She-had-eggs-and-sausages教学设计及反思 (1)
Module3Unit1Shehadeggsandsausages教学反思
Module3 Unit1 She had eggs and sausages教学反思周四我在五（3）班上了一节研讨课，内容是新标准英语教材第六册Module3 Unit1 She had eggs and sausages。
回顾我上课的过程，收获还是挺多的，有成功之处，也有值得探讨尚需改进的地方。
成功之处有以下几点：1.教学目标清晰，重难点突出，课堂教学紧紧围绕目标开展各项任务。
2.利用小组合作学习，发挥集体学习的力量，小组合作初见成效。
3.利用学习单，设置逻辑上层层递进的连环式问题，解决和突破重难点。
学习单中的任务以练习题的形式进行。
一个个的练习题环环相扣，循序渐进的引导学生一步步的深入学习课本，这不仅使学生在自己的思考，同学的帮助下完成了学习任务，更培养了学生们的学习能力，大大提高了学习效率。
4.在学习课文新词、句时，采用了以学定教的教学模式，让学生做学习的主人。
虽然我通过书籍、音频资料等形式学习学本教学有关理论，并在自己的课堂上尝试着用这种模式教学，但目前尚处于实践的初始阶段，还有很多值得改进和学习的地方，比如：1.要合理设计学习单。
应将本课的学习单设计为四个部分，即学习指南（包括学习内容、学习目标、方法建议）、学习任务、学习检测、收获和质疑或者知识链接。
本课的容量较大，应删减个别学习任务，给学生更充足的时间自学和互学，使每个知识点的学习更扎实有效。
2.在本课的教学中，忽略了学生在情境中习得语言。
3.继续采用小组合作学习方式，合理分工，让每一位学生有自己的责任，都能认真参与到语言的操练中，并在展学过程中采取积极合理的评价机制，激发学生学习的兴趣。
4.每个小组准备知识积累本，将自学时遇到的不会读的词、句和语法知识点写到积累本上，不但帮助教师以学定教，而且帮助学生整理重难点，为期末复习做好准备。
本次研讨课令我受益匪浅，在今后的教学中，我会继续学习和实践新基础理论，注重对教材的解读与分析，梳理教学的环节与脉络，及时反思总结，努力培养学生综合语言运用能力，还时间、还话语权给学生，让学生在英语课堂上能更多地开口说英语，不断提升学生的综合人文素养。
《she had eggs and sausages》教案
Unit 1 she had eggs and sausages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：hamburger、 egg、 sandwich、 delicious traditional。
（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 ...。
2、了解英语国家饮食习惯。
教学步骤StepⅠ Greetings(问候)Step2 Review（复习）(Review the words: meat noodles rice milk cake cheese soup vegetable sausages fish and chips dumpling )1 Today we are going to learn Module 3 English food. And also we are going to review some Chinese food.2 Show the cards and review the words quickly.Step3 New concepts1 Teach the new words.（教授新单词）(traditional hamburger egg sandwich delicious )2 同桌互助教读单词。
小学英语_Unit1 She had eggs and sausages.教学设计学情分析教材分析课后反思
五年级的学生已经有两年的英语学习经历，他们已有一定的英语基础，具备了较强的表演能力，所以要采用多种教学手段交替使用，创设情景，尽量利用实物、图片及课件等直观教具进行教学，激发学生求知欲望。
本班大部分学生活泼好动，乐于参与，善于模仿，爱表现，喜欢新鲜事物，对新语言的好奇往往激起他们的学习兴趣。
他们爱玩、爱唱、爱游戏、爱活动，还很在乎老师的鼓励和表扬。
根据本班级学生的特点，我设计了一系列课堂活动，并对学生的表现及时给与鼓励和评价。
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。
小学英语_5BModule3 Unit1 She had eggs and sausages教学设计学情分析教材分析课后反思
外研版新标准小学英语五年级下册Module3Unit1第二单元多边形的面积《She had eggs and sausages》教学设计She had eggs and sausages.教学设计【教学内容】：外研版（三年级起点）五年级下册 M3U1 She had eggs and sausages. 第一课时【教学目标】：1、语言知识目标：学生能通过歌曲、借助图片、chant等方式，95%认读：hamburger, English, breakfast,lunch,sandwich, fish and chips,traditional.在感知文本，回答问题的过程中，通过出示图片，师生、生生交流，95%的学生能运用句型What did you/he/she have forbreakfast/lunch/dinner? I /he/she had...for breakfast/lunch/dinner.对主语为第一人称和第三人称单数一日三餐情况进行问答。
