Unit3 Healthy Life Part B Read and write 第五课(教学设计）-2026-2027学年人教PEP版英语六年级上册

Unit3 Healthy Life Part B Read and write 第五课(教学设计） I. Teaching Objectives 1. Students will be able to read a story about emotions and identify the problem, advice, and result presented in the text. 2. Students will learn to use key expressions for talking about feelings and offering help, such as feel down, cheer up, unhappy, sad, and make new friends. 3. Students will be able to write a short letter expressing how they feel and what helped them feel better, using the model letter in the text as a guide. II. Key Points and Difficult Points 1. Key point: Understanding the story structure (problem, advice, result) and using emotion vocabulary naturally: feeling down, sad, unhappy, cheer up, feel much better. 2. Key point: Producing advice sentences using Think about... / Maybe you can... / Join... and follow through by giving personal examples. 3. Difficult point: Writing a short personal letter that mirrors the model structure (greeting, actions taken, current feeling, thanks) in coherent English. III. Teaching Procedures Step 1: Warm-up and Lead-in (5 mins) 1. Teacher puts up four emoji faces on the board (sad, happy, crying, angry) and asks: How does each one feel? Have you ever felt this way? Why? 2. Students turn to their desk partner and share one time they felt sad or worried. Teacher takes a few hands and collects answers briefly. 3. Teacher sets the scene: Today we are going to read about a girl called Liu Jia. Something upset her, and her teacher gave her a hand. Let us see what happened. [Purpose] This step activates emotion vocabulary students already have and builds a personal bridge to the topic. When children connect a text to their own memories, they read with more attention and less anxiety. Step 2: Pre-reading and First Read (7 mins) 1. Teacher points to the picture at the top of the page: Who are the two people? Where might they be? What is the girl looking like? Students guess. 2. Students read the story silently once. Task: find out why Liu Jia was sad and list everything Miss White told her to do. 3. Teacher checks answers on the board and quickly deals with any vocabulary sticking-points (feeling down, cheer up, after-school clubs, send emails). [Purpose] The first read is for gist, not word-by-word decoding. Students practise scanning for key information under a simple question frame, which trains them not to panic over unfamiliar words. Step 3: Detailed Reading and Language Focus (10 mins) 1. Teacher reads the story aloud while students follow with their eyes. After each advice sentence, teacher stops and asks: Is this advice about the mind, the body, or about other people? Students help sort each tip into one of the three categories. 2. Teacher writes the core patterns on the board: Think about happy things. / Call your friend or send her some emails. / Maybe you can do some exercise. / Join some clubs and make new friends! Students repeat chorally, then practise in pairs giving their own advice to a partner who says I am feeling down. [Purpose] Sorting the advice makes the logic of the text visible and gives students a mental framework. Choral repetition builds confidence with the sentence patterns before they try them independently in writing. Step 4: Reading the Model Letter (5 mins) 1. Teacher points to the letter at the bottom of the page: Liu Jia wrote this after she tried what Miss White said. Read it quickly. What did she do? How does she feel NOW? 2. Teacher breaks the letter into parts on the board and students label each one together: (a) Greeting: Dear Miss White, (b) What I did: video calls with my friend, joined a ping-pong club, made new friends. (c) How I feel now and thanks: I feel much better. Thank you so much! Signed: Liu Jia. [Purpose] Students see a finished product before attempting their own. Splitting the letter into three labelled blocks gives them a clear scaffold so that the writing task does not feel like a blank page. Step 5: Writing Activity (10 mins) 1. Teacher sets the task: Write a short letter to someone who helped you feel better when you were down. Say what you did and how you feel now. Follow the model letter structure. 2. Students write on their own for five minutes. Teacher walks around, helping with words and nudging students who skip a letter section. 3. In pairs, students swap letters. Each reader writes one star (something good) and one wish (a small improvement) on a sticky note and hands it back. 4. Two or three volunteers read their letters to the class. Teacher praises specific word choices rather than giving a vague good job. [Purpose] Writing after reading and analysing a model follows the natural input-to-output flow. Peer feedback gives a real audience, which raises effort levels without the pressure of teacher-only correction. Step 6: Summary and Homework (3 mins) 1. Teacher and students go through the four pieces of advice from the story one more time, pointing at the board. Ask: Which one do YOU think works best for you? 2. Homework: Polish the letter from class and hand in a clean copy next lesson. Optional challenge: add one extra piece of advice you think could help other sad students. 学科网（北京）股份有限公司 $