外研版小学英语五年级下册Module3 English Food说课稿

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小学英语外研版(三起)五年级下Module3本模块综合与测试-章节测试习题

章节测试题1.【答题】--Did Lingling like it?-----______A. Yes, she did.B. She liked it.C. No, he didn't.【答案】A【分析】本题考查一般疑问句的回答。

【解答】"Did Lingling like it?"句意是玲玲喜欢它吗？一般过去时的一般疑问句，用Yes或No回答；句中Lingling是女孩，回答时用人称代词she她代替；选项A 与问句相符合，选A。

2.【答题】What ______ she ______ yesterday evening?A. did, haveB. did, hasC. does, have【答案】A【分析】本题考查一般过去时。

【解答】根据句子中的"yesterday evening"，可知是一般过去时时态，助动词需用一般过去时，动词保持原形，选A。

3.【答题】Please bring back the book ______ two weeks' time.A. onB. ofC. in【答案】C【分析】本题考查固定搭配。

【解答】根据句意，可知这里in two weeks' time是一个固定短语，表示两周内；选C。

4.【答题】I want to make an e-card ______ Mum.A. toB. forC. in【答案】B【分析】本题考查介词的辨析。

【解答】to到……；for为……；in在……里。

结合题干句子可推测句意为"我想为妈妈制作一张电子贺卡"，for符合题意，选B。

5.【答题】She had fish and chips _______.A.tomorrowB.next dayC.yesterday【答案】C【分析】本题考查时间副词。

【解答】由"had"可知句子是一般过去时；tomorrow明天，表示将来时间；next day明天，第二天，表示将来时间；yesterday昨天，表示过去时间；A和B表示将来时间的单词，C表示过去时间的单词，与题干的时态"一般过去时"一致，选C。

五年级英语下册Module3Unit1(6)教案外研版

外研版五年级英语下册教案Module 3 Unit 1 She had eggs and sausages.第二课时教学内容（1）会听．说．认．读egg, email, sandwich, traditional,delicious, hamburgers, ate, gave, drank, tonight；（2）会用What did you/she/he have for dinner/lunch/breakfast……?询问别人三餐吃了什么；会用I/You/she/he had ……回答。

dinner/lunch/breakfast……?询问别人三餐吃了什么；会用I/You/she/he had ……回答。

教学目标1．会听、说、读、认本模块新单词。

2．表演对话。

3．让学生了解中西方饮食文化的差异，并能表达自己喜好，提高与人交际的能力。

教学重点和难点表演对话教学手段食物图片让学生对食物有直观的认识；挂图帮助记忆理解课文；CD-ROM引起孩子的兴趣中西食物和自己喜好食物的调查表，并根据表自己描述三餐吃的什么，也可以多人练习。

教学步骤教师活动学生活动二次修改1．Warm—up (热身准备) 1．Game: Listen and do.2．Review the words: Ask thestudents to read the new words oneby one.1．师生互相问候。

2．学生分组讨论昨天三餐吃了什么，然后，分组到讲台前汇报自己的总结。

2．Leading -up(导入) 1．让学生自读对话后，然后根据学生的提问，根据单词卡片让学生认读单词。

对于学生提出的生词表中没有的单词，教师根据情况采取相应教学方式。

学生自读对话后，根据单词卡片认读单词。

3．情景操练PracticeAsk the questions about thedialogue.What does the email say? 1． Students listen to theWhat did Lingling have for breakfast/lunch/dinner?Does Lingling like English food? Listen:1) Who said it? (Pause the tapeafter atterance, let the childrencall out who said it?)2) What’s next? (Pause the tape suddenly, let the children call out what’s next.)通过听．说比赛，使学生熟悉语境和语义，为表演对话做准备。

外研版五年级下册英语全册说课稿(带习题)

说课稿
学校: 宣章学校小学部
科目：英语
班级：五（3）
教师：
日期： 2018.3
一、本学科新课标对本册教材的要求
二、全册教材分析
1、全册教学内容知识树
三、单元分析
1、单元教学内容知识树及课时分配
( ) ( ) ( ) ( ) ( )
( ) ( ) ( ) ( ) 2. 按要求写单词。

（11分）
give(过去式)___________
式)____________
(1) (2) (3) (4) (5)
( )5.Why don’t you give him a kite ?
、给下面的汉语句子选择正确的英语译文，将选项填入题前的括号中。

：I went there last year . B: We went there last week .
我的堂兄每年参观北京。

A: My cousins visit Beijing every year . B: My cousins visit Beijing every months .
玲玲和她的父母亲去了新疆。

Lingling went to Xinjiang parents .B: Lingling went to
her parents .
在七月我们和我的祖母待了一周。

A: We stayed with my grandmother for a week in July.
5、单元教学内容知识树及课时分配
四清教学策略
四、教学进度表
第 40 页共 41 页。

外研版(三起)-英语-五年级下册--Module3 Unit 2教材同步讲解

Unit 2:Sam ate four hamburgers*（第二单元：萨姆吃了四个汉堡包o）（教材17～19页）1.Look,listen and say.看一看，听一听，说一说（教材第17页）课文英汉互译He ate all the fish and he ate all the meat. 他吃了所有的鱼并且他吃了全部的肉。

