【教学设计】教学设计_She had eggs and sausages_英语_小学_于国玲_3707830844
外研社三年级起点第六册Module3 Unit1教学设计
Module3 Unit1《She had eggs and sausages》教学设计一、教案背景1、面向学生：□√小学2、学科：英语3、课时：14、学生课前准备：1）预习对话，找出生词和句子。
2）上网搜索，了解英国的食物及饮食习惯。
二、教学课题外研社三年级起点第六册Module3 Unit1 She had eggs and sausages.三、教学目标1.巩固复习食品、水果、饮料、一日三餐的单词。
2.掌握不规则动词的过去形式have-had。
3.运用句型What did she/he have for breakfast/lunch/dinner yesterday? She/He ha d…谈论饮食习惯。
重点：1.词汇：email, egg, sandwich, delicious, traditional.2.句型：What did she/he have for breakfast/lunch/dinner yesterday? She/He ha d…难点：单词traditional的发音，用英语谈论饮食习惯四、教材分析《She had eggs and sausages.》是外研社三年级起点第六册第三模块第一单元的内容。
本单元教学背景是Daming收到来自Lingling的一封关于英国饮食习惯谈论的电子邮件，本单元知识和前后内容联系较大，是对过去时态的特殊疑问句及其答语的进一步练习巩固，本节课重点是让学生学习一些英国食物的表达，会如何用英语谈论自己和他人过去一日三餐的饮食习惯。
五、教具PPT课件, 单词卡片, 录音机, 图片六、教学过程1、W arming up:T: Hello, boys and girls.S: Hello, teacher.T：Look at these pictures, do you want to eat?Chinese food:ricenoodles dumplingsWhat’s your favo rite food?My favorite food i s…fish【百度图片】/i?tn=baiduimage&ct=201326592&cl=2&lm=-1& st=-1&fm=result&fr=&sf=1&fmq=1330599569437_R&pv=&ic=0&z=&se=1&showtab=0&fb=0&width=&height=&face=0&istype=2&word=%D 6%D0%B9%FA%CA%B3%CE%EF&s=0 (Use PPT show someChinese food photos.)S: Y esT: Let ’s chant and clap your hands:Noodles and rice are very very nice.Mm, Mm, Mm, very very nice.Jinger and spice are not very nice.No, No, No, Not very nice.2、Presentation:T: I had bread this morning, what did you have?Ss: I had rice/fish /noodles…T: For meals ，we always have rice, noodles, and dumplings. They are Chinese food. Look at these pictures, what are they?English food:炸薯条三明治汉堡包hamburgerchips sandwich They are_______.delicious 【百度图片】 /i?word=%D3%A2%B9%FA%CA%B3%CE%EF&tn=baiduimage&ct=201326592&cl=2&lm=-1&ie=gbk&fm=hao123 (Show some English food photos.)Ss: English foodT: Good! (Then write the title on the blackboard).Do you know English food? Now , please say some English food which you know . Y ou can use Chinese.Ss: 汉堡包、三明治…….T ：Good, Do you want to know how to say these English foods in English?Show the English name of these foods and teach them the pronunciation. T: let’s learn some eating habits of English.English eating habits:早餐：传统的英式早餐有煎培根、香肠和煎土司。
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。
《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_《She had eggs and sausages》教学设计学情分析教材分析课后反思
教学设计一、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。
二、教学重难点能在真实情境中熟练运用目标语句：What did she have forbreakfast/lunch/dinner? She had…三、教具: PPT, word cards.四、教学过程一、warm-up:(热身）1、Greetings2、Look and say show some pictures of food (rice meat noodles bread milk eggsfish)T:so many delicious food.教授单词delicious3、Free talk T:what is your favourite food? Ss: My favourite food is...二、Leading in （导入）1、work in groups and talk about your favourite food.(4 in groups)2、Show in groups.T:My favourite food is eggs and noodles.so I had eggs and noodles for breakfast.引出单词并教授breakfast，贴到黑板上。
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。
Module 3 Unit 1 She had eggs and sausages.(教学设计)-2
