M3 Unit2 Sam ate four hamburgers.
Little reporter : Student 1 : Little reporter : Student 1 : Little reporter : Student 1 :
Hello, what’s your name? Hi, my name is…. What did you have for? I had… What do you like? I like…
What did he have for dinner?
He had fish and chips.
询问某人三餐吃了什么的句型及其答语：
What did +主语+ have for+表示三餐的名词？ (breakfast/ lunch/dinner) 主语+had +食物名词（+其他）. （sandwiches/hamburgers/eggs….)
driver
r
dancers
doctor
teacher
reporter
Little Reporter(小小记者) What did he/ she have for breakfast/lunch/dinner yesterday? 调查你周围的同学（2—3名）昨天的早餐吃了哪些食物 ，他/她喜欢吃什么食物和不喜欢吃什么食物，完成下面 的表格。 Name Breakfast Likes Doesn’t like
Exercises:
Writing
根据以下信息写一封信给你的好朋友Amy,告诉她一些 你的信息，信的开头与结尾已给出。 1.今天你在学校吃了5个三明治。 2.你非常喜欢三明治。 3.你给了1个鸡蛋给大明，因为你不惜花鸡蛋。 4.你非常想念英式食物。今晚你奶奶将给你 做英式食物。 Dear Amy, Today_______________________________________ _____________________________________________ ____________________________________________ ____________________________________________ Love, Lingling
((Listen and Nhomakorabeacheck.
( B ) 1.What does Sam like? A. Sandwiches. B. Hamburgers. C. Sausages.
( B ) 2. Does Lingling like hamburgers? A. Yes, she does. B. No, she doesn’t. C. Yes, she did.
milk
eggs and sausages
hamburgers
sandwiches
fish and chips
What did he have for breakfast?
He had sausages and eggs.
What did he have for lunch?
He had hamburgers.
( C ) 3. Who gave hamburgers to Sam? A. Mr. Smart. B. Amy. C. Lingling.
Read and answer
1.Who ate four hamburgers at school today? Sam ate four hamburgers. 2.Who had a sandwich? Lingling had a sandwich. 3.Does Amy miss Chinese food? Yes, she does. 4.What is Ms Smart going to cook tonight? Ms Smart is going to cook Chinese food tonight. 5.Who wrote this letter to Daming? Amy wrote this letter to Daming.
( ) 1.What does Sam like? A. Sandwiches. B. Hamburgers. C. Sausages.
) 2. Does Lingling like hamburgers? A. Yes, she does. B. No, she doesn’t. C. Yes, she did. ) 3. Who gave hamburgers to Sam? A. Mr. Smart. B. Amy. C. Lingling.
Sing a song
What did you have? What did you have? Hamburgers. Hamburgers. I like hamburgers. I like hamburgers. Hamburgers. Hamburgers.
Guess:
How many hamburgers did Sam eat?
eat last night? (eat/ ate) 1.What did you_______ ate meat for lunch yesterday. (eat/ ate) 2.I _______ drink 3.What did he _______last night? (drink/ drank) likes hamburgers very much. (like/ likes) 4.He_______ cook 5.Mum is going to _______fish tonight. (cook/ cooks) 6.He is going to _______juice for breakfast drink tomorrow. (drink/drank) gave 7.He ______his apple to me yesterday. (gives/ gave) drinking 8.My brother likes_________milk. (drinks/ drinking)
Sam ate four hamburgers.
Enjoy a video and answer the questions.
1. What did the cat eat? 2. Has he got any food?
Enjoy a video and answer the questions.
Report
Name Feifei Breakfast an apple Likes some hamburgers Doesn’t like any rice … …
… …
… …
… …
Feifei had an apple for breakfast yesterday. She likes some hamburgers for lunch. She doesn’t like any rice for dinner.
