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.
教案背景
1，小学英语第六册第三模块第一单元
2，课时：1 3，学生课前准备：
1）、复习食物、饮料类词汇。
2）、预习课文。
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。
教学方法
为了形象直观，在教学中我运用了实物和图片教学。反复训练食物
的词汇。同时运用提问的方式，反复训练重点句型。收到了预期的教
学效果。
五、 教学过程
Unit1 She had eggs and sausages
Step 1Warm－up
课前听唱歌曲 http://www.56.com/u82/v_NjM1ODcxOTk.html
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 „„
Step 4 homework
查阅资料，了解中西方早、中、晚餐不同的饮食习惯。
板书设计： Unit1 She had eggs and sausages
一、email ,egg, sandwich,delicious,traditional
二 What did she\he have for breakfast \lunch\dinner yesterday?
She\He had„
教学反思
1. 突出了学生的主体地位 新课程主张以学生为主体，让学生做学习
的主人，在这篇课文教学过程中，我充分尊重学生，始终让学生处于
主体的地位，教师则更多地成了引导者、组织者，成为学生学习的好
伙伴。
2. 在教学中,我通过大量的游戏活动分散难度，降低难度，使学生积
极参与，大胆实践，在愉快的游戏中不知不觉学到知识。
外研版英语五下Module 3 Unit1She had eggs and sausages教学设计
外研版小学英语（三年级起点）五年级下册Module 3 Unit 1 She had eggs and sausages一等奖教学设计（教案）一、教材分析和学情分析:本课时的教学内容是外研版小学英语（三年级起点）五年级下册Module 3 Unit 1She had eggs and sausages. 中的活动1和活动2部分，属于本单元的第一课时。
本课时课型为阅读型教学。
本模块主题是谈论食物。
本单元的话题是谈论他人的一日三餐所吃的食物。
本课文情境是大明和凡凡通过玲玲写的邮件了解到玲玲昨天一日三餐所吃的食物。
学生在四年级上册Modul4 Unit 1 Do you want some rice?学习过这个主题（食物）的相关词句。
因此，学生对这个主题已有一定的知识积累。
后面即将开始的Unit2 Sam ate four hamburgers.还会学习这个主题（食物）的相关知识。
因此，本单元在整个教材中起着承上启下的重要作用。
另外，本单元教学内容贴近学生真实生活，易于学生接受。
二、教学思路:通过对教材内容的解读和学情分析，本课教学将立足单元整体设计，充分利用课本中图片、歌曲等资源创设情境，导入话题，以语篇为切入点，以任务型教学为驱动，引导学生在逐步完成相关语篇信息任务中感知和习得要学的新语言知识，从而实施以话题为纲，以功能、结构、运用任务为目的的教学思路。
三、课时安排：两课时第一课时：观察讨论图片、预测文本信息，阅读课文，完成语篇信息获取任务，感知新语言知识，完成调查任务。
（阅读课）第二课时：游戏操练与角色表演，拓展运用和内化所学语言知识。
（巩固课）第一课时一、教学目标:1.知识目标：（1）全体学生能借助图片在具体的语篇情境中听/读懂、认读下列目标单词和句型：hamburger、Engish、breakfast、sandwich、fish and chips、traditional、dish、lunch、What did she/he have for breakfast/lunch/dinner ?She /He had eggs and sausages/sandwiches/fish and chips.（2）部分学生能在了解和讨论What did Lingling have yesterday 的话题任务中感知上述目标句型的语用功能（询问他人或介绍别人的一日三餐。
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：sandwich(sandwiches),hamburger ,fish and chips, traditional, breakfast, lunch, dinner, dish。
（2）听懂目标语句What did she have forbreakfast/lunch/dinner? She had sandwiches. 口头运用这类语句,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，了解英国的饮食习惯,养成节约粮食的好习惯。
二、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。
三、教学难点：单词的识读以及目标语句的运用。
四、教具：人物图片、食物图片、单词卡片、小粘贴。
五、教学过程设计及简述：Step 1 Sing a song活跃课堂气氛，让学生初步认知本堂课的一些食物名称Step 2 Free-TalkWhat’s your favourite food?（贴近生活，鼓励学生大胆发言，旧知引入新知，通过出示实物图片及总结，引出English food）Step 3 Leading-in通过让学生猜一猜What did I have for breakfast?引出目标语句What did you have for breakfast?学生回答I had…老师转述She/He had…..从而引出课文标题Module 3 Unit 1 She had eggs and sausages.学生齐读课题Step 4 Text1、What’s the email about?2、①What did lingling have for breakfast?②What did she have for lunch?③What did she have for dinner?通过回答问题再次巩固新单词traditional(tra di tional 化多为少教。
