资源简介

Unit 2 Healthy Lifestyle Habits for a healthy lifestyle 教学设计
课标要求：
1.能根据上下文和构词法推断理解生词的含义。
2.能理解段落中各句子之间的逻辑关系。
3.能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。 4.能读懂相应水平的常见体裁的读物。 5.能根据不同的阅读目的运用简单的阅读策略获取信息。
教材分析：本单元阅读教学的话题是“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，提升认识问题、分析问题和解决问题的 意识和能力。
学情分析：选择性必修三第二单元是有关健康生活方式的话题。谈到吃喝玩乐及习惯问题， 学生们对本单元的话题十分感兴趣。本教材是学生进入高二后使用，此时的学生对高中生活 和同学之间都非常熟悉，学习状态也处于一个较稳定的阶段，英语语言知识也有了良好的储 备，所以课堂中的讨论具有可操作性和有效性。
教学目标：
基础性目标：
To learn how to find the main idea of a paragraph
拓展性目标：
To understand the structure of the text
挑战性目标：
To learn how habits are formed and how to change bad habits
教学重难点：
To understand the structure of the text .
学法指导：讲授法、多媒体辅助教学
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Activity1 : (5min) Lead-in Greet students, review words and expressions in this unit. 预习课本，完成 导学案自主学习 To stimulate the student’s learning interest.
Read after the tape and speak out the Chinese immediately.
Activity2 : (15min) Reading Fast reading : 1.Read the text and find out what main ideas are included in it. 2.Analyse the structure. Find the main ideas and analyse the text Q1:What is the main idea of this passage Q2:What ’ s the structure of the passage 紧 跟 教 学 情 境，做好课堂笔 记 认真阅读文章， 分析问题 Clarify the structure and main focus of the passage. Train students reading skill.
Cooperative learning brainstorming stimulate students' thinking. and can
Activity3 : (15min) Careful reading : Read the text again and answer the questions. Q1.Why should bad teenage habits be changed Q2.What are the three stages of the habit cycle Q3.What can we do by using“habit cycle” Students to answer the questions. 认真学习阅读的 方 法 , 从 文 本 中 筛选有用的信息 回答问题 Stimulate students to produce their own thinking.
Activity4 : (5min) Make a discussion : Q1.What's the genre of the text Q2.What's the writer's attitude towards to changing bad habits 小组积极讨论， 展示问题答案 Guide students to analyzetheinformationandideas inthe
passage and use “habit cycle”. Understand the text thoroughly
作业布置：
1.a healthy lifestyle
2.make decisions
3.physical and mental health problems
4.make appropriate changes
5.make a choice
6.modern psychology
板书设计：
Unit2 Habits for a healthy lifestyle
Main idea:
Part1(para1-)
Part2(para-)
Part3(para-)
教学反思：
Book 3 Unit2 Healthy Lifestyle
Infinitive as subject 教学设计
课程标准：
《英语课程标准》对于语法的要求：高中阶段英语语法知识的学习是义务教育阶段语法 学习的延伸和继续，应在更加丰富的语境中通过各种英语学习和实践活动进一步巩固和恰当 运用义务教育阶段所学的语法知识，学会在语境中理解和运用新的语法知识，进一步发展英 语语法意识。
教材分析：
不定式作主语是人教版选择性必修第三册第二单元语法部分的内容。第一单元语法部分 是不定式作表语，这一单元紧承上个单元继续讲解动词不定式的语法功能，即不定式可以作 主语。教材的安排很合理，循序渐进。教材上给出了一些例句，既有不定式作主语位于句首 的，又有不定式作主语放在句尾的，很全面。
学情分析：
高二年级学生通过一年多的学习，已经掌握了一些语法知识，比如：动名词作主语、不定式作 表语。有了这些知识的储备，更有利于教师讲解不定式作主语这一语法知识点。对于本节内容，适 宜采用小组合作探究的方式让学生进行探索，发现语法规律。
教学目标：
【基础性目标】：让学生知道并了解不定式可以作主语。
【拓展性目标】：让学生能将不定式作主语灵活地运用到做题中。
【挑战性目标】：让学生能把不定式作主语运用到写作中。
教学重难点：
教学重点: 让学生能够理解并运用 it 作形式主语的句型。
教学难点：能够熟练运用不定式做主语进行造句。
学法指导：
Question and answer teaching method; Free discussion method; Pair work and individual work method; Exploring.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead in (3mins) Review 1. My dream is to become a doctor. 2. The best way to learn a language is to use it. Q1 ： In these two sentences ,the 复 习 学 过 的 相 关 知 识，为本节
infinitive can be used as predicative. Can you give me some examples 课 的 学 习 做好准备。
