Unit2 Lesson3《Doing exercise is good for our health》教案（2课时）-2026-2027学年闽教版（新版）小学英语六年级上册

Unit2Lesson3《Doingexerciseisgoodforourhealth》教案（2课时）-2026-2027学年闽教版（新版）小学英语六年级上册学情分析本课授课对象为六年级学生。学生已经掌握一般现在时第三人称单数用法、运动类基础词汇，能够运用简单频率副词描述日常活动。本单元前两课学习健康饮食、身体不适就医相关内容，学生已经初步建立healthylife主题认知，能理解健康相关基础表达。六年级学生具备一定语篇阅读能力，喜欢人物故事类文本，乐于谈论自身运动爱好；但存在难点：频率副词always、often、sometimes在句中的位置容易混淆；动名词作主语的句型理解存在障碍；第三人称单数动词变化容易出错；部分学生只能进行单词与短句输出，很难连贯完整地用英语介绍他人的运动习惯。学生适合依托人物故事、信息表格、问题链开展阅读学习，在情境任务中逐步理解文本、内化语言知识。教材分析本课选自2026秋闽教版新版六上Unit2《HealthyLife》Lesson3，属于单元主题下的叙事阅读语篇。单元主题为健康生活，前面课时围绕健康饮食、身体不舒服就医展开，本课承接单元主线，以介绍WangTao的运动习惯为故事载体，讲述坚持运动带来健康强壮的身体，引出核心观点Doingexerciseisgoodforourhealth。课文Readandunderstand板块介绍WangTao的身体状态、日常运动习惯、爱好；配套Readagainandjudge(T/F)判断习题、Writeandtalk书写任务、小组调查活动。本课核心词汇：health,healthy,fan,member；核心短语：begoodat,doexercise,getupearly,gorunning,abasketballfan,amemberof,onthesportsground；核心频率副词always,often,sometimes；核心句型：Hedoesexerciseeveryday.Healwaysgetsupearlyandgoesrunninginthemorning.Doingexerciseisgoodforourhealth.Goodhobbiesmakeahealthylife。本课融合语言知识学习与健康生活理念渗透，落实英语学科核心素养，分为两个课时完成。第1课时学习新词、短语，初读课文，获取WangTao的基础信息；第2课时深度研读语篇，巩固频率副词、第三人称单数，完成教材配套习题，开展简单语言输出。核心素养教学目标（依据2022版义务教育英语课程标准）1.语言能力：能够认读、听懂、口头运用核心词汇health,healthy,fan,member；掌握短语begoodat,doexercise,getupearly,gorunning,onthesportsground；理解并运用频率副词always,often,sometimes；掌握一般现在时第三人称单数句型，理解动名词作主语句型Doingexerciseisgoodforourhealth；能够正确朗读课文，划分长句停顿，借助问题提取文本信息，能用简单英语介绍人物运动习惯。2.文化意识：理解运动对身体健康的重要意义，明白良好爱好可以造就健康生活，树立坚持锻炼、保持健康生活习惯的意识，能够主动关注自身日常运动安排。3.思维品质：借助问题链、信息表格梳理人物运动信息，学会区分不同频率副词表达的动作发生频次；能够读懂文本，判断语句正误，归纳文本段落逻辑顺序，提升信息提取、对比判断、归纳概括的思维能力。4.学习能力：学会借助图片、上下文猜测生词含义；掌握阅读获取关键信息的阅读策略；能够在小组合作中完成信息调查任务，学会在阅读课文时圈画关键词句，养成自主阅读的习惯。教学重难点教学重点掌握本课核心词汇、短语，读懂课文，获取WangTao的身体状况、日常运动习惯、运动爱好等文本信息。掌握频率副词always,often,sometimes；掌握一般现在时第三人称单数句型；理解核心句型Doingexerciseisgoodforourhealth，能够朗读、口头运用句型。教学难点1.理解动名词短语作主语的结构Doingexerciseisgoodforourhealth。2.掌握一般现在时第三人称单数动词变化；区分always、often、sometimes表达的频次差异，在句子中正确使用频率副词；能够连贯介绍人物的运动习惯。教学过程第1课时Step1热身与复习导入教师出示单元前两课图片，图片包含健康食物、学生不舒服看医生的场景，开启课堂对话。

师：Boysandgirls,welearnUnit2HealthyLife.Whatcanwedotokeephealthy?

生1：Wecaneathealthyfood.

生2：Weshoulddrinkmuchwater.

师：Verygood.Eatinghealthyfoodhelpsuskeephealthy.Andthereisanotherimportantwaytokeephealthy.Lookatthispicture.Thisboyisdoingsports.What’shisname?

生：WangTao.