So he has got no food now. 所以他现在没有食物了。

2.Listen and read.听一听，读一读。

（教材第17页）课文英汉互译Dear Daming,Today Sam ate four hamburgers at school！He likes hamburgers very much Lingling had a sandwich because she doesn't like hamburgers. We o our hamburgers to 。

SamI miss Chinese food. 0 Mum is going to cook Chinese food for us.Love,Amy亲爱的大明：今天萨姆在学校吃了四个汉堡包！他非常喜欢汉堡包。

玲玲吃了一个三明治，因为她不喜欢汉堡包。

我们把汉堡包都给了萨姆。

我很怀念中国的食物。

今晚妈妈将要给我们做中国食物。

爱你的，埃米新词速记gave/9eIv/v.（动词）给（give的过去式）短语：give…to’…挹……给……例句：I gave the old man five yuan yesterday.昨天我给了那个老人五元钱。

原形：glve1变为g ．巧记：live____givetonight／ta' nart/adv.（副词）今晚，在今夜短语：today and tonight今天和今夜例句：We're going to go fishing tonight.我们打算在今晚去钓鱼。

外研版(三起)五年级下册英语Module3大单元说课

大单元教学下的整合教学设计说课——以外研社（三起）五年级下册Module3为例一、模块教材分析本模块是外研社新标准英语(三年级起点)五年级下册第三模块的学习内容,属于“人与自我”范畴，主题是“English food”。

第一单元的课文情境是Daming 告诉Fanfan他收到了Lingling 的电子邮件，由此展开Lingling 一日三餐的情况。

第二单元的课文是Amy写给Daming的一封信。

Amy告诉Daming ,今天Sam在学校吃了四个汉堡包。

话题内容与学段教学内容分别与饮食、食物都有关联，在谈论一日三餐的基础上，进一步谈论中西方饮食习惯的差异。

本模块意图让学生运用一般过去时的特殊疑问句及答语来询问和表达一日三餐都吃了什么，了解掌握相关的英国传统食物名称，引导学生了解最有益于健康、最科学的饮食结构，养成良好的饮食习惯。

本模块继续巩固一般过去时的运用，教师可以引导学生进一步归纳、总结动词过去时的形式。

本模块的任务是在小组内调查学生一日三餐的情况，选出“健康饮食小达人。

”1.模块教学内容横向关联模块单元Module 1 Unit1 We lived in a small house.Unit2 She didn’t have a television.Module2 Unit1 She learnt English.Unit2 Mr Li was a teacher.Module3 Unit1 She had eggs and sausages.Unit2 Sam ate four hamburgers.Module6 Unit1 I went there last year.Unit2 She visited the Tianchi LakeModule9 Unit1 We laughed a lot.Unit2 Mum bought new T-shirt for you.学段模块及单元题目话题功能三年级下册Modul4 Unit1 Do you like meat? 谈论对事物的喜爱四年级上册Modul4 Unit1 Do you like some rice? 谈论是否想要吃某种事物五年级上册Module6 Unit1 What did you buy? 谈论超市购物及食物的数量二、学生学情分析1.知识储备学生已经有了两年的学习基础，有了一定的词汇量，对一般过去时有了基础的认知。

五年级下册英语说课稿-Module 5第二课时Unit 1 3~4 外研版(三起)

五年级下册英语说课稿 - Module 5第二课时Unit 1 3~4 外研版（三起）一、教学目标1.1 知识与能力目标学生能够：1.用“I like/love”和食物名称表达喜爱程度；2.理解并使用单词及短语：like, love, milk, bread, juice, candy, cake, ice cream, pizza；3.发音准确，能根据音标正确读出单词；4.掌握句型：What do you like/love? I like/love … 以及How about you?I like/love…；5.理解对待食物和健康的态度，并能说出“Don’t eat too much candy and cake”这一理念。

1.2 情感态度与价值观目标让学生：1.明确不良饮食和不良生活习惯对身体健康的危害；2.养成良好的饮食习惯，热爱生命，关注健康。

二、教学重点1.理解并使用单词及短语：like, love, milk, bread, juice, candy, cake, ice cream, pizza；2.掌握句型：What do you like/love? I like/love …以及How about you?I like/love…；3.理解对待食物和健康的态度，并能说出“Don’t eat too much candy and cake”这一理念。

三、教学难点1.发音准确，能根据音标正确读出单词；2.理解对待食物和健康的态度，并能说出“Don’t eat too much candy and cake”这一理念。