Module 3 Unit 1 She had eggs and sausages. (教学设计)设计背景本教学设计是针对2022-2023学年英语五年级下册Module 3 Unit 1“食物”的教学，本单元目标是让学生学会口头交流并描述过去的食物，并巩固以前所学的一些基本用语和句子。
教学目标•理解并掌握本单元的关键词汇。
•学会用适当的形容词描写食物，能描述过去消费的食物；•学会使用“have”和“had”来描述现在和过去的食物食用情况；•通过听、说、读、写、演示等方式巩固课堂所学内容；•发展学生口头、书面表达能力。
教学准备•教学用具：食物图片、绘本；•教学媒体：电子白板、投影仪；•教学内容：学生课本、活动本等教材。
教学步骤步骤一：导入1.1 教师播放英文歌曲，引导学生感受食品文化。
1.2 教师出示图片，引入词汇：“breakfast / eggs / sausages”，帮助学生学习学习关键词汇，了解食品定语的使用，可以让学生用形容词形容不同的食物各自特点。
步骤二：阅读2.1 给学生分发绘本，并以“Have Breakfast”为名，教师读绘本，学生反复听读。
2.2 学生自行读绘本，加强词汇的理解，使学生进一步熟知食品、食品特点的表达方式。
同时，让学生能够体验到英文阅读给予的愉悦感，培养学生成为爱好者。
步骤三：聆听3.1 借助多媒体展示音频“Listen and follow”，让学生边听边跟读，学生注意听取特定的时间点，以及时间点所表达的内容。
3.2 教师播放音频“Listen and circle”，唤醒学生的听力和集中注意力，让学生听清所读内容的细节，并帮助学生理解食品数量和品种，培养学生合作意识，鼓励学生互助解决难题。
步骤四：巩固4.1 分发“Draw Your Breakfast”练习册，提醒学生使用适当的形容词来描述食物，并使用“have”和“had”来描述吃过的食物，培养学生口语和书面表达能力。
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教学设计及反思 (3)
She had eggs and sausages教学设计及反思Unit1 She had eggs and sausages.教案背景1，小学英语第六册第三模块第一单元2，课时：1 3，学生课前准备：1）、复习食物、饮料类词汇。
2）、预习课文。
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。
教材分析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。
教学重点：（1）重点词汇email ,egg, sandwich,delicious,traditional（2）重点句型What did she\he have for breakfast \lunch\dinner yesterday? She\He had….教学难点：单词traditional的发音。
教学方法为了形象直观，在教学中我运用了实物和图片教学。
反复训练食物的词汇。
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。
五、教学过程Unit1 She had eggs and sausagesStep 1Warm－up课前听唱歌曲/u82/v_NjM1ODcxOTk.html1、师生一起朗诵有关食物的chant2、在黑板上写出Food这个单词，四人一组在规定的时间内写出他们所知道的食物，比比看哪个小组说的单词多，其他小组可以补充。
用同样的方法练习水果和饮料。
3、教师呈现食物：eggs、sandwiches、fish and chips作为自己喜欢的食物提出，课件出示图片教学新单词。
小学英语《Module3 Unit1 She had eggs and sausages.》优质课教学设计、教案
Module3 Unit1 She had eggs and sausages.教学设计知识目标：使学生能听懂、会说句子“What did she have forbreakfast/lunch/dinner?”“She had…”，识别单词email、sandwich(es)、traditional、delicious 和书写单词fish、egg。
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。
教学重点：是使学生充分了解并掌握下列句子What did/he she have for...yesterday? She/he had…教学难点：是用一般过去时来谈论别人的饮食习惯。
教法学法为了突出重点，突破难点，使整堂课能围绕“学生为主体，教师为主导”的教学理念进行实施。
我使用了情境教学法、多媒体教学法、任务型教学法、交际法、游戏法等教学方法。
为了让学生成为课堂的主人，我采用了自主学习和合作学习相结合的学法。
教学过程针对本节课的教学目标，教学重难点和学生的实际，我将教学过程设计成以下五个环节：Step 1 Warming up and lead in1.Greetings2.Talking about meals.3.教师对学生说：“Daming 和Tom 在谈论他们的晚餐，他们都吃了什么呢？Let's have a look!”播放SBUnitl 活动1 的动画或录音，请学生看动画或听录音，理解语境。
再次播放录音，请学生全班跟读、小组跟读、个人跟读，注意体会韵句的节奏。
首先出示图片，展示玲玲发来电子邮件，介绍英国饮食习惯，学习English 这个词。
再出示sandwiches, sausages and eggs 的图片。
介绍Sandwiches and sausages aretraditional English dinner. Eggs are traditional Chinese food. I like them very much. They are delicious.Step 2 Presentation1.播放第一遍课文录音，学生感知语境，熟悉语言。
【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
Lingling从英国给Daming发的Email讲的就是有关英国饮食的，我们一起来看一下文中都介绍了那些英国的食物。
三、课文教学：
1、播放课文录音，请学生边看图边听录音，了解课文大意。
2、再次播放录音，要求学生画出文中谈到的英国食物。请学生说说Lingling三餐都吃的什么。
3、把生词写在黑板上，录音示范，请学生跟读，然后逐个讲解。
eggs
She had sandwiches
hamburgers
学生达标情况
班级
上课人数
达标人数
达标率
矫正后
达标率
Unit1 she had eggs and sausages
教
学
目
标
1、使学生能够听懂会说：
What did she have for breakfast/ lunch/dinner yesterday?
