She_had_eggs_and_sausages教学设计及反思
Unit1 She had eggs and sausages.
教学目标
1、复习巩固食物、水果、饮料、一日三餐的单词
2、掌握不规则动词的过去式have-had。
3、运用句型What did she\he have for breakfast \lunch\dinner yesterday?
She\He had….谈论饮食习惯。
4、培养学生运用英语的能力。
教材分析
本课是新标准英语三起点五年级下册第三模块第一单元。
本单元通过Daming 收到的一封电子邮件，提出了英国人的用餐习惯，以及向别人询问昨天一日三餐吃过什么的具体表达方法。
教学重点：
（1）重点词汇email ,egg, sandwich,delicious,traditional
（2）重点句型 What did she\he have for breakfast \lunch\dinner yesterday? She\He had….
教学难点：
单词traditional的发音。
五、教学过程
Step 1Warm－up
课前听唱歌曲
1师生一起朗诵有关食物的chant
2、在黑板上写出Food这个单词，四人一组在规定的时间内写出他们所知道
的食物，比比看哪个小组说的单词多，其他小组可以补充。
用同样的方法练习水果和饮料。
3、教师呈现食物：eggs、sandwiches、fish and chips作为自己喜欢的食
物提出，课件出示图片教学新单词。
Step2 Presentation（新课呈现）
活动一
1、教师向学生提出问题： What did you have?”教师请一名学生回答,:
然后再请其他同学转述该生的回答：“He/She had…… for breakfast.”
2、小组内开展“街头采访”的游戏。
其中一位同学扮演小记者，向其他成
员提问：What did you have for breakfast/lunch/ dinner yesterday? 被采访的同学用：I had …… for ……yesterday .来回答。
请每组派代表到前面来表演，选出优秀小记者。
3、教师提示She\He had a traditional Chinese breakfast.学习
traditional，出示课件让学生了解traditional的含义。
4、教师小结：We always have noodles、dumplings and rice for
meals .They are Chinese food. Lingling昨天在英国吃了什么？让我们一起去看看吧。
Step3 text
课件出示课本中的插图，播放课文录音。
请学生合上课本，边看插图边听录音，听一听Lingling在电子邮件中提到了哪些英国食物。
2、请学生打开课本，教师再放录音，让学生边听边画出听到的有关食物的
单词。
3、请学生合上课本，教师出示课件，让学生带着问题再听课文
问题：（1）What did Lingling have for breakfast?
（2）What did Lingling have for lunch
（3）What did Lingling have for dinner?
（4）Does Lingling like English food
4、学生理解了课文内容之后，教师再次播放录音，请学生逐句跟读。
然后
把全班分为两组，分角色朗读对话，教师对学生的语音语调进行指导。
Step4.Practice
句子接龙,训练重点句。
S1:What did you have for breakfast yesterday?
S2:I had eggs and milk.
S2:What did you have for lunch?
S3:I had rice and meat.
S3:And what did you have for dinner?
S4:I had noodles.
2.小组展示，其余同学做好记录。
过后，学生根据记录回答问题。
A: What did he/she have for breakfast yesterday?
B:He/She had……
A: What did he/he have for lunch yesterday?
B:He/She had……
A:What did he/she have for dinner yesterday?
B:He/She had ……
六、homework
查阅资料，了解中西方早、中、晚餐不同的饮食习惯。
七、板书设计：
Unit1 She had eggs and sausages
What did she\he have for breakfast \lunch\dinner
yesterday?