2、语言技能目标：通过课件、课文图片、师生、生生问答等形式,98%的学生能听懂并灵活运用：What did you/he/she have for breakfast/lunch/dinner? I/he/she had...for breakfast/lunch/dinner.It’s a traditional English dish. She says it’s delicious.3、学习策略、文化意识、情感态度目标：92%的学生通过小组活动、同桌交流等方式，乐于接触外国文化，培养良好的学习习惯，养成合理膳食习惯。
【教学重难点】：重点：句型What did he/she have ...for breakfast/lunch/dinner?的提问及其应答He/she had ….难点：traditional, delicious的理解和读音。
She-had-eggs-and-sausages教案 (1)
Module3 Unit1She had eggs and sausages.教学设计主备：汪海霞审核：五年级备课组执教人：汪海霞教学目标：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。
教学重点：Words: egg, email, sandwich, traditional, delicious, hamburger. fish and chips.Phrases: an email from Lingling, English food, fish and chips,traditional English dinner.Sentence Structures:What did she/he have for breakfast/lunch/dinner yesterday?She /He had eggs and sausages/sandwiches/fish and chips.教学难点：1.掌握单词和词组：egg, email, sandwich, traditional, delicious, hamburger. an email from Lingling, English food, fish and chips, traditional English dinner2.学习并掌握句型What did she/he have for breakfast/lunch/dinner yesterday?She /He had eggs and sausages/sandwiches/fish and chips.的表达方法。
Module 3Unit 1 She had eggs and sausages.(教学设计)1
Module 3Unit 1 She had eggs and sausages.教学目标1、知识目标：词汇：hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional, dish能听懂目标语句：What did she have for lunch?能使用She had fish and chips.这类语句回答有关询问。
2、技能目标：能够正确朗读课文，语音语调准确、流利、有感情。
3、情感目标：让学生在语境中体会课堂教学的乐趣，并了解英国的饮食习惯。
教学重点1、认读新单词：hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional, dish，能够正确书写：English, breakfast, lunch2、能够理解和运用句型：What did she have for lunch/breakfast ? She had fish and chips/eggs and sausages.教学难点1、单词的认读。
2、学会用英语谈论饮食习惯。
教学过程Step 1：Greetings:T: Good morning, boys and girls!Ss:…T: How are you?Ss:…T: Today, many teachers come to our school. You should say:” welcome to Ji Yi primary school.”Ss: Welcome to Ji Yi primary school, teachersT: Ok! Sit down, please!Ss:…Step 2: warmerT: First, let’s have a revision. Look at these pictures. Can you say them in English?Ss: rice, fish, meat, vegetables, eggs, noodles, bread, dumplings, soya milk, juice, soup, milk, sausage, hot dog.T: ok! Please read these words together.Ss:…(PPT展示食物图片,请学生根据图片提示说出该食物的英语表达) T: Let’s learn the new words: (PPT呈现新单词)T: Follow me: hamburger, sandwich, fish and chips, traditional, dish, breakfast, lunch, dinner,(单词教学时，教师示范发音要领，学生认真听，多读几遍；在教学traditional的时候,由“It’s a traditional English dish.”