Activity 1 (10mins) Discuss with your partner and share your own ideas with other students. Q2 ：What is the meaning and function of the underlined part (1) To change bad habits is never easy. (2) It is interesting to play with snow in winter. (3) It takes me an hour to finish my homework 引 导 学 生 发 现 不 定 式 作 主 语 时，谓语动 词的特点。
Activity 2(13mins) Introduction of the grammar Q3 ： Can you spot the difference between "or" and "for" in the following sentences 一、It is +n./adj.+ (for/of sb.) + to do sth. 对某人来说做某事是……的 在这个句型中，it 是形式主语，to do 不 定式才是真正的主语。 sb.是不定式的逻 辑主语。 Let’s look at some examples and try to find how to choose between “for” and “of”. a. As we all know，it is good for your health to stop smoking. b. It would be a great honor for me to invite you to come to China. c. It is kind of you to help me. d. It is so brave of him to save the children in the fire. 结论：我们可以发现，在 a、b 例句中，运 用了介词 for, 此时前面的形容词是修饰 ________ (人本身/事情本身)的；在 c、d 例句中，运用了介词 of, 此时前面的形容 词是修饰________ (人本身/事情本身)的。 Q4 ： What's the difference between the infinitive and v-ing as the subject 二、不定式作主语和 v-ing 作主语还有些 区别： 表示抽象的一般行为或习惯性的动作时， 多用 v-ing 作主语； 表示具体的某次动作，特别是将来发生的 动作，多用不定式作主语。 Look at the following examples and try to understand it. To take a trip is not a wise choice on the National Day this year. (具体动作) To hold a party this evening makes us happy. (具体动作) Reading English aloud in the morning will benefit you a lot. (习惯性动作) Being a good person is too difficult for him (抽象动作) 让 学 生 认 识 it 句型， 并 且 通 过 观察例句， 发现 it 句 型 中 for/of 使 用的区别。 让 学 生 通 过 观 察 例 句，理解不 定 式 作 主 语和 v-ing 作 主 语 的 区别。
Activity 3 (10mins) Do some exercises Q5：Can you fill in the blanks？ 用括号内所给动词的适当形式填空 1.It is wise________ (take) such gifts with gratitude. 2.He will find it is easy_________ (make) friends in this city. 3. ________ (get) there by bike will take us half an hour. 4.It is an offence________ (drop) litter in the street. 5.When_________ (leave) for London has not been decided yet. 6.It ’ s necessary for you_________ (lock) the car when you do not use it 学 生 能 够 在 情 景 中 发现问题， 并 通 过 合 作 的 方 式 解 决 中 的 疑惑，形成 体 系 化 的 语法结构，
Activity 4 Homework 1、巩固复习不定式做主语的用法。 2、完成下面的练习。 补全句子 1.______________________is a good habit. 每天读书是个好习惯。 2._____________________is nice. 和他们交朋友真是令人愉快。 3.___________________to do me a favor. 你能帮助我真是太好了。 4. ____________is good for your health. 晚饭后散步对健康有好处。 5. It is impossible for lost time_____. 弥补失去的时间是不可能的。 6. It is difficult for us __________in a quarter of an hour. 对我们来说在一刻钟内完成任务很困难。 巩固提高
板书设计：
Unit2 Healthy Lifestyle
Infinitive as subject
1、用法：
2、it 作形式主语：It is +n./adj.+ (for/of sb.) + to do sth.
3、与 v-ing 作主语的区别：
教学反思：
Unit 2 Healthy lifestyle
Reading for Writing 教学设计
课程标准：
《英语课程标准》对于表达性技能提出了具体要求：以口头或书面形式描述、概 括经历和事实；以口头或书面形式传递信息、论证观点、表达情感；通过重复、举例 和解释等范式澄清意思；运用语篇衔接手段，提高表达的连贯性；根据表达的需要，
设计合理的语篇。
教材分析：
The textbook is based on topic learning. Each book has five units and different themes, which cover a wide range of topics, including living customs, culture and art, nature and environmental protection, society and social life, and the future world. The design concept of these topics is reflected in the text: the topics related to students' real life, which can arouse their interest are reflected in the text, such as lifestyle, sports stars, extracurricular life, music and dance, social customs, etc.
