的午餐习惯和文化背景。

二、教学重难点:1.学习并掌握有关午餐的英语词汇。

2.询问别人及表达自己午餐的句型和语法。

3.能够适应西方国家的餐饮文化,并学会礼貌用餐的规范。

三、教学准备:1.课件和多媒体设备。

2.一些有关午餐的图片资料。

3.活动或配合课本的练习材料。

四、教学流程:1. Warm up(师生互动)引导学生回顾早餐的英语表达,如果他们不能表达,就给出一些范例,例如“I had eggs and toast for breakfast.”2. Presentation(老师与学生“互动合作”)展示午餐的图片和词汇表,让学生观看、借鉴,然后听老师读出这些词汇并解释其含义,例如“sandwich, pizza, salad, juice”。

3. Practice(老师引导学生“单项小组合作”)巩固午餐的英语词汇,让学生分组,其中一个小组去准备午餐,另一个小组则询问第一个小组午餐吃了什么,最后两个小组互换角色。

4. Listen and say(老师与学生“互动合作”)听老师读出对话,判断对话内容是否正确。

如果正确,学生要鼓掌,否则学生就应该纠正错误。

5. Read and write(老师引导学生“自主合作”)示范写一篇有关午餐的小短文,让学生跟随,用英语写下自己今天午餐吃了什么,也可以写下他们的同桌吃的东西。

6. Wrap up(老师与学生“互动合作”)总结本节课学到的知识和经验,让学生回答下面的问题:1. What did you learn in today’s class? 2. Can you say three words about lunch? 3. What is the difference between your lunch and that of a Western country? 4. What’s your favorite lunch?五、延伸训练(老师引导学生“自主合作”)课后再准备几个练习,如填空、连线和口语互动等,以加深学生对所学知识的理解和掌握。

小学英语_Module2Unit1Whatdidshehaveforlunch教学课件设计

小学英语_Module2Unit1Whatdidshehaveforlunch教学课件设计

g to the mind map.
Dear Daming,
How are you? I’m very well in England. Yesterday I had an English breakfast. I had eggs and sausages for breakfast. I had sandwiches for lunch. I had fish and chips for dinner. It’s a traditional English dish. I like English food. It’s delicious .
Read and complete the mind map.
1.Read the dialog. 2.Find what did Lingling have for three meals yesterday? plete a mind map about Lingling’s three meals.
Love,
Lingling
There is such a little girl, she doesn’t like eating. So she is thin and small. For this reason(原因), her mother had a headache and didn’t know what to cook for her every day.
What did she have for lunch?
Lingling
Daming
Fanfan
an email say
Watch the cartoon
What does the email say? It’s about _______________ . A. three meals B. three pigs

小学英语 Module2Unit1What did she have for lunc

小学英语 Module2Unit1What did she have for lunc

Module2Unit1What did she have for lunch?本课是新标准五年级的教材,教材围绕英国食物这一话题进行谈论,涉及的是一般过去时态的特殊疑问句及其回答。

饮食这一话题与学生的生活实际紧密相联,而学生在四年级也已经接触过食物的话题,对饮食及一日三餐并不陌生。

这篇对话谈论的是英国食物,在进行教学时教师应注意渗透英国的饮食文化。

学生分析:学生通过几年的英语学习,培养了一定的英语学习兴趣,对饮食这一话题比较熟悉,对了解异国文化也充满了兴趣,只要适当激发学生的兴趣,并设置相应的学习任务,应该能较好地掌握本课内容。

教学目标:(一)语言知识:1.四会掌握本课生词traditional等2.初步掌握一般过去时的特殊疑问句及其回答What did she have for breafast/lunch/dinner?She had ……(二)语言技能:1.能理解对话的大意,并尝试表演对话2.能尝试用所学的特殊疑问句询问其他同学过去一日三餐的饮食(三)学习策略:能在完成老师设置的一系列学习任务中培养合作的学习能力。

(四)情感目标:学生了解要饮食均衡。

(五)文化意识:了解英国食物及其与中国饮食的不同,培养国际视野。

教学重点:询问昨天一日三餐吃什么的句型What did she have for breafast/lunch/dinner?She had ……难点:had的用法及对英国食物“fish and chips”的理解教学策略:《新课程》要求教师从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力。

