小学英语第三册《Unit 1 She had eggs and sausages》
小学英语《M3 Unit1 She had eggs and sausages》优质教案、教学设计
教学设计Module 3 Unit 1 She had eggs and sausages.新授第1 课时一．教学目标1、语言知识目标：功能：询问和回答一日三餐语法：全体学生能运用What did she have for breakfast/lunch/dinner? She had eggs and sausages. 词汇：全体学生能理解：hamburger,English,breakfast,lunch,sandwich,fish and chips,traditional,dish全体学生能运用：English,breakfast,lunch,gave部分学生能运用：hamburger,sandwich,fish andchips,traditional dish2、语言技能目标：听：全体学生能听懂：What did she /he have forbreakfast/lunch/dinner yesterday?She/He had eggs and sausages/sandwiches/fish and chips.说：全体学生能说：What did she have for breakfast/lunch/dinner?She had eggs and sausages.读：全体学生能朗读课文，阅读相关短文写：全体学生能按要求完成语句书写3、运用：全体学生能运用已学语言询问和回答一日三餐4、学习策略：对所学内容能主动复习和归纳5、文化意识：知道英语国家中典型的食品的名称6、情感态度：乐于接触外国文化，增强祖国意识二、教学重点难点：教学重点：词汇：hamburger,English,breakfast,lunch,sandwich,fish and chips,traditional,dish句型：What did she have for breakfast/lunch/dinner?She had eggs and sausages.教学难点：全体学生能运用What did she have for breakfast/lunch/dinner? She had eggs and sausages.词汇：全体学生能理解：hamburger,English,breakfast,lunch,sandwich,fish andchips,traditional,dish能用所学知识熟练询问和回答一日三餐三、教学方法：谈话法、演示法、讲授法、情景创设。
(整理)小学英语第三册《Unit 1 She had eggs and sausages》.
鲁教版小学英语第三册《Unit 1 She had eggs and sausages》精品教案一、知识技能目标：１．Words:能够听懂、会说并认读下列单词：hamburger、 egg、 sandwich、delicious、traditional。
２．Sentences:能够掌握下列句子，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.二、语言技能目标：１．复习巩固与食物、水果、饮料、一日三餐单词及昨天表达法；２．掌握向别人询问昨天一日三餐吃过什么的具体表达方法。
３．培养学生听、说、读、写能力。
三、情感目标：1. 通过创设情境活动培养学生英语表达习惯，营造良好的学习气氛，把学生的注意力吸引到对教学内容的学习和理解上，由课内向课外延伸，让学生通过参与活动体验语言学习的愉悦。
2. 培养学生的小组合作意识和协作能力，鼓励学生大胆展示，既激发了学生的主动性，又拉近了课本语言与学生生活的距离。
3. 通过活动让学生增强健康=均衡饮食+运动的理念。
四、教学重点难点：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。
难点：用一般过去时来谈论别人的饮食习惯.五、教学准备：图片、单词卡片、课件六、教学步骤：Step1 Warming up1．Greeting：T: Hello ,boys and girls. How are you? S: I’m fine, thank you. Are you happy?2．Chant：I am very happy to see you. Let’s have a chant . Noodles and rice are very very nice.(利用学生们熟知的与食物有关的小儿歌作为课的开始，既可以作为学生的课前热身，使学生可以很快地进入到英语学习的氛围中，又复习了一些表示食物的单词，可为本课的学习做铺垫)3．Free Talk:T: Yes, noodles and rice are very very nice. My favorite food is noodles. What is your favorite food?S: My favorite food is … (课件展示食物图片，师生互动。
Module3Unit1 She had eggs and sausages她吃了鸡蛋和香肠
B: Chinese food
Listen then watch and answer(看视频回答问题）
1. What did Lingling have for breakfast?
eggs and sausages. She had________________
Module 3 English food
Unit 1 she had eggs and sausages.
（快速说出食物名称）。
I had eggs
for breakfast yesterday.
noodles
dumplings
rice
cake
delicious 美味的
meat hamburger
返回
What did she have for dinner ? She had fish and chips.