学情分析：
For high students in grade two, in fact, many people do not have their
own independent learning methods, but the homework assigned by the teacher is done well, as for how to learn themselves, the basic is countless in mind. For the difficult subjects, They have no way to start and cannot solve them. And many people do not have a healthy mentality, such as competitive enterprising mentality,strong will, perseverance in difficulties and setbacks.There are correct learning methods for each subject to ensure that the subject score reaches a high score. Have good habits, good attitude to ensure that in the usual study.
教学目标：
【基础性目标】：
1、Master the words and phrases in the passage ;
2、Know the type and structure of the passage.
【拓展性目标】：
1、Improve the reading skills ;
2、Write a letter to the editor about his/her lifestyle.
【挑战性目标】：
Understand the effect of the bad habit and take some measures to change them so as to develop a healthy lifestyle.
教学重难点：1、Write a letter by using the structure ;
2、Improve the reading and writing skills.
学法指导：Multimedia pictures.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead- In(3min) 1. Greeting 2. Leading-in Students say their favorite lifestyle in group ; Teacher show several pictures about bad habits and students say the effect of them. 1. Students greet with teacher. 2. Discuss the topic with their group members, and then share the idea with others.Teacher chose group to example the effect of bad habits. 首先通过照片提 高学生注意力， 后进行小组讨论 对所学主题充满 学习兴趣。
Activity 1 (10min) 1.skimming Read the two letters and analyse the organization of the letters. A.identifying problems. B.considering what to do C.what he/she has done to change D.the results 2.careful reading After reading the article,answer the following questions : Q1：What problem does the author have？ Q2：What did he/she make up his/her mind to do？ Q3：What has he/she done to make some change？ Q4：What is the result？ Label the paragraphs using the letters below.And then with the following of teacher,students discuss the questions and write the answer in blackboard sharing with other students. 通过灵活运用阅 读技巧，完成阅 读任务，并提高 学生阅读能力。
Activity 2 (9min) Complete the following table (appendix 1) Discuss and fill the table. 完成表格，整体 感知文章.
Activity 3 (7min) (1) The structure of the letter : (2) The structure of the body: (3) The tense of the letter : (4) Outline includes four parts : Q5：What lifestyle habit you would like to change Q6：Why you want to change Q7：How you plan to change Q8：What result you hope to see (5) Useful sentences : Master the structure of the letter and the tense of the letter. And then using the sentences writes a letter about their lifestyle. 通过梳理整篇文 章结构及写作顺 序、时态等方面 内容后，学生可 以 自 主 完 成 写 作。
It is evident /obvious that ...... From what has been discussed above, we may conclude that......
Activity 4 (5min) Brainstorm with your partner : What lifestyle habit you would like to change;Why you want to change:How you plan to change ; What result you hope to see. Brainstorm with partner and sharing the idea. 通过头脑风暴让 学生对写作结构 更清晰明。
Homework：
Write a letter to the editor about one aspect of your own lifestyle that
you would like to change.
板书设计：
Unit 2 Write a letter about your lifestyle
Reading for Writing 教学设计
letter
教学反思：
Salutation
Body
Complimentary close
Signature
Body
Problems
Decision
Action
Result
Unit 2 Healthy Lifestyle Habits for a healthy lifestyle 教学设计
课标要求：
1. 能根据上下文和构词法推断理解生词的含义。
6. 能理解段落中各句子之间的逻辑关系。
7. 能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。
8. 能读懂相应水平的常见体裁的读物。
9. 能根据不同的阅读目的运用简单的阅读策略获取信息。
教材分析：本单元阅读教学的话题是“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，提升认识问题、分析问题和解决问题的 意识和能力。
学情分析：选择性必修三第二单元是有关健康生活方式的话题。谈到吃喝玩乐及习惯问题， 学生们对本单元的话题十分感兴趣。本教材是学生进入高二后使用，此时的学生对高中生活 和同学之间都非常熟悉，学习状态也处于一个较稳定的阶段，英语语言知识也有了良好的储 备，所以课堂中的讨论具有可操作性和有效性。
教学目标：
基础性目标：
To learn how to find the main idea of a paragraph
拓展性目标：
To understand the structure of the text
挑战性目标：
To learn how habits are formed and how to change bad habits
教学重难点：
To understand the structure of the text .
