Lesson 7 Always Have Breakfast!公开课教学设计模版

Lesson7 Always have breakfast! 一、教材分析

本课向同学们介绍了什么是健康以及吃早餐对人们身体的重要性，包含两部分内容。第一部分主要围绕与健康有关的词汇healthy, strong, 阐明为什么吃早餐，然后通过讨论课文人物Danny和Kim一周内吃早餐的情况学习有关频率的特殊疑问句How often及其回答。通过本课的学习，使同学们养成健康的生活方式。第二部分引申拓展多吃水果、蔬菜、多运动才能更健康、更强壮。

二、教学目标

知识技能目标：

1.

学生能够听懂、会说、认读并书写下列词汇：healthy, strong 2.学生能够认读、理解并运用下列表达法：

How often do you ______ _____? ______ time(s) a ______. 3.学生能用所学知识描述自己的日常生活。 情感态度目标：培养学生养成良好的生活习惯。 三、教学重、难点： 教学重点： 能够运用所学句型How often do you ______ _____? ______ time(s) a week.

教学难点：

灵活运用句子来描述自己的日常生活。 四、教学过程 Step Ⅰ

Class Opening and Review 1.

Greeting. T: Hello, boys and girls. S: Hello, Miss Bian. T: How’s the weather? S: It’s sunny. T: How do you feel? S: I feel good... T;Let’s sing a song together. T: Now I will ask you a question. Listen to me carefully. Did you have

breakfast this morning? S: Yes, I did./No, I didn’t. T: What did you like for breakfast? S1: I had ... T: Do you know what I had this morning ? Guess. S: … T: You are so clever. I had some hot milk and bread for breakfast. 【设计意图：师生间亲切的问候，开启一节美好的英语课。学生注意力迅速集中，快速进入学习英语的氛围，通过师生间简单的问答，帮助学生复习与本课主题相关知识，为后面的教学做好铺垫。】 2. Review.(复习频度副词：always usually sometimes never ) T: Breakfast is very important for us. So I always have breakfast. Look at this chart,our friends have breakfast.T: Can you say something with“always ,often,sometimes and never”? Eg, Du Congyu never has breakfast. S1: ...... T: Look at these four children. Who will be healthy and strong? Listen.(用Mr.Wood 录音) S1: Du Xintian will be healthy and strong. T: Why? S: Because she always has breakfast. So she can be healthy and strong.（用肢体动作来展示）

【设计意图：复习频度副词为新授四会单词healthy和 strong做铺垫。由学生熟知的四位同学入

手，由旧知到新知，过渡自然。知识的传授由简到难，学生接受起来更加容易。】 StepⅡ.New Concepts 1.新授healthy 和strong T: Do you remember this word, healthy? (板书healthy) (出示健身教练)T: We can say “She is healthy.”and we also can say“She is in good health.”

T:Look, who is he? S: He is the Superman. T: Is he strong? S: Yes. T: He is strong. （板书 strong ）.

Here, “strong” what does it mean? S: 强壮的。 T: Yes. Follow me, strong.(加肢体动作)（补充板书I’m ）. I’m healthy and strong. S: ... 2.

Exercise. Fill in the blanks. T: Look at the pictures and fill in the blanks. You can use healthy, strong or some other words. S1: Sun Yang is tall and strong. T: Yes. He is 1.98 meters tall. So he is really tall. How about this flower? S2: This flower is yellow. It is healthy. T: Is it strong? Ss: Yes. It’s strong. 【设计意图: 在具体的语境中让学生进行练习，使学生透彻理解、巩固单词，做到活学活用。由词过度到句子，锻炼学生用完整句子进行表达的能力，为书写作文做铺垫。】 3.

教学How often…句型。

新授How often ...? T: We know Du Xintian always has breakfast. How about our friend, Danny? Is he healthy and strong?(出示Danny的图片). T:Does Danny always have breakfast? S: No.Danny sometimes has breakfast. T: When does Danny have breakfast? S: On Tuesday, Thursday and Saturday. T: How many days are there in a week? S: There are seven days in a week. T: How many times does Danny have breakfast in a week? Let’s look. S: Three times. T: Yes.He has breakfast three times last week. And how many times… means how often... 出示 Kim 和 Li Ming.同样方式提问回答：How often...? ...times a week.