It’s a traditional English dinner.
Little Reporter (小小记者)
Little reporter : Student 1 : Little reporter : Student 1 : Little reporter : Student 1 : Little reporter : Student 1 : Little reporter : Student 2 : Little reporter : Hello, what’s your name? Hi, my name is…. What did you have for breakfast? I had… What did you have for lunch? I had… What did you have for dinner? I had… What did she/he have for breakfast /lunch/ dinner? She/He had… Thank you!
3Unit 1 She had eggs and sausage
• What's your favourite food? • When did you have it?
Chinese Food
Do you know
what's the English food?
rice
noodles
cakes
a hamburger
meat
a sandwich
fish and chips milk
Homework:
What are you going to have tomorrow？
Health menu
breakfast
lunch
dinner
Daming: She had eggs and sausages.
What did she have for lunch ?
She had sandwiches.
ห้องสมุดไป่ตู้
What did she have for dinner?
She had fish and chips.
What did you have for breakfast /lunch /dinner yesterday ? I had……
Let's have a look
• • • • • • • • • • • • •
Daming:Look,I've got an email from Lingling.It's about English food. Fanfan:What does it say? Yesterday she had an English breakfast. Daming:________________________________ Fanfan:What did she have? Daming:________________________________ She had eggs and sausages. And what did she have for lunch? Fanfan:_________________________________ She had sandwiches. Daming:________________________________ And what did she have for dinner? Fanfan:_________________________________ Daming:________________________________ She had fish and chips. Fanfan:Fish and chips? Daming:Yes.It's a traditional English dinner. Fanfan:Does Lingling like English food? Daming:Yes,she does.She says it's delicious.But it's very different.
3Unit 1 She had eggs and sa usages
2. What did she have for lunch?
3. What did she have for dinner?
She had _______for_____.
当堂达标
一、单项选择。 (A )1.The book is English food . A.about B.for C.to A (B ) 2.I have got email from Lingling . A.a B.an C.the (C) 3.What did you have lunch yesterday ? A.on B. In C. for 二、词形转换。 had sandwich (复数) Sandwiches have (过去式) ___ eggs do (过去式) did egg (复数) ___
Module 3 English Food
Unit 1 She had eggs and sausages.
学习目标：
1.能口头运用What did she have for breakfast/lunch/dinner? 这类一般过去时态语句询问一日三 餐吃过的食物，并能口头运用She had … 回答。 2.识别单词及短语：egg，email， sandwich，traditional，delicious， have got，a traditional English dinner.等等生词及词组。
…
English Food
eggs and sausages
chips and fish
sandwich
cake
Preview the text
预习课文 1.画出生单词。 2.试着翻译并理解课文。
五年级下册英语课件-Module 3 Unit 1 She had eggs and sausage
Listen, Read and Act out.
Daming: Look! I have got an email from Lingling. It's about English food.
Fanfan: What does it say?
Listen, Read and Act out.
D a m i n g : Y e s t e r d a y s h e h a d a n English breakfast.
Fanfan: What did she have? Daming: She had eggs and sausages.
Listen, Read and Act out.
Fanfan: And what did she have for lunch?
Daming： She had sandwiches.
Listen, Read and Act out.
Fanfan: What did she have for dinner? Daming: She had fish and chips. Fanfan: Fish or chips? Daming: Yes. It's a traditional English
She had eggs and sausages.
Let's Read!
Read the above conversations. 请大声朗读以上对话！
What did you have for breakfast yesterday?
I had ...
