六年级英语下册Unit2GoodHealthtoYou教案(新版)冀教版

1、第2单元单 元 教 学 内 容Lesson 7 Always Eat Breakfast!Lesson 8 Always Brush Your Teeth!Lesson 9 Eat More Vegetables and Fruit Lesson10 Exercise Lessonll Work Hard Lesson12 Halen Keller Again ,Please!单元1.掌握本单元的四会单词，短语，句型。教2.能用本单元的单词句型进行会话练习。学3.培养学生实践，合作探究精神。目4.通过学习，培养学生学习英语的持久兴趣。标单元1.掌握本单元的四会单词，短语，句型。教学2.能用本单

2、元的单词句型进行会话练习。重点单元1.掌握本单元的四会单词，短语，句型。教学2.能用本单元的单词句型进行会话练习。难点课时8课时安排教导处审核意见课题 Lesson 7: Always Have Breakfast教学1、能听说读写单词：healthy, strong, weak, sick, week,health.并且能灵活运用。目标2、会正确使用句型： How often did(do does)somebody do something?3、能正确理解课文内容，培养学生养成良好的饮食习惯。教学重点1、能听说读写单词：healthy, strong, weak, sick, week,h

3、ealth.并且能区分 healthy strong weak sick四个单词。2、会正确使用句型：How often did(do does)somebody do something?教学难点1、知道last和next的意思，明白它们用于什么时态。2、能正确理解课文内容，培养学生养成良好的饮食习惯。教具应用录音机、教学卡片、实物等教学过程二次备课一、Class opening and review1、 用“Never Never "游戏来复习频度副词和 星期的名称。2、 复习时间短语的表示法at 7:00, at 7:15inthe morning , in the after

4、noon on Monday,on Teacher ' s Day tomorrow=next day yesterday=last day二、New Concepts.1、介绍 healthy, strong, weak, sick,health让学生理解其思思，知道 health是healthy的名 词形式。(1)师作出很强壮的样子，利用形体动作和表情 让学生理解strong, healthy ,并且说：I am healthy and strong.让学生跟着学，且跟读(I am healthy and strong. )(2)接着师做出咳嗽的样子并且说：I am sickand

5、 weak.让学生跟读。(3)让学生根据刚才的句子再看看书上的两幅图 自己说说是怎样理解 healthy strong weaksick最后教师纠正。2、介绍good for you和bad for you用汉语直接告诉学生这两句话的意思，并 且告诉学生good和bad丘-对反义词。3、介绍单词 week X|k |B| 1 . c|O |m出小单词卡 Monday Tuesday Wednesday Thursday Friday Saturday Sunday,把这些单词卡贴在黑板上说：Monday, Tuesday,Wednesday, Thursday, Friday, Saturda

6、y and Sunday make a week.Warming-up and leading-inGreetings and Revision1、经过简短的问好之后，教师播放歌曲"Are you strong?" 在轻松的氛围中展开本次教学，为新知识的教授进行铺垫。T: Are you ready for our class?Good morning!T: Let ' s enjoy a song, OK?2针对歌曲内容，转而提问学生« Are you strong?"Presentation and Practice1. New Words:

7、strong, healthyA教师借助图片及肢体动作，帮助学生理解并掌握单词的意思，如教师拍拍胸膛，然后做出"strong man ”的样子，同时说“strong ""healthy ”B强调字母及字母组合发音/s /tr / /? ?/,/h/ /el/ /。/ /I /c.调动学生利用肢体语言表现strongand healthy,增加趣味性，并引导学生表 达身局，体重。T: Can you show?T: Oh, yes. How tall are you?T: What ' s2. Let ' s practice!Finish Let

8、' s do it part1.个别学生展示3.教师将话题引到吃早餐可以保持身体 健康上。T: Everyone wants to be healthy andstrong. But, what should you do first?Can you guess?Yes! Always have breakfast.3. Listen and answera.T: My friend Kim also wants to be healthy and strong. Let ' s listen how22师：I sometimes wash dishes.并且在一周的两天 下面

9、画“，”，然后自问自答： How often do I wash dishes?Two times a week.把How often写在黑板上，师：I sometimes wash clothes.并且在周的天下面画“，”，找一个学生与自己对话， 让学生问自己回答， 介绍 once a week.4、Learn the text1、 注意本课的短语 once a week.哪位学生找到 它？ 我们要说 once a week, 而不能说 one time a week.2、 注意教科书复习了早餐食物的名称。3、 跟录音机读课文，并理解课文内容。告诉学生怎样的生活习惯对自己的身体有好处。四、P

