《新标准英语》五（下）Module 2 Unit 1 What did she have for lunch？

王雪范静

教学过程

Step 1.Warm-up

Free talk.（略）

Step 2.Lead-in

1.Part 1.

(1)T:First,let’s enjoy a chant about food.Please watch the cartoon.

Ss watch the cartoon.

T:Now let’s try to say.T and Ss say the chant together and do the actions.

(2)T:Look,there’re some food in the chant.What are they?

Ss:Bread,meat,vegetables...

T:I have eggs every day.I like eggs.Do you like eggs?Eggs are healthy for us.

2.Brain storm.

（1）Now brain storm.What food do you know?

Ss:Rice,noodles,hamburger...

（2）T:Look,what are they?（课件逐一出示食物的图片）

Ss read the words.

T:You know so many food.You’re great!

设计意图：用歌谣将学生带入学习情境中，渗透健康饮食教育。学生进行头脑风暴，回忆所学食物类单词。运用“快闪快说”活动，复习已学食物的名称，介绍常用食物名称，为之后的课文学习和练习开展作铺垫。

Step 3.Presentation

1.T:Look!Who are they?

Ss:They’re Daming and Fanfan.

T:This is Fanfan.She’s got short hair.She’s Daming’s friend.What are they doing?Whatis Fanfan doing?

S1:She’s reading a book.

T:What is Daming doing?

S2:He’s reading an email.

2.T:Do you know email?This is an email.

Ss read email,/ei/,nail,fail,tail.

3.T:Who sent Daming an email?

S1:Lingling.

T:What is the email about?

S2:English food.

T:Yes.The email is from Lingling.The subject is English food.

设计意图：鼓励学生观察图片，寻找信息，初步感知文本。同时进行语音渗透，引导学生总结发音规律，培养了他们的语音意识。

4.Watch the cartoon andanswerthequestions.

(1)T:Lingling is in England.What did she have for breakfast yesterday?What did she have forlunchanddinner?Pleasewatchthecartoon and find the answers.

Ss watch the cartoon.

(2)T:What did she have breakfast?

S1:Shehadeggsandsausages.(Teach sausage)

T:Eggs and sausages,it’s an English breakfast.

(3)T:What did she have lunch?

S1:She had sandwiches.(Teach sandwich)

(4)T:What did she have dinner?

S1:She had fish and chips.(Teach fish and chips)

T:Fish and chips,it’s a traditional English dish.(Teach traditional,dish)

设计意图：情境引入，看动画回答问题，初步理解文本。看图片，激发学生兴趣，新授单词。

5.Food culture.

(1)T:Britishpeopleeatalotoffishand chips,which is a hot dish of English origin,consistingoffriedbatteredfish,commonlyAtlantic cod or haddock,and deep-fried chips.It became popular in London and South East English in the middle of the 19th century.

(2)T:Fish and chips is a traditional English dish.What traditional Chinese food do you know?

Ss:Rice,noodles,moon cake...

T:Look.There are some traditional Chinese food.Let’s read.

（课件出示图片）Ss read the words together.

(3)T:And there’re some traditional western food.What are they?

（课件出示图片）Ss read the words together.

T:TraditionalChinesefoodandtraditional western food are very different.But they’re all delicious.

设计意图：饮食文化介绍，从传统的英式菜品谈论到传统的中国食品和传统的西方食品，引导学生体会文化差异，适时扩充常见的食物类单词，激发学生学习的积极性。

6.Listen and repeat.Try to imitate.Pay attentiontoyourpronunciationandintonation.Then boys and girls read the dialogue in different roles.Then practice in pairs.Choose 1 pair to show.

设计意图：听音跟读，模仿动画中地道的语音、语调分角色练习对话，让学生在情境中感知并理解短文。

Step 4.Practice and consolidation

1.Ask and answer.

There were some children in the restaurants before.Let’shavealook.Whatdidtheyhave there?（课件出示图片）What did he/she have for breakfast/lunch/dinner?

设计意图：借助图片创设情境，通过师生交流、生生问答操练重点词句，调动每个学生的积极性。

2.Play a guessing game.

Now let’s play a guessing game.What did he/she have for dinner?Ask one student to do the action.Ss guess he/she had...

设计意图：教师邀请一位学生到教室前面悄悄地告诉自己晚饭吃的食物，其他学生提问：What did he/she have for dinner?教室前面的学生边做动作边表演，其他人用“He/she had...”猜测。根据学生的年龄特点，通过做做猜猜的游戏，让学生在快乐的氛围中练习运用所学重点语句。

3.Game.I had a sandwich for breakfast yesterday.What did you have for breakfast/lunch/dinner?Let the Ss stand up and repeat I had...for breakfast/lunch/dinner.

T:...is/are healthy for us.Please don’t eat too much...

设计意图：与学生交流昨天早、中、晚餐吃的食物，学生们听到别人与自己吃的食物相同时，就站起来重复同学的话“I had...for breakfast/lunch/dinner.”。联系实际，师生进行问答游戏，学生全员参与，增加了问答练习的趣味性。教师适时与学生进行交流，渗透健康饮食的情感教育。

4.Do a survey and report.

Now children let’s do a survey and find your friend’seatinghabits.Whatdidyouhavefor breakfast/lunch/dinner?...had...for breakfast/lunch/dinner.His/her...is/are healthy.

T:Please eat more healthy food.Please don’t eat too much...

设计意图：调查朋友三餐饮食情况，总结其饮食习惯，渗透情感教育。搭建的语言支架降低了练习的难度，体现了以生为本。学生将所学知识与实际生活相结合，学以致用，形成语篇。

5.T:Children,what food are healthy for us?

Ss:...is/are healthy for us.

6.Look!This is Ms Wang’s healthy menu.I’d like to have...for breakfast/lunch/dinner.

7.Could you make a healthy menu for our school canteen?Please look here.These words in red are the names of food.These words in blue are the names of drinks.These words in black are the names of fruit.Please use your red,blue and black ballpoint pens to fill in the blanks.Try to makeahealthymenu.Firstpleasediscussin groups.Then choose 1 group to show.

设计意图：谈论健康食品，渗透情感教育。教师示范自己制作的健康食谱，学生分小组为学校食堂制作健康午餐食谱并进行小组汇报。教师在过程中完全是引导者，体现了学生的主体地位。

Step 5.Summary

Studentssumupthekeypointstheyhave learnt today.

T:We’ve learnt some names of English food,Chinesefood,westernfoodandhealthyfood.Please remember have healthy food and don’t eat too much.Healthy eating is a happy life.

设计意图：总结知识点。深挖教材，再次进行健康饮食的情感教育，教导学生吃健康食品，不要暴饮暴食，健康的饮食会带来快乐的生活。

Step 6.Homework

1.Listen and read the text 5 times.

2.Finish your healthy menu.

3.Write an email or a letter to your friend,introduce to your friend what you ate for meals yesterday.（选做题）

设计意图：延伸课堂，面向全体，尊重个体差异，联系实际布置应用语言的实践任务，提高学生的综合语言运用能力。