学法指导： 讲授法、多媒体辅助教学
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Activity 1 : (5min) Lead-in Greet students, review words and expressions in this unit. Read after the tape and speak out the Chinese immediately. 预习课本，完成导学 案自主学习 To stimulate the student’s learning interest.
Activity 2 : (15min) Reading Fast reading : 1.Read the text and find out what main ideas are included in it. 2.Analyse the structure. Find the main ideas and analyse the text Q1:What is the main idea of this passage Q2:What ’ s the structure of the passage 紧跟教学情境，做 好课堂笔记 认真阅读文章，分析 问题 Clarify the structure and main focus of the passage. Train students reading skill. Cooperative learning and brainstorming can stimulate students' thinking.
Activity 3 : (15min) Careful reading : Read the text again and answer the questions. Q1.Why should bad teenage habits be changed Q2.What are the three stages of the habit cycle Q3.What can we do by using “ habit cycle” Students to answer the questions. 认真学 习阅读 的方 法,从文本中筛选有 用的信息回答问题 Stimulate students to produce their own thinking.
Activity 4 : (5min) Make a discussion : Q1.What's the genre of the text Q2.What's the writer's attitude towards to changing bad habits 小组积极讨论，展示 问题答案 Guide students to analyze the information and ideas in the passage and use “ habit cycle”.Understand the text thoroughly
作业布置：
a healthy lifestyle
2.make decisions
3.physical and mental health problems
4.make appropriate changes
5.make a choice
6.modern psychology
板书设计：
Unit2 Habits for a healthy lifestyle
Main idea:
Part1(para1-)
Part2(para-)
Part3(para-)
教学反思：
Unit2 Healthy Lifestyle
Infinitive as subject 教学设计
【课标要求】
1．使用恰当的语言形式描述事物，简单地表达观点、态度或情感等。
2．能够识别出不定式作主语，并能运用不定式作主语造句，进行交流、写作。
【教材分析】
不定式作主语是人教版选择性必修第三册第二单元语法部分的内容。第一单元语法部分 是不定式作表语，这一单元紧承上个单元继续讲解动词不定式的语法功能，即不定式可以作 主语。教材的安排很合理，循序渐进。教材上给出了一些例句，既有不定式作主语位于句首 的，又有不定式作主语放在句尾的，很全面。
【学情分析】
高二年级学生通过一年多的学习，已经掌握了一些语法知识，比如：动名词作主语、不 定式作表语。有了这些知识的储备，更有利于教师讲解不定式作主语这一语法知识点。对于 本节内容，适宜采用小组合作探究的方式让学生进行探索，发现语法规律。
Infinitive as subject
教学目标 【基础性目标】知道并理解不定式可以作主语、it 句型。 【拓展性目标】能将不定式作主语灵活地运用到做题中。 【挑战性目标】能把不定式作主语运用到交流、写作中。
教学 重难点 理解不定式可以作主语、it 句型。
教学方法 计算机辅助教学 小组合作探究法
目标 实现 路径 基础性目标 课前：预习课本，完成导学案自主学习。
课中：小组合作探究，积极讨论，回答问题。
拓展性目标 课前：认真预习，完成导学案自主学习。
课中：做好笔记，积极思考，完成练习。
挑战性目标 课中：积极思考，认真理解不定式作主语。
课后：积极运用不定式作主语进行造句。
【教学过程】
教学环节 师生互动 设计意图
导入新课 Teacher : Last unit we have learned that infinitive can be used as predicative. Can you give me some examples 复习学过的相 关知识，为本
Students: My dream is to become a doctor./ The best way to learn a language is to use it. Teacher : You all did good jobs. We all know that infinitive can be used as predicative. This unit we will learn that infinitive can also be used as subject. 节课的学习做 好准备。
自主学习 Look at the following sentences and pay attention to the underlined infinitives. Try to understand their meanings and find out their functions. (1)To change bad habits is never easy. (2)It is interesting to play with snow in winter. (3) It takes me an hour to finish my homework. 在例句(1)中，to change bad habits 充当了______ (主语/表语/ 宾语)，位于______ (句首/句尾); 在例句(2)(3)中，it 充当了___________ (形式上的主语/真正的 主语)，to do 不定式充当了____________ (形式上的主语/真正的 主语)，位于_______ (句首/句尾)。在这三个例句中，不定式充当 了主语，其后的谓语动词要用___________ (原形/单三形式)。 让学生通过观 察、翻译句子， 发现不定式充 当的句子成分 是主语。并且 引导学生发现 不定式作主语 时，其后的谓 语动词要用单 三形式！
