外研版英语五年级下册第三模块第一单元

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英语外研版五年级下第三模块ppt课件

had ate gave drank did dropped went taught
are learn dance talk cook watch live is
were learnt danced talked cooked watched lived was
复习单词：
香肠
三明治汉堡
薯条可口的传统的鸡蛋电子邮件
It’s about English food.
What did you have for
breakfast?
I had milk.
Don’t waste food! 不要浪费食物
Sam ate four hamburgers
• eggs eggs
chant
• I had eggs.
• sausages sausages
I ate\drank ...
What are you going to eat\drink t_o_ni_g_ht_?
I'm going to eat\drink ...
Exercises:
1. What did you eat last night? (eat/ ate)
2. I ate meat for lunch yesterday. (eat/ ate)
I drank
milk
for breakfast yesterday.
juice
I drank for lunch yesterdatyea.
water
I drank for dinner yesterday.
-What are you going to eat tonight? -I am going to eat…

外研版三起五年级英语下M1重点句型和短语

外研版三起五年级英语下M1重点句型和短语一、短语：1.live in住在....2.still in England仍然在英国3.a programme about China一个关于中国的节目4.I`m coming!我就来！5.old lady老女士（an old lady一位老女士）6.in China在中国7.many years ago许多年以前8.in a small house在一个小房子里9.enough food足够的食物10.How about....?....怎么样？11.lots of许多12.every day 每天13.watch TV看电视14.Thank you for.....为...而感谢你15.talk to....和.....谈话16.miss China想念中国17.four years ago四年以前18.a television programme about China一个关于中国的电视节目st year去年20.talk about her life谈论她的生活21.on a fire在火上22.work in the fields在田里干活23.nothing stay with the same没有什么留下是一样的（相同的）24.the world 世界25.go round the circle转圆圈26.not...at all一点也不二、句型：1.I`m coming!我就来！【这是一个现在进行时态的句子，在这里表示将来的动作。

现在进行时表示一个在最近按计划或安排要进行的动作，多有一个表示未来时间的状语，这种情况仅限于少量的动词，如：go,come,leave,work,stay,have等词。

】再如：--Tom,supper is e quickly.---Ok,I`m coming.汤姆，晚饭准备好了。

快过来。

好的，我就来！2.Life was very different in China many years ago.在中国，许多年以前的生活非常不同。

五年级下册英语教案-Module3Unit1｜外研社(三起)

五年级下册英语教案Module3 Unit 1｜外研社（三起）教学内容本节课是外研社五年级下册英语第三模块第一单元的内容。

课程主要围绕“日常生活”这一主题展开，包括对家庭成员、日常活动以及简单的时间表达进行学习。

通过本节课的学习，学生能够掌握描述家庭成员和日常活动的英语表达方式，并能运用所学知识进行简单的日常对话。

教学目标1. 知识目标：学生能够理解并运用家庭成员和日常活动的相关词汇，如“mother, father, sister, brother, eat, sleep, read, play”等。

