Unit2 第4课时教学设计

【内容来源】陕西旅游出版社（三起点）六年级上册Unit 2 I’m healthy

【主    题】Part B: Read and act.

Part C: Read and tick.    Read and talk.    Look and write.

【课    时】第4课时

一、教学目标

1. 能听懂Part B Read and act部分的小故事并能进行角色扮演。

2. 能通过Part C其余部分的巩固练习，加深对本单元重点知识的理解。

3. 通过本单元的学习，教育学生了解健康的重要性，促使其逐步养成良好的生 活习惯。

二、教学准备

教师准备：

（1）Read and act部分的音频（教师可在优教平台直接下载使用）。

（2）本单元的词汇卡片。

（3）一个老虎手偶。

三、教学方法建议

I. 课程导人（Leading In）

i. 课前复习

1. 教师快速出示本单元的词汇卡片，全班同学齐读并拼写。

2. 游戏：词汇传递

（1）教师将全班分成人数相等的几个小组，让所有同学背对教师，每排的第一名同学除外。

（2）教师随意向每排的第一名同学出示一张词汇卡片，该名同学转身拍一下自己组的下一名同学，用动作向其展现卡片上的内容；每组依次传递，最后一名接收到信息的同学则快速到黑板上写出相应的词汇。写完之后站到本组的最前面，完成最快最准确的小组得1分。

（3）每组所有学生轮完之后游戏结束，教师进行统计，写出最多正确词汇的小组获胜。

ii. 新课导入：Free talk

T: Hi, boys and girls. Do you often play sports?

Ss: Yes, I/we do.

T: What do you like to play, S1?

Sl: I like to play…

T: How often do you play…?

S1: I play…

T: How often does he/she play…?

Ss: He/She plays…

II. 课程展示活动和过程的设计建议（Presentation）

i. 新课展示Part B Read and act

1. 教师拿出所准备的老虎手偶，捏着鼻子向同学打招呼。

T: Hello, boys and girls. Long time no see. I miss you so much. Do you miss me?

Ss: Yes, I do. （教师示意学生给出肯定回答）

T: Today I want to share a dialogue with you all. That is a dialogue between a boy and me. Please listen carefully and try to remember something about me.

2. 教师播放Read and act部分的录音，可连续播放两遍，帮助学生理解故事大意。

3. 教师提出以下问题，鼓励学生丢开课本，根据所听到的录音内容作答。 Question 1: Does the tiger often play sports?

Question 2: Does the tiger eat fruits and vegetables every day?

Question 3: Does the tiger go to bed early every night?

Question 4: Does the tiger look healthy?

4. 教师再次播放录音，鼓励学生模仿其语音语调逐句跟读。

5. 教师让男女生分角色朗读对话，然后给学生三分钟时间让同桌之间相互练习，最后请个别小组表演故事。

6. 在熟悉故事内容之后，教师继续提出以下问题，以加深学生的理解：

Question 1: What does the tiger often do?

Question 2: What does the tiger eat every day? 

Question 3: When does the tiger go to bed and get up?

Question 4: What does the boy’s mom say to him?

7. 教师可以根据学生的掌握程度，鼓励其发挥想象力，参考本课中的故事，编演一个有关人类和动物谈论日常活动的情景。

ii. Part C Read and tick

1. 教师给学生两分钟时间完成该部分练习。

2. 教师随机选出几名学生大声读出相应的文字，以核对答案。并对答案逐一简单讲解。

（1）第1题选择well. well是副词，修饰动词。good是形容词，用来修饰名词。 （2）第2题选择does. 句子的主语是your father，为第三人称单数，动词须用单三形式。

（3）第3题选择healthy. healthy是形容词，修饰名词。而health本身就是名词。

（4）第4题选择twice. “一周两次”的正确表达为twice a week.

（5）第5题选择boating. go boating是固定短语，表示“去划船”。

iii. Part C Read and talk

1. 教师根据该部分表格内容，与学生进行问答。之前，注意提醒学生表格中的you代表学生自己，要求学生的答案与表格内容保持一致。

T: How often do you...?

Ss: I...

T: How often does Colin...?

Ss: He...

2. 给出三分钟时间，让学生在班里任找三个同学用以上句型进行采访，并记录汇总所得信息。

3. 教师任意选几名同学作报告，如：

Hello, everyone. I have three friends. They are A, B, C. I like playing basketball. I play basketball twice a week. A likes playing football. He plays it every day. B likes playing football, too. But he just plays it three times a week. C likes going shopping. He goes shopping every day.

iv. Part C Look and write

1. 先让学生观察图片，根据图意说出短语。

2. 让学生读一读例句，然后一起说一说可表现活动频度的词语，如：often, sometimes, usually, always, once a week, twice a day, ...

3. 让学生根据图意，参考所给的句子写出一个完整的句子。

4. 让学生分别说说各自写出的句子。

以下答案仅供参考，学生根据实际情况可改写画线部分：

(1) I have English classes three times a week.

(2) I do exercise every day.

(3) I skate / go skating twice a week.

(4) I eat vegetables every day.

III. 操练活动的设计与实施建议（Practice Activities）

教师可指导学生通过回答问题，并把问题的完整答案组织成几句话，作为基本的写话训练，题目可定为How Can I Keep Healthy?

以下问题可作参考：

Question 1: Do you often eat fruits and vegetables?

Question 2: How often do you drink milk?

Question 3: How many hours do you sleep every night?

Question 4: What sports do you like?

Question 5: How often do you play sports?

Question 6: Do you look healthy?

可以给学生一些提示，如：I want to keep healthy. I often... / I don’t often... But I...

四、教学笔记