10、ractice.1、同桌两读课文。其中一名学生strong andhealthy ,另一名扮作 weak and sick ,两人用上 这四个词作对话练习，并且找两组同学演示。2、 想想以前学过的课文是怎样问早餐吃了什么编排对话的，在本课用上how often编排对话。最后也找两同学演示。3、对于表演好的同学给予表扬。4、选择正确的答案()1、I eat breakfast _7:30 _themorning.A. in, at B. at, in C. at, on D. on, at()2 、 breakfast is good for you.A. Eat B. Eats C. Eati

11、ng D.Eatting()3 、 do you eat porridge -Every day.A. How much B. Howmany C. Howabout D. How oftenoften Kim had breakfast last week.b. 出示表格， Let the students guess which day she didn ' t have breakfast.C.观察图片回答When did she have breakfast?c.教师以询问的方式了解学生们吃早饭 情况，并为小组活动做示范。How often did you have break

12、fast last week?When did you have breakfast?d. pair work(小组活动，针对重点句型进行操练，了解对方吃早餐情况)4.Watch and judgeT: Kim did good work, but what about Danny and Li Ming? Let ' s watch.a. ( F) Danny had breakfast twice last week.T: Howoften did Danny have breakfast? 课件详解 one time =oncetwo times =twice three tim

13、es four times five timestimesb. ( F ) Danny had hamburgers for breakfast.What do you often have for breakfast?c. ( F ) Danny had breakfast at 6:15 on Tuesday morning.d.( T )Li Ming has breakfast every day. 对always加深理解Is Li Ming healthy and strong?5. Talk and write.a.引导学生讨论除了经常吃早餐还有什么方法能保持身体健康。(出示图片提

14、示) T: Everyone wants to be healthy and strong.We should always have breakfast.What else can we do? Discuss with your partner.b. Finish the dialogue.J4Mi' hW-bBdJa N jitU*5占沁6. Read after the tape.()4 、What do you eat supper?A. to B. on C. in D. forProduction1.教师做示范引导学生谈论日常生()5 、I don ' t kno

15、w .A. how to learn EnglishB. how do learn EnglishC. how learn EnglishD. how English learn活中做某事的频率，以及对身体的影响是好还是坏。Name read booksplay computer gamesplay sportsT: T: Good morning!How are you?How often do you?.is/ are good for you.Be healthy and strong.2.教师做情感教育，倡导健康的生活方 式，帮助学生明白早餐的重要性，培养学 生健康的早餐习惯。布置作业

16、1、Write the words.2.Read the text .3、Finish the exercises .Make an interview about how often your family have breakfast and write it down.板书设计Lesson 7: Always Have Breakfast!How often did(do does)somebody do something?教导处审核意见课题：Lesson 8 : Always Brush Your Teeth!教 学 目 标1、 能听说读写：after ,before , teeth

17、, face, brush, comb, wake up并能熟练运用How often进行交际。2、理解课文内容，熟读课文。能简单地运用英语讲述自己一天。3、培养学生良好的卫生习惯：天天刷牙。教学重点能听说读写： after ,before , teeth, face, brush, comb, wake up并能熟练运用How often进行交际。教学难点培养学生良好的卫生习惯：天天刷牙。教具应用录音机、教学卡片、实物等教学过程二次备课Step 1:Class opening and review1. Greeting.2. Sing a song. "In the bathroo

18、m”。3、Review the tenses 。Step 2:New Concepts.1、学习单词：teeth, face, brush, comb, wake up学生对单词：teeth, face, brush, comb 并/、陌生，他们已经见到并且使用过这些单 词，就在刚刚唱过的儿歌中也出现过这些单 词。教师用自己的牙齿和脸来演示teeth,face.教师做出刷牙的动作让学生理解 brush,再拿一个梳子演小comb.虽然对于wake up有点陌生教师还可以用做动作的方 法来教学这个词组。并且告诉学生它的近义 词组是：get up 反义词组是：go to bed2、 学习单词：bef

19、ore, after在黑板上方横排回一只表来演before, after.三只表指向不同的时间。中间的表指向10:00图卜写上，第一只表指向9:55乔写上before 10:00 ,第三只表指向10:05图卜写上after 10:00 ,教师站在相应的表下面表演并说出如下的 句子：At 10:00, I want to go to bed.Before I go to bed, I brush my teeth.AfterI goto bed, I go to sleep.让学生根据教师做的句子也做三个类似的句子。3、 讲解课文学生自读课文，理解课文内容。教师领读，检查学生理解课文内容的情St

