Unit 4 Healthy habits （教学设计）-2026-2027学年人教PEP版英语五年级上册、

该小学英语教学设计围绕“Healthy habits”主题，聚焦健康建议句型（should/shouldn't）及核心短语（exercise, brush teeth等）。通过情境导入（如Mike感冒对话）、图片猜习惯、phonics chant等方式，搭建从已知健康行为到建议表达的学习支架，衔接前后知识。 资料亮点在于融合核心素养：分层作业（基础跟读、拓展家庭建议、提高海报制作）培养学习能力，项目式活动（健康自检表、习惯跟踪）提升语言运用与思维品质，phonics结合主题chant强化语言能力。实例丰富，如健康海报制作、家庭习惯调查，助力学生学以致用，教师教学更具层次性与实践性。

人教PEP五年级上册英语单元整体教学设计 单元 信息 学科 英语 年级 五年级 课时 6 教学内容 Unit 4 Healthy habits 单元分析 课标要求 依据《义务教育英语课程标准（2022年版）》二级目标，围绕“人与自我”中的健康生活主题，引导学生运用“We should...”“You shouldn't...”等句型讨论健康习惯。学生能认读与健康相关的动词短语（exercise, brush teeth, get enough sleep 等），读懂简单的健康建议短文；能通过分类、匹配等活动区分好习惯与坏习惯，完成口头和书面的健康提示；树立“健康第一”的意识，学会在日常生活中践行良好习惯，并乐于向他人传递健康知识。 单元教材分析 本单元以“Healthy habits”为主题，围绕如何保持身心健康展开。A板块通过对话情景学习 should/shouldn't 的用法，掌握 eat healthy food、exercise every day、wash hands 等表达，并渗透 oa/ow 字母组合发音；B板块拓展保护眼睛和牙齿的具体建议（rest eyes, brush teeth twice a day, eat less candy），通过听力和阅读活动强化建议句型；C板块设置“健康习惯自检表”项目，学生对照自身情况填写并交流。单元内容实用性强，融合科学常识与语言学习，有利于培养学生良好的生活习惯。 单元教学目标 语言能力目标：掌握健康建议类核心词汇和句型，能运用 should/shouldn't 对他人的生活习惯提出合理建议。 学习能力目标：能通过听读、观察图片获取健康信息，运用分类表格整理好习惯与坏习惯，提高归纳总结能力。 思维品质目标：能判断日常行为的健康与否，分析不良习惯的后果，并给出改进建议，培养批判性思维。 文化意识目标：了解中外儿童在饮食、运动、作息等方面的健康理念，树立科学健康观，养成自律负责的生活态度。 学情分析 五年级学生对“健康”话题有一定认知，能列举一些健康行为，但对 should/shouldn't 的用法不够熟练，容易与 can/can't 混淆。学生在提出建议时，常忽略动词原形或主语一致问题。学生对饮食、运动等话题兴趣浓厚，乐于分享个人经验。教学中可借助图片、情境模拟和调查活动，让学生在真实语境中运用建议句型，同时关注个体差异，对基础薄弱的学生提供更多模仿和跟读机会。 单元作业设计思路 作业设计注重分层与生活化。基础层：跟读录音，抄写健康建议核心句，完成课本中的匹配练习；拓展层：观察家人的生活习惯，用 should/shouldn't 口头提出三条建议并录音；提高层：制作一张“健康习惯小海报”，图文并茂展示 5 条健康建议，并附上自己的自评表。同时设计单元学习自评卡，涵盖听力理解、口语表达、阅读理解和书写规范，学生通过星级评价检测自己的进步，教师根据作业情况调整教学侧重点。 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 1 Topic （课题） Unit 4 Healthy habits Part A Let’s talk Type （课型） New Lesson Text analysis （语篇研读） What: Teach healthy habit advice using "should" – eat healthy food, exercise, drink water, get enough sleep, see a doctor. How: Use listening, dialogue reading, matching and discussion to present and practice giving health advice. Why: Real-life health context helps students understand the importance of healthy habits and use "should" for advice. Learning objectives （学习目标） 1. Language Ability Goal Students will give health advice using "should" and talk about healthy habits like exercise, sleep and eating well. 2. Learning Ability Goal Students will listen for key information, match advice to situations, and discuss ways to stay healthy. 3. Thinking Quality Goal Students will analyze healthy and unhealthy habits and give logical advice for different situations. 4. Cultural Awareness Goal Students will understand the importance of healthy habits and develop responsibility for their own health. Key and difficult points （教学重难点） Key point：Master "should" for giving advice and health phrases (eat healthy food, exercise, drink water, get enough sleep, see a doctor). Difficult point：Use "should" correctly in sentences and give appropriate advice for different health situations. Teaching aids （教学准备） PPT, audio player, advice cards, health picture cards, worksheets, stickers, whiteboard Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher asks: "What do you do to stay healthy?" Students share: "I eat vegetables! I play sports!" Teacher says: "Today Mike has a cold. He stays at home. Let's listen to Miss White and the children. They talk about how to stay healthy. Let's learn together!" The class is ready. Presentation （呈现） 1 Listen and Judge – True or False Teacher plays the dialogue. Students listen and write T or F for two statements. Teacher checks: "Mike has a cold. (T) Mike should see a doctor. (F)" This builds listening comprehension. 2 Watch and Answer – How to Stay Healthy? Teacher shows the dialogue. Students answer: "What's wrong with Mike? (a cold) What does Amy say? (eat healthy food) What does Zhang Peng say? (exercise every day) What does Chen Jie say? (get enough sleep) What else? (drink water, see a doctor)" This presents target language naturally. 3 Listen and Repeat – Health Advice Teacher plays the dialogue sentence by sentence. Students repeat with caring voices. Teacher emphasizes "should" in each piece of advice. This ensures correct pronunciation. 