英语五年级下册Module 3Unit 1 She had eggs and sausages.教案

这是一份英语五年级下册Module 3Unit 1 She had eggs and sausages.教案，共4页。

1、知识技能目标
（1）New wrds: 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、delicius。
（2）Main sentences: 掌握下列句子，并能熟练运用
What did she /he have fr breakfast/lunch/dinner yesterday?
She/He had eggs and sausages/sandwiches/fish and chips.
（3）Functin：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。
教学重难点：
1、充分了解并掌握下列句子。
What did he / she have
She/he had
2、了解英语国家饮食习惯。
3、用一般过去时来谈论别人的饮食习惯.
教学准备：
1、水果、饮料、食物、小奖品、多媒体教学课件
教学步骤
StepⅠWarming up
1、Daily greetings：
T：Gd afternn, bys and girls!
Ss：Gd afternn, teacher.
T: What’s the weather like tday?
Ss: It’s sunny.
2、Review ：
1）Chant：Befre beginning the class , first let`s have a chant tgether.( Ndles and rice are very very nice)
(设计意图：通过唱歌、师生交流、与学生互动，不但让学生做好上课的心理预备，而且给学生营造英语学习氛围，激活学生的英语思维，而师生间交流能有效地提高学生对旧知识的再现率，为学习新知识埋下伏笔。)
2）Review the fd:
T: Can yu tell me what is the chant abut ?
S: It’s abut fd.
T: Lk, there are lts f fd. (课件展示食物图片)
Let`s say them tgether. What’s yur favrite fd / fruit ? Why?
Ss: My favrite fd is ….
（设计意图：复习了一些表示食物的单词，可为本课的学习做铺垫）
StepⅡ：Presentatin.
1、Fur-skilled wrds: email、 egg、 sandwich、 delicius.
I want t make friends with yu. I like eggs. My favrite fd is sandwich. Lk, eggs and sandwiches are very delicius.→ egg、sandwich、delicius
2、Drill and practice.
A、Read the new wrds after teachers fr 3 times.
B、Read the wrds in grups.
C、Play a game: Cmpetitin game.
（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。）
step III: New lessn.
1、Lead in:
What did yu have fr breakfast?并领读此句型；然后让学生观看课件进行对话。
Then T asks :What did she∕he have fr breakfast∕lunch∕dinner yesterday? She/he had…
(设计意图：运用多媒体课件引发学生说英语的兴趣，充分调动学生参与课堂活动的积极性，让学生在乐中学、学中乐，轻松记住所学的英语单词；同时还引出了本课的重点句型，使单词教学与句型教学相结合。)
2、Drill and practice.
A、Read the sentence by sentence fr 3 times.
B、Read the sentence in grups wrk.
C、Read the text in pairs.
3、Text learning (课文学习)
1 T : Well dne! Class! Yur prnunciatin is very gd。Nw let`s lk at the screen again and then answer three questins.
（1） What did Lingling have fr breakfast?
（2） What did Lingling have fr lunch?
（3） What did Lingling have fr dinner?
[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.
4、Read the text in pair . (以比赛的形式进行课文朗读)
step IV: practise.
T: What did yu have fr breakfast/ lunch/ dinner yesterday? Nw, let’s make a survey, OK? Yu can ask and answer with yur gd friends:
Fr example: I am a reprter .Ask S1:/S2/S3 What did yu have fr breakfast/ lunch/ dinner yesterday?
1 Practice in the grups. 2 Act it ut
（在每一组表演后，教师有所指向面向全体或其他不参与表演的同学提问：What did she have fr lunch/breakfast /dinner? Ss…..
(一轮以后，可以让学生发问。）
[设计意图]既让学生在趣味中练习了本课的重点句型，使学生在情境中使用人称转换，激发学生注意倾听，又发散了学生的思维，让学生在实际中运用了大量的有关食物的单词。