请与你的同学 一起完成上述 对话。
请课后与同学练习本课 对话及句型！
Module 3
小学英语-Module 3 Unit 1 She had eggs and sausages 说课稿
Unit1She had eggs and sausagesGood morning,everyone.I am the fourth contestant.I am elated at being here to share my teaching design with all of you.My topic today is She had eggs and sausages.To present it clearer,I’ve divided it into the following aspects:teaching aims,key and difficult points,teaching procedures and so on.I Analysis of the teaching materialsFirstly,I will talk about my teaching materials.This lesson is chosen from Module 3 Unit 1,the second semester of Grade 5,Foreign Language Teaching and Research Press English book.It is a listening class and the main topic is dietary habits.The topic is closely related to students’real life,so after learning this lesson,they can improve their listening skills and talk about dietary habits with the simple past tease.II Analysis of the studentsIn order to achieve the expected teaching results, I should take my students into consideration.Students,in grade five,have a strong curiosity and thirst for everything.But some students dare not to speak out and it’s hard for some of them to apply the new sentence patterns in a real situation. So I will try to attract them through interesting activities and help them set up confidence in learning English.III Analysis of the teaching aimsAccording to the New Curriculum Standard,teaching aims are designed as follows:1. Students can recognize four words “eggs”, “sandwich” , “sausages”, “fish and chips”and the sentence patterns “-What did she/he/you have for breakfast/lunch/dinner?”“-I/ She/ He had...” with the help of different stick figures.2. Students can understand the dialogue to know the diet of Lingling.3.Students can discuss their eating habits by using the sentence structure “-What did she/ he/ you have for breakfast/ lunch/ dinner? ” “-I/ She/ He had...” freely and fluently.4. Students can learn some listening strategies such as catching the key information.5. Students will be aware to have regular meals and to keep a healthy diet.IV Analysis of the key and difficult pointsAccording to the above analyses, I set up the key points and difficult points.Key points:1. To master the new words as “eggs”, “sandwiches”, and “sausages”, “fish and chips”and the sentence pattern “—What did she/ he/ you have for breakfast/ lunch/ dinner? ” “—I/ She/ He had...”2.To use the past form of the sentence structure to discuss their eating habits freely in their daily life.Difficult points:1. To appreciate the different eating habits in Britain and China.2. To have regular meals and to keep a healthy diet.V Analysis of teaching and study methodsVarious teaching methods and approaches will be applied in my class for a fruitful lesson.1.Teaching methods:In this class, I will mainly use the Task-based Teaching Method and the Communicative Approach,as the former enables students to acquire knowledge with small targets step by step and the latter creates mutual interaction between teachers and students, which can improve students’learning efficiency.2.Learning methods:Meanwhile,for students,Cooperative Learning Method will be adopted.VI Analysis of teaching aidsTo achieve my teaching aims, I will take pictures and videos as my teaching aids.VII Analysis of the teaching proceduresNext,please allow me to talk about the most important part of my presentation—theteaching procedures.Step1Warming upFirst of all, I will greet my students. Then I will sing a song named vegetables vegetables we love you and ask a question “What kind of food you can hear from this song?” .Some students will be invites to share their answers and lead in today’s topic—he had eggs and sausages.Through this step,students attention will be drawn and I can activate students’existing knowledge.By thinking about the question,they can open their mind.And the content is related to the topic today, so I can elicit the topic smoothly.Step2Pre-listeningBefore listening to the material,I will explain some new words of “eggs”,“sandwiches”and “sausages”,“fish and chips”using some stick figures.Finally,students are supposed to read these words after me twice.In