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教学设计
课程基本信息
学科 英语 年级 高二 学期 春季
课题 Unit 2 Healthy Lifestyle Using Language (2)
教学目标
Teaching objectives: 1. To let students learn about how the authors changed their unhealthy lifestyles into healthy ones, and learn to summarize the organisation of the letters. 2. To guide students to reflect on their own unhealthy lifestyles and make some changes. 3. To instruct students to write a letter about one aspect of their own lifestyle that they would like to change, using what they have learned in this class. 教学目标： 1．指导学生阅读两篇文章并了解作者改变不良生活方式的过程，在此基础上总结文章的篇章结构和写作手法。 2. 引导学生反省自己的不健康的生活方式并立志做出一些改变，培养健康的生活方式。 3. 指导学生写一篇改变自身不健康生活方式的文章，内化并运用所学语言.
教学内容
教学内容： 本课时为过程性写作，以读促写，以仿促写。让学生通过阅读两位学生写给编辑的信，了解他们立志改变不良生活方式并取得成功的故事，从中汲取信心和力量，坚信自己也能改变身上的不良习惯，并制定计划，写成书信，积极付诸行动。 本课时从多个维度分析语篇，给学生搭建可以模仿的语篇结构，内容和语言等脚手架，写成书信，完成语言输出。 教学重点： 1. 指导学生阅读两篇文章并了解作者改变不良生活方式的过程，在此基础上总结文章的篇章结构和写作手法。 2. 引导学生反省自己的不健康的生活方式并立志做出一些改变，培养健康的生活方式。
教学难点： 指导学生写一篇改变自身不健康生活方式的文章，内化并运用所学语言。
教学过程
Lead-in Activity 1. Is it good for a healthy lifestyle (Yes or No) Swimming？ Playing computer games/procrastination(拖延症) Cycling Smartphone addict Eating too much junk food 2. How about your lifestyle （you can list some of your unhealthy lifestyles.） 3. Do you think it is easy to change bad habits 【设计意图】创设语境，引入话题，围绕主题激活学生已知及学习兴趣。先用5张图片导入，让学生判断图片上的生活方式是否是健康的生活方式；然后让学生反省自己的某些生活方式是否健康；最后提出疑问，改变不良的生活方式是否容易。一方面，激活学生就该话题已有的词汇、认知和经验；另一方面，为后续挖掘主题意义、激发学生的发散性思维埋下伏笔。 Reading Activities: 1. Read for the main idea What’s the passage mainly about An introduction of the summer camp. B. Something about being sleepy. C. Something about some sports. D. Two students’ letters to the editor about the changes of their lifestyles. 【设计意图】阅读获取大意。让学生根据图片和标题预测课文内容，锻炼学生的思维能力。 2.Read for the details: (1) Read the letters and complete the chart. (on page 21) Wang LuGeorge FieldingProblem* did not feel . * felt , lack . * got , experiences . * felt . * felt even more .Decision* to . * to .* to .Action * stopped . * exercise everyday for .* goes .Result * more in . * sleeps , no longer . * feels like .* feels much more . * feels he can .
【设计意图】阅读获取细节信息。让学生从文章中提取要点，用表格的形式整理信息。 (2) Choose the best answers. ①. Which of the following statements is NOT true according to the passage A. Wang Lu never ate any sugar. B. Wang Lu ate much sugar before attending the summer camp. C. George Fielding often felt stressed out after starting high school. D. George Fielding used to be crazy about online games. ②. Through climbing, George Fielding did the following things EXCEPT ( ) . A. getting refreshed B. spending more time with his dad C. getting to meet new friends D. feeling more stressed ③. Wang Lu’ s bad habits included ( ) before attending the summer camp. A. playing online games B. exercising regularly C. going climbing D. eating too much sugar 【设计意图】引导学生通过运用寻读阅读策略，培养阅读理解能力。 3. Read for the organisation of the letters Analyse the organisation of the letters. Label the paragraphs using the letters below. Some paragraphs may cover more than one topic. A. identifying problem(s) B. considering what to do C. what he/she has done to change D. the results 【设计意图】阅读获取语篇结构。引带学生识别文章的篇章结构，把握文章的整体脉络，培养学生的语篇意识。也可让学生用写作流程图梳理信的整体结构，如： Problem → Decision → Actions → Results Writing Activity: Brainstorm with your partner. What lifestyle habit would you like to change Why do you want to change How do you plan to change What result do you hope to see According to the answers of the four questions, and the organisation of the letters above, draft your letter to the editor about one aspect of your own lifestyle that you would like to change. 【设计意图】引导学生通过自我反省，选取自己希望改变的一种生活方式，和同伴用“头脑风暴”的方式构思写作内容。回答了以上what, why, how, 以及the expected result, 也就构成了写作的主要内容。 然后结合以上四个问题的讨论结果，运用以上所学篇章结构和内容，连句成章，适当添加内容和衔接词，完成书信写作。 Assignments Exchange drafts with your partner after writing. Use the checklist to give feedback on your partner’s draft. √ Does the letter say what the writer’s problem is √ Does the letter explain the decisions the writer made to solve the problem √ Does the letter show the ways to change √ Are the results included in the letter √ Can you see the writer’s attitude and determination in the letter √ Is the letter clear and complete 【设计意图】同伴互评为过程性写作的重要环节，旨在让学生结合评价标准，完成对同伴习作的反思和反馈，从而进一步完善各自的习作，同时提高评价和表达能力。 Finish the summary Wang Lu and George Fielding attended the summer camp ______1______(organize) by the magazine Healthy Life. At the end of the camp, what Wang Lu heard stimulated her _____2_______(motivate). She made up her mind _____3____ (eat) nothing with sugar and to exercise regularly. Now she sleeps soundly at night and feels _______4________(dynamic) than ever. In the meanwhile，George Fielding has changed himself ____5_____the better. He used to get so absorbed ____6_____he played the games day and night. However，after the camp，he ____7_____(take) control of his life though it was ____8_____ big struggle not to play online games. Now he and his dad go rock climbing together _____9____(month). It has enhanced the quality of his life，_____10______(improve) his health and increasing his happiness. 　 Since the two students can successfully get rid of their bad lifestyles，believe you can as well. Then be the change you want to see in the world. 【设计意图】让学生回顾复习文章内容的同时，培养巧解语法填空的能力，备战高考。 Some famous sayings students might use in their writings： The greatest wealth is health. 健康是最大的财富。 The first wealth is health. 健康是人生第一财富。 3. Our lifestyle is the sum of choices we have made. 我们的生活方式是我们所做出的选择的总和。 4. We are what we repeatedly do. 重复的行为造就了我们。 5. Without health, happiness is impossible. 没有健康就不可能有幸福。 6. It is never too late to mend. / Better late than never. 亡羊补牢，为时未晚。

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