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课后练习单
课题： Unit 3 Healthy life Part B Read and write
【基础练习：温故知新】
一、英汉连一连。 将英文单词或短语与对应的中文意思用线连起来。
1. problem ———————————————— 解决/解决办法
2. solution ——————————————— 不快乐的
3. unhappy —————————————— 问题
4. share feelings ——————————— 课外社团
5. after-school club ————————— 视频通话
6. video call ————————————— 使振作起来
7. cheer up —————————————— 交新朋友
8. make new friends —————————— 分享感受
二、单项选择。 读句子，选出正确的答案。
1. Liu Jia's best friend ______ to another city.
A. move B. moved C. moving
2. She feels ______ because she misses her friend.
A. happy B. unhappy C. excited
3. Miss White said, "You should ______ to your family."
A. talk B. talks C. talking
4. "Maybe you can ______ an after-school club," Miss White said.
A. join B. joins C. joining
5. "Why not ______ new friends " Miss White asked.
A. make B. makes C. making
三、判断对错。 根据课文内容判断，对的写 T，错的写 F。
1. ( ) Liu Jia's best friend moved to another city.
2. ( ) Liu Jia felt very happy about her friend's move.
3. ( ) Miss White gave Liu Jia some suggestions.
4. ( ) Miss White told Liu Jia to stay at home alone.
5. ( ) Liu Jia can join an after-school club to meet new people.
【提高练习：小试牛刀】
四、连词成句。 将下列单词重新排列，组成正确的句子。
1. feels / Liu Jia / unhappy / .
____________________________________________________.
2. her / friend / moved / another city / to / .
____________________________________________________.
3. should / talk / to / she / her / family / .
____________________________________________________.
4. not / why / join / after-school club / an /
____________________________________________________.
五、按要求改写句子。
1. You should talk to your family. (改为一般疑问句)
______ I ______ to my family
2. Liu Jia's friend moved to another city. (对划线部分提问)
______ ______ Liu Jia's friend ______
3. Maybe you can join an after-school club. (改为否定句)
Maybe you ______ ______ an after-school club.
4. Why not make new friends (用 You should 改写)
You should ______ new friends.
六、找出发音或语法错误并改正。
1. Why not to join a club
改正：________________________________________________
2. You should talking to your friend.
改正：________________________________________________
3. Liu Jia feel unhappy because her friend moved away.
改正：________________________________________________
【拓展练习：挑战自我】
七、小作家：给朋友的建议信。
请你为一位遇到问题的朋友写一封英文建议信。你可以从下面三个情境中选择一个，也可以自己设定。
情境选择：
A. 朋友最近总是感觉很累，没有精神。
B. 朋友和最好的朋友吵架了，很难过。
C. 朋友担心即将到来的考试，很焦虑。
写作要求：
写出朋友的问题 (problem)
写出你的建议 (suggestions) —— 至少两条
使用至少两种不同的建议句型（You should... / Maybe you can... / Why not...）
写出你希望的结果 (result)
至少 5 句话
写作框架参考：
Dear __________________,
I know you are feeling __________________.
I think you should ________________________________________________.
Maybe you can ________________________________________________.
Why not ________________________________________________
I hope you will ________________________________________________.
Best wishes,
__________________
我的建议信：
Dear __________________,
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Best wishes,
__________________
八、采访任务：当你不开心的时候，什么能帮到你？
采访一位同学或朋友，问问他/她当感到不开心或遇到问题时，什么能帮助他们。
采访问题：
1. When do you feel unhappy
2. What do you do to cheer yourself up
3. Who do you talk to when you have a problem
4. What advice would you give to someone who feels sad
我的采访记录：
被采访人 (Interviewee)：__________________
He/She feels unhappy when ________________________________________________.
To cheer up, he/she ________________________________________________.
He/She talks to ________________________________________________.
His/Her advice for sad people：________________________________________________.
我的采访汇报（用 3-4 句话汇报）：
I asked my classmate __________________ about how to deal with problems. He/She said ________________________________________________. I think ________________________________________________.
九、语法小百科：建议句型的用法总结。
三种建议句型对比：
句型 结构 例句
You should... You should + 动词原形 You should talk to your family.
Maybe you can... Maybe you can + 动词原形 Maybe you can join a club.
Why not... Why not + 动词原形 Why not make new friends
语气强度对比：
You should — 语气最强，表示"应该"
Maybe you can — 语气最弱，表示"也许可以"
Why not — 语气中间，表示"为什么不"
练一练：用合适的形式填空。
1. You should ____________ (drink) more water when you have a fever.
2. Maybe you can ____________ (ask) your teacher for help.
3. Why not ____________ (write) a letter to your friend
4. She should ____________ (sleep) early every night.
5. Maybe he can ____________ (join) a sports team.
6. Why not ____________ (call) your friend and say hello
十、单元项目准备：收集"问题与建议"素材。
请为 "Healthy life" 单元项目收集一些关于"情绪问题与解决办法"的素材。
我收集的素材：
问题 (Problem)：________________________________________________
解决办法 (Solution)：________________________________________________
建议句型：I should ________________________________________________.
我收集的素材2：
问题 (Problem)：________________________________________________
解决办法 (Solution)：________________________________________________
建议句型：Maybe I can ________________________________________________.
