资源简介

Teaching Plan
Topic: OB3 Unit 2 Healthy Lifestyle— Write a letter to the editor about your lifestyle Grade: Senior 2
Analyses of teaching materials 【What】 该板块呈现了两封读者来信，是两位学生参加某杂志社举办的“健 康生活方式选择”主题夏令营后，分享自身感想和体会的信件。两位学生分 别描述了自己参加主题夏令营之后的变化。虽然参加同一主题活动，但他 们面临的问题不同，因而采用了不同的改变路径，展示了青少年生活方式 的多样性以及改变方法的多样性，对培养学生的发散性思维、鼓励他们灵 活运用问题解决策略等方面有促进作用。 【Why】 作者以时间为主线叙述事件发生的经过，即从过去的不健康或亚 健康状态，经过积极的调整，达到现在的身心健康状态。在正文部分的结 尾，作者都写了自己的感悟，总结起来就是：做自己的主人，改变自己， 我做，我能!这些内容能够激励读者勇于改变自己，追求美好的生活。此 外，正文中还有两条暗线，第一条是作者改变前后的身心状态的对比，第 二条是前后两种不同生活方式的对比。这两种对比能够让读者感受改变带 来的好处，从而下定决心去改变自己的不良生活方式。 【How】 这两篇文章兼具书信和记叙文的体裁特点。首先，它具备书信的 基本构成要素，包括称呼(salutation,即Dear Editor)、正文(body,均为 五段)、信尾敬语(complimentary close,即Yours truly和Sincerely)和署 名(signature,即Wang Lu和George Fielding)。这两封信正文部分的五段 则为记叙文写法。两位作者以第一人称的方式详述了自己曾面临的问题、 为解决问题作出的决定、实施的举措以及产生的积极结果。
Analysis of Students 高中生对自己的形象、他人评价十分在意，特别希望得到同学朋友的认可。 因此，如果自身有不健康的生活方式，学生也愿意去尝试和改变自己。但 是学生对写作的技巧、语言表达和写作素材的挖掘较为薄弱，需要教师的 有智慧的引导。
Teaching Objectives 在本节课结束时，学生应该能够： 1.了解两篇文章作者改变不良生活方式的过程，在此基础上总结文章的结构 和写作手法。 2.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。 3.正确认识不良生活方式对人们身心健康的影响，勇于改变不良习惯，培养 健康的生活方式。
Important &Difficult Points: 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 总结文章的结构和写作手法；引导学生正确认识不良生活方式对人们身心 健康的影响，激励学生勇于改变不良习惯，培养健康的生活方式；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。
Teaching Method Task-based Teaching Methods
Teaching aids: Multi-media,blackboard Type Reading and Writing Period: 40mins
Teaching Procedures
Steps Activities Justification
Warm up&Lead in Activity 1:Warming-up Teacher involves students to think about whether their lifestyles are healthy or not. To activate Ss’ background information of healthy lifestyle and cultivate Ss'ability of thinking actively.
Reading Activity 2:Read for content. 1.Students skim for text type and find out typical symbols by looking through salutation,body,close and signature. 2.Students find out the genre of the letters and predict the main idea of the text. 3.Students note down detailed information of both letters in a chart,including the problem,decision,action and result. Activity 3:Read for structure. Students are asked to analyze the organization of the two letters. Activity 4:Read for language Students are instructed to analyze the language features of the text about how to talk about actions and connect the different parts of the essays with connectors. To help Ss get a clearer picture of the whole article by reading passage carefully. To activate Ss’ awareness of writing concerning structure To activate Ss awareness of writing concerning structure. To help Ss to accumulate language and sentence patterns used in letters and prepare to write
Writing Activity 5:Create a context. Students form a group of 4,brainstorm about their own experience of changing a bad lifestyle and share it with their partners. To guide Ssthink independently,share their own experiences and understand the writing requirements to complete the writing task.
Activity 6:Evaluation Exchange your draft with a partner.Use this checklist to help you revise the draft.Then take your draft back and revise it according to your partner's comments VDoes the letter say what the writer's problem is VDoes the letter explain the decisions the writer made to solve the problem VDoes 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 VIs the letter clear and complete Self-editing and peer-editing can help students to turn knowledge into ability.
Summary T summarizes the contents of the whole lesson with Ss. To remind the Ss of what they have learned in this lesson.
Homework According to the teacher's and classmates evaluation, polish your email. To help Ss consolidate and apply what they have learned.

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