师：Yes.TodaywewilllearnLesson3Doingexerciseisgoodforourhealth.教师板书课题，带领学生齐读课题两遍，重点指导health/helθ/读音，区分health名词和healthy形容词。

师：Lookatthetitle.Whocantellmethemeaningofthissentence?

生：做运动对我们的健康有好处。

师：Perfect.“health”是名词，意思是健康；“healthy”是形容词，表示健康的。Wecansay“Heishealthy.”。NowlookatWangTao’sphoto.Whatdoeshelooklike?

生：Heisstrong.

师：Great.Whyishestrongandhealthy?Let’sfindtheanswerinourtext.

【设计意图】依托单元旧知健康生活话题，复习单元前两课内容，自然衔接新课主题，建立单元知识之间的联系；借助人物图片直观引出本课主人公WangTao，通过简单问答激活学生已有知识，出示课题，初步感知核心句型，激发学生阅读课文寻找原因的阅读动机。Step2词汇新知学习教师出示单词卡片，依次呈现本课核心词汇与短语：health,healthy,fan,member；短语begoodat,doexercise,getupearly,gorunning；频率副词always,often,sometimes。教师示范单词读音，学生跟读，教师纠正发音，重点区分health与healthy。同时搭配图片，建立单词、短语和图像的联系。

师：First,lookattheword“fan”.Itmeanssomeonelikessomethingverymuch.Abasketballfanmeanssomeonelovesbasketballverymuch.Whocanreadthisword?

学生举手朗读单词，教师进行发音指导。继续讲解member。

师：Membermeansonepersoninagroup.Ifyouareintheping-pongteam,youareamemberoftheping-pongteam.

教师板书短语begoodat。师：begoodatmeans“擅长……”，后面可以接运动项目。例如：Iamgoodatrunning.师：Nowlet’slearntheadverbsoffrequency.Lookatthechartontheblackboard.WordsMeaningalways总是（100%）often经常（大约60%-80%）sometimes有时（大约20%-40%）师：Pleaselookattheorderoffrequency.Alwaysisthehighest.Nowreadthesethreewordstogether.

全班齐读频率副词。师：Nowlookatthesentence.Healwaysgetsupearly.频率副词放在实义动词前面。Pleaserememberthisrule.

师：Nowwehaveasimplequestion.Whatsportsdoyouoftendo?Youcanusethewordswelearntoday.

生1：Ioftengorunning.

生2：Iamgoodatplayingbasketball.

【设计意图】借助图片、表格开展词汇教学，把抽象的频率副词用表格直观呈现，帮助学生理解频次差异；通过问答，引导学生尝试运用新词汇、短语表达个人运动情况，扫清课文阅读的词汇障碍，为课文阅读做好语言铺垫。Step3初读课文，整体感知文本师：NowopenyourEnglishbooks,turntoLesson3.Let’slookatReadandunderstand.First,listentotheaudioofthetext.Pleaselistencarefullyandcirclethenewwordsandkeywordsinthepassage.

播放课文录音，学生边听边圈画生词。录音结束。

师：OK,finishlistening.Whocantellme,whoistheboyinthispassage?

生：WangTao.

师：Yes.Nowreadthetextsilentlybyyourselves.Whilereading,findtheanswer:WhatisWangTaolike?

学生默读课文，寻找答案。默读结束。

师：Whocanshareyouranswer?Pleasereadthesentence.

生：Thisismyfriend,WangTao.Heisstrongandhealthy.Heisgoodatsports.

师：Excellent.教师板书这个句子，重点提醒isgoodat，后面接名词或者动名词。

师：Nowreadthetextagain,findanotherquestion:WhatdoesWangTaodoeveryday?Pleaseunderlinethesentence.

学生再次默读课文，划出相关句子。

师：Whofoundthesentence?Pleasereaditout.

生：Hedoesexerciseeveryday.Healwaysgetsupearlyandgoesrunninginthemorning.

师：Verygood.教师板书该句，重点讲解一般现在时第三人称单数。师：主语是he，是第三人称单数，动词要变化，do变成does，get变成gets，go变成goes。

师：Nowlet’sreadthissentencetogether.Payattentiontothepause.Healwaysgetsupearly/andgoesrunning/inthemorning.

全班齐读句子，教师纠正长句停顿。

师：Nowlet’sreadthefirsthalfofthepassagesentencebysentence.Ireadonesentence,youreadafterme.

