had eggs and sausages"
【板书】she had eggs and sausages!
(设计意图:利用图片来吸引学生的注意力,用图片能很好的引出新单词,让学生更直观的掌握单词。)
Step2 Presentation
1.请学生介绍一下自己了解的西餐文化,教师简要补充。
【百度搜索】西餐简介
2.师:English food is very delicious, but I like rice best. So,I had rice this morning. What did you have for breakfast? 教师先请一名学生回答,然后请其他学生转述该同学的回答:"He/she had......for breakfast."
3. 小组内开展"街头采访"的游戏。其中一位同学扮演小记者,向其他成员提问:What did you have for breakfast/lunch/ dinner yesterday? 被采访的同学用:I had ...... for ......yesterday .来回答。请每组派代表到前面来表演,选出优秀小记者。
4.师:Lingling is in London now. Do you want to know what did Lingling eat this morning?
Ok ! Let's find the answer together.
板书课题
Step3 New teaching
1.教师展示挂图,播放第一遍录音,要求学生听到短文里食物类的单词就立刻举手,看谁反应快。
2.请学生打开课本,教师再次播放录音,让学生在书上勾出有关食物的单词。
3.教师把生词写在黑板上,然后通过录音为学生示范每个单词的发音,请学生跟读,然后逐个讲解。教师通过出示形象的单词卡片向学生解释有关食品的单词,随后教师将这几张单词卡片贴在黑板上,然后凑上鼻子闻或舔舔嘴唇说:Um......they are really delicious. I like them very much.让学生体会dilicious的含义。接着向学生解释"traditional"是代代相传的意思,并让学生想想中国还有哪些传统的习俗。如春节、中秋节等。
【百度搜索】中国传统的习俗--春节
【百度搜索】中国传统的习俗--中秋节
4.学生理解课文内容之后,小组讨论课件出示的问题:
What did Lingling have for breakfast?
What did Lingling have for lunch?
What did Lingling have for dinner?
Does lingling like English food?
5.再次放录音,请学生逐句模仿跟读,并对模仿较好的学生,教师应给予及时奖励。
6.分角色朗读课文。
补充知识:
1.KFC相关知识。