Dear Daming, ate four hamburgers at Today Sam _____ school ! He likes ______ hamburgers very had a sandwich much. Lingling ______ because she doesn’t like hamburgers. gave her hamburgers to Sam. We _____ But I miss Chinese food. Tonight _______ Mum going ______ is to ______ _______ cook Chinese food for us. Love, Amy
Module3 Unit 2 Sam ate four hamburgers.
have — had give — gave eat — ate drink — drank write — wrote do — did
过去式
meat
rice
noodles dumplings
eggs
bread
cake
Exercises: 1.What does Sam like? Sam likes hamburgers. 2. Do you like hamburgers?
Yes, I do.
3.用like造句。 I like fish.
Chant I like fish, I like chips. I like eating fish with you. She likes noodles, she likes meat. She likes eating noodles with me.
1. What did the cat eat?
The cat ate all the fish and he ate all the food.
2. Has he got any food?
No, he hasn’t. He has got no food now.
Watch a video and choose the answers..
五年级下册英语教案Module 3 Unit 2 Sam ate four hamburgers外研社(三起)
1.Listen to the tape and read after it.
学生看图片，跟读录音，
并寻找字母组合的拼读规则。
2.Listen carefully and underline the letters that make the same sound as the letters in bold.
播放录音带领学生做题。
3.Play the tape, let students read after the song, then chant.
播放录音，让学生跟读，再唱出歌曲。
听录音跟读句子，体会不同字母组合的读音。
通过听力辨音练习，考察学生对字母组合发音的掌握情况。
通过欣赏并唱英语歌，体会到学习英语的乐趣。
学生观看动画，了解文章大意。
2.Listen and tick “True” or “False”.
学生听录音判断正误。
3.Read the passage again,thenaskand answer the questions with partners.
学生再次阅读对话，然后与同伴练习问答。
4. Listen and follow the tape and read sentence by sentence.
学生听音频，并逐句跟读。
1.Amy wrote a letter to Daming. What did she say? Let’s watch the video and find out.
参考图片中的句子写出调查内容，然后分享给同学们。
1.Please work in pairs to tell a story.
请同学们结组造句，连成故事。
五年级下册3模块2单元教学设计 上传
新标准外研社小学英语五年级下册 Module3Enjoy the food单元（或主题）教学设计设计者（团队）：马瑛设计时间：2022.12.27一、单元（或主题）名称Enjoy the food二、单元（或主题）学习目标学生已有知识储备：学生们已有一定的英语基础，他们中的大部分正在平稳向着二级目标要求迈进，能用简单的英语互致问候，交换有关个人、家庭和朋友的简单信息。
经过之前的学习，学生也已经掌握了一些食物词汇，如egg、noodles、cake、fish等，以及与食物有关的句型：I like noodles.Do you want some rice? 等。
学生相关生活经验：课前对学生进行了前测，调查了孩子们的饮食习惯、喜好。
（1）饮食习惯从数据可以看出，学生比较倾向于甜点，汉堡，快餐等西方食物，而对于传统食物缺少认识了解和偏爱。
个别学生也比较钟爱北方的传统食物，需要教师根据学生的需求补充相关食物词汇。
（2）最喜欢的食物及原因从答案可以看出，学生对于食物的喜爱比较偏向西方食物，主要由于日常鲜少接触以及通过网络传播影响。
在本单元的学习中，教师应帮助了解中西方饮食文化差异，并引导学生认知更多传统饮食文化。