四、教学过程4.1 Lead-in1.Greetings：Let’s say hello to each other. Good morning/afternoon, boys and girls.2.Warm-up: Show some food pictures and let students say the names of the food and how they feel, for example, “I like ice cream. It’s delicious.”4.2 Presentation1.Introduce new words: like, love, milk, bread, juice, candy, cake, ice cream, pizza. Teach students how to read and spell these words by pronouncing them clearly and correctly.2.Ask questions about food using the sentence pattern “What do you like/love?”–For example, “What do you like? I like milk.”3.Check the students’ understanding o f these words by asking them to repeat the words.4.Introduce the sentence pattern “How about you?” and teach the students how to respond using the same sentence pattern “Ilike/love …”.5.Explain and practice sentence meaning and pronunciation.4.3 Practice1.Ask students to work in pairs and take turns asking each other what they like and what they don’t like using the sentence patterns “What do you like/love?” and “How about you?”2.Give examples of how to respond to their partner’s questions, ensuring that all the students have a speaking opportunity.3.Encourage students to ask follow-up questions and provide feedback to their partner.4.Play the game “Guess Who” to practice the sentence patterns. Ask questions about favorite foods and guess who the person is.4.4 Production1.Ask the students to describe a food that they like and explain why they like it.2.Encourage students to use complete sentences and include details, such as the flavor, texture, or time of day they like to eat the food.3.Ask the students to share their food descriptions with the class.4.Wrap up with the idea that it is good to like different kinds of food, but it is important to eat them in moderation. Encourage students to eat healthy foods and avoid eating too much candy and cake.五、教学评价1.评价学生是否正确发音和朗读；2.评价学生能否理解和运用学到的单词，短语及句型；3.评价学生表述自己喜欢的食物是否能够清晰、流畅地表达；4.评价学生是否理解正确的饮食习惯和生活方式的重要性。

2015春外研版五年级下册Module3_unit2_Sam ate four hamburgers.原创、实用课件

What did you eat last night?
I ate fish and chips.
过去时
What are you doing now? I’m eating lunch.
现在时
昨晚
现在
今晚
last night
now
tonight
将来时
What are you going to eat tonight? I am going to eat fish and chips.
fish noodles meat fish and chips hamburger jam
toast
chips
apples
-What did you drink last night? -I drank…
juice
milk
coffee
water
cola
tea
Pair work. -What did you eat/drink last night? -I ate/drank…
Sam likes hamburgers very much. He ate four hamburgers yesterday.
He ate all the food.
Words .
eat ate
have had give
drink
gave drank
Listen and choose .
1. He ate all the and . A. meat; bread B. meat; fish C. milk; fish 2. Now he has got . A. lots of food B. some food C. no food

(外研版三起)五年级英语下册Module3《EnglishFood》Unit1教案

（外研版三起）五年级英语下册Module 3《English Food》Unit 1 教案一、教学内容本课为外研版三起五年级英语下册Module 3《English Food》Unit 1。

课程内容主要围绕英国食物展开，通过学习，学生将了解英国的一些传统食物，并能用英语描述这些食物。

二、教学目标1. 知识目标：学生能够掌握本课的单词和句型，并能用英语描述英国的食物。

2. 能力目标：培养学生运用英语进行交流的能力，提高学生的听说能力。

3. 情感目标：激发学生学习英语的兴趣，增强学生的跨文化交际意识。

三、教学难点1. 单词的记忆和运用。

2. 句型的正确运用和口语表达。

四、教具学具准备1. 教具：多媒体设备、PPT、录音机、磁带等。

2. 学具：英语课本、笔记本、文具等。

五、教学过程1. 导入：通过展示英国食物的图片，引导学生谈论他们所了解的英国食物，激发学生的兴趣。

2. 新课呈现：通过PPT展示本课的单词和句型，教师进行讲解和示范，学生跟读并模仿。

3. 练习：学生分组进行角色扮演，用英语描述英国的食物，教师进行指导和纠正。

4. 巩固：通过游戏、竞赛等形式，巩固本课所学内容。

六、板书设计1. 《English Food》2. 单词：fish and chips, pudding, sandwich等。

3. 句型： What's your favourite English food? Myfavourite English food is fish and chips.七、作业设计1.抄写本课单词和句型。

2.用英语描述自己最喜欢的英国食物。

八、课后反思本节课通过图片、PPT、游戏等多种形式，激发了学生的学习兴趣，提高了学生的听说能力。

但在教学过程中，部分学生对单词的记忆和句型的运用还存在一定困难，需要在今后的教学中加强练习和指导。

重点关注的细节：教学过程的设计与实施教学过程的设计与实施是课堂教学的核心部分，直接关系到教学目标的实现和学生的学习效果。

外研版新标准五年级英语下册导学案、教案9.Module3 English Food unit2 Sam ate six hamburgers

外研版新标准五年级英语下册导学案课题：Module 3 English FoodUnit 2 Sam ate six hamburgers课型：新授执笔：宁琼审核：第二课时【教学内容】Unit2 Sam ate six hamburgers【教学目标】1.能够掌握本课时的重点单词。

2.能够掌握本课时的四会词组及句型。

3.学生能够熟练掌握并运用四会句型。

4.学生能够熟练朗读课文。

【教学重点】单词：ate hamburger gave tonight句子: What did you eat/drink last night? I ate/drank…【教学难点】Talk about eating habits and favourite food【教学程序】一．热身活动。

