资源简介

Unit
2
Healthy
Lifestyle
Reading
and
Thinking:
Climate
Change
Requires
World
Attention
文本简析?
　　本单元阅读文本的话题是“健康的生活方式”，旨在帮助学生认识习惯的本质及其运转原理，在此基础上，利用习惯周期，聚焦影响习惯改变的关键因素，尽早识别和改变坏习惯，从而树立积极的生活态度和健康的生活方式，提升识别问题、分析问题和解决问题的意识和能力。?
　　本语篇类型为论说文，兼具议论文和说明文的特征。文本第一段旨在提出问题，作者阐述了坏习惯的危害，并指出青少年应学会尽早识别坏习惯并做出恰当改变。第二、三段旨在分析问题，作者阐明了习惯的内涵，并利用现代心理学知识——“习惯周期”，揭示了习惯的运转原理。第四、五段旨在解决问题，第四段阐述了习惯周期的应用价值，第五段则阐述了改变坏习惯的其他关键因素，包括时间和自律等等。第六段作者重申论说点，并呼吁年轻人认真思考并做出改变，从而建立健康快乐的生活方式。?
　　在进行本文教学设计时，除梳理文本内容和结构外，教师应引导学生积累有关“健康的生活方式”的话题词汇，如physical
and
mental
health,
habit,
appropriate,
alcohol,
tobacco,
abuse,
facilitate,
examine,
discipline,
dominate等。学生学习语言时，应尽可能融合内容的学习及思维的培养。引导学生利用思维导图梳理语篇结构，建构对习惯这一概念及其运转原理的认识，培养其逻辑思维能力，提高学生认识问题、分析问题和解决问题的能力。?
　　第1课时?
　　一、教学内容?
　　整体梳理语篇结构和文本内容，归纳坏习惯的危害，提炼习惯的关键特征，建构对习惯的认识，阐述习惯运转原理，运用“习惯周期”理论分析常见的坏习惯，思考“习惯周期”对改变坏习惯的积极作用。?
　　二、课时目标?
　　1.
通过自主提问，整体阅读文本、梳理语篇宏观结构、明确文本主要内容。?
　　2.
通过归纳坏习惯的危害，树立尽早识别和改变坏习惯的意识，融入tobacco,
alcohol,
abuse,
dominate等语言学习。?
　　3.
提炼习惯的关键特征，包括重复性、选择性、自发性和不易改变性，正确建构习惯的概念。?
　　4.
通过同伴互助，阐述习惯运转原理，运用“习惯周期”分析坏习惯，思考其对改变坏习惯的作用。?
　　三、教学过程?
　　Activity
1:
Talking
about
habits
and
raising
questions
by
students
themselves?
　　本活动为实现课时目标1作铺垫。?
　　1.Check
and
talk
about
teenagers’
habits.?
　　Ask
students
to
check
their
own
habits
and
share
their
opinions
on
the
following
questions.?
　　Q1:
Have
you
ever
checked
what
habits
you
have?
Make
a
list
of
them
in
one
minute.?
　　Q2:
Undoubtedly,
there
are
good
habits
and
bad
ones
in
our
lists.
Do
you
want
to
change
your
bad
habits??
　　(According
to
students’
different
opinions,
the
teacher
writes
down
the
following
questions
on
the
blackboard:
Should
bad
habits
be
changed?)?
　　Q3:
Is
there
any
bad
habit
you
want
to
change
but
seemingly
impossible
to
change??
　　2.Raise
questions
by
students
themselves.?
　　Ask
students
to
brainstorm
what
are
needed
if
we
want
to
change
bad
habits.?
　　Q1:
Today,
let’s
make
what
seems
impossible
possible.
To
change
our
bad
habits,
in
your
opinion,
what
do
we
need
to
know??
　　Possible
answers:?
　　(1)Why
are
bad
habits
so
difficult
to
change??
　　(2)How
are
bad
habits
formed??
　　(3)How
can
bad
habits
be
changed??
　　(According
to
students’
different
ideas,
the
teacher
writes
the
second
and
the
third
questions
on
the
blackboard.)?
　　【设计意图】步骤1让学生观察和罗列自身习惯，包括好习惯和坏习惯，并针对是否想要改变坏习惯，是否有想改变坏习惯却似乎改不掉的现象表达自己的观点和看法。在此过程中，教师收集学生最普遍的坏习惯，铺垫语言如abuse,
alcohol,
tobacco等，从而为后续阅读做好话题和语言上的准备。步骤2针对解决问题，让学生展开自主提问和思考，教师筛选出学生的自主提问，为后续语篇学习提供方向。?
　　Activity
2:
Figuring
out
the
main
idea
and
the
structure
of
the
article?
　　本活动为实现课时目标1。?
