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教学过程教学环节教学内容以及教师活动学生活动设计意图时间Step1.
Warm-up
Today we are going to talk about our health habits. What good health habits do you have? Why are they good?
(write down the answers on the blackboard)
Although we have many good habits , we have some bad ones, too.
What are your bad health habits? Why are they bad?
(write them on the blackboard)Say the good health habits and bad ones they have.先对好坏习惯进行区分。在黑板上板书学生的答案，为下一步分类命名做准备。8’Step2.
Group and nameCan you group the habits here? Do some habits have something in common? If we want to divide these habits into some groups, how many groups can we have?
Group and name them.
(eating habits , living habits , exercise habits)
Group them and name them with the teacher.对所有不同的习惯进行分类，找出具有共同点的几项进行分类和命名。进行抽象思维训练。8’Step 3. Reading1. Read the text and find out what habits the writer has and what habits they are.
Which are good ones?
Which are bad ones?
Did she talked about her eating habits? What other habits did she write in her diary?
Do you think it is a good habit to take fast showers? Why? Can you give some reasons?Read the text and find out what habits she has.
Tell what kind of health habits they are.
谈论作者的好习惯与坏习惯，以快速洗澡为例，多多追问，深挖原因，为什么就是个好习惯呢，让大家找出原因，让学生注意如何表达才能真正地说服读者。10’Step4. Writing Choose a topic to write about the most important health habit.
Choose a topic
Give reasons （at least 2）(the most important , the last) Give evidence to each reason if necessary.
How to do it
Conclusion
In a paragraph (topic sentence 话题，观点, body sentences说明，论证, closing sentence结论，总结)
(keeping clean, eating healthily, doing enough exercise, sleeping well,…)笼统，宽泛topic sentences
(washing hands at least 10 times a day, go to bed at 9:00 pm, eat 3 meals a day, doing exercise for at least 1 hour ) 具体，可测量 body sentencesEach student can choose a topic and should give at least 2 reasons why it is the most important.
They can have a group discussion about why and how.写作之前要在小组内进行探究，到底哪些原因才能真正说服别人，对于如何去做，观点越具体越好，读者可以直接去做。有数据，可测量。14’板书设计
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Eating habits
Living habits
Health Habits
Exercise habits