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C. 情感目标
通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内容，并养成讲究卫生的好习惯。
三、重难点
after , before , bad, next. What do you do before /after breakfast/lunch/diner?
四、教学过程
(一) Class Opening and Review
1. Greeting :Good morning ,class !How are you ?How’s the weather today ?
2.Review ：Look at some pictures and actions ,ask several questions
Is Li Ming healthy? Why? Because he always eats breakfast. What else can you do to be healthy? This Lesson, I will tell you.
设计意图：在游戏中复习已经学过的单词，避免枯燥乏味的单纯记忆，让学生自己主动的记忆。
(二)New concepts
Step 1: before after bad next
T: What is Li Ming doing?(He is eating breakfast.）What does he do before breakfast?
(He washes his hands brush his teeth.)Write the word before on the blackboard and read it.
Use the same way to teach the other word after.
T: Always eat breakfast is good for you. Always brush your teeth is good for you. How often do you brush your teeth? Twice a day. If you never brush your teeth, it is bad for you. Teach the word bad.
Step2: Play the audiotape. Ask the students to read along.
Step3: Practice
What do you do before/after breakfast/lunch/dinner?
Step4 first next and then
Listen part 2 and then answer the questions.
设计意图： 在听的过程中为孩子预留了任务，符合英语课标中提倡的任务型教学，并且能引导学生注意听得重点内容，为他的学习提供了方向。
A How often does Jenny go to school?
B What does she do before breakfast?
C First , what does she do?
D Next ,what does she do?
E Then, what does she do?
T:In the evening, first, I make and have dinner. Next I read books and listen to music. Then ,I go to bed. This is me. What about you? Let us play a game.
Practice
设计意图：通过小组中的互相练说，克服学生一个人怕说错的思想，在集思广义中说出自己能想到的句子，同时不限定于一个句型，培养学生的发散思维。在小组练习中，提高了学生发言的积极性，说的机会也增多了，加上教师或基础好的学生的及时指导，学生的表达能力也会有所提高。