及回答：She had…….并默写单词：egg email
2、使学生能够利用所学自由谈论饮食习惯。
4、播放课文录音，请学生仔细看插图并模仿跟读。（3遍）
5、同桌两人一组表演对话，对学生的语音语调进行指导。
6、自由练习后，请学生分角色表演对话。
四、巩固练习：
做一个“饮食”小调查：请学生用“What did you have for……去采访班内同学前一天各餐都吃的什么。
五、作业：
请学生回家了解爸爸妈妈的一日饮食后，用“What did she/ he had for…？”“She/he had…”进行问答练习。并默写单词：egg email
复习食物单词
互相问答，熟练句型。
听音，了解课文大意。
听音，找单词。
学说新单词
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。
五年级下册英语教学设计Module 3 Unit 1 She had eggs and sausag
五年级下册英语教学设计Module 3 Unit 1 She had eggs andsausages一、教学目标1.掌握单词：eggs, sausages, orange juice, bread。
2.通过听、说、读、写训练学生听说能力，提高学生的英语综合运用能力。
3.通过本课更深入地了解英美文化，培养学生的文化意识。
二、教学重难点重点1.能够听懂、理解并正确使用单词：eggs, sausages, orange juice, bread。
2.能够运用所学单词进行问答，描述日常餐饮。
难点如何通过作业、练习等方式巩固和拓展所学知识。
三、教学过程1. Warm-up1.Greeting and leading-in: （5分钟）Good morning, everyone! It’s good to see you all again. Do you like breakfast? What do you usually eat for breakfast?2.Singing and dancing: （5分钟）Let’s sing and dance a song about break fast together!Song title: What Did You Eat For Breakfast?Verse 1: What did you eat for breakfast? What did you eat for breakfast? What did you eat for breakfast? Tell me now, please!Chorus: I had eggs and sausages, orange juice and bread! I had eggs and sausages, orange juice and bread! I had eggs and sausages, orange juice and bread! Yum, yum, yum!2. Presentation1.Listen and repeat: （5分钟）Listen to the teacher and repeat after her: eggs, sausages, orange juice, bread.2.Picture dictation: （10分钟）Show some pictures of breakfast to the students and ask them to draw what they see. Then ask them to share their pictures and name the food they drew.3.Listen and match: （8分钟）Play the recording and ask the students to match the pictures with the words.3. Practice1.Role-play: （10分钟）Ask the students to work in pairs, and practice asking and answering questions about breakfast. For example:A: What did you have for breakfast this morning? B: I had eggs and sausages, orange juice and bread. How about you? A: I had milk, toast and jam.2.Group discussion: （10分钟）Ask the students to discuss in groups what they usually have for breakfast and why.4. Extension1.Homework: （5分钟）Ask the students to write down what they usually have for breakfast and draw a picture of it.2.DIY breakfast: （15分钟）On a given day, ask the students to bring in their own breakfast and share it with the class. Or ask them to make a breakfast recipe at home and share it with the class.四、教学评估1.问答评估：教师给出问题，学生回答，检查学生的掌握情况。
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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 up
1: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 In
1: 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。
)
其中，在学习单词hamburger时，引导学习新单词：delicious可口的，美味的
②Chant:
egg,egg,eggs,I had eggs;
sausage,sausage,sausages,I had sausages.
Hamburger,hamburger,hamburgers,I had hamburgers.
Sandwich,sandwich,sandwiches,I had sandwiches.
Chip,chip,chips,I had chips.
(设计意图：利用chant的形式，让学生在节奏、快乐中巩固加深对新单词的掌握。
)
Step3: Presentation
1: Listen the tape and answer the question: What food did Lingling have in England? (设计意图：初知课文大意，抓住本节课的重点)
2: Listen the tape again and answer these questions
Q1：What did she have for breakfast?
Q2：What did she have for lunch?
Q3：What did she have for dinner?
Q4：Does Lingling like English food?
在呈现答案时，PPT呈现完整答案以及相应的食物图片。
(设计意图:让学生通过听课文录音,了解课文内容,并有意识地加强学生的听力训练.)
3: Act it: Read the text in roles: Daming and Fanfan.Practice with the partner. (设计意图：分角色扮演，以表演的形式呈现对课文的掌握程度。
)
Step4：Consolidation and Extension
1: Group Work:
A:What did you have for breakfast/lunch/dinner?
B:I had ........
C:What did she/he have for breakfast/lunch/dinner?
D:She/He had........
(设计意图：让学生通过学习，内化并灵活运用学习的语言，将文本中学到的知识用于自己的实际生活中，达到学以致用的教学目的。
)
2：Make a survey and Send an Email to Daming.
Ask and answer with the partner, and fill in the table(填写调查表).Then send and Email to Daming.
调查表：
Name Breakfast Lunch Dinner
电子邮件模板：
Dear Daming:
Yesterday, My friend had______for breakfast.
She/He had __________for lunch.And She/He had ___________for dinner. we all like food. It is very delicious.
Love,
_________.
(设计意图：让学生通过学习，内化并灵活运用学习的语言，将文本中学到的知识用于自己的实际生活中，达到学以致用的教学目的。
)
Step5: Homework
1: 听课文录音，读课文3遍；
2: 用what did you have for.........?询问你的朋友或者家人，了解他们的一日三餐饮食情况。