Unit2 I’m healthy Part B 教案
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| 名称 | Unit2 I’m healthy Part B 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 陕旅版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-07-23 17:14:11 | ||
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Unit2 I’m healthy Part B
一、教学材料
授课年级：小学六年级
授课教材：陕旅版小学六年级上册 Unit2 I’m healthy Part B
授课类型：阅读课
二、教学内容分析
本单元谈论的话题为日常饮食与健康让学生学习运用How often do you…… I …….every day/ once/twice/three times a ……等句型谈论做某事的频率以及如何保持健康。通过第一单元的学习，学生对一些日常活动的英语表达有了一定的了解，本单元的学习也是对第一单元日常活动的一个延伸。 本单元学生已学过的内容包括：学生已掌握一些表示活动的词汇，如take a walk, play ping-pong, play tennis, go boating, go skating, go shopping等，及进一步运用就日常生活习惯进行问答的句型“Do you often……？ Yes, I do./No, I don’t”和初步学习就活动频率进行问答句型“How often do you……. I……every day.”
三、学情分析：
本节课的教学对象是小学六年级的学生，他们经过五年的英语学习，已经具备一定的听、说、读、写英语的能力，有一定的英语知识储备，具备一定的逻辑思维能力和表达能力。 在学习本课内容之前，学生已学过了许多关于运动及日常活动的词汇，以及对句型“How often do you…….. ”有了初步的了解，这些对本节课的学习有很大帮助。
四、教学方法：
任务教学法
五、教学目标：基于核心素养的目标定位
（一）语言能力
1、 能够准确认读和使用频率副词。
2、 能够准确朗读短文及根据提示词复述课文。
3、 能够运用英语就“如何保持健康”提出相关建议。
（二）文化品格
1、 让学生意识到合理膳食，养成热爱运动及培养良好的作息时间规律等好习惯的重要性。
2、 让学生了解健康的重要性，并进一步培养学生逐步养成良好的生活习惯。
3、 培养学生的团队合作意识。
4、 培养学生学会关爱自己，关爱家人和朋友。
（三）思维品质
1、 发展学生的逻辑思维能力
2、 发展学生的分析、推理能力
3、 发展学生的发散性思维能力
（四）学习能力
1、 培养学生的阅读理解能力。
2、 能够根据相关提示复述文本。
3、 能够观察比较频率副词的使用。
六、教学重点、难点
教学重点：
学会使用频率副词的表达，并能运用所学给他人提出如何保持健康的建议。
教学难点：
能够灵活运用表示频率的短语，并能用第三人称表述；结合所学知识能他人提供保持健康的建议。
七、教学设计理念
本节课教学过程基于交际语言教学基本原则和任务教学理念设计，采用阅读前、阅读中、阅读后的任务教学程序来实施教学。
八、教学过程 Pre-reading
Step I: Greetings
Step II. Free talk
“ What time do you usually get up/ go to bed
“ What time does she usually get up/ go to bed
“ Do you like fruits/ sports
“ What’s your /her/ his favorite fruit/ sport
(设计意图：通过几个简单的师生对话，激活学生运用已学过的知识敢于表达自己的观点。同时，也为下一阶段的学习做好铺垫。此外，师生对话中教师无形之中的建议也能给学生以启迪。)
Step III. While-reading
(1) Look and say”
What can you get from the pictures ”
“ Can you ask more questions about Kitty
Do you want to know more about Kitty ”
(设计意图：通过引导学生仔细观察图片，发展学生的视觉能力，激活已有知识，并培养学生自主发问的能力)
(II) Listen and answer
Is Kitty a healthy girl （
设计意图：通过听录音，整体感知文本，回答一个中心问题）
(III)Read and say
(Fast reading)
“ How does she keep healthy ” ( Intensive reading)
Read the first paragraph, find the details about her eating and sleeping. Read the second paragraph ,tell us “ What sport does she do How often does she do that ”
（设计意图：通过泛读及精读等策略，培养学生的阅读素养，自主获取知识信息的能力，并逐步构建思维导图，帮助学生理清文本脉络）
( IV) Let’s chant Look at these parts, can you read them together “ every day/ night/ twice a week/ once a month/three times a week”, They’re the phrases to express the frequency. Now let’s make a chant about them, Ok
Every every every day, she drinks milk every day.
Once once once a month, she goes boating once a month.
Twice twice twice a week, she goes skating twice a week.
Times times three times a week, she plays ping-pong three times a week.
Now it’s your turn, are you ready Go!
Great ! From this part, do you know what her favorite sport is
S1: Her favorite sport is ping-pong.
T: Yes.
