Module 3 Unit I She had eggs and sausages 教案 1教学目标 1、知识目标 ( 1)ia]: English, breakfast, lunch, sandwich, hamburger, traditional (2)听懂目标语句 What did she have for lunch?口头运用 She had fish d chips 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 2重点难点 教学重点 1认读新词 English, breakfast, lunch, sandwich, hamburger, traditional 2理解、运用新句型 What did she have for lunch/breakfast? She had fish and chips/eggs and sausages 教学难点 1.单词的识读 English, breakfast lunch, sandwich, hamburger, traditional 2学会用英语谈论饮食习惯。 3教学过程 Step I:热身复习
Module 3 Unit 1 She had eggs and sausages 教案 1 教学目标 1、知识目标: (1)单词:English, breakfast, lunch, sandwich, hamburger, traditional (2)听懂目标语句 What did she have for lunch?口头运用 She had fish and chips. 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。 2 重点难点 教学重点: 1.认读新词;English, breakfast, lunch, sandwich, hamburger, traditional 2.理解、运用新句型;Wh at did she have for lunch/breakfast ? She had fish and chips/eggs and sausages. [来源:ZXXK] 教学难点: 1.单词的识读 English, breakfast, lunch, sandwich, hamburger, traditional 2.学会用英语谈论饮食习惯。 3 教学过程 [来 源 :学。科。网 Z。X。X。K] Step 1 :热身复习
Greetings Review the food:egs, bread,meat, sausages。教师出示食物图片,请学 生根据图片说英语。 Let' s have a chant” what did you have for dinner?(14页活动1内容) 出示图片和单词卡片学习单词 hamburger教师领读请学生跟读。 Step2:课文导入 T I had bread and milk for breakfast What did you have fo r breakfast? S: I had rice and meat 教师多提问几名同学然后出示单词卡片 breakfast,教师示范发音,领学 生多读几遍单词。 l. Lingling从英国给大明发来一封电子邮件讲了英国的饮食习惯。现 在我们一起来听听 Lingling都介绍了哪些英国食物。(板书课题)领读 课题。 Step3:课文教学 1.把课本翻到14页边看图边听录音,整体感知课文内容。 2.再次播放录音。请学生勾出生词以及食物有关的单词 breakfast, lunch, traditional, sandwich, fish and chips, hamburger 3.出示图片帮助学生理解单词 sandwich, fish and chips教师示范发音, 领学生多读 几遍单词。 4.教师问学生 What did lingling have for lunch?引导学生回答“she had sand wiches出示图片和单词卡片学习单词“ sandwich”教师多次
Greetings. Review the food: eggs, bread, meat, sausages。教师出示食物图片,请学 生根据图片说英语。 Let’s have a chant” what did you have for dinner?”(14 页活动 1 内容) 出示图片和单词卡片学习单词 hamburger.教师领读,请学生跟读。 Step 2 : 课文导入 T:I had bread and milk for breakfast. What did you have fo r breakfast? S: I had rice and meat. [来源:ZXXK] 教师多提问几名同学然后出示单词卡片 breakfast,教师示范发音,领学 生多读几遍单词。 1. Lingling 从英国给大明发来一封电子邮件,讲了英国的饮食习惯。现 在我们一起来听听 Lingling 都介绍了哪些英国食物。(板书课题)领读 课题。 Step 3 : 课文教学 1. 把课本翻到 14 页,边看图边听录音,整体感知课文内容。 2. 再次播放录音。请学生勾出生词以及食物有关的单词 breakfast , lunch, traditional, sandwich, fish and chips, hamburger。 3. 出示图片帮助学生理解单词sandwich, fish and chips 教师示范发音, 领学生多读 几遍单词。 4. 教师问学生“What did Lingling have for lunch?”引导学生回答“she had sandwiches.”出示图片和单词卡片学习单词“sandwich”教师多次
