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Unit1 Lesson 1 名师教学设计
课时内容：
Lifestyles
主题语境：人与自我主题群：生活与学习
子主题：健康的生活方式
语篇类型：记叙文
文本分析：本节课为阅读课，主要内容为讲述一个非常喜欢网络生活的男孩Joe和一个非常热爱学习的高中女孩李莹。Joe因为经常上网，父母担心他会成为一个网迷，希望他能够回到现实生活中与学校的朋友一起学习玩耍，他自己也意识到了这一点；李莹在新的学校里，制订好每个科目的学习计划和学习目标，珍惜每一分钟时间，让自己的高中生活过得充实有意义。
课时目标：
1.能够流畅地表达自己的日常生活和生活喜好。
2.掌握本节课的重点单词短语和句型。
重点难点：
重点：
1.让学生掌握文章主旨和段落大意。
2.掌握篇章重点单词和短语。
3.思辨健康的生活方式、积极的生活态度。
难点：
用自己的语言对这两个学生的生活方式进行评价和描述。
教学准备：
教师准备：
多媒体，PPT，笔记本电脑，课堂导学案等。
学生准备：
1.根据图片预测阅读内容。
2.预习文本内容，了解文章结构及段落大意。
教学过程：
Step I Brainstorm
1.Divide the phrases in the box into three categories for students to select.
Study:
to do schoolwork
to read books
to find information on a search engine
Sports and entertainment:
to chat with friends online
play sports
to surf the Internet
to play computer games
to go running
After-class activity:
to do voluntary work
2.Group discussion
Divide students into groups and they can have a discussion about their daily activities，using the three groups of phrases. And then ask each student to make a speech about the activities he or she enjoys.
3.Presentation
Ask some students to give their speeches to the whole class.
E.g. Surfing the Internet is definitely a big part of my life.
【设计意图】通过生生互动引出课题，激发学生兴趣，为阅读做准备。
Step I Read for general understanding
1.Pre-reading.
（1）Ask students the questions
Do you ever use the computer？
How much time do you spend using the computer every day？
What are you usually doing on the computer？Why？
（2）Ask students to look at the photos a and b on Page 8-9 and read the self-introductions below. Then ask them to predict.
What will be talked about in the two texts
What kind of lifestyle do you think the two students have？
Suggested answers: （略） Joe likes to spend his time online because he says he is a “digital native”. Li Ying likes to set goals for herself and try her best to achieve them because she calls herself a “go-getter”.
2. While reading.
(1) Read the text “I’m a…digital native!” Then try to finish the following tasks.
Task 1:
Underline Joe's online activities.
Task 2:
(Pair Work) Answer the questions below.
Is Joe addicted to the computer
Can you tell some activities that he usually does
Does Joe do enough exercise
What do his parents worry about
Task 3:
Guess the meaning of the title “I’m a…digital native!”.
The teacher checks students' answers and helps them understand the meaning of the title.
Suggested answers: Task 1：chat with friends，do schoolwork，watch films，read the daily news and other interesting articles，shop online，compare the quality and prices from different online shops，play computer games Task2：（略） Task3：（略）
(2) Read the text “I’m a…go-getter!”, and try to finish the following tasks.
Task 1:
Underline Li Ying’s study habits.
Task 2:
Talk about Li Ying’s lifestyle.
What is Li Ying’s aim for the new term
How does she do in all classes Why
What does she do to achieve her aim
Task 3:
Guess the meaning of the title “I’m a...go-getter!”.
The teacher checks students' answers and helps them understand the meaning of the title.
Suggested answers: Task 1：set a goal for every subject，be attentive in all classes and think actively，use time well，do homework in spare time in school，use any other spare time to review things learnt that day Task2：（略） Task3：（略）
【设计意图】通过该活动，帮助学生提高提取和整理课文细节信息、找出相关信息的能力。学生说出课文信息，将信息和语言知识内化。同时培养学生概括文章、整体理解课文的能力。
3.Post-reading.
（1）Ask students to compare the two students’ lifestyles，and find out the advantages and disadvantages for each of them Say which one they prefer and give their reasons. If they would prefer neither, also give their reasons.
（2）Encourage students to have a discussion about the following questions:
Are Joe’s and Li Ying’s lifestyles healthy？
What can they do to improve their lifestyles？
(3) Summarize the structures of the two texts with students.
【设计意图】这部分是学生将课本信息转换成自己的语言的过程，引导学生用自己的语言谈论“哪个生活方式健康？”培养学生的语言运用能力。
Step III Read for deep understanding
1.List the positive（P）and negative（N）aspects of Joes and Li Ying’s lifestyles. What do you think about their lifestyles
2. What suggestions would you like to give them to improve their lifestyles
Suggested answer： （略）
【设计意图】使用思维导图的方式，让学生对文章有更深刻清晰的了解，并对两组不同的生活方式进行归纳和总结。
Step IV Practice
Let students finish Activities 6 and 8 on Page 10.
（1）Suggested answers of Activity 6:
(2) Suggested answers of Activity 8:
1. for example 2. because 3. also 4. In fact
【设计意图】从更细节的层面对Joe的生活方式进行分析，了解并学习其篇章布局，有助于日后写作。
Step V Focus on language
1.Infinitives——详细内容参见“第二教案综合素养精析”.
2.Let students read the sentences and do Activity 9 on Page 11.
（1）My mum keeps telling me to go out with my school friends instead.
（2）It's important to meet friends in person from time to time，not just on social media.
（3）When I set out to do something，i do my best to achieve.
（4）My target is to prepare myself for my degree in biology at university.
（5）Li Ying is the first person to join the volunteering club in her class.
Suggested answers: (1) to go out (object complement) (2) to meet(subject) (3) to do something (adverbial) (4) to prepare(predicative) (5) to join (attribute)
3. Let students read the blog entry of Activity 10, and the correct form of the words in brackets to fill in the blanks .
I wake up at six o' clock every morning. It 1. ________ (take) me less than 15 minutes 2. ________ (wash), get changed, have breakfast and le eave home I’m always the first person 3. ________ (get) to my class. The mornings are always very busy and the afternoons are even busier! By around five o’clock, I usually 4. ________ (find) time 5. ________ (do) my paperwork and preview the lessons. You may think that it 6. ________ (be) boring 7. ________ (do) the same thing every day, but I like being busy. (Wang Qing, 16 years old)
Suggested answers: 1. takes 2. to wash 3. to get 4. find 5. to do 6. is 7. to do
【设计意图】该环节引出本单元重点语法，让学生对不定式有初步的了解。
Step VI Express yourself
1.Divide students into groups and discuss their ideal lifestyles.
My ideal lifestyles.
·get up at 6.30 am
·do exercise for 20 minutes
·get to school
·…
2.Ask students to discuss the following questions in groups:
Do you agree with the idea“ ‘Idon’t have time’，often means ‘it’s not a priority’.”？Why or why not？
【设计意图】该环节让学生根据篇章中所学的词汇和相关表达，对自己的生活方式进行描述，即学即用，及时巩固。
Step VII Homework
1. Read the two texts as much as possible and remember the new words and phrases.
2. Do Activities 4 and 7.
板书设计
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