小学英语_Unit1 She had eggs and sausages.教学设计学情分析教材分析课后反思
五年级的学生已经有两年的英语学习经历，他们已有一定的英语基础，具备了较强的表演能力，所以要采用多种教学手段交替使用，创设情景，尽量利用实物、图片及课件等直观教具进行教学，激发学生求知欲望。
本班大部分学生活泼好动，乐于参与，善于模仿，爱表现，喜欢新鲜事物，对新语言的好奇往往激起他们的学习兴趣。
他们爱玩、爱唱、爱游戏、爱活动，还很在乎老师的鼓励和表扬。
根据本班级学生的特点，我设计了一系列课堂活动，并对学生的表现及时给与鼓励和评价。
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
Module3Unit1 She had eggs and sausages.教案设计(一)Teaching Aims and Demands:1.Knowledge objectsEnable students to master the words about food:hamburger,sandwich,breakfast,lunch,traditional e.t.To use the sentences patterns:What did you/she/he have for breakfast/lunch/dinner? I/She /He had…2.Ability objectsHow to use “What did you/she/he have for breakfast/lunch/dinner?”in daily life.3.Emotion objectsTo arouse their interests in English food.(二) Key points：1.To master the words about food:hamburger,sandwich,breakfast,lunch,traditional e.t.2.To use the sentences patters:“What did you/she have for breakfast/lunch? I/She had eggs and sausages.”（三）Difficult points：How to use the sentences patterns: “What did you/she have for breakfast? I/She had eggs and sausages.” in the life.（四） Teaching methods：Task-based Language Teaching,Audio-visual mean,Real situation teaching method,Game Teaching method e.t. （五）Teaching aids:The computer, the word cards e.t.（六）Teaching procedures:Step 1.Warming up：1.Greetings.2.Let’s chant,“I like coffee.I like tea…”.Step 2 PresentationT:I had eggs and milk for breakfast this morning. Show the picture ,Learn and spell breakfast.1.Learn lunch.Spell in groups.2.Review dinner.3.S: I had …for breakfast.T: We always have noodles,dumplings and rice for meal,they are traditional Chinese food.Learn “traditional”tra-di-tional.4. Now let’s learn the English food.Learn English. Hamburger,show a picture and do the TPR.Show “Sandwich”picture and spell “Sandwich”【Emphasis】Plural Forms add “-es”,sandwiches. Fish and chips show a card and learn it.Remember “chips”in groups.Dish fish and chips is a traditional English dish.5 In order to remember the words, I Use “say it in an opposite voice,bombing game, missing game”e.t. Step 3 New teachingActivity 1 Read the chant.(Activity 1 is in Book 6) Translate the chant,girls read,boys translate.Say the chant together.Activity 3 Practice.