T: Hello.Ss: Hello teacher.T: What did you have for breakfast this morning?Ss: I had…T: What’s your favourite food?Ss: My favourite food is…二．课文导入T：Take out a picture of hamburger and ask the students ：Do you like hamburger?”“How many hamburgers can you eat?Students ：answer the questions：T：Let’s see how many hamburgers Sam can eat.三．教学新知.Step1 学习新单词。

1.出示单词卡片，引导学生通过音标拼读，识记单词。

2.抢读单词Step2 学习课文1．听录音，小声跟读，回答以下问题。

Who ate hamburgers?Who had a sandwich?What is mum going to cook tonight?2．再听录音，大声跟读。

小学英语说课稿(精选10篇)

小学英语说课稿〔精选10篇〕小学英语说课稿〔精选10篇〕小学英语说课稿篇1一、教材分析^p今天我说课的内容是外研社小学英语新标准三年级起始第一册Module 6 School, Unit 2 What’s this? 我采用多样化的教学手段将听、说、玩、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心，开展自主学习的才能，形成初步用英语进展简单日常交际的才能。

二、学情分析^p三年级的学生于本期刚接触英语，对学习英语充满了好奇和兴趣，渴望获得更多的英语信息和知识。

经过本模块第一单元的学习，学生已经初步掌握了询问并识别物体的句型：What’s this? 和What’s that? 学生已掌握的知识和心理状态为本节课的自主探究打下了根底。

三、教学目的1、语言知识目的(1) 让学生能听、说、认、读pen,pencil,book,bag等单词。

(2) 通过学习让学生纯熟掌握句型What’s this? 和What’s that?2、学习技能目的：(1) 能听懂Let’s do中的指令并做出相应动作,如Point to th e …(2) 根据图片或在场景下进展简单的英语交流和表达，培养学生灵敏运用所学知识进展交流的才能.3、情感态度目的(1) 通过学习活动，使学生有兴趣听、说英语，培养学生注意观察、乐于模拟的良好习惯和主动竞争的竟识。

(2) 让学生在鼓励性评价中树立学习英语的自信心。

(3) 通过小组活动培养学生合作交流才能，从而让学生意识到学习英语的重要意义。

(4)充分利用教材所提供的学习资，实现自由参与与创新，能主动与别人交流，并克制交流中的困难，使交际顺利进展。

四、教学重难点1、学习新单词 pen,pencil,book,bag ，能正确认读。

2、稳固已学句型：What’s this? 和What’s that? 并能用It’s a…作出相应的答复。

五、课前准备教具准备：课文录音;带单词的物品图片;实物pen,pencil,book,bag;魔法包;奖品(贴画)。

小学英语外研新标准五年级下册(2022年新编)Module3朱晓芳英语教案

外研版小学英语五年级下册Module3 English Food Unit1 She had eggs and sausages教案设计教学之前用百度搜索本单元内容，找了很多教案作参考，了解到教学的重点和难点，确定课堂教学形式和方法。

然后根据课堂教学需要，利用百度词典教学生学会单词地道的发音，以及如何利用百度词典搜查生词；利用百度搜索在在线英语听力室找到本单元的朗读录音学习参考，课堂上要求学生听音跟读。

用百度图片搜索复制本单元所用食物的示图，带给学生视觉上的直观感受。

四、教学方法课堂之上，贯穿英语教学必不可少的听、说、读、写、译。

首先领读单词，然后播放课文录音回答问题，讲解课文知识点，播放录音学生跟读，分角色读，根据课文内容分析复述课文，最后听录音，识记重难点。

本堂课一改常态教学模式，增添了百度资源链接功能，让学生更直观地感知教学重难点，同时开拓视野，提高信息素养。

在讲解生词时，比如egg，边拿着真正的鸡蛋，边链接到百度词典搜索单词，点击单词旁边的小喇叭，教学生读准单词发音。

讲解课文内容时，比如第一段，Daming 收到了Lingling的Email，打开一封电子邮件，让同学们知道I have got an email from my friend.整篇文章围绕饮食习惯展开讨论，查找西方一日三餐主食内容，拓宽学生知识面。

五、教学过程upDear class，before we start our class，let’s play a game.Four students in one group, talk about the pictures of food and the name of food, try to read out the new words and link to the food. Firstly, the teacher shows how to play the game. Then, call three students to play the game.ⅡPresentationT: Dear class, since we have already played the game of food, could you tell me anything else about food or what’s your favorite food? Now, two minutes for you to talk about it with your partner.Ss: noodles, eggs, rice, fish, chicken, meat, bread, sausages, sandwiches, hamburger……T: I had noodles for breakfast this morning, it’s delicious. What did you have?Ss: I had milk/bread/eggs……T: well, this is our breakfast, but do you know what did Lingling have for breakfast? Daming has got an email from Lingling, it’s about English food. Let’s go to our textbook to see what did she have for breakfast/lunch/dinner?Sandwich eggs sausages fish and chipsListen for the first time: try to finish the form belowWhat did she have for……?。

2023年外研版英语说课稿(精选篇)

