Unit 1 She had eggs and sausages.ppt课件教学实录

Module3 Unit1 She had eggs and sausages.

【教材分析】本课内容是新标准三起小学五年级下册Module 3 Unit 1

She had eggs and sausages. ，本课主要用一般过去时的句子来谈论饮食，以问答的形式来谈论别人吃过了什么。

【学情分析】本课的教学对象是四年级学生，他们已经掌握了一定的英语词汇，具有一定的英语学习的积极性，具备一定的英语语言运用能力。因此，教师应在教学过程中为学生提供适当真实的语言环境，让学生明白本课学习的句型在真实情况下应如何使用。本节课的语言点对学生的学习有些难度，因此教师要在教学过程中时刻注意学生的接受情况，对学生多加以鼓励，及时调整教学节奏，让学生在听说读写的过程中体验、感知、理解目标语句。

【教学目标】

1、能够听、说、认读单词：had, hamburger, English, breakfast, lunch, sandwich, fish, chips, traditional, dish。

2、能够听、说、认读并会用句型：What did she have for breakfast/lunch/dinner? She had eggs and sausages/sandwiches/fish and chips/…

3、学生能够了解语篇内容并流利地朗读课文，语音、语调准确优美。

4、了解中西方饮食习惯的不同，教育学生养成良好的饮食习惯。

【重点】新单词和新句型的教学与运用。

【难点】如何让学生在课堂上学会运用句型：

What did she have for breakfast/lunch/dinner? She had eggs and sausages/sandwiches/fish and chips/…

并在生活中灵活运用。

【教学准备】录音机，录音带，单词卡片，PPT课件

【教学过程】

Step1 Warm-up

1、Greetings. 2、Free talk. T: Hello, boys and girls. S:Hello, Ms Li. T: What’s your favourite food? S: My favourite food is…(rice, noodles, dumplings…) (复习表示食物的单词) T: Do you know something about English food? Lesd in: English food （教师出示一些英国食物的图片）

设计意图：通过师生谈话，让学生结合PPT课件思考中国的食物有哪些，再引出英国食物名称，迅速切入本课的主题“English food”,为后续学习做好准备。

Step2 Lesding in 1、T: I had noodles for breakfast this morning, and it’s delicious. What did you have for breakfast? S: I had milk/bread/ eggs... 2、教师出示另一张PPT,T：This is Daming. This is Tom. What did they have for dinner?Let’s listen. 3、播放活动1录音，学生回答问题。然后学生跟录音一起说唱。

4、T: Well， do you know what Lingling had for breakfast? Daming got an email from Lingling. It’s about English food. Let’s go to our textbook to see what she had for breakfast/lunch/dinner? Step3 Presentation 1、请学生打开课本，听课文活动2录音，边听边划出新单词。

2、教授新单词。

3、听录音，学生回答问题：

(1)What is the email about? (2)What did Lingling have for breakfast? (3) What did Lingling have for lunch? (4) What did Lingling have for dinner?

(5) Does Lingling like English food? 4、再听录音，完成表格。

What did she have for…? breakfast lunch dinner eggs and sausages sandwiches Fish and chips 设计意图：让学生带着问题听录音找出问题的答案，培养了学生从文中寻找答案的能力。另外让学生划出新单词，并在语境中学习新单词，可以加深学生对单词的领悟和理解，做到了词不离句，句不离篇。

5、Listen and repeat. 设计意图：通过模仿课文录音，再一次加深学生对课文的整体理解。

6、Practice in pairs, then read in roles. 7、Ask the students to be an interviewer and report what other students in their groups had for their meals. 设计意图：让学生扮演记者报道自己一日三餐饮食情况，给学生将课本语言内化为自己的语言的练习机会，真正贯彻了学以致用的原则。

8、Listen and say. （1）Ask the students to write the sentences . E.g. What did she have for breakfast? She had eggs and sausages. (让学生看图写句子，训练学生的书写技能。) （2）Now talk about yourself with your partner? Ask the students to try talking about their diets. (让学生试着谈论他们的饮食习惯。) （3）Ask the students to remember the four sentences. （4）模仿跟读课文活动3录音。

（5）分角色表演对话。

Step4 Practice Ask the students to talk about the diet. 1、The teacher demonstrates an example first.

A: What did you have for breakfast yesterday? B: I had some rice. 2、Students finish their tasks. 3、请学生展示他们的对话。

Step5 Homework 1、Read the dialogue fluently.(学困生完成) 2、Make a survey on your grandparents/parents.Talk about the three meals.(中等生和学优生完成) 设计意图：作业设计照顾到不同层次的学生，让每个学生都能是自己的能力水平得到不同程度提高。

板书设计

Unit 1 She had eggs and sausages. What did she have for breakfast/lunch/dinner? She had…