牛津英语上海版六年级下册6B Module 1 Unit 4 Staying healthy 4课时教案附反思

Unit 4 Staying healthy

（一）知识与技能

1熟练掌握特殊疑问句“ Why…?” 和” How often…?”

2熟练掌握连词because 的用法。

3巩固like/love/enjoy +doing 结构

（二）过程与方法

1使用‘wh-‘questions 询问学生所喜欢的活动并由此引出like/love/enjoy +doing 结构

e.g. What’s your favourite indoor/outdoor activity

I like/love/en joy +swimming/singing/working…

2使用‘wh-‘questions询问某事发生的原因，练习对话：

Why do I always have a headache？

You always have a headache because you watch too much television.

3使用‘How’questions 询问事情发生的频率

e.g. How often does Danny do some revision

4操练句型

How often ... ?

…once a month. / twice a year.反复操练该句型，使学生熟练掌握。

（三）情感、态度与价值观

通过学习课文，学生了解到运动有益健康。身体的不适和疾病源于不健康的生活习惯。因此，为了有健康的身体，应有规律地参加适当的室内和室外活动。

Period 1

Language focus:

Using nouns to identify activities

e.g. singing /dancing/running/swimming /playing/working

Using the simple present tense to express interests

e.g. He likes singing/She enjoys swimming/We love playing.

Pre-task preparation

Language learning activity

(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.)

1 Play the recording: Sing a song. Students listen first. Then the whole class follows and sings together.

2 Divide the students into groups. Ask the students to practise singing and acting the song.

3 Groups take turns to sing and act the song in front of the class.

4 Ask the students to vote for the best group.

Period 2

Language focus:

Using nouns /noun phrases to identify conditions

e.g. a headache/a stomach-ache/toothache/a cold/a fever/a sore throat

Asking ‘wh-‘questions to find out the reason

e.g. Why do I always have a headache

Using connectives to give reasons

e.g. You always have a headache because you watch too much television.

Using adverbs to express degree

e.g. too much/too many

Pre-task preparation

1 Introduce new vocabulary items: a headache, a stomach-ache, toothache, a cold, a fever, a sore throat. Encourage students to use facial expressions and body language to help convey the meanings.

2 Play the recording: Look and learn and Think and say. Students listen and follow in their books.

3 Play the recording again. Students listen and repeat.

4 Invite students to talk about their experience of suffering from a headache, a stomach-ache, toothache, a cold, a fever or a sore throat.

While-task procedure

1 Students work in groups of five Distribute a copy of photocopiable page 9 to each group. Four members in the group pretend to feel unwell and one member pretends to be Doctor Chen. Ask students to follow the modeled dialogue and work together to complete the dialogue in the other pictures. Tell them to think about different reasons for not feeling well. Then students practise the dialogue in groups.

2 Groups take turns to role-play the dialogue in class. Encourage students to use facial expressions and body language and be as dramatic as possible. Write all the reasons for not feeling well on the board to get students familiar with the target language. Finally, vote for the best group.

3 Still in groups, ask students to draw and write down different ways for keeping themselves healthy. Collect students’work and put it on the display board.

Post-task activity

Workbook page 7

Consolidation

Grammar Practice Book 7A page 12

Period 3

Language focus:

Using adjectives to describe activities

e.g. indoor activities/outdoor activities

Using nouns to identify activities

e.g. fishing /cycling/swimming

Using ‘wh-‘questions to find out various kinds of specific information about a person

e.g. What’s your favourite indoor/outdoor activity