（设计意图：通过引导学生关注文本频率副词和第三人称单数的表达，并自编一个有节奏的chant让学生加强巩固，同时自然引出Her favorite sport is ping-pong.这个信息点。）
(V) Think and guess
How about her study From this picture, we know she gets 100/ full marks, right So we can say “she is good at study”. And we can also say she does well in her study.
T: Why does she do well in her study Can you guess
（设计意图：通过观察图片引出重点句型does well in 的表达，同时引导学生发散思维，培养学生的思维品质。）
Post reading:
1. Read the passage
2. Retell the passage according to the mind-map
（设计意图：通过思维导图搭建框架，让学生自主复述文本，提高口语表达能力和综合语言运用能力。）
3. Group work
“ How to keep healthy ”
T: From the text, we know Kitty has good habits about eating, sleeping and doing sports, so she is a healthy girl. Do you want to be healthy
Ss: Yes.
T: Yeah, I think everyone wants to be healthy. But how to keep healthy Can you give some suggestions Four students are in a group. Here is a task for you. First, please discuss and complete the mind map.
Then, write down the suggestions. Maybe you can use the sentence pattern:
“ We should/ shouldn’t .......every day/ once/ twice a.....” “We’d better.......”to give suggestions. S1/S2/S3/S4…….
（设计意图：通过小组合作讨论的方式，根据提示词，自制思维导图，针对如何保持健康这一话题提出合理的建议，并进行生生互评。）
4. Make a healthy reminder “ Easier said than done.” Sometimes we can’t control ourselves. For me, I often stay up late to watch TV. It’s bad for my eyes and health. So I think a healthy reminder is necessary for us. I will write to myself. “Dear Miss Liu, you should go to bed early and get up early every day. You’d better watch TV once a week.” How about you Do you have any unhealthy/bad habits There is a card for you. Please take out and write down the suggestions for yourself. Let’s begin.
（设计意图：通过制作温馨提示卡，告诉学生不但要学会关心他人，还要关心自己。让学生根据自己的实际情况，写出具体的建议，落实学生写的技能。）
5. Moral education
T: Very good! Boys and girls ! Health is the most important things for us. So I want to share two sentences with you. Please read after me:“ Health is happiness. Health is wealth. “ I hope all of you can have a happy and healthy life.”
（设计意图：呼吁学生重视健康，并养成健康的生活习惯。）
6. Homework
(1) Read and retell the passage
(2) Draw a poster about keeping healthy.
(3) Read the following picture books about “ Healthy”
（设计意图：将作业设计成为分层作业，让不同程度的学生都能有所收获，同时通过一些相关的绘本，拓展学生的阅读素养。）
一、教学材料
授课年级：小学六年级
授课教材：陕旅版小学六年级上册 Unit2 I’m healthy Part B
授课类型：阅读课
二、教学内容分析
本单元谈论的话题为日常饮食与健康让学生学习运用How often do you…… I …….every day/ once/twice/three times a ……等句型谈论做某事的频率以及如何保持健康。通过第一单元的学习，学生对一些日常活动的英语表达有了一定的了解，本单元的学习也是对第一单元日常活动的一个延伸。 本单元学生已学过的内容包括：学生已掌握一些表示活动的词汇，如take a walk, play ping-pong, play tennis, go boating, go skating, go shopping等，及进一步运用就日常生活习惯进行问答的句型“Do you often……？ Yes, I do./No, I don’t”和初步学习就活动频率进行问答句型“How often do you……. I……every day.”
三、学情分析：
本节课的教学对象是小学六年级的学生，他们经过五年的英语学习，已经具备一定的听、说、读、写英语的能力，有一定的英语知识储备，具备一定的逻辑思维能力和表达能力。 在学习本课内容之前，学生已学过了许多关于运动及日常活动的词汇，以及对句型“How often do you…….. ”有了初步的了解，这些对本节课的学习有很大帮助。
四、教学方法：
任务教学法
五、教学目标：基于核心素养的目标定位
（一）语言能力
1、 能够准确认读和使用频率副词。
2、 能够准确朗读短文及根据提示词复述课文。
3、 能够运用英语就“如何保持健康”提出相关建议。
（二）文化品格
1、 让学生意识到合理膳食，养成热爱运动及培养良好的作息时间规律等好习惯的重要性。
2、 让学生了解健康的重要性，并进一步培养学生逐步养成良好的生活习惯。
3、 培养学生的团队合作意识。
4、 培养学生学会关爱自己，关爱家人和朋友。
（三）思维品质
1、 发展学生的逻辑思维能力
2、 发展学生的分析、推理能力
3、 发展学生的发散性思维能力
（四）学习能力
1、 培养学生的阅读理解能力。
2、 能够根据相关提示复述文本。
3、 能够观察比较频率副词的使用。
六、教学重点、难点
教学重点：
学会使用频率副词的表达，并能运用所学给他人提出如何保持健康的建议。
教学难点：
能够灵活运用表示频率的短语，并能用第三人称表述；结合所学知识能他人提供保持健康的建议。
七、教学设计理念
本节课教学过程基于交际语言教学基本原则和任务教学理念设计，采用阅读前、阅读中、阅读后的任务教学程序来实施教学。
八、教学过程 Pre-reading
Step I: Greetings
Step II. Free talk
“ What time do you usually get up/ go to bed
“ What time does she usually get up/ go to bed
“ Do you like fruits/ sports