所以,本课主要采用任务型教学法和情境教学法,让学生在自己的语言基础上进行积极主动的思考,从而养成自主学习能力。

教学准备:布置学生课前了解英国饮食文化、PPT课件、录音机等。

教学过程:(一)激趣热身、温故引新。

心理学研究表明学生的注意力是细致观察,良好记忆,正确思维的重要条件。

五年级下英语【教学设计】-Module2Unit1 What did she have for lu

五年级下英语【教学设计】-Module2Unit1 What did she have for lu

五年级下英语教学设计-Module2Unit1 What did she have forlunch-外研版(一起)教学目标本节课的教学目标主要有以下几点:1.能听懂并且会用英语描述食物。

2.能够运用英语询问别人有什么食物。

3.能够用英语描述某个人的午餐内容。

教学步骤导入部分教师可以通过播放一些与食物相关的视频,或是向学生介绍一些健康饮食的理念,来激发学生的兴趣。

学习新单词通过幻灯片、图片或实物向学生展示一些常见的食物,并教授相应的单词。

教师可以用图片、动画等富有趣味的方式来帮助学生记忆。

学习新句型本课重点是学习“What did she have for lunch?”这个句型。

通过结合图片、视频等多种方式,展示一些人的午餐内容,并引导学生使用这个句型来描述午餐内容。

练习在学习了新单词和新句型后,可以通过以下几种方式进行练习:1.小组问答练习。

分成小组,互相询问午餐内容,回答并且重复提问,加深记忆。

2.模仿练习。

学生在老师的指导下互相模仿对话,通过互相反复模仿,加深印象。

3.任务型练习。

老师提供一些午餐相关的任务,让学生在理解和使用新知识的基础上完成任务,如小组选择午餐食物并用英语描述,或是用英文写下今天午餐的内容等。

布置作业1.阅读和复制复习单词,使其能够熟练掌握。

2.写一篇短文,描述今天或昨天的午餐内容。

教学评价与反思教师可以通过测试、评估学生口头表达和写作等多种方式,来评价学生对本节课所学内容的掌握情况,并针对学生表现出的困难或不足之处,进行调整和改进。

在课后反思中,教师可以结合学生的表现和评价结果,来调整教学方法和提高教学质量,以达到更好的教学效果。

五年级英语下册Module2Unit1《Whatdidshehaveforlunch》 优秀课件2(新版)外研版(一起)

五年级英语下册Module2Unit1《Whatdidshehaveforlunch》 优秀课件2(新版)外研版(一起)

What did she have _f_o_r_b_r_e_a_kf_a_s_t_?
She had sandwiches.
What did he have for lunch?
He _h_a_d__ a hamburger.
What__d_id__he _h_a_v_e__ for dinner? He had ___ch__ip_s_a_n_d__fi_sh_____.
What did he have for breakfast? He had a biscuit.
Fill in the blanks
Dear Daming,
How are you? I’m very well in ______. Yesterday I had ____ for breakfast. I had____for ______ and _______ dinner. ______ and _____ is a traditional dinner. It’s _______ but very different.
1.What did she have for breakfast? She had eggs and sausages. 2.What did she have for lunch? She had sandwiches. 3.What did she have for dinner? She had fish and chips.
择决定命运,环境造就人生!
I had…
Do a surveyfind your friende 1 name 2 name 3
breakfast lunch dinner
A: What did you have for … yesterday? B: I had …

教学评一致性教学案例M2U1What did she have for lunch

教学评一致性教学案例M2U1What did she have for lunch

“自主生态”高效课堂英语学科课时备课单的差异,尊重这种差异,更加热爱中国。

单词音标的拼读Topic: food板块1:Lead in导入Show the learning aims .1. 能听懂、认读、会说单词sausage,sandwich,fish and chips,traditional,dish,delicious。

尝试用音标拼读单词。

2. 能理解文本内容并正确、流利的朗读课文。

3. 能运用What did you/she/he have for…yesterday? I/She / He had…. 句型进行问答并描述自己及他人一日三餐所吃的食物。

