人教版（2019）选择性必修第三册 Unit2 Healthy Lifestyle Using Language(2) 名师教学设计
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| 名称 | 人教版（2019）选择性必修第三册 Unit2 Healthy Lifestyle Using Language(2) 名师教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-13 00:01:06 | ||
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文档简介
Unit2 Using Language(2) 名师教学设计
课时内容
Write a letter to the editor about your lifestyle
主题语境：人与自我
主题群：生活与学习
子主题：健康的生活方式
语篇类型：书信、记叙文文本分析：
[What]本节课提供了两封信，分别为两位学生在参加夏令营后写给杂志编辑的。两篇文章都可划分为四部分：陈述自己曾面临的问题﹑作出的决定、采取的行动及取得的结果。文章主题与本单元主题语境相关，有助于学生对主题意义的探究。文本结构清晰，逻辑条理分明，能够为写作提供很好的范本。
[Why]培养学生获取信息，并利用所学语言、文化知识创造新语篇的能力以及批判性思维。
[How]两封信都采用的是第一人称，叙述平实而又具体，表达准确，语言生动简洁，结构层次分明，言之有理，合乎逻辑。
课时目标
1. 获取﹑梳理两封信中作者描述的遇到的问题、作出的决定﹑采取的行动和取得的结果等信息。
2. 分析判断作者的写作手法，掌握语篇特征。
3. 联系个人生活，使学生在新的语境中，用得体的书面语言描述自己的生活方式，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4．通过小组合作，对组内成员的草稿进行批判性评价与相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1. 获取﹑梳理两封信中作者描述的遇到的问题、作出的决定，采取的行动和取得的结果等信息。
2. 分析和判断作者的写作手法及文章的主要语篇特征。
难点：
用恰当的语言论述自己的生活方式。
教学准备
教师准备：
获取健康的生活方式的相关资料、图片。
学生准备：
1. 预习新词汇和课文。
2. 反思自己的生活方式。
教学过程
Step I学习理解
活动一：感知与注意
1. Show some pictures about different lifestyles and ask students to express whether they are healthy or not and give reasons.
2. Ask students to talk about their own lifestyles.
【设计意图】在阅读之前，让学生讨论健康和不健康的生活方式并谈论自己的生活方式，引发学生对生活方式的思考,激活学生对生活方式的认知，有助于学生进入阅读状态。
活动二：获取与梳理
1. Complete the chart.
Ask students to read the two letters and complete the chart.
Wang Lu
Problem did not feel _______________________________________________ felt ______________________, lacked _______________________ got ____________________, experienced _____________________
Decision to ______________________________________________________ to ______________________________________________________
Action stopped _________________________________________________ exercise every day for ______________________________________
Result more ________________________ in ________________________ sleeps ________________________, no longer ________________ feel like ________________________________________________
George Fielding
Problem felt __________________________________________________ felt even more after _____________________________________
Decision to ___________________________________________________
Action goes ________________________________________________
Result feels much more _______________________________________ feels he can ___________________________________________
Suggested answers:
◆Wang Lu
Problem: well; sleepy and dizzy, passion; the flu easily, many toothaches
Decision: eat no sugar; exercise regularly
Action: buying sweets, biscuits, and sugary drinks; at least 30 minutes and did something active
Result: dynamic and stronger, both body and mind; soundly, suffers from a flu virus or toothaches; in control of her own life
◆George Fielding
Problem: stressed out; worn out, playing computer games
Decision: take control of his life and find other ways to relax
Action: rock climbing monthly with his dad
Result: energetic; change himself for the better
2. Answer the questions.
Read the two letters and find out the answers to the following questions.
What were the problems of Wang Lu
What did Wang Lu decide to do to solve the problems
What action did Wang Lu take to put those decisions into practice
What are the positive changes of Wang Lu .
What were the problems of George Fielding
What did George Fielding decide to do to solve the problems
What action did George Fielding take to change for the better
What are the positive changes of George Fielding
Suggested answers:
Wang Lu did not feel well, felt sleepy and dizzy, lacked passion, got the flu easily and experienced many toothaches.
Wang Lu decided to eat nothing with sugar and exercise regularly.
Wang Lu stopped buying all the sweets, biscuits and sugary drinks that she used to have every day and exercises every day for at least 30 minutes.
Wang Lu feels more dynamic and stronger in both body and mind, sleeps soundly, no longer suffers from a flu virus or toothaches, and feels like she is in control of her own life.
He felt stressed out and even more worn out after playing computer games.
He decided to take control of his life and find other ways to relax.
He goes rock climbing monthly with his dad.
He feels much more energetic and he also feels he can change himself for the better.
3. Choose the best answers.
Read the letters carefully and choose the best answer.