合作探究 Next, let’s learn the related sentence pattern : It is +n./adj.+(for/of sb.)+ to do sth.对某人来说做某事 是……的 在这个句型中，it 是形式主语，to do 不定式才是真正的主语。sb. 是不定式的逻辑主语。 Let’s look at some examples and try to find how to choose between “for” and “of”. a. As we all know， it is good for your health to stop smoking. b. It would be a great honor for me to invite you to come to China. c. It is kind of you to help me. d. It is so brave of him to save the children in the fire. 结论：我们可以发现，在 a、b 例句中，运用了介词 for, 此时前 面的形容词是修饰________ (人本身/事情本身)的；在 c、d 例句 中，运用了介词 of, 此时前面的形容词是修饰________ (人本身/ 事情本身)的。 不定式作主语和 v-ing 作主语还有些区别： 让 学 生 认 识 it 句型，并且 通 过 观 察 例 句 ， 发 现 it 句 型 中 for/of 使 用 的区别。 让学生通过观 察例句，理解 不定式作主语 和 v-ing 作主 语的区别。
表示抽象的一般行为或习惯性的动作时，多用 v-ing 作主语； 表示具体的某次动作，特别是将来发生的动作，多用不定式作主 语。 Look at the following examples and try to understand it. To take a trip is not a wise choice on the National Day this year. (具体动作) To hold a party this evening makes us happy. (具体动作) Reading English aloud in the morning will benefit you a lot. (习惯性动作) Being a good person is too difficult for him. (抽象动作)
展示提升 Please make some sentences with infinitive subjects. Eg.To be a doctor is my dream. It is important for us to learn English well. ________________________________________________ ________________________________________________ 检查学生对不 定式作主语的 掌握情况。如 果发现错误， 及时纠正。
【课堂 小结】 本节课我们主要了解了这节课我们学习了不定式可以作主语以及 it 句型：It is + adj.+(for/of)+sb.+to do sth.。在 it 句型中， it 是形式主语，不定式是真正的主语。并且还了解了不定式作主 语和 v-ing 形式作主语的区别。 帮助学生理顺 知识，突出重 点，突破难点。
课后作业 1. 巩固 it 作形式主义的用法。 2. 完成课本 page30 上的 练习。
板书设计：
Unit2 Healthy Lifestyle
Infinitive as subject
(1)To change bad habits is never easy.
(2)It is interesting to play with snow in winter.
(3) It takes me an hour to finish my homework.
教学反思：本节课采用学生自主观察思考并且总结规律的模式，能很好地让学生动起来，美 中不足的是没有给学生留太多的时间练习。下次上课要吸取本节课的教训。
Unit 2 Healthy lifestyle
Writing a letter to the editor about your lifestyle 教学设计
课程标准：
培养学生规范准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中， 写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，从而对写作的重要性 认识不足，忽视对学生写的能力的培养，根据写作要求教师需培养学生自主学习和协作学习 的习惯，锻炼学生用英语进行自我表达和交际的能力；拓展学生的英语思维，发展学生观察 与分析问题和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。通过写作，教 育学生积极参与、主动思维、大胆实践，感受“合作学习”是一种非常有效的学习策略,体会 交流思想和共享知识的乐趣。
教材分析：
The textbook is based on topic learning. Each book has five units and different themes, which cover a wide range of topics, including living customs, culture and art, nature and environmental protection, society and social life, and the future world. The design concept of these topics is reflected in the text: the topics related to students' real life, which can arouse their interest are reflected in the text, such as lifestyle, sports stars, extracurricular life, music and dance, social customs, etc.