2. 技能目标：学生能够运用一般现在时描述家庭成员的日常活动，如“She eats breakfast at 7:00 am.”。

3. 情感目标：培养学生对英语学习的兴趣，增强其英语表达的自信心。

教学难点1. 正确运用一般现在时描述家庭成员的日常活动。

2. 时间表达的正确使用，如“at 7:00 am, in the morning, in the afternoon”等。

教具学具准备1. 教材：外研社五年级下册英语教科书。

2. 多媒体设备：用于播放教学视频和音频。

3. 家庭成员和日常活动的图片卡片。

4. 黑板和粉笔。

教学过程导入利用多媒体播放一段关于家庭成员和日常活动的视频，激发学生的兴趣。

引导学生讨论视频中的内容，并尝试用英语进行简单描述。

新课展示通过图片卡片展示家庭成员和日常活动的词汇。

教师引导学生跟读并模仿发音。

通过示例句型，教授学生如何运用一般现在时描述家庭成员的日常活动。

练习环节学生两人一组，利用图片卡片练习描述家庭成员的日常活动。

教师巡回指导，纠正发音和语法错误。

小组活动学生分成小组，每组选择一个家庭成员，合作编写一个关于该家庭成员日常活动的短剧。

每组进行表演，其他学生观看并给予评价。

布置作业：学生回家后，向家长描述家庭成员的日常活动，并尝试用英语进行对话。

板书设计1. 家庭成员和日常活动的词汇。

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。

英语外研版(三起)五年级下册—Module3 Unit1She had eggs and sausa

英语外研版（三起）五年级下册—Module3 Unit1：She had eggsand sausages说课稿一、教材背景本节课是英语外研版（三起）五年级下册的第三模块，共四个单元。

本单元的主题是“How much did you eat for breakfast?”，让学生学会询问和回答别人的早餐情况，并通过绘本故事和活动来丰富语言知识和表达能力。

二、教学目标1.学习并掌握新单词：eggs，sausages，juice，cereal和toast；2.能够描述早餐食物的名称和数量；3.能够与同伴进行简单的交流并了解他人早餐食物的情况；4.能够通过绘本故事和活动，提高听力理解能力和口语表达能力。

三、教学重点1.生词的学习与掌握；2.学习数字的表达和应用；3.学生的口语表达能力的提高。

四、教学难点1.描述早餐食物的名称和数量；2.学生的听力理解能力的提高。

五、教学过程1. Warm-up让学生以小组为单位讨论自己今天早上吃的早餐，并询问其他同学的情况。

引导他们运用英语进行交流。

2. Pre-reading让学生观看绘本《What Did You Eat For Breakfast?》，并回答问题：1.这本书的主题是什么？2.书中主要讲述了哪些食物？3.书中出现了多少个孩子？通过这一步，让学生初步了解今天课程的主题，并激发他们进一步的学习兴趣。

3. While-reading让学生阅读绘本，并在阅读过程中逐步学习新单词。

老师可以采用影视资料、图片等多种形式巩固学生对新单词的理解和记忆。

同时，老师也应适时地进行简单的练习，以帮助学生更好地掌握新单词的用法和含义。

例如，可以让学生猜测某个词汇的意思，从而增强学生的参与感。

4. Post-reading1.让学生在小组内进行互相交流，谈谈自己喜欢吃什么样的早餐食物，以及对书中孩子们的早餐有什么看法和感受；2.让学生模拟出去早餐的情境，进行对话练习，提升其口语表达能力；3.让学生练习说出自己早餐食物的名称和数量，老师可以进行即时点评和鼓励，以激发学生更积极地参与课堂的学习。

外研版(三起)五年级英语下册 Module 3 Unit 1

请课后与同学练习本课对话及句型！
Thanks for watching!
She had eggs and sausages.
Let's Read! Read the above conversations. 请大声朗读以上对话！
What did you have for breakfast yesterday?
I had ...
请与你的同学一起完成上述对话。
Listen, read and act out.
• Daming: Look! I have got an email from Lingling. It's about English food.
• Fanfan: What does it say?
Listen, read and act out.
She had eggs and sausages. 她吃了鸡蛋和香肠。
1. Listen and Chant!
• What did you have for dinner? • Bread,meat and a hamburger. • What did you have for dinner? • Fish,eggs and a hamburger.
• Daming: Yesterday she had an English breakfast.
• Fanfan: What did she have?
• Daming: She had eggs and sausages.
Listen, read and act out.
• Fanfan: And what did she have for lunch?
food. • Fanfan: Does Lingling like English food? • Daming: Yes, she says it's delicious.