this way,students can not only broaden their horizons and stimulate their interests, but also get familiar with new words.Then,they can have a better understanding of the listening materials.Step3While-listeningThen,it is time for students to listen to the material.In this step,students will listen to the tape three times.For the first time,I will ask students to listen to the tape and find the answer to thefollowing question: What are they talking about? After listening, I will invite one student to share with us their answers.For the second time, students have to listen to the tape carefully and pay more attention to the details and fill in the table on the blackboard. the content of the table is about Lingling ’s eating habits for breakfast/lunch/dinner. When they are listening, I will remind them of catching the key words. At the same time, I will present the sentence structure “— What did she/ he/ you have for breakfast/ lunch/ dinner? —I/ She/ He had ...”The purpose of this step is to develop students ’ listening ability and help them accumulate extensive and intensive listening strategies. Besides, by listening three times, they can get a deeper understanding of the content.Step 4 Post-listeningAfter listening, it is time for students to apply the target knowledge . I will let students do a survey.Next, I will ask students to work in groups of 4 to find out the food their group members had yesterday. 5 minutes later, the reporter of each group will present their answers, and then give them relative feedback.Through this step, students can apply their knowledge in communication and they will have the chance to cooperate with each other.Step 5 Summary and homeworkThe last step is summary and homework. In order to help the students consolidate what they have learned in class, I will make a summary of what they ’ve learned today with students together.As for the homework, I will ask students to List the food and introduce food to their parents. By doing so, students will apply the knowledge to real life. VIII Analysis of the blackboard designUnit 1 She had eggs and sausageseggs sandwiches sausages fish and chips—What did you have for breakfast?—I had... unc nnerb kf t l h di rea asvery clear for students to grasp the content.That’s all my presentation. Thanks for listening.。
五年级下册英语教案- Module3 Unit1 She had eggs and sausages
五年级下册英语教案- Module3 Unit1 She had eggs andsausages 外研社（三起）一、教学目标1.能听懂、会说单词和短语：breakfast, eggs, sausages, toast, porridge, cereal, juice。
2.能够听懂、会说、会读、会写句型：“What did you have for breakfast?I had eggs and sausages.”。
3.能够通过听、说、读、写的综合训练，将所学单词和短语运用到日常生活中。
二、教学重点1.学习并掌握单词和短语：breakfast, eggs, sausages, toast, porridge, cereal, juice。
2.学习并掌握句型：“What did you have for breakfast? I had eggs and sausages。
”三、教学难点1.能够运用所学单词和短语回答“What did you have for breakfast?”。
2.能够在日常生活中主动表达出自己吃的早餐内容。
四、教学准备1.多媒体投影设备。
2.教师课件。
3.学生课本和作业本。
五、教学过程1. 导入新课（1）教师可以设计一些活动，帮助学生自然地引出本课内容（例如看图片、听音乐等活动）。
（2）教师给学生展示一张包括不同种类早餐的图片，然后提问“What do you usually have for breakfast?”，并引导学生回答。
接下来教师可以给学生演示一下怎样用英语回答这个问题。
2. 学习新词汇（1）先给学生播放单词的读音，帮助学生理解单词的意思。
（2）教师为学生示范，读出这些单词，并让学生跟着读几遍。
（3）教师可以分组让学生自己编对话，使用新学单词。
比如：•A: What did you have for breakfast?•B: I had cereal. And you?•A: I had eggs and sausages.3. 学习新句型（1）教师向学生展示“What did you have for breakfast? I had eggs and sausages.”的英文句型，然后为学生逐句解释。
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鲁教版小学英语第三册《Unit 1 She had eggs and sausages》精品教案
一、知识技能目标：
１．Words:
能够听懂、会说并认读下列单词：hamburger、 egg、 sandwich、delicious、traditional。
２．Sentences:
能够掌握下列句子，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.
二、语言技能目标：
１．复习巩固与食物、水果、饮料、一日三餐单词及昨天表达法；
２．掌握向别人询问昨天一日三餐吃过什么的具体表达方法。
３．培养学生听、说、读、写能力。
三、情感目标：
1. 通过创设情境活动培养学生英语表达习惯，营造良好的学习气氛，把学生的注意力吸引到对教学内容的学习和理解上，由课内向课外延伸，让学生通过参与活动体验语言学习的愉悦。
2. 培养学生的小组合作意识和协作能力，鼓励学生大胆展示，既激发了学生的主动性，又拉近了课本语言与学生生活的距离。
3. 通过活动让学生增强健康=均衡饮食+运动的理念。
四、教学重点难点：
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。
难点：用一般过去时来谈论别人的饮食习惯.
五、教学准备：图片、单词卡片、课件
六、教学步骤：
Step1 Warming up
1．Greeting：
T: Hello ,boys and girls. How are you? S: I’m fine, thank you. Are you happy?
2．Chant：I am very happy to see you. Let’s have a chant . Noodles and rice are very very nice.
