2026秋新教材人教PEP版五年级上册英语Unit 4 Healthy habits单元整体教学设计

第第页2026秋新教材人教PEP版五年级上册英语Unit4Healthyhabits单元整体教学设计单元信息学科英语年级五年级课时6教学内容Unit4Healthyhabits单元分析课标要求依据《义务教育英语课程标准（2022年版）》二级目标，围绕“人与自我”中的健康生活主题，引导学生运用“Weshould...”“Youshouldn't...”等句型讨论健康习惯。学生能认读与健康相关的动词短语（exercise,brushteeth,getenoughsleep等），读懂简单的健康建议短文；能通过分类、匹配等活动区分好习惯与坏习惯，完成口头和书面的健康提示；树立“健康第一”的意识，学会在日常生活中践行良好习惯，并乐于向他人传递健康知识。单元教材分析本单元以“Healthyhabits”为主题，围绕如何保持身心健康展开。A板块通过对话情景学习should/shouldn't的用法，掌握eathealthyfood、exerciseeveryday、washhands等表达，并渗透oa/ow字母组合发音；B板块拓展保护眼睛和牙齿的具体建议（resteyes,brushteethtwiceaday,eatlesscandy），通过听力和阅读活动强化建议句型；C板块设置“健康习惯自检表”项目，学生对照自身情况填写并交流。单元内容实用性强，融合科学常识与语言学习，有利于培养学生良好的生活习惯。单元教学目标语言能力目标：掌握健康建议类核心词汇和句型，能运用should/shouldn't对他人的生活习惯提出合理建议。学习能力目标：能通过听读、观察图片获取健康信息，运用分类表格整理好习惯与坏习惯，提高归纳总结能力。思维品质目标：能判断日常行为的健康与否，分析不良习惯的后果，并给出改进建议，培养批判性思维。文化意识目标：了解中外儿童在饮食、运动、作息等方面的健康理念，树立科学健康观，养成自律负责的生活态度。学情分析五年级学生对“健康”话题有一定认知，能列举一些健康行为，但对should/shouldn't的用法不够熟练，容易与can/can't混淆。学生在提出建议时，常忽略动词原形或主语一致问题。学生对饮食、运动等话题兴趣浓厚，乐于分享个人经验。教学中可借助图片、情境模拟和调查活动，让学生在真实语境中运用建议句型，同时关注个体差异，对基础薄弱的学生提供更多模仿和跟读机会。单元作业设计思路作业设计注重分层与生活化。基础层：跟读录音，抄写健康建议核心句，完成课本中的匹配练习；拓展层：观察家人的生活习惯，用should/shouldn't口头提出三条建议并录音；提高层：制作一张“健康习惯小海报”，图文并茂展示5条健康建议，并附上自己的自评表。同时设计单元学习自评卡，涵盖听力理解、口语表达、阅读理解和书写规范，学生通过星级评价检测自己的进步，教师根据作业情况调整教学侧重点。人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）1Topic（课题）Unit4HealthyhabitsPartALet’stalkType（课型）NewLessonTextanalysis（语篇研读）What:Teachhealthyhabitadviceusing"should"–eathealthyfood,exercise,drinkwater,getenoughsleep,seeadoctor.How:Uselistening,dialoguereading,matchinganddiscussiontopresentandpracticegivinghealthadvice.Why:Real-lifehealthcontexthelpsstudentsunderstandtheimportanceofhealthyhabitsanduse"should"foradvice.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillgivehealthadviceusing"should"andtalkabouthealthyhabitslikeexercise,sleepandeatingwell.2.LearningAbilityGoalStudentswilllistenforkeyinformation,matchadvicetosituations,anddiscusswaystostayhealthy.3.ThinkingQualityGoalStudentswillanalyzehealthyandunhealthyhabitsandgivelogicaladvicefordifferentsituations.4.CulturalAwarenessGoalStudentswillunderstandtheimportanceofhealthyhabitsanddevelopresponsibilityfortheirownhealth.Keyanddifficultpoints（教学重难点）Keypoint：Master"should"forgivingadviceandhealthphrases(eathealthyfood,exercise,drinkwater,getenoughsleep,seeadoctor).Difficultpoint：Use"should"correctlyinsentencesandgiveappropriateadvicefordifferenthealthsituations.Teachingaids（教学准备）PPT,audioplayer,advicecards,healthpicturecards,worksheets,stickers,whiteboardTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Whatdoyoudotostayhealthy?"Studentsshare:"Ieatvegetables!Iplaysports!"Teachersays:"TodayMikehasacold.Hestaysathome.Let'slistentoMissWhiteandthechildren.Theytalkabouthowtostayhealthy.Let'slearntogether!"Theclassisready.Presentation（呈现）1ListenandJudge–TrueorFalseTeacherplaysthedialogue.StudentslistenandwriteTorFfortwostatements.Teacherchecks:"Mikehasacold.(T)Mikeshouldseeadoctor.(F)"Thisbuildslisteningcomprehension.2WatchandAnswer–HowtoStayHealthy?Teachershowsthedialogue.Studentsanswer:"What'swrongwithMike?(acold)WhatdoesAmysay?(eathealthyfood)WhatdoesZhangPengsay?