冀教版（三起）六下Unit 2 Good Health to You!-Lesson 7 Always Have Breakfast!-ppt课件-(含教案+音频)-公开课-(编号：730fe).zip

冀教版冀教版 六年级下册六年级下册 Unit2GoodHealthtoYou! Lesson7AlwaysHaveBreakfast! What would you like for breakfast? Iwouldlikesomemilk andbread. Iwouldlikesomeeggs, breadandjuice. Learn some new words strongstr 强壮的，有力的强壮的，有力的 Thebabyisstrong. Heishealthyand Strong. healthyhel 健康的健康的 Writeandsay Areyouhealthyandstrong? Talkwithyourfriends. Height: _m Weight:_ kg Im strong and healthy. 1.45 38 Name:WangHong Free talk Always have breakfast. Everyonewantstobehealthy andstrong,Howcanwebe healthyandstrong? Itsgoodforyou! Listentothetextcarefullyandanswer somequestions. Listentothetextagainandwritetrue(T)or false(F). 1.( ) Danny had breakfast twice last week. 2.( ) Danny had hambuergers for breakfast. 3.( ) Danny had breakfast at 6:15 on Tuesday morning. 4.( ) Li Ming has breakfast every day. once eggs, bread and milk 7:30 F F F T A group of four ,Read the text and answer the questions. Hve Groupwork 1、How often did Danny have breakfast last week? 2、When did he have breakfast? 3、 How often did Kim have breakfast last week? 4、Do you always have breakfast, Li Ming? Dannyhadbreakfastoncelastweek. Yes.Ialwayshavebreakfast. Kimhadbreakfastsixtimeslastweek. Atabout7:30onTuesdaymorning. How often did Kim have breakfast last week? When did she have breakfast? strong healthy Show your dialogue Homework 给自己制定一个健康的、科学的一周早餐食谱 MondayTuesdayWednesdayThursdayFridaySaturdaySunday time what 冀教版英语六年级下册 Lesson 7 Always Have Breakfast 一、教学目标 知识技能目标: (1)学生能够听懂、会说、认读和书写下列词汇 healthy, strong (2)学生能够听懂和会说 once，twice，six times (3)学生能够认读、理解并运用以下表达法 Its good for you. How often did he/she? .times a; (4)学生能够用英语制作自己的健康思维导图并写出关于自己的健康信息; 情感态度目标: 积极参与课堂活动; 能和同伴合作,共同完成任务; 意识到吃早餐有益于身体健康; 二、学情分析 本课的授课对象是六年级学生,关于饮食和运动方面也有了一定的知识储备,而 且已经养成了一些良好的英语学习习惯。他们能够积极的参与各种课堂活动,能 积极用所学的英语和同伴交流,对英语学习有着浓厚的兴趣。 三、重点难点 学习重点: 1 能听、说、读、写本课词汇 healthy, strong; 2 理解并运用 How often ? .times a.进行交流, 并能流利地朗读 课文内容。 学习难点: How often did he/she? .times a句型的理解和运用。 四、教学过程 活动 1【导入】Step I. Warmup 1. 通过问题 What would you like for breakfast?引入 设计意图:激发学生学习的兴趣,开启本课吃早餐这一话题。 2. Answer some Ss questions about breakfast, showing an example for Ss to make a survey, design a mind map on the blackboard. 设计意图:在话题引入之后,提醒学生思考并向老师提问有关吃早餐的问题, 既培养学生的思维能力又为学生的组内口头调查起到示范的作用。 活动 2【讲授】Step II. Presentation and practice 1. Look at the picture and teach the new words: healthy and strong. 设计意图: 通过拆分音节方式进行单词的教授,帮助学生从音,形两个方面 进行单词识记。利用班里的学生,集体试着说出句子,体现单词教学的词不离句 和词汇教学要在运用中学习的观点。 2. Show Ss a mind map to fulfill the part of text Write and say ：Are you healthy and strong? Talk with your friends. 设计意图: 通过思维导图的板书设计,又将 Write and say 与本课重点句型 有机结合成一个更大的思维导图,提高学生健康生活的意识。学生在思考和书写 的过程中巩固知识,同时获得学习策略和方法上的提升。 3.Review：We know that there are seven days in a week. They are - 设计意图：通过对星期的复习，回顾学过的知识，为本课的学习提供保证。 4. Play the tape: The students listen to the text carefully and answer some questions. 设计意图: 回归文本,培养学生的听音模仿能力,促进学生形成正确的语音 语调;学生在听和读中巩固所学到的知识。 5. Offer the pictures of Danny and Kim and tips for Ss to describe and answer the questions. (1)、How often did Danny have breakfast last week? (2)、When did he have breakfast? (3)、 How often did Kim have breakfast last week? (4)、Do you always have breakfast, Li Ming? 设计意图: 通过图片和文字提示,激发学生的发散思维能力,学生和同伴在 观察图片中相互交流,实现同伴互助,体现课标中提倡的语言学习的实践。 6. Ask Ss to guess the meaning of once and six times. 设计意图: 学生在图片的辅助下,很容易就猜出了 once 和 six times 的意 义,教师教的行为转化成引导学生学的行为,渗透学习策略的培养。 7. Teach how often in the questions and write in the mind map. 设计意图: 机械地学习之后,为学生利用目标语言进行同伴交流做足准备。 同伴之间的对话是关于生活中的活动频率询问展开的,让语言学习在课堂上变得 交际化和生活化。 8. Suggest Ss to give ideas about how to be healthy and strong 设计意图: 学生通过思考给出不同的建议,激发了学生的发散思维能力,增 加了语言输出;学生在活动参与中体验和实践说英语的乐趣。 活动 3【练习】Step III. Summary Finish the mind map on blackboard. Show them the title. Always have breakfast! 设计意图: 通过补全板书回归课标题,期望学生能理解思维导图作为一种思 维工具, 有助于学习者将隐性知识显性化, 将言语信息图像化。 活动 4【作业】Step IV. Homework 1. Write the word twice. 2. Finish a new healthy map. 设计意图:分层布置作业,照顾不同能力学生的需求,让不同层次的学生得到发展