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Unit 2 I'm Healthy 第四課時（教學設計）
教學目標
1. 能聽懂Part B Read and act 部分的小故事并能進行角色扮演。
2. 通過本單元的學習，教育學生了解健康的重要性，促使其逐步養成良好的生活習慣。
教學重難點
能通過Part C其余部分的鞏固練習，加深對本單元重點知識的理解。
教學準備
（1）Read and act部分的錄音。
（2）本單元的詞匯卡片。
（3）一個老虎手偶。
教學方法
Ⅰ. 課程導入（Leading In）
ⅰ. 課前復習
1. 快速出示本單元的詞匯卡片，全班同學齊讀并拼寫。
2. 游戲：詞匯傳遞
（1）將全班分成人數相等的幾個小組，讓所有同學背對，每排的第一名同學除外。
（2）隨意向每排的第一名同學出示一張詞匯卡片，該名同學轉身拍一下自己組的下一名同學，用動作向其展現卡片上的內容；每組依次傳遞，最后一名接收到信息的同學則快速到黑板上寫出相應的詞匯。寫完之后站到本組的最前面，完成最快最準確的小組得一分。
（3）每組所有學生輪完之后游戲結束，進行統計，寫出最多正確詞匯的小組獲勝。
ⅱ. 新課導入：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
S1: 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. 課程展示活動和過程的設計（Presentation）
ⅰ. 新課展示 Part B Read and act
1. 拿出所準備的老虎手偶，捏著鼻子向同學打招呼。
T: Hello, boys and girls. Long time no see. I miss you so much. Do you miss me
Ss: Yes, I do.（示意學生給出肯定回答）
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. 播放Read and act部分的錄音，可連續播放兩遍，幫助學生理解故事大意。
3. 提出以下問題，鼓勵學生丟開課本，根據所聽到的錄音內容作答。
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. 再次播放錄音，鼓勵學生模仿其語音語調逐句跟讀。
5. 讓男女生分角色朗讀對話，然后給學生三分鐘時間讓同桌之間相互練習，最后請個別小組表演故事。
6. 在熟悉故事內容之后，繼續提出以下問題，以加深學生的理解：
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. 可以根據學生的掌握程度，鼓勵其發揮想象力，參考課本中的故事，編演一個有關人類和動物談論日?；顒拥那榫?。
ⅱ. Part C Read and tick
1. 給學生兩分鐘時間完成該部分練習。
2. 隨機選出幾名學生大聲讀出相應的文字，以核對答案。并對答案逐一簡單講解。
（1）第1題選擇well。well是副詞，修飾動詞。good是形容詞，用來修飾名詞。
（2）第2題選擇does。句子的主語是your father，為第三人稱單數，動詞須用單三形式。
（3）第3題選擇healthy。healthy是形容詞，修飾名詞。而health本身就是名詞。
（4）第4題選擇twice?！耙恢軆纱巍钡恼_表達為twice a week。
（5）第5題選擇boating。go boating是固定短語，表示“去劃船”。
ⅲ. Part C Read and talk
1. 根據該部分表格內容，與學生進行問答。之前，注意提醒學生表格中的you代表學生自己，要求學生的答案與表格內容保持一致。
T: How often do you ...
Ss: I ...
T: How often does Colin ...
Ss: He ...
2. 給出三分鐘時間，讓學生在班里任找三個同學用以上句型進行采訪，并記錄匯總所得信息。
3. 任意選幾名同學作報告，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. 先讓學生觀察圖片，根據圖意說出短語。
2. 讓學生讀一讀例句，然后一起說一說可表現活動頻度的詞語，如：often, sometimes, usually, always, once a week, twice a day, ...
3. 讓學生根據圖意，參考所給的句子寫出一個完整的句子。
4. 讓學生分別說說各自寫出的句子。
以下答案僅供參考，學生根據實際情況可改寫畫線部分：
（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. 操練活動的設計與實施（Practice Activities）
可指導學生通過回答問題，并把問題的完整答案組織成幾句話，作為基本的寫話訓練，題目可定為How Can I Keep Healthy
以下問題可作參考：
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 sport do you like
Question 5: How often do you play sports
Question 6: Do you look healthy
可以給學生提高引導，如：I want to keep healthy. I often ... / I don’t often ... But I ...

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