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

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

　　[设计意图]

　　第二遍阅读教学活动旨在让学生进一步仔细阅读，获取主要信息-----健康的生活习惯。强化学生对短文的整体理解。并且通过与同伴交流确定答案，旨在训练学生抓关键信息的技能，同时培养学生的合作学习能力。

　　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.

　　[设计意图]

　　此环节旨在增加学生信息输入量的同时，层层递进地创造学生语言实践的条件，通过Unhealthy Life的复述来反馈检测学生在前面学习的效果，并利用本环节让学生突破角色转换所带来的时态变化。为下面的写作做好充分的准备。所以本环节的成功操作将大大提高下一环节学生写作的效果。

　　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（建议）。