资源简介

Unit2 Reading and Thinking
课时内容
Learn to develop good health habits
主题语境：人与自我
子主题：健康的生活方式 文本分析：
主题群：生活与学习
语篇类型：说明文
【What】本文是一篇问题解决型的说明性文本，介绍了改变不良生活习惯、养成健 康生活习惯的原理和方法，即为健康的生活方式培养良好的习惯。文章第一段旨在 提出问题，作者阐述了坏习惯的危害，并指出青少年应该尽早识别坏习惯并做出恰 当改变；第二、三段旨在分析问题，作者阐明了习惯的形成和运作原理，并引入现 代心理学的术语-习惯循环；第四、五段旨在解决问题，第四段阐述了习惯循环原理 的应用价值，第五段阐述了改变坏习惯的其它关键因素，包括时间和自律等等；第 六段总结全文，作者呼吁青少年认真思考并做出改变，从而养成良好、健康的生活 习惯。
【Why】 学生通过阅读语篇，认识不良生活习惯的危害，探究习惯形成的原因，了 解心理学的习惯循环原理，学习运用该原理改变不良生活习惯、养成健康生活习惯， 为未来的幸福生活奠定坚实的基础。
【How】作者按照“提出问题-分析问题一解决问题-总结”的脉络组织语篇，在介绍 习惯循环原理时，使用了firstly、secondly、thirdly这样的顺序词，使得原理讲解更 具有逻辑性。在讲述不良生活习惯的危害时，运用的词块有：form bad habits、become involved in tobacco or alcohol abuse、lead to physical and mental health problems等；
文本中涉及习惯的形成及习惯循环原理的词块有： make a choice to do something,repeat it over and over again、that choice becomes automatic、form a habit、 habit cycle、act as a signal to do something 等。
课时目标
学完本课后，学生能够：
1. 获取并梳理习惯形成和运作原理。
2. 分析并描述自己或他人不良生活习惯的触发因素、惯常行为和回报。 3.写出自己改变不良习惯的具体做法。
重点难点 重点
学生能运用习惯循环原理改变自己的不良生活习惯。 难点
教师如何引导学生真正理解本课的基本问题。
教学准备 教师准备
1. 一 些与生活习惯相关的信息资料。
2. 上课需要的设备。 学生准备
1. 预习本课的相关词汇。
2. 利用网络了解一些不良生活习惯的信息。
精彩课堂
Stepl 学习理解
活动一：感知与注意
1.Ask students to look at some pictures and sort out bad habits and good habits. 2.Ask students to work in groups and talk about their own habits.
3.Ask students to look at the photos on the Opening Page and discuss the questions. ·What are they doing
·How do you think the people feel in the photos How do you know Do you think they are all leading a healthy lifestyle Why or why not ·What are some living habits for a healthy lifestyle
Suggested answers:
·The photos show young people doing several different activities.Some are playing music,some are exercising in a gym,and some are having a barbecue.
·I think these people feel happy and healthy,as they look active and cheerful.
·I think they are leading a healthy lifestyle because they are not by themselves and are outside and doing exercise as well as creative activities.
·A healthy lifestyle is connected to being physically active,having hobbies and interests, and socialising with friends in person rather than through technology.
【设计意图】在阅读前，利用图片创设情境，通过讨论良好的生活习惯和不良生活 习惯导主题，让学生感知健康、良好的生活习惯给人带来的影响。再通过谈论与单 元主题相关的题，激活学生对健康的生活方式已有的认识和经验，形成阅读期待。 4.Ask students to complete the mind map about a healthy lifestyle.
【设计意图】让学生根据已有知识，罗列他们心目中健康的生活方式应该包含哪些 内容，测本单元主题。
活动二：获取与梳理
1.Read and tick.
(1)Learn a strategy.
Ask students to go through the sentences and make sure they understand their meanings.
Find the main idea of a paragraph
The main idea is sometimes stated in either the opening or closing sentence.If not,look for another "standout"sentence,or summarise the paragraph in your mind by asking yourself,"What is it mainly about "
(2)Ask students to read the text and find out what main ideas are included in it.Then have them tick the correct ones.(Activity 2)
Suggested answer: A;B;D;E;F;G
2.Find and match.
Ask students to find the key sentence of each paragraph and match them with the
correct main ideas above.
Suggested answers:
Para.1:To prevent harmful habits like these from dominating a teenager's life is essential.
G Why bad teenage habits should be changed
Para.2:Soon that choice becomes automatic and forms a habit that is much harder to change.
