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小学英语_Module3Unit1Shehadeggsandsausages教学设计学情分析教材分析课后反思

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Module 3 Unit 1 She had eggs and sausages.

教材分析：

本单元是第三模块的第一单元，主要呈现本模块所要学习的主要内容，课文通过Daming与Fanfan对话，讲述了Daming 收到了一封Lingling的电子邮件，课文针对电子邮件的内容展开对话，本单元主要学习如何向别人询问及回答昨天一日三餐的表达，从而了解英国国家人们的饮食习惯，知道中国人与英国人不同的饮食习惯。主要句型，What did she/he have

for breakfast/lunch/dinner yesterday? She /He had…….

教学目标：

知识与技能：

1.单词：English, breakfast, lunch, sandwich, traditional, fish and chips, dish.

2.句型：用一般过去式，询问别人曾经吃过什么。

What did she have for breakfast/lunch/dinner yesterday?

She had eggs and sausages/sandwiches/fish and chips.

过程与方法：

1、学会用What did she have for breakfast/lunch/dinner? She had eggs and

sausages/sandwiches/fish and chips...询问及回答一日三餐的饮食情况.

2.通过学习培养听、说、读、写和灵活运用语言的能力，培养竞争、参与合作和学会与人分享的意识。

情感态度价值观：

1.培养学习英语的兴趣，树立说英语的信心。

2.养成良好的饮食习惯，有利于健康。

3.学会与人交流，培养合作能力，培养与人分享的意识及爱国意识。

教学准备：图片，单词卡片，多媒体课件

教学方法：任务教学法、情境教学法、小组合作学习法、讲解法等

教学过程：

Step 1. Warming up

1. Greetings.

2. T: Today Let’s try the “sharp eye” game.出示四幅食物图片快速闪过，让学生来猜。详讲“sandwiches”。 3. T: I can make a chant with these delicious food. “sausage ,sausage ,I like

sausage.” Can you make a chant like this?

4. 选择图片和学生练习chant。

5.Now, let’s chant together.

Step 2. Presentation

1.T: Class, we know Daming received an email from Lingling. It’s about English

food. What did Lingling have for breakfast/lunch/dinner? （板书）

She had...

课件依次呈现学过的重点句型，可每组回答一个问题，第三个问题一起回答，每回答完一个问题，师问生答，教师及时板书食物名称。）

2.T：Fish and chips is a traditional English dish. Do you know some traditional

Chinese food?

T: During the Spring Festival we have dumplings and at the Mid-autumn Festival we

have moon cakes. Do you like dumplings? Do you like moon cakes?

Ss: Yes,I do./No,I don’t.

T: Maybe yes maybe no. Class, do you like playing a game?

Ss: Yes!

Step 3. Practice

1.T:OK.Let’s play a guessing game!

课件播放：

What did Sam have for breakfast? He had .

What did Amy have for lunch? She had .

What did Daming have for dinner? He had .

(每个问题找两个组的两人一起猜，猜完揭晓答案，答案揭晓后问答练习，然后再做下一个问题)。

2.(Make a survey and write a letter .)

T：We all have good friends. I made a survey about my friend Lanlan’s food. Then

I wrote a letter to our friend Lingling. Can you read this letter for me?

Ss: Read the letter together.

T: Thank you!

Next, 2 pupils a group, one asks: “What did you have for breakfast/lunch/dinner?”one answers: “I had...”, then write a letter to Lingling , ok? Go!

T: Finish? Who want to read your letters?

（两人一组，问答练习，然后完成书信, 完成后找4 pairs读一读。）

Step 4. Summary

1.T:This class,we reviewed the sentences:

Ss:What did she have for breakfast\lunch\dinner?

She had...

2. We should have a healthy diet every day. And we should do more exercises.

Step5. Homework

T:Homework for you:

1. Make a healthy menu for your family.(breakfast/lunch/dinner)

2. 2.Listen to the text twice and read it fluently.

T:Thank you!!!Class is over! Stand up. Goodbye,class!

Ss:Goodbye.