4 Role Play – Act It Out Students work in groups of five (Miss White, Binbin, Amy, Zhang Peng, Chen Jie). Groups perform in front. This builds confidence through performance. 5 Look, Match and Say – Advice Game Teacher shows health situations: "No breakfast today. I'm late." Students match with advice: "You should eat breakfast." Teacher shows more: tired, dirty hands, sick. Students give advice. This applies language to real situations. Practice （操练） 1 Pair Work – Give Advice Student A says: "I am tired." Student B: "You should get enough sleep." Student A: "I am hungry." Student B: "You should eat breakfast." They switch roles. 2 Group Work – Health Rules Each group writes three healthy habit rules: "We should exercise every day." Groups share their rules. Class votes for the best rules. Consolidation （巩固） Today we learned how to stay healthy with "should" – eat healthy food, exercise, drink water, get enough sleep and see a doctor. Mike has a cold, but we all know how to help him and ourselves! Remember: our health is in our hands. Small habits every day make a big difference. Eat well, move your body, rest enough and wash your hands. Stay healthy and happy! Homework（作业） Level 1 (Basic) Read the dialogue three times and practice "should" sentences. Level 2 (Intermediate) Write four sentences giving health advice. Level 3 (Advanced) Make a health poster with five "should" rules. Blackboard design （板书设计） Reflection （教后反思） The lesson introduced "should" effectively through real health contexts. Students understood the advice structure quickly. The matching activity was engaging and most could apply "should" correctly. However, some students used "should" with "to" by mistake – correction is needed. The role play was successful and students enjoyed giving advice. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 2 Topic （课题） Unit 4 Healthy habits Part A Let’s learn Type （课型） New Lesson Text analysis （语篇研读） What: Teach four healthy habits: eat healthy food, drink enough water, exercise every day, get enough sleep. How: Use picture reading, dialogue practice, habit sharing and role-play to present and practice healthy habit vocabulary. Why: Real-life health context helps students understand good habits and use "should" to give advice about staying healthy. Learning objectives （学习目标） 1. Language Ability Goal Students will read, say and write four healthy habit phrases and ask "How can I stay healthy?" using "should." 2. Learning Ability Goal Students will identify healthy habits from pictures, talk about their own habits, and role-play health interviews. 3. Thinking Quality Goal Students will evaluate their own habits and identify which healthy habits they already follow or need to improve. 4. Cultural Awareness Goal Students will understand that healthy habits are important for everyone and develop responsibility for personal health. Key and difficult points （教学重难点） Key point：Master four healthy habit phrases and use "You should..." to give advice about staying healthy. Difficult point：Use "healthy habits" in conversation and ask/answer "What healthy habits do you have?" fluently. Teaching aids （教学准备） PPT, picture cards, habit flashcards, worksheets, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows four pictures and asks: "What do you see? Eating? Drinking? Exercising? Sleeping?" Students guess. Teacher says: "These are healthy habits! Today we learn four ways to stay healthy. Let's learn the phrases and talk about our own habits!" The class is curious. Presentation （呈现） 1 Look and Say – Picture Detective Teacher shows each picture one by one. Students say what they see: "Eat healthy food! Drink water! Exercise! Sleep!" Teacher writes the phrases on the board. Students repeat each phrase with actions – eating, drinking, running, sleeping. This builds vocabulary through visual and kinesthetic learning. 2 Listen and Repeat – Habit Chant Teacher chants rhythmically: "Eat, eat, eat healthy food! Drink, drink, drink enough water! Exercise every day! Get enough sleep!" Students chant and do actions. This builds memory and pronunciation. 