拓展fish and meat，it’s a traditional Chinese dish. The Spring Festival, theLantern Festival, the Mid-Autumn festival, the Dragon Boat Festival, “They are traditional Chinese festivals.”）Step 3: Lead inT: Yesterday I had eggs and soya milk for breakfast. What did you have for breakfast? You should say” I had…”S1: I had …T: What did you have for lunch /dinner?”Ss:…T: Let’s have a chant. (播放CD动漫，完成活动1，)Step 3:PresentationT: Lingling is still in the UK with San and Amy. She wrote an email. Do you want to know?Ss:…T: ok! Please listen. (播放第一次录音)（听完录音，随教师引导初步感知）T: an email, it’s from…. Ss: …LinglingT: it’s about…. Ss: …English foodT: ok! Please listen. (播放第二次录音)（听完录音，随教师引导初步感知）T: What does it say? （教师提示）You should say: it says…Ss: It says “yesterday Lingling had an English breakfast.”T: ok! Please listen. Then answer the questions. (播放第三次录音,教师提问时暂停，便于学生口述答案)T: What did Lingling have for breakfast? Ss: She had…T: What did Lingling have for lunch? Ss: She had…T: What did Lingling have for dinner? Ss: She had…T: it’s a …Ss: ... traditional English dish.T: Wonderful! (板书课题)T: Open your books, turn to page14.1. Listen carefully. (边看图边听录音, 整体感知课文内容)2. Listen again. Please find out new words.3. Read the new words.4. Listen and read.5. Read the text. Then answer the questions.（PPT呈现问题）Who sent an email to Daming?What’s it about?What does it say?What did Lingling have for breakfast?What did Lingling have for lunch?What did Lingling have for dinner?Does Lingling like English food?(此环节要求学生不抄写问题，直接在练习本上写出答案，也可请一位在黑板上书写答案)6. Read the text together.7. Work in pairs. (分角色朗读课文)Step 4 Practice（PPT再次呈现食物图片,两人一组问与答）A：What did you have for breakfast/lunch/dinner?B: I had...for breakfast/lunch/dinner.Step 5 Do exercises. (见PPT)（设计此练习的目的是检测学生的词汇积累情况，同时也能够提高学生的综合运用能力，为阅读教学做准备。
《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-sausages教学设计及反思
Unit1 She had eggs and sausages.漯河市实验小学李美荣教学内容小学英语第六册第三模块第一单元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。
教学目标知识与技能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。
方法与过程实物导入,情景操练. 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。
情感态度与价值观培养学生运用英语的能力。
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。
课前准备：1）、复习食物、饮料类词汇。
2）、预习课文。
教学课时：一课时教学过程Step 1 Warming－up1.Gretings2.Let’s chant.Step2 Lead—in1.师生一起呈现有关中国食物的图片。
2、T：Yesterdy I had bread and rice. What did you have for breadfast?从而引出What did he/she have?引出课题并板书。
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_《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。
She had eggs and sausages.教学反思
《She had eggs and sausages.》教学反思