我的素材准备：
□ 我已找到至少 2 个关于情绪问题的素材。
□ 我已写出对应的英文建议。
□ 我准备下节课分享。
课后练习答案：
一、英汉连一连
1. problem — 问题
2. solution — 解决/解决办法
3. unhappy — 不快乐的
4. share feelings — 分享感受
5. after-school club — 课外社团
6. video call — 视频通话
7. cheer up — 使振作起来
8. make new friends — 交新朋友
二、单项选择
1. B. moved
2. B. unhappy
3. A. talk
4. A. join
5. A. make
三、判断对错
1. T
2. F
3. T
4. F
5. T
四、连词成句
1. Liu Jia feels unhappy.
2. Her friend moved to another city.
3. She should talk to her family.
4. Why not join an after-school club
五、按要求改写句子
1. Should I talk to my family
2. Where did Liu Jia's friend move
3. Maybe you can't join an after-school club.
4. You should make new friends.
六、找出发音或语法错误并改正
1. Why not join a club
2. You should talk to your friend.
3. Liu Jia feels unhappy because her friend moved away.
九、语法小百科
1. drink
2. ask
3. write
4. sleep
5. join
6. call(共37张PPT)
Learning Objectives
通过图片和标题预测文本内容，理解 Liu Jia 的问题和情绪；
阅读文本，提取 problem, suggestions, result 等关键信息。。
学习理解
通过图片和标题预测文本内容，理解 Liu Jia 的问题和情绪；
阅读文本，提取 problem, suggestions, result 等关键信息。
应用实践
为遇到身体或情绪问题的朋友写一段简短、具体、合理的建议；
能使用至少两种不同的建议句型，使建议更加丰富。
迁移创新
能听懂、认读、掌握核心词汇：problem, solution, unhappy, share feelings, moved to another city, video call, after-school club, make new friends, cheer up, feel much better
掌握核心句型：
You should talk to your family. / Maybe you can do some exercise. / Exercise may cheer you up. / Why not join an after-school club / I hope you will feel better.
核心知识点
RJ.PEP 六年级上册
1 Lead-in
2 Read and write
3 Language points
Contents
4 Homework
Part 01
Lead-in
Lead-in
Part 02
Read and write
I'm feeling down.My good friend Lucy moved to another city.
What's the matter, LiuJia You look sad.
--Who is she
-How does she feel
--Why may she feel unhappy
Liu Jia was crying. So Miss White asked her, "What's the matter, LiuJia You look sad." Liu Jia answered, "I'm feeling down. My good friend Lucy moved to another city."
Miss White listened carefully and told Liu Jia, "Think about happy things. Call your friend or send her some emails."
"I tried that, but I still feel unhappy。" said Liu Jia.
Miss White gave her a glass of water. "Maybe you can do some exercise. Exercise may cheer you up!"
"Join some after-school clubs and make new friends！ You can talk and have fun with them,"added Miss White.
"I will try. Thank you, Miss White," said Liu Jia.
Liu Jia was crying. So Miss White asked her,"What's the matter, Liu Jia You look sad."Liu Jia answered, "I'm feeling down。My good friend Lucy moved to another city.”
Problem----
Lucy moved to another city.
Feeling---feelingdown/ sad/crying
Miss White listened carefully and told Liu Jia, "Think about happy things. Call your friend or send her some emails."
"I tried that, but I still feel unhappy。" said Liu Jia.
Miss White gave her a glass of water. "Maybe you can do some exercise. Exercise may cheer you up!"
"Join some after-school clubs and make new friends！ You can talk and have fun with them,"added Miss White.
"I will try. Thank you, Miss White," said Liu Jia.
Suggestions--
1.Think about happy things.
2.Call friend/ send emails.
3.Join clubs.4.Do exercise.
ResultI--
will try.
Her friend moved to another city.
She was crying. She felt down.
1.Think about happy things
2.Call friend or send emails.
3.Do some exercise.
4.Join after-school clubs.
"I will try."
My good friend Lucy moved to another city.
I'm feeling down. I was crying.
Call your friend. Do exercise. Join clubs.
“I will try."
Write your letter
Read and write T (True) or F (False).
Liu Jia had a runny nose and felt unhappy. ( F )
解析：文中只提到她因为朋友搬走而难过，没有提到流鼻涕（runny nose）。
Liu Jia shared her feelings with Miss White. ( T )
解析：她向老师说出了自己不开心的原因，属于分享感受。
Liu Jia often makes video calls with her friend now. ( T )
解析：她在给老师的信里提到“I often make video calls with my friend now.”
Liu Jia called Miss White and thanked her. ( F )
解析：她是通过写信（写感谢信）的方式感谢老师，不是打电话。
Read the text again and fill in the blanks
Problem Liu Jia's good friend to another city.
Think about
her friend or her emails.
Solutions Do
Join after-school and make
moved
happy things
Call send
some exercise
clubs new friends
crying
You should think about happy things.
Then you can call your good friends and talk with them.
angry
You need to do some exercise to calm down.
Then you can talk to your friend and fix the problem.
lonely
You can join some after-school clubs.
Then you will make new friends and feel much better.
Which suggestion
is useful Why
Other ideas:
→talk to teacher
→play sports
→draw pictures
→ write a diary
sad
do exercise.
call a friend
talk to family
he/she will feel better
My friend feels sad. I think she
should call her friend and talk
to her. Maybe she can join an
after-school club and make new friends. Why not write a diary every day Ihope she will feel better soon!
Part 03
Language points
You should talk to your family.
You should call your friend.
You should+动词原形
用于给出建议，语气温和而坚定
You should________.
drink water
get enough sleep
talk to your teacher
take a break
Maybe you can do some exercise.