F What a habit is
Para.3:According to modern psychology,we must first learn about the "habit cycle" ,which works like this:
B The cycle of how habits are formed
Para,4:Aside from changing bad habits,we can also use the habitcycle to create good habits.
A How to change a bad habit and create good ones
Para.5:To reach the goal of change,a person must show some discipline and repeatedly take many small steps.
D Changing habits gradually
Para.6:However,there is no "magic pill"or delete button that will help you;you have to think about your bad habits and decide on some changes.
E No easy way to change bad habits 3.Read and choose.
Ask students to read the text and choose the correct answers.
①We can learn from the first paragraph that
A.all teenagers will form bad habits
B.some bad habits may lead to more serious habits when teenagers grow up
C.all teenagers will be involved in alcohol
D.most teenagers refuse to change their bad habits
②What does the word "them"in "some of them may become."(Para.1)refer to
A.Teenagers' own decisions. B.Health problems.
C.Bad habits. D.Teenagers.
③The saying in Paragraph 2 shows something about
A.forming a habit B.avoiding tobacco C.making a choice
D.the fact that a habit is easy to change
④What does the second paragraph mainly tell us
A.How we can get rid of bad habits. B.How habits are formed.
C.How we can make a choice.
D.Why choices can become automatic.
⑤How does the writer examine our bad habit cycles
A.By giving examples. B.By providing exact figures. C.By quoting famous sayings. D.By using his own experience. ⑥Which of the following statements is NOT true according to the text
A.We can use the habit cycle to change our bad habits.
B.We can use the habit cycle to create good habits. C.We can use the habit cycle as a“magic pill”.
D.We can't use the habit cycle as a delete button.
⑦What does the writer suggest to us if we want to change bad habits
A.Taking some“magic pills”. B.Pressing the delete button.
C.Changing them suddenly. D.Changing them step by step.
⑧What is the text mainly about
A.How teenagers become more independent.
B.How teenagers make choices.
C.How teenagers feel relaxed.
D.How teenagers change their bad habits.
Suggested answers:
①~④BDAB⑤~⑧ ACDD
【设计意图】该环节的主要目的是获取和梳理信息。在问题链的引领下，逐步深入 文本，获取更多文本信息。通过学习获取段落大意的阅读策略、寻找主题句及选择 正确的答案等活动，加深对语篇意义的理解，提升阅读理解的效率，为进一步阅读 奠定基础。
活动三：概括与整合
1.Ask students to map an organised structure of the text.
2.Ask students to look through the text and divide it into three parts.
【设计意图】该环节是在基本了解文章大意的基础上分析文章结构，有助于加深学 生对语篇意义的理解。同时，提升学生找主题句、获取关键信息的能力，为进一步 阅读奠定基础。
StepⅡ 应用实践
活动四：描述与阐释
1.Read for basic information.
(1)Ask students to read Paragraph 1 and answer the questions. ·Why should bad teenage habits be changed
(
·
)What should teenagers do with bad habits
Suggested answers:
·Because if left unchecked.the bad habits could lead to more serious ones when
teenagers become adults.
·They must learn to recognize bad habits early and make appropriate changes.
(2)Ask students to read Paragraphs 2~5 and answer the questions. ·How can a choice lead to a habit Show the process in a diagram. ·What're the three stages of the habit
·How can a person use discipline to help change a bad habit
Suggested answers:
(
·
)A choice can lead to a habit if we make the same choice over and over again.
Automatic
(
Choice
)Repeat Habit
·The three stages of the habit cycie are the cue,routine,and reward. 偶有所得
·A person can use discipline to change a bad habit by taking many small steps to reach the goal of change.
2.Ask students to explain the habit cycle after understanding the text,connecting with their bad habits in real life.
【设计意图】在阅读之后，使用阅读语篇的信息和所学的知识，将阅读到的信息进行结构化和
条理化处理，从而形成语篇的结构化知识。该环节帮助学生对所学的语言知识和文化知识进行 内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
活动五：分析与判断
Ask students to match the actions with their purposes according to the text.
Actions ①Recognise bad habits and make appropriate changes. ②Understand how habits work. ③Examine bad habit cycles and adapt them Purposes a.To facilitate a positive change in bad habits. b.To reach the goal of breaking bad habits c.To prevent harmful habits from dominating a teenager's life.
④Show some discipline and repeatedly take d.To change bad habits. many small steps.