(exerciseeveryday)WhatdoesChenJiesay?(getenoughsleep)Whatelse?(drinkwater,seeadoctor)"Thispresentstargetlanguagenaturally.3ListenandRepeat–HealthAdviceTeacherplaysthedialoguesentencebysentence.Studentsrepeatwithcaringvoices.Teacheremphasizes"should"ineachpieceofadvice.Thisensurescorrectpronunciation.4RolePlay–ActItOutStudentsworkingroupsoffive(MissWhite,Binbin,Amy,ZhangPeng,ChenJie).Groupsperforminfront.Thisbuildsconfidencethroughperformance.5Look,MatchandSay–AdviceGameTeachershowshealthsituations:"Nobreakfasttoday.I'mlate."Studentsmatchwithadvice:"Youshouldeatbreakfast."Teachershowsmore:tired,dirtyhands,sick.Studentsgiveadvice.Thisapplieslanguagetorealsituations.Practice（操练）1PairWork–GiveAdviceStudentAsays:"Iamtired."StudentB:"Youshouldgetenoughsleep."StudentA:"Iamhungry."StudentB:"Youshouldeatbreakfast."Theyswitchroles.2GroupWork–HealthRulesEachgroupwritesthreehealthyhabitrules:"Weshouldexerciseeveryday."Groupssharetheirrules.Classvotesforthebestrules.Consolidation（巩固）Todaywelearnedhowtostayhealthywith"should"–eathealthyfood,exercise,drinkwater,getenoughsleepandseeadoctor.Mikehasacold,butweallknowhowtohelphimandourselves!Remember:ourhealthisinourhands.Smallhabitseverydaymakeabigdifference.Eatwell,moveyourbody,restenoughandwashyourhands.Stayhealthyandhappy!Homework（作业）Level1(Basic)Readthedialoguethreetimesandpractice"should"sentences.Level2(Intermediate)Writefoursentencesgivinghealthadvice.Level3(Advanced)Makeahealthposterwithfive"should"rules.Blackboarddesign（板书设计）Reflection（教后反思）Thelessonintroduced"should"effectivelythroughrealhealthcontexts.Studentsunderstoodtheadvicestructurequickly.Thematchingactivitywasengagingandmostcouldapply"should"correctly.However,somestudentsused"should"with"to"bymistake–correctionisneeded.Theroleplaywassuccessfulandstudentsenjoyedgivingadvice.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）2Topic（课题）Unit4HealthyhabitsPartALet’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachfourhealthyhabits:eathealthyfood,drinkenoughwater,exerciseeveryday,getenoughsleep.How:Usepicturereading,dialoguepractice,habitsharingandrole-playtopresentandpracticehealthyhabitvocabulary.Why:Real-lifehealthcontexthelpsstudentsunderstandgoodhabitsanduse"should"togiveadviceaboutstayinghealthy.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillread,sayandwritefourhealthyhabitphrasesandask"HowcanIstayhealthy?"using"should."2.LearningAbilityGoalStudentswillidentifyhealthyhabitsfrompictures,talkabouttheirownhabits,androle-playhealthinterviews.3.ThinkingQualityGoalStudentswillevaluatetheirownhabitsandidentifywhichhealthyhabitstheyalreadyfolloworneedtoimprove.4.CulturalAwarenessGoalStudentswillunderstandthathealthyhabitsareimportantforeveryoneanddevelopresponsibilityforpersonalhealth.Keyanddifficultpoints（教学重难点）Keypoint：Masterfourhealthyhabitphrasesanduse"Youshould..."togiveadviceaboutstayinghealthy.Difficultpoint：Use"healthyhabits"inconversationandask/answer"Whathealthyhabitsdoyouhave?"fluently.Teachingaids（教学准备）PPT,picturecards,habitflashcards,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsfourpicturesandasks:"Whatdoyousee