五年级下册英语教案-第三模块第一单元-外研社(三起)

五年级下册英语教案第三模块第一单元外研社（三起）教学内容本节课我们将学习外研社五年级下册英语第三模块第一单元的内容。

这一单元主要围绕“家庭成员”这一主题展开，包括对家庭成员的介绍、描述以及家庭成员之间的互动。

学生将通过学习本单元，掌握相关的词汇和句型，并能运用这些知识描述自己的家庭成员。

教学目标1. 知识与技能目标：学生能够掌握并运用本单元的关键词汇和句型，如“mother”, “father”, “sister”, “brother”等，以及句型“I have a ”。

2. 过程与方法目标：通过小组合作、角色扮演等活动，提高学生的英语听说能力，并培养他们的合作意识。

3. 情感态度价值观目标：培养学生对家庭的热爱和尊重，以及积极向上的生活态度。

教学难点本节课的教学难点在于正确运用家庭成员的词汇和句型进行描述，尤其是对于家庭成员之间关系的准确表达。

学生需要理解并运用一般现在时来描述家庭成员的特点和活动。

教具学具准备教学课件家庭成员图片卡片录音设备小组活动材料教学过程1. 导入：通过播放家庭成员的图片，引导学生复习之前学过的相关词汇，激发学生的学习兴趣。

2. 新授：介绍本单元的新词汇和句型，通过实物展示、图片辅助等方式，帮助学生理解和记忆。

3. 练习：设计小组活动，让学生在小组内运用新学的词汇和句型进行家庭成员的介绍。

4. 巩固：通过角色扮演，让学生模拟家庭成员之间的对话，进一步巩固所学知识。

板书设计关键词汇：mother, father, sister, brother, family句型：I have a作业设计1. 书面作业：完成教材上的练习题，巩固词汇和句型的运用。

2. 口头作业：向家人介绍自己的家庭成员，并用英语描述他们的特点。

课后反思本节课通过多种教学活动，帮助学生掌握了家庭成员的词汇和句型。

在小组活动和角色扮演中，学生的参与度和积极性较高，但在家庭成员关系的描述上还存在一些困难。

在今后的教学中，需要加强对这一知识点的讲解和练习，以提高学生的运用能力。

外研版英语(三起点)五年级下册 module1 大单元教学设计(基于新课标教学评一体化)

外研版英语(三起点)五年级下册 module1 大单元教学设计(基于新课标教学评一体化)In today's rapidly evolving educational landscape, designing an effective teaching approach that aligns with the latest curriculum standards is of paramount importance. This module centers around crafting a comprehensive teaching plan for the Module 1 of the Foreign Research Press English Textbook (Three Starting Points) for Grade 5, Lower Volume. By seamlessly integrating the new curriculum standards with a holistic teaching, learning, and assessment approach, we aim to cultivate a dynamic and engaging learning environment that empowers students to excel in their English language proficiency.The overarching goal is to foster a student-centered learning experience that nurtures critical thinking, communication skills, and cultural awareness. To achieve this, we will employ a multifaceted strategy encompassing interactive classroom activities, technology-enhanced learning resources, and authentic real-world scenarios. Through a judicious blend of teacher-led instruction and student-driven exploration, we strive to create an immersive language learning experience that resonates with the diverse needs andlearning styles of our students.A key component of this teaching design is the integration of formative and summative assessments throughout the learning process. Continuous evaluation not only provides valuable insights into student progress but also informs instructional adjustments to address any gaps or areas requiring additional support. By embracing a data-driven approach, we can tailor our teaching strategies to maximize student engagement and ensure a comprehensive understanding of the subject matter.Furthermore, we will leverage the power of technology to enhance the learning experience. Incorporating multimedia resources, interactive online platforms, and digital tools will not only captivate students' interest but also equip them with the necessary skills to navigate the digital age. Embracing technological advancements aligns with the overarching goal of preparing students for the demands of the 21st century.Collaboration and peer-to-peer learning will also play a pivotal role in this module. Through group projects, discussions, and peer feedback sessions, students will have the opportunity to hone their interpersonal and teamwork skills while simultaneously deepening their understanding of the English language. By fostering a supportive and inclusive learning community, we aim to cultivate asense of mutual respect, empathy, and cultural awareness among our students.Throughout this module, we will emphasize the importance of real-world applications and cross-curricular connections. By drawing connections between the English language and other subject areas, such as science, social studies, and the arts, we will demonstrate the relevance and versatility of language learning. Additionally, we will incorporate authentic materials and real-life scenarios to ensure that the acquired knowledge and skills are transferable and applicable beyond the classroom setting.In conclusion, this comprehensive teaching design for Module 1 of the Foreign Research Press English Textbook (Three Starting Points) for Grade 5, Lower Volume, represents a holistic approach to language education. By seamlessly integrating the new curriculum standards, embracing student-centered pedagogies, leveraging technology, fostering collaboration, and emphasizing real-world applications, we aim to create a transformative learning experience that empowers students to become confident and proficient communicators in the English language while also developing essential 21st-century skills.。

