1、一、语言知识目标：1、掌握本课单词：sausage、 sandwich、fish and chips、traditional、dish、delicious。2、掌握下列句子，并能熟练运用 ：What did she have for breakfast ?She had eggs and sausages。二、语言技能目标：(1) 培养学生听、说、读、写能力。（2）Words:复习巩固与食物、水果、饮料、一日三餐单词及昨天表达法。（3）Function:掌握向别人询问昨天一日三餐吃过什么的具体表达方法。三、情感态度目标：（1）在讨论学习的过程中培养学生学习兴趣，帮助他们村立信心。（2）教育学生
2、养成良好的饮食习惯，利于健康。（3）学会与人交流，培养学生的自主合作能力；四、教学重点难点：重点：1、充分了解并掌握下列句子:What did she have for breakfast ?She had eggs and sausages。2、了解英语国家饮食习惯。难点：用一般过去时来谈论别人的饮食习惯.七、教学准备：1、图片，单词卡片、课件八、 课堂教学程序：.Step1 Warming up1、Greeting.：T: Hello ,boys and girls. How are you? S: Im fine, thank you. Are you happy?（1）Chant：I
3、am very happy to see you. Lets have a chant together.(这是一首关于食物的儿歌。在课的开始与学生们一起说唱，既可以作为学生的课前热身，使学生可以很快地进入到英语学习的氛围中，又复习了一些表示食物的单词，可为本课的学习做铺垫)（2）Review the food:T: Can you tell me what is the chant about ?S: Its about food.T: Look, there are lots of food. (课件展示食物图片)Lets say them together. Whats your fav
4、orite food ? Ss: My favorite food is .设计意图：通过唱歌、师生交流、与学生互动，不但让学生做好上课的心理预备，而且给学生营造英语学习氛围，激活学生的英语思维，而师生间交流能有效地提高学生对旧知识的再现率，为学习新知识埋下伏笔。Step 2 New lessonT: Daming has got an email from Lingling. Its talk about English food. Now lets look at the screen.Listen and find: What English food did Lingling have
5、? 1、Listen and answer.T-S1: What did you have for breakfast ? S1: I had egg .TSs: What did she have for breakfast? (引导学生说)Ss: She had egg for breakfast。TS2: What did you have for breakfast? S2: I had cake.TSs: What did he have for breakfast? (引导学生说)Ss: He had cake for breakfast。T: T: Good. Please lo
6、ok at screen.师范读 What did she have for breakfast?She had eggs for breakfast.Practice：（举例示范）T: Who can ask?(指学生用句型S1:I had rice.S2：What did she / he have for breakfast?问答)Sandwich ： T：（课件出示图片）Do you know whats this?让会的学生在教师的指导下做小老师教:sandwich,delicious,traditional.: T :Sandwich is a traditional Englis
7、h food. Dumplings is a traditional Chinese food .We eat dumplings on Spring Festival. We eat moon cakes on Mid-autumn. That means traditional .（ 师范读）T: Can you tell me something about traditional. traditional Chinese / English food? traditional Chinese/ English festival?Email：T: Do you know email? I
8、ts a computer message. Daming got an email from Lingling.设计意图通过“我”当小老师及学生之间用英语互评的教学活动,师生共同创设了一种民主和谐的英语学习气氛，较好地形成了师生互动和生生互动.教师把课堂真正还给学生,让学生成为学习的主人,教师成为学生平等的对话者.Step 3 consolidation of words and sentences:T: Now lets dead these words and sentences together.Step4 Text learning (课文学习)1 T : Well done! Cl
9、ass! Your pronunciation is very good。Now lets look at the screen again and then answer three questions.（1） What did Lingling have for breakfast?（2） What did Lingling have for lunch?（3） What did Lingling have for dinner?设计意图 让学生通过听课文录音,了解课文内容,并有意识地加强学生的听力训练.2 Read the text in pair . (以比赛的形式进行课文朗读)Ste
10、p5 Extension :Make a survey:T: What did you have for breakfast/ lunch/ dinner yesterday? Now, lets make a survey, OK? You can ask and answer with your good friends:For example: I am a reporter .Ask S1:/S2/S3 What did you have for breakfast/ lunch/ dinner yesterday?1 Practice in the groups.2 Act it o
11、ut（在每一组表演后，教师有所指向面向全体或其他不参与表演的同学提问：What did she have for lunch/breakfast /dinner? Ss.(一轮以后，可以让学生发问。）设计意图既让学生在趣味中练习了本课的重点句型，使学生在情境中使用人称转换，激发学生注意倾听，又发散了学生的思维，让学生在实际中运用了大量的有关食物的单词。(五) Class is over.T：I like English food, but I like Chinese food best. Time is up ,boys and girls. You did a good job. Thats all for today.Bye-bye!