(利用学生们熟知的与食物有关的小儿歌作为课的开始，既可以作为学生的课前热身，使学生可以很快地进入到英语学习的氛围中，又复习了一些表示食物的单词，可为本课的学习做铺垫)
3．Free Talk:
T: Yes, noodles and rice are very very nice. My favorite food is noodles. What is your favorite food?
S: My favorite food is … (课件展示食物图片，师生互动。
)【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。
Step 2 Presentation:
1.Lead-in导入：
T: Daming has got an email from Lingling. What’s the email about?(出示单词卡片，教授单词email，并反复领读。
) Today we’ll learn Module 3 Unit 1 She had eggs and sausages.
２．Learn the new words and the dialogue.
<1>Listen to the tape and circle the new words;
【设计意图】通过录音让学生整体感知课文，对课文有一个初步的了解，明确本节课的学习任务。
<2>Listen and find out:
What did Lingling have for breakfast?
What did Lingling have for lunch?
What did Lingling have for dinner?
【设计意图】：一切思维都是从问题开始的，有问题存在,才有学生思维，这样设计问题不仅吸引了学生的注意力，激发了学生的学习兴趣，更启发了学生思维。
）
S:…..(根据学生的回答，呈现三幅食物挂图)eggs and sausages \sandwiches \fish and chips并学习。
T：Sandwiches are delicious.(通过动作来表现delicious.) De-li-cious按音节教。
师师范读，领读、生分别读T：egg and sausages\sandwiches \fish and chips is delicious (分别出示图片，教师咂嘴)
T :Sandwiches is a traditional English food. Dumplings is a traditional Chinese food. We eat dumplings on Spring Festival. We eat moon cakes on Mid-autumn. That means
traditional .Tra-di-tional 按音节教。
师示范读，领读、生分别
读T：Spring festival is a traditional Chinese festival. Dumplings is a traditional Chinese food. Fish and chips is a traditional English dinner.(图片再次利用)
【设计意图】∶将单词放在一定的语言环境中学习，做到词不离句，为学生创设了一定的氛围，有助于学生习得单词。
Game: (看口型猜单词)到前面五个同学，每人拿一个单词卡片，老师小声分别说这五个新单词，下面坐的同学和上来的五名同学要注意教师的口型大声说出和举起老师说的单词。
比比谁反应快。
【设计意图】∶通过比赛的形式来激发学生的学习兴趣，可有效促进对单词的记忆。
<3> Listen to the tape and repeat, then work in groups and try to act out the dialogue.
Step3 Extension :
1. Show some more pictures of food.
T：Yesterday, I had a hotdog, a sandwich and milk for breakfast.
I had rice, eggs and vegetables for lunch. I had noodles and a sausage for dinner. What about you?
T：You look healthy. Do you have breakfast everyday?
What did you have for breakfast yesterday?
S：Yes/No. I had ….
T：Everyone must have breakfast everyday. It’s good for us. Clear?
Please work in groups and ask “What did you have for breakfast/ lunch/ dinner yesterday?”
T: (Then point to the S and ask another person)：What did she/ he have for breakfast/lunch/dinner yesterday?
S：She/ He had….
【设计意图】：结合生活实际，谈论一日三餐的饮食情况，进一步深化巩固对教学内容理解，延伸，运用。
提高了学生在真实的语境中灵活使用不同人称与一日三餐食物的变化，增强运用英语交际的能力，也能鼓励不同层次的学生进行听力训练和口头表达。
Step 4 Summary
T：Today we talk about English food. We should have a healthy diet every day. And we should do more exercises. It’s good for us. Do you agree with me ?
【设计意图】：通过简单的总结培养学生的健康意识。
Step 5 Homework
１．Make a survey:
Try to use the sentence “What did you have for breakfast/lunch/dinner? to make a survey.
2.Disign a healthy menu for yourself.
【设计意图】：将所学的知识运用到实际生活中去，培养学生读写的技能和合作精神；拓展孩子们的英语思维能力，激发他们的想象与创新的欲望，达到学以致用的目的。