　　1.Read
to
find
out
which
questions
are
answered
and
in
which
paragraph(s)
they
are
answered.?
　　Ask
students
to
read
the
whole
passage
and
make
sure
whether
the
following
questions
are
discussed.
If
yes,
relate
the
questions
with
paragraphs.?
　　Q1:
Should
bad
habits
be
changed??
　　Q2:
How
are
bad
habits
formed??
　　Q3:
How
can
bad
habits
be
changed??
　　(Possible
answer:
Paragraph1
is
mainly
about
the
first
question,
Paragraphs2-3
are
about
the
second
question
while
Paragraphs
4-5
are
mainly
about
the
last
one.)?
　　【设计意图】
该活动学生带着问题展开整体阅读，梳理文本主要内容和框架，有助于培养学生的语篇意识。?
　　Activity
3:
Figuring
out
whether
bad
habits
should
be
changed
(Paragraph
1)?
　　本活动为实现课时目标2。?
　　1.
Read
to
find
out
whether
bad
habits
should
be
changed.?
　　Ask
students
to
read
Paragraph
1
carefully
and
underline
the
supporting
evidence.?
　　Q1:
Should
bad
habits
be
changed??
　　“These
bad
habits,
if
left
unchecked,
could
lead
to
more
serious
ones
when
they
become
adults.”?
　　2.
What
can
be
known
from
“when
they
become
adults”??
　　(Possible
answer:
“in
the
long
run”
or
“as
time
goes
by”)?
　　3.
Why
does
the
author
give
the
example
of
“tobacco
and
alcohol
abuse”
??
　　(Possible
answer:
it
is
to
explain
“more
serious”,
which
refers
to
both
“physical
and
mental
health
problems”)?
　　The
teacher
then
helps
students
make
a
conclusion.?
　　“In
a
word,
bad
habits
will
cause
physical
and
mental
health
problems
in
the
long
run,
so
they
should
be
changed
early.
Never
should
teenagers
let
bad
habits
___________their
life.”?
　　(Possible
answers:
influence,
affect
(not
powerful
enough)
;
rule,
control,
dominate)?
　　【设计意图】
学生细读第一段，聚焦主要句子，通过分析和推断，提炼出坏习惯应该尽早改正的原因。在语境和观点表达中，体验不同语言的力量，从而感受dominate一词的真正涵义，体会到改变坏习惯的必要性。同时，根据学生回答情况，教师也可融入“健康与快乐”之间的辩证关系。?
　　Activity
4:
Figuring
out
how
bad
habits
are
formed
(Paragraphs
2-3)?
　　本活动为实现课时目标3和4。?
　　1.
Read
Paragraph
2
and
think
about
the
key
features
of
a
habit.?
　　Ask
students
to
underline
the
main
characteristics
of
a
habit
based
on
their
reading.?
　　Q1:
What
characteristics
does
a
habit
have??
　　(Possible
answers:
repeatedly,
choice,
automatic,
much
harder
to
change)?
　　Q2:
Why
is
it
hard
to
change
a
habit??
　　Because
we
usually
don’t
understand
how
habit
works.?
　　2.
Work
in
pairs,
read
Paragraph
3
and
draw
out
the
habit
cycle
of
one
of
your
shared
bad
habits.?
　　3.
Draw
a
conclusion
and
think
further.?
　　Q1:
Is
it
difficult
for
you
to
understand
how
habits
work??
　　Q2:
How
does
the
author
make
the
habit
cycle
more
accessible
to
readers??
　　(Possible
answers:
by
giving
the
definition,
by
giving
a
diagram,
by
giving
an
example.)?
　　【设计意图】
步骤1旨在引导学生分析和概括习惯的主要特征，包括重复性、选择性、自发性和不易改变性，继而针对“不易改变”这一特征展开思考，引出习惯的运转机原理。步骤2通过同伴互助，选择之前分享过的共同需要改变的习惯，通过学习文本，学会自我审视和自我分析。在分享时，教师引导学生解决出现的理解问题，例如reward,
routine出现错误的情况，从而正确运用习惯周期。步骤3教师引导学生思考作者如何让抽象的现代心理学理论变得通俗易懂。该活动有助于提升学生的逻辑思维能力，语言表达能力以及理论知识的学习能力。?
　　Assignment?
　　Can
the
habit
cycle
help
to
change
bad
habits?
If
yes,
how
can
it
help?
Write
down
your
ideas
with
a
specific
example
of
your
own
habit
cycles.?
　　【设计意图】学生选择自己想改变的坏习惯，利用习惯周期展开分析，结合对习惯这一概念及其特征的认识，思考并举例说明习惯周期对改变坏习惯是否有积极作用。该活动旨在检测学生对本课时内容的掌握情况，同时为下一课时的学习作好铺垫与准备。?
