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教学目标： 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,strong2. 学生能够认读、理解并运用下列表达法：Howoftendoyou_?_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：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Howoftendoyou_?_time(s)aweek.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 StepClassOpeningandReview1.Greeting.T:Hello,boysandgirls.S:Hello,MissYang.T:Howstheweather?S:Itssunny.T:Howdoyoufeel?S:Ifeelgood.T:NowIwillaskyouaquestion.Listentomecarefully.Didyouhavebreakfastthismorning?S:Yes,Idid./No,Ididnt.T:Whatdidyoulikeforbreakfast?S1:Ihad.T:DoyouknowwhatIhadthismorning?Guess.S:T:Youaresoclever.Ihadsomehotmilkandbreadforbreakfast.【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:Breakfastisveryimportantforus.SoIalwayshavebreakfast.Lookatthischart,WangRuoyang,YanChuyue,CheJinzeandLyuTingshuohavebreakfast. (出示四人吃早餐的表格)T:Canyousaysomethingwith“always,often,sometimesandnever”?Eg,WangRuoyangneverhasbreakfast.S1:YanChuyuesometimeshasbreakfast.S2:CheJinzeoftenhasbreakfast.S3:LyuTingshuoalwayshasbreakfast.T:Lookatthesefourchildren.Whowillbehealthyandstrong?Listen.(用Mr. Wood录音)S1:LyuTingshuowillbehealthyandstrong.T:Why?S:Becauseshealwayshasbreakfast.Soshecanbehealthyandstrong.（用肢体动作来展示）T:Payattention,Li yu ,nowitspellslikethis.【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. NewConcepts1.新授healthy和strongT:Doyourememberthisword,healthy?(板书healthy)thearepronounced/, arepronounced/.(出示健身教练)T:Wecansay“Sheishealthy.”andwealsocansay“Sheisingoodhealth.”T:Look,whoishe?S:HeistheSuperman.T:Ishestrong?S:Yes.T:Heisstrong.（板书strong）.Here,“strong”whatdoesitmean?S:强壮的。T:Yes.Followme,strong.(加肢体动作)（补充板书Im）.Imhealthyandstrong.S:.T:Canyousaysomethingabouthim?Ss:He.T:Yes.Heishealthyandstrong.出示具有相同发音的单词strongsonglong【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.Exercise.Fillintheblanks.T:Lookatthepicturesandfillintheblanks.Youcanusehealthy,strongorsomeotherwords.
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