一、教学目标
1.知识与能力目标
（1）阅读本课Activity的两篇短文，了解健康与不健康的生活方式。
（2）能回答教材中所列的针对短文内容的问题。
（3）能以写信的形式讲述朋友的生活习惯并给予建议。
2.情感目标
培养学生健康的生活习惯。
二、教学重难点
1.教学重点：
（1）理解两篇短文的内容。
（2）有关Healthy / Unhealthy Life的写作。
2.教学难点：短文2的复述。
三、课前准备
1.听力填空短文，短文2板书，复述时使用的Keyword cards,
学生写作设计
2.PPT
四、教学过程
Step1. Preparation
1.Let’s do and say: Walk, walk
[设计意图]
本歌谣与运动相关，课前与学生边唱边做动作，既贴切本课主题又活跃课堂气氛。
2.Let’s sing. They feel bad!
T: What’s wrong with Kate?
S: She feels bad.
T: What happened?
S: She had too much chocolate.
T: What’s wrong with Blue Eyes?
S: He feels bad.
T: What happened?
S: He doesn’t get enough exercise
T: What should he do?
S: He should…
T: Are Mandy and Lola healthy?
S: No, …
T: Now, discuss with your partners: What should Kate/ /Blue Eyes /Mandy / Lola do?
Ss: Kate should…/Blue Eyes should…
[设计意图]
利用歌曲内容进行Free Talk，给学生提供语言交际的机会，复习相关句型，为下面两篇短文的学习作好铺垫。
Step2. Pre-reading
T: What about you? Are you healthy?
S: Yes/ No…
T: Do you know how to be healthy? And do you know what’s good for you?
（Ben 照片） Now let’s listen, read something about my friend Ben !
[设计图意]
作简单的引入，为阅读活动打好基础。
Step 3 While-reading
Part One
1. Listen to the passage carefully and answer the questions:
（1）Does he eat enough fruit?
（2）Does he get enough exercise?
（3）Is he healthy?
[设计意图]
以问题作为学生第一次听读语篇的任务，培养学生快速找出简单信息的能力，教会学生找出关键词和关键句，培养学生抓关键信息的技能。
2. Listen and read the passage again and finish filling in the blanks.
I eat _______________ a day and I drink _________________.
I eat _______________. I _______________ in the morning and I _____________ with my friends in the evening. I like to _______________ sometimes but I don’t _____________ every day.
T： Now first please share your answer with your partners together.
And now let’s read the passage together and check the answer together.
[设计意图]
第二遍阅读教学活动旨在让学生进一步仔细阅读，获取主要信息-----健康的生活习惯。强化学生对短文的整体理解。并且通过与同伴交流确定答案，旨在训练学生抓关键信息的技能，同时培养学生的合作学习能力。
Part Two:
T: And now have you known how to be healthy?
Ss: Yes.
T: But I am so sad to tell you that Sam is unhealthy. Why? Please read the passage with your partners and find out: What’s wrong with him?
Ss: Reading the passage in group.
T: Now please tell us: What’s wrong with him?
Ss:
What’s wrong with him?
He watches …
He never…
He doesn’t like…
He doesn’t like…
He likes…
He eats…
His favorite drink is …He drinks …
What should he do?
He should…
He should…
I hope he will be healthy from now on.
T: Now who’d like to be here and retell the passage with the big keyword card.
[设计意图]
此环节旨在增加学生信息输入量的同时，层层递进地创造学生语言实践的条件，通过Unhealthy Life的复述来反馈检测学生在前面学习的效果，并利用本环节让学生突破角色转换所带来的时态变化。为下面的写作做好充分的准备。所以本环节的成功操作将大大提高下一环节学生写作的效果。
Step4. Writing
T: As we know, my friend Sam is unhealthy. Now would you please write a letter to my friend Sam. Tell him “What’s wrong with him?” and give him some suggestions（建议）。
[设计意图]
写是语言输出的一种形式，可以达到让学生装学以致用的目的，给学生学习成就感。写完后让学生相互之间交换阅读，学生的作品又可以作为拓展性阅读的材料。
Step 5. Assessments
1. Choose one passage to correct.
Evaluation:
1 Spelling
Handwriting
Grammar
Meaning
我共得（ ） 2.Have the Ss exchange and correct their passages and learn to make assessments.
[设计意图]
让学生学会互相正确评价，培养学生检测知识的能力，并培养学生乐于与人交往的性格。
Step 6. Homework
Healthy life is important. Please share with your classmates with the title: I’m healthy or I’m unhealthy.
[设计意图]
让学生课后灵活运用所学语言，实现知识的迁移，并通过相互比较培养学生之间健康的生活习惯。