資源簡介

hamburger
breakfast
lunch
sandwich
traditional
fish
and
chips
dish
delicious
炸魚薯條(共21張PPT)
Unit1
She
had
eggs
and
sausages.
Module
3
English
Food
余祥小學
劉紫星
What
did
you
have
for
dinner?
What
did
you
have
for
dinner?
What
did
you
have
for
dinner?
I
had
...
.
email
Daming
has
got
an
email
from
Lingling.
English
food
Yesterday
she
had
an
_________________.
English
breakfast
What
did
she
have
for
breakfast
?
早餐
She
had
______________
.
English
breakfast
eggs
and
sausages
What
did
she
have
for
lunch?
午餐
She
had
_________.
sandwiches
What
did
she
have
for
dinner?
晚餐
She
had
_____________.
a
traditional
English
dish
一道傳統的英國菜肴
fish
and
chips
a
dish
an
English
dish
English
food
It's
delicious
.
美味的,可口的
漢堡
午餐
魚和薯條
三明治
早餐
hamburger
lunch
sandwich
fish
and
chips
dish
菜肴
breakfast
傳統的
traditional
Look
and
say.
Listen
and
imitate
(模仿）.
Fill
in
blanks.
Daming
has
got
an
______
from
Lingling.
It's
talking
about
______
food.
Yesterday
Lingling
had
eggs
and
sausages
for
_________.
She
had
_________
for
lunch.
And
she
had
____________
for
dinner.
Fish
and
chips
is
a
__________
English
dish.
She
likes
English
food
because
it’s
_________.
email
breakfast
English
sandwiches
fish
and
chips
traditional
delicious
1.用句型：What
did
you
have
for
breakfast/
lunch/
dinner?
I
had
....
調查你旁邊同學昨天的三餐都吃了哪些食物(可以寫單詞，也可以畫簡筆畫），完成下面的表格。
name
breakfast
lunch
dinner
Lingling
fish
and
chips
eggs
and
chips
sandwiches
make
a
survey
做調查
2.
用句型
He/she
had…for
breakfast
/
lunch
/
dinner
/yesterday.
向大家介紹小組成員的三餐.
healthy
food
健康的食物
junk
food
and
fast
food
垃圾食物和快餐
To
eat
a
hearty（豐盛的）breakfast,
have
a
filling（飽滿的）
lunch,
and
have
a
simple（簡單的)
light
dinner.
早餐吃好，午餐吃飽，晚餐吃少。
Homework
(
菜單式作業：1必做，２選做)
1.
Read
the
dialogue
three
times.
(認真讀對話3遍。)
2.
Write
an
email
to
Miss
Liu.
（給劉老師寫一封郵件）
Email：[email protected]附學習單：
Module
3
Unit
1
She
had
eggs
and
sausages.
學習單
Learn
and
write.(學寫新單詞）
_________________________
________________________
________________________
_________________________
_________________________
________________________
________________________
_________________________
_________________________
________________________
________________________
_________________________
_________________________
________________________
________________________
_________________________
_________________________
________________________
________________________
_________________________
_________________________
________________________
________________________
_________________________
_________________________
________________________
________________________
_________________________
_________________________
________________________
________________________
_________________________
Fill
in
blanks.（根據所學內容完成短文）
Daming
has
got
an
_____
from
Lingling.
It's
talking
about
______
food.
Yesterday
Lingling
had
eggs
and
sausages
for
___________.
She
had
____________
for
lunch.
And
she
had
_____________
for
dinner.
Fish
and
chips
is
a
___________
English
dish.
She
said
she
likes
English
food
.
It’s
_________.
Do
a
survey.(做調查）
分小組進行調查，并完成下列調查表。
運用句型A:
What
did
you
have
for
breakfast
/lunch/dinner
yesterday?
B:
I
had......for
breakfast/
lunch/
dinner.
一日三餐調查表
name
meal
breakfast
lunch
dinner
2.用句型
He/she
had…for
breakfast
/lunch
/
dinner
/yesterday.
向大家介紹小組成員的三餐.Book
6
Module
3
Unit
1
She
had
eggs
and
sausages.教學設計
刊江余祥小學
劉紫星
一、設計意圖
Module
3
的主題是“English
food”,
Unit
1
She
had
eggs
and
sausages的語言功能是Talking
about
food(談論飲食習慣)；學習任務為：學習目標語句“What
did
she
have
for
breakfast
/lunch/dinner
yesterday?”并能用
She
had……來回答詢問。
因此，我根據《新標準英語》的編寫原則從“題材—功能—結構—任務出發”，貫徹以“學生為主體，教師為主導”的教學理念，采用以語篇輸入教學法為主，倡導詞句結合、語篇感悟的教學方法。通過整體感知語篇，讓學生在語境中更好地理解課文，同時通過任務驅動，采取小組合作學習的方式加強生生合作與互動，將競賽滲透在兩大組之間，鼓勵學生在真實的情景中運用所學語言，讓學生在大膽實踐和積極參與的過程中，培養其積極的情感態度和自主學習能力。
二、教學目標
　（一）語言知識目標：
　
1.