　　第2课时?
　　一、教学内容?
　　分析、归纳和提炼改变坏习惯的关键路径和因素，明确作者写作意图，坚定改变坏习惯的信念，并表达采取行动的意愿和措施，从而树立健康的生活方式。?
　　二、课时目标?
　　1.
能提炼和概括习惯改变与养成的关键在于替换习惯周期中的惯常行为，并关注时间、自律和持续努力等其他关键因素，完整回答如何改变坏习惯，融入facilitate,
examine,
discipline等语言学习。?
　　2.
能提炼语篇完整结构，明确作者写作目的，论述习惯改变与养成的不同方法，坚定改变坏习惯的信心和信念，树立健康的生活方式。?
　　3.
能运用习惯的特征、运转机制、影响因素、改变路径和方法，设计一份中学生某一习惯调查问卷。?
　　三、教学过程?
　　Activity
1:
Checking
the
assignment
and
leading
in?
　　本活动为实现课时目标1作铺垫。?
　　1.Report
opinions
on
whether
the
habit
cycle
helps
to
change
bad
habits.?
　　Ask
students
to
share
their
writings
in
front
of
class.?
　　Q:
Can
the
habit
cycle
help
to
change
bad
habits?
If
yes,
how
can
it
help?
Report
your
ideas
with
a
specific
example
of
your
own
habit
cycles.?
　　【设计意图】
该活动让学生针对第一课时作业发表观点并做课堂展示，一方面能检测学生对第一课时的掌握情况，另一方面借助学生习作回顾课文主要内容，同时能切入第二课时的阅读。?
　　Activity
2:
Reading
to
find
out
the
application
of
the
habit
cycle
(Paragraph
4)?
　　本活动为实现课时目标1。?
　　1.Read
to
work
out
the
author’s
opinion
on
the
application
of
the
habit
cycle.?
　　Ask
students
to
read
Paragraph
4
and
figure
out
what
can
the
habit
cycle
be
used
for.?
　　Q1:
What’s
the
author’s
opinion?
How
do
you
know
that??
　　“Aside
from
changing
bad
habits,
we
can
also
use
the
habit
cycle
to
create
good
ones.”?
　　Q2:
What’s
the
function
of
the
above
sentence??
　　(Possible
answer:
It
concludes
the
former
information
and
introduces
the
following.)?
　　Q3:
How
can
we
facilitate
a
positive
change
in
our
bad
habits?
“facilitate”
means
“to
make
an
action
or
a
process
possible
or
easier”.?
　　(Possible
answer:
first
examine
our
bad
habit
cycles
and
then
try
to
adapt
them.)?
　　Q4:
How
do
we
adapt
bad
habits??
　　By
combining
the
information
from
our
habit
cycles
with
our
own
positive
ideas.?
　　Q5:
According
to
the
two
examples
given,
what
information
is
changed
in
the
adapted
habit
cycle,
cue,
routine
or
reward?
/
What
should
be
changed
if
we
want
to
change
bad
habits??
　　The
routine.
Change
the
routine,
change
the
bad
habits.?
　　【设计意图】
引导学生关注段落承上启下的关键句，梳理出段落内结构，从而快速提炼出习惯周期的两种应用。抓住adapt的具体指代及两个例子的共性，提炼出改变坏习惯的关键在于改变习惯周期中的惯常行为（routine），以此提升学生的语言能力和思维能力。?
　　Activity
3:
Reading
to
figure
out
other
key
factors
in
changing
bad
habits?
　　本活动为实现课时目标1。?
　　1.Read
Paragraph
5
and
work
out
what
else
are
needed
to
change
bad
habits.?
　　Q1:
With
the
habit
cycle,
do
you
think
bad
habits
can
be
changed
right
away??
　　Q2:
What
else
are
needed?
Read
Paragraph
5
and
underline
the
key
words.?
　　(Possible
answer:
Changing
bad
habits
also
takes
time,
discipline
and
repeated
efforts.)?
　　Q3:
Do
you
think
you
are
a
person
of
discipline?
Who
is
more
of
a
person
of
“discipline”
in
the
following
example??
　　Both
James
and
John
have
been
trying
to
get
rid
of
cellphone
addict.
They
were
both
on
the
verge
of
breakdown.
James
chose
to
turn
to
his
friends
for
help
and
it
worked
for
a
while.
But
John
chose
to
make
a
clear
plan
of
how
long
he
could
play
cellphones
each
day
and
reduce
about
fifteen
minutes
at
a
time.
Difficult
as
it
was,
he
controlled
his
own
behavior
to
stay
on
track.?
　　Therefore,
“discipline”
means
“the
ability
to
control
their
behavior
or
the
way
they
live,
work,
etc”.?