?Eating?Drinking?Exercising?Sleeping?"Studentsguess.Teachersays:"Thesearehealthyhabits!Todaywelearnfourwaystostayhealthy.Let'slearnthephrasesandtalkaboutourownhabits!"Theclassiscurious.Presentation（呈现）1LookandSay–PictureDetectiveTeachershowseachpictureonebyone.Studentssaywhattheysee:"Eathealthyfood!Drinkwater!Exercise!Sleep!"Teacherwritesthephrasesontheboard.Studentsrepeateachphrasewithactions–eating,drinking,running,sleeping.Thisbuildsvocabularythroughvisualandkinestheticlearning.2ListenandRepeat–HabitChantTeacherchantsrhythmically:"Eat,eat,eathealthyfood!Drink,drink,drinkenoughwater!Exerciseeveryday!Getenoughsleep!"Studentschantanddoactions.Thisbuildsmemoryandpronunciation.3AskandAnswer–HowtoStayHealthy?Teacherasks:"HowcanIstayhealthy?"Studentsanswerusingthenewphrases.Teacherwritesthefullsentence:"Youshouldeathealthyfood."Studentsrepeat.Teachershowsthedialogue:"HowcanIstayhealthy?Youshouldgetenoughsleep.It'sagoodhabit."Studentspracticeinpairs.Thispresentsthetargetsentencestructure.4RolePlay–HealthyHabitsInterviewTeachermodelstheinterviewwithastudent:"Hello!Whathealthyhabitsdoyouhave?Ieathealthyfoodandexerciseeveryday."Studentspracticethedialogueinpairs.Thisbuildsoralconfidence.5Look,WriteandRole-PlayTeachershowsthedialoguebetweenMikeandMsWang:"Hello,MsWang!Hi,Mike.Whathealthyhabitsdoyouhave?I..."Studentswritetheirownanswersandrole-playwithpartners.Twopairsperforminfront.Thisapplieslanguagepersonally.Practice（操练）1PairWork–ShareYourHabitsStudentAasks:"Whathealthyhabitsdoyouhave?"StudentBanswers:"Ieathealthyfoodandgetenoughsleep."Theyswitch.Teacherwalksaroundandgivesstickers.2GroupWork–HealthyHabitChartEachgroupmakesachart:"Weshouldeathealthyfood.Weshouldexerciseeveryday."Groupssharetheirchartswiththeclass.Consolidation（巩固）Todaywelearnedfourhealthyhabits–eathealthyfood,drinkenoughwater,exerciseeverydayandgetenoughsleep.Weinterviewedeachotheraboutourhabits.Remember:healthyhabitshelpusgrowstrongandstaywell.Startsmall–drinkonemoreglassofwater,takeawalk,eatafruit.Everygoodhabitmakesyouhealthier!Takecareofyourbody,anditwilltakecareofyou.Homework（作业）Level1(Basic)Readthefourhabitphrasesaloudthreetimesandcopyeachone.Level2(Intermediate)Writefoursentencesaboutyourhealthyhabits.Level3(Advanced)Makeaone-weekhealthyhabittrackerandcheckitdaily.Blackboarddesign（板书设计）Unit4HealthyhabitsReflection（教后反思）Thepicturesandactionsmadethephraseseasytoremember.Studentsenjoyedtherole-playinterviewandsharedtheirhabitsopenly.Mostcoulduse"Whathealthyhabitsdoyouhave?"correctly.However,somestruggledwith"enough"before"water"–morepracticeisneeded.Thehabitchartactivitywassuccessfulandstudentsworkedwellingroups.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）3Topic（课题）Unit4HealthyhabitsPartALet’sspellType（课型）NewLessonTextanalysis（语篇研读）What:Teachthepronunciationruleof"oa"and"ow"lettercombinationswiththe/əʊ/soundthroughachant.How:Usechantreading,wordsorting,listeningdiscriminationandcreativesentencewritingtopracticephonicsnaturally.Why:Phonicsinstructionthroughrhythmandcontexthelpsstudentsdecodewordsandbuildreadingfluencyeffectively.