2023年外研版英语说课稿（精选篇）外研版英语说课稿篇1今日我说课的内容是本节课出自外研版七年级上第2模块第1单元 I can speak English.下面我将从教材和学情分析、教法学法、教学过程、设计意图、板书设计五个方面对本课进行说明。

一、教材和学情分析（一）教材分析1.本模块题材内容本课以挚友和父母为中心，以他们擅长的体育运动和从事的职业为话题，有助于激发学生的学习动机和参加热忱。

2.本节课教材内容分析：学生们对班里同学的基本状况，通过第一模块的学习都已基本了解，本模块在此基础上绽开，进一步询问和介绍状况，符合按部就班的原则和交际性原则，也有利于增进同学之间的相互了解。

在本模块教材中有关体育运动的图文并茂，一方面提高了趣味性，同时也有助于学生对词汇的理解，有助于培育其联想的学习习惯。

3.本节课贯穿了第2模块以后的整个教学，是学生提高自己听说实力表达的平台，为后面开展阅读课和写作课奠定了基础。

4.教学目标：（1）学问目标：重点词汇：体育音乐： basketball, tennis, table tennis, ride a horse, ride a bike, play the piano其它：parent, welcome …to, international重点句型：I can…，I can’t… / Tony can…Can you…？Yes, I can./ No, I can’t.（2）实力目标：能听懂谈论所擅长的体育项目的简短对话；能用can做自我介绍。

（3）情感看法：说话时要敬重对方，令对方感觉舒适，以培育良好的合作关系。

5.重点是：有关实力的表达，can的用法。

6.难点是：can的句式把握。

（二）学情分析七年级的学生在思维上比较活跃，本课所设计的体育运动为学生所熟识，便于开展探讨。

二、教法学法教学理念：任务语言教学：以谈论体育擅长与职业这一话题为主线，采纳任务语言教学途径，兼顾交际功能和有关can 的语言学问结构的学习，以一种按部就班的交际性的学习程序，引导学生学会运用这个语言学问有目的地做事情。

外研版小学英语五年级下册第三模块Module3English food

Come on!
Daming : Look. I’ve got ____ _____ from Lingling. It’s about _______ _____.
Fanfan: what ____ it say ?
Daming : Look. I’ve got an email from lingling . It’s about English food . Fanfan: what does it say ?
Module 3 English food
Unit 1
she had eggs and sausages.
Delicious
food
an ___ egg
eggs
dumplings
Traditional Chinese food noodles rice egg
dumplings
chant
Noodles and rice ,are very very nice. Um ----- um---- , they are delicious . Fish and chips , are very very nice. Um ----- um---- , they are delicious . sandwiches and sausages are very very nice. Um ----- um---- , they are delicious .
Fanfan :And what
___ she ___
for lunch ?
Daming: she ___ sandwiches .
Fanfan :And what did she have for lunch ?

Module 3 (教案)外研版(三起)英语五年级下册

Module 3 （教案）外研版（三起）英语五年级下册教学目标在本节课程中，学生将学习以下内容： - 学习并掌握关于职业的英语表述；- 学习并掌握交际用语“ What does your mother/father do?”及回答； - 能够描述自己的家庭成员的职业以及其他家庭成员的职业。

教材分析本节课的教材是外研版（三起）英语五年级下册Module 3，包括以下教材内容： - 学生用英语阅读，并完成活动册的相关题目； - 学生观看并听取教师所播放的关于职业的视频材料，并跟读视频中的内容； - 学生将此次课程中所学过的交际用语及相关单词和短语运用到说英语口语表达练习中。

教学准备1.教师应提前准备音频或视频材料，并向学生布置听视频，听后回答相关问题的任务；2.在白板上写出几个与职业相关的单词，用于板书扩展知识点的内容；3.准备针对关于职业的口语表达练习材料，以让学生更好地掌握所学语言和交际技能；4.根据学生的不同需求及程度，适当调整课程内容。

教学过程Step 1 课前情境营造（5分钟）为了让学生置身于“关于职业”的氛围中，教师可以在上课前设置一些小气氛，例如可以播放一些职业相关的音频、小视频等。

请学生看一段视频或听一段音频材料，了解一些关于职业的英语单词及短语，提前为今天的课程做好准备。

Step 2 导入新课（15分钟）教师通过投影或白板展示一些与职业相关的单词并讲解其含义，例如：teacher, doctor, policeman, firefighter, etc.。

