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2、能用情态动词should ,shouldn’t ,给别人提出健康方面的合理的建议。
【教学难点】能够正确运用情态动词should ,shouldn’t 给别人提建议
教学过程：
Step 1 Warm-up
1. Free talk.
2. The stude nts watch a video and sing a song《An apple a day》 with actions
3. T：Here’s aprese nt for you. Look, Here are some cards, some advice cards. If you can do a good job, you will get a card. And you’ll have a chance to put the cards on the tree. .21·cn
【设计意图】上课伊始，呈现视频，老师带着动作引导学生唱英文版的《An apple a day》，既缓解了学生的紧张情绪，使其轻松的融入了课堂，又为本课的核心句型We should eat fruit and vegetables every day.进行了铺垫。采用了表现突出者发“建议卡”这种形式，激发学生的学习积极性和主动性，也与本课主题相符，在无形中读后活动“Give advice”做了铺垫。
Step 2 Pre-readingww.21m
1.T: An apple a day keeps the doctor away. I like apples because apples are good for my health. Apples make us healthy.(用单词卡片学习单词health, healthy）
2.T: This class ,we’ll talk about health.（呈现本课的主题图片）Look at the pictures, which one is good for health? Which one is bad for health? The things are good for health, we can say“We should…”.The things are bad for health, we can say“We shouldn’t…” (学习should, shouldn’t)
【设计意图】由歌曲自然引出新单词:health .healthy .在情境中学习单词同时渗透自然拼读教学法。用四幅图片让学 生初步了解课文中主题，自然过渡到核心词汇should, shouldn’t，降低阅读难度。为学生的有效阅读做好了铺垫工作。
Step3 While-reading·11-cnjy-com
Quick reading速读
Read quickly and circle “should” and“shouldn’t”.
速读课文，圈出“should”,“shouldn’t”。第一遍阅读目的是通过圈画核心词汇，让学生整体感知课文，并培养学生阅读的自信
2．Detailed reading细读。
第二遍阅读目的是培养学生获取信息、处理信息的能力。
（1）Read the first a nd third paragraph carefully， fill in the form（细读课文一三段，完成表格。）
Ask and answer these questions in pairs.(订正答案的同时张贴带有重点单词的课文主题图片到黑板上。同时教学新词汇： every day, sleep, enough,。做动作和学生问答说句子：We should…)
(2) The teacher pr esents different real pictures to practice the key sentences.(让学生进一步理解every day 和enough的意思)
(3) The students listen and repeat the first and third paragraph2教
n-(4)We should eat fruit and vegetables every day. An apple a day keeps doctors away.(Sing the song.)
（5）We shouldn’t eat too much junk food .why?(从第三段自然过渡到第四段，阅读回答问题，通过图片学习词汇junk food,，fat,了解健康饮食金字塔)
(6)nRead the second paragraph carefully， underline the answers: What shouldn’t we do？（细读课文二段，,并划出答案。呈现两幅图片，让学生进一步理解for too long 的意思并训练重点句子的说法）
(7) The students listen and repeat the second and fourth paragraph
3.Read aloud（目的是了大声朗读培养朗读能力、增强语感）
(1) Read loudly by yourself
(2) Read the text with actions(同桌合作带上动作朗读)
【设计意图】 本环节是整节课的重点环节，我采用了速读、细读、跟读和自由朗读、小组合作朗读等几个环节进行。设置由易及难的任务，进行由略到细的阅读，学生在完成任务的过程中逐步加深对阅读材料的理解，培养学生获取信息和处理信息的能力。