本课教学目标是让学生用What did she have for breakfast/lunch/dinner? She had….学习对一日三餐吃什么进行提问并作出回答，经过反思自己的课堂，我总结了以下几点：：
1、突出了学生的主体地位。
新课程主张以学生为主体，让学生做学习的主人，在这篇课文教学过程中，我充分尊重学生，始终让学生处于主体的地位，教师则更多地成了引导者、组织者，成为学生学习的好伙伴。
2、在教学中,我通过大量的游戏活动分散难度，降低难度，使学生积极参与，大胆实践，在愉快的游戏中不知不觉学到知识。
3、教学环节简洁、清晰，课堂中充分发挥学生的主体地位，让学生真正成为学习的主人。
小老师纠错在本课中发挥了积极作用，很多同学都争先恐后争做小老师帮祝其他同学，小老师这种特权对所有学生都是一种激励，为了争当小老师，他们会在课下下许多功夫，争取表现的更好。
4、小组合作学习法在本课中得到了尝试，实践证明效果还是不错的，尤其是小组合作与捆绑评价相结合，更增强了同学间的集体荣誉感。
不足之处：如何更有效的实施小组合作学习？调动每一个学生的积极性参与学习活动使我们应当考虑的。
有个别差生由于自卑心理害怕说错，把机会让给别人，勇于开口回答问题对它们来说就是一种进步。
因此针对不同的学生采取不同的评价，对我们教学又提出了更高的要求，这是今后的教学中我应当着重考虑的。
另外对于本节课可以对英国食物进行更多拓展，由于考虑到学生的实际差异，没有进行大胆尝试，设计还应再完善再符合实际一些，以后会在教学中尝试大胆改进课堂教学。
she had eggs and sausages[1].教案
![she had eggs and sausages[1].教案](https://img.taocdn.com/s3/m/2e91544ccf84b9d528ea7a94.png)
课堂教学流程图（chant 导入话题，复习食物类单词）（调查并讨论我们的早餐是否健康）(What did you /she have for…? I/She had …)（早饭很重要，要吃好并且要吃的健康）本单元谈论的是三餐，我在设计任务的过程中设计的主要是其中的一个层面早餐。
一方面是话题多了不利于我们突出重点。
另一方面和第二课时老师的讲课形成呼应，前后的衔接。
Module3 English foodUnit1 She had eggs and sausages.一、Teaching aims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 you/she have for breakfast? 并能口头运用You/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.通过调查和汇报早餐，渗透情感教育：早餐非常重要，一定要吃好，并且吃的健康。
2.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；二、Key points and difficult points:教学重难点能在真实情境中熟练运用目标语句：What did you/she have for breakfast/lunch/dinner? I/She had…三、Teaching aids:教具1. PPT2. Teaching cards exercise paper四、教学步骤：Step1.warm up1.greetings2.clap your hands and say a chant :noodles and rice3.review words: food: rice dumplings soup Youtiao fish breadsausages milk cake biscuits Mantou( 设计意图：由chant 导入话题food 然后再自然的复习关于food的单词.引入Mantou 的原因：引导学生说实话不会说的可以用拼音) Step2.Presentation(一)呈现任务：Do a survey: 调查并讨论我们的早餐是否健康？(二)学习句型：What did you have for breakfast?I had …1. 自然的引入自己的早餐学习I had …2．在老师的不断询问过程中自然导出What did you have for breakfast? 板书，领读分排读单个读3．分组练习4．act it out（设计意图：由I 到you 为完成任务自由调查做好准备）（三）进入文本：处理文本在文本的语境中理解和感悟学习What did she have for breakfast? She had …1.读第一幅图。
小学英语《She had eggs and sausages(1)》优质教案、教学设计
She had eggs and sausages.教学设计
一、教学目标
1.知识目标：
（1）听懂会说单词hamburger English breakfast lunch sandwich traditional dish （2）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。
2.能力目标：
（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。
3.情感目标:
了解国外饮食，分析与中国饮食的不同，增强学生的文化意识，从而养成正确合理的生活饮食习惯。
二、教学重难点
1.对一日三餐单词的掌握和运用。
2.了解英语国家饮食习惯。
3.询问别人和谈论自己的一日三餐的饮食。
三、教学准备
图片、单词卡、点读机、课件
四、教学过程
五、板书设计
Module3 unit1
She had eggs and sausages
breakfast?
What did she have for lunch?
dinner?