①Which of the following statements is NOT true according to the letters 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. ②Wang 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 ③What’s the reason for the toothaches of Wang Lu A. She felt bad physically. B. She exercised too little. C. She ate too much sugar. D. She brought many snacks from home. ④Wang Lu’s exercise does not include ________. A. taking a long walk B. jumping on the skateboard C. playing table tennis D. eating snacks with friends ⑤Through rock 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 ⑥What did George Fielding do to relax before he took part in the summer camp A. Playing computer games. B. Rock climbing. C. Playing basketball. D. Watching comedies. ⑦What’s the passage mainly about A. An introduction of a 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.
Suggested answers:
①～④ADCD ⑤～⑦DAD
【设计意图】通过填充表格、回答问题和单项选择等活动，让学生获取和梳理文本的细节信息，实现对文本意义的理解，提高学生对文本内容的认识。
活动三：概括与整合
Read the two letters and make a summary in less than 60 words.
Suggested answer:
Two students took part in the summer camp, through which they thought about their lifestyle habits and decided to change the bad habits. (要点1) Wang Lu stopped eating anything sweet while George Fielding managed to quit playing computer games. (要点2) They both chose to do something active and ended up becoming energetic and healthy again. (要点3) Do remember you can change yourself before changing the world.(要点4)
【设计意图】通过完成概要写作，加深学生对文章大意的理解。
Step Ⅱ 应用实践
活动四：分析与判断
Ask students to work in groups of four to read and analyse the organisation of the letters. Have them label the paragraphs using the letters below.
A identifying problem(s)
B considering what to do
C what he/she has done to change
D the results
Suggested answers:
◆Letter 1: Wang Lu
Paragraph 1—A
Paragraph 2—B
Paragraph 3&4—C
Paragraph 5—D
◆Letter 2: George Fielding
Paragraph 1—A
Paragraph 2—A, B
Paragraph 3—B
Paragraph 4—C
Paragraph 5—D
【设计意图】通过分析两封信的写作手法，让学生清楚如何写信，为接下来的写作提供框架支撑。
活动五：内化与应用
Ask students to write a letter to the editor about one aspect of their lifestyle that they would like to change.
(1) Ask students to brainstorm with their partner.
What lifestyle habit you would like to change.
Why you want to change
How you plan to change.
What result you hope to see
(2) Ask student to draft their letters to the editor and use the organisation of the letters above to help them.
【设计意图】通过讨论自己面临的问题、计划如何改变和希望的结果等内容，让学生明白自己要写的内容，帮助学生进一步理解该类文章的写作特征和写作手法，有助于提高学生的写作能力。
Step Ⅲ 迁移创新
活动六：批判与评价
1. Ask the students to exchange the draft with a partner and use the checklist to help them review their 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
√Does the writer use correct grammar, punctuation, and spelling
2. Ask the students to take their draft back and revise it.
3. Ask the students to share their letter with the rest of the class.
【设计意图】通过对信的内容——作者是否提出问题，是否解释为解决问题所作的决定，是否展示自己改变的方式和结果，作者的态度，及文章的语法﹑标点、词汇拼写是否正确——的了解，使学生对他人的草稿进行综合评价与相互学习，加深对主题意义的理解和对批判思维及多元思维的培养，实现深度学习。
板书设计
Unit 2 Healthy Lifestyle Period V Using Language (2) Ⅰ. 学习理解 活动一：感知与注意 活动二：获取与梳理 1. Complete the chart. 2. Answer the questions. 3. Choose the best answers. 活动三：概括与整合 Ⅱ. 应用实践 活动四：分析与判断 活动五：内化与应用 Ⅲ. 迁移创新 活动六：批判与评价
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课时内容
Write a letter to the editor about your lifestyle
主题语境：人与自我
主题群：生活与学习
子主题：健康的生活方式
语篇类型：书信、记叙文文本分析：
[What]本节课提供了两封信，分别为两位学生在参加夏令营后写给杂志编辑的。两篇文章都可划分为四部分：陈述自己曾面临的问题﹑作出的决定、采取的行动及取得的结果。文章主题与本单元主题语境相关，有助于学生对主题意义的探究。文本结构清晰，逻辑条理分明，能够为写作提供很好的范本。
[Why]培养学生获取信息，并利用所学语言、文化知识创造新语篇的能力以及批判性思维。
[How]两封信都采用的是第一人称，叙述平实而又具体，表达准确，语言生动简洁，结构层次分明，言之有理，合乎逻辑。
课时目标
1. 获取﹑梳理两封信中作者描述的遇到的问题、作出的决定﹑采取的行动和取得的结果等信息。
2. 分析判断作者的写作手法，掌握语篇特征。
3. 联系个人生活，使学生在新的语境中，用得体的书面语言描述自己的生活方式，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4．通过小组合作，对组内成员的草稿进行批判性评价与相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1. 获取﹑梳理两封信中作者描述的遇到的问题、作出的决定，采取的行动和取得的结果等信息。
2. 分析和判断作者的写作手法及文章的主要语篇特征。
难点：
用恰当的语言论述自己的生活方式。
教学准备
教师准备：
获取健康的生活方式的相关资料、图片。
学生准备：
1. 预习新词汇和课文。
2. 反思自己的生活方式。
教学过程
Step I学习理解
活动一：感知与注意
1. Show some pictures about different lifestyles and ask students to express whether they are healthy or not and give reasons.
