冀教版（三起）六下-Unit 2 Good Health to You!-Lesson 7 Always Have Breakfast!-教案、教学设计-部级优课-(配套课件编号：90c77).doc

1、Lesson 7 Always Have Breakfast! 一、教材分析一、教材分析 本课教学内容是冀教版学英语三年级起始版第八册 Unit 2:Good Healthy to You 中的一节 新授课，为本单元的第一课，起到了总领的作用。在本单元中，Mr Wood、 Li Ming、Jenny 和 Danny 介绍了健康的生活方式，包括营养饮食、加强体育锻炼以及努力工作。内容贴近学生的实 际生活,符合学生认知的需要,使他们能够很容易说出怎样做才是最健康的,体现了教材的科学性原 则。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

2、 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、教学目标二、教学目标 知识技能目标：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：情感态度目标：

3、 培养学生养成良好的生活习惯。 学习策略目标：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。 三、教学重、难点： 教学重点：教学重点： 能够运用所学句型 How often do you _ _? _ time(s) a week. 教学难点：教学难点： 运用思维导图描述自己的日常生活。 教学过程 Step Class Opening and Review 1.Greeting. T: Hello, boys and girls. S: Hello, Miss Yang. T: Hows the weather? S: Its sunny. T: How do you feel?

4、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 didnt. 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 breakf

5、ast. 【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：alwaysusuallysometimesnever ) 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.

6、 (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? List

7、en.(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。】 Step.New C

8、oncepts 1.新授新授 healthy 和和 strong T: Do you remember this word, healthy? ( 板 书 healthy) th are pronounced/,ea are pronounced /.(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 st

9、rong ）.Here, “strong” what does it mean? S: 强壮的。 T: Yes. Follow me, strong.(加肢体动作)（补充板书 Im ）. Im 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 strongsong 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

10、。】 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

11、? Ss: Yes. Its 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. 教教学学 How often句型。句型。 a）新授 How often .? T: We know Lyu Tingshuo 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

12、.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? Lets look. S: Three times. T: Yes.He has breakfast three times last

13、 week. (板书 three times. ) 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。】 b)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 tw

14、ice，Once is one time.Twice is two times.(板书 once). T: First, lets 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

15、 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 underline. T: Read part 1 by yourself and underline the answers as quickly as you can. T: Ok. Lets check your answer. b)Tick or cross: Check y

16、our answers. T: Pay attention last 中 t 弱读。And at about, we can read it like: c)Listen and imitate. T:Pay attention to the pronunciation and intonation. 【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。】 5. Practice. a) Ask and answer. T: We know something about Danny, Kim and Li Min

17、g. 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. Im healthy and strong. How about this boy

18、? Lets see. b)Show a picture of boy. T: Can you ask some questions?(ppt 给出 Who/When/What/How often/.?) S: . T: Now lets 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 m

19、ore 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。】 c)Write and talk. T: Now we know something about this boy. How about you? Can you say something about you? (提前布置的预习作业). For examp

20、le: Me. My name is Yang Siyuan. Im 1.64 metres tall. My weight is a secret.My hobby is singing. And I really like to sing songs. 现场展示歌曲 T: First talk with your partner. S: . T: Who wants to show us? S1: . S2: . T: How often do you _ _? S: . 【设计意图：此环节的设计，不仅处理了课后第一小题的练习，而且也打开了学生们的思路。老师 的示范，使学生们对这个环节充满

21、兴趣。学生展示时对其进行随机提问，也是对 How often.句式 的再一次巩固复习。】 d)Talk and Write. T: Now lets talk more about us. And here is some information about me.（ppt 出示导图） T: Now you can write something about you. First talk with you partner then write it down on your paper. Here I have some tips for you. T:Who wants to show?

22、T: Are you healthy and strong? (学生展示后可提问： Can you give him some advises? Is he healthy and strong?.) T: Ok. You did a good job. This mind map can help us remember things, at the same time, we can conclude and summarize our knowledge better. 【设计意图：通过思维导图的形式，将本课重难点内容进行归纳总结，传授给学生一种高效、有序 的总结知识的方法。 通过导图的

23、填写与展示， 学生更好地掌握了本节课重、 难点句型 How often.? 以及回答方式。使整节课内容完整而充实，学生收获颇丰。】 6. Summary. T: Now I have some advices for you, lets 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。】 Step Class closing. T: Well done, everyone. Lets be healthy and strong. OK？ Ss: OK! T:Todays homework:

24、 (1) Finish this part on your book. (2) How to be healthy and strong? Write it down on your paper. T: Class over. Good-bye, everyone! Ss: Bye! Miss Yang. 课后反思： 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 依据学生的实际学习水平， 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 yo

25、u.?”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

26、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。