从数据结果来看，学生最不喜欢的食物就是家常菜，教师应在课上引导学生了解每顿饭的来之不易，知道“粒粒皆辛苦”的道理，培养学生不浪费粮食，节约的良好品格。
单元学习目标：1.能够听懂会说食物类词汇：hamburger、breakfast、lunch、sandwich、fish and chips、dish。
2.在真实的情境中能运用核心语句What did she have for breakfast / lunch /dinner? She had ...对三餐进行问答交流。
3.掌握不规则动词的过去式had（have）、ate(eat)、gave(give)，会运用一般过去时态描述已经发生的事情。
4.知道英语国家中典型的食品的名称；乐于接触外国文化，增强爱国意识。
外研版(三起)-英语-五年级下册--Module3 Unit 2教材同步讲解
Unit 2:Sam ate four hamburgers*（第二单元：萨姆吃了四个汉堡包o）（教材17～19页）1.Look,listen and say.看一看，听一听，说一说（教材第17页）课文英汉互译He ate all the fish and he ate all the meat. 他吃了所有的鱼并且他吃了全部的肉。
So he has got no food now. 所以他现在没有食物了。
2.Listen and read.听一听，读一读。
（教材第17页）课文英汉互译Dear Daming,Today Sam ate four hamburgers at school！He likes hamburgers very much Lingling had a sandwich because she doesn't like hamburgers. We o our hamburgers to 。
SamI miss Chinese food. 0 Mum is going to cook Chinese food for us.Love,Amy亲爱的大明：今天萨姆在学校吃了四个汉堡包！他非常喜欢汉堡包。
玲玲吃了一个三明治，因为她不喜欢汉堡包。
我们把汉堡包都给了萨姆。
我很怀念中国的食物。
今晚妈妈将要给我们做中国食物。
爱你的，埃米新词速记gave/9eIv/v.（动词）给（give的过去式）短语：give…to’…挹……给……例句：I gave the old man five yuan yesterday.昨天我给了那个老人五元钱。
原形：glve1变为g ．巧记：live____givetonight／ta' nart/adv.（副词）今晚，在今夜短语：today and tonight今天和今夜例句：We're going to go fishing tonight.我们打算在今晚去钓鱼。
外研版(三起)五年级下册英语Module3大单元说课
大单元教学下的整合教学设计说课——以外研社（三起）五年级下册Module3为例一、模块教材分析本模块是外研社新标准英语(三年级起点)五年级下册第三模块的学习内容,属于“人与自我”范畴，主题是“English food”。
第一单元的课文情境是Daming 告诉Fanfan他收到了Lingling 的电子邮件，由此展开Lingling 一日三餐的情况。
第二单元的课文是Amy写给Daming的一封信。
Amy告诉Daming ,今天Sam在学校吃了四个汉堡包。
话题内容与学段教学内容分别与饮食、食物都有关联，在谈论一日三餐的基础上，进一步谈论中西方饮食习惯的差异。
本模块意图让学生运用一般过去时的特殊疑问句及答语来询问和表达一日三餐都吃了什么，了解掌握相关的英国传统食物名称，引导学生了解最有益于健康、最科学的饮食结构，养成良好的饮食习惯。
本模块继续巩固一般过去时的运用，教师可以引导学生进一步归纳、总结动词过去时的形式。
本模块的任务是在小组内调查学生一日三餐的情况，选出“健康饮食小达人。
”1.模块教学内容横向关联模块单元Module 1 Unit1 We lived in a small house.Unit2 She didn’t have a television.Module2 Unit1 She learnt English.Unit2 Mr Li was a teacher.Module3 Unit1 She had eggs and sausages.Unit2 Sam ate four hamburgers.Module6 Unit1 I went there last year.Unit2 She visited the Tianchi LakeModule9 Unit1 We laughed a lot.Unit2 Mum bought new T-shirt for you.学段模块及单元题目话题功能三年级下册Modul4 Unit1 Do you like meat? 谈论对事物的喜爱四年级上册Modul4 Unit1 Do you like some rice? 谈论是否想要吃某种事物五年级上册Module6 Unit1 What did you buy? 谈论超市购物及食物的数量二、学生学情分析1.知识储备学生已经有了两年的学习基础，有了一定的词汇量，对一般过去时有了基础的认知。