Suggested answers:
①c②d ③a ④b
【设计意图】在理解课文的基础上，引导学生思考如何采取行动改变不良习惯。该环节的设置 既是对课文内容的温习巩固，同时也为学生如何解决生活中的不良习惯的问题提出了指导性建 议。
活动六：内化与运用
1.Ask students to think of one bad habit and write down the cue,routine,and reward.Then have them come up with an idea of how to break the bad habit.
Suggested answer:
Cue:Boredom/Waiting/Being anxious Routine:Biting nails
Reward:Stress relief/Distraction
Break the habit:Chew gum,get a stress ball or fidget spinner to hold,wear gloves or stickers on your nails
2.Ask students to discuss the following question.
·Do you know any alternative ways to better habits Discuss wvith your partner which way you think is most effective.
Suggested answer:
·Alternative ways to better habits:
①Tell someone else what you want to change.Peer pressure from someone else will help.
②Fine yourself.Everytime you do the bad habit,put a small amount of money in a box.
③ Make it harder to do the habit.For example,hide your favourite apps on your phone so it is more of a hassle to get to them.
④Change your environment.If the habit happens in certain places or with certain people,avoid them! 【设计意图】联系生活实际，列出自己生活中的问题，在真实语境中帮助学生巩固所学内容，
提高学生的语言运用能力，同时通过讨论问题帮助学生内化文本内容，便于学生利用本节课所 学的知识去解决真实生活中的问题。
StepⅢI迁移创新
活动七：推理与论证
1.Ask students to choose the supportive information for the key sentences.
Supportive information:
a.We are what we repeatedly do.
b.A journey of a thousand miles begins with a single step.
c.We could try to replace a negative routine with something more positive.
d.When we feel unhappy,we eat lots of unhealthy snacks,which makes us feel happy. e.Tobacco or alcohol abuse can lead to physical and mental health problems.
f.Take the stairs instead of riding an escalator. Key sentences:
①These bad habits.if left unchecked.could lead to more serious ones when they become adults.
②Our lifestyle is the sum of choices we have made.
③We must first learn about the "habit cycle",which works like this.
④We can do this by combining the information from our habit cycles with our own positive ideas.
⑤Aside from changing bad habits.we can also use the habit cycle to create good habits.
⑥The most successful way to change is not suddenly,but over a period of time.
Suggested answers:
①②a③d ④c⑤[⑥b
【设计意图】这是一个基于文本又超越文本的活动，让学生分析文本中代表作者观点的1句， 通过论证，找到佐证观点的语句。这属于高级的批判性思维活动，学生独立思考、合理断，不 仅能够加深和拓展对文本信息的理解，还能提高思维品质和文化品格。
2. Analyse the writing techniques with students. Which ones are used in the text to illustrate the topic
A.Example. B.Chart. C.Quote.
D.Explanation. E.Metaphor.
【设计意图】分析说明文的文本框架，体会作者的写作手法，特别是说明方法，培养学生的 写作能力，鼓励学生在日常写作中，尤其是在说明文的写作中多使用类似的说明方法。
活动八：想象与创造 Think and share.
Ask students to read two posts.Have them choose one to respond with specific advice applying what they've learnt through writing tasks.
Post 1:I have been sufering from the bad habit of overeating for decades.Everytime l feel upset, I eat a lot.Overeating is the most effective way for me to relieve stress temporarily.It is ironic 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.
Post 2: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 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.
Suggested answer: Reply to Post 2:
Enough sleep enables us to have a fresh brain to do much the next day.On the contrary,staying up late and lacking sleep can lead to poor health,which tends to deprive us of our interest in everything around us.
When we discuss this,some fundamental principles should be brought in mind.Firstly,it is very important for us to change the bad habit of staying up late to do some useless things,such as playing with a cellphone.Secondly,we have to keep a balanced diet and maintain regular sleeping-and-getting-up cycles.Thirdly,proper nutrition is important for good sleeping.Avoid food with lots of sugar and fat.Eat plenty of foods high in protein.Fourthly,we'd better do sports frequently to make our bodies strong.Besides,we have to avoid too much work pressure.Getting too tired all the time may definitely weaken our defense system,making us get sick easily.
In conclusion,if we stick to things mentioned above,we'll lead a healthy life and become energetic
【设计意图】引导学生学以致用，利用习惯的运作原理纠正自己或者他人生活中的不良习惯， 让学生在新语境中表达自己的观点、情感等，既加深对文本内容的理解，实现深度学习，又 能利用课堂所学知识解决生活中的问题，在提升语言理解性技能的同时增强了语言表达性技 能，实现了知识的迁移创新，促进能力向素养转化。

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