Unit 2 Sam ate four hamburgers.教案设计范例

教学课题：Module 3 Unit 1 She had eggs and sausages 教学背景：

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。

教材分析：

She had eggs and sausages是外语教学与研究出版社三年级起点第六册第三模块第一单元的内容。本模块主要是围绕英国的用餐习惯展开，让我们初步接触和了解英国的饮食文化。

在Unit 1中，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。如：What did she/he have for breakfast/lunch/dinner yesterday? She/He had…

教学目标：

1、掌握单词delicious sandwich egg hamburger traditional并能正确使用句型What did you/he/she have for breakfast/lunch/dinner yesterday? 2、掌握不规则动词的过去式had. 3、提高学生的口语和听力水平。

4、初步了解英语国家的饮食习惯及中西方饮食文化的不同。

教学重难点：

delicious sandwich egg hamburger traditional What did you/he/she have for breakfast/lunch/dinner? 教具准备：

多媒体课件、录音机、单词卡片

教学过程：

Step Ⅰ:Warm-up（预热）

Say a chant T: Hello, boys and girls. Let’s say a chant. （出示多媒体课件，学生可以看着韵诗自由表演）

Is, is, was ; Do, do, did; Have, have, had; Breakfast, breakfast, had breakfast; Lunch, lunch, had lunch; Dinner , dinner , had dinner.

（师生边做动作边唱）教师评价全体学生：Good job. Perform very well. Step Ⅱ: Words and phrases 1）T: Let’s play a game, see some pictures and guess

S:…

2）教师出示食物图片,首先出示传统的中式食物。(出示多媒体课件，课件上的食物可以降低难度，同时调动学生的积极性) T: Look! I have lots of delicious food. Now, let’s play a game .”what’s this?”

S: meat. T: Do you like meat? S: Yes. （用同样的方法分别出示rice/dumplings/rice glue ball的图片,在出示dumplings单词时引出traditional单词的学习）

T：You did very well. 3）出示传统的英式食物Do you know what’s this?（教师出示汉堡、三明治图片并出示卡片：hamburger sandwich,在学习hamburger单词时引出delicious单词的学习，板书并展示汉语意思，齐读、分组读、个人读。）

4）T: 出示little chant(复习sandwich egg hamburger和chips单词) Step Ⅲ:New sentences 1)T:I like sandwich. But I didn’t eat it. Yesterday I had eggs and noodles.

T: What did you have for breakfast?

S:I had…

T: What did you have for lunch?

S:I had…

T: What did you have for dinner?

S:I had…

2)Practice with your deskmate.(小组内练习) 3)教师提问：What did you have for breakfast?

S:I had… 教师指向该同学向全班提问：What did he\she have for breakfast? S: He\She had…用同样方法教学What did he\she have for lunch?

S: He\She had…

What did he\she have for dinner?

S: He\She had…

4)Look at the pictures, practice with your deskmate.(同桌看图练习，多媒体课件为学生创造似乎真实的语境，提高学生的语言运用能力。) 5）Perform (至少展示两组) Step Ⅳ: Text Do you know what’s this? (多媒体课件出示邮箱地址，学生能够更好的理解email的意思。)It’s my email.(板书) Lingling sent an email to Daming, she told Daming what she had yesterday. This class, we’ll learn Module 3 Unit 1 She had eggs and sausages.

1）Listen to the tape and answer these questions.（多媒体课件出示问题，学生能够清楚的记住问题。课件出示课本图片能够降低学生听的难度。）

Q1:What’s the email about?

Q2: What did Lingling have for breakfast?

Q3: What did she have for lunch?

Q4: What did she have for dinner?（多媒体课件出示问题的正确答案）

学生回答问题的同时补充fish and chips

的相关知识和解决生词traditional.（多媒体课件出示fish and chips的图片和解释，更能激发学生的学习兴趣，同时渗透了一定的西方文化知识。）

2）Listen and repeat ,circle the food. 3）Repeat again. 4）Read by themselves. 5）Perform.(至少两组) Step Ⅴ:Aim Test

1）

一、单词大变脸

2）

二、单项选择

Step Ⅵ:Conclusion

T: what have you learnt this class？

S: I have leart …

T: Ok, time is up. Let’s count the flags: which group is the winner?

S: Hamburger group! T: Good! Clap for them! I’ll give each of you one sticker after class.

Step Ⅶ:Homework Make a survey.（多媒体课件出示调查表，更利于教师的讲解和小学生的理解。）

What did he/ she have for breakfast/lunch/dinner yesterday? 调查你周围的同学（2—3名）昨天的三餐都吃了哪些食物，完成下面的表格。

Name

StepⅧ:板书设计：

Module 3 Unit 1 She had eggs and sausages.

egg

you

breakfast delicious

What did

he have for

lunch

yesterday

?

sandwich

she

dinner

Breakfast

Lunch

Dinner

traditional

I

He had…

She 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。