Why not join an after-school club
一Maybe you can+动词原形(语气委婉)
一 Why not+动词原形 (语气轻松友好)
Why not to join
Why not join
Why not 后面直接接 动词原形!
×
√
1. 情绪类短语
① feel sad 感到难过 ② feel down 情绪低落、闷闷不乐
③ feel unhappy 不开心 ④ feel much better 感觉好多了
2. 核心动词短语
1. move to another city 搬到另一座城市 2. listen carefully 认真倾听
3. think about happy things 回想开心的事 4. send sb. emails / send emails to sb. 给某人发邮件
5. do some exercise 做运动 6. cheer sb. up 使某人振作起来，改善心情
7. join after-school clubs 参加课后社团 8. make new friends 交新朋友
9. have fun 玩得愉快 10. make video calls 打视频电话
words and phrases逐字稿
课题： Unit 3 Healthy life Part B Read and write
课型： 阅读写作课
年级： 六年级上册
主讲人： [你的名字]
（课前准备：教师打开课件，停留在第1页，展示"心灵驿站"主题相关图片，营造温暖、关心的课堂氛围。）
（上课铃响）
T: Class begins. Good morning, boys and girls.
Ss: Good morning, teacher.
T: Sit down, please. Today, we are going to talk about something very important. We have learned about physical health—how to take care of our bodies. But today, we are going to talk about something else. We are going to talk about feelings and how to help friends who feel sad. Are you ready
Ss: Yes!
T: Great! Let's begin. (教师点击课件，展示第1页)
Step 1: Lead-in — How Do They Feel (课件 P2-P8) (8 mins)
T: (指向课件第2页) Look at the screen. "Unit 3 Healthy life." Here is our big question. Let's read it together. (教师指着屏幕上的问题)
Ss: What is a healthy lifestyle
T: Good! Now, let's look at our learning goals. (教师点击课件，展示第3页，快速带读目标)
T: We will read and understand Liu Jia's problem. We will learn to write suggestions to a friend. We will use "You should..." "Maybe you can..." and "Why not..." to give advice. (教师点击课件，展示第4页目录，然后点击进入第5页)
T: (展示第5页) Part 1: Lead-in. (教师点击课件，展示第6页)
T: (展示第6页) Today, we are going to think about feelings. (教师点击课件，展示第7页)
T: (展示第7页) Look at these pictures. How do they feel (教师指着屏幕上的表情图片)
T: Picture 1 — How does he feel
Ss: He is happy!
T: Yes! Picture 2 — How does she feel
Ss: She is sad!
T: Good! Picture 3 — How does he feel
Ss: He is angry!
T: Yes! Picture 4 — How does she feel
Ss: She is worried!
T: Good! Have you ever felt this way before Why
S1: I felt sad when my friend moved away.
T: I'm sorry to hear that. That's a difficult feeling.
S2: I felt worried before a test.
T: Yes, that's common. (教师点击课件，展示第8页)
T: (展示第8页) Today, we are going to read about a girl who feels sad. We are going to learn how to help her. This is our "Friendship Helpdesk" — we are going to become helpers! (教师点击课件，展示第9页)
Step 2: Read and Write — Pre-reading (课件 P9-P10) (5 mins)
T: (展示第9页) Part 2: Read and write. (教师点击课件，展示第10页)
T: (展示第10页) "Pre-reading — Meet Liu Jia." (教师指着屏幕)
T: Look at this picture. Who is this
Ss: Liu Jia!
T: Yes! Who is she talking to
Ss: Miss White!
T: Yes! Look at Liu Jia's face. How does she feel
Ss: She feels sad!
T: Yes. What's the matter with her Let's read. (教师指着屏幕上的对话气泡)
T: "What's the matter, Liu Jia You look sad."
T: "I'm feeling down. My good friend Lucy moved to another city."
T: So, what is Liu Jia's problem
Ss: Her friend moved to another city!
T: Yes! That's why she feels unhappy. (教师点击课件，展示第11-12页)
Step 3: Fast Reading — What's the Story About (课件 P13) (5 mins)
T: (展示第13页) Now, let's do a fast reading. (教师指着屏幕)
T: Read the story quickly and find the main idea.
T: What is Liu Jia's problem
T: A. She is ill.
T: B. Her friend moved away.
T: C. She lost a book.
T: Which one is correct
Ss: B! Her friend moved away!
T: Yes! Good job. (教师点击课件，展示第14页)
Step 4: Careful Reading — Problem & Feeling (课件 P14-P15) (8 mins)
T: (展示第14页) Now, let's read carefully. (教师指着屏幕)
T: Look at this part of the story.
T: "Liu Jia was crying. So Miss White asked her, 'What's the matter, Liu Jia You look sad.' Liu Jia answered, 'I'm feeling down. My good friend Lucy moved to another city.'"
T: Let's find the Problem and the Feeling.
T: What is the problem
Ss: Her good friend Lucy moved to another city!
T: Yes! (教师板书 Problem)
T: How does she feel
Ss: She feels sad! / She's feeling down!
T: Yes! (教师板书 Feeling)
T: Let's read this part together.
Ss: (跟读) (教师点击课件，展示第15页)
T: (展示第15页) Now, let's read the rest of the story. (教师指着屏幕)
T: "Miss White listened carefully and told Liu Jia, 'Think about happy things. Call your friend or send her some emails.'"
T: "I tried that, but I still feel unhappy.' said Liu Jia."
T: "Miss White gave her a glass of water. 'Maybe you can do some exercise. Exercise may cheer you up!'"
T: "'Join some after-school clubs and make new friends! You can talk and have fun with them,' added Miss White."
T: "'I will try. Thank you, Miss White,' said Liu Jia."
T: What are Miss White's suggestions Let's find them.
T: Suggestion 1 — What did Miss White say first
Ss: Think about happy things. Call your friend or send her some emails.
T: Yes! Suggestion 2 — What did she say next
Ss: Maybe you can do some exercise. Exercise may cheer you up!
T: Yes! Suggestion 3 — What did she say last
Ss: Join some after-school clubs and make new friends!
T: Yes! (教师板书 Suggestions) (教师点击课件，展示第16页)
Step 5: Structure Analysis — Problem → Feeling → Suggestions → Result (课件 P16-P18) (8 mins)
T: (展示第16-17页) Now, let's look at the structure. (教师指着屏幕)
T: A good "problem-solving" story has this structure:
T: Problem → Feeling → Suggestions → Result
T: Let's fill this in together. (教师点击课件，展示第17页)
T: Problem — Liu Jia's friend moved to another city.
T: Feeling — She felt sad and down.
T: Suggestions — Think about happy things. Call her friend. Do some exercise. Join after-school clubs. Make new friends.
T: Result — She feels much better. She joined a ping-pong club and made new friends. (教师点击课件，展示第18页)
T: (展示第18页) Look at this letter from Liu Jia. (教师指着屏幕)
T: "Dear Miss White, I often make video calls with my friend now. I also joined a ping-pong club and made some new friends. I feel much better. Thank you so much! Liu Jia"
T: This is the Result! She feels much better now!
T: Let's read the letter together.
Ss: (跟读) (教师点击课件，展示第19页)
T: (展示第19页) Now, let's do some True or False. (教师指着屏幕)
T: Number 1: "Liu Jia had a runny nose and felt unhappy." True or false
Ss: False!
T: Yes! She didn't have a runny nose. She felt unhappy because her friend moved away.
T: Number 2: "Liu Jia shared her feelings with Miss White." True or false
Ss: True!
T: Yes! She told Miss White how she felt.
T: Number 3: "Liu Jia often makes video calls with her friend now." True or false
Ss: True!
T: Yes! She wrote this in her letter.
T: Number 4: "Liu Jia called Miss White and thanked her." True or false
Ss: False!
T: Yes! She wrote a letter, not a phone call. (教师点击课件，展示第20页)
T: (展示第20页) Let's fill in the blanks together. (教师指着屏幕)
T: Problem — Liu Jia's good friend moved to another city.
T: Suggestions — She should talk to her family. She can join an after-school club. Why not make new friends
T: Result — She often makes video calls. She joined a ping-pong club. She made new friends. She feels much better.
T: Great! (教师点击课件，展示第21页)
Step 6: Language Points — Giving Suggestions (课件 P21-P22, P29-P31) (8 mins)
T: (展示第21页) Now, let's write suggestions. (教师指着屏幕)
T: Look at these children. They have problems too. Let's read them together. (教师点击课件，展示第22-23页)
T: (展示第22页) Now, let's learn how to give suggestions. (教师点击课件，展示第29页)
T: (展示第29页) Language Focus ①: "You should talk to your family."
T: "You should call your friend."
T: Remember: You should + 动词原形
T: Let's say them together.
Ss: You should talk to your family. You should call your friend.
T: Good! (教师点击课件，展示第30页)
T: (展示第30页) Language Focus ②: "Maybe you can do some exercise."
T: Maybe you can + 动词原形
T: Let's say it together.
Ss: Maybe you can do some exercise.
T: Good! (教师点击课件，展示第31页)
T: (展示第31页) Language Focus ③: "Why not join an after-school club "
T: Why not + 动词原形
T: Let's say it together.
Ss: Why not join an after-school club
T: Good! (教师点击课件，展示第32页)
T: (展示第32页) Let's practice. (教师指着屏幕)
T: Number 1: "My friend feels sad. She ______ talk to her family." — A. should, B. shouldn't
Ss: A. should!
T: Yes! Number 2: "______ you can do some exercise." — A. Maybe, B. Why
Ss: A. Maybe!
T: Yes! Number 3: "______ not join an after-school club " — A. Why, B. What
Ss: A. Why!
T: Yes! (教师点击课件，展示第33页)
T: (展示第33页) Now, let's look at some useful vocabulary. (教师指着屏幕)
T: "feel sad" — 感到难过
T: "feel down" — 情绪低落
T: "feel unhappy" — 不开心
T: "feel much better" — 感觉好多了
T: "move to another city" — 搬到另一座城市
T: "listen carefully" — 认真倾听
T: "think about happy things" — 回想开心的事
T: "send sb. emails" — 给某人发邮件
T: "do some exercise" — 做运动
T: "cheer sb. up" — 使某人振作起来
T: "join after-school clubs" — 参加课后社团
T: "make new friends" — 交新朋友
T: "have fun" — 玩得愉快
T: "make video calls" — 打视频电话
T: Let's read them together.
Ss: (跟读) (教师点击课件，展示第34页)
Step 7: Writing — Advice Note (课件 P24-P27) (12 mins)
T: (展示第24页) Now, it's time to write! Let's use this writing scaffold. (教师指着屏幕)
T: "My advice note."
T: "My friend feels ______."
T: "I think he/she should ______."
T: "Maybe he/she can ______."
T: "Why not ______ "
T: "I hope ______."
T: Let me show you an example. (教师示范)
T: "My friend feels sad because he misses his grandparents."
T: "I think he should call them every week."
T: "Maybe he can write a letter to them."
T: "Why not visit them during the holiday "
T: "I hope he will feel much better."
T: Now, it's your turn! Think about a friend who has a problem. What would you say to help You can choose one of these problems:
T: A. My friend feels sad because he/she misses his/her grandparents.
T: B. My friend feels worried because he/she has too much homework.
T: C. My friend feels ill and has a bad cold.
T: Write your advice note. You have 8 minutes. Let's start!
(学生开始写作，教师巡视并提供帮助，约8分钟) (教师点击课件，展示第25-26页)
T: (展示第26页) Now, let's do a peer review. (教师指着屏幕)
T: Exchange your writing with your partner. Use this checklist:
T: Does it have a problem (1 star)
T: Does it have at least two suggestions (1 star)
T: Does it use different sentence starters (1 star)
T: Is the advice specific (1 star)
T: Let's check together! (学生两人一组进行互评，约3分钟) (教师点击课件，展示第27-28页)
T: (展示第28页) Now, let's share and celebrate! Who wants to read their advice note (请2-3名学生上台展示)
Student 1: My advice note. My friend feels sad because he misses his grandparents. I think he should call them every weekend. Maybe he can write a letter to them. Why not visit them during the summer holiday I hope he will feel better soon.
T: Excellent! Great advice! (全班鼓掌)
Student 2: My advice note. My friend feels worried because she has too much homework. I think she should make a study plan. Maybe she can ask her teacher for help. Why not do homework with a friend I hope she will feel less stressed.
T: Wonderful! You used three different ways to give advice! (全班鼓掌)
Student 3: My advice note. My friend feels ill. He has a bad cold. I think he should see a doctor. Maybe he can drink more water and get some rest. Why not stay at home and sleep well I hope he will get well soon.
T: Great! You gave very specific and helpful advice! (全班鼓掌)
T: (教师总结) Today, we learned how to help a friend who has a problem. We learned that a good advice note has: Problem → Feelings → Suggestions → Result. We learned three ways to give advice: "You should..." "Maybe you can..." and "Why not... " Remember, when a friend is sad or worried, we can always help. (教师点击课件，展示第34页)
Step 8: Summary & Homework (课件 P34-P35) (2 mins)
T: (展示第34页) Let's quickly summarize what we learned today. We read about Liu Jia's problem — her friend moved away. We learned the structure: Problem → Feeling → Suggestions → Result. We learned three ways to give advice: You should... Maybe you can... Why not... And we wrote our own advice notes. You all did a fantastic job!
T: (展示第35页) Now, for homework.
T: First, read the story three times. Circle all the suggestions.
T: Second, finish your advice note and make it beautiful.
T: Are you clear
Ss: Yes!
T: Wonderful! Remember, a healthy life is not just about our bodies. It's also about our feelings and our friends. When we feel down, we can talk to someone. When our friends feel down, we can help them. That's what a healthy life is all about! That's all for today. Class is over. Goodbye, everyone!
Ss: Goodbye, teacher.
T: (最后展示第35页) Keep caring for your friends! See you next lesson!学习任务单
课题： Unit 3 Healthy life Part B Read and write
姓名： __________________ 班级： __________________ 日期： __________________
【学习目标】
1. 我能通过图片和标题预测文本内容，理解 Liu Jia 的问题和情绪。
2. 我能阅读文本，提取 problem, suggestions, result 等关键信息。
3. 我能理解 "Problem→Feeling→Suggestions→Result" 的文本结构。
4. 我能用 "You should... / Maybe you can... / Why not..." 为朋友写建议。
【课前预热：聊一聊情绪和问题】
当你的朋友遇到困难或心情不好的时候，你会怎么做？请写出至少两种你可以帮助朋友的方式。
方式1：________________________________________________
方式2：________________________________________________
你有没有遇到过让自己不开心的事情？你是怎么解决的？
________________________________________________________________________
【课中任务一：读前预测 —— 看图猜一猜】
观察课文图片和标题，回答下面的问题。
1. 图片中的女孩是谁？她看起来怎么样？( )
A. 她很开心 B. 她不开心/难过 C. 她很生气
2. 你觉得她可能遇到了什么问题？( )
A. 她生病了 B. 她的朋友搬走了 C. 她考试没考好
3. 你觉得这篇文章是关于什么的？( )
A. 一次旅行 B. 一个问题和解决办法 C. 一个生日派对
【课中任务二：快速阅读 —— 抓住主旨】
快速阅读课文，回答下面的问题。
1. Liu Jia 的问题是什么？( )
A. 她生病了 B. 她的好朋友搬到了另一个城市 C. 她丢了东西
2. Liu Jia 现在感觉怎么样？( )
A. 很开心 B. 不开心 C. 很无聊
3. 谁给了 Liu Jia 建议？( )
A. 她的妈妈 B. Miss White C. 她的朋友
【课中任务三：细读文本 —— 提取关键信息】
再仔细读一遍课文，完成下面的信息提取。
Liu Jia's Problem
Problem（问题）：________________________________________________
Feeling（感受）：________________________________________________
Suggestions from Miss White（建议）：
Suggestion 1：She should ________________________________________________.
Suggestion 2：Maybe she can ________________________________________________.
Suggestion 3：Why not ________________________________________________
Result（结果）：
After doing these things, Liu Jia may feel __________________. She may also ________________________________________________.
【课中任务四：结构分析 —— 发现写作的"骨架"】
一篇好的"问题解决"类短文有清晰的结构。读一读课文，把下面的内容按顺序排列。
结构框架：
Problem（问题）→ Feeling（感受）→ Suggestions（建议）→ Result（结果）
排序练习：
( ) Liu Jia felt unhappy.
( ) She may feel much better and make new friends.
( ) Liu Jia's best friend moved to another city.
( ) She should talk to her family. She can join an after-school club. Why not make new friends
我的发现： 写"问题解决"类短文时，应该先写 ____________，再写 ____________，然后写 ____________，最后写 ____________。
【课中任务五：语言聚焦 —— 建议句的三种表达】
读一读下面的句子，观察它们的结构。
三种建议句型：
You should talk to your family.（你应该和家人谈谈。）
结构：You should + ______________（动词原形）
Maybe you can join an after-school club.（也许你可以参加一个课外社团。）
结构：Maybe you can + ______________（动词原形）
Why not make new friends （为什么不交新朋友呢？）
结构：Why not + ______________（动词原形）？
小练习：用所给动词的正确形式填空。
1. You should ______________ (talk) to your parents when you feel sad.
2. Maybe you can ______________ (write) a letter to your friend.
3. Why not ______________ (join) a sports team to meet new people
4. You should ______________ (drink) more water when you have a fever.
5. Maybe she can ______________ (ask) her teacher for help.
6. Why not ______________ (call) your friend and say hello
改错练习：
Why not to join a club → Why not ______________ a club
You should talking to your friend. → You should ______________ to your friend.
【课中任务六：读后讨论 —— 哪种建议最有用？】
和同伴讨论下面的问题，把你的想法写下来。
1. Which suggestion from Miss White do you think is the most useful Why
我认为最有用的建议是 ________________________________________________，因为 ________________________________________________。
2. Can you think of more suggestions for Liu Jia
我还能想到的建议：
She can ________________________________________________.
She should ________________________________________________.
Why not ________________________________________________
【课中任务七：写作支架 —— 为朋友写建议】
假设你的朋友遇到了下面其中一个问题，请用本课学到的建议句型为他/她写一段建议。
选择情境：
A. My friend feels sad because he/she misses his/her grandparents.
B. My friend feels worried because he/she has too much homework.
C. My friend feels ill and has a bad cold.
写作框架参考：
My friend feels __________________.
I think he/she should ________________________________________________.
Maybe he/she can ________________________________________________.
Why not ________________________________________________
I hope he/she will ________________________________________________.
我的建议（至少 4 句话）：
Dear __________________,
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Best wishes,
__________________
【课中任务八：同伴互评 —— 让我的建议更棒】
和同伴交换阅读各自的建议，根据下面的检查清单进行评价。
同伴互评检查清单：
□ 是否清楚地写出了朋友的问题 (problem)？ —
□ 是否至少写了两条建议 (suggestions)？ —
□ 是否使用了不同的建议句型（should / maybe you can / why not）？ —
□ 建议是否具体、合理？ —
□ 是否有鼓励或祝愿的话？ —
我的同伴 __________________ 一共获得了 ______ 颗星。
同伴给我的建议：
____________________________________________________________
我修改后的建议（根据同伴的建议）：
____________________________________________________________
【学习自评】
上完这节课，给自己打个分吧！(涂满星星表示非常棒)
评价内容 表现
我能读懂 Liu Jia 的故事并提取关键信息。
我能理解 Problem→Feeling→Suggestions→Result 的结构。
我能用 You should... / Maybe you can... / Why not... 写建议。
我能为朋友写出具体、合理的建议。
我能理解心理健康和社交健康的重要性。
学习任务单答案：
课中任务一：读前预测
1. B. 她不开心/难过
2. B. 她的朋友搬走了
3. B. 一个问题和解决办法
课中任务二：快速阅读
1. B. 她的好朋友搬到了另一个城市
2. B. 不开心
3. B. Miss White
课中任务三：细读文本
Problem: Her good friend Lucy moved to another city.
Feeling: sad, feeling down
Suggestions: talk to family, do some exercise, join after-school clubs, make new friends
Result: She feels much better. She makes video calls with her friend. She joined a ping-pong club and made new friends.2026秋人教PEP六年级上册英语Unit 3 Healthy life第5课时Part B Read and write教学设计
2026 秋人教 PEP 六年级上册英语 Unit 3 Healthy life 单元整体规划（大单元教学设计）
一、单元整体概览
本单元属于 "人与自我" 主题范畴，围绕 "Healthy life" 这一主题展开，引导学生认识疾病症状、表达关心、提出健康建议、理解健康生活的多维内涵。依据《义务教育英语课程标准（2022 年版）》提出的 "推动实施单元整体教学" 的教学建议，本单元以 "What is a healthy lifestyle " 为大问题统领，构建由单元教学目标、语篇教学目标和课时教学目标组成的层级化目标体系，将核心素养融入各层级目标之中。
二、单元内容结构化分析
课时 板块 主题内容 核心语言 单元定位
第 1 课时 Part A Let's talk 表达身体不适与关心建议 How do you feel I have a cold. You should see a doctor. 感知理解阶段（主题导入与核心句型感知）
第 2 课时 Part A Let's learn & Look and role-play 常见症状词汇与 have/has 用法 bad cold, fever, cough, runny nose, head hurts；have/has 感知理解阶段（词汇积累与语法感知）
第 3 课时 Part B Let's talk & Discuss and make a mind map 健康生活的多维内涵 We need to.../We should.../I think...；body/mind/social life 应用实践阶段（主题深化与结构化表达）
第 4 课时 Part B Let's learn & Discuss and make a plan 健康生活建议与个人计划 Have a healthy diet. Don't stay up late. I can/I should/I need to 应用实践阶段（建议表达与计划制定）
第 5 课时 Part B Read and write 识别情绪问题并写出解决方案 Problem→Feeling→Suggestions→Result；You should/Maybe you can/Why not 迁移创新阶段（核心输出课）
第 6 课时 Part C Project & Reading time 制作健康生活宣传册 + 拓展阅读 综合运用所有健康表达；pamphlet presentation 迁移创新阶段（成果展示与拓展总结课）
三、单元育人蓝图
本单元以 "认识疾病与不适→表达关心与建议→理解健康的多维内涵→制定个人健康计划→为他人提供解决方案" 为育人主线，引导学生在学习语言的同时，感悟健康不仅是 "身体不生病"，还包括心理健康和社交健康；健康生活不仅需要自我管理，还需要同伴支持、家人关爱和社会参与。
第 5 课时 Part B Read and write 教学设计
项目 内容
单元 Unit 3 Healthy life
课时 第 5 课时
板块 Read and write
课型 阅读写作课
课时主题 Give suggestions to a friend
单元大问题 What is a healthy lifestyle
本课核心问题 How can we identify a problem and write solutions
一、核心素养分析
（一）语言能力
读懂 Liu Jia 因好朋友搬走而感到 unhappy 的故事，提取 problem, suggestions, result 等关键信息；识别并运用建议句型 "You should.../ Maybe you can.../ Why not..."；为遇到身体或情绪问题的朋友写一段简短、具体、合理的建议。
（二）文化意识
理解 mental health 和 social health 的重要性；认识到分享感受、寻求帮助是心理健康的重要策略；理解朋友间的支持和关心是健康生活的重要组成部分。
（三）思维品质
通过 "Problem→Feeling→Suggestions→Result" 结构分析文本，发展问题解决思维；通过 "为什么建议要具体" 的讨论，发展批判性思维。
（四）学习能力
借助表格和写作支架完成从阅读理解到书面表达的迁移；在同伴互评中，根据评价标准反思和改进自己的写作。
（五）语篇研读
● Lead-in
本课是 Unit 3 的读写核心课。教材通过 Liu Jia 因好朋友搬到另一个城市而感到 unhappy 的故事，引导学生识别 problem 和 solution，并学习用建议语言帮助朋友解决情绪问题。
● Presentation
【What】本语篇/板块讲了什么？
Read and write 讲述 Liu Jia 的好朋友搬走后，她感到 unhappy。Miss White 倾听她的感受，并给出建议：talk to family, do exercise, join after-school clubs and make new friends。之后 Liu Jia 写信感谢 Miss White，说明自己经常 video call 朋友，加入乒乓球社团并交到新朋友，感觉好多了。
【Why】为什么学习这个语篇/板块？
本课将健康主题从身体不适拓展到情绪支持，帮助学生理解 mental health 和 social health 的重要性。读写任务不仅要求学生理解故事，更要学会给情绪低落的朋友提出具体建议。
【How】本语篇/板块如何组织语言？
文本结构清晰：Problem → Feeling → Suggestions → Result。语言重点包括 feel unhappy, share feelings, You should..., Maybe you can..., Why not..., I feel much better。写作迁移要求学生为朋友写建议。
二、教学目标
通过本课时学习，学生能够：
（学习理解）
通过图片和标题预测文本内容，理解 Liu Jia 的问题和情绪；
阅读文本，提取 problem, suggestions, result 等关键信息。
（应用实践）
识别并运用建议句型 "You should.../ Maybe you can.../ Why not..."；
理解 "Problem→Feeling→Suggestions→Result" 的文本结构。
（迁移创新）
为遇到身体或情绪问题的朋友写一段简短、具体、合理的建议；
能使用至少两种不同的建议句型，使建议更加丰富。
达成评价（可观察表现）：能读懂文本主旨，找出至少 3 条关键信息；能借助结构图整理文本逻辑；能根据支架仿写 4—6 句短文，包含至少两条具体建议。
三、核心语言
项目 内容
核心词汇 / 短语 problem, solution, unhappy, share feelings, moved to another city, video call, after-school club, make new friends, cheer up, feel much better
核心句型 You should talk to your family. / Maybe you can do some exercise. / Exercise may cheer you up. / Why not join an after-school club / I hope you will feel better.
写作支架 My friend feels \\\\\\. I think he/she should \\\\\\. Maybe he/she can \\\\\\. Why not \\\\\\ I hope \\\\\\.