教师逐句带读课文前半段，学生跟读。

【设计意图】分层设置初读任务，先听录音感知语音语调，再默读完成基础信息检索；通过问题链引导学生自主定位文本关键句；讲解第三人称单数语法点，指导长句朗读停顿，帮助学生初步理解课文前半部分内容，搭建语篇理解的基础框架。Step4研读课文前半部分，梳理信息师：WeknowWangTaoisstrongandhealthy.Hedoesexerciseeveryday.Nextparttellsushisfavoritesports.Pleasereadthispartandthink:WhatsportsdoesWangTaolike?

学生自主阅读课文关于WangTao爱好的段落。

师：Whocananswer?

生：Helikesplayingbasketball.Healsolikesplayingping-pong.

师：Perfect!Andwhatishe?

生：Heisabasketballfan.Heisamemberoftheping-pongteam.

师：Great!Lookatthetext.“Heisabasketballfan.”Itmeanshelovesbasketballverymuch.“Heisamemberoftheping-pongteam.”意思是他是乒乓球队的一员。师：Nowlet’smakeasimpleinformationtableonblackboardtocollectwhatwehavelearnedtoday.ItemInformationNameWangTaoHeisstrongandhealthyHeisgoodatsportsEverydayactivitydoesexerciseeveryday;alwaysgetsupearlyandgoesrunningHobbieslikesplayingbasketballandping-pongHisidentityabasketballfan;amemberoftheping-pongteam师：Nowlookatthistable.Let’sretelltheinformationtogetheraccordingtothetable.

全班对照表格口头复述本课已学信息。

师：Nowlet’sreadtheseparagraphstogether.

全班齐读课文前半段。

【设计意图】继续使用问题链驱动学生研读文本，借助表格梳理课文信息，把零散的文本内容结构化，帮助学生理清课文逻辑；引导学生依托表格复述，锻炼信息概括和口头表达能力，完成本课第一课时的文本信息学习。Step5第1课时课时小结师：Inthisclass,welearnnewwordsandphrases:health,healthy,fan,member,begoodat,doexercise,getupearly,gorunning.Welearnfrequencywordsalways,often,sometimes.Wereadthefirstpartofthetext.WeknowWangTaoisstrongandhealthy,hisdailyexerciseandhisfavouritesports.Nextclasswewilllearntherestofthepassage,finishtextbookexercisesandpracticetalkingaboutsportshabits.第2课时Step1复习回顾师：Goodmorning,class.Let’sreviewwhatwelearnedlastlesson.First,let’sreadthewordsandphrasestogether.

全班齐读本课词汇、短语与频率副词。

师：Nowlookatthechartontheblackboardfromlastclass.Whocantellme,whatisWangTaolike?

生：Heisstrongandhealthy.Heisgoodatsports.

师：Good.Whatdoeshealwaysdointhemorning?

生：Healwaysgetsupearlyandgoesrunning.

师：Wonderful.WhatsportsdoesWangTaolike?

生：Helikesplayingbasketballandping-pong.Heisabasketballfan,andheisamemberoftheping-pongteam.

师：Great.Nowlet’sreadthefirstparagraphsofthetexttogether.

全班齐读课文前半段。

师：WehaveknownWangTao’sdailyexerciseandhobbies.Todaywewillreadtherestpartofthepassage,learnaboutwhatWangTaoandhisfrienddotogether,andunderstandthemainideaofthewholetext.

【设计意图】借助词汇齐读、问答、段落朗读快速回顾第1课时所学，巩固旧知，自然过渡到本课剩余文本内容学习，实现两个课时之间内容的平稳衔接。Step2学习课文后半段，研读完整语篇师：Pleasereadtherestpartofthetextsilently.Findthesentence:Whatdoesthewriterlike?

学生默读课文后半段，寻找答案。

师：Whowantstoshare?

生：Ilikesports,too.

师：Welldone.Nextquestion:Whatdotheyoftendotogether?Pleaseunderlinethesentence.

学生继续阅读，划出相关句子。

师：Whatistheanswer?

生：Weoftenplaybasketballtogether.Sometimesweplayfootballonthesportsground.

师：Great!“onthesportsground”意思是在运动场上。Lookattheadverbhere,sometimes.Itmeanstheydonotplayfootballeveryday,onlyatsometime.

师：Nowlookatthelasttwosentencesofthepassage:Doingexerciseisgoodforourhealth.Goodhobbiesmakeahealthylife.教师板书这两句。

师：Nowlookcarefully.Thesubjecthereis“Doingexercise”.Weuseverb-ingformatthestartofthesentence.Itmeans“做运动”这件事。begoodfor意思是对……有益。Sothissentencemeansdoingsportsishelpfulforourhealth.

师：Wecanmakeanotherexample.Readingbooksisgoodforus.Weuseverb-ingasthesubject.Andthelastsentence“Goodhobbiesmakeahealthylife.”Itmeansgoodhobbiescanhelpusliveahealthylife.

