外研版 (三年级起点)五年级下册Module 3模块综合与测试图文ppt课件

Module 3

Unit 1

She had eggs and sausages.

【知识目标】

1. 听懂会说单词egg、email、sandwich、traditional、delicious

2. 能够听懂、会说目标语句：What did she have for lunch? 并能口头运用She had sandwich. 这类语句回答有关询问。

【能力目标】

学生能听会说“What did she have for breakfast/lunch/dinner? She had eggs and sausages. ”

【情感目标】

1. 知道英语国家中典型的食品名称，了解中西饮食文化的差异，乐于接触外国文化，增强祖国意识。

2. 促使学生养成健康的生活态度和不挑食、不偏食的好习惯。

【学情分析】

本节课主要是让学生在情景中感知一般过去时的语境和用法，简单的谈论过去的一日三餐，并渗透一定的中西方饮食文化差异。本课时主要教学内容为“What did she have for breakfast/lunch/dinner? She had…”这一句型的教学与操练。而小学五年级的学生，生性活泼好动，喜欢直观形象思维，他们接触英语已经有两年的时间了，具有一定的英语基础水平和听说读的能力，大部分学生对于英语的学习还是具有浓厚的兴趣。在这个阶段，应该让学生从以活动为主的动态学习逐渐过渡到以阅读为主的较为静态的学习，因此在课堂上要逐步减弱活动式学习的分量，逐步加大课堂中阅读与书写的分量。在本次教学中，主要围绕学生为主体进行设计，为学生创设了真实的情景，更加贴近学生的实际生活，注重课堂的创新性、针对性和多样性。

【教学重难点】

重点：

运用已学语言询问和回答一日三餐。

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…

【课前准备】

1. 单词卡片/时间展示图；

2. 教学光盘或其他录音机设备；

3. 教学课件。

【教学过程】

Step 1：激发兴趣，引入新课

T: 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 match, and see which group will be the winner.

1. Sayachanttogether.

I like coffee, I like tea,

I like rice and you like me.

I like coffee, I like tea,

I like noodles and you like me.

I like coffee, I like tea,

I like noodles and you like me.

【设计意图】在本课开始时，营造学习英语的氛围，让学生根据旧歌的旋律唱教师自编的食物歌，吸引了学生的注意力，调动了学生学习的兴趣；又通过自由谈话，为学习新知做了铺垫。

Step 2：设置情境，呈现新知。  

1. T: Do you like noodles and rice?

Ss: Yes.

T: I like them too, because they are nice, they are delicious. (出示: delicious师领读)

T: Now, together, delicious, delicious.

Read after me, Noodles and rice are very very delicious. Mm Mm Mm very very delicious.

T: Look, I have some delicious food here. (PPT出示食物图片.）

What are they?

S1: noodles/dumplings/rice/eggs(开火车说单词)

T: Noodles, rice and dumplings are traditional Chinese food.

 (出示: traditional学习单词，师领读)

T：Now, read it one by one, traditional, traditional.

T: Boys and girls. What do I like? Can you guess?

在学生猜测的过程中依次出现学习hamburgers, eggs, chips and fish这些单词，在学习新单词时采用不同的方式朗读练习单词的发音。可采用领读，开火车读，大小声读等不同方式。

2. Game1: Pick up apples. (摘苹果)

(PPT出示苹果树）师指汉语，小组开火车说英语单词，顺利说完的小组加分。

Game2: Pass the food pictures (传食物图片)

The class devide into several groups and sit in lines. The teacher pass a food picture to the first student of the line. That students pass the picture one by one. When other students say stop, the students stand up and read the word correctly. The group will win the game point.

全班同学分成几个组，坐好。老师把卡片传给排头的学生，这个学生将食物图片传给第二个同学，当其他同学说停时，拿到图片的同学起立并大声地朗读单词，读正确的组将获得比赛分。

【设计意图】采用摘苹果和传食物图片的游戏，激起学生说英语的兴趣，在游戏过程中巩固新单词，检测学生对单词的掌握情况。顺势导入新句型，主要采用师生问答形式，让学生对新知识有一个初步的认识。

3. （拿到卡片的最后一组同学来到讲台前）问答接龙，呈现重点句。

T: (师出示鸡蛋图片）I had eggs for breakfast?

T: What did you have for breakfast yesterday? (板书，领读breakfast及句型）

S1（有卡片的同学）: I had sausages.

S1: What did you have for breakfast?

S2: I had sandwiches.

S2: What did you have for lunch yesterday?

S3: I had hamburgers.

S3: And what did you have for dinner?

S4: I had noodles.

4. 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/she have for lunch yesterday?

B: He/Shehad…

A: What did he/she have for dinner yesterday?

B: He/She had…

【设计意图】采用问答接龙，生生问答等形式多样化地操练新句型，直观形象，在问同学中学习巩固句型“What did you have for breakfast/lunch/dinner? ”。

Step 3：设置任务，进行课文学习。  

1. T: look, who is she? Do you want to know what she had for breakfast/lunch/dinner.

Let’s listen and answer: (课件播放动漫课文)

T: What did Lingling have for breakfast yesterday? （点击PPT：出现eggs and sausages图片。）

S1: Lingling had eggs and sausages for breakfast.

T: Then,what did she have for lunch?（点击PPT：出现sandwiches图片。）

(PPT)Teach: sandwiches.(强调发音)(T板书）

T: What did she have for dinner? (点击PPT：出现fish and chips图片。)

T: 指板书Lingling had fish and chips for dinner.

Fish and chips is traditional Chinese food. True or False?

Fish and chips is traditional English food.

Does Lingling like English food?

2)Let’s listen and repeat.

3)Read the text together.

4)Read the text in roles

Step 4：再现句型，操练巩固 

Lucky numbers（选幸运数字，回答问题）

1. What did she have for breakfast? (读句子并翻译)

2. What did you have for lunch? (回答问题)

3. A: What did she have for dinner?

B: She had fish and chips. (和你的小伙伴问答。)

【板书设计】

Module 3 Unit 1

She had eggs and sausages.

egg  email  sandwich  traditional  delicious

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

He/She had...

【教学反思】

教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学习水平的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。