Module3_Unit_1_She_had_eggs_and_sausages教学设计

1、Module3 Unit 1 She had eggs and sausages教学设计案例背景分析1、教材分析本节课是外研版三年级起点小学英语第六册:Module3 Unit 1中的内容，主要是让学生用英语询问别人一日三餐吃的什么？因此教师在这节课中利用实物进行教学将会收到较好的教学效果。2、学生分析本节课的授课对象是小学五年级学生。五年级学生活泼好动，好奇心强，喜欢自我表现，但部分学生上课时注意力容易分散。因此，如何吸引学生的注意力，让学生积极参与课堂学习活动是本节课的关键。教学内容: Module3 Unit 1 She had eggs and sausages教学目标：1、知识技能目

2、标（1）New words: 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、delicious。 （2）Main sentences: 掌握下列句子，并能熟练运用What did she /he have for breakfast/lunch/dinner yesterday?She/He had eggs and sausages/sandwiches/fish and chips.（3）Function：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

3、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 for.yesterday?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StepWarming up   1、Daily greetings： T：Good afternoon, boys and girls!Ss：Good afternoon, teacher.T: Whats the weather like today?Ss: Its sun

4、ny.2、Review ：1）Chant：Before beginning the class , first lets have a chant together.( Noodles 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 food: T: Can you tell me what is the chant about ?S: Its about 

5、 food.     T: Look, there are lots of food.  (课件展示食物图片)Lets say them together. Whats your favorite food / fruit ?  Why?Ss: My favorite food 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）Step：Presentation.1、Four-skilled words: email、 egg、 sandwich、 delicious.I want to make friends w

6、ith you. I like eggs. My favorite food is sandwich. Look, eggs and sandwiches are very delicious. egg、sandwich、delicious 2、Drill and practice. A、Read the new words after teachers for 3 times. B、Read the words in groups. C、Play a game: Competition 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

7、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 lesson.1、Lead in:What time is it? Its 7:00am12:00am6:00pm.Its time for breakfastlunchdinner.（让孩子们说出一日三餐的时间为后面的学习做准备）Today is Tuesday. What day is it yesterday? Yesterday?I had eggs and sau

8、sages for breakfast yesterday.What did you have for breakfast? The Ss answer:“I had.”(教师板书句型：What did you have for 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 shehe have for breakfastlunchdinner 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

9、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 for 3 times.B、Read the sentence in groups work.C、Read the text in pairs.3、Text learning (课文学习)1 T : Well done! Class! Your pronunciation is very good。Now lets look at the screen again and then answer three questions.（1） Wh

10、at did Lingling have for breakfast?（2） What did Lingling have for lunch?       （3） What did Lingling have for 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 you have for bre

11、akfast/ lunch/ dinner yesterday? Now, lets make a survey, OK? You can ask and answer with your good friends:For example:  I am a reporter  .Ask S1:/S2/S3 What did you have for breakfast/ lunch/ dinner yesterday?1 Practice in the groups.   2 Act it out （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 for 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。step V: Sum up: Step VI: HomeworkStep VII: Blackboard Design: