Unit3 Healthy Life Part B Let's talk 第三课(教学设计）-2026-2027学年人教PEP版英语六年级上册

Unit3 Healthy Life Part B Let’s talk 第三课(教学设计） I. Teaching Objectives By the end of the period, most students can follow the class discussion between Miss White and the children and get the general idea of what "healthy" really means. Students can pick out key expressions from the dialogue - live a healthy life, eat healthy food, exercise, feel happy, talk to family and friends - and use them in their own short answers. Working in groups, students can finish a "Healthy life" mind map and talk about their own ways to stay healthy with We should... / We need to... / We can... II. Key Points and Difficult Points Key point: the question How can we live a healthy life? and the three frames used to answer it - We need to..., We should..., We can... Key point: reading the mind map and adding their own branches to the "Healthy life" centre. Difficult point: using should / need to / can correctly, and answering in a whole sentence. Students often just shout "sleep!" instead of "We should sleep well." III. Teaching Procedures Step 1: Warm-up and Lead-in (5 mins) Teacher puts the picture of the picnic and the cycling on the screen and asks a light opener: What can you see here? Who looks healthy? Why do you think so? Quick miming chain: teacher says an action (jump, drink water, sleep, brush teeth) and students act it out, recycling words from the last two periods. Teacher writes the big question on the board - How can we stay healthy? - and tells the class that today's lesson will help them answer it. [Purpose] This step pulls the topic back from illness to healthy living, warms up the words students already met, and gives them a real reason to listen. Step 2: Pre-listening - Listen and Choose (7 mins) Teacher sets the scene: Binbin and Sarah meet in the library. Students read the two questions first so they know what to listen for. First listen: students tick the answers on their own, then we check together (next week's class talk; not good enough). The tape runs once without stopping. Second listen on the harder second question only. Ask one student to say why B is right, not just "B". [Purpose] To train listening for specific information and to take the fear out of a long dialogue before we actually read it. Step 3: While-listening - Read and Understand the Discussion (8 mins) Students read the Miss White / Chen Jie / Sarah / Binbin dialogue in pairs and underline who said what about health. Teacher checks with two easy questions: According to Chen Jie, what is health? Whose answer do you like best, and why? [Purpose] To move from "hearing" to "understanding" - students notice that a good body and a happy mind both count, and that family and friends matter too. Step 4: Language Focus (8 mins) Teacher lifts three sentence frames straight out of the text and writes them neatly: We need to... / We should... / We can... Drill meaning and form: need to = really important, should = a good idea, can = one way among many. Students finish the teacher's half-sentences. (1) Practise "We need to eat healthy food." - students swap in their own idea. (2) Practise "We should sleep well." - students replace it with exercise, brush our teeth, and so on. (3) Practise "We can talk to our family and friends." - students add one more thing we can do. [Purpose] Language only sticks when it is used. This step turns the reading text into speaking tools, and the should / need to / can difference is exactly what students get wrong most often. Step 5: Discuss and Make a Mind Map (9 mins) Teacher shows the half-filled mind map (Sleep well / Eat healthy food / Drink enough water / Take care of your eyes and teeth) and asks each group to grow its own branches. Groups of four: one child writes, the others throw in ideas - Don't play on the phone too long. Brush our teeth twice a day. Go to bed early. Each group sticks its map on the wall and a spokesperson reads two favourite ideas to the class. Teacher gives quick praise and fixes any should / can slips on the spot. [Purpose] The mind map is the output task for the whole period: students reuse the language, sort out their thinking, and finish the lesson owning their own answer to How can we live a healthy life? Step 6: Summary and Homework (3 mins) Teacher and students read one group's finished map aloud together, so the class ends on their own answer instead of the book's. Homework: every student writes three sentences on a small card about how THEY stay healthy, to share next period; the mind map begun in class is to be completed at home. 学科网（北京）股份有限公司 $