Lesson 7 Always Have Breakfast!教案设计范例

临渭区贠张逸夫小学

Lesson 7 Always Have Breakfast! 渭南市临渭区贠张逸夫小学 田玲玲

Teaching Aim Knowledge Aim：

1. Healthy strong 等形容词以及sometimes, always, usually, never等表示频度的词汇。

2. 掌握四会词汇和句型：

a.healthy, strong, b.—How often do you ____? —____ times a ____./once/twice c.When did/do...? D:be good for Ability Aim 学生能用所学词汇句型说出有关健康的句子。

Ambition Aim 帮助学生明白早餐的重要性，培养学生关注健康、关心他人的品质。

Teaching importance

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a:healthy, strong, b:—How often do you ____? —____ times a ____. When did/do...? Teaching Difficulty ：1;关于频率的副词提问及其回答

2:有关介词on 的应用

Teaching resource Ppt ,the cards from students,objects Teaching period ：

One period Teaching process：

Step 1:warming up Sing a song :what did you do ?（缓和课堂气氛，吸引学生的注意力）

Step 2: lead in T；Did you have breakfast this morning ？What did you eat? S:....... T:Do you always have breakfast ?

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S:...... （设计意图：通过和学生的谈话，引处本节课的课题）

Step3：presentation

Key step1:

T T:why do we need to eat breakfast? S:Because we want to be healthy and strong.(设计意图：引出本课两个关键的单词 healthy and strong）

Key step2:活动一：

Teacher show different ppt and ask T:“which is healthy ?Which strong?”

“which is weak and sick?”

S:......... （设计意图：教师在此处展示不同的图画例如花，老人，球星等引导学生去反复练习healthy and strong这两个单词。同时并拓展学习weak and sick?这两个单词。）

活动二：

T:let’s look for”who is healthy and strong in our class? S: ...is healthy and strong ......(设计意图：此处活动的设计目的是通过让学生找出身边的例子，同时练习这两个单词。进而激发学生的学习兴趣) Key step3

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活动一

T:Let ‘s watch the recorded document and try to find the new words and phrases. Be good for:reading book is good for you . Once=one time Twice=two times Three times....... On Tuesday morning,on Monday,on Wednesday morning Last week/last Sunday...... 活动二：

T:Let ‘s watch the recorded document again and try to answer these questions How often did danny eat breakfast? Danny ate breakfast once. When did danny eat breakfast? Danny ate breakfast at about 7:30 on Tuesday morning. How often did kim eat breakfast? Kim ate breakfast six times last week. When did kim eat breakfast?

临渭区贠张逸夫小学

She ate breakfast at 7:15. T:how often ? Once=one time Twice=two times Three times.. （设计意图，通过这个环节的设计，目的是练习学生的阅读能力。通过此环节的设计，也是让学生进一步明白how often Once=one time Twice=two times Three times..的回答）

活动三；T:read after the tape. （设计意图：练读本课重点内容）

Step 4:production Key step1；活动一

Sunday Monday Tuesday Wednesday Thursday Friday Saturday Li Ming √

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Peter

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Tom

Jing

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T :Let’s talk with your deskmate A:how often did li Ming/...... eat breakfast? B:six times.never/once....... Ｓｔｅｐ２：活动二talk and write with your deskmate A:Do you always have breakfast ?B:------------→

A:You should have breakfast every day. A:how often do you eat fruit？

B:------------------------ A:Fruit is good for you .how often do you eat vegetables? B:-------------------------- A:Vegetables are good for you.how often do you play sports. B:-------------------------

临渭区贠张逸夫小学

A:Play sports every day.be healthy and strong. 设计意图：通过活动一和活动二的展示，目的是让学生再次了解与应用本课关于—How often do you ____?—____ times a ____./once/ｔｗｉｃｅ等的提问和回答）

Step3:活动三

T:can you tell me how to be healthy and strong?S:We should have breakfast/we should walk everyday ./we should eat fruits....... （设计意图：此处活动的设计，教师可以给学生适当的图片提示，引导学生去说）

Step4活动四

Show me your postcard and tell me １：ＮＡＭＥ：＿＿＿＿＿＿＿

２：ＨＥＩＧＨＴ＿＿＿＿＿＿＿＿

３：ＷＥＩＧＨＴ：＿＿＿＿＿＿

（设计意图：此处活动的设计，目的是为了让学生进一步学习与应用本课的重点。是本课的知识得到升华）

Ｓｔｅｐ５：ｈｏｍｅｗｏｒｋ

1:look for “healthy and strong” around of you 2:Talk with your friends:How can we be healthy and strong and try to use “How often ....../once,twice/----times....... Blackboard : Healthy strong

b.—How often do you ____? —____ times a ____./once/twice

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c.When did/do...? D:be good for 教学反思：

对于本课的教学，优点表现为：

1：课件制作精美，能很好的吸引学生的注意力。并更好地为教学服务。

2：教学设计独特，且环环相扣。在设计的过程中，能够以学生为主体。进行师生互动，生生互动。

3本课的最大亮点体现在拓展环节。本节课我共设计了五个拓展环节。第一个拓展环节体现在教授两个单词的时候。教师能过通过不同的角度，进行拓展。并能及时运用生活中和身边的实例进行拓展。

4：另外，其他拓展表现在教授本课b.—How often do you ____? —____ times a ____./once/twice c.When did/do...?D:be good for这些重点知识之后。教师设计了四个拓展环节。由易到难。环环相扣。层层递进。

5：能够恰当的运用激励机制

6：不足之处表现在在课堂气氛的调动方面仍需下功夫。