（Activity 3 is on Page 16 in Book6) 1.T:What did you have for breakfast?LunchDinnerS1:I had…T:What did you have for lunch?S2: I had…Let Ss work in pairs,ask and answer.2. Retail the words that students speak.T:She/He had...Ss: She/He had...T:Good.What did she/he have for breakfast yesterday? lunchdinnerSs: She/He had...3.Work in pairs,communicate with the sentences.petition of saying the sentences.Let two students PK.Step 4 Practice and summary.1. Have a 4dictation ,let a student write down the words on the blackboard.2.Reporter game.Interview the meals of your good friends.3. Make a healthy menu.Step 5 Homework.1.Introduce English food to your parents.2.Go on making a healthy menu.That's all.Thank you.Blackboard designing：Unit1 She had eggs and sausages.A:What did she/you have for breakfast yesterday?lunchdinnerB:She/I had hamburger.sandwich学情分析根据五年级学生心理认知能力特点，教师在教学设计过程中要充分体现出目标明确、教学过程循序渐进、强化学生听说能力、侧重学生语言学习习惯和读写能力养成的教学特点。
小学英语_5BModule3 Unit1 She had eggs and sausages教学设计学情分析教材分析课后反思
外研版新标准小学英语五年级下册Module3Unit1第二单元多边形的面积《She had eggs and sausages》教学设计She had eggs and sausages.教学设计【教学内容】：外研版（三年级起点）五年级下册 M3U1 She had eggs and sausages. 第一课时【教学目标】：1、语言知识目标：学生能通过歌曲、借助图片、chant等方式，95%认读：hamburger, English, breakfast,lunch,sandwich, fish and chips,traditional.在感知文本，回答问题的过程中，通过出示图片，师生、生生交流，95%的学生能运用句型What did you/he/she have forbreakfast/lunch/dinner? I /he/she had...for breakfast/lunch/dinner.对主语为第一人称和第三人称单数一日三餐情况进行问答。
2、语言技能目标：通过课件、课文图片、师生、生生问答等形式,98%的学生能听懂并灵活运用：What did you/he/she have for breakfast/lunch/dinner? I/he/she had...for breakfast/lunch/dinner.It’s a traditional English dish. She says it’s delicious.3、学习策略、文化意识、情感态度目标：92%的学生通过小组活动、同桌交流等方式，乐于接触外国文化，培养良好的学习习惯，养成合理膳食习惯。
【教学重难点】：重点：句型What did he/she have ...for breakfast/lunch/dinner?的提问及其应答He/she had ….难点：traditional, delicious的理解和读音。
she had eggs and sauseges 教学反思
she had eggs and sauseges 教学反思在教授英语口语时，学生学习的重点之一是如何描述他们的生活习惯和日常饮食。
这时候教师需要设计出适合学生的教学内容和方法。
在教授如何描述饮食习惯时，可以引入有关“早餐”这一话题。
一个很好的例子是“她有鸡蛋和香肠”的描述。
教师可以与学生一起讨论早餐的食物，以及不同文化的常见早餐食物。
在进行教学时，教师需要关注以下几个方面：
1.教材的选择：选择得当的教材是非常重要的，需要保持教材的质量且符合学生的兴趣和水平。
在本例中，可以使用具有味道和视觉效果的照片和视频作为语言输入。
2. 语言要点的强调：在教学中需要强调关键词和语言结构。
需要确定与早餐食品相关的词汇和常用的语言结构。
在本例中，使用“have”作为动词来描述她所拥有的食物。
3.组织和呈现语言材料：教师还需要考虑如何将所选教材材料组织成一个有意义、易于理解的语言单元。
在本例中，可以将“鸡蛋和香肠”组织成教学重点，然后介绍其他一些早餐食品，并加入相关的词汇和语言结构。
4.学生互动：教师需要为学生提供互动机会，让学生参与式学习。
在本例中，老师可以让学生使用所学内容来描述自己的早餐食品或者提出相关的问题。
最后，教师应该不断反思教学过程，检查教学效果，调整教学策略，提高教学效果。
只有这样，才能为学生提供一个更好的学习体验。
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。
she had eggs and sausages教学反思
She had eggs and sausages 教学反思
本节课是新标准小学英语第六册第三模块第一单元，本课的主要任务是让学生在情境中感知一般过去时的语境，能用学过的句型简单的谈论过去的饮食习惯，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。
围绕这一目标，我进行了精心的设计。
我认为本堂课最大的亮点就是，以兴趣引领整个课堂，真正的做到让孩子在快乐中学习英语，在体验中掌握和运用英语。
首先，我设计了Brainstorming这一环节，通过头脑风暴，让学生快速回忆之前所学的有关食物的单词，唤起学生的英语记忆储存，为后面新句型的学习做好了知识铺垫。
在导入了新句型What did you have for breakfast / lunch/ dinner yesterday?
