教学评一致性教学案例M2U1What did she have for lunch

“自主生态”高效课堂英语学科课时备课单课时 共5课时，第1课时课题 M2U1Whatdidshehaveforlunch?

设计者话题 Food务

重点用做标注；难点用做标注。，hand，，delicious。尝试用音标拼读单词。能理解文本内容并正确、流利的朗读课文。Whatdidyou/she/hehavefor…yesterday?I/She/Hehad….句型进行问答并描述自己及他人一日三餐所吃的食物。差异。，fishandchips，traditional，dish，delicious。读、角色扮演的形式正确流利地朗读课文。学生以pairwork的形式结合实际生活用Whatdidyou/she/hehavefor…yesterday?I/She/He.句型进行问答，互相交流自己昨天的一日三餐。4.Whatdidyou/she/hehavefor…yesterday?提问I/She/He描述自己及他人昨天一日三餐所吃的食物。的差异，尊重这种差异，更加热爱中国。校本内容新知结构课前三分钟“Dutyreport”

单词音标的拼读Topic:foodGrammar:simplepresenttense﹠pastindefinitetenseWords: sausagesandwichtraditionalUnit1 Phrases:anEnglishbreakfast/eggsandsausages/fishandchips/atraditionalEnglishdishSentences:Whatdidshehaveforbreakfast?Shehadeggssausages.Whatdidshehavefordinner?Shehadfishandchips.Talkaboutyourfamily(familymembers,jobs,workingplaces)教学过程Showthelearningaims.，hand，，delicious。尝试用音标拼读单词。能理解文本内容并正确、流利的朗读课文。Whatdidyou/she/hehavefor…yesterday?I/She/Hehad….句型进行问答并描述自己及他人一日三餐所吃的食物。差异。GreetingsGuessingfood:Let’slookatthepicturesandguess.Herearesomepicturesaboutfood.guesswhatarethey?1：3.FreeTalk:Youknowsomanyfood,yourfavouritefood?Leadinfavouritefoodis…导入2）Whatdidyouhaveforbreakfast? Ihad…(用有关食物的图片引出三餐吃什么，导入今天的新课)LeslistenPart1andanswer.WhatdidDaminghavefordinner?WhatdidTomhavefordinner?生回答：Hehadbread,meatandvegetables.Hehadfish,meatandvegetables.1.评价任务的呈现：学生根据图片感知、教师领读、用音标拼读、排火车等方式and板块2：traditional，dish，delicious。Words 2.

评价标准：1.确跟读并朗读单词，发音准确。能说出正确andstorytime

学生通过听并跟读、角色扮演的形式正确流利地朗读课文。2. 围绕评价任务的学习：1.Look,Daminghasgotanemail.Guessandanswer.Whereisitfrom?----ItisfromLingling.ItisaboutEnglishfood.Let’slistenandtickthefoodyouhearinthetext.

的汉语意思，理解意思。导下用音标拼读单词。1.课文内容，选2.听活动二第一遍，仔细理解课文内容，并回答。WhatdidLinglinghaveforbreakfast?WhatdidLinglinghaveforlunch?WhatdidLinglinghavefordinner?----Shehadeggsandsausagesforbreakfast.----Shehadsandwichesforlunch.----Shehadfishandchipsfordinner.

择出正确的食品图片。根据课文内容，正确回答教师提出的问题。正确跟读课文，模仿语音语调。积极进行角色扮演，声音洪亮，发音准确，语音语调优美，体会位。Learntosaythenewwords:sausagesandwich traditionalTeachingmethods:老师通过句子引出新词，出示图片，让学生跟读，把新词写在黑板上，并标准号音标，领读单词和音标。通过onebyCanyoureadallthewords?haveMagicEyes.ThenLeslistenandrepeat.3.交流与反馈：1)单词发音问题：sausage-sausagessandwich和sandwiches,traditional以及say-says的发音，个别学生不准确。2）部分学生课文朗读声音小，语音语调不到位。评价任务的呈现：3学生以pairwork的形式结合实际生活用Whatdidyou/she/hehave?I/She/He句型进行问答，互相交流自己昨天的一日三餐。Sentences句型练习

围绕评价任务的学习：readthekeysentences:Whatdidyouhaveforbreakfast?Ihadeggsandsausagesforbreakfast.Whatdidyouhaveforlunch?Ihadsandwichesforlunch.Whatdidyouhavefordinner?Ihadfishandchipsfordinner.(Askandanswerwiththeteacher)Leshaveapairwork同桌问答练习自己的一日三餐。

评价标准：能根据人员不同选择正问。能做出正确的回答（般过去时）能运用学过的食物词汇充分表达，不会的及时询问老师。表达清晰，使交流与反馈：注意人称的转换，第一二人称向第三人称的转换，说自己三餐的食物单词是准确的，单数还是复数，可数还是不可数，教师要及时纠正，并给出学生想表达不会的单词或是更多的新词。评价任务的呈现：Whatdidyou/she/hehavefor…yesterday?I/She/Hehad….描述自己及他人昨天一日三餐所吃的食物。道中西方饮食文化的差异，尊重这种差异，更加热爱中国。2.围绕评价任务的学习：1.Workingroups小组合作进行调查。Findyourfriends’eatinghabitsandmakeadialogue.评价标准：Consolidationandemotion

Thenlet’sshow.(小组内展示汇报，及时评价)Youdidaverygoodjob,boysandgirls.Now,Leslookandsay.noodles,dumplingsandrice,theyareChinesetraditionalfood,eggsandsausages,sandwiches,hamburger,hotdogs,theyareEnglishtraditionalfood.Wehavedifferenttraditionalfood,differentcookingways.

能积极参与小组合作，分工明确（参考：1长负责整理汇报发言，2调查员，3记录员，4计时员，全员）不说与任务无关的语言。有问题主动向老师求助，5分钟内完成。展示形式不限，声音洪亮，表达清楚。Wehavedifferenttraditionalfood,differentcookingways.usechopsticks.Theyuseaknifeandfork.Butweshouldrespectothers,LoveChinesefood,loveChineseculture.3交流与反馈：展示汇报时，很多学生出现单词发音不准确，句型人称转换出现错误。Summarizewhatwehavelearnedinthis。1.and模块5：dish，delicious单词和短语。Summar 2.Whatdidshehaveforbreakfast/lunch/dinner?Shehadeggsandy sausagesforbreakfast./Shehadsandwichesforlunch./Shehadfishandchips句型。3.学习了课文并正确朗读课文内容。BlackboBlackboarddesignHomework作业Readthetextfor3timesandtrytorecite.Askyourfamilymembers:Whatdidyouhaveforbreakfast/lunch/dinner?Ihad…forbreakfast/lunch/dinner.foodfoodsongsaysomefood,wh