湘少版六年级下册Unit 3 We should learn to take care of ourselves教案设计

Unit 3 We should learn to take care of ourselves

【第一课时】

【教学目标】

（一）语言目标:

1．词汇:

（1）能听懂、会说、认读词组keep our body clean, eat healthy food, feel happy, do exercise every day等.

（2）听得懂、会说、会读、会写单词take care of, healthy, keep, exercise, jog等.

2．句型:用“We should ...”、“We can ...”和同伴表达自己对养成健康生活习惯的建议或想法.

（二）应用目标:

1．能表达应该做某事.

2．知道什么是良好的生活习惯,并能表达养成良好生活习惯应该做到的事情.

3．能听懂、会说A部分的课文.

【教学重难点】

重点

（1）能听懂、会说、认读新词组keep our body clean, eat healthy food, feel happy, do exercise every day.

（2）能用“We should ... ”、“We can ...”和同伴表达自己对养成健康生活习惯的建议或想法.

难点:

（1）should的发音和运用.

（2）对结构较为复杂的词组的理解和表达,如learn to take care of ourselves.因为学生初次接触,教师需要引导学生读的时候根据意群进行停顿,帮助学生按意群来理解长句.

【教学准备】

教学动画等,“连词成句”活动单词卡,作业纸（表格）.

【教学过程】

I. 热身/ 复习（Warm-up/Revision)

1．Game气球爆炸

从屏幕底部依次升起大量的气球,学生要抢在气球爆炸前快速认出气球上的动词,大声读出来并用动作表演出来.气球可以分两批出现,第一批为单个动词,如sing, dance, draw, eat, drink, wash, swim, walk, run, listen, read;第二批为动词词组类,如sing a song, draw pictures, eat fish, drink water, wash our face, wash hands, eat food, do exercise, listen to music, watch TV, go to bed, read books.

2．Free talk

“气球爆炸”游戏结束时,所有动词词组都同时再现在屏幕上,以便在对话的时候为基础较差的学生提供帮助.

（1）师生互动

T: What do you usually do?

S1: I usually listen to music．

T: What can you do?

S2: I can wash my clothes.

（2）生生互动

Talk in pairs. What do you usually do? What can you do?

II. 新课呈现（Presentation）

1．情境创设:New Friend Mark

He was very fat. Now he is very happy, because Why? He is very healthy and strong.

教师介绍一位新朋友给大家认识,先出示Mark一张很胖的照片,说:Look, he is our new friend Mark. He was very fat, and he is a bit sad. 然后再出示—张 Mark的近照,说:But now, he is very happy, because he is very healthy and strong.

借此复习happy, strong,引出新词healthy,进行教授.

注意th的发音.

（教师顺势板书healthy, strong, happy,为后面的学习和对课文的梳理做铺垫.）

2．New words

（1）eat healthy food, should→ to be healthy

a．Listen to the sound．课件中播放Mark的录音:I want to be healthy. So I eat healthy food every day. 教师出示图片,问:Look, what does he eat? 学生说出食物名称:fish, vegetables, bread, milk, rice, apple, pear, orange,这时引导学生说出fruit.

b．教学should eat healthy food. 将单词教学融于情理之中来进行,才能使学生真正理解其意.

T: Mark eats fish, vegetables, fruit. They are the healthy food, so he is healthy. Do you want to be healthy?

S: Yes, we want to be healthy.

T: So what should we do?

进而教学“We should eat healthy food. ”,板书在黑板上.

（2）keep our body clean→ to be clean

播放Mark和妹妹的录音.

Sister: How delicious! Let's eat together!

Mark: No, we should wash our hands before eating.

出示图片教学.

T: Wash our hands, face and body.

Keep our body clean.（板书keep our body clean）

（3）do exercise every day, jog, take long walks→ to be strong

3．操练词句

（1）“挑战记忆”小游戏

操作方法:先齐读板书“We should keep our body clean. We should eat healthy food．We should do exercise every day.”,两分钟强化记忆,教师计时,时间一到教师擦除画线部分的单词,比比谁能又快又准地写出来.

（2）“连词成句”小游戏

操作方法:教师可将重点句中的单词写在小卡片上,打乱顺序发给学生,让拿到卡片的学生上讲台重新排序,连成一个句子.（如下图）

4．The dialogue

第一步:Listen, look and answer

整体感知课文大意.课件逐幅出示课文插图,与录音同步;学生一边静静倾听录音,一边观看图片,融入课文的情境之中.再回答:What did you hear?

第二步:Listen, point and find

抓住关键信息.翻开书,一边听,一边指,画出含有should的句子.

第三步:Listen and repeat

听音,跟读,注意模仿原声带地道的语音、语调.尤其注意语气要让听者认同.

（预测:跟读至少两遍,遇到长句时引导学生学会按意群断句.教师可适当加以示范.）

第四步:Read and answer

阅读课文,梳理信息,完成表格.

（预测:对高年级学生应该逐步培养其收集信息、处理信息的能力,答案可根据自身的理解进行表达.）

第五步:Read and act

出示没有句子的课文插图,让学生与同桌之间进行分角色朗读或表演,引导学生记忆对话内容.

III. 趣味练习（Practice）

Task: How to take good care of ourselves?

1．学生4-6人为一组,选择一个话题.如:How to be healthy? How to be strong? How to be happy?

2．组内合作,出谋划策,讨论记录.

3．Act it out分工合作,由部分学生表演情境,组内其他成员用“We should/ can...”提出建议.

S1: How to be healthy?

S2 and S3: Let's go to the KFC, and the chicken is very nice.

Ss: We should eat healthy food and eat more fruit. It's good for us.

S4: I'm very hungry. I eat 2 hamburgers, 3 eggs, a bowl of rice and …

Ss: Stop, you shouldn't eat too much. You should take care of yourself.

【作业布置】

1．听录音,并模仿朗读课文,尝试根据课堂上完成的表格复述课文.

2．为家人设计“温馨提示语”,如:We should keep our body clean. We should do exercise every day.