小学英语五年级下册第三模块 教案
3.通过听、跟读、自读等多种形式，能正确理解课文内容
4.通过较大容量的语言输入，初步培养学生用英语思考和交流的习惯及在情境中灵活运题
中西方饮食差异对人们的身体健康情况有一些什么影响？
应用
作业
作业练习
1.无字幕的纯听，并能正确地跟读，认读。
Step 2
Warm-up
首学
互学
群学
共学
watch and follow the chant（activity 5）
Play the flash and ask the students to follow
Step 3
Lead in
首学
互学
群学
共学
Look and say
What’s this?（cat）
教学
过程
学生活动
教师活动
二次备课
Step 1
Pre-class Preparation
首学
互学
群学
共学
1. Ss do pre-class exercises.
A. Words collection.(food)
B. Cultural reading (Know more about English food)
3. Ask some Ss tocomment aboutexercises.
Step 2
Warm-up
首学
互学
群学
共学
Look some pictures and say the English
（the pictures of food）quickly.
Show the pictures
M3Unit-2-Sam-ate-four-hamburgers
M3Unit 2 Sam ate four hamburgers.教学目标：1.能听、说、读、写单词：hamburgers,ate,gave,drank,tonight.2.能熟练使用“Sam ate six hamburgers.What did you eat/drink last night?I ate/drank…”这类句子表达过去做过某事。
3.熟练运用所学英语知识谈论英国人的饮食及喜欢的食品。
4.了解字母组合ea/ee,ear和ere/eir在单词中的发音。
教学重难点：学生能使用Sam ate six hamburgers.What did youeat/drink last night?I ate/drank…”这类句子表达过去做过某事。
教学设计：一、预习小检测：写出下列动词的过去式。
have_______ eat________ give__________ drink_________cook____________ buy___________二、课文学习1.学习部分单词：because,tonight2.听音感知课文，然后小组讨论完成第3部分：1）Who ate four hamburgers at school today?_______________________________________2) Who had a sandwich?_______________________________________3)Does Amy miss Chinese food？________________________________________4）What is Ms Smart going to cook tonight?________________________________________5）Who wrote this letter to Daming?________________________________________3.回答问题并讲解课文。
外研版(三起)五年级英语下册全套课时练习题
外研版（三起）五年级英语下册全套课时练习题Module 1 Unit 1 We lived in a small house.一、翻译下列单词或短语。
1. Change__________2. still__________3. life__________4..different__________5. ago__________6.enough__________7. television__________ 8. lady__________ 9. grandchildren_______10.interviewer__________二、写出下列单词的过去式。
1. is __________2. are__________3. am__________4. watch__________5. do__________6. live__________三、用be动词的适当形式填空。
1. There _______(有) a small house two years ago.2. There _______ (有)a big house now.3. There _______(有) many apples in the bag yesterday.4. There _______ (没有)a cat yesterday.5. There _______ (没有)any trees four years ago.6. There _______ (有)some buses now.7. They _______ going to HongKong.8. The cats _______ eating fish.四、单项选择。
()1. Look, there ______ two beautiful cats on the chair.A. isB. areC. were()2. They lived______ a small house.A. inB. onC. at()3. There weren’t______ cars.A. someB. anyC. a()4. Yesterday I ______ TV with my sister.A. watchB. watchesC. watched()5. Thank you for ______ to us.A. talkB. talkedC. talking五、把正确选项填在括号里。
外研版(三起)五年级英语下册全套课时练习题
外研版（三起）五年级英语下册全套课时练习题Module 1 Unit 1 We lived in a small house.一、翻译下列单词或短语。