3 Ask and Answer – How to Stay Healthy? Teacher asks: "How can I stay healthy?" Students answer using the new phrases. Teacher writes the full sentence: "You should eat healthy food." Students repeat. Teacher shows the dialogue: "How can I stay healthy? You should get enough sleep. It's a good habit." Students practice in pairs. This presents the target sentence structure. 4 Role Play – Healthy Habits Interview Teacher models the interview with a student: "Hello! What healthy habits do you have? I eat healthy food and exercise every day." Students practice the dialogue in pairs. This builds oral confidence. 5 Look, Write and Role-Play Teacher shows the dialogue between Mike and Ms Wang: "Hello, Ms Wang! Hi, Mike. What healthy habits do you have? I ..." Students write their own answers and role-play with partners. Two pairs perform in front. This applies language personally. Practice （操练） 1 Pair Work – Share Your Habits Student A asks: "What healthy habits do you have?" Student B answers: "I eat healthy food and get enough sleep." They switch. Teacher walks around and gives stickers. 2 Group Work – Healthy Habit Chart Each group makes a chart: "We should eat healthy food. We should exercise every day." Groups share their charts with the class. Consolidation （巩固） Today we learned four healthy habits – eat healthy food, drink enough water, exercise every day and get enough sleep. We interviewed each other about our habits. Remember: healthy habits help us grow strong and stay well. Start small – drink one more glass of water, take a walk, eat a fruit. Every good habit makes you healthier! Take care of your body, and it will take care of you. Homework（作业） Level 1 (Basic) Read the four habit phrases aloud three times and copy each one. Level 2 (Intermediate) Write four sentences about your healthy habits. Level 3 (Advanced) Make a one-week healthy habit tracker and check it daily. Blackboard design （板书设计） Unit 4 Healthy habits Reflection （教后反思） The pictures and actions made the phrases easy to remember. Students enjoyed the role-play interview and shared their habits openly. Most could use "What healthy habits do you have?" correctly. However, some struggled with "enough" before "water" – more practice is needed. The habit chart activity was successful and students worked well in groups. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 3 Topic （课题） Unit 4 Healthy habits Part A Let’s spell Type （课型） New Lesson Text analysis （语篇研读） What: Teach the pronunciation rule of "oa" and "ow" letter combinations with the /əʊ/ sound through a chant. How: Use chant reading, word sorting, listening discrimination and creative sentence writing to practice phonics naturally. Why: Phonics instruction through rhythm and context helps students decode words and build reading fluency effectively. Learning objectives （学习目标） 1. Language Ability Goal Students will identify, read and spell words with "oa" and "ow" combinations and pronounce the /əʊ/ sound correctly. 2. Learning Ability Goal Students will listen for phonetic patterns, categorize words by spelling rules, and apply phonics knowledge to new words. 3. Thinking Quality Goal Students will compare and analyze "oa" and "ow" word patterns, discovering the spelling rules through inductive reasoning. 4. Cultural Awareness Goal Students will enjoy English rhythm and rhymes, developing positive attitudes toward English pronunciation learning. Key and difficult points （教学重难点） Key point：Master the /əʊ/ sound in "oa" and "ow" words and accurately read and spell words like coat, snow, goat, soap, goal, slow, know. Difficult point：Distinguish "oa" and "ow" spelling patterns and apply the rule to unfamiliar words in reading and writing. Teaching aids （教学准备） PPT, audio player, word cards, chant video, worksheets, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a picture of a coat and asks: "What is this? What sound do you hear in coat?" Students say: /əʊ/! Teacher shows snow and asks: "What sound do you hear in snow? /əʊ/ too!" Teacher says: "Today we learn the /əʊ/ sound with a chant about good habits!" The class is curious. Presentation （呈现） 1 Listen and Chant – Rhythm Time Teacher plays the chant audio. Students listen and pat the beat. Teacher asks: "What sound do you hear again and again?" Students shout: "/əʊ/!" Teacher shows "oa" and "ow" on the board. Students chant together with actions: coats (put on), snow (fall), goats (feed), soap (wash), goal (point). This builds phonetic awareness through rhythm. 2 Find and Circle – Word Detective Teacher shows the chant text on the screen. Students come up and circle words with "oa" (coats, goats, soap, goal) in blue and "ow" (snow, slowly, know) in red. Teacher asks: "What do you notice?" This develops inductive thinking. 3 Read and Say – Blending Practice Teacher shows new words: boat, road, toe, low, grow, window, float, bowl. Students sound out using the /əʊ/ rule. Teacher flashes cards faster and faster. This builds decoding fluency. 4 Listen and Circle – Sound Discrimination Teacher plays the audio for "Read and say. Then listen and circle." Students listen and circle the correct word in each set (goat, grow, slow, road). They check answers in pairs. This develops listening discrimination. 5 Listen, Write and Say – Dictation Challenge Teacher says three sentences with missing words: "There is ______ on the ______. (snow/road)" "I put on my ______ ______. (coat/snow)" "The ______ is ______ in the ______. (goat/slow/snow)" Students write the missing words. This applies phonics in context. Practice （操练） 1 Pair Work – Word Sort Race Each pair gets a set of word cards (coat, snow, goat, soap, goal, slow, know, boat, road, grow). Students sort into "oa" and "ow" groups. First pair to finish correctly wins stickers. 2 Group Work – Create a Sentence Each group chooses three "oa" or "ow" words and writes one sentence together. Groups share their sentences. Teacher writes the best ones on the board. Consolidation （巩固） Today we learned the /əʊ/ sound with "oa" and "ow" words like coat, snow, goat, soap, goal, slow and know. You sang the chant, found the words and wrote sentences so well! The chant also reminded us about good habits – washing hands with soap and feeding goats! Remember: phonics helps us read new words by ourselves. Keep practicing and you will become excellent readers! Homework（作业） Level 1 (Basic) Read the chant three times and circle all "oa" and "ow" words. Level 2 (Intermediate) Write five sentences using "oa" and "ow" words from this lesson. Level 3 (Advanced) Find five new "oa"/"ow" words from your storybooks and write them down. Blackboard design （板书设计） Unit 4 Healthy habits Reflection （教后反思） The chant was engaging and students loved the rhythm. The connection to healthy habits (soap, goal) tied well to the unit theme. Word sorting showed that most students understood the spelling rules. However, some struggled with listening discrimination between similar sounds. More minimal pair practice is needed next time. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 4 Topic （课题） Unit 4 Healthy habits Part B Let’s talk &Let’s learn Type （课型） New Lesson Text analysis （语篇研读） What: Teach good habits for eyes and teeth: rest eyes, brush teeth, eat less candy, don't check phone in bed. How: Use listening, dialogue reading, sorting, advice-giving and role-play to present and practice healthy habit language. Why: Real-life health contexts help students understand good habits and use "should/shouldn't" to give advice. Learning objectives （学习目标） 1. Language Ability Goal Students will give advice using "should" and "shouldn't" about healthy habits for eyes and teeth. 2. Learning Ability Goal Students will listen for key information, sort habits, and role-play giving health advice. 3. Thinking Quality Goal Students will classify good and bad habits and give logical advice for different health problems. 