师：Let’sreadthesetwosentencestogether.Doingexercise/isgoodforourhealth.Goodhobbies/makeahealthylife.

全班反复朗读句子，教师讲解动名词作主语的含义，对比例句，帮助学生理解这个难点结构。

师：NowIwillreadthewholetextforyou.Pleaselistencarefullyandpayattentiontomypauseandtone.

教师完整朗读整篇课文，学生静听。

师：Nowlet’sreadthefulltextingroups.Eachgroupreadsoneparagraph.Aftergroupreading,wewillreadthewholetexttogether.

小组分段朗读课文，之后全班齐读完整课文。教师巡视，纠正学生长句停顿、单词发音、第三人称单数动词的错误。师：Nowwefinishreadingthefulltext.Let’scompleteourinformationchart,addthenewinformationwegettoday.ItemInformationNameWangTaoHeisstrongandhealthyHeisgoodatsportsEverydayactivitydoesexerciseeveryday;alwaysgetsupearlyandgoesrunningHobbieslikesplayingbasketballandping-pongHisidentityabasketballfan;amemberoftheping-pongteamWithhisfriendoftenplaybasketballtogether;sometimesplayfootballonthesportsgroundMainideaDoingexerciseisgoodforourhealth.Goodhobbiesmakeahealthylife.师：Nowlookatthefulltable.Let’strytointroduceWangTaotogetherwiththehelpofthetable.Istartfirst.ThisismyfriendWangTao.Heisstrongandhealthy.Heisgoodatsports…

教师带领全班依托表格完整复述全文。

【设计意图】继续以问题链引导学生自主研读剩余文本，重点突破本课难点句型Doingexerciseisgoodforourhealth；完善信息表格，构建完整语篇知识框架；通过分组朗读、全班齐读，提升学生语篇朗读能力；依托表格复述文本，内化课文语言，巩固第三人称单数和频率副词用法。Step3教材配套阅读任务学习（ReadagainandjudgeT/F）师：Turntotextbook,lookattheexercise“Readagainandjudge(T/F)”.Let’sreadeachsentenceonebyone.教师依次朗读5个判断句。

师：Nowreadthefulltextonceagain,readcarefullyandjudgeTrueorFalse.Let’sfinishthistasktogether.

师：Firstsentence:WangTaoisstrongandhealthy.Isittrueorfalse?

生：True.

师：Yes,thefirstsentenceinthetexttellsusthis.Nextone:WangTaoisgoodatsports.

生：True.

师：Good.Next:WangTaosometimesgetsupearlyandgoesrunninginthemorning.

师：Pleaselookbacktothetext.Whatadverbdoesthetextuse?

生：always.

师：Yes,thetextsays“Healwaysgetsupearlyandgoesrunninginthemorning.”Thesentencehereusessometimes.SothisstatementisFalse.

师：Nextsentence:WangTaolikesplayingbasketball,footballandping-pong.

师：ThetextsaysWangTaolikesbasketballandping-pong.Heplaysfootballwithhisfriendsometimes.Itisnothishobby.SoitisFalse.

师：Lastone:WangTaoandhisfriendsometimesplayfootballonthesportsground.

生：True.

师：Nowwefinishalljudgements.Let’sreadthesesentencestogetherandchecktheanswersagain.

全班齐读判断句子，核对答案。

【设计意图】依托教材原配套判断习题，巩固课文信息提取能力，在判断任务的过程中再次细读文本细节，区分always与sometimes，加深学生对课文内容、频率副词的理解，落实教材学习任务。Step4教材Writeandtalk板块学习师：Nowlookatthenextactivity“Writeandtalk”.ThetaskistowriteaboutWangTao’ssportsactivities.Lookattheexampleonthebook.

师：Weneedtousetheinformationfromourtable.Forexample:WangTaoalwaysgetsupearlyandgoesrunninginthemorning.Heoftenplaysbasketball.Healsolikesplayingping-pong.Hesometimesplaysfootballwithhisfriend.

师：Nowlookattheblanksonyourbook.PleasewritedownWangTao’ssportsactivities.Youcanusethewords:always,often,sometimes.

学生完成书上书写任务，写完之后同桌之间开展对话练习。

师：Nowyoucantalkwithyourdeskmate.Youcanask:WhatsportsdoesWangTaooftendo?Yourpartneranswersaccordingtoyourwriting.

教师巡视，查看学生书写，指导第三人称单数动词变化、单词拼写。

师：Now,whowantstoshareyourwritingwithus?

生：WangTaoalwaysgetsupearlyandgoesrunning.Heoftenplaysbasketball.Hesometimesplaysfootballonthesportsground.

师：Nicew