外研社(三起)小学英语五年级下册Unit 1[3] 课件

hamburger
状元成才路状元成才路
breakfast lunch
状元成才路
状元成才路
状元成才路
状元成才路
状元成才路
状元成才路
状元成才路状元成才路
sandwich 状元成才路
状元成才路
状元成才路
traditional
English
点击骨头，狗狗才会乖乖过来吃噢！
Listen and chant.
状元成才路
状元成才路
状元成才路
It’s a _tr_a_d_i_ti_o_n_a_l _E_n_g_li_s_h_f_o_o_d_.
状元成才路
状元成才路
状元成才路
状元成才路状元成才路
breakfast.
状元成才路
Fanfan: What did she have? 状元成才路状元成才路
Daming: She had eggs and sausages. 状元成才路
状元成才路
状元成才路
状元成才路状元成才路
状元成才路
状元成才路
状元成才路
Fanfan: And what did she have for lunch?
状元成才路
状元成才路
What did you have for dinner?① Bread, meat and a hamburger. What did you have for dinner? Fish, eggs and a hamburger.
Listen, read and act out.
Daming got an _e_m__a_il_ from _L_in_g__li_n_g_.
状元成才路状元成才路

五年级下册英语教学设计-第三模块第一单元-外研社(三起)

五年级下册英语教学设计-第三模块第一单元-外研社（三起）一、教学目标1.知识目标：1.1.了解日常用语并能正确运用，例如“what’s the matter?” “I have a headache.”等。

1.2.通过对疾病出现的情境进行学习，了解一些日常词汇和表达。

2.能力目标：2.1.能够描述疾病的症状，如头痛，感冒等，并且理解朋友的情况并进行交流。

3.情感目标：3.1.培养学生自我保健的意识，让他们能更好的预防和解决日常生活中的疾病问题，保护自己的身体健康。

3.2.激发学生对医学的兴趣，增强其学习英语的积极性和主动性。

二、教学重点2.1.掌握日常用语的使用和表达。

2.2.理解症状的描述和区分。

2.3.教学常用医学词汇，并能在不同情境下运用。

三、教学难点3.1.拓展学生的医学词汇量。

3.2.培养学生的交流能力和语言自信。

四、教学准备4.1.课件。

4.2.单词卡片。

4.3.多媒体设备。

4.4.多媒体课堂教学软件。

4.5.课堂录音设备。

五、教学过程5.1.引入：向学生介绍生活中常见的疾病，并提出大家对于疾病的看法及处理方式，以便从学生熟知的情境做引入。

例如：“有同学上课的时候会觉得头疼、生病等，有没有同学能给他们提点建议呢？”5.2.导入新课：5.2.1.温故知新：复习和做简单自我测试，口语表达练习，看图作文等，增进对一些单词的记忆和理解，强化学生记忆，实践运用所学知识的能力。