20、ep One : Class Opening1 .Greeting2 . Look and guess.讨论图片（个别图片设有悬念）eat hamburgers /ride a bike / wash hands/ drink milk Presentation and Practice 1.Listen and choose 听音选择正确的图片 ） T: What is Li Ming doing? Can you guess?T: Yes. Li Ming has breakfast at 7 :00 in the morning.PPT出示breakfast 和时间。T: Let 

21、9; s listen and find out what he does before breakfast and what he does after breakfast?T: What does he do before breakfast?围绕这一问题，对before进行讲解，操练，扩展 a.T :How do you know?T: Do you wash your hands and brush your teeth everyday?t： Why （教师引导学生了解饭前洗手刷牙是保 持健康的好习惯。）T: How often do you brush your teeth?T:

22、When do you brush your teeth?b.T : What does Li Ming do after breakfast?通过对比，加深学生对after的理解，进行操练， 巩固before 和after 的用法。T: What do you do after breakfast? T: What do you do after breakfast on Saturday? w W w .x K b 1.c o Mc.以Danny晚饭后不刷牙的信息突破bad.,帮助学生理解never.T: What about Danny?Does he brush his teeth a

23、fter dinner?T: Is it good for his teeth?引导学生观察两个图片，得出一定要将经常刷牙 的结论。2. Talk and practice通过谈论 Steven 的早上，进,步巩固练习 before, after的用法Group work: Talk about Steven' s Mondaymorning.What does he have before/ after?况。培养学生良好的卫生习惯。4、Read the text with the tape .Step 3:学生根据自己/、同的情况介绍自己 一天的事情。找几个接受快的学生当堂读一 读。

24、Step 4:Class closing.T: Today we have learned something about a basketball game.What about it for you ?3. Talk about your Monday morning.4. Read and order（ 听音排序）Talk about the pictures and write.理清故事思路. When does she get up? What does she do before breakfast? What does she do next ?First,Then, Next,

25、5. Read again and write （完成课本 Part3 第 2小题）ProductionTalk about your week with your partner and show.谈论自己的一周并展示。布置作业1、介绍自己一周的活动，不 少于50个单词，可以参照课文中 的格式。2、Finish the exercises .Write your day or your week板 书 设 计Lesson 8 : Always Brush Your Teeth!after before teeth brush comb wake up.Lesson 8 Always Brus

26、h Your Teeth!What do you do before/ after breakfast?First,Then,Next,教导 处审 核意 见课题：Lesson9 : Eat More Vegetables and Fruit教 学 目 标1、能听、说、读和写词汇：vegetables cabbage, fruit, month2、恰当的使用 How often？句型描述自己日常的饮食状况。3、在完成调查表的过程中，通过师生活动、学生互动等活动，使学生能够描 述自己日常的饮食状况。4、通过学习，培养学生学习英语的持久兴趣和良好的饮食、生活习惯。教学重点词?匚： vegetable

27、s cabbage, fruit, month使用How often？句型描述自己日常的饮食状况。教学难点使用How often？句型描述自己日常的饮食状况。教具应用教学过程二次备课Stepl: GreetingT: Hello, everyone. Howare you?S: Fine, thank you. And you ?T: I am fine,too.Step 2. New concepts1. T: Now, please look at these picturesWhat are they?（ 出小蔬菜的幻灯 片）S:vegetablesT: Yes, You are rig

28、ht.T: Vegetables are good for us . let ' s watch a movie and answer my question.（出不具它蔬菜图片）2. T: Do you know what they are?S: peasT: Ok. You are right . Whoknows which kind of vegetables can make you cry ?S: Onions.T: Ok .let ' s look at this picture. What is this?S: This is cabbage.T: What c

29、olour is it ?S: greenT: what else do you see?S: tomato、potato、carrot、bean 3. Student bookLet' s see Danny about eat vegetables. this is a chart for Danny .listen to the tape and fill the chart.How often does Danny dayweekmonthyearEat donutsEat cabbageEat peasEat onionsStep3: practice步骤 1: Warm-u