I had…的学习后，让学生在小组内操练，然后采取师生问答、生生问答的方式，巩固练习。
课文的学习，主要采取第一遍略读，第二遍精读的方法，让学生带着问题层层深入去理解课文，能用课文中的重点句型简单的谈论过去的饮食习惯。
本节课，由于对时间的掌控不是很合理，后面操练的环节没有进行完，活动的设计不够多样，还有待于进一步改进。
教案she had eggs and sausages
Module 3 Unit 1 She had eggs and sausages.一、教材分析：本单元的主要语言功能是说明中西方饮食文化的不同。
通过大名收到的电子邮件的内容介绍了英国人的饮食习惯。
要求学生用来讲自己昨天吃了什么，本单元主要帮助学生复习有关食物的单词，并向学生介绍几种新的食物，为下面的句型学习做好铺垫。
要求学生熟练自如的询问和表达他人一日三餐的饮食习惯。
通过加大练习的密度和广度，增强趣味性。
二、教学目标(1)、知识目标：学习语句：What did she have forbreakfast/lunch/dinner?She had…单词：egg,email,sandwich,traditional,delicious.(2)、能力目标：能听懂目标语句What did she haveforbreakfast/lunch/dinner?口头运用She had sandwiches.这类语句回答有关询问(3)、情感目标：教育学生健康饮食，才会有一个健康的身体。
(4)、教具准备:单词卡片等.三、教学重难点1．能够熟练掌握有关食物的词汇。
2．能运用所学句型询问和回答他人一日三餐的饮食习惯。
四、教法学法根据教材的特点和学生的认知规律、年龄特点，以精讲多练为主，倡导学生体验，充分拓展学生学习和运用英语的渠道，主要采用任务教学法、情境教学法进行教学。
五、教学程序：Step 1：Warming up and preview show1、Greetings.2．检查作业并复习食物：I asked you to think about your favourit food.Have you fininshed? What food do you like ? Who can tell me ? (学生说一说喜欢的食物) You know so much delicious food.3.学习delicious: Look!(出示学过的食物图片)There’s some delicious food. The dumplings are delicious.The bread is delicious.Do you know “delicious”? (幻灯片出示delicious)What’s the meaning? Who can read? （读单词的时候用Follow him,together,read louder and louder）The fish is delicious,yes or no? Yes,follow me“The fish is delicious”（进一步理解单词）4.学习traditional: The food is all delicious,but they’re different.The dumpings are traditional Chinese food. In Spring Festival,we often make dumplings,yes? Do you know“traditional”?(幻灯片出示单词) What’s the meaning? Who can read? Follow me:Dumplings are traditional Chinese food.traditional Chinese food 和 traditional English food 对比：Look at the two groups (前面出示的那些食物分成两组)Which group is traditional Chinese food？Cheese is Chinese food,yes or no? No.It’s English food.Step 2：Presentation and cooperation1、初听课文： Do you remember our friend lingling? Where did she go?She went to England .She had some English food there. Does she like English food ? Do you know? (呈现问题) Does Lingling like English food ? listen carefully,then choose.（订正答案一问一答，订正完答案后齐读对话）2.课文细节学习：Daming and Fanfan got an email from Lingling.(出示图片及单词,学习an email) Who can read? What’s the meaning? lingling told us she had much delicious food yesterday.What did Lingling have yesterday ? Do you know ? Listen again,then choose .What did she have for breakfast ? What did she have for lunch ? What did she have for dinner ?Check the answers: No.1 .One asks,one answers.Who can? Follow them,read together. Look,(图片)This is an egg.These’re eggs. No.2 对完答案后用图片让学生理解 sandwich 和sandwiches.No.3 同样一问一答对答案，让后跟读。
She had eggs and sausages教学设计—张桂芳
Book 6 Module 3 English FoodUnit 1 She had eggs and sausages.教学设计昌乐县实验小学张桂芳一、教学背景新标准英语（三年级起点）小学英语第六册第三模块第一单元。
二、教材分析Module 3 Book 6的主题是“English food”, Unit 1 She had eggs and sausages 的语言功能是Talking about food(谈论饮食习惯)；学习任务为：学习目标语句“What did she have for breakfast /lunch/dinner yesterday?”并能用She had……来回答询问。
本单元主要围绕一般过去式（the simple past tense）来谈论别人的钦食习惯，但本课主要以问答的形式谈论别人吃过了什么。
