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Module 3 English FoodUnit1 She had eggs and sausages.一、Teaching objectives:1、Words and phrases:hamburger, English, breakfast, lunch, sandwich, traditional, fish and chips2、Sentences: What did she have for breakfast / lunch / dinner yesterday? She had eggs and sausages / sandwiches / fish and chips.3、Function: Talk about eating habits, ask and answer the food in one day4 、Emotional aims:students know English traditional food.二、Teaching difficulties:1. students can ask and answer the sentence”What did you / she / he have for breakfast / lunch / dinner?”2. the pronounciation of the two words traditional, sandwich三、Teaching tools: pictures, videos, tapes, cards.四、Teaching procedures:Step 1: Warm up (about 2 minutes)1. show the pictureof food and lead in the topic2. T: What did you have for dinner yesterday？S1: I had rice. T: Rice is Chinese food.S2: I had noodles. T: Noodles are Chinese food.....Step 2: Lead in(about 3 minutes)1. watch Activ ity 1 and answer the question.Question: What did Daming and Tom have for dinner?Answer: Daming had bread, meat and a hamburger.Tom had fish, eggs and a hamburger.(use the word card to study the word ham/bur/ger)2. lead in the textT: Look, Daming has got an email from Lingling. What’s it about? Now let’s begin our new class:Module 3 Unit 1 She had eggs and sausages.（write the topic on the blackboard）Step 3: Presentation (about 20 minutes)1. read the text and answer the questionQuestion: What’s the email about?Answer: It’s about English food.(Study the word “English”)2.watch Activity 2，find the answer of the question that Fanfan asksT: Fanfan has got some questions about Lingling’s meals.Let’s find the questions.Students listen and answer the question（study the new words：breakfast, lunch）3. show the picture of the English foodT: Look, here is English food: eggs and sausages, sandwiches, fish and chips.（study the new words：sandwich — sandwiches, fish and chips）4. Think and Guess：which food do you think Lingling had?（discuss and talk ）5. read the text and check the answerT: Look, fish and chips is a dish.It’s a traditional English dish.（study the word “traditional”）6. read and answerDoes Lingling like English food?Ss: Yes, she does.T: How do you know?Ss: She says, “It’s delicious.”7.emotional educationT: Lots of English food has gone into Pingyuan, for example,pizza, steak, pasta, hot dog, hamburger...8. listen and read the textStep 4: Practice and Consolidation (about 13 minutes)Step 5: Emotional Education (about 2 minutes)T:We all know that eggs and sausages,sandwiches,fish and chips are English food.While dumplings,rice and noodles are Chinese food. Now many Chinese like English food. Lots of foreign people like Chinese food too.BlackboardDesignHomework:1. Read the dialogue after class.2. Write an email to your friend to tell him/her about your meals.。
Module 3 Unit 1 She had eggs and sausages?一.教学内容：Words : hamburger sandwich fish and chipstraditional breakfast lunch Sentences : What did you have for breakfast/lunch/dinner?I had ...二.教学目标：Make students can use these two sentences to talk.三，教学重难点：Words : hamburger sandwich fish and chipstraditional breakfast lunch Sentences.: What did you have for breakfast/lunch/dinner?I had ...四.教学准备：E-pen cards PPT food五.教学过程：Stepl: GreetingsT: Good afternoon ,boys and girls. Today I'm your new teacher .You can call me Ms Yu.S:Good afternoon ,Ms Yu.T:Let's sing an English song together.设计意图：通过在上课之前的听音乐环节，可以放松学生们的心情还可以拉近师生之间的感情。
Step2 Lead inT: Look, what;s this?（老师手中拿着苹果）S ：ApplesT: And whafs this?（老师手中拿着鸡蛋和糖果）SI: Egg and candies.T:So today we're going to learn M3U1 She had eggs and sausages. 设计意图：利用呈现食物的形式，让学生进一步融入课堂，活跃课堂气氛，从而引出Part2。
外研版五年级下册M3U1第一课时在小学英语的学习旅程中，外研版五年级下册 M3U1 第一课时是一个充满趣味与知识的重要站点。
让我们一同踏上这趟学习之旅，去探索其中的奥秘。
这一课时的主题围绕着“Food”展开，旨在引导学生了解和掌握不同的食物名称，以及如何用英语表达对食物的喜好。
课程一开始，老师会通过一些生动有趣的方式来引入主题。
比如，展示一些色彩鲜艳的食物图片，或者播放一段有关美食的小视频，瞬间吸引学生们的注意力，激发他们对这一课时的学习兴趣。
在词汇学习部分，会出现一系列常见的食物单词，如“hamburger （汉堡包）”“hot dog（热狗）”“sandwich（三明治）”“fish and chips （炸鱼加薯条）”等等。
老师会采用多种教学方法帮助学生记忆这些单词。
比如，通过卡片认读、单词游戏、小组竞赛等方式，让学生们在轻松愉快的氛围中记住这些新单词的读音和拼写。
为了让学生更好地理解和运用这些单词，老师会创设各种真实的情境。
例如，假设大家在餐厅点餐，让学生们用所学的单词来表达自己想要吃的食物。
这种情境模拟不仅能加深学生对单词的理解，还能提高他们的语言运用能力。
在句型方面，重点句型是“ I had（我吃了）”和“ I've got（我有）”。
老师会通过例句示范，让学生明白这两个句型的用法和区别。
然后，让学生们进行模仿造句，互相交流分享自己的饮食经历。
课堂上，老师还会鼓励学生们积极参与小组讨论。
小组讨论不仅能够培养学生的合作精神，还能让他们在交流中互相学习，发现自己的不足之处。
在听力训练环节，学生会听到一段与食物相关的对话或者短文。
通过听力练习，学生能够进一步熟悉新学的单词和句型，提高听力理解能力。
听完后，老师会针对听力内容提出一些问题，引导学生回答，检验他们的听力效果。
在口语表达方面，老师会组织学生进行角色扮演活动。
有的学生扮演顾客，有的学生扮演服务员，通过这种方式，让学生们大胆开口说英语，锻炼他们的口语表达能力。