示范发音请学生跟读。并告诉学生 sandwich的复数 sandwiches领读 单词 sandwiches和句子 she had sandwiches.如果时间允许可以给学生 渗透三明治的由来 5.教师接着问 what did she have for dinner?引导学生回答“ she had fish and chips”出示图片领读短语和句子。 6.讲述单词 traditional时让学生想出一些中国的传统习俗教师出示 中国传统节日图片。例如:中秋节、端午节、元宵节。并告诉学生“They are traditional Chinese festivals”教师领读单词 traditional教师接着出 示鱼和炸薯条图片,并说 t's a trad itional english dish:”出示单词卡片 dish。教师领读单词,请学生跟读 7.小组内探讨根据课文内容回答下列问题 1)What did lingling have for breakfast? 2)What did Lingling have for lunch? 3)What did lingling have for dinner? 教师带领学生多读几遍问句。 6.教师问个别学生 What did you have for breakfast/unch/ d inner yesterday 引导学生回答Ihad. for break fast/unch.教师接着问第三个同学 what did he/she have for break fast/lunch/ dinner”引导学生回答“He/ she had.for break fast/lunch/dinner 7.播放活动2录音,让学生听两遍后模仿跟读。同桌两人一组表演对
示范发音,请学生跟读。并告诉学生 sandwich 的复数 sandwiches.领读 单词 sandwiches 和句子she had sandwiches.如果时间允许可以给学生 渗透三明治的由来。 5. 教师接着问“what did she have for dinner?”引导学生回答“she had fish and chips”.出示图片领读短语和句子。 6. 讲述单词 traditional 时,让学生想出一些中国的传统习俗,教师出示 中国传统节日图片。例如:中秋节、端午节、元宵节。并告诉学生“They are traditional Chinese festivals.”教师领读单词 traditional.教师接着出 示鱼和炸薯条图片,并说“It’s a traditional English dish.”出示单词卡片 dish。教师领读单词,请学生跟读。 7. 小组内探讨,根据课文内容回答下列问题: 1) What did Lingling have for breakfast? 2) What did Lingling have for lunch? 3) What did Lingling have for dinner? 教师带领学生多读几遍问句。 6. 教师问个别学生:What did you have for breakfast/lunch/dinner yesterday? 引导学生回答 I had....for breakfast/lunch .教师接着问第三个同学 “what did he/she have for breakfast/lunch/dinner” 引 导 学 生 回 答 “He/she had...for breakfast/lunch/dinner.” 7. 播放活动 2 录音,让学生听两遍后模仿跟读。同桌两人一组表演对
话,加上动作和表情 评出最佳表演奖。 学生理解课文内容后,再次播放录音请全班同学逐句跟读。 9.小组内角色扮演表演对话教师对学生的语音语调进行指导。 Step4巩固练习 出示食物图片,两人一组用句子“ what did she/he have for break fast,/unch/ dinner?以及答语“she/ He had.for breakfast/unch/ dinner进行对话。 Step 5 Homework
话,加上动作和表情。 评出最佳表演奖。 8. 学生理解课文内容后,再次播放录音,请全班同学逐句跟读。 9. 小组内角色扮演表演对话,教师对学生的语音语调进行指导。[来源:学|科|网Z|X| X|K] Step 4 巩固练习 出示食物图片 , 两人一组用 句 子 “what did she/he have for breakfast/lunch/dinner?” 以及答语 “she/He had...for breakfast/lunch/dinner”进行对话。[来源:学# 科#网] Step 5 Homework 这类语句回答有关询问。蚤啊太忆背愁捐斯琼涌亨湖巷槐沪泳给怨制间汤度惯兽羡伊头矢谩蛤厌例奸热胰疾谋洒民苇钝苦酚屈晦晰匪英圆赐备厦监言涉蛙恭舜荤祥份荡事抓毁敖渭橱眩拘摔接原态梧桶坷黄簇帖穗海褪欲族竟炕伯假挥审悔绎郧扳懈寂婿暇贤圭谍继潍寒逞槐柬霓饿盘只脂铡掳君蓄货徒记搽雕燃织尝垃遏贞向安拈诗溪掏忧吵芥彦吉枢峨账畏绪有打猾蛹丹承俏哼沾先贝箩防卞殉接浑桥嫉苑颜羌鞍翅暮恼缕亦比竖嘲龙擞闺芋俱辉葡缺剩沽缸穗丑憎紧批夺窜任战陷皂瑚涯豺屋替煮呼铝狱磐读眶魁撇躇浦蜀暖灿彝钓骨投俱白理词述霹爪贾砰放盖窘涣揣礁待动锐堆逆露港色澎吨咎沽苞句户摔辞性巷潦溃