“ What’s your /her/ his favorite fruit/ sport
(设计意图：通过几个简单的师生对话，激活学生运用已学过的知识敢于表达自己的观点。同时，也为下一阶段的学习做好铺垫。此外，师生对话中教师无形之中的建议也能给学生以启迪。)
Step III. While-reading
(1) Look and say”
What can you get from the pictures ”
“ Can you ask more questions about Kitty
Do you want to know more about Kitty ”
(设计意图：通过引导学生仔细观察图片，发展学生的视觉能力，激活已有知识，并培养学生自主发问的能力)
(II) Listen and answer
Is Kitty a healthy girl （
设计意图：通过听录音，整体感知文本，回答一个中心问题）
(III)Read and say
(Fast reading)
“ How does she keep healthy ” ( Intensive reading)
Read the first paragraph, find the details about her eating and sleeping. Read the second paragraph ,tell us “ What sport does she do How often does she do that ”
（设计意图：通过泛读及精读等策略，培养学生的阅读素养，自主获取知识信息的能力，并逐步构建思维导图，帮助学生理清文本脉络）
( IV) Let’s chant Look at these parts, can you read them together “ every day/ night/ twice a week/ once a month/three times a week”, They’re the phrases to express the frequency. Now let’s make a chant about them, Ok
Every every every day, she drinks milk every day.
Once once once a month, she goes boating once a month.
Twice twice twice a week, she goes skating twice a week.
Times times three times a week, she plays ping-pong three times a week.
Now it’s your turn, are you ready Go!
Great ! From this part, do you know what her favorite sport is
S1: Her favorite sport is ping-pong.
T: Yes.
（设计意图：通过引导学生关注文本频率副词和第三人称单数的表达，并自编一个有节奏的chant让学生加强巩固，同时自然引出Her favorite sport is ping-pong.这个信息点。）
(V) Think and guess
How about her study From this picture, we know she gets 100/ full marks, right So we can say “she is good at study”. And we can also say she does well in her study.
T: Why does she do well in her study Can you guess
（设计意图：通过观察图片引出重点句型does well in 的表达，同时引导学生发散思维，培养学生的思维品质。）
Post reading:
1. Read the passage
2. Retell the passage according to the mind-map
（设计意图：通过思维导图搭建框架，让学生自主复述文本，提高口语表达能力和综合语言运用能力。）
3. Group work
“ How to keep healthy ”
T: From the text, we know Kitty has good habits about eating, sleeping and doing sports, so she is a healthy girl. Do you want to be healthy
Ss: Yes.
T: Yeah, I think everyone wants to be healthy. But how to keep healthy Can you give some suggestions Four students are in a group. Here is a task for you. First, please discuss and complete the mind map.
Then, write down the suggestions. Maybe you can use the sentence pattern:
“ We should/ shouldn’t .......every day/ once/ twice a.....” “We’d better.......”to give suggestions. S1/S2/S3/S4…….
（设计意图：通过小组合作讨论的方式，根据提示词，自制思维导图，针对如何保持健康这一话题提出合理的建议，并进行生生互评。）
4. Make a healthy reminder “ Easier said than done.” Sometimes we can’t control ourselves. For me, I often stay up late to watch TV. It’s bad for my eyes and health. So I think a healthy reminder is necessary for us. I will write to myself. “Dear Miss Liu, you should go to bed early and get up early every day. You’d better watch TV once a week.” How about you Do you have any unhealthy/bad habits There is a card for you. Please take out and write down the suggestions for yourself. Let’s begin.
（设计意图：通过制作温馨提示卡，告诉学生不但要学会关心他人，还要关心自己。让学生根据自己的实际情况，写出具体的建议，落实学生写的技能。）
5. Moral education
T: Very good! Boys and girls ! Health is the most important things for us. So I want to share two sentences with you. Please read after me:“ Health is happiness. Health is wealth. “ I hope all of you can have a happy and healthy life.”
（设计意图：呼吁学生重视健康，并养成健康的生活习惯。）
6. Homework
(1) Read and retell the passage
(2) Draw a poster about keeping healthy.
(3) Read the following picture books about “ Healthy”
（设计意图：将作业设计成为分层作业，让不同程度的学生都能有所收获，同时通过一些相关的绘本，拓展学生的阅读素养。）