30、pI.Greeting.2.Guessing game :有关美食，复习食物名词【设计意图】：用有关于美食的竞猜游戏使学生回忆起学过的食物名词，同时运用 What do you like? What' s your favourite food? Do you like.?与学生进行自然交流，为接下来的学习做铺垫。步骤 2 ： Presentation1 .谈论Danny喜欢的食物，引出 How often does Danny eat vegetables and fruit?让学生听录 首回答。T: Look! This is our friend Danny. What'

31、s his favourite food?Does Danny like.?How often does Danny eat vegetables and fruit?Let ' s listen.【设计意图】：教师提问是小学英语课堂教学中最常用的教学技巧和手段，也是教师课堂话语的重要组成部分。尤其是那些同学们感兴趣的问题，不仅引起学生的兴趣，还引起学生积极的思维和想象。各种意想/、到 的、极具创意的答案纷纷出来。同时，学生听录音回答问题能够使学生的注意力集中，初步感知文本 内容。2 .新授词汇：often因为often是上学期已经学过的内容，学生很容易 理解，在此，以图示的形式出示a

32、lways , sometimes , never频率副词，进行回顾，加深对 often的理解。3 .新授问句：How often do you eat ？4 .学生读本课第TP分，回答问题What doesDanny eat more? Why?I.the following questions.下面是一个生活习惯的调查表，根据 你的实际情况完成。How often doyoudayweekmonthyearplay sportsBrush your teethtake a showerWash your face comb your hair2.看看李明的饮食习惯是否健康 下表是Li Mi

33、ng 一周中吃蔬菜状况的 调查表，根据此表填空。A. Li Ming' s favourite vegetable isB. What vegetable does Li Ming eat nine times a week?.C. Li Ming needs to eat moreStep4 Summing up （小结）【设计意图】：读文本的目的是培养学生静心阅读的习惯，捕捉文本的细节信息，引领学生正确掌握文本内容，通 过阅读后的相关问答，可以使学生全面透彻地理解 文本内容。学生一边朗读一边模仿其中的人物的表 情、动作，使学生对文本内容的理解更加容易，增加趣味性的同时加深对文本的理

34、解。5 .讨论本课第一部分的表格What do you find out?How often does Danny eat.a year?Are they good for Danny?【设计意图】：通过讨论Danny 一年中吃蔬菜、水果和面包圈 的次数，以及这些食物对 Danny的身体的好坏，学 生们能自觉地意识到哪些食物对自己的身体有好 处，而哪些食物对自己的身体没有好处，从而培养学生良好的饮食习惯。6 .利用书中的谚语 An apple a day keeps the doctor away.对学生进行良好的饮食教育。步骤 3: Practice （5 分钟）1 .Read after

35、the tape.2 .Talk and write.教师利用课本 Part 2 Let ' s do it! 的内容， 让学生自由结组，完成小调查。之后，请学生根据 调查结果来进行会话" What do you like to eat? What' s your favourite food? Howoften do you【设计意图】：通过调查自己身边的朋友和同学来操练新知，解决文本重难点，自主巩固所学。步骤 4： Production通过调查结果出示本班同学的饮食习惯，运用所学句型进行讨论，评出本班的健康饮食之星。【设计意图】：在学生掌握后，以讨论的形式来操练句

36、子，和学生 生活相关的问题会使他们很感兴趣， 也能使小组之 间更加了解同学的饮食喜好与习惯，从而积极的操 练本句型。布没有情感教育的教育是不完整的。所以我们教师应置完成本课的活动手册充分挖掘、利用文本中的情感教育资源，提升课堂作制作一张适合自己的健康饮食教学品质，深化对学生的情感教育。 这样既提高了业 表，并与大家分享。操练强度，又能培养学生的创造力。Lesson 9 Eat More Vegetables and Fruit!板 Lesson9 : Eat More Vegetables书and FruitHow often do you eat？设计Once/Twice/Three tim

37、es a .教导处审核意见课题：LessonlO : exercise教 学 目 标1、学生能听、说、读和掌握单词minutes , hours , exercise2、通过情景教学，让学生在交际活动中学会使用简单的英语日常用语。3、使学生了解健康的生活方式应加强体育锻炼。教学重点能听、说、读和掌握单词minutes , hours , exercise能在现实语境中运用本单元句型进行对话练习。教学难点运用本课所学进行回话练习。教具应用教学过程二次备课Step 1 、Class Opening1 . Greeting : " Hello ! How are you ?Nice to

