(1) Listen and repeat.
(2) Ask Ss to read the passage by imitating the tape in front of the class. Task two: Retell
Let Ss retell the passage according to the mind map.
Task three: Complete the rewriting without looking at the passage.
His name is Tony .He doesn’t like to get up early. In the morning, he ____ up at eight .Then he to school at eight thirty. He have much time for breakfast, so he usually very quickly. For lunch, he usually____ hamburgers. After school, he sometimes basketball for half an hour. When he home, he always his homework first. In the evening, he either _____ TV or _____ computer games. At ten thirty, he his teeth and then he to bed.
Task four: Imagine you are a health advisor, now Tony asks you for help. He wants some advice.
Health advisor: What can I do for you?
Tony: I need your help. I’m too fat and lazy, but you know, I don’t want to be fat.
Health advisor: Sure. What time do you usually get up? Tony: I get up at eight . Health advisor: That sounds late. Maybe you can get up early. And do you eat quickly? Tony: Yes. I don’t have much time for breakfast, so I usually eat very quickly. Health advisor: I know. What food do you like? Tony: I like hamburgers for lunch.
Health advisor: Do you like exercising? Tony: Yes. I like playing basketball.
Health advisor: Great. Exercising is good for you. What do you do in the evening? Tony: I either watch TV or play computer games.
Health advisor: Uh-huh. What time do you usually go to bed? Tony: At 10:30.
Health advisor: If you don’t want to be fat, you can get up and go to bed early. You need to eat a good breakfast and lots of fruit and vegetables for lunch. Please exercise more in your free time.
（设计意图：学生对文章比较熟悉后，学生可以根据关键信息复述文章内容，然后进行语音训练，让学生掌握句子连读、意群停顿等朗读技巧。最后一个“健康顾问”环节，给学生一个练习句型的真实的情境，为他们提供一个运用知识的机会。达到学以致用的目的。） Step V. Emotional experience
http://player.ku6.com/refer/U6nI08QHw7Tv8bJWDAskyg../v.swf Play a video habit determines destiny.（习惯决定命运） T: What can you learn from it? Ss: We should have healthy habits. T: If we want to be healthy, we should have healthy habits. So, now change your habits, and change your fate.
（设计意图：情感体验的设计，让学生学会合理安排自己的学习和生活，逐渐养成良好的作息习惯，能在生活中关心自己和他人。）
Step Ⅵ. Inquiry into knowledge by translation
1. In the evening, I either watch TV or play computer games. 意为_________________________________________________.
1).either 意为“ ”，一般用于 句末，而且用逗号和前句隔开。
如：He doesn’t like ice-cream, and I don’t like it, .(也不喜欢它)。 2). either…….or……意为“ ”，此结构可以连接两个独立的单词，短语或者句子。作主语时，后面的谓语动词遵循就近原则。 如：(1)要么是你错了，要么是他错了。 you he (be) wrong. (2)每天晚上，他要么散步，要么做运动。
He a walk sports every evening. She knows it’s not good for her, but it tastes good! 意为_________________________________________________.
taste是系动词，系动词后一般接 __________词，如:The apple _______ good/
delicious/sweet.
与taste用法类似的还有feel, taste, sound, look, smell, get等。 look意思是“ _________ ”，如 You look great today. sound意思是“ _________ ”，如 That ________ good.
（设计意图：学生完成对文本的阅读训练，将学习转移到语言知识的学习和记忆，提升学生独立思考和分析、解决问题的能力以及与他人合作的能力。） Step Ⅶ.The end --of class test （一）根据课文内容，用介词填空。
1. I don’t have much time ___________ breakfast
2. After school, I sometimes play basketball ________half an hour. 3.________ ten thirty, I brush my teeth and then I go to bed. 4. She always eats ice-cream _________ dinner. 5. She knows it’s not good ________ her.
6._________ the evening, she does her homework.
7. She eats lots _________ fruit and vegetables for lunch. 8. At half _____ nine, Mary goes to bed. （二）根据汉语提示完成句子。
1. 我没有时间吃早餐，因此我通常吃得很快。
I don’t have _____ ____ for breakfast, so I usually ___ ____ ______. 2. 他在晚上或者看电视或者玩电脑游戏。
He ______ watches TV __ plays computer games in the ________. 3. 午餐，她吃很多的水果和蔬菜。
For _____, she ____ ____ ___ fruit and vegetables. 4. 冰淇淋尝起来很好，但对她的健康不好。
Ice-cream ____ _____, but it’s not _____ ____ her. 5. 在晚上，她通常游泳或散步。
In the evening, she usually ______ or ____ __ ____. 6. 他有时候会打半个小时的篮球。
He _________ plays basketball __ ____ an hour.
（设计意图：在课堂学习的基础上，让学生灵活运用并巩固本单元的目标语言，同时也提高了学生综合运用语言的能力。） StepⅧ.Homework
Read and recite the passage.
Design a healthy schedule for Tony. 参考答案：
（一）for, for, at, for, for, In, of, past （二）1.much time ;eat very quickly 2. either or; evening 3. lunch;eats lots of 4. tastes good; good for 5.swims;takes a walk 6.sometimes;for half 亮点：
在读前预热阶段，通过一个有关生活习惯的视频导入情景，激起学生的学习欲望。我根据实
际采用了较多的图片，激活学生头脑中的图式，针对本课时文章，哪些日常习惯属健康的范畴，哪些不健康就是我们脑海中的图式。一些短语的呈现，渗透了阅读课文中的部分短语，为学生顺利阅读铺平了道路。 关于阅读教学，教师的职责不是逐词逐句分析文章，而是培养学生的阅读习惯。先快读略读，了解文章大意，后慢读细读，了解文章细节。先默读，后朗读。让学生限时阅读，多次阅读，每次阅读都有不同的目的。
思维导图用第三人称单数形式呈现，帮助学生克服动词形式这个难关。然后通过复述课文、读后语音训练、当健康顾问等环节，让学生灵活运用并巩固本单元的目标语言，达到学以致用的目的。
不足之处： 一节课的时间毕竟有限。不能面面俱到，还需在以后的复习中查缺补漏。 使用建议：
本节课设计活动比较多，希望时间能合理把握，改写文章的环节可以留到课下作为简单的写作任务。
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