三、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。
四、教学重难点能在真实情境中熟练运用目标语句：What did she have for breakfast/lunch/dinner?I had…五、教具1. PPT, word cards.2. Teaching cards 、Food Cards六、教学过程Step 1: Warm-upT: Hello, boys and girls ! Are you ready? Class begins.T: Today, we’ll have four groups. You’re Group1. And you’re Group2.And you’re Group3. And you’re Group4. Let’s have a macth, and see which group will be the winner .1. Say a chant together. Noodles and rice are very very nice.(出示Book2 Module4Unit2: chant)2. Free talkT: Do you like noodles and rice? What do you like? Why?T: I like them very much, because they are nice, they are delicious.(出示:delicious T板书)T: Now, together, delicious.delicious.T: Look, I have some delicious food here. (PPT出示食物图片，先学习delicious.）/i?ct=201326592&cl=2&nc=1&lm=-1&st=-1&tn=baidui mage&istype=2&fm=index&pv=&z=0&ie=utf-8&word=%E9%A3%9F%E7%89%A9&f=3&o q=shiwu&rsp=0Can you say them as quickly as you can?Ss: Say together.T：They are all delicious, but very different. What’s the difference? （提示：Are they English food? ）T: (PPT) Yes, they are traditional Chinese food, They are traditional English food. (出示: traditional T板书)/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1& fm=result&fr=&sf=1&fmq=1363662866375_R&pv=&ic=0&nc=1&z=&se=1&showtab= 0&fb=0&width=&height=&face=0&istype=2&ie=utf-8&word=%E4%BC%A0%E7%BB%9 F%E7%9A%84%E4%B8%AD%E5%9B%BD%E9%A3%9F%E7%89%A9/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1& fm=result&fr=&sf=1&fmq=1363662916171_R&pv=&ic=0&nc=1&z=&se=1&showtab= 0&fb=0&width=&height=&face=0&istype=2&ie=utf-8&word=%E4%BC%A0%E7%BB%9 F%E7%9A%84%E8%8B%B1%E5%9B%BD%E9%A3%9F%E7%89%A9T：Now, together, traditional. traditional.T: Hamburgers (此处老师会根据学生生成随机说出一种传统食物)are traditional English food. Do you like hamburgers? I don’t like it. I don't like to be fat. I like eggs .I had two eggs for breakfast this morning.(PPT) Do you like eggs? What did you have this morning?S1: I had……T: What did she have for breakfast?Ss: She had……Step 2: Presentation and practice1. Leading-inT：What about Lingling? Lingling is in London, now. Daming has got an email from Lingling. Do you know email ? (Teach: email)(Yes , email is an computer message.)What’s the email about? Can you guess？/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&st=-1& fm=result&fr=&sf=1&fmq=1363663022093_R&pv=&ic=0&nc=1&z=&se=1&showtab=0&fb=0&width=&height=&face=0&istype=2&ie=utf-8&word=%E7%94%B5%E5%AD%9 0%E9%82%AE%E4%BB%B6T: Maybe. Let’s watch the CD-Rom , and see if you’re right.2. Watch the CD for the first timeT: Now, who can tell me what’s the email about?T: Right. The email is about English food. (教师指课题)3. Watch again, and try to answer the following questions:T: Look, there are so many delicious English food. Do you remember: What English food did Lingling have? Ss:……T: Maybe/Never mindNow let’s listen again ,and try to answer : What did she have for breakfast/lunch/dinner?T: What did Lingling have for breakfast yesterday? （点击PPT：出现eggs and sausages图片。