Lesson 7 Always Have Breakfast!优秀教学设计内容

第 7 课《Always Have Breakfast》教学设计

定稿时间：

执教时间：

执教人：

年级

六

学科

英语

主备人

吴建华

审核人

教学目标

学习任务

启智探究

合作交流

反馈研讨

提升拓展

1.

知识目标：

①

学生能够听、说、读、写下列单词短语： healthy, strong, once, always，be good for…，last。

②

熟练地运用How often 这个句型，用英语进行对话，并能区分How 的相关疑问词。

2. 能力目标：学生能用所学词汇、句型谈论有关健康的话题。

3. 情感目标：在学习和日常交际中，了解吃早饭对于健康的重要性。

我可以了解和知道：

1.

How often did Danny and Kim have breakfast last week? 2.

When did he have breakfast? 3.

Do you always have breakfast? 教 学 环 节

根据以下问题，来复习频率副词：always, often, sometimes, never T: Do you always have breakfast? S1: Yes! I always have breakfast! T: Do you have breakfast in the morning?

S2: No, I never have breakfast. T: I always have breakfast. Breakfast is very important to us! 教师出示这一周吃的早餐，并提问：Do you think I am strong? Do you think I am healthy? What is your breakfast? Do you eat everyday? Are you strong? Are you healthy? 1）小组合作学习重点单词短语

Healthy, strong, be good for..., how often, once, six times 2）听录音跟读课文。

3）小组合作讨论课文： How often did Danny and Kim have breakfast last week? When did Danny and Kim have breakfast? 4 ) 分小组利用how often这个句型，进行造句。

1）Healthy, strong, be good for..., how often, once, six times等单词短语的灵活运用。

2）灵活运用 How often这个句型，教师与学生进行问答训练：

How often do you eat fruit?

How often do you eat vegetables? How often do you play sports? ……

表达次数的说法：once twice Three times

four times

five times

six times ……

3）运用例句来区分一般现在时和一般过去时的用法：

I always have breakfast. I had breakfast last week.

教师用How often do you brush your teeth?进行提问，引出第二课的预习内容 Always Brush your teeth!

英汉互译

1. healthy and strong 2. how often 3. be good for 4. 吃早饭 5. 上周 二、单项选择。

（ ）1. I want strong and teeth. 检 A. health B. healthy C. ill 测

（ ）2. Always eat breakfast. Because it’s you. A. good for B. good on C. bad for （ ）3. does Danny eat breakfast? A. How many B. How much C. How often （ ）4. I eat fruit about a day. A. two time B. two C. twice （ ）5.Danny had breakfast 7:30 Tuesday morning. A. at, in B. at, on C. in, in 1）

四会单词五英二汉

作2）

基本功第7课

业

3） 7课课文读五遍并签字

实效 在教学中要注意游戏设计的趣味性，用于调节课堂气氛，让孩子充分动手、反思

动脑、动嘴。让学生把掌握的语言知识用于交际活动中，形成一定的语言技能。