She\He had…。
小学英语_She had eggs and sausages教学设计学情分析教材分析课后反思
教学设计一、选题背景在承接已经学习过三餐的基础上，展开话题，谈论What did she/he have for breakfast/lunch/dinner yesterday?从英国食品谈到中西方饮食文化的一些差异，题材非常生活化，是学生感兴趣的话题之一，易于学生学以致用。
本课地位至关重要，承上启下，不仅要对以前所学的知识进行复习，还使学生对新的学习充满兴趣。
因此选择这个课题，对学生进行饮食方面的德育教育。
二、活动目标。
1、能力目标（1）全体学生能理解: hamburger, English, breakfast, lunch, sandwich, fish and chips, traditional,dish（2）全体体学生能能运用:-- What did she have for breakfast?--She had eggs and sausages--What did she have for dinner?--She had fish and chips2、知识目标（1）全体学生能听懂并说出: What did she have for breakfast?What did she have for lunch?What did she have for dinner?She had eggs and sausages.She had sandwiches. Saul sagesShe had fish and chipsit's traditional English dish （2）全体学生能朗读课文,注意模仿语音语调,并能按要求完成对话练习。
（3）全体学生能运用一般过去时的特殊疑问句及答语来谈论英国的一日三餐饮食习惯。
3、德育目标（1）引导学生在小组合作中完成活动任务,能够在讨论学习的过程中培养学生的学习兴趣,帮助他们树立学习英语的自信心。
（2）通过对一日三餐饮食习惯的了解,教育学生养成良好的饮食习惯。
She-had-eggs-and-sausages.-教学设计与反思
She had eggs and sausages. 教学设计与反思【教学目标】1、复习巩固食物、水果、饮料、一日三餐的单词。
2、掌握不规则动词的过去式have-had。
3、运用句型What did she\he have for breakfast \lunch\dinner yesterday? She\He had…谈论饮食习惯。
4、培养学生运用英语的能力。
【教学重点】1、重点词汇email、egg、sandwich、delicious、traditional2、重点句型What did she\he have for breakfast \lunch\dinner yesterday? She\He had….【教学难点】单词的识读sandwich、delicious、traditional【教学过程】Step1 Warm-upGood morning boys and girls.T：What’s your favourite food?T：My favourite food is noodles .And you ?可以以图片提醒学生回答。
Step2 Leading in1、T：I like noodles best. So，I had noodles this morning .Whatdid you have for breakfas?Ss：“I had……for breakfast.”2、教师引导学生：We always have noodles rice for meals.They are Chinese food .Do you know any English food? 学生根据自己情况回答。
3、T：Ok !Today we will learn Module 3 Englishfood，Unit l She had eggs and sausages.4、T：Daming 收到一封来自Lingling 的电子邮件email，email 上说：她昨天在英国吃了一顿正宗的英式大餐，下面我们一起来听听她吃了什么。
Shehadeggsandsausages
She Had Eggs and Sausages 教学设计教案一、教学目标1. 知识目标：学生能够正确理解并使用句子"She had eggs and sausages." 来描述某人的早餐。
学生能够听懂并能够用简单的英语描述自己的早餐。
2. 技能目标：学生能够通过听力练习，提高对英语听力的理解能力。
学生能够在小组活动中用英语进行简单的交流。
3. 情感目标：学生能够对英语学习保持积极的态度，增强学习英语的自信心。
二、教学重难点1. 教学重点：学生能够正确理解和使用句子"She had eggs and sausages."学生能够通过听力练习，提高对英语听力的理解能力。
2. 教学难点：学生能够在实际情景中，运用句子"She had eggs and sausages." 来描述某人的早餐。
三、教学方法1. 情境教学法：通过设置早餐场景，让学生在实际情境中学习和使用句子"She had eggs and sausages."2. 交际教学法：通过小组活动，让学生在实际交流中运用所学知识。
3. 听力教学法：通过听力练习，提高学生的听力理解能力。
四、教学过程1. 引入：教师通过提问方式引导学生思考关于早餐的话题，例如"What did you have for breakfast?" 学生可以回答自己的早餐，教师引导学生用英语进行回答。
2. 新课呈现：教师展示一幅早餐的图片，引导学生观察并说出图片中的食物。
教师引入句子"She had eggs and sausages."，解释句子的意思，并让学生跟读句子。
3. 听力练习：教师播放一段听力材料，内容是一个人在描述自己的早餐。
学生需要听懂材料并能够回答问题，例如"What did she have for breakfast?"4. 小组活动：学生分成小组，用英语描述自己的早餐。
《She had eggs and sausages》教学设计
《Unit 1 She had eggs and sausages》教学设计一、教材分析：本教材是外研版小学英语五年级下册Module 3 Unit 1 She had eggs and sausages，主要围绕着食物和过去完成时态展开。
学生在前几个单元已经学习了一般过去时的用法，本单元通过对过去完成时的学习，进一步提高学生的语言运用能力。
二、教学目标：1. 学会正确使用过去完成时态，描述过去发生的动作。
2. 学会用英语表达食物名称，并能正确使用句型"She had..."。
3. 培养学生的听说能力，通过对话和练习，提高学生的语言表达能力。
三、教学重点和教学难点：教学重点：过去完成时态的用法和句型"She had..."教学难点：正确使用过去完成时态描述过去发生的动作四、学情分析：学生已经学习了一般过去时的用法，对过去时态有一定的了解。
他们对食物名称可能已经有了一定的掌握，但对过去完成时态的用法和句型还不熟悉。