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillidentify,readandspellwordswith"oa"and"ow"combinationsandpronouncethe/əʊ/soundcorrectly.2.LearningAbilityGoalStudentswilllistenforphoneticpatterns,categorizewordsbyspellingrules,andapplyphonicsknowledgetonewwords.3.ThinkingQualityGoalStudentswillcompareandanalyze"oa"and"ow"wordpatterns,discoveringthespellingrulesthroughinductivereasoning.4.CulturalAwarenessGoalStudentswillenjoyEnglishrhythmandrhymes,developingpositiveattitudestowardEnglishpronunciationlearning.Keyanddifficultpoints（教学重难点）Keypoint：Masterthe/əʊ/soundin"oa"and"ow"wordsandaccuratelyreadandspellwordslikecoat,snow,goat,soap,goal,slow,know.Difficultpoint：Distinguish"oa"and"ow"spellingpatternsandapplytheruletounfamiliarwordsinreadingandwriting.Teachingaids（教学准备）PPT,audioplayer,wordcards,chantvideo,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsapictureofacoatandasks:"Whatisthis?Whatsounddoyouhearincoat?"Studentssay:/əʊ/!Teachershowssnowandasks:"Whatsounddoyouhearinsnow?/əʊ/too!"Teachersays:"Todaywelearnthe/əʊ/soundwithachantaboutgoodhabits!"Theclassiscurious.Presentation（呈现）1ListenandChant–RhythmTimeTeacherplaysthechantaudio.Studentslistenandpatthebeat.Teacherasks:"Whatsounddoyouhearagainandagain?"Studentsshout:"/əʊ/!"Teachershows"oa"and"ow"ontheboard.Studentschanttogetherwithactions:coats(puton),snow(fall),goats(feed),soap(wash),goal(point).Thisbuildsphoneticawarenessthroughrhythm.2FindandCircle–WordDetectiveTeachershowsthechanttextonthescreen.Studentscomeupandcirclewordswith"oa"(coats,goats,soap,goal)inblueand"ow"(snow,slowly,know)inred.Teacherasks:"Whatdoyounotice?"Thisdevelopsinductivethinking.3ReadandSay–BlendingPracticeTeachershowsnewwords:boat,road,toe,low,grow,window,float,bowl.Studentssoundoutusingthe/əʊ/rule.Teacherflashescardsfasterandfaster.Thisbuildsdecodingfluency.4ListenandCircle–SoundDiscriminationTeacherplaystheaudiofor"Readandsay.Thenlistenandcircle."Studentslistenandcirclethecorrectwordineachset(goat,grow,slow,road).Theycheckanswersinpairs.Thisdevelopslisteningdiscrimination.5Listen,WriteandSay–DictationChallengeTeachersaysthreesentenceswithmissingwords:"Thereis______onthe______.(snow/road)""Iputonmy____________.(coat/snow)""The______is______inthe______.(goat/slow/snow)"Studentswritethemissingwords.Thisappliesphonicsincontext.Practice（操练）1PairWork–WordSortRaceEachpairgetsasetofwordcards(coat,snow,goat,soap,goal,slow,know,boat,road,grow).Studentssortinto"oa"and"ow"groups.Firstpairtofinishcorrectlywinsstickers.2GroupWork–CreateaSentenceEachgroupchoosesthree"oa"or"ow"wordsandwritesonesentencetogether.Groupssharetheirsentences.Teacherwritesthebestonesontheboard.Consolidation（巩固）Todaywelearnedthe/əʊ/soundwith"oa"and"ow"wordslikecoat,snow,goat,soap,goal,slowandknow.Yousangthechant,foundthewordsandwrotesentencessowell!Thechantalsoremindedusaboutgoodhabits–washinghandswithsoapandfeedinggoats!Remember:phonicshelpsusreadnewwordsbyourselves.Keeppracticingandyouwillbecomeexcellentreaders!Homework（作业）Level1(Basic)Readthechantthreetimesandcircleall"oa"and"ow"words.Level2(Intermediate)Writefivesentencesusing"oa"and"ow"wordsfromthislesson.Level3(Advanced)Findfivenew"oa"/"ow"wordsfromyourstorybooksandwritethemdown.Blackboarddesign（板书设计）Unit4HealthyhabitsReflection（教后反思）Thechantwasengagingandstudentslovedtherhythm.Theconnectiontohealthyhabits(soap,goal)tiedwelltotheunittheme.Wordsortingshowedthatmoststudentsunderstoodthespellingrules.However,somestruggledwithlisteningdiscriminationbetweensimilarsounds.Moreminimalpairpracticeisneedednexttime.