【设计意图: How often...? 句式为本节课重点句式，由How many times 引出 How often, 比较自然，而且学生也更加容易接受。在回答的讲解中，先从简单的 three times入手，学生更容易接受。】

总结次数的表达法。

让学生把缺失的次数说一说，最后出示 one time 和two times,并讲解once和 twice， Once is one time.Twice is two times.(板书once). T: First, let’s read. What can you find? S1: one time 和 two times 是特殊的，其他的次数都是数字词加上times 组成。 T: Yes, you are right. So once and twice, they are special. Please pay attention. T: So we can use these words with “a week/day/month/year...” We can say once a week,twice a week, three times a day... 【设计意图：学生根据ppt发现次数的表达法，进行归纳总结，使其对次数的表达法印象更加深刻。为稍后的课后练习做好铺垫，从而达到更加熟练的运用和表达。】

4. Text T: Open your book. a) Read and answer. T: Read part 1 by yourself and underline the answers as quickly as you can. b)Tick or cross: 【设计意图：通过快速阅读找答案和判断题，从不同方面检测学生对课文的理解程度。朗读技巧的渗透，潜移默化地培养学生养成良好的阅读习惯。】

How about this boy? Let’s see. b)Show a picture of boy. T: Now let’s read the sentences about these boy. Ss:... T: I have a question: Is the boy healthy and strong? S: No. T: Can you give him some advices? Discuss with your partner. S1: He should do more sports and eat more vegetables. S2: He should play football everyday. T: Good advices. 【设计意图：通过不同形式的练习，帮助学生更好地理解、掌握并运用How often …句型的表达法。有效地突破了本课的重难点，为随后全面展示自己奠定了基础。】

5.

Practice. a)

Ask and answer. T: We know something about Danny, Kim and Li Ming. How about you? How often do you have breakfast ? (板书：贴句型并且补充回答。) T: Ask and answer with your partner.

T:Who wants to show us? S:... T: Can you ask me? S1: How often do you have breakfast ? T: I have breakfast seven times a week. And I always have breakfast. I’m healthy and strong.Writing some advices . 6.

Summary. 7.

T: Now I have some advices for you, let’s read. 【设计意图：通过advices环节，将本课内容进行了整合。在帮助学生养成良好生活习惯的同时，也体现出第七课在第二单元中概括、总领的作用。】

StepⅢ Class closing. T: Well done, everyone. Let’s be healthy and strong. OK？ Ss: OK! T:Today’s homework: (1)

Finish this part on your book. (2)

Class over. Good-bye, everyone! (3)

Ss: Bye! Miss Bian.

本节课的优点： 一、在教学目标方面，我进行了相应调整。 本课内容知识

点较多,教参给出的教学目标是熟练掌握并运用句式：How often did you...? 但依据学生的实际学***，在课程设计时，我将本节课的教学目标进行了适当调整，句式改为“How often do you...?”通过课上练习等反馈的信息来看，学生们对这个句式学生能够很好地达到认读、理解并运用的能力。目标的改动与达成度还是很成功的，既符合了学生的认知水平，又很好地将本课知识教授给学生。 二、教学过程方面，我“集思广益”，整节课课堂气氛轻松而活跃。 1.在本节课新授词汇环节，我将healthy,strong放在语境中呈现，并辅以肢体动作展示，给学生以深刻的学习印象。

然后通过练习Fill in the blanks再次对学生进行新授词汇的检验，最终发现孩子们掌握和运用情况较好。 2.在学习文本时，我采用了让学生快速阅读和跟读的学习形式。快速阅读找答案，可以培养学生寻读的能力；听音跟读则意在培养学生正确的语音、语调，以及连读、爆破的朗读习惯。这种语音意识会为学生今后的学习打下良好的基础。在今后的课堂中我还会继续将培养学生的语音意识发扬光大。 3.课后练习我采用了思维导图的训练模式。我将自己生活各个方面的一些信息以思维导图的形式展示出来作为一个范例，然后让学生自己尝试着制作导图。这个环节中学生们表现的积极踊跃，很乐于尝试这种学习方法对自己的情况进行简单归纳，从而达到了巩固新知的效果，我也直观感受

到了学生们对知识掌握的情况。在此环节设计思维导图的形式，我还有另一种目的就是希望学生们能了解思维导图是一种能对所学知识进行归纳、总结的非常有效的方式。 4.最后的总结将知识回归于学生的生活中。 本单元的主题是“Good health to you.”本课为本单元第一课，起总领作用。所以在最后advices环节将我本单元所有课的主题归到一起，做了一个总结，以帮助学生养成良好的生活习惯。 当然在本课中还存在一些不足之处： 由于本课容量比较大，知识点较多，所以小组活动和学生展示的环节，我给予的时间不够充足。在下一课时对本课进行复习时可以再给学生们一些展示的时间。