五、教学过程：Step 1: Warm-up1. Greet the students and engage them in a short conversation about their favorite foods.- Teacher: Good morning, everyone! How are you today? Let's talk about food. What's your favorite food?- Students: My favorite food is pizza/sushi/ice cream, etc.2. Review the vocabulary of food items learned in previous units by showing pictures of different food items and asking students to name them in English.- Teacher: Now, let's review some food vocabulary. Look at the pictures on the board and tell me what they are in English.- Students: It's a hamburger/an apple/a bowl of noodles, etc.Step 2: Presentation1. Introduce the concept of past perfect tense by explaining that it is used to talk about an action thathappened before another action in the past.- Teacher: Today, we're going to learn about the past perfect tense. The past perfect tense is used to talk about an action that happened before another action in the past. For example, "She had already eaten breakfast before she went to school."2. Give examples of sentences using past perfect tense and explain the sentence structure.- Teacher: Let's look at some examples. "She had finished her homework before she watched TV." "He had already bought the tickets before the concert started." In these sentences, the past perfect tense is formed by using "had" followed by the past participle of the verb.- Teacher writes the sentence structure on the board: Subject + had + past participle.Step 3: Practice1. Provide students with a worksheet containing sentences in the past perfect tense.- Teacher: Now, let's practice using the past perfect tense. Here, I have a worksheet for each of you. Please read the sentences and fill in the blanks withthe correct form of the verb in brackets.2. Ask students to complete the sentences individually. - Teacher: Take your time to complete the worksheet. If you have any questions, feel free to ask.3. Monitor the students' progress and provide assistance when needed.- Teacher: How are you doing? Do you need any help? Step 4: Listening and Speaking1. Play an audio recording of a conversation between two people talking about their breakfast.- Teacher: Now, let's listen to a conversation between Tom and Sarah. They are talking about what they had for breakfast. Listen carefully and answer the questions I will ask afterward.2. Ask students to listen and answer questions about what each person had for breakfast.- Teacher: What did Tom have for breakfast? What did Sarah have for breakfast?3. Divide the students into pairs and ask them to havea similar conversation about their own breakfast using the past perfect tense.- Teacher: Now, I want you to work in pairs. Taketurns asking and answering questions about what you had for breakfast using the past perfect tense. Use the sentence structure we learned earlier.- Students practice the conversation in pairs. Step 5: Consolidation1. Write the sentence pattern "She had..." on the board. - Teacher: Let's review the sentence pattern we learned today. Look at the board. The pattern is "She had..." Now, I want each of you to create your own sentence using this pattern.2. Ask students to create their own sentences using the pattern and share them with the class.- Teacher: Think about something you did before another action in the past. Write a sentence starting with "She had..." and share it with the class.- Students share their sentences with the class.3. Provide feedback and correct any errors.- Teacher: Great job, everyone! Now, let's go through some of the sentences you created. (Provides feedback and corrects any errors if necessary.)Step 6: Extension1. Show pictures of different food items and askstudents to describe what they had for breakfast using the past perfect tense.