学情分析：
For high students in grade two, in fact, many people do not have their own independent learning methods, but the homework assigned by the teacher is done well, as for how to learn themselves, the basic is countless in mind. For the difficult subjects, They have no way to start and cannot solve them. And many people do not have a healthy mentality, such as competitive enterprising mentality,strong will, perseverance in difficulties and setbacks.There are correct learning methods for each subject to ensure that the subject score reaches a high score. Have good habits, good attitude to ensure that in the usual study.
教学目标：
基础性目标：Master the words and phrases in the passage;
Know the type and structure of the passage.
拓展性目标：Improve the reading skills;
Write a letter to the editor about his/her lifestyle.
挑战性目标：Understand the effect of the bad habit and take some measures to change
them so as to develop a healthy lifestyle.
教学重难点：Write a letter by using the structure;
Improve the reading and writing skills.
学法指导：Multimedia;pictures;Question and answer teaching method;Pair work and individual work method;Exploring.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 1. Greeting 2. Leading-in Students say their favorite lifestyle in group ; Teacher show several pictures about bad habits and students say the effect of them. 3. Students greet with teacher. 4. Discuss the topic with their group members, and then share the idea with others.Teacher chose group to example the effect of bad habits. 刚进入课堂学生 注意力不集中， 首先通过照片提 高学生注意力， 后进行小组讨论 对所学主题充满 学习兴趣。
Activity 1 (1) skimming Read the two letters and analyse the organization of the letters. A:identifying problems. B.considering what to do C:what he/she has done to change D:the results (2) careful reading After reading the article,answer the following questions : What problem does the author have？ What did he/she make up his/her mind to do？ What has he/she done to make some change？ What is the result？ Label the paragraphs using the letters below.And then with the following of teacher,students discuss the questions and write the answer in blackboard sharing with other students. 通过灵活运用阅 读技巧，完成阅 读任务，并提高 学生阅读能力。
Activity 2 Complete the following table (appendix 1) Discuss and fill the table ; 完成表格，整体 感知文章
(6) The structure of the letter : (7) The structure of the body:
Activity 3 (8) The tense of the letter : (9) Outline includes four parts : What lifestyle habit you would like to change Why you want to change How you plan to change What result you hope to see (10) Useful sentences : It is evident /obvious that ...... From what has been discussed above, we may conclude that...... It is high time that something was done about ...... All in all, what really the matter is...... Only in this way, .....can be ....... Master the structure of the letter and the tense of the letter. And then using the sentences writes a letter about their lifestyle. 通过梳理整篇文 章结构及写作顺 序、时态等方面 内容后，学生可 以 自 主 完 成 写 作。
课堂小结 反馈提升 Brainstorm with your partner : What lifestyle habit you would like to change;Why you want to change:How you plan to change ; What result you hope to see. Brainstorm with partner and sharing the idea. 通过头脑风暴让 学生对写作结构 更清晰明了。
Homework：Write a letter to the editor about one aspect of your own lifestyle that you would like to change.
板书设计：
Unit 2 Write a letter about your lifestyle Writing
Salutation Problems
letter Body Decision
Complimentary close Body Action
Signature Result
教学反思：
对于学生来说，写作是较难的一部分，需要学生自我知识的积累以及对英语语法和句型 的掌握；对于老师来说，后期教学需要着重放到学生对于基本句型的掌握及运用，还需充分 分析写作的整体结构。
Activities 2:
Wang Lu Michael Page
Problem did not feel well, either physically or mentally felt sleepy and dizzy, lacked passion got the flu easily, experienced many toothaches felt stressed out felt even more worm out after playing computer games day and night
Decision to eat nothing with sugar to exercise regularly to adjust his lifestyle ; take control of his life and find other ways to relax
Action stopped buying all the sweets, biscuits and sugary drinks Exercises every day for at least 30 minutes goes rock climbing, bowling, watching comedies, and playing basketball.
Result more dynamic and stronger than ever in both body and mind sleeps soundly, no longer suffer from a flu virus or toothaches feels like he is in control of his own life feels much more energetic feels he can change himself for the better
Activities 3 :
(11)The structure of the letter :
Salutation
Body
Complimentary close
signature
(12)The structure of the body :
(13)The tense of the letter :

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