学情分析

五年级学生的年龄在十一到十二岁左右，虽然处于高年级学段，但仍然活泼好动，喜欢直观形象思维和抽象思维相结合，对游戏、竞赛、画画还有兴趣。大部分学生对英语有着较浓厚的学习兴趣，但也有少数学生由于遇到困难，学习兴趣会随之减弱。尤其从这学期开始，对学生又提出了新的要求：培养听、说、读、写的技能。所以教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。

五年级学生还存在着学习方法和学习策略经验不足等问题，但他们却有着极强的求知欲强和表现欲。根据学生的心理特点我课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、认真想！让学生们在玩玩、做做、说说中学习英语。但这个年级的学生在学习方法和学习策略上还有很大差距，尤其在答题技巧和技能方面还缺少锻炼。因此本学期在实施英语教学的过程中我和上学期一样在教授学生新知的同时更重视对学生学习方法和答题技巧的培养。我一心争取在本学期让学生的学习能力和应试能力在原有的基础上能大幅度提高。

除以上所说的几种情况之外，五年级部分学生还存在顽劣和懒惰倾向，上课溜号，爱搞小动作、课下作业完成不及时的坏毛病，学习效率也较差。针对这种情况我采取趣味教学的模式课上多为学生创设练习语言的环境，尽量努力吸引学生的注意力，以便更有效地激发他们的学习兴趣，而且课下我经常找机会和他们聊天、交朋友，帮助他们转变厌学思想。

教学效果分析

大部分学生能掌握English, breakfast, lunch, sandwich, traditional, fish and

chips, dish.等单词，能会用句型——What did she have for breakfast/lunch/dinner

yesterday? ——She had eggs and sausages/sandwiches/fish and chips. 询问及回答一日三餐的饮食情况.用一般过去式，询问别人曾经吃过什么。

多数学生听、说、读、写和灵活运用语言的能力得到锻炼，学生的竞争、参与合作和学会与人分享的意识得到增强，并树立了说英语的信心。

教材分析 M3U1She had eggs and sausages.是小学英语五年级下册中第三模块的第一单元，主要呈现本模块所要学习的主要内容，课文通过Daming与Fanfan对话，讲述了Daming 收到了一封Lingling的电子邮件，课文针对电子邮件的内容展开对话，本单元主要学习如何向别人询问及回答昨天一日三餐的表达，从而了解英国国家人们的饮食习惯，知道中国人与英国人不同的饮食习惯。主要句型是What did she/he have for breakfast/lunch/dinner

yesterday? She /He had…….

评测练习

1.Ask,answer and write a letter:

(参考词汇：noodles, rice, bread, meat, hamburgers\a

hamburger,

sandwiches\a sandwich, fish, eggs, sausages, dumplings,

milk...)

Dear Lingling ,

Yesterday had for breakfast. He\She

had for lunch. And he\she had for

dinner.

I hope you are well.

Yours,

合集下载

外研版小学英语(三起)五年级下学期Module7Unit2单元巩固练习(B)

外研版小学英语(三起)五年级下学期Module7Unit2单元巩固练习(B)

- 1 - 外研版小学英语（三起）五年级下册Module7Unit2

单元巩固练习（B）

Module7Unit2单元巩固练习

Module7Unit2 I’ll be home at seven o’clock.我将在七点到家。

（ ）8.She lunch at half past eleven every morning.

A.have B.has C.has got

（ ）9.——What time is it?

——It’s six o’clock.

A.at B./ C.in

（ ）10.It’s seven o’clock. .

A.Here’s he B.Here he is C.Here is he

七、连词成句。

1.you at o’clock Will home seven be (?)

2.time be you What home will (.)

3.a to now quarter It’s eight (.)

4.at School eight o’clock starts (.)

5.every up get at you Do seven o’clock morning(?)

6.it every at o’clock I morning do seven (.)

7.all And be six we’ll home at (.)

8.be going Dad you Are to late (,)(.)