- Teacher: Look at these pictures of different foods. Choose one of them and describe what you had for breakfast using the past perfect tense.- Students take turns describing their breakfast using the past perfect tense.Step 7: Wrap-up1. Review the key points of the lesson, emphasizing the use of the past perfect tense and the sentence pattern "She had..."- Teacher: Today, we learned about the past perfect tense and how to use it to talk about actions that happened before another action in the past. We also practiced using the sentence pattern "She had..." to describe past events. Well done, everyone!2. Assign homework, which could include writing a short paragraph about what the students had for breakfast using the past perfect tense.- Teacher: For homework, I want you to write a short paragraph about what you had for breakfast today. Use the past perfect tense to describe what happened beforeanother action in the past.六、板书设计：She had eggs and sausages.Past Perfect TenseShe had + past participle七、教学反思：本节课通过引入过去完成时态，帮助学生进一步巩固和扩展他们的语言知识。
She-had-eggs-and-sausages教学反思
====Word行业资料分享--可编辑版本--双击可删====小学英语第六册（外研版）Module 3 Unit 1 She had eggs and sausages.教学反思本节课的目标是让学生在对话中感知一般过去时的语境，让学生用What did she have for breakfast/ lunch/ dinner? She had ...学习询问一日三餐吃了什么及回答；培养学生实际运用语言的能力，使学生的听、说、读、写能力得到提高。
围绕这两个主要目标，我进行了精心的设计：五年级的学生具备了一定的英语基础和自学能力，因此，本课遵循了课前预习、课内探究、课后延伸三个步骤。
在讲授之初，我布置预习任务；在讲授过程中，我设计游戏复习单词和练习句型，激发他们的学习兴趣，唤醒他们的学习潜能；将学习任务分割成三个部分着重解决，构建学习梯度，降低学习难度。
在课后布置课后自由调查的作业。
目的在于理解对话，把握重点，自由输出。
反思本节课，我感觉比较成功的地方：1.课前交流，复习导入：在大屏幕上呈现大量已学食物的单词，用快闪的方式刺激孩子们的感官，激发他们的兴趣。
还能够将新旧知识结合在一起，是孩子们自然的接收本节课的英式食物，微雨燕的训练奠定基础。
2.在对话部分分段听读完毕，我将重点句型设计成chant并配动感音乐。
chant朗朗上口，再次激发孩子们的兴趣，在节奏感十足的旋律中，孩子们很自然的、快速的接受了新知识。
不足之处：1.本节课的主题是英式饮食，可以再对英国食物进行更多拓展，由于考虑到学生的实际差异，没有进行大胆尝试，可以在介绍中国传统饮食处与英式饮食作对比，或者在作业布置时涉及到查找资料环节。
以后会在教学中尝试大胆改进课堂教学。
2.在对话及游戏环节，有的孩子因为害怕说错，所以不敢去争取机会。
我并没有用鼓励语将这部分学生评价到位。
因此，针对不同的学生采取不同的评价又对我的教学提出了更高的要求，这也是我今后教学中应该着重考虑的。
小学英语_She had eggs and sausages.教学设计学情分析教材分析课后反思
Module3 Unitl She had eggs and sausages.教学设计一、教学目标二、1、语言知识目标：1)100%的学生能够听懂重点词汇： hamburger， Engish， breakfast, lunch，sandwiches，fish and chips, traditioal, dish2)100%的学生能够认识并准确读出： hamburger， Engish， breakfast，lunch,，sandwiches， fish and chips, dish3)100%的学生能听、能说、能读句型： What did she have for breakfast/ lunch/dinner?She had……2、语言技能目标：1)90%学生能通过本节课的学习，用句型what did she have for breakfast/lunch/dinner?"以及She had…了解他人一日三餐的情况。
2)85%以上学生能通过活动体验，在交流中了解他大一日三餐的情况，并根据所提供的真实情境运用目标进行交流。
3、情感态度目标：1)借助学习话题增进彼此了解：感受语言情感交流的魅力。
2)逐步树立敢于说英语的信心。
3)逐步养成善于发现，善于总结的良好习惯。
二、教学重难点教学重点：1)能听懂、认读，并在具体情景中运用该句型 wlat did she have for breakfast lunch/dinner? She had…进行变流。
2)结合生活运用该句型了解他人一日三餐的情况。
2、教学难点：1)traditional、delicious、Sandwiches的认读和traditional的理解。
教学过程一、热身复习：1、全班进行一个“食物大汇总”的比赛，通过guessing game快速说出PPT 上显示的各种食物名称。
2、向学生提问：I had bread and milk this morning. What did you have this morning? 请同学来回答二、导入：Lingling 从英国给Daming发的Email 讲的就是有关英国饮食的，我们一起来看一下文中都介绍了那些英国的食物。
小学英语_M3U1. She had eggs and sausages 教学设计学情分析教材分析课后反思
教学设计一、教学目标：１．能够听懂、会说并认读下列单词：hamburger、egg、sandwich、delicious、traditional。
能听懂会说句型：What did she /he have for breakfast/lunch/dinner yesterday ? She/He had eggs and sausages/sandwiches/fish and chips.２．能够运用所学句型向别人询问昨天一日三餐吃过什么。
3. 了解国外饮食，分析与中国饮食的不同，增强学生的文化意识。
从而形成正确合理的生活饮食方式。
二、教学重难点：1.对一日三餐单词的掌握和运用。
2.了解英语国家饮食习惯。