　　Q4:
As
Laozi
wrote,
“A
journey
of
a
thousand
miles
begins
with
a
single
step”.
In
your
opinion,
what
is
the
first
single
step
to
break
bad
habits??
　　(Possible
answer:
The
very
willingness
and
eagerness
to
live
a
healthy
life.)?
　　2.Make
a
summary
and
answer
how
bad
habits
can
be
changed.?
　　Ask
students
to
answer
the
last
question
raised
by
themselves.?
　　Q1:
How
can
bad
habits
be
changed??
　　(Possible
answer:
We
should
spend
a
period
of
time
in
changing
the
routine
into
a
healthier
one
with
strong
willingness,
great
discipline
and
repeated
efforts.
Gradually,
bad
habits
can
be
and
will
be
changed.)?
　　【设计意图】
通过抓住习惯周期能否让习惯改变立竿见影，引导学生阅读第五段，分析、思考并概括习惯改变的其他关键因素，进一步加深对习惯及其改变的理解，提升逻辑性思维能力。聚焦学生的难点，即对“discipline”的理解，教师运用情境帮助学生理解涵义，从而提升语言能力。借助“千里之行，始于足下”，思考改变坏习惯的最根本最开始的一步，从而与单元主题建立关联，体现主题意义。最后让学生整合第四、五段内容，回答学生提出的最后一个问题——如何改变坏习惯，该活动综合了内容、语言和思维。?
　　Activity
4:
Figuring
out
the
structure
and
the
writing
purpose?
　　本活动为实现课时目标2。?
　　1.Read
Paragraph
6
and
think
about
its
main
idea
and
the
writer’s
writing
purpose.?
　　Q1:
If
you
were
the
author,
how
would
you
end
your
article??
　　“For
young
people,
there
is
plenty
of
time
to
change
bad
habits.
However,
there
is
no
“magic
pill”
or
delete
button
that
will
help
you;
you
have
to
think
about
your
bad
habits
and
decide
on
some
changes.
You
have
the
power
to
build
a
happy
and
healthy
life
full
of
good
habits!”?
　　Q2:
What
is
Paragraph
6
mainly
about??
　　(Possible
answer:
to
appeal
to
young
people
including
teenagers
to
change
bad
habits
and
live
a
happy
and
healthy
life.)?
　　2.Think
about
the
writer’s
writing
purpose
and
share
opinions.?
　　Q1:
What
is
the
writing
purpose?
Work
in
pairs
and
figure
it
out.?
　　(Possible
answer:
On
the
one
hand,
the
passage
is
written
to
help
teenagers
change
their
bad
habits
and
live
a
healthy
lifestyle.
On
the
other
hand,
it
provides
us
with
a
scientific
way
to
identify
and
analyse
our
problems
objectively,
thus
strengthening
our
resolve
to
tackle
the
seemingly
common
yet
tough
problems
in
our
lives.)?
　　【设计意图】
步骤1旨在预测和验证文章最后一段主要内容，梳理完整的语篇结构，步骤2旨在思考和讨论作者的写作目的。教师也可根据学生课堂反应情况融入对语篇人称多次转换的思考。?
　　Activity
4:
Thinking,
reflecting
and
sharing
opinions?
　　本活动为实现课时目标3作铺垫。?
　　1.Reflect
on
students
themselves
and
share
their
opinions
on
changing
bad
habits.?
　　Ask
students
to
work
in
groups
and
discuss
the
following
questions.?
　　Q1:
Do
you
think
you
have
the
power
to
change
bad
habits
after
reading
the
article?
Why?
?
　　Q2:
Are
there
any
alternative
ways
to
better
a
habit??
　　Q3:
If
you
are
going
to
conduct
a
survey
about
teenagers’
habits
in
your
school,
how
would
you
design
your
questionnaire
and
what
suggestions
would
you
give
to
people
of
your
age??
　　【设计意图】
学生反思自身是否具备力量改变坏习惯，是否有其他方法来优化自身习惯。综合文本内容及学生原有知识储备，通过设计问卷的方式，让学生回顾两个课时的内容，包括习惯的特征、运转机制、影响因素、改变路径和方法等待，从而体现学生对习惯更为深入、全面而科学的认识，为树立健康的生活方式起到积极关键的作用。?
　　Assignment?
　　Design
a
relatively
scientific
and
effective
questionnaire
to
conduct
a
survey
about
teenagers’
habits
in
your
school.?
【设计意图】
学生能运用习惯的特征、运转机制、影响因素、改变路径和方法，设计一份相对科学的习惯调查问卷，反映中学生生活习惯现状并提出合理的建议，从而帮助更多的学生树立健康生活的态度，践行健康生活的理念。

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