4. 知道西方国家典型食物名称,了解西方国家饮食文化,尊重中西方饮食文化差异。

1. Greetings2. Guessing food: Let’s look at the pictures and guess. Here are some pictures aboutfood. Let’s guess what are they?3. Free Talk: You know so many food, 1)What’s your favourite food?学生回答:Myfavourite food is …2)What did you have for breakfast? I had…(用有关食物的图片引出三餐吃什么,导入今天的新课)Let’s listen Part1 and answer.What did Daming have for dinner?What did Tom have for dinner?生回答:He had bread, meat and vegetables. He had fish, meat andvegetables.板块2:Wordsandstorytime1.评价任务的呈现:1.学生根据图片感知、教师领读、用音标拼读、排火车等方式理解并正确认读以下单词:sausage,sandwich,fish and chips,traditional,dish,delicious。

五年级英语下册Module2Unit1《Whatdidshehaveforlunch

五年级英语下册Module2Unit1《Whatdidshehaveforlunch

Do a survey-find your friends’ eating habits.
breakfast lunch dinner
XXX XXX XXX
A: What did you have for … yesterday? B: I had …
Make an oral report.
Yesterday, XXX had …for breakfast . She /He had … for lunch. She /He had … for dinner.
Look and read
noodles rice fish egg hamburger bread cake milk
juice
coffee milk
ice cream
cola
biscuits
chips
Chinese food
English food
Chinese food
noodles rice
Write the report
A.Yesterday, _____ had _________for breakfast .____ had_______ for lunch. ______had________for dinner.
B. Yesterday,_____had _________for breakfast .___________________for lunch. ______________________.
fish and chips ()
sandwiches ()
noodles
()
dumplings
rice
()
()
Listen, read and answer.

Module2Unit1Whatdidshehaveforlunch(教学设计)外研版(一起)英语五

Module2Unit1Whatdidshehaveforlunch(教学设计)外研版(一起)英语五
6.在学习中乐于参与、积极合作、主动请教。初步形成对英语的感知能力和良好的学习习惯。
7.乐于了解外国文化和习俗。
二、课时目标
第一课时: Unit 1课文新授
1)能认读本单元有关三餐食物的词汇。
2)能听懂读懂、正确朗读本单元的课文。
3)能做简单的角色表演课文对话。
4)能正确运用目标句型问答描述过去的职业和活动。
2)生活经验:学生对传统的英国饮食文化了解不够具体。
三、困难障碍:
1)sausage,traditional, delicious单词构成较长,比较难读难记。让学生注意分音节拼读记忆。
2)学生不会用应用问答英国一日三餐的饮食,通过找出并练习课文中的重点句型,创设真实的生活情境,让学生在用中学。
3)一般过去时问答句时态的一致性。
巩固型
目标一三
10-15分钟
用所学句型完成三餐情况调查。
操练型
目标二
5-10分钟
选做题.Write a report (根据你调查的朋友的三餐情况写个报告)
拓展型
目标四
10分钟
板书设计
M2U1What did she have for lunch?
1.What did she have for breakfast?
学习过程
环节与目标
学习内容及学生活动
评价活动
指导与补救
一、创设情境,导入新课
目标一
1.播放歌曲Food song热身导入2.Brainstorm:What kinds of food do we have learned?Which are English food?Which are Chinese food?
四、个性差异:

Module 2 Unit 1 What did she have for lunch(教案)-20

Module 2 Unit 1 What did she have for lunch(教案)-20

Module 2 Unit 1 What did she have for lunch(教案)教学目标1.让学生能够听懂、理解并会朗读词汇:noodles, chicken, rice, burger, pizza, sandwich。

