Lesson 7 Always Have Breakfast! 课件(共27张PPT)+教案

教学目标： (?http:?/??/?1s1k.eduyun.cn?/?portal?/?redesign?/?index?/?index.jsp?t=2&sdResIdCaseId=ff80808156314e2a0156319a095600a2" \l "##?) 知识技能目标： 学生能够听懂、会说、认读并书写下列词汇：healthy,?strong?? 学生能够认读、理解并运用下列表达法：???????How?often?do?you?_____?_____????????_____?time(s)?a?_____.? 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。? 学习策略目标：? 通过思维导图对本节课所学内容进行归纳总结。 重点难点： ?教学重点：?????能够运用所学句型How?often?do?you?_____?_____????????????????????_____?time(s)?a?week.? 教学难点：?????运用思维导图描述自己的日常生活。 教学过程： 1、第一学时 2、教学活动 Step?ⅠClass?Opening?and?Review?1.Greeting.?T:?Hello,?boys?and?girls.??S:?Hello,?Miss?Yang.?T:?How’s?the?weather??S:?It’s?sunny.?T:?How?do?you?feel??S:?I?feel?good...?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,Wang?Ruoyang,?Yan?Chuyue,?Che?Jinze?and?Lyu?Tingshuo?have?breakfast.???????(出示四人吃早餐的表格)???????T:?Can?you?say?something?with“always?,often,sometimes?and?never”??Eg,?Wang?Ruoyang?never?has?breakfast.?S1:?Yan?Chuyue?sometimes?has?breakfast.?S2:?Che?Jinze?often?has?breakfast.?S3:?Lyu?Tingshuo?always?has?breakfast.?T:?Look?at?these?four?children.?Who?will?be?healthy?and?strong??Listen.(用Mr.Wood?录音)???? ? ?S1:?Lyu?Tingshuo?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）?T:?Pay?attention,?Lyu,?now?it?spells?like?this.?【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)?th?are?pronounced/θ/,ea?are?pronounced?/е/.(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:?...?T:Can?you?say?something?about?him???Ss:?He...?T:?Yes.?He?is?healthy?and?strong.?出示具有相同发音的单词?strong??song?long?????【设计意图：通过生动形象的图片，导出四会单词。而且每个单词并不是单独出现，而是在语境中呈现，培养了学生根据上下文理解单词的能力，学生学习兴趣浓厚。】??2.?Exerci ... ...