资源简介

The teaching plan
本课主题属于“人与自我”范畴
文本分析
本文讲述了西蒙的生活方式，按照时间顺序，从一日三餐着手，吃什么，怎么吃，怎么锻炼，这样子做的意义是什么这些方面展开详细地描述。作者向我们展示了一种健康的生活方式，呼吁我们要剖析自我，反省自我的生活方式，提醒我们要有一个健康的生活方式，不仅要吃得健康，有规律的锻炼，也要保持身心快乐，身体和心理两个方面都要兼顾。
学情分析
本课授课的对象是七年级的学生。
学生学习基础方面(已知点)：在日常英语学习中，七年级的学生刚刚深入接触英语，大部分的学生有一定的阅读和口头表达能力，但也存在一部分学生阅读量较小，素材积累的不够多，怯于开口。
学生发展进阶方面(发展点)：在校本课程的影响下，学生对写作课有了一定地了解。且七年级的学生可塑性强，拥有较强的学习与探究能力，大体上能根据具体情境进行发散性思维，在支架的帮助下，学生能够进行深度思考。
学生障碍点方面(障碍点)：学生已经在课前初步涉猎了相关的语料。在学习过程中，可能会遇到的困难有：不能完整地用英语表达相关生活，写作缺乏一定的逻辑性。
因此，本节课将通过时间顺序梳理文本，给学生搭建一定的写作支架，让学生有条理地输出写作内容，从而让七年级学生达到最近发展区。
三．教学目标 (Teaching objects)
By the end of the lesson, the students are expected to be able to:
Know more about healthy diets and lifestyles.
Be able to read and use some new words and useful phrases correctly.
Grasp the writing skills and write a good article.
Raise the awareness of having a healthy life.
教学重难点 (Teaching focus)
Key point:
The students are expected to be able to grasp the writing skills and write a good article.
Difficult point:
The students are expected to be able to raise the awareness of having a healthy life.
教学过程 (Teaching procedure)
Step 1 Lead in ( 2 min )
Teacher’s activities and questions Students’ activities Assessment
1.A guessing game. Please read the picture and try to guess what the food is. 2.Think: What are good for our health What are bad Try to guess what it is. Think further. Students are able to have a good idea of some words about food.
Intention: 通过猜词活动，激发学生对写作课的兴趣，进一步复习相关食物单词，为接下来地写作大量地输入。
Step 2 Brainstorm ( 2 min )
Teacher’s activities and questions Students’ activities Assessment
What sport do you know What sport do you like？ Why Try to review some sports activitives. Think further. Students are able to have a good idea of some words about sports.
Intention: 通过脑风暴活动，激发学生对写作课的兴趣，进一步复习相关运动单词，为接下来地写作大量地输入。
Step 3 Read to understand ( 8 min )
Teacher’s activities and questions Students’ activities Assessment
Skim the article. How many ways are there in Simon's lifestyle (Eating healthy food and doing some exercise) What does Simon eat for breakfast/ lunch/ dinner Why does he eat this kind of food What exercise does he take Why So, from these questions, what order does the writer take ( Time order) Read the article again, try to find out the structure. From this structure, we can see that the writing structure is very clear. Skim the article. Work in pairs. Read and answer questions. Reason. Students are able to have a good understanding of the article and get some thoughts about the healthy lifestyle.
Intention: 通过问题来提取文章的人物以及相关情节等表层信息，梳理文章的写作顺序和细节，帮助学生整合提炼相关信息，为接下来的写作指导做铺垫。
Step4 Read to think ( 10 min )
Teacher’s activities and questions Students’ activities Assessment
So, If we want to write a good article, we had better follow these tips. Tip 1: We should have a clear structure like this. We can use the time order. Tip2: Use different expressions. Good expressions help us express better. Let’s think further about our daily life. What can we eat for breakfast/ lunch/ dinner Why Try to use this structure ”I’d like to eat______ for ______. It can______.” What can we do to exercise Why Try to use this structure “I’d like to _______ . It can__________.” Here are some expressions to help us. Let’s read them carefully. Tip3: A good ending makes the article better. These are all about healthy lifestyles. But if we have an unhealthy lifestyle, what can we say So, if we are unhealthy, please try to make a change and have a healthy lifestyle. Think further. Share their opinions. Make connections. Make sentences. Work and discuss in a group. Students are able to have a good understanding of how to write. Students can think further and work in groups. Students are able to have a clear idea of the writing and get some useful information.
Intention: 在小组合作下，帮助学生整合出自己的观点，提炼出该类文章的框架结构。通过给学生大量输入相关话题的短语、句子，引导学生有条理、较全面地去表达自己的观点和想法，组织语言。
Step5 Read to write/ apply ( 20 min )
Teacher’s activities and questions Students’ activities Assessment
And now, it’s our writing time. Please write about your partner’s lifestyle and give him/ her some useful advice. How to check 1 minute for you to check your articles. Exchange them with your partners and mark them. It’s our show time. Show at least three students’ articles. And check them according to the three tips above. Work and discuss in a group. Write. Check by themselves. Check with each other. Students are able to write an article about someone’s lifestyle. Students are able to check their articles by themselves and work with each other.
Intention: 通过组内讨论采访，引导学生用第三人称转述文章，锻炼学生的思维能力，也锻炼了学生的写作和批改反思能力，帮助学生取得更深的思考和更大的进步。
Step6 Conclusion ( 2 min )
Think:How to be a healthy person (a healthy diet, a healthy lifestyle, happy every day )
Step7 Homework ( 1 min )
Rewrite your article and make your article better.
Intention: 进一步训练学生的批判性思维能力。通过课堂上的点评与反思，进一步润色自己的文章，引导学生关注人与自我。
教学反思
From the story, I’d like to make students:
Focus on the development of story to improve students’ thinking quality.
Grasp the writing skills and write a good article.
Raise the awareness of having a healthy life.
板书的设计

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