38、meet you !”2 .Let ' s watch a short movie.Then answer the questions: A.Does Coofy love sports? B.What sports does he play?设计意图关于锻炼的卡通动 画，提升学习英语兴趣，围绕本课“锻 炼”这一主题展开，为后文的学习做铺 垫。Step2、New Concepts1 .通过对观看卡通动回片，回答问题，引出关于运动、锻炼的相关词汇， 自然地谈论到 What is exercise ?的话 题。2 .句型操练：What is exercise ?ing is exercis

39、e.根据图片描述 What is exercise?ing is exercise.设计意图设一系列的活动，目 的就是为了让学生清楚地认识什么是 锻炼，并能用英语正确的表达。3 .情境中学习单词 minutes , hour ,及时间的转换。T: Exercise can make our body strong and healthy.T:How much exercise do you need? About twenty minutes of exercise three times a week.弓 1 出对时间：minutes , hour 的学习。设计意图在轻松的氛围中学习本课 的

40、重点内容，学练结合，同时激发学生 兴趣，使学生在学中玩，玩中学。I . PreparationStep 1: Greetings.Step 2: Brain Storming- What are they doing?教师通过幻灯片迅速呈现一些奥运会的运动项目，请学生认真观察并记忆，通过回答问题来完成复习。【设计意图】：利用头脑风暴的形式，将学生的注意力集中到教师呈 现的图片上，学生的回答既复习了旧知，又能够为新知_ing is exercise.作铺垫。n . Presentation （20分钟）Step 1:新授词汇：exercise1 .音：教师通过之前呈现的图片告诉学生“Playin

41、gsports means exercise. ”2 .形：幻灯片呈现exercise,教师进行分首ij教授;3 .义：借助幻灯片上的图片，教师初次输入“ingis exercise. ”句型，并询问学生“ What else is exercise? What is not exercise?”学生进行小组讨论。4 .问题： Why do you exercise?学生对于这个问题的回答一定是归于“Health ”这个单兀主题，所以教师可以适时的导入文本的主题“Exercise helps make your body healthy and strong.”【设计意图】：通过音、形、义的过

42、程完成新授词的讲解，学生在课堂准备环节的情绪得以保持，并且在放松的状蕊下自 然习得；进而情感上接受本课的主题。5 .听读文本的第一部分。Step 2:新授词汇：minute1 .音姚：教师先让学生观看第二部分的动画，提出问题 “How often does Danny exercise? ", 学生说 出 “Twice a day. ", 追问 "Howmany minutes does Danny exercise?学生自读文本第一部分在文本中发现答案并学习理解词汇minute.2 .义：教师通过幻灯片中制作好的钟表，来完成aminute 的展小。【设计意图】：

43、通过听的环节，完成文本的输入，让学生对之前的Step3: practice1 .听课文完成表格2 .视频展小 Look and listen.(1) .What sports does she do?(2) .How many minutes does she exercise every week?设计意图带着问题听音，增强学 生注息力.Step 4. Summing up(小结)exercise 得以复习，同时自然导入下一个新知的呈 现。Step 3: 新授词汇：hour1 .义姚：教师通过与学生共同数分钟来实现sixtyminutes ,进而得出 an hour.2 .音：教师在板书的过

44、程中，告诉学生hour的发音规律。3 .抢答游戏教师教授了 minute和hour之后，通过幻灯片来呈现 些问题，如 " How many hours make a day?” 让学 生以抢答的方式进行。【设计意图】：根据词汇教学的需要，教帅后步骤的导入新授词汇， 让学生理解并能够灵活运用。游戏以学生熟悉的生活 概念，将数学知识与英语紧密的结合到一起，能够调动学生学习积极性。4 . 提出 问题 “How many hours of exercise does Danny need a day? 让学生再次读文本寻找答案。 Step 4: 新授问答句 -How many minutes

45、 do you ? （4 分钟）-Aboutminutes a.Step 5 :根据文本内谷进行判断。教师通过幻灯片呈现一些文本第二部分的内容，学生用自己习惯的方式来朗读并做出判断。【设计意图】：通过观看文本视频，能够将学生疲劳的感觉再次强化 到课堂上来，并且教师设置的判断题中有的比较离 谱，让学生在笑中感受文本的魅力，同时渗透每天坚持锻炼的情感意识。III. Practice1 .教师利用 Part 3 Let's do it!让学生自由结组阅 读并进行会话 "How often ？ How many minutes？”完成表格。之后，订正答案。2 .通过了解李明一周的锻炼