然后教师可以问几个学生用英语说出自己家庭成员的职业，让他们借此加深记忆。

接着，教师通过投影或视频引入语言点。

学生观看视频，了解“What does your mother/father do?”这个交际用语。

教师向学生解释该交际用语所涉及到的基本语法和用法，以及其他相关的词汇和短语。

Step 3 训练与实践（25分钟）在学习了相关语言点后，学生进行口语练习。

外研版全英文小学英语说课稿 Book 1 Module 3 Unit 1

外研版全英文小学英语说课稿Book 1 Module 3 Unit 1Tags：字号：T|TLadies and gentlemen, good morning.It’s a great pleasure for me to be here sharing my lesson with you. My name is .Firstly, I’ll introduce my teaching material to you. The content of it is Unit 1 of Modul e 3,<NSE> Book 1.In this unit we’ll talk about the numerals. By studying this unit, the students will know how to ask and answer the quantities. The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English. As for this, I made my teaching aims as follows.Teaching aims:1.Aims on knowledge:1) The students can hear,r ead and use the sentence “how many?’ to ask questions.2) The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.2. Aims on abilities:1) To develop students’ abilities of listening and speaking.2) To foster studen ts’ abilities of communicating skills.3.Aims on the emotion:1) To set up students’ self-confidence in language study.2) To form happy English learning situations for the students.4. Key points:1) To help students ask and answer the question: How many?2) To develop students intrest in English.5.Difficult point:The right pronunciation of the numerals from 1 to 10.Secondly,I’ll introduce my teaching methods.We all know that the main instructional aims of learning English in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson,I’ll mainly use “task-based” teaching method. I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson. And I will arrange many kinds of activities for them.In this class, I’ll use a recorder and some pictures as my teaching assistance.Teaching processⅠ. Warm-up1. Greetings2. say the chant “Bob. Bob. Bob…3. The teache r can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.(for this step, we should practice quickly.This chant can arouse exciting motion. So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)Ⅱ.Leading in1. After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil. Then the teacher shows two pencils and says: There are two pencils. The teacher can lead in the numerals by this way (This part to lead the numbers quickly.)Activities for the children.1 to 4,we should clap our hands; after 4,we should change to stamp our feet;after 8 we should shake our bodies. That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.(we count the ten numners by different ways, Ss would like to do things like this. We’ll have a happy beginning)2. The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)3.A game to practice the numerals.Ask students to do the counting one by one, they should line up first, then count from 1-10.(For this step, I will correct their pronunciation ).Ⅲ. New lesson1. The teacher shows the pictures quickly, and ask them to guess How many?And students say the answers.After some time, ask little teachers to do this.Then the teacher shows and teaches the new sentence ‘How many?’2. guessing gameIn this part, we can play two games. First, guess the pictures; second, guess how many students. (to drill the questions and answers with the help of the game.)3. listen to the tape.T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape; third, Ss listen carefully and find 1 to 10 on the book.( It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)Ⅳ.ConsolidationA task of memory. The teacher shows a big picture with some boys and girls on it. Have the students look at this picture for 5 seconds. Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.( This is a transitional part for unit 2)Ⅴ.AssessmentLet the students to count all the things arround them after class. Then to tell their friends or to mark on the paper.(revision is so important that Ss should speak English as much as they can in class)Above is my lesson,I try my best to make my students happy in class. So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.That’s all! Thank you!小学英语说课稿小学英语三年级unit 1全英文说课稿百度推广双击单词可弹出解释框时间:2012-04-05 21:17 作者:adminGood morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words “pencil, pen, crayon, ruler, eraser”. Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims: First, knowledge aims: Enable Ss to master the new words “pencil, pen, crayon, ruler, eraser” and the structure “I like…”.Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, e tc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.Fourthly, we come to the most important part—the teaching procedures. It can be divided into5 steps: warm-up, presentation, practice, extension and homework.First, let’s look at step 1 “Warm-up”.In this part, I’ll get the Ss to sing a song and do some revision.The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.Step 2 “Presentation”.As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.Step 3 “Practice”.Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, suc h as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.Step 4 is Extension.This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.Step 5 “Homework”.(1) Listen and read the new words after class.(2) Finish the exercise book.Ss will forget the new lessen soon if they don’t practice. It’s necessary to give som e proper assignment. And it’s also an important feedback.Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. (Write the new words and the structure on the board.)。