四、教学重难点
教学重点：读懂故事，提取 Liu Jia 的问题、建议和结果；理解 "Problem→Solution→Result" 的文本结构；使用多种句型写健康或情绪建议。
教学难点：学生容易把建议写得过于笼统，需要具体化；"Why not" 后直接接动词原形；从阅读信息迁移到写作建议时，需要组织逻辑。
五、学情分析
六年级学生对 "朋友搬走"" 心情不好 "有一定共情基础，但用英语表达情绪和建议相对困难。本课时是单元" 读与写 " 的核心课，应通过表格、流程图和写作支架帮助学生从阅读理解过渡到书面表达，将前几课时积累的健康语言转化为为他人写建议的能力。
六、教学工具与教学方法
教学工具：PPT、Read and write 文本、Problem-Solution 表格、建议句卡、写作支架单、互评清单。
教学方法：阅读策略教学、问题解决框架、支架写作、同伴互评、任务型教学。
七、教学过程
Step 1 Pre-reading 读前预测
教学目标 学习活动 效果评价
读前预测。（学习理解） 1. 教师出示图片和标题，学生观察 Liu Jia 的表情。
2. 提问：How does she feel Why may she feel unhappy
3. 学生预测文本可能讲述的问题。 学生是否能根据图片预测情绪和问题。
【设计意图】 通过图片和标题预测，激活阅读期待。
【核心素养渗透】 思维品质 —— 根据图片和标题进行合理预测；学习能力 —— 运用预测策略提高阅读效率。
Step 2 First reading 快速阅读抓主旨
教学目标 学习活动 效果评价
快速阅读抓主旨。（学习理解） 1. 学生快速阅读，回答：What is Liu Jia's problem
2. 选择主旨：A. She is ill. B. Her friend moved away. C. She lost a book。 学生是否能快速定位 problem。
【设计意图】 第一次阅读关注整体意义。
【核心素养渗透】 语言能力 —— 运用 skimming 策略获取主旨大意。
Step 3 Careful reading 细读提取信息
教学目标 学习活动 效果评价
细读提取建议。（学习理解） 1. 学生再次阅读，画出 Miss White 的建议。
2. 完成表格：Problem / Feeling / Suggestions / Result。
3. 小组核对。 学生是否能准确提取建议和结果。
【设计意图】 通过表格梳理信息，为写作做铺垫。
【核心素养渗透】 思维品质 —— 通过表格梳理信息，发展信息结构化能力。
Step 4 Structure analysis 分析文本结构
教学目标 学习活动 效果评价
分析文本结构。（学习理解） 1. 教师板书：Problem→Feeling→Suggestions→Result。
2. 学生把文本句子贴到对应位置。
3. 归纳阅读策略。 学生是否理解故事解决问题的结构。
【设计意图】 从阅读内容走向语篇结构，为写作提供框架。
【核心素养渗透】 思维品质 —— 通过分析文本结构建立问题解决的认知图式。
Step 5 Language focus 语言聚焦：建议句
教学目标 学习活动 效果评价
语言聚焦：建议句。（应用实践） 1. 教师提炼：You should.../ Maybe you can.../ Why not...
2. 学生观察 "Why not join... " 中动词形式。
3. 错句改正：Why not to join 学生是否能准确使用建议句型。
【设计意图】 积累多种建议句型，使写作更丰富。
【核心素养渗透】 语言能力 —— 积累写作常用句型；思维品质 —— 通过对比发现语言规则。
Step 6 Post-reading discussion 读后讨论
教学目标 学习活动 效果评价
读后讨论。（迁移创新） 1. 讨论：Which suggestion is useful Why
2. 学生联系生活补充建议：talk to teacher, play sports, draw pictures, write a diary。 学生是否能给出合理、具体的建议。
【设计意图】 将文本内容与生活经验相联系。
【核心素养渗透】 文化意识 —— 理解分享感受、寻求帮助是心理健康的重要策略。
Step 7 Guided writing 支架写作
教学目标 学习活动 效果评价
写作支架。（迁移创新） 1. 教师提供情境：My friend feels sad /ill/worried。
2. 学生填写建议段落支架。
3. 教师巡视指导逻辑和语法。 学生是否能写出多句连贯建议。
【设计意图】 通过支架降低写作难度，帮助学生完成语篇输出。
【核心素养渗透】 学习能力 —— 运用写前规划策略组织写作内容。
Step 8 Peer review 互评修改
教学目标 学习活动 效果评价
互评修改。（迁移创新） 1. 同桌交换建议段。
2. 用清单检查：有问题吗？有至少两条建议吗？should/Why not 用对了吗？
3. 修改后分享。 学生是否能根据评价清单修改作品。
【设计意图】 通过自评互评提升写作质量。
【核心素养渗透】 学习能力 —— 在互评中反思和改进写作；思维品质 —— 依据标准进行客观评价。
八、课堂练习
Read and write T/F
Fill in: Problem: Liu Jia's friend \\\\\\. Suggestions: She should \\\\\\. She can \\\\\\.
Write suggestions: My friend feels \\\\\\. I think he/she should \\\\\\. Maybe he/she can \\\\\\.
九、课后作业
基础作业： 朗读 Read and write 文本，圈出所有建议句。
提高作业： 完成一段 advice note，至少 5 句话。
拓展作业： 采访一位同学 "When do you feel unhappy What can help you " 并整理两条建议。
十、板书设计
（板书以 "How can we help a friend with problems " 为中心，左侧呈现 Problem→Feeling→Suggestions→Result 结构图，中部呈现三种建议句型 "You should.../ Maybe you can.../ Why not..."，右侧呈现评价标准，底部呈现主题句 "Healthy life = physical + mental + social health"）
十一、教学反思参考
本课的重点不是让学生机械翻译故事，而是借助 "Problem→Solutions→Result" 框架理解情绪问题和解决办法。从大单元视角来看，本课将第 2 课时的身体建议、第 3 课时的健康维度、第 4 课时的个人计划整合为 "为他人写建议" 的综合输出，是单元读写能力的集中体现。

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