3.询问别人和谈论自己的一日三餐的饮食三、教学准备：图片、单词卡片、课件四、课时安排：一课时五、教学步骤：Step1 Warming up1．Greeting：Hello，everyone.Chant: Noodles and rice are very very nice.2. Brain storm between the teacher and the students:1) Do you like apples\rice\meat? etc . Does she\he like…?2) What do you like to eat? What does your mother like to eat?3)What’s your favourite food? Why?（通过回答why，能够有效地与学生进行深层次的思维对话，学生会说出because it’s nice.这样的回答，教师会顺势引导出单词：delicious，并进行强化训练。
(通过头脑风暴，唤起学生的英语记忆储存，在输出的过程中做好了知识铺垫作用)4)Look and say(教师出示课件，展现食物图片)Are they Chinese food or Enlish food通过图片，引出traditional Chinese food。
小学英语_《She had eggs and sausages》教学设计学情分析教材分析课后反思
教学设计一、教学目标（一）知识目标：1. 听懂会说单词egg email sandwich traditional delicious2. 能够听懂、会说目标语句：What did she have for lunch? 并能口头运用She had sandwiches 这类语句回答有关询问。
（二）技能目标：1. 学生能够在创设的情景中对别人吃过什么进行较流畅的问询和回答。
2.能够能灵活运用功能语句在真实的生活情景中调查并转述别人的饮食习惯。
（三）情感目标：1.学生在多种教学资源中体验和感受英国饮食文化，激发学生探究的兴趣；2.学生能够在看、听、想、说、写中发展多元智能，养成认真倾听的好习惯，并在小组讨论交流汇报中体验合作竞争的带来的收获与快乐。
二、教学重难点能在真实情境中熟练运用目标语句：What did she have forbreakfast/lunch/dinner? She had…三、教具: PPT, word cards.四、教学过程一、warm-up:(热身）1、Greetings2、Look and say show some pictures of food (rice meat noodles bread milk eggsfish)T:so many delicious food.教授单词delicious3、Free talk T:what is your favourite food? Ss: My favourite food is...二、Leading in （导入）1、work in groups and talk about your favourite food.(4 in groups)2、Show in groups.T:My favourite food is eggs and noodles.so I had eggs and noodles for breakfast.引出单词并教授breakfast，贴到黑板上。
She-had-eggs-and-sausages教案
She had eggs and sausages教学设计一．教学目标1、知识目标:（1）识别本课中的单词：egg , email ,sandwich, traditional, delicious 。
书写fish egg2）听懂目标语句What did she have for lunch?口头运用She had sandwiches.这类语句回答有关询问。
2．技能目标：朗读课文正确，语音语调准确、流利、有感情。
3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食习惯。
三、教学重点：认读新词；理解、运用新句型；朗读发音正确，语音语调准确、流利、有感情。
四、教学难点：单词的识读sandwich delicious traditional六、教具：食物图片、单词卡片、短语卡片、录音机七、教学过程设计及简述：Step1Good morning boys and girlsT:What’s your favourite food?T:My favourite food is noodls .And you ?可以以图片提醒学生回答。
Step2T:I had noodls this morning .What did you have for breakfast?S:I …. had T: 转述She had…..T:rice noodles dumplings are all Chinese food .Doyou know any English food?T:学生自由表达，老师出示相应图片。
T:We will learn Module 3 English food Unit 1She had eggs and sausages.学生齐读课题Step3T:玲玲从英国给大明发了一封电子邮件，（email）她向大明讲了英国的饮食习惯，现在我们就来听听玲玲都介绍了英国的哪些食物。
Listen the tapeT:What food did lingling have in England?S:…..(根据学生的回答，呈现三幅食物挂图)egg and sausages \sandwiches\fish and chips并领读。
She_had_eggs_and_sausages教学设计及反思
She_had_eggs_and_sausages教学设计及反思Unit1 She had eggs and sausages.一．教学内容：新标准英语（外研社）三年级起始第五册第三模块第一单元“She had eggs and sausages.”教材分析本课是新标准英语三起点五年级下册第三模块第一单元。
本单元通过Daming收到的一封电子邮件，提出了英国人的用餐习惯，以及向别人询问昨天一日三餐吃过什么的具体表达方法。
第三模块标题为English Food,本单元是第三模块的第一单元，主要呈现本模块所要学习的主要内容，课文通过Daming与Fanfan 对话，讲述了Daming 收到了一封Lingling的电子邮件，课文针对电子邮件的内容展开对话，本单元主要学习如何向别人询问及回答昨天一日三餐的表达，从而了解英国国家人们的饮食习惯，知道中国人与英国人不同的饮食习惯。
主要句型，What did she/he have for b reakfast/lunch/dinner yesterday? She /He had…….二．教学目标：知识目标：1.学习单词egg, email, sandwich, traditional, delicious, hamburger. fish and chips.掌握不规则动词的过去式have-had。
2.掌握句型：用一般过去式，询问别人曾经吃过什么。
What did she/he have for breakfast/lunch/dinner yesterday?She /He had eggs and sausages/sandwiches/fish and chips.能力目标：1、学会用What did she have forbreakfast/lunch/dinner?She had eggs and sausages/sandwiches/fish andchips/……询问及回答自己一日三餐的饮食情况2.通过学习培养学生听、说、读、写和灵活运用语言的能力，培养学生的竞争和参与合作的意识。