Unit 3 We should learn to take care of ourselves.教案设计（一等奖）

Unit 3 We should learn to take care of ourselves教学设计

黄鹤小学

钟柳

一

教学内容

《湘少版》六年级下册Unit 3 We should learn to take care of ourselves Part A and Part B 二

教学目标

1知识技能目标

（1）

能听懂、会读、会说词组keep our body clean, eat healthy food, do exercise every day, be happy. （2）

能听懂会说会读会写单词或词组take care of, healthy, exercise, jog. （3）

能用句型“We should…” “We can…”表达自己对养成健康生活习惯的建议或想法。

2 情感态度目标

（1）

乐于参与课堂活动，积极与他人合作，共同完成学习任务。

（2）

能借助思维导图开展阅读和讨论活动，并能就相关话题表达对养成健康生活习惯的建议。

三

教学重难点

1 重点

（1）能听懂、会读、会说词组keep our body clean, eat healthy food, do exercise every day, be happy. （2）能用句型“We should…” “We can…”表达自己对养成健康生活习惯的建议或想法。

2 难点

healthy 和exercise 的发音。

四

教学准备

多媒体课件，单词卡片，学生作业纸

五

教学过程

Step 1 Pre-reading 1.

Greetings

T: Hello, boys and girls.

Ss: Hello, Miss Zhong. T: Today I am very happy to be your teacher. I like you. Do you like me? Ss: Yes. 2.

Free talk and lead-in T: Wow! You are friendly and clever. You have lovely faces. Now look at me. What do I look like? Can you say something about me? S1: You are…

S2: You have…

T: Am I thin or fat? Am I tall or not tall? Am I strong or not strong? Ss:…. T: Yes, I am not strong. Last Sunday, I had a health check. The doctor told me that I’m too thin and I’m not strong. But I want to be strong and healthy. I don’t know what can I do? What should I do? Can you give me some advice? You can say:

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You can…./You should…. S3: You can…

S4: You should…

T: Yes! I should learn to take care of myself. We’ll want to be strong and healthy. So we should learn to take care of ourselves. 【设计意图】抓住孩子对新教师好奇心的特点，让学生描述自己，以自由交谈的形式拉近师生距离，开门见山，直入主题，引出并教学take care of, 再以图片解释take care of，确定本课思维导图的中心词。

Step 2 While-reading 1.

初听感知大意

T: Then how to take care of ourselves? Today we’ll learn a text about it. What did it mention? Please listen and tick in the box.

(a)

We should keep our body clean.

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(b)

We should eat healthy food.

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(c)

We should do exercise every day.

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(d)

We should be happy.

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(e)

We should sleep well.

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学生听录音回答问题

【设计意图】导入话题后，以听录音材料用选择打钩的形式引导学生了解文章大意，在自然完整的语言环境下感知整体语篇。

2.

略读找关键句

T: Now look at the screen. Let’s check it. (逐一对答案) T: You are right! This text gives us some advice to take care of ourselves. What advice does each paragraph give? Please read the text on page 9 and find the key sentence in each paragraph.

教师指导学生略读课文后回答问题。

S5: We should keep our body clean.

S6: We should eat healthy food. S7: We should do exercise every day.

S8: We are happy. T: Yes. Paragraph one tells us we should keep our body clean. Paragraph two tells us we should eat healthy food. Paragraph three tells us we should do exercise every day. Paragraph four tells us we should be happy.

T: Now look at the screen, where can you find the key sentence? (根据学生的回答，边总结边板书并练读。并进行阅读策略指导，关键句有些是段落第一句，有些是段落最后一句。) 【设计意图】学生了解文章大意后，通过问题“How should we take care of ourselves?”指导学生用略读的方式抓住关键信息，把握文章脉络，让学生在问题的引导下提炼文章框架。

3.

精读获取细节

T: Good! Boys and girls, do you know how should we keep our body clean? Let’s

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read paragraph one and find the answer. (通过图片，文字等教学第一段，并板书关键词，形成思维导图的三级概念。) T: In this text, what kind of food should we eat? What kind of exercise can we do? Please work in pairs, read paragraph 2 and 3 carefully and circle the key words about the question. Then finish the Mind Map. If you meet new words, you can guess the meaning or discuss them in groups. Or you can ask me! (学生根据教师第一段的示范，根据问题细读文章234段。教师指导学生处理生词的方法。) T: Have you finished? Now let’s report. What kind of food should we eat? Which group?

Group 1: We should eat…. T: You did a good job! We should eat vegetables, fish and fruit. (边总结学生回答边板书关键词) These are healthy food. But we shouldn’t eat junk food. We shouldn’t eat….（让学生举例说一些不应该吃的垃圾食品）

T: Yes. I agree with you. We want to be healthy. T: To be strong, what kind of exercise can we do? Group 2: We can.….

T: Now who can finish this mind map? S8 上台帮助老师贴关键词板书。

T: Thank you. Boys and girls, to be strong, I think we can also play table tennis. What about you? S9: We can…

S10: We can…

T: How to be happy? Can you tell me together? Ss: We can…. T: Great!

【设计意图】通过学生阅读针对问题找出关键词，搜集信息，分享信息，小组代表答题，上台逐步完成思维导图的形式，让学生自己通过体验，实践，参与，探究，合作的方式学习英语，发展自主学习能力，促进学生的思维能力，同时读、写、听、说、演并用，每个学生都能参与，都有机会互相学习。

4.

交流体验语篇

(1)

T: Children, I think reading also makes us happy. This time let’s read after the video loudly. (2)

T: I like your voice. Please look at the Mind Map. We should learn to take care of ourselves. Then we can be strong and healthy….(分别叫学生复述123段，所有同学一起复述最后一段) 【设计意图】大声跟读将无声的文字变成有声的听读材料，帮助学生强化语音语调，调动学生多种感官参与。根据黑板上思维导图复述课文要点，帮助学生内化所学语言知识。提供学生运用所学语言的机会，有利于加深学生对课文的理解，培养学生的记忆能力和表达能力。

Step 3 Post-reading

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1. Quick response T: You are so great. Now let’s play a game—quick response. You just stand up and say “should” or “shouldn’t”. T: Now let’s say together.

2. Group work Everyone, to take care of ourselves, I think you have your own ideas. Now let’s work in groups of four and talk about it. Share your ideas and tell your reasons.

(学生分组谈论如何照顾自己，并给出理由。) T: Now it’s time for you to do a report. (小组做汇报，并上台展示。) T: Wonderful! Some students think that… Some think that…. I know you all know how to take care of ourselves. I hope you will be stronger, healthier, happier and make a more wonderful life. 【设计意图】

学生快速反应，充分调动思维，同时为小组活动做铺垫。小组谈论并分享自己的观点，互相学习。然后以小组为单位进行汇报，让学生在完成真实任务的过程中感知、体验、主动消化和吸收所学语言，也在活动过程中锻炼并展示自己的思维能力和语言能力。之后教师再对学生汇报做小结，同时引申到情感态度的提升。

Homework 1.

根据所学并加入自己的思考学完善课文A部分的思维导图。

2.

根据最后问卷调查环节制作一份“How to take care of ourselves”的海报。

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