1. Change__________2. still__________3. life__________4..different__________5. ago__________6.enough__________7. television__________ 8. lady__________ 9. grandchildren_______10.interviewer__________二、写出下列单词的过去式。
1. is __________2. are__________3. am__________4. watch__________5. do__________6. live__________三、用be动词的适当形式填空。
1. There _______(有) a small house two years ago.2. There _______ (有)a big house now.3. There _______(有) many apples in the bag yesterday.4. There _______ (没有)a cat yesterday.5. There _______ (没有)any trees four years ago.6. There _______ (有)some buses now.7. They _______ going to HongKong.8. The cats _______ eating fish.四、单项选择。
()1. Look, there ______ two beautiful cats on the chair.A. isB. areC. were()2. They lived______ a small house.A. inB. onC. at()3. There weren’t______ cars.A. someB. anyC. a()4. Yesterday I ______ TV with my sister.A. watchB. watchesC. watched()5. Thank you for ______ to us.A. talkB. talkedC. talking五、把正确选项填在括号里。
五年级下册英语习题Module 3 Unit 2 Sam ate four hamburgers 外研社
Module 3 Unit 2 Sam ate fourhamburgers习题一、补全单词。
1.b_g2.t_night3.p_ar4.m_lk5.r_ce6.sc_ool7.g_ve二、单词翻译。
1.1.big_______________2.tonight________________3.pear_______________k________________5.rice________________6.school________________7.give________________三、用括号里所给单词的正确形式填空。
1.He ____ (eat) all the fish.2.He eat all food and he ____ (get) no food now.3.Ms Smart ____ (be going to) cook tonight.4._____(do) Amy miss Chinese food?5.Amy _____(write) this letter to Daming.四、把下列英语句子翻译成汉语。
1.Sam ate four hamburgers at school today. __________________2.Mum is going to cook tonight.__________________3.He wrote this letter to Daming.__________________4.Never give up!_________________5.I really enjoy myself today.__________________五、把下列英语句子翻译成汉语。
1.不要放弃！__________________2.我们今晚将享用英式食品。
__________________3.米饭闻起来很香。
__________________4.一杯牛奶就够了。
基于学习活动观的小学英语单元整体教学设计精选全文
可编辑修改精选全文完整版英语作为小学阶段最为基础的教学课程，与其他语言类教学课程一样具有显著的综合性，教学内容繁杂、零碎。
如果教师机械地按照教材编排顺序进行教学，很难引导学生进行英语知识体系的整体构建。
而单元整体教学设计作为一种注重整体教学效果的教学设计，打破了教材编排的桎梏，使英语教学内容得到了有效的整合，在提升课堂教学效率方面意义重大。
因此，教师应对单元整体教学设计进行积极的运用与优化。
学习活动观作为一种注重主题意义引领以及学生核心素养培养的教学观念，与小学英语单元整体教学设计具有丰富的内在关联，通过两者的有效整合，能更好地促进小学英语课堂育人教育目标的实现。
一、小学英语单元整体教学的概述及意义单元整体教学是在新课程改革背景下提出的一种注重知识整合的新型教学方法。
在对学生实施教学的过程中，教师应结合学生的具体学习需求，通过各教学版块之间关系的科学处理，对教材中的教学内容进行整体性的分析，将零散的英语知识进行系统性的综合，并以单元主题为核心进行教学内容的有效整合，从而达到课堂整体教学效果的提升。
由此可见，单元整体教学是一种注重全局性、整体性的教学模式，它不仅实现了教学内容的合理性优化，同时更高效地促进了课堂教学效率的提升，对当前亟须优化、创新的小学英语课堂教学有着显著的教育意义。
首先，有助于小学英语各教学版块教学的合理配置。
英语作为一种语言类教学课程，包含着听、说、读、写等多个教学版块。
而在课堂教学中，教师如果无法对教学内容进行科学的设计，就会出现顾此失彼的教学现象。
而通过单元整体教学的实施，教师对教学内容进行了综合性的构建、对各个教学版块的教学进行了合理的配置，这就从整体上提升小学英语课堂教学的效果。
其次，有助于学生英语综合素质能力的全面、整体发展。
新课程改革背景下的小学英语课堂教学中，学生英语综合素质能力的培养成为最为核心的教学目标，这就需要教师从各个角度进行改革与优化。
而单元整体教学作为一种关注教学内容整合的新型教学模式，通过对其的实施，从整体性、综合性的层面进行了学生语言知识的内化，以此促进了学生英语综合素质能力的全面发展。