Unit 1 What did she have for lunch?PPT专用教学设计内容

《新标准英语》5年级下 Moudule 2 Unit 1 What did she have for lunch? 崇州市七一实验小学 雷晓棠

教材及年级名称

《新标准英语》5年级下

教材分析

本模块的话题是询问和回答一日三餐所吃的事物以及描述用餐的具体时间。第5册教材下重点内容是进行过去时态的学习，本册教材有5各模块都将要学习过去时态的表达，本模块是在第一模块对过去时态有初步了解的基础上，继续进行过去时态语言的学习，并且为接下来几个模块的学习打基础。

模块名称

Moudule 2 English food 学情分析

5年级的学生，学习英语的积极性高，学习能力较强。具备了较好的听、说、读、写的学习技能，储备了较多的英语的词汇和句型，在英语学习中形成了较强的合作、交流意识以及静听、模仿、表演的学习策略。

模块教学目标

1.语言知识目标：询问和回答一日三餐，描述用餐的具体时间

全体学生能运用What did she have for lunch? She had ….Lunch is usually at...全体学生能理解sandwiches，sausage, sandwich, fish and chips .traditional ,dish ,delicious, chicken. 在情景对话和阅读中强化语音语调的训练。

2.语言技能目标：学生能听懂课文，能用主句型进行交流，能朗读课文，能写简单的词汇

。能运用所学语言询问和回答一日三餐。

3.学习策略：观察、静听、模仿、交流、自主学习。

4.文化意识：知道英语国家中典型的食品名称，了解中西方就餐差异。

5.情感态度：乐于接触外国文化，增强祖国意识。

教学重点及难点

读懂理解课文，用主要句型进行初步交流，完成各组的“健康饮食小达人”的推选任务。

教学辅助

教学方法

教学课件，教学资源包

导入法、交际法、合作学习法、情景教学法、

教学过程

第一课时教学设计

教材分析

课时教学目标

（简单介绍本课时如配图故事、话题、词汇、句型、功能等等）

1.语言知识目标：询问和回答一日三餐，全体学生能运用What did she have for lunch? She had ….全体学生能理解sandwiches，sausage, sandwich, fish and chips .traditional ,dish ,delicious在情景对话和阅读中强化语音语调的训练。

2.语言技能目标：学生能听懂课文，能用主句型进行交流，能朗读课文，能写简单的词汇

。能运用所学语言询问和回答一日三餐。

3.学习策略：观察、静听、模仿、交流、自主学习。

4.文化意识：知道英语国家中典型的食品名称，了解中西方就餐差异。

5.情感态度：乐于接触外国文化，增强祖国意识。

教学重点与难点

重点句型What did she have for lunch? She had …

重点词汇：sandwiches，sausage, sandwich, fish and chips ，dish.理解 traditional 教学辅助

教学方法

PPT课件，教学资源包

导入法、交际法、合作学习法、情景教学法、

教学活动

教学内容

教师活动

Step 1: warm -up Greetings : T: What did I have for breakfast? P: Guess according to the picture. T: I had ….They are traditional Chinese breakfast. How about our frieds ,watch ,what did they have for dinner? P:Watch and say. 学生活动

设计意图

用猜测老师早餐吃什么让学生初步感知过去时态，用介绍中国传统早餐为听课文打基础。从观看Sam晚餐吃了什么，让学生再次感知过去时态，并且通过儿歌调调动学生的学习积极性及食品词汇。

Step 2: lead-in T:Tingting went to England.Does she like English food? watch 从谈话引出主要问题，让学生

P:Watch and try to find the answer. 带着问题整体感知语篇。

Step 3: Text-teaching T: Does Tingting like English food? P:Yes. 从简要的提问入手让学生了T:How do you know? Look at the picture :Who 解故事中的人is it?What are they doing? She sent an E-mail 物和故事背景。to Daming. What’s it talk about? P: Read after it. T:What’s it talk about? P:It’s about English food. T:Because Daming says….(Read after it).What English food do you know? P:talk about some English food. 引出关键话题English food.通过让学生猜测婷婷吃了什么为下一步学习做铺垫。

T:What English food did Tingting have?Can

you guess? P:Guess and say. Please learn picture 2-4 in your group. according to the following tasks lines. 根据学习内容的相似性和复现性，设计学生分小组的自主1.

Read picture 2-4 in your groups. 学习，学习中为2.

underline the new words. 学生提出明确3.

fill in :What did Tingting have ? 的任务，让学生English food 在任务框架下自主初学新词和新句型。充分breakfast lunch dinner 发挥学生的自

主性和教师的教师的主导性。

P: Learn in groups. T: Go around and guid. T:OK,What did Tingting have for breakfast?

What did Tingting have for lunch? What did Tingting have for dinner? P: Try to answer. 反馈自学情况，对于学生的学习先不做评论. T:These are your answers .Are they right,

Let’s learn together and check ? P:Read after the video of picture 2. 在教师的引导下，听读课文，T:Yes you are right. Teach the words:eggs and 共同找寻答案。sausages.(show pictures 在课文文本情Ask someone to be a little teacher and teach 景中学习新词the new words. (the same way to teach picture 3\4) Picture 4:fish and chips(show pictures),They are traditional English 和新句子。让学生在学中用，用中学。

dinner.(show some traditional Chinese food

and explain “traditiona”) Talk about traditional food in different

festival.(On middle-autumn festival ,we eat

mooncakes ,moomcakes are traditional Chinese food on the festival) T:Does Tingting like the Enlish food ? P:Yes ,she does .because she says, it’s

deliciouse. Do you like the story? Let’s

review it.

P,T:Retell the whole story according to the 根据板书，带领writing on the blackboard. 学生能复述课文。

Step 4: Consolida- tion Task 1:Read the whole story after the videw. 整体跟读课文，Task 2:Read in groups. 让学生再一次Task 3: Look and find ,is the pictures are 理清故事情节，in the right blank?why?(Discuss in groups 规范语音语调。

using the following sentences.) A:What did Tingting have for breakfast? B:She had…. 反馈练习，制造信息差，检测学生对课文的理解，训练学生用所学句型解决问题。

Step 5: Prolonga- tion T:in our life ,we will have food everyday.How 以课文知识为to be healthy ?Some pupils only like 依托，让学生了meat.someone only likes vegetables.Is it a 解健康的食物right way to keep healthy? P:No. 搭配。在此基础上设计评选“健T:Look at the picture and think.(show the 康之星”的学习picture of some food)and introduce it. Activity 4: who is the healthy star? 任务，训练学生的语用能力。

Interview your partner and find who is the healthy star? P: Discuss and find. Report. Step 5:conclu- sion After learning the text ,we know that food 带领学生总结is very important to us ,but we should eat 授课内容,让学them healthily.Also，we know a story about 生明白学到了Tingting,and we can ask:What did you/she have?And some words. Classroom Assessment Divide all the pupils into 4 groups and add 提高学习积极some flags for them. 性

什么。

家庭作业：Homework: design a healthy meal for your families.Tomorrow you will tell us:What did your father \mother have ?

板书设计：

Moudule 2 unit 1 What did she have for lunch?

Tingting ___sent an email_____Daming English food Breakfast eggs and sausages Lunch sandwiches dinner fish and chips traditional