Module3 Unit1 She had eggs and sausages.（教学设计）-2025-2026学年五年级英语下册（外研版（三起）（2012）英语）

该小学英语教学设计聚焦食物类单词（breakfast, sandwich等）和过去式句型“What did she have...? She had...”的教学，通过课前chant和教师早餐视频导入，关联学生“昨天食谱”经验，自然引出新单词，搭建新旧知识衔接的学习支架。 其特色在于任务驱动式活动（如“连环问答”游戏、食谱分享会）提升语言运用能力，结合中西方饮食差异对比和节约粮食短视频渗透文化意识，通过小组积分、勋章激励培养合作学习能力。环节清晰且资源丰富，助力教师高效教学，帮助学生在实践中提升语言技能与文化素养。

外研版小学英语（三年级起）五年级下册 Module3 Unit 1 She had eggs and sausages. 张维维 河南省洛阳市嵩县旧县镇中心小学 课文内容简介 本篇是对话课，大明收到玲玲的email，email内容是关于英国食物的。于是大明和凡凡围绕玲玲的邮件来展开对话，对话中介绍了玲玲昨天吃了英式三餐：早餐（鸡蛋+香肠）、午餐吃了三明治、晚餐是英国传统菜炸鱼薯条，玲玲很喜欢英国食物，觉得这些食物很美味。 教学目标 1. 知识目标：能听、说、认读单词breakfast, sandwich, delicious, hamburger, dish, lunch，且能在日常生活中灵活运用； 2. 能力目标：能听懂、会说句型“What did she have for breakfast yesterday? ——She had eggs and sausages.”，并能在实际生活情境中运用该句型询问和回答一日三餐的饮食情况； 3. 情感目标：初步了解英语国家的饮食习惯、食品名称及中西方饮食文化差异，树立不浪费食物、健康饮食的生活态度。 教学重难点 教学重点：核心单词的听、说、认读与运用；目标句型的熟练掌握及在实际情境中的对话运用。 教学难点：过去式“had”的正确理解与运用；中西方饮食文化差异的感知与表达；流畅开展对话交流。 课前准备 （一）教师准备 1. 教具：核心单词图文卡片、PPT、课文录音（音频+动画）、“星星贴纸”、“Group”勋章等小奖品； 2. 学具：任务单（含单词闯关表、句型练习框、食谱记录表）； 3. 分组准备：提前将学生分组，每组4人，推选组长，确定小组英文名（如Apple Group、Banana Group）。 （二）学生准备 1. 提前记录的“昨天家庭食谱”； 2. 提前预习课文内容。 教学过程 Step 1 Warm up:（4分钟） 1.Greeting and free talk 2、Let’s chant （播放PPT ,教师跟学生一起边唱边做动作） What did you have for dinner? Bread ,meat and a hamburger. What did you have for dinner? Fish eggs and a hamburger. Step 2 Presentation:（13分钟） 1、单词教学 (1)引出新单词 T: I had bread this morning, （播放老师早餐视频）what did you have? Ss: I had soya milk/milk/noodles… T: We always have soya milk，rice, noodles, and dumplings for meals. They are Chinese food. Do you know English food? （Ss Talk about English food which they know.将本节课中出现的表示食物图片sandwich, hamburger等的单词贴在黑板右侧“English Food”区，自然引出新单词。） (2)Use new word cards and teach them the pronunciation. (3)Group Teach & Check：组长带领组员用单词卡片互教互学，重点练习“breakfast”“delicious”“dish”的发音，教师巡视指导。 (4)Word PK：教师随机出示单词卡片，各组抢答认读，发音准确、最快举手的小组加1星；拓展提问：“Which food do you think is delicious?”，鼓励学生用新单词回答。 2、 Teach new lesson:（课文教学） T: Tell the student ：Daming got an email from Lingling. It’s talk about English food. Now let’s see what Lingling introduces. （Then write the title.） (1) 初听感知 Open their books，listen to the tape for the first time, ask the students to find out the new words and the name of the food. And explain some English eating habits. (2) 再听解惑 Listen and answer : 1.What did Daming have got? 2.What did Lingling have for breakfast/lunch/dinner? Listen to the tape for the second time, ask the students to answer the question, and then check the answer together. (小组内讨论答案，派代表回答，答对1题加1星。) (3) 跟读模仿Ask the students to see the pictures and play the tape, the students read after it. (4) Pair Read：At last the students read the text in pairs.(学生两人一组分角色朗读（Daming和Lingling），教师抽查2-3组，朗读流利的小组加1星) Step 3 Practice（17分钟） 1、SB第一单元活动3并拓展 ask the student to see the third part of the text. Use the sentences to make dialogues in pairs. 活动升级：小组内用图片提示，开展“连环问答”游戏。规则：A问“What did she have for breakfast?”，B回答后追问C“What did he have for lunch?”，依次接龙，无卡顿完成的小组加2星。 2、食谱分享会 学生拿出“昨天食谱”，小组内互相询问：“What did you have for breakfast/lunch/ dinner yesterday?”，用句型回答I had...并说说“I like/don’t like...”，组长汇总小组内最受欢迎的食物。 展示：每组派1名代表分享“小组热门食谱”，如“Tom had fish for dinner. He likes it. Lily had sandwiches. She thinks they are delicious.”，表达清晰的小组加2星。 此时引出文化差异T：“What’s the difference between Chinese food and English food?”，学生结合黑板贴图自由发言，教师补充：“English people often have bread, eggs for breakfast; Chinese people like noodles, porridge.”，引导学生尊重中外饮食差异。 3.拓展升华 播放2分钟节约粮食短视频（配中英文字幕） T:What’s your feeling？ Ss:（不会用英语表达可以用汉语）粮食来之不易，每一粒米、每一口菜都不能浪费，因为凝聚着许多许多劳动人民的汗水。 T：So we must remember “To cherish food is to love life. Saving food, starting from the present!（珍惜粮食就是热爱生活，节约粮食，从现在做起！）”将标语写在黑板醒目位置。 Step 4 Summary：（4分钟） 1. Summary回顾梳理: Teacher leads students to review core words, target patterns and food differences in English. Emphasize “had” (past tense of “have”) and healthy eating & saving food.梳理核心单词（板书重点）+ 目标句型（师生问答互动），强调“had”是“have”的过去式，用于描述过去的饮食。然后发放并完成任务单（含单词闯关表、句型练习框）。 2. Evaluation积分统计: Count group stars. Award “Best Cooperation Group” (most stars) and “English Superstar” medals to top 2 groups. Praise all groups for active participation.教师根据积分板评选“最佳合作小组”（积分最高）、“最佳展示小组”（展示次数最多），颁发勋章和小奖品。 Step 5 Homework（2分钟） 1. Basic基础层: Listen to the tape 3 times. Copy words and sentences 1 time each.跟读课文录音3遍，抄写单词和句型各1遍； 2. Improvement提高层: Ask family members about their yesterday’s meals. Write 3 dialogues with target patterns.向家人询问“昨天的三餐”，记录下来（至少3组对话）； 3. Expansion拓展层: Draw a “Healthy Meal Poster” (Chinese or Western). Write 2 sentences about it (e.g., “I have eggs and milk for breakfast. It’s healthy.”).画“中西方早餐对比图”也可以是思维导图，用1-2句话描述差异。 板书设计： Module3 Unit 1 She had eggs and sausages What did she have for breakfast/lunch/dinner? She had… 学科网（北京）股份有限公司 $