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本课选自湘少版六年级下册的第三单元D部分。此教材以题材为纲、运用性任务为目标，以词汇、语法和功能性用语为出发点造语境，遵循话题、功能、结构、任务的编写原则。
本册教材由9个话题和2个总复习评估单元组成，全册新生词共41个，体现的语法包含一般现在时、一般将来时、一般过去时、现在进行时、形容词的比较级和最高级等。教材每个单元分A、B、C、D、E、F六个部分，A部分的基本故事要求孩子们认真听、认真看，理解故事主人公在干什么、说什么，然后去学着说；B部分以图片的方式列出了A部分出现的及可能隐藏的生词；C部分练习让学生按照书中的范例进行操练，旨在提升学生的语言组织能力；D部分阅读材料以对话和故事为主，着眼于培养学生初步的阅读能力，培养学生获得信息和加工处理信息的能力，从而激发学生学习英语的深层兴趣，为学生升入初中学习打下基础。
我负责教学的三个班学情差不多，两极分化很严重，小部分成绩优秀的孩子不仅能轻松地掌握消化书本知识，还能额外主动学习课外知识。绝大部分孩子处于中等水平，需要在老师的督促下跟着老师的步伐一起来学习和完成相应的任务。其它约1/4的学困生上课要全部听懂老师的每句话跟上老师的步伐均会有困难，每个班54个孩子里都有几个孩子是连英语句子的书写规则都不能熟练过关的，基于这样的学情，我本次课的设计就有难，中等以及较易的不同教学环节，尽量做到照顾每个孩子，因材施教。
针对本堂课，“free talk”的热身环节，只有尖子生能答出“noval coronavirus”这个词，但是其他孩子是可以答出“What is No. 1 in our life?” 这个问题的。“Revision”环节其实就是在已学A、B部分的基础上进行复习，对于“What should/can we do?”这个问题，绝大多数孩子是能够答出的。而阅读部分导入环节，相信绝大多数孩子是认得钟南山的，但是阅读的读前部分，我设了一个较难的问题“What do you want to know about this man?”，这个只有中上的孩子能答出。读中环节的问题设计，班上绝大多数的孩子只要这个课认真跟着我来，都是可以在文章中找到答案的。最后一个谚语的翻译，考察了孩子的语文常识，平时积累不够的孩子做不到准确翻译出来，但是班上肯定有那么几个孩子是能准确说出其意思和谚语出处的。
一、语言目标：
1、复习巩固A部分所学句型和B部分所学短语。
句型：We should... We can...
短语：keep our body clean, eat healthy food, feel happy, do exercise every day
2、培养学生的阅读技巧。
本课培养的阅读技巧有：通读全文，掌握大意；细审题意，获取信息和加工处理信息；看图推断；词汇推断以及确定主题。
二、应用目标：
1、培养学生的写作能力；
2、学生要会学以致用，能以D部分文本为范本进行写作。
三、情感目标：
培养学生爱护自己身体、保持健康和关爱自己祖父辈健康的意识。
一、教学重点：
1、学生能理解D部分短文的大意以及短文中的生词，如keep our body clean, eat healthy food, feel happy, do exercise every day；
2、学生能流畅地朗读D部分。
二、教学难点：
1、学生能按时间线索和表格复述D部分短文；
2、学生能基于D部分Mr Lin的健康生活习惯给自己的祖父母写信，给其保持健康快乐生活的建议。
Unit 3 We should learn to take care of ourselves.
Part D
He is happy and healthy.
Exercise Food Mood Others
does taichi has rice with fish、beef and chicken reads newspapers goes to bed before 10p.m.
takes a long walk listens to music
around the park
Step 1 Warming up
1, Free talk
T: Do you know what it is?
Ss: Virus.
（设计意图：老师出示学生耳熟能详的新冠病毒图片导入到本单元保持健康这一主题）
T: Yes, this is noval coronavirus. Many people in the world are infected with and tortured by novel coronovirus. We have knowledge, position, money, beauty, health and so on. What is No. 1 in our life?
Ss: Health.
（设计意图：通过出示全球疫情地图和被病毒折磨的病人图片，激起学生情感波澜，引导学生回答“健康最重要”这句话，然后再顺理成章地问该如何保持健康，由此复习旧知）
2, Revision
T: Yes, health is most important in our life. For health, what should we do?
S: We should do exercise.
T: What exercise can we do?
S: We can...
T: What else should we do?
S: We should feel happy.
T: What can we do to feel happy?