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）4Topic（课题）Unit4HealthyhabitsPartBLet’stalk&Let’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachgoodhabitsforeyesandteeth:resteyes,brushteeth,eatlesscandy,don'tcheckphoneinbed.How:Uselistening,dialoguereading,sorting,advice-givingandrole-playtopresentandpracticehealthyhabitlanguage.Why:Real-lifehealthcontextshelpstudentsunderstandgoodhabitsanduse"should/shouldn't"togiveadvice.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillgiveadviceusing"should"and"shouldn't"abouthealthyhabitsforeyesandteeth.2.LearningAbilityGoalStudentswilllistenforkeyinformation,sorthabits,androle-playgivinghealthadvice.3.ThinkingQualityGoalStudentswillclassifygoodandbadhabitsandgivelogicaladvicefordifferenthealthproblems.4.CulturalAwarenessGoalStudentswillunderstandtheimportanceoftakingcareofeyesandteethanddevelophealthyhabits.Keyanddifficultpoints（教学重难点）Keypoint：Master"should/shouldn't"foradviceandphrases(resteyes,brushteeth,eatlesscandy,don'tcheckphoneinbed).Difficultpoint：Use"shouldn't"correctlyandgiveappropriateadvicefordifferenthealthsituations.Teachingaids（教学准备）PPT,audioplayer,sortingcards,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Howdoyoutakecareofyoureyes?Howdoyoutakecareofyourteeth?"Studentsshare:"Don'twatchtoomuchTV!Brushmyteeth!"Teachersays:"TodaySarahandSamtalkaboutgoodhabits.Let'slearnhowtotakecareofoureyesandteeth!"Theclassisready.Presentation（呈现）1ListenandCircle–SarahandSamTeacherplaysthedialogue.Studentslistenandcircle:"Sarahhastodoherhomework/cleanthehouse.(doherhomework)Samcan/can'tplaycomputergames.(can't)"Teacherchecksanswers.Thisbuildslisteningcomprehension.2WatchandAnswer–WhatShouldSamDo?Teachershowsthedialogue.Studentsanswer:"CanSamwatchTV?(No)CanheplayonMum'sphone?(No)WhatshouldSamdo?(resthiseyes,takeawalk,playinthegarden)"Thispresentstargetlanguage.3ListenandRepeat–AdviceTalkTeacherplaysthedialoguesentencebysentence.Studentsrepeatwithdifferenttones.Teacheremphasizes"should"and"shouldn't."Thisensuresaccuratepronunciation.4RolePlay–ActItOutStudentsworkinpairstoactoutSarahandSam.Twopairsperforminfront.Thisbuildsconfidence.5GroupandTalk–SorttheHabitsTeachershowssixhabits:tidyroom,resteyes,watchTV,dohomework,playcomputergames.Studentssortinto"should"and"shouldn't"groups.Teacherwritesanswersontheboard.Thisdevelopsclassificationskills.Practice（操练）1PairWork–GiveAdviceStudentAsays:"Myeyesaretired."StudentB:"Youshouldrestyoureyes.Youshouldn'tcheckyourphonesooften."Theyswitch.2GroupWork–HealthyHabitsListEachgroupwritestwo"should"andtwo"shouldn't"rulesforeyesandteeth.Groupssharewiththeclass.Consolidation（巩固）Todaywelearnedtotakecareofoureyesandteeth–resteyes,don'tcheckphoneinbed,brushteethtwiceadayandeatlesscandy.Wealsolearnedtouse"should"and"shouldn't"togiveadvice.Remember:healthyhabitskeepoureyesbrightandteethstrong.Smallchangeseverydaymakeabigdifference.Takecareofyourselfandbuildgoodhabitsforlife!Homework（作业）Level1(Basic)Readthedialoguethreetimesandpractice"should/shouldn't."Level2(Intermediate)Writefoursentencesgivingadviceforeyesandteeth.Level3(Advanced)Makea"HealthyEyesandTeeth"posterwithfivetips.Blackboarddesign（板书设计）Reflection（教后反思）Thelessonconnectedwelltostudents'dailylives.Sortinghabitsinto"should"and"shouldn't"helpedclarifythedifference.Moststudentscoulduse"shouldn't"correctly.Theroleplaywasengaging.However,somestudentsstillused"should"with"to"–moredrillingisneeded.Theeyeandteethcarefocuswaspracticalandstudentssharedpersonalexperiences.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）5Topic（课题）Unit4HealthyhabitsPartBReadandwriteType（课型）NewLessonTextanalysis（语篇研读）What:TeachreadingcomprehensionaboutDavid'shabitsandwritinghealthylifetipsusing"should"and"shouldn't."How:Usereading,habitevaluation,tipcompletionandclasssharingtopracticegivinghealthadvice.Why:Reading-to-writingapproachdevelopscomprehensionandencouragesself-reflectiononpersonalhealthyhabits.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillreadaboutDavid'shabits,identifygoodandbadhabits,andwritehealthylifetips.2.LearningAbilityGoalStudentswillextractinformationfromtext,evaluatehabits,andapply"should/shouldn't"inwriting.3.ThinkingQualityGoalStudentswillanalyzeDavid'shabits,classifygoodandbad,andgivelogicaladviceforimprovement.4.CulturalAwarenessGoalStudentswillunderstandtheimportanceofself-reflectionanddevelopresponsibilityforpersonalhealth.Keyanddifficultpoints（教学重难点）Keypoint：ReadDavid'squestionnaire,identifygoodandbadhabits,andcompletetipsusing"should"and"shouldn't."Difficultpoint：Evaluatehabitscriticallyandwriteappropriateadviceforimprovingunhealthyhabits.Teachingaids（教学准备）PPT,questionnaireworksheet,tiptemplate,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Doyouhavehealthyhabits?Whatdoyoueat?Doyouexercise?Howmanyhoursdoyousleep?"Studentsshare.Teachersays:"TodaywemeetDavid.Heanswersquestionsabouthishabits.Let'sreadandhelphimimprove!"Theclassisready.Presentation（呈现）1ReadandMeet–David'sHabitsTeachershowsDavid'squestionnaire.Studentsreadquicklyandfind:"WhatdoesDavidliketoeat?(hamburgers,icecream)Doesheeatvegetables?(notoften)Doeshedosportsattheweekend?(no)Howmanyhoursdoeshesleep?(8,sometimes6)"Thisbuildsscanningskills.2ReadandClassify–GoodandBadHabitsTeacherasks:"WhatareDavid'sgoodhabits?Whatarehisbadhabits?"Studentsreadagainandlist:"Goodhabits:doesPEeveryday,doesn'twatchtoomuchTV,playswithfriendseveryday.Badhabits:eatshamburgersandicecreameveryday,doesn'teatvegetables,noweekendsports,sometimesonly6hourssleep."Thisdevelopscriticalthinking.3DiscussandThink–HowtoHelpDavid?Teacherasks:"WhatshouldDaviddo?"Studentsgiveadvice:"Heshouldeatmorevegetables.Heshouldeatlessicecream.Heshoulddosportsattheweekend.Heshouldsleep8hourseveryday."Thispracticesgivingadvice.4CompletetheTips–WritingPracticeTeachershowsthetiptemplate.Studentscomplete:"Youshouldeatmorevegetables.Youshoulddosportseveryday.Youshouldgetenoughsleep.Youshouldn'teattoomuchicecream.Youshouldn'tstayuplate."Teachercollectsideasontheboard.Thispreparesforwriting.5ShareandCompare–YourTipsStudentsreadtheirtipstopartners.Teacherselectsthreetosharewiththeclass.Classvotesforthemosthelpfultips.Thisbuildsoralconfidence.Practice（操练）1PairWork–GiveAdviceStudentA:"Davideatsicecreameveryday."StudentB:"Heshouldn'teattoomuchicecream.Heshouldeatfruit."Theyswitch.Teacherwalksaroundandgivesstickers.2GroupWork–HealthyLifePosterEachgroupwritesfive"should"and"shouldn't"tipsforahealthylife.Groupssharetheirposterswiththeclass.Consolidation（巩固）TodaywereadaboutDavidandhelpedhimimprovehishabits.Hehassomegoodhabits–PEeveryday,playingwithfriends–butheneedsmorevegetables,weekendsportsandenoughsleep.Remember:everyonecanimprovetheirhabits.Lookatyourownlife–whatcanyoudobetter?Smallchangeslikeeatingonemorevegetableorwalkingmoremakeabigdifference.Takecareofyourhealtheveryday!Homework（作业）Level1(Basic)ReadDavid'squestionnairealoudthreetimes.Level2(Intermediate)WritefivesentencesaboutDavid'shabits.Level3(Advanced)Writeaquestionnaireaboutyourownhealthyhabits.Blackboarddesign（板书设计）Unit4HealthyhabitsReflection（教后反思）StudentsconnectedwellwithDavid'shabitsandgavethoughtfuladvice.Theclassificationactivityhelpedorganizeinformationclearly.Moststudentscoulduse"should"and"shouldn't"correctlyintheirtips.However,someneededmoresupportwithsentencestructure–moremodelingbeforewritingisneeded.Thetipssharingwassuccessful.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）6Topic（课题）Unit4HealthyhabitsPartCProject&ReadingtimeType（课型）NewLessonTextanalysis（语篇研读）What:Teachproject-basedhealthyhabitschecklistandreadingabouteyeandteethcareforahealthylife.How:Uselistening,checklistmaking,habittracking,readingandclasssharingtoconsolidatethewholeunit.Why:Project-basedandreading-basedlearningconsolidatesunitknowledgemeaningfullythroughcreation,trackingandapplication.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswilltalkabouthealthyhabits,tracktheirownhabits,andgiveadviceusing"should/shouldn't."2.LearningAbilityGoalStudentswilllistenfordetails,completeachecklist,readhealthtips,andpresenttheirworktotheclass.3.ThinkingQualityGoalStudentswillevaluatetheirownhabits,identifyareasforimprovement,andsetgoalsforbetterhealth.4.CulturalAwarenessGoalStudentswillunderstandtheimportanceofdailyhealthyhabitsanddevelopresponsibilityforpersonalhealth.Keyanddifficultpoints（教学重难点）Keypoint：Consolidatehealthyhabitlanguagethroughthechecklistprojectandreadingabouteyesandteethcare.Difficultpoint：Trackpersonalhabitshonestlyandgiveadviceusing"should/shouldn't"inpresentations.Teachingaids（教学准备）PPT,audioplayer,checklistworksheets,trackingcharts,readingtexts,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Whathealthyhabitsdoyouhave?Whathabitsdoyouwanttoimprove?"Studentsshare.Teachersays:"TodaywemeetMike'sfamilyandmakeourownhealthyhabitschecklists.Wewillalsoreadabouthowtolookafteroureyesandteeth!"Theclassisready.Presentation（呈现）1ListenandMatch–GuesstheHabitsTeacherplaystheaudio.Studentslistenandmatchfourhabitstothecorrectpeople:"Icheckmyphonetoooften.(Mike'smum)Some