5.2.2.新课讲解：授课，涉及生词、短语和长句的学习；语音、语调、语音速度等语音技巧的讲解，表情包使用等。

5.3.课堂练习：5.3.1.口才练习：编写几个情境，组织学生模拟实际生活中的疑问和回答，要求同学小组之间互相配合，尽量达成最佳实践效果。

例如：“A：What’s the matter?”“B：I have a headache.”“A：Do you need to see a doctor?”“B：No, thank you. I only need to take some rest.”5.3.2.审查演讲：检查学生口语发音、语音、思维、技巧及表达力，鼓励大家多说，多用英语思考并开口讲出词汇和对话，效果会比较好。

外研版(三起)五年级下册英语第三模块第一单元ppt课件-Module 3 Unit 1She had eggs and sausage

么？
I had a sandwich and two eggs.
我吃了一个三明治和两个鸡蛋。
游戏
两组进行比赛，一组为breakfast组，一组为dinner组，当听到录音读到breakfast时， breakfast组要快速的重复出所听到的句子，当听到录音读到dinner时，dinner组要快速的说出听到的句子。看看哪组读得好？
Unit 1 She had eggs and sausages.
学习目标：
• 1.能听、说、认读单词egg、traditional、 email、sandwich、delicious.
• 2.能理解、会说并在实际情景中运用What did she have for breakfast/lunch/dinner yesterday?-She had…
Fanfan: What did she have? Daming: She had eggs and
sausages.
Fanfan: And what did she have for lunch?
Daming: She had sandwiches.
Fanfan: What did she have for dinner?
Fish,eggs and a hamburger.
Listen,read and act out
Daming: Look! I’ve got an email from Lingling. It about English food.
Fanfan: What does it say?
Daming: Yesterday she had an English breakfast.
句型
询问某人三餐吃了什么的句型—What did …have for…?

五年级英语下册教案-Module 3 Unit 1 (9)-外研版

《She had eggs and sausages.》教学设计新标准英语三年级起点第六册第三模块第一单元一、教材分析：第三模块标题为English Food,本单元是第三模块的第一单元，主要呈现本模块所要学习的主要内容，课文通过Daming与Fanfan对话，讲述了Daming 收到了一封Lingling的电子邮件，课文针对电子邮件的内容展开对话，本单元主要学习如何向别人询问及回答昨天一日三餐的表达，从而了解英国国家人们的饮食习惯，知道中国人与英国人不同的饮食习惯。

二、学情分析：本课教学对象是五年级的学生，他们已经掌握了一定的语音规律能对简单的单词进行直接拼读，学习这篇课文之前学生已在四年级掌握了一定有关食物的单词，同时通过两年年的英语学习也能够较好运用简单的词汇和语句进行交流。

三、教学目标（1）知识目标：1. 听懂会说单词hamburger、English、breakfast、lunch、sandwich、fish and chips、traditional 、dish2. 能够听懂、会说目标语句：What did she/he have for breakfast/lunch/dinner?并能口头运用She/He had sandwiches 这类语句回答有关询问。