4. Cultural Awareness Goal Students will understand the importance of taking care of eyes and teeth and develop healthy habits. Key and difficult points （教学重难点） Key point：Master "should/shouldn't" for advice and phrases (rest eyes, brush teeth, eat less candy, don't check phone in bed). Difficult point：Use "shouldn't" correctly and give appropriate advice for different health situations. Teaching aids （教学准备） PPT, audio player, sorting cards, worksheets, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher asks: "How do you take care of your eyes? How do you take care of your teeth?" Students share: "Don't watch too much TV! Brush my teeth!" Teacher says: "Today Sarah and Sam talk about good habits. Let's learn how to take care of our eyes and teeth!" The class is ready. Presentation （呈现） 1 Listen and Circle – Sarah and Sam Teacher plays the dialogue. Students listen and circle: "Sarah has to do her homework / clean the house. (do her homework) Sam can/can't play computer games. (can't)" Teacher checks answers. This builds listening comprehension. 2 Watch and Answer – What Should Sam Do? Teacher shows the dialogue. Students answer: "Can Sam watch TV? (No) Can he play on Mum's phone? (No) What should Sam do? (rest his eyes, take a walk, play in the garden)" This presents target language. 3 Listen and Repeat – Advice Talk Teacher plays the dialogue sentence by sentence. Students repeat with different tones. Teacher emphasizes "should" and "shouldn't." This ensures accurate pronunciation. 4 Role Play – Act It Out Students work in pairs to act out Sarah and Sam. Two pairs perform in front. This builds confidence. 5 Group and Talk – Sort the Habits Teacher shows six habits: tidy room, rest eyes, watch TV, do homework, play computer games. Students sort into "should" and "shouldn't" groups. Teacher writes answers on the board. This develops classification skills. Practice （操练） 1 Pair Work – Give Advice Student A says: "My eyes are tired." Student B: "You should rest your eyes. You shouldn't check your phone so often." They switch. 2 Group Work – Healthy Habits List Each group writes two "should" and two "shouldn't" rules for eyes and teeth. Groups share with the class. Consolidation （巩固） Today we learned to take care of our eyes and teeth – rest eyes, don't check phone in bed, brush teeth twice a day and eat less candy. We also learned to use "should" and "shouldn't" to give advice. Remember: healthy habits keep our eyes bright and teeth strong. Small changes every day make a big difference. Take care of yourself and build good habits for life! Homework（作业） Level 1 (Basic) Read the dialogue three times and practice "should/shouldn't." Level 2 (Intermediate) Write four sentences giving advice for eyes and teeth. Level 3 (Advanced) Make a "Healthy Eyes and Teeth" poster with five tips. Blackboard design （板书设计） Reflection （教后反思） The lesson connected well to students' daily lives. Sorting habits into "should" and "shouldn't" helped clarify the difference. Most students could use "shouldn't" correctly. The role play was engaging. However, some students still used "should" with "to" – more drilling is needed. The eye and teeth care focus was practical and students shared personal experiences. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 5 Topic （课题） Unit 4 Healthy habits Part B Read and write Type （课型） New Lesson Text analysis （语篇研读） What: Teach reading comprehension about David's habits and writing healthy life tips using "should" and "shouldn't." How:Use reading, habit evaluation, tip completion and class sharing to practice giving health advice. Why:Reading-to-writing approach develops comprehension and encourages self-reflection on personal healthy habits. Learning objectives （学习目标） 1. Language Ability Goal Students will read about David's habits, identify good and bad habits, and write healthy life tips. 2. Learning Ability Goal Students will extract information from text, evaluate habits, and apply "should/shouldn't" in writing. 3. Thinking Quality Goal Students will analyze David's habits, classify good and bad, and give logical advice for improvement. 