46、情况，请同学们说一说 自己的周锻炼情况，并写卜来。【设计意图】：通过了解李明的周锻炼情况来操练新知，自主巩固所学。IV . Presentation以即将到来的春季运动会为情景，让学生自由会话，实现新旧知识的整合。【设计意图】：教师通过学生熟悉的学校运动会为背景，加上背景音乐的衬托，完成课堂气氛的推动，通过师生的示范， 让学生自由拓展并给与充分展示。布 置 作 业本单元单词句型背会Write an exercise plan after class and exercise from now on.板 书 设 计LessonlO ExerciseWhat is exercise ?ing is

47、 exercise.How many minutes does .exercise ?Lesson 10: Exercise_ing is exercise.How many minutes do you?About _ minutes.hour教导 处审 核意 见课题：LessonllWork Hard教 学 目 标1. 能听说读写 ：high low homework reach bend2. 复习句型：How many minutes do you. ?3. 培养学生爱学习，爱劳动，坚持锻炼身体的好习惯。教学重点high low homework reach bend句型：How man

48、y minutes do you. ?教学难点运用本单元所学进行回话练习。教具应用教学过程二次备课Step 1 .Class Opening1、师生间互相打招呼问好并自由对话。Hello! Are you happy?What ' s your name?Nice to meet you.（营造英语氛围，让学生进入学习英语的状态。2、复习时间名词：minutes hours days weeksmonths years . 开始的时候可以先提小下 例如： Sixty minutes make an hour.Twenty-four hours make a day.Step2 .New

49、 Concepts w W w .x K b 1.c o M1 .出示课件学习单词：high low 。让学生观察课 件上的物体或用动作来演high和low的概念。 利用学生们熟知的物体，将它们举高然后举低。2 .直接告诉学生homework和用做动作演 reach bend 这些单词的意思。3 .学习第部分。 You can do it 。放录首。让 学生带君问题听录自。What should we do atschool? What should we do at sports? Whatshould we do at home? Does Kim work hard? How many

50、minutes a day dry the dishes?4、把全班学生分成四人一组讨论课文内容， 最后全班订正。检查学生理解情况。I . Warming-up and Revision1） Greetings.2） Let's do sports!学生伴随ij奏跟着教师的指令做相应的运动动作。（设计意图：课前热身运动，营造良好 的英语学习氛围。使学生轻松、自信地投 入英语学习中来，并为下一步的学习铺 垫。）n . Presentation and Practice1 .You can do it!1） Work hard at sportsT: Do you feel tired a

51、fter we do sports? Ss: No, we don ' t.T: You are strong. I want to be strong to. What should I do?Ss: Eat good food, take baths, do sports.（复习本单兀前几课的知识，为卜面的教学做铺垫）T: What sports do you do?Ss: Play basketball.T: What sports does Jenny do?（图 3 图4）教授 reach high bend low,以图片直观感受，重点讲解 high low.及如何与 其他

52、动词搭配使用如，jump high, fly low 2）Work hard at home5、学习第一部分：Does kim work hard?放录首。让学生带君问题听录自。Does Kim work hard?How many minutes a day dry the dishes?检查学生理解情况。Step3 .Practice（操练）1. Play a game（游戏）2. Let's chant（ P29）（设计意图：通过以上活动，让学生对本课单词句型能够灵活创新运用）Step4 Summing up （小结）T: Do you play sports at school

53、?Ss: Yes.T: Today, Jenny is at school. Let' slisten what she does at school.(I always go to school on time. I always do my homework.)What do you do at school?Ss: I do my homework read a book.(播放学生平时活动的照片稍作讨论.)3)Work hard at homeT: You are so great! NowI know you work hard at sports. You work har

54、d at school. What about at home?What do you do at home?Ss: I help my mother make the bedclean my bedroom.播放视频处理图5,图6。4) Tell a story请不同的学生，从图 1到图6,逐一阅读 每幅图的内容。提醒学生将为他们提供线 索，以便记住每幅图是什么动作。2.Does Kim work hard?T: Today we have one more friend. Who is she?Ss: She is Kim.T: Where is she?Ss: She is in the classroom.T: What is she doing?Ss: She is talking with Mr. Wood.1) Listen and judge.1. Kim always washes the dishes.2. She makes her lunch.3. She never cleans her bedroom.2) Read by yourself. Talk about details about the text.What does Kim do at home ?(设计意图：练习新的句型，达到初步的语 言输出。适当加入对努力学习，帮父母分担家务