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