2.让学生学会用英语询问和回答食物的名称,掌握句型“what didyou/we/he/she have for lunch?”和简单的回答形式。

3.培养学生的听说能力,提高学生英语运用能力。

教学重点1.学会用英语询问和回答食物的名称。

2.掌握句型“what did you/we/he/she have for lunch?”和简单的回答形式。

教学难点学会用英语描述并发表自己及他人所吃饭菜品的名称。

教学过程导入与普及1.教师放一段以“What did she have for lunch?”为主题的视频,并让学生观看,了解课程主题。

2.导入新单词,播放PPT,让学生跟读单词,正确发音。

学习与巩固1.教师板书“what did you/we/he/she have for lunch?”并出示图片教学生表达。

2.组织学生两两搭档,互相问答,巩固句型的应用。

3.做口语练习,让两个学生到讲台上表演,展示课堂学习成果。

4.播放录音,让学生听录音并跟读,提高学生应用口语的能力。

5.配置小组让学生来构思一个与午餐相关的故事,让每个小组表演出来,以此检验学生掌握的能力。

小结与作业1.教师与学生梳理所学知识点,反复强调句型和单词。

2.布置作业:让学生到家里询问几个人午饭吃的是什么,然后用句型“what did you have for lunch?”来询问,把回答写下来,并在下节课时让学生发音。

教学反思本节课是希望让学生能够掌握简单的口语应用,在练习问答的过程中,教师要多鼓励学生,让每个学生都有参与感,让他们在练习中不断探究,多听多说,锻炼口语能力。

最后一定要让每个学生都有练习发音的机会,使学生能够真正掌握所学知识。

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M2U1 What did she have for lunch?
辽宁省实验学校本溪分校林杨2015.3.12
教学内容:1.单词sandwiches,sausages,email,delicious
2.句子What did she have for lunch?及回答。

教学目标:1.学生学习have的过去式had并能在语境中运用。

2.学生学习英国传统的食物,了解英文的文化。

3.学生在小组合作学习中体验合作的快乐及意义,培养学生的团队合作精神。

教学重点:学生对句子What did she have for lunch?的熟练运用。

教学难点: 学生对动词过去式的掌握。

教学用具:课件
教学步骤:
Step1 Warming-up (启)
1.学生展示家庭作业(前置性作业)
2.幻灯片展示食物,学生拼读然后谈论传统的中国食物。

教授单词
“traditional”。

3.Free talk“What’s your favorite food?”
设计意图:【运用此活动让学生对食物进行一个复习,另外对句子What’s your favorite food?及回答进行巩固,在学生进行比赛的过程中,每个学生都有一次开口的机会,尤其是对学困生来说这是个很好的锻炼机会,因为此句子接触过多次,所以学困生很容易能完成,对建立
他们的自信心有很大的帮助。


Step2 Leading-in(启)
4.Teacher:I like milk, egg, and bread. So I had milk, egg and bread for
breakfast. XXX, What did you have for breakfast? 生答,教授had及领读句子。

Children do pair work.师板书。

T :What did you have for lunch and dinner yesterday?Let’s do a survey.
Children do group work..
设计意图:【小组合作学习中体现了生本的理念,在学生碰到不会读的单词或句子时,可以向其他同学请教,利用由学习好的学生带动学困生的方法,既很大程度上解决了老师因学生多顾不过来的问题,又让学困生感到集体荣誉感的重要性,从而努力学,积极学。

】Ask some students talk about their friends’ three meals.并板书。

Step3 Presentation of the New lesson(学,议)
T:I’ve got an email from lingling. Let’s read and talk about what she had.
Children do dialogue in groups of four. Ask them help each other.
Ask some questions: 1.What is email about?
2. What did she have for breakfast/lunch/dinner?
3. What is traditional English food? Is it delicious?
Have Children listen and read. Pay attention to pronunciation and intonation. Then do dialogue.
设计意图:【通过学生听录音读句子的形式,有利于学生养成正确的语音语调,也有利于培养和提高学生的听力。


Step4 Practice and Consolidation(练,检)
Look and write.
1.Tom had__________ for breakfast.
He had eggs for _________.
He________________________________ for dinner.
2.Amy had hamburgers ________________________.
She had ______________________.
She _________________________________________________.
3.Sam had __________________________.
He ____________________________________.
He ______________________________________.
设计意图:【学生独立完成,此任务是对学生对所学知识掌握的一个检测,也是对学生写的能力的培养】。

Show some students’ paper. Others check.
Show answers on screen.
5.T: So much for today. Are you tired? Now let’s enjoy a song.
Step5 Homework:
1.请大家设计一份既营养有健康的饮食表,可以是中式的,也可以是西式的,下节课进行展示。

板书:
Module 2Unit1 What did she have for lunch?
What did you have for breakfast?
I had milk and bread.
What did she have for lunch?
She had sausages and apple.。

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