T： Now first please share your answer with your partners together.

　　And now let’s read the passage together and check the answer together.

　　[設(shè)計(jì)意圖]

　　第二遍閱讀教學(xué)活動(dòng)旨在讓學(xué)生進(jìn)一步仔細(xì)閱讀，獲取主要信息-----健康的生活習(xí)慣。強(qiáng)化學(xué)生對(duì)短文的整體理解。并且通過與同伴交流確定答案，旨在訓(xùn)練學(xué)生抓關(guān)鍵信息的技能，同時(shí)培養(yǎng)學(xué)生的合作學(xué)習(xí)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.

　　[設(shè)計(jì)意圖]

　　此環(huán)節(jié)旨在增加學(xué)生信息輸入量的同時(shí)，層層遞進(jìn)地創(chuàng)造學(xué)生語言實(shí)踐的條件，通過Unhealthy Life的復(fù)述來反饋檢測(cè)學(xué)生在前面學(xué)習(xí)的效果，并利用本環(huán)節(jié)讓學(xué)生突破角色轉(zhuǎn)換所帶來的時(shí)態(tài)變化。為下面的寫作做好充分的準(zhǔn)備。所以本環(huán)節(jié)的成功操作將大大提高下一環(huán)節(jié)學(xué)生寫作的效果。

　　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（建議）。

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