Module3(教学设计)外研版(三起)英语五年级下册

Module3（教学设计）外研版（三起）英语五年级下册教学目标本节课的教学目标为：1.学生能够认识和掌握有关动物食品的单词和词组。

2.学生能够运用所学知识进行简单的交流。

3.学生能够理解并表述有关动物食品的问题。

教学内容本节课的教学内容包括以下方面：1.动物食品单词和词组的学习。

2.讨论动物食品的问题。

3.学生运用所学知识进行简单的交流。

教学方法本节课将采用以下教学方法：1.听力训练法2.互动交流法3.情景对话法教学重点与难点本节课的教学重点：1.学习动物食品单词和词组。

2.理解并表述有关动物食品的问题。

本节课的教学难点：1.运用所学知识进行简单的交流。

2.讨论动物食品的问题。

教学过程以下是本节课的教学过程：1.情境导入（3分钟）教师可通过幻灯片或PPT展示动物食品的图片，引导学生谈论。

2.单词学习（12分钟）教师通过PPT展示动物食品单词和词组，学生跟读。

3.听写练习（10分钟）教师可通过听力训练法进行听写练习，巩固所学的单词和词组。

4.讨论问题（13分钟）学生分成小组进行讨论，回答教师提出的有关动物食品的问题。

5.情景练习（12分钟）学生分成小组进行情景对话练习，在情景中运用所学知识进行简单的交流。

6.课堂小结（5分钟）教师对本节课进行课堂小结，总结所学知识。

教学评估教师可以通过以下方式对学生的学习情况进行评估：1.学生能否认识和掌握有关动物食品的单词和词组。

2.学生能否运用所学知识进行简单的交流。

3.学生能否理解并表述有关动物食品的问题。

总结本节课的主要内容为动物食品单词和词组的学习，以及讨论动物食品的问题。

在教学过程中，教师应注意加强互动交流，提高学生的学习兴趣，同时注重学生的听说能力的培养。

外研版五(上)英语Module3Unit1第一课时说课稿

外研版五（上）英语Module3Unit 1第一课时说课稿尊敬的各位评委老师：大家上午好！我是来自×××学校×××，我今天说课的内容是外研版五（上）英语第三模块第一单元第一课时《Module3 Unit1 Activities 1—2》本节课是授新课，下面我从几个方面阐述我的说课流程。

一，教材分析本单元是在学过的一般过去时的一般疑问句,陈述句和用what,How many,How much引导的特殊疑问句的基础上继续学习一般过去时的特殊疑问句，并作出相应的回答。

主要是围绕去了哪里，怎样去的，做了什么事情而展开的话题。

二，学情分析学生在前面几节课已经学过一般过去时有一定的基础，能用一般过去时表述过去发生的事，由于谈论的事来源于生活，贴近学生的实际，学生感兴趣，只要老师利用好身边的素材，创设情景，让学生合适的操练，就能收到理想的效果。

三，教学目标根据教材需要和学情分析，我制定以下教学目标：（首先）知识目标(1),能听说认读单词thanks,weekend,museum,best,trip,twenty, at the weekend.(2),能听说读写单词place,how,took,river,hour,minute.(3),能听懂句What did you do at the weekend?How did they go tothese places?并作出的回答We visited lots of places. We went there by bus .（其次）能力目标能对去了哪里, 怎样去，做了什么事的询问和回答（再次）情感目标(1),培养学生热爱生活，关心他人，合理安排学习和生活能力。

(2),积极运用所学的知识进行交流，找出最有效记单词的方法。

（最后）文化目标了解Big Ben，the British Museum,培养学生跨文化意识.四，说重,难点重点：能听说读写Where did you go? We went to …等句型。

外研版五年级下册英语《Sam ate four hamburgers》教学说课

give gave eat ate have had
Listen and choice:
1. What does Sam like?
A. hamburgers
B. sandwiches
2. What does Amy miss?
A. Chinese food
B. English food
Read and answer:
our hamburgers _t_o_ Sam. But Amy _m_i_s_s_e_s Chinese food.
Tonight Amy's Mum is going to _c_o_o_k_ Chinese food __fo_r_ Iingling.
Please tell true or false according to the text 根据课文内容判断正误。
Chinese food
sausages
English food
hamburger
eggs
sandwich fish and chips
➢ What did you eat last night?
I ate...
➢ What are you going to eat tonight?
I am going to eat…
Listen and anwer
Who ate four hamburgers at school today?
Sam ate four hamburgers at school today. Who had a sanwich?
Lingling. Does Amy miss Chinese food?
1.Daming wrote a letter to Amy. F 2.Sam likes hamburgers very much. T 3.Lingling ate six sandwiches. F 4.Lingling and Amy gave hamburgers to SamT. 5.Sam ate seven hamburgers.F 6.Lingling misses Chinese food. T 7.Ms Smart is going to cook Chinese food tonightT.

(新)外研版五年级下册Module3 U2教案(公开课)

Module 3Unit 2Sam ate four hamburgers.【语言目标】1.词汇：能够听、说、认、读本课新单词和词组ate、hamburger、gave、tonight。

2.功能：让学生了解中西方饮食的差异，并表达自己的喜好，提高与其他同学的交流。

通过两个不同时间的单词(last night, tonight)的比较，使学生根据不同时间选择不同的时态，同时注意动词适当形式的变化。

【语言技能】1.能听懂不同时间不同时态的句型描述。

2.能结合本课所学的短语和句型，内化知识，重组语言，简单表述自己日常饮食习惯。

3.能够听懂特殊句式。

【过程和方法】1.通过读图和教师的示范，以旧带新，培养学生捕捉细节、感悟语境的能力。

2. 通过不同的听读和互动活动，分层认知课文。

培养学生的口语表达能力。

3. 文化意识：初步了解东西方不同的饮食习惯。

【学情分析】五年级学生，学生的年龄大多为10-12岁，紧紧抓住学生的年龄特点，因势利导，循循善诱，使其在营造的浓厚的英语环境中大胆地学习和使用英语，以提高综合运用英语的能力。

【教学重难点】重点：1.掌握新学单词的动词过去式。

2.掌握单词：atehamburger gave tonight3.掌握句型：What did you have for breakfast yesterday?难点：用所学的单词过去式表达过去发生的事情。