八、选词填空（不限次数）。

1.She breakfast half seven

全国小学生英语竞赛低年级组3(初赛)模拟试题(四)

全国小学生英语竞赛低年级组3(初赛)模拟试题(四)

模拟3

1 全国小学生英语竞赛低年级组（初赛）模拟试题（四）

1—5 BCAAC 6—10 ACCAB

11—15 NYNNN 16—20 AABCA

21—25 YNNNY 26—30 TFTTT

31—35 ABBAA

36. chair 37. sunny 38. homework

39．dog 40. farm

41.保持安静 42. 出去

43.对……有益 44. go to bed

45．run a race

46.【答案】C【解析】play与乐器、球类等名词连用时，乐器前用定冠词the，球类前不用冠词。

47.【答案】C【解析】句意：不要在动物园里喂动物。祈使句的否定句在句子前加don’t。

48．【答案】B【解析】句意：快点，男孩女孩们！让我们去动物园。

49．【答案】B【解析】答句回答的是地点，所以问句应该对地点提问。

50．【答案】B【解析】答句是一般现在时态，故问句也应该是一般现在时态。

51．【答案】A【解析】向别人作介绍应该用this，根据句意可知介绍的是一个男孩，所以此处应该用his。

52.【答案】B【解析】答句回答数量．Monkeys是可数名词的复数。故选B。

53.【答案】B【解析】there be句型表面：“有，存在”，且遵循就近原则。

54.【答案】C【解析】根据句意“……请进来坐下”可知介绍的应该是“房子”。

55．【答案】C【解析】根据答句Yes，he is可知，问句应该是is he引导的一般疑问句。

56—60 BBABC 61—65 EACBG

66. time 67. clean 68. There

69. onto 70. floor

71.【答案】T【解析】根据短文中This is my best friend，Mike可知Mike是“我”最好的朋友。

72.【答案】F【解析】根据短文中He has short hair, big eyes and small ears 可知他有一双大眼睛。

M3unit1 She_had_eggs_and_sausages.

M3unit1 She_had_eggs_and_sausages.

Module3 English food

Unit 1 She had eggs and sausages.

Hanliping,

Gushanyulu Primary School , Boshan district

Analysis of teaching material:

This is Module3. English food. Unit1. She had eggs and sausages. It's

from Book6 of《New Standard English》.There are 10 modules in Book6.

This is Module3. The central item is to learn some new words of

English food and to talk about different eating habits. In this module,

we'll learn to use the patterns to talk about eating habits. And we'll

study and drill the words' pronunciation and the sentences.

Theme: English Food

Function: Describing eating habits

Words: egg、sandwich、email、delicious、traditional

Target Language: What did you/he/she have for breakfast/ lunch/

dinner yesterday? I/He/She had…

Teaching aims

1. Aims on the knowledge

(1) To enable the Ss to understand and speak: "What did you/she/he

【教材分析】教材分析_She had eggs and sausages_英语_小学_于国玲_3707830844

【教材分析】教材分析_She had eggs and sausages_英语_小学_于国玲_3707830844

Module 3 Unit 1 She had eggs and sausages.

教材分析：

教材内容:

Daming: Look. I’ve got an email from Lingling. It’s about English food.

Fanfan:What does it say?

Daming: Yesterday she had an English breakfast.

Fanfan: What did she have?

Daming: She had eggs and sausages.

Fanfan:And what did she have for lunch?

Daming: She had sandwiches.

Fanfan: And what did she have for dinner?

Daming: She had fish and chips.

Fanfan: Fish and chips?

Daming: Yes. It’s a traditional English dinner.

Fanfan:Does Lingling like English food?

Daming:Yes, she does. She says it’s delicious.

本节课是新标准外研版三年级起点五年级第六册Module 3 English food, Unit 1 She had

eggs and sausages。本节课是通过Daming 收到的一封电子邮件，提到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。让学生了解英国的饮食文化及用英语谈论一日三餐的话题。食物类单词是学生较为熟悉的一类词汇，因此我以此类词汇为“敲门砖”，刻意引导学生轻松地进入本单元知识的学习。采用多样化的教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

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