资源简介

教学设计
课程基本信息
学科 英语 年级 高二年级 学期 春季学期
课题 Unit 2 Healthy Lifestyle Opening Page & Reading and Thinking
教学目标
By the end of the lesson, students are expected to: 1. analyze the structural characteristics and writing methods of problem-solution exposition 2. realize the importance of good health habits 3. know how to change bad habits and form good habits with the help of the habit cycle
教学内容
教学重点： Students can fully understand the text and grasp the general idea of each part. Students can summarize the basic structure and writing methods of the problem-solution exposition. 教学难点： Students can further apply the habit cycle to problem solution in real situations.
教学过程
Step 1: Warming up The teacher uses a quick health quiz to begin the class. This activity will arouse students’ attention and interest in the topic of this class. 设计意图： 通过进行健康生活小调查，学生可以在对照自身有无不良健康习惯的同时激活自身有关习惯主题的知识和经验，帮助他们形成对文章主题的阅读期待，调动了学生对课堂的兴趣和积极性，为之后的教学流程作了很好的铺垫。 Step 2: Read for main idea Scan the text and find out what main ideas are included in it. Tick the correct ones and match the main idea with each paragraph. A. How to change a bad habit and create a good one B. The cycle of how habits are formed C. Habits that can help us study better D. Changing habits gradually E. Young people have the power to build a healthy life full of good habits F. What a habit is G. Why bad teenage habits should be changed 设计意图： 学生通过教材中给出的“寻找段落大意”策略浏览文章，逐段提炼主旨。本活动旨在帮助学生快速获取段落大意，让学生对文本内容形成初步理解，厘清文章行文脉络，同时训练学生scanning这一阅读技巧。 Step 3: Read for structure Match each part with its main idea and function. Part 1 (Para.1)How to change a bad habit Solve the problemPart 2 (Para.2-3)Young people have the power to build a healthy life full of good habits.Raise the problemPara 3 (Para.4-5)What is habit and how does the habit cycle work SummaryPart 4 (Para.6)Why should bad teenage habits be changed Analyse the problem
设计意图： 本活动旨在于通过再次阅读，使学生在获取段落大意、厘清行文脉络的基础上整合提炼篇章结构，把握各部分逻辑关联，从而得出文章可以划分为“提出问题--分析问题--解决问题--总结”四大部分，掌握阅读文本的基本写作框架和结构。 Step 4: Read for text type Which is the type of this text A. Exposition(说明文) B. Narration(记叙文) C. Argumentation(议论文) 设计意图： 学生在掌握文本篇章结构的基础上对文章体裁进行判断后得出本文体裁为说明文，并且确定文章的目标读者为青少年，为今后的写作输出作了铺垫。 Step 5: Read for details Para 1 Why should bad teenage habits be changed Para 2-3 What characteristics does a habit have What are the three stages of habit cycle Para 4-5 What should we do to change our bad habits and create good habits How can a person use discipline to help change a bad habit 设计意图： 学生通过read for details这一活动，进一步理解和掌握了文本内容。这一活动要求学生带着明确的目标去观看视频、阅读文本、查找信息，然后带着问题找出答案，以达到有的放矢地分析文本、理解文本、解决问题的目的。通过逐段观看文本视频并细读文本，将“读”与“看”这两大技能有机结合，是真正把知识转化为能力的过程。 Step 6: Read for writing methods What writing methods does the author use to illustrate the topic A. Giving examples. B. Listing a flow chart(列出流程图). C. Citing quotations(引用). D. Making explanations. E. Metaphor(暗喻). 设计意图： 本活动要求学生进行小组讨论，确定写作手法。在选择答案的同时，需要在文本中找到原文内容作为依据，进一步深化了学生对于说明文语言特征和写作手法的认识，为今后的写作输出奠定了坚实的基础。 Step 7: Think and share Two of your classmates are having problems with their bad habits. Can you choose one to write down the cue, routine and reward Then come up with some suggestions to help them break the bad habits. Student A: I have been suffering from the bad habit of overeating for decades. Every time I feel upset, I eat a lot. Overeating is the most effective way for me to relieve stress temporarily(暂时地). It is ironic(讽刺的) that I eat even more when I feel anxious about gaining weight. I am overweight and frequently have a stomachache. What shall I do I really want to get rid of this terrible habit. Student B: My friends call me a night owl. I often stay up late and go to bed after 2 a.m. When I am actually in bed, I still can't help playing with my cellphone for one hour or more. In other words, I fall asleep later than 3 a.m. I feel dizzy(头晕目眩的) from time to time. I find it hard to work efficiently at daytime. Sleeping late even makes my skin look bad. I know it is an unhealthy habit but I don't know what to do. 设计意图： 本活动要求学生在理解习惯循环原理之后阅读两则来自于周围同学的求助信息，选择其中一个写出习惯循环三个环节并给出改正不良生活习惯的具体建议。学生在完成活动的过程中，既深化了对于习惯循环原理的认识，又将课堂阅读输入内容进行迁移应用，在真实情景建构下完成了知识的“输入---输出”过程，融合了趣味性和应用型，完善了教学环节设计。 Step 8: Self-reflection After completing this lesson, you can rate your performance 1(excellent), 2(good) or 3(in need of improvement). know what is habit cycle and how it works. know how to change bad habits and form good ones by using what I have learnt in class. master the structural characteristics and writing methods of problem-solution exposition. express ideas by critical thinking. 设计意图： 让学生在课堂教学内容完成后对自己的课堂成果和收获进行自评，本环节设计既让学生对所学有所回顾思索，又完善了课堂设计维度。 Step 9: Summary of the class The teacher presents a sentence of Virgil to show the importance of health and then uses a short video to end the class. 设计意图： 通过格言告诉学生健康是一个人最大的财富，想要拥有美好的生活我们就必须从现在起培养健康的生活习惯。之后利用视频呈现一些良好的、健康的日常生活方式，既做到教学设计维度上的首尾呼应，又对学生进行正向积极的引导，升华了课堂主题。 Step 10: Assignment Do you know any alternative ways to better life habits Write a short passage and exchange your ideas with your partner. 设计意图： 本环节设计将课堂延伸到课外，鼓励学生在文本内容基础上进一步探索培养健康生活习惯、改掉不良生活习惯的其它方式方法，有助于拓展学生思路，培养学生批判性思维，增强学生分析问题和解决问题的能力。

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