（2）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。

（3）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、教学重点(1)重点词汇hamburger、English、breakfast、lunch、sandwich、fish and chips、traditional 、dish(2)重点句型What did she/he have for breakfast /lunch/dinner yesterday? She/ He had…五、教学难点单词的识读sandwich breakfast traditional六、教具准备多媒体课件、单词卡片、句型卡片、点读笔七、教学过程Step 1: Warming-up1.Greeting2.Say the chant: Noodles and rice.3.Play the game: look and say.4.Guessing game: What did Miss Wu have for dinner?S1: rice. T: No. S2: hamburger. T: No. S3: noodles. T: Yes.T: It’s a Chinese dish.Step 2：Presentation1.Look at the picture and talk about it.T: Look our friend Daming and Tom. They are talking about dinner.2.Listen and find out : What did Daming have for dinner?What did Tom have for dinner?3.Answer the questions and teach the new word “hamburger.”4.Say the chant together.5.Present the task:Today let’s learn Module3 Unit1. We’ll learn to talkabout what someone have for breakfast/lunch/dinner yesterday.And we’ll doa survey in groups to find out our “healthy eater.”6.Look at the picture and talk about it.T: Our friend Daming has got an email from “Lingling”.What does email say?What’s an email about? Let’s have a look.7.Let students listen to the text and answer the questions.8.The students answer the questions: The email is about the English food.9.Let students talk about :What kind of English food？10.T: Look, our friend Lingling is in the UK. Does she like English food?What did she have for breakfast/lunch/dinner? Listen and answer.11.Let students listen to the text twice times and answer the questions.12.Teach the important sentences: She had eggs and sausages for breakfast. She had sandwiches for lunch.She had fish and chips for dinner.(板书重点句型）13. Look at the blackboard design: Ask and answer together.For example: What did she have for breakfast?Lingling had eggs and sausages for breakfast.14.Look at the pictures. Divide which is the English traditional dishor which is the Chinese dish?15.Listen and repeat the text together.16.Read in roles.Step3: Practice1.Do the exercise book.2.Look at the page16 of the book and talk about our meals.For example: T:What did you have for breakfast?S: I had noodles for breakfast.3.Practice with your partner.Step4: Extension1.Class survey课堂调查T: Now let’s do a survey. You can choose a reporter in groups. We doa survey of four. And the reporter ask “What did you have forbreakfast/lunch/dinner?”The other answers and reporter finish the table.Then the reporter report who’s the “healthy eater.”2.Present some pictures about the food. And teach the students “Don’t waste food too much.”Step5：Summary1.T: What have we learned today？2.Read the focus of the sentence.Step6：Howework1.Introduce English food to your parents.2.Listen and repeat the new words and the text for three times.Step7:板书设计Book 6 Module 3 Unit1 She had eggs and sausages.eggs and sausages for breakfast.Lingling had sandwiches of lunch.fish and chips for dinner.。

Unit 1 She learnt English(教案)-五年级英语下学期(外研版三起)

Module 2 Unit 1 She learnt English.教学目标：1、知识目标：目标语句：Did your grandma learn English? Yes,she did. She is learning English now.单词：learnt foreign language taught dancer wrote2、能力目标：能用英语来询问过去所发生的事情以及他人过去和现在的状态。

3、情感目标：激发学生的学习热情，进行文明礼仪教育，感染学生，对其进行中华美德孝顺的教育。

教学重点：Did your grandma learn English? He is learning English now.说明自己想要表达的过去和现在的状态。

教学难点：用英语描述过去和现在的变化。

教学用具：点读笔，课件，单词卡片教学过程:Step1：Leading inT：Boys and girls. Do you know “你好” how to say in English.Ss : Hello/ Hi .T: Yes. But do you know how to say it in other language?T借助PPT播放“你好”，用不同国家语言是如何表达的歌曲视频。

T：So which language can you say? 引出language这个单词，跟读单词，拍单词卡片读。

S1: Chinese and English.Step 2：Let’s learnT: Yes, I am a English teacher. I teach you English.T 借助PPT出示Ms Smart的图片T: There is an English teacher too. Who is she? What’s she doing?Ss 回答，对现在进行时进行一个复习巩固。

T: Let’s watch. T 借助PPT播放文本一的内容。

外研版五年级下册英语Module 3 Unit 1课件

第七页，共二十二页。
单元新词
traditional
传统的
短语 traditional culture 传统文化例句 I like traditional culture.
我喜欢传统文化。
第八页，共二十二页。
单元新词
dish
食品；菜肴
复数 dishes 例句 Can you cook a traditional dish？
早餐，早饭
短语 eat/havebreakfast 吃早饭例句 My mother is cooking breakfast for me.
我妈妈正在为我做早饭。
第四页，共二十二页。
单元新词
lunch
午餐，午饭
联想 supper（名词）晚餐，晚饭例句 I have lunch at school.
拓展描述多个食物的特征时用句型“食物名词复数+are+（描述食物特征的）形容词.”来表达。
第十六页，共二十二页。
3 Listen and say.
Fanfan: What did she have for breakfast？
Daming: She had eggs and sausages.
Daming: Yes, she does. She says it's delicious！
第十四页，共二十二页。
知识讲解 1 And what did she have for lunch？她午餐吃了什么？
句型“ What did+某人+have for breakfast/lunch/supper？”用于询问他人三餐吃了什么。答语用“某人+had+食物.”。例 —What did you have for supper？你晚餐吃了什么？