4. Cultural Awareness Goal Students will understand the importance of self-reflection and develop responsibility for personal health. Key and difficult points （教学重难点） Key point：Read David's questionnaire, identify good and bad habits, and complete tips using "should" and "shouldn't." Difficult point：Evaluate habits critically and write appropriate advice for improving unhealthy habits. Teaching aids （教学准备） PPT, questionnaire worksheet, tip template, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher asks: "Do you have healthy habits? What do you eat? Do you exercise? How many hours do you sleep?" Students share. Teacher says: "Today we meet David. He answers questions about his habits. Let's read and help him improve!" The class is ready. Presentation （呈现） 1 Read and Meet – David's Habits Teacher shows David's questionnaire. Students read quickly and find: "What does David like to eat? (hamburgers, ice cream) Does he eat vegetables? (not often) Does he do sports at the weekend? (no) How many hours does he sleep? (8, sometimes 6)" This builds scanning skills. 2 Read and Classify – Good and Bad Habits Teacher asks: "What are David's good habits? What are his bad habits?" Students read again and list: "Good habits: does PE every day, doesn't watch too much TV, plays with friends every day. Bad habits: eats hamburgers and ice cream every day, doesn't eat vegetables, no weekend sports, sometimes only 6 hours sleep." This develops critical thinking. 3 Discuss and Think – How to Help David? Teacher asks: "What should David do?" Students give advice: "He should eat more vegetables. He should eat less ice cream. He should do sports at the weekend. He should sleep 8 hours every day." This practices giving advice. 4 Complete the Tips – Writing Practice Teacher shows the tip template. Students complete: "You should eat more vegetables. You should do sports every day. You should get enough sleep. You shouldn't eat too much ice cream. You shouldn't stay up late." Teacher collects ideas on the board. This prepares for writing. 5 Share and Compare – Your Tips Students read their tips to partners. Teacher selects three to share with the class. Class votes for the most helpful tips. This builds oral confidence. Practice （操练） 1 Pair Work – Give Advice Student A: "David eats ice cream every day." Student B: "He shouldn't eat too much ice cream. He should eat fruit." They switch. Teacher walks around and gives stickers. 2 Group Work – Healthy Life Poster Each group writes five "should" and "shouldn't" tips for a healthy life. Groups share their posters with the class. Consolidation （巩固） Today we read about David and helped him improve his habits. He has some good habits – PE every day, playing with friends – but he needs more vegetables, weekend sports and enough sleep. Remember: everyone can improve their habits. Look at your own life – what can you do better? Small changes like eating one more vegetable or walking more make a big difference. Take care of your health every day! Homework（作业） Level 1 (Basic) Read David's questionnaire aloud three times. Level 2 (Intermediate) Write five sentences about David's habits. Level 3 (Advanced) Write a questionnaire about your own healthy habits. Blackboard design （板书设计） Unit 4 Healthy habits Reflection （教后反思） Students connected well with David's habits and gave thoughtful advice. The classification activity helped organize information clearly. Most students could use "should" and "shouldn't" correctly in their tips. However, some needed more support with sentence structure – more modeling before writing is needed. The tips sharing was successful. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 6 Topic （课题） Unit 4 Healthy habits Part C Project & Reading time Type （课型） New Lesson Text analysis （语篇研读） What:Teach project-based healthy habits checklist and reading about eye and teeth care for a healthy life. How:Use listening, checklist making, habit tracking, reading and class sharing to consolidate the whole unit. Why:Project-based and reading-based learning consolidates unit knowledge meaningfully through creation, tracking and application. Learning objectives （学习目标） 1. Language Ability Goal Students will talk about healthy habits, track their own habits, and give advice using "should/shouldn't." 2. Learning Ability Goal Students will listen for details, complete a checklist, read health tips, and present their work to the class. 