She had …。
英语外研版(三起)五年级下册—Module 3 Unit 1 She had eggs and sa
英语外研版（三起）五年级下册—Module 3 Unit 1 She hadeggs and sausages 说课稿 (1)一. 教学背景本节课为五年级英语下册 Module 3 Unit 1 的教学内容，主要涉及到食物和饮食文化方面的知识。
二. 教学目标1.学生能够掌握名词“egg”和“sausage”的使用，并且熟练使用它们进行描述自己和他人的早餐；2.学生能够听懂并解答关于早餐内容的问题；3.学生能够积极参与角色扮演活动，提高英语口语表达能力。
三. 教学重点1.名词“egg”和“sausage”的使用；2.“What did you have for breakfast？”的表达和回答；3.角色扮演活动的开展。
四. 教学难点1.学生表达自己和他人的早餐时使用名称；2.听懂并解答有关早餐内容的问题。
五. 教学过程Step 1 导入新知（1）用图片或实物引导学生回忆早餐内容，提问 What did you have for breakfast？（2）让学生说出他们早餐中常见的食物，例如“egg” 和“sausage”，帮助学生认识这两个名词。
Step 2 新知讲解（1）通过图片或实物介绍 egg 和 sausage 的样子和常见的食用方法。
（2）通过对话的方式，让学生掌握如何用正确的句式表达他们和他人的早餐内容。
例如：•–What did you have for breakfast？•–I had eggs and sausages.Step 3 听力训练（1）播放听力，让学生听问句并正确理解并回答。
例如：•–What did Mary have for breakfast？•–She had eggs and sausages.（2）帮助学生正确理解问句的含义，并积极鼓励学生发言，加强听力训练。
Step 4 角色扮演活动（1）将学生分为小组，每组有两个人：一个在餐厅吃早餐，另一个是服务员。
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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 sausages
Step 1Warm－up
课前听唱歌曲
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1师生一起朗诵有关食物的chant
2、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。
Step2 Presentation（新课呈现）
活动一
1、教师向学生提出问题：What did you have?” 教师请一名学生回答,:然后再请其他同学转述该生的回答：“He/She had…… for breakfast.”
2、小组内开展“街头采访”的游戏。
其中一位同学扮演小记者，向其他成员提问：What did you have for breakfast/lunch/ dinner yesterday? 被采访的同学用：I had …… for ……yesterday .来回答。
请每组派代表到前面来表演，选出优秀小记
者。
3、教师提示She\He had a traditional Chinese breakfast.学习traditional，出示课件让学生了解traditional的含义。
4、教师小结：We always have noodles、dumplings and rice for meals .They are Chinese food. Lingling昨天在英国吃了什么？让我们一起去看看吧。
Step3 text
课件出示课本中的插图，播放课文录音。
请学生合上课本，边看插图边听录音，听一听Lingling在电子邮件中提到了哪些英国食物。
2、请学生打开课本，教师再放录音，让学生边听边画出听到的有关食物的单词。
3、请学生合上课本，教师出示课件，让学生带着问题再听课文
问题：（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
4、学生理解了课文内容之后，教师再次播放录音，请学生逐句跟读。
然后把全班分为两组，分角色朗读对话，教师对学生的语音语调进行指导。
Step4.Practice
句子接龙,训练重点句。
S1:What did you have for breakfast yesterday?
S2:I had eggs and milk.
S2:What did you have for lunch?
S3:I had rice and meat.
S3:And what did you have for dinner?
S4:I had noodles.
2.小组展示，其余同学做好记录。
过后，学生根据记录回答问题。
A: What did he/she have for breakfast yesterday?
B:He/She had……
A: What did he/he have for lunch yesterday?
B:He/She had……
A:What did he/she have for dinner yesterday?
B:He/She had ……
Step 4 homework
查阅资料，了解中西方早、中、晚餐不同的饮食习惯。
板书设计：
Unit1 She had eggs and sausages
一、email ,egg, sandwich,delicious,traditional
二
What did she\he have for breakfast \lunch\dinner yesterday? She\He had…
教学反思
1. 突出了学生的主体地位
新课程主张以学生为主体，让学生做学习的主人，在这篇课文教学过程中，我充分尊重学生，始终让学生处于主体的地位，教师则更多地成了引导者、组织者，成为学生学习的好伙伴。
2. 在教学中,我通过大量的游戏活动分散难度，降低难度，使学生积极参与，大
胆实践，在愉快的游戏中不知不觉学到知识。