五年级下册英语试题-Module3 Unit1 She had eggs and sausages 练习外研版三起(含答案)

五年级下册Module3 Unit1 She had eggs and sausages 练习外研版三起(含答案)一、单选题（共10题）1.Mother cooked Chinese food Amy.A.inB.forC.from2.The email is ____ English food. （）A.forB.aboutC.from3.She ____ it's delicious. （）A.sayB.saidC.says4.Please ____ back the basketball tomorrow. （）A.makeB.haveC.bring5.She had eggs ____ breakfast. （）A.forB.toC.from6.My mother some bananas last week.A.buyB.boughtC.buys7.What did she have for lunch?A.她中午有些什么东西？B.她中午吃了什么？8.My sister English food.A.doesn’t likeB.likeC.not like9.What did you have lunch?A.inB.forC.at10.f____ ____dA.ooB.eaC.ir二、填空题（共6题）11.dinner ________What did she have for lunch?12.meat ________She had eggs yesterday.13.have ________What does it say?14.Chinese ________Yesterday she had an English breakfast. 15.delicious ________It's a traditional English dish.16.补全对话。

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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Unit 1 She had eggs and sausages
学习任务
What did she have for breakfast/lunch/dinner?
She had…
功能
谈论饮食习惯
运用任务
1、SB第一单元活动3
2、列出昨晚的食谱，说说自己喜欢或不喜欢的食品。

教学程序
一、Warm up:（热身复习）
T: Hello, boys and girls.
S: Hello, teacher.
T: What’s your favourite food?
S: My favourite food is…
二、Presentation:（介绍课文导入）
T: I had bread this morning, what did you have?
Ss: I had rice/milk/noodles…
T: We always have rice, noodles, and dumplings for meals. They are Chinese food.
Do you know English food?
Ss: Talk about English food which they know.
T: Tell the student Daming get an email from Lingling. It’s talk about English food.
Now let’s see what Lingling introduces. Then write the title.
三、Teach new lesson:（课文教学）
Step1 Show them some new word cards and teach them the pronunciation.
Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food.
And explain some English eating habits.
Step3 Give the student some questions:
1、What did Daming have got?
2、What did Lingling have for breakfast/lunch/dinner?
Listen to the tape for the second time, ask the students to answer the
question, and then check the answer together.
Step4 Ask the students to see the pictures and play the tape, the students read after it. At last the students read the text in pairs.
三、Practice（练习）
1、Ask the student to see the third part of the text. Use the sentences to
make dialogues in pairs.
2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：列出昨晚的食谱，说说自己喜欢或不喜欢的食品。

五、Homework（家庭作业）
Go over the text. Pay attention to the important sentences and the name of the food.
板书设计：
Unit 1 She had eggs and sausages
What did she have for breakfast/lunch/dinner?
She had…
练习：
按要求写单词.
give(过去式)______________ city(复数)____________ drink(过去式)____________
sing(名词)_____________eat(现在分词)___________ study(过去式)___________ dangerous(反义词)___________ shop(现在分词)_______________
know （同音词）. wear (同音词) same （反义词）3 用动词的正确形式填空（5分）
1).Many years ago, she_________(cook) on a fire.
2).Let’s______________(go) to the supermarket.
3).He ____________(do) her homework last night.
4).They ________(be) going to cook English food.
5).Lingling had a sandwich because she- (like) hamburgers.
教后记：。

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