【课前准备】1.单词卡片/时间展示图；2.教学光盘或其他录音机设备；3.教学课件。

【教学过程】Step 1：Warmup1.师生相互问候T: Good morning, boys and girls!Ss: Good morning, Ms Li.T: How are you?Ss: I’m fine. Thank you! And how are you?T: I’m very well. Thank you!2. 头脑风暴，复习旧知识T：I am so glad to have a class with you. At the begin of the class, let’s sing a song,OK?Is is was, do do did, have have had, breakfast breakfast, had breakfastLunch lunch, had lunch, dinner dinner, had dinnerT: OK, Let's review what we have learnt last class. What did you have for breakfast this morning?Ss: I had…T: What did she/he have for breakfast/lunch/dinner yesterday?Ss: She/He had…3.Take out a picture of hamburger and ask the students “What’s this?”“What are they?”Step 2：Presentation1. 呈现一般过去时重点句型T: We have reviewed so many words about food and drinks. Now would you like to tell me what you have last night?板书：last nightSs: I had…T: All of you had a big dinner last night. I also had a big dinner. Do you want to know what I had last night? I’ll tell you: I ate three apples last night.（板书句型）Ss(Read together)T: I ate…（板书单词）分别出示一下三组单词eat-ategive-gavehave –hadSs(Read together)A chantEat eat ateGive give gaveHave have haveHamburger hamburger had hambuegersSandwich sandwich had sandwiches2. 呈现一般将来时的重点句型T: We have talk about “last night”. Let’s talk about tonight.板书tonight.（利用单词卡片，并用音节法教授，to-night）T: Tonight I am going to eat some rice. I am going to drink water. What about you? What are you going to eat/drink tonight?（板书重点句型）Ss:I am going to…Step 3 Play a gameWe have learned the sentences about last “night” and “tonight”. So let’s practise. Game1: Cross puzzle (开火车）St1: What are you going to eat tonight?St2: I am going to eat…Step 4：Practise1. What did you ____ last night? (eat/ ate)2. I ____ noodles for lunch yesterday. (eat/ ate)3. What did he____last night? (drink/ drank)4. Mum is going to ____fish tonight. (cook/ cooked)Step 5：Text-teachingT：(多媒体呈现图片)What’s this?Ss: It’s a hamburger.T: Do you like hamburgers?Ss: Yes, I do.T: How many hamburgers can you have at one time?Ss: One/Two/Four.T: How many hamburgers can Sam have?Let’s listen to the tape.Ss(Listen and point)T: Listen again and do the exercises—true or false.1.Daming wrote a letter to Amy. ( )2.Lingling likes hamburgers. ( )3.They were at school. ( )4.Lingling and Amy gave hamburgers to Sam. ( )5.Sam ate seven hamburgers. ( )6.Amy misses Chinese food. ( )Ss(answer)T: Listen and repeat.Read the text by yourselves and answer the questions.1. Who ate six hamburgers?2. Does Sam like hamburgers very much?3.What did Lingling have?Step 6：Consolidation1. Chant.T: All of you did a goo d job. Now let’s have a chant.I likefish and I like chips, I like toast and jam,But the very best—it’s really nice—is my mum’sChinese rice.I likefish and I like chips, I like toast and jam,But the very best—it’s really nice—is my mum’sChinese ric. Step 7：Homework1.Introduce English food to your parents.2.Try to retell the text.【板书设计】Module 3Unit 2Sam ate four hamburgers.atehamburgergavetonightWhat did you/she/he have for breakfast/lunch/dinner yesterday? I/We/She/He had…【教学反思】教师在单词或词组的教学中，不能只是教读单词或词组。

外研版小学英语五年级下册Module3-English-Food说课稿

外研版小学英语五年级下册Module3 English Food 《Unit1 She had eggs and sausages 》一、说教材：1. 教材内容本节教材重点围绕饮食习惯展开，通过讨论英国的食物习惯展开话题。

本课时要求学生能掌握本单元单词 egg email sandwich traditional delicious ，掌握不规则动词的过去形式have---had 以及运用句型 What did she/he have for breakfast /lunch /dinner yesterday? She /He had---- .学生能够自由交流关于饮食的习惯。

2．教材的地位本节课所选的教学内容是外研版小学英语第六册Module3。

本单元教学围绕饮食习惯展开。

在询问饮食习惯这部分，学生通过学习并已经掌握了一定的关于食物方面的词汇的知识铺垫，比较易于深入与扩展。

这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。

关于讨论饮食习惯这一话题，特别是西方的饮食习惯。

则需要学生课后及时收集资料。

在实际教学中，本课采用旧话题先教新句型，再用句型引新知的方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。

二、说目标：1. 教学目标新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。

[认知目标] 复习巩固食品、水果、饮料、一日三餐的单词，学会本单元单词 egg email sandwich traditional delicious ，掌握不规则动词的过去形式have---had 以及运用句型What did she/he have for breakfast /lunch /dinner yesterday? She /He had---- 谈论饮食习惯[能力目标]能用英语谈论饮食习惯，部分同学能用英语流利介绍不同地方的饮食特色。