3. Thinking Quality Goal Students will evaluate their own habits, identify areas for improvement, and set goals for better health. 4. Cultural Awareness Goal Students will understand the importance of daily healthy habits and develop responsibility for personal health. Key and difficult points （教学重难点） Key point：Consolidate healthy habit language through the checklist project and reading about eyes and teeth care. Difficult point：Track personal habits honestly and give advice using "should/shouldn't" in presentations. Teaching aids （教学准备） PPT, audio player, checklist worksheets, tracking charts, reading texts, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher asks: "What healthy habits do you have? What habits do you want to improve?" Students share. Teacher says: "Today we meet Mike's family and make our own healthy habits checklists. We will also read about how to look after our eyes and teeth!" The class is ready. Presentation （呈现） 1 Listen and Match – Guess the Habits Teacher plays the audio. Students listen and match four habits to the correct people: "I check my phone too often. (Mike's mum) Sometimes I don't get enough sleep. (Mike's dad) I don't exercise often. (Matt) I eat too much candy. (Mike)" Teacher checks answers. This builds listening comprehension. 2 Complete the Sentences – Mike's Family Teacher shows the sentences about Mike's family. Students complete: "Mike's dad should get enough sleep. Mike's mum shouldn't check her phone so often. Mike should eat less candy. Matt should exercise more often." This practices giving advice. 3 Step 1 – List Good Habits Teacher shows the checklist and asks: "What should you do to stay healthy?" Students brainstorm: "Eat three meals a day. Eat healthy food. Brush teeth twice a day. Drink enough water. Get enough sleep. Exercise. Wash hands. Rest eyes. Keep room clean." Teacher writes them on the board. This prepares for the project. 4 Step 2 – Track Your Habits Teacher shows the one-week tracking chart. Students will tick their good habits each day. Teacher models with an example. This introduces the tracking activity. 5 Read and Learn – Eye and Teeth Care Teacher shows the two reading texts. Students read and find key tips. Teacher asks: "How to look after your eyes? (eat healthy food, rest eyes, exercise outside, get enough sleep) How to look after your teeth? (brush twice a day, brush for 2 minutes, eat nuts, drink less sweet drinks)" Students share answers. This develops reading comprehension. Practice （操练） 1 Group Work – Share Your Checklist Students show their checklists in groups. Each says: "Hello. Here are my habits. I don't always eat three meals a day. I should..." Group members ask questions. 2 Class Sharing – Best Checklist Each group chooses one student to share their checklist and habits with the whole class. Teacher gives stickers for honest sharing and clear speaking. Consolidation （巩固） Today we made healthy habits checklists, tracked our habits and read about eye and teeth care. Remember: healthy habits are small things we do every day – eat well, brush teeth, drink water, exercise, sleep, rest your eyes, wash hands. Each good habit makes us stronger and healthier. Start today – tick one more good habit each week. You can do it! Take care of your body and it will take care of you! Homework（作业） Level 1 (Basic) Read the eye and teeth care tips aloud three times and complete Self-check. Level 2 (Intermediate) Write five sentences about your healthy habits checklist. Level 3 (Advanced) Track your healthy habits for one week and share your results next class. Blackboard design （板书设计） Reflection （教后反思） This final period successfully integrated all unit language through the checklist project and reading. Students enjoyed tracking their habits and the reading texts were clear and practical. The self-check helped students reflect. Some students needed more support with honest self-evaluation – encourage more discussion next time. Overall, the unit achieved its health education goals. 学科网（北京）股份有限公司 $