聽懂會說單詞：hamburger,
English,
breakfast,
lunch,
sandwich,
fish
and
chips,
traditional,
dish。
　　2.
能夠聽懂、會說目標語句：What
did
she
have
for
lunch?
并能口頭運用She
had
sandwiches.
這類語句回答有關詢問。
　（二）語言技能目標：
　　1.
學生能夠在創設的情景中靈活地對別人三餐吃過什么進行較流暢地詢問和回答。
　　2.
學生能夠運用功能語句在真實的生活情景中對中英飲食文化進行調查和交流。
　（三）情感態度目標：
1.
學生在多種教學資源中體驗和感受英國飲食文化，并在學習中滲透要合理飲食的好習慣。
2.
學生能夠在看、聽、想、說、寫中發展多元智能，養成認真傾聽的好習慣，并在交流匯報中體驗合作競爭的帶來的收獲與快樂。
三、教學重難點
重點：正確掌握email/
sandwiches/
traditional
/delicious的發音。
難點：
能在真實情境中熟練運用目標語句：What
did
she
have
for
breakfast/lunch/dinner?
She
had…….
四、教學法
教法：1.情景教學法；
2.全身反應法(TPR)；
3.任務型教學法；
4.交際法；
5.多媒體教學法。?
學法：1.使學生認識到合作的重要性，學會利用現有資料進行合作學習。?
2.充分利用學習正遷移作用，為本課的新知識學習做鋪墊。?
3.在會話教學中鼓勵學生開口大聲說，培養學生口頭表達能力。
五、教具
PPT、
word
cards、food
cards
六、教學流程
Step
1:
Warm-up
and
preview
（文化交流、對話熱身）
1.Greeting.
2.Say
a
chant.
3.Free
talk.
【設計意圖】在本課開始時，營造學習英語的氛圍，師生一起說唱chant，吸引學生的注意力，調動了學生學習的興趣；又通過復習所學食物單詞和句型，為學習新知做了鋪墊。
Step
2:
Presentation
and
practice（聽力呈現，語篇學習）
通過食物圖片比較中英食物，感受中英飲食文化，見機學習新單詞：fish
and
chip、hamburger
、delicious、traditional、sandwich.
Leading-in
（導入）
T：Lingling
is
in
London,
now.
Daming
has
got
an
email
from
Lingling.
學習新單詞email.
Watch
the
cartoon
for
the
first
time
with
the
two
question.
【設計意圖】利用對話內容的情境，讓學生了解電子郵件內容。
listen
again,
and
try
to
answer
three
questions,
underline
the
answers
in
the
text.
Text
learning
【設計意圖】通過學習課文內容讓學生了解玲玲一日三餐情況，為下一步的詢問和回答運用句型做準備。同時在學習的過程中采用生生問答等形式多樣化地操練新句型，直觀形象，在問同學中學習鞏固句型What
did
you
have
forbreakfast/
lunch/
dinner?
She
had...】
6.
Listen
again,read
fter
the
text.(跟讀課文)
【設計意圖】跟讀錄音，模仿語音語調，培養了學生良好的發音習慣。
7.Read
in
roles.
(全班/小組分角色朗讀。)
Step3：Consolidation
and
Extension
（創設情景，鞏固延伸）
1.Ask
and
answer.
2.Do
a
survey
in
the
group.
【設計意圖】英語教學的關鍵是讓學生學習了新知識后，能夠在日常生活中運用語言，在此，我結合實際適當拓展，設計任務。它可以訓練學生的聽、說、讀的英語綜合能力，提供了相互交流學習的機會，更讓學生在運用語言中增強學習信心。
Step
4:
Summary
（總結回顧）
Suggestion
to
students.
Review
the
words
and
sentenses.
Winner
team(評出“最佳合作小組”。)
Step
5:
Homework(
菜單式作業：1必做，２，３任選一個做)
Module
3
Unit
1
She
had
eggs
and
sausages.
English
Food
Chinese
Food
breakfast?
What
did
she
have
for
lunch?
She
had
you
dinner?

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