者。

3、教师提示She\He had a traditional Chinese breakfast.学习traditional，出示课件让学生了解traditional的含义。

4、 教师小结：We always have noodles、dumplings and rice for meals .They are Chinese food. Lingling昨天在英国吃了什么？让我们一起去看看吧。

Step3 text

课件出示课本中的插图，播放课文录音。请学生合上课本，边看插图边听录音，听一听Lingling在电子邮件中提到了哪些英国食物。

2、请学生打开课本，教师再放录音，让学生边听边画出听到的有关食物的单词。

3、请学生合上课本，教师出示课件，让学生带着问题再听课文

问题：（1） What did Lingling have for breakfast?

（2）What did Lingling have for lunch

（3）What did Lingling have for dinner?

（4）Does Lingling like English food

4、学生理解了课文内容之后，教师再次播放录音，请学生逐句跟读。然后把全班分为两组，分角色朗读对话，教师对学生的语音语调进行指导。

Step4.Practice

句子接龙,训练重点句。

S1:What did you have for breakfast yesterday?

S2:I had eggs and milk.

S2:What did you have for lunch?

S3:I had rice and meat.

S3:And what did you have for dinner?

S4:I had noodles.

2.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/he have for lunch yesterday?

B:He/She had......

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

B:He/She had ......

Step 4 homework

查阅资料，了解中西方早、中、晚餐不同的饮食习惯。

板书设计：

Unit1 She had eggs and sausages

一、email ,egg, sandwich,delicious,traditional

二

What did she\he have for breakfast \lunch\dinner yesterday? She\He had...

教学反思

1. 突出了学生的主体地位

新课程主张以学生为主体，让学生做学习的主人，在这篇课文教学过程中，我充分尊重学生，始终让学生处于主体的地位，教师则更多地成了引导者、组织者，成为学生学习的好伙伴。

2. 在教学中,我通过大量的游戏活动分散难度，降低难度，使学生积极参与，