S: We can...
T: So for health, we should
Ss: We should eat healthy food. We should do exercise. We should feel happy. We should keep our body clean.
T: And we can
Ss: We can run, swim, jog and take long walks. We can sing, dance and draw.
Step 2 Presentation
1, Lead in
T: We are young and healthy now. But can we keep healthy when we get old?
Ss: Yes./ Maybe.
T: But this man makes it. Do you know who he is?
Ss: Zhong Nanshan.
T: Dr. Zhong is 84 years old, but he still fights against the noval coronavirus. And he is happy and healthy. How does he make it? Let's watch a video.
Ss watch a video.
T: How does Dr Zhong keep healthy?
S: He does exercises every day.
（设计意图：钟南山是抗击新冠病毒最具正能量的代表人物，且为高龄老人，通过观看插入的网络视频导出D部分阅读课的主人公—林老先生，看看林老先生是如何保持健康的。）
T: Yes. Doing exercises can keep us happy and healthy. We should learn from Dr Zhong and do exercises every day. And we can also learn from this man.
2, Look and infer.
T: What do you know from this picture?
S: He is old...
T:What do you want to know about this man?
S: How old is he?...
3, Listen and answer
Who is he?
How old is he?
4, Read and answer
T:How is Mr Lin's life?
S: He is happy and healthy.
T writes down the sentence on the blackboard.
T: Mr Lin is old, but he is happy and healthy. How does he make it? Let's read the text and circle the phrases of time.
Teacher checks the answer with Ss. The four phrases are in the morning, for lunch, in the afternoon and in the evening.
5, Read and answer
(1)Ss read the text and find what Mr Lin does in the morning.
Teacher shows a picture to explain the new word around.
Ss read the sentences about things Mr Lin does in the morning.
（2）Ss read the text to find what Mr Lin eats for lunch.
Teacher checks the answer with students.
T: Mr Lin has rice with fish, beef and chicken for lunch. Are they healthy food?
Ss: Yes.
T：How about ice cream and hamburger?
Ss: No.
T: They are junk food. We should eat less junk food.
Ss read the sentences about Mr Lin's lunch.
(3) Ss read the text again to find what Mr Lin does in the afternoon.
Teacher checks the answer with Ss.
T: Mr Lin listens to music in the afternoon. Do you like listening to music?
Ss: Yes.
T: Why?
S: Because it makes me feel happy.
Ss read the sentences about things Mr Lin does in the afternoon.
(4)Ss read the text silently to find what Mr Lin does in the evening.
Teacher checks the answer with Ss.
T: Does Mr Lin often watch TV?
Ss: No.
T: He sometimes watches TV for one or two hours. Do you know the word hour?
Ss: 小时
Ss repeat the word for two times and then read the sentences about things Mr Lin does in the evening.
（设计意图：D部分教学是本堂课要解决的重点，分读前，读中，读后三个大步骤，每个步骤都以问题引导学生去听，去找答案，同时随篇解决生词around和hour,每解决一个问题后再让学生根据齐读主要句子，为学生后面的复述课文进行铺垫。）
6, Read and retell.
Ss read the text and then try to retell the text according to the form.
Ask two Ss retell first and then all students retell together.
Step 3 Consolidation
1,Free talk
T: How does Mr Lin keep healthy?
S: He does exercises, has good mood, eats healthy food and goes to bed early.
T:Is your grandparent happy and healthy? How does your grandparent keep happy and healthy?
S: My grandparent is happy and healthy. He/She...
...
（设计意图：1，学生结合板书总结D部分主人公林老先生是如何保持健康，旨在引导学生从这些方面讨论自己的祖父母是如何保持健康的，如此便让学生讨论的每一句话都是围绕本课主题意义进行,2，写作之前先让学生说，遵循从说到写从易到难循序渐进的原则。）
2, Let's write
Write a letter to your grandparent to tell him/her how to keep happy and healthy.
Ask one student to read his/her letter in front of the class.
(设计意图：1，学生告知自己祖父辈如何保持健康，培养学生关爱祖父辈健康的意识,；2，学生根据D部分所学再进行写作，也是培养学生的迁移能力。)
3, Summary and homework.
(1)T: There is a famours proverb saying "Health is the capital of revolution." Do you know what it means?
Ss:...
T: Do you know who said it?
Ss:...
T: Yes. Health is most important for us. All of us should keep healthy.
（2）Homework
Read Part D for 3 times.
Read your letter to your grandparent.
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