2. Ask students to talk about their own lifestyles.
【设计意图】在阅读之前，让学生讨论健康和不健康的生活方式并谈论自己的生活方式，引发学生对生活方式的思考,激活学生对生活方式的认知，有助于学生进入阅读状态。
活动二：获取与梳理
1. Complete the chart.
Ask students to read the two letters and complete the chart.
Wang Lu
Problem did not feel _______________________________________________ felt ______________________, lacked _______________________ got ____________________, experienced _____________________
Decision to ______________________________________________________ to ______________________________________________________
Action stopped _________________________________________________ exercise every day for ______________________________________
Result more ________________________ in ________________________ sleeps ________________________, no longer ________________ feel like ________________________________________________
George Fielding
Problem felt __________________________________________________ felt even more after _____________________________________
Decision to ___________________________________________________
Action goes ________________________________________________
Result feels much more _______________________________________ feels he can ___________________________________________
Suggested answers:
◆Wang Lu
Problem: well; sleepy and dizzy, passion; the flu easily, many toothaches
Decision: eat no sugar; exercise regularly
Action: buying sweets, biscuits, and sugary drinks; at least 30 minutes and did something active
Result: dynamic and stronger, both body and mind; soundly, suffers from a flu virus or toothaches; in control of her own life
◆George Fielding
Problem: stressed out; worn out, playing computer games
Decision: take control of his life and find other ways to relax
Action: rock climbing monthly with his dad
Result: energetic; change himself for the better
2. Answer the questions.
Read the two letters and find out the answers to the following questions.
What were the problems of Wang Lu
What did Wang Lu decide to do to solve the problems
What action did Wang Lu take to put those decisions into practice
What are the positive changes of Wang Lu .
What were the problems of George Fielding
What did George Fielding decide to do to solve the problems
What action did George Fielding take to change for the better
What are the positive changes of George Fielding
Suggested answers:
Wang Lu did not feel well, felt sleepy and dizzy, lacked passion, got the flu easily and experienced many toothaches.
Wang Lu decided to eat nothing with sugar and exercise regularly.
Wang Lu stopped buying all the sweets, biscuits and sugary drinks that she used to have every day and exercises every day for at least 30 minutes.
Wang Lu feels more dynamic and stronger in both body and mind, sleeps soundly, no longer suffers from a flu virus or toothaches, and feels like she is in control of her own life.
He felt stressed out and even more worn out after playing computer games.
He decided to take control of his life and find other ways to relax.
He goes rock climbing monthly with his dad.
He feels much more energetic and he also feels he can change himself for the better.
3. Choose the best answers.
Read the letters carefully and choose the best answer.
①Which of the following statements is NOT true according to the letters 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. ②Wang 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 ③What’s the reason for the toothaches of Wang Lu A. She felt bad physically. B. She exercised too little. C. She ate too much sugar. D. She brought many snacks from home. ④Wang Lu’s exercise does not include ________. A. taking a long walk B. jumping on the skateboard C. playing table tennis D. eating snacks with friends ⑤Through rock 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 ⑥What did George Fielding do to relax before he took part in the summer camp A. Playing computer games. B. Rock climbing. C. Playing basketball. D. Watching comedies. ⑦What’s the passage mainly about A. An introduction of a 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.
Suggested answers:
①～④ADCD ⑤～⑦DAD
【设计意图】通过填充表格、回答问题和单项选择等活动，让学生获取和梳理文本的细节信息，实现对文本意义的理解，提高学生对文本内容的认识。
活动三：概括与整合
Read the two letters and make a summary in less than 60 words.
Suggested answer:
Two students took part in the summer camp, through which they thought about their lifestyle habits and decided to change the bad habits. (要点1) Wang Lu stopped eating anything sweet while George Fielding managed to quit playing computer games. (要点2) They both chose to do something active and ended up becoming energetic and healthy again. (要点3) Do remember you can change yourself before changing the world.(要点4)
【设计意图】通过完成概要写作，加深学生对文章大意的理解。
Step Ⅱ 应用实践
活动四：分析与判断
Ask students to work in groups of four to read and analyse the organisation of the letters. Have them label the paragraphs using the letters below.
A identifying problem(s)
B considering what to do
C what he/she has done to change
D the results
Suggested answers:
◆Letter 1: Wang Lu
Paragraph 1—A
Paragraph 2—B
Paragraph 3&4—C
Paragraph 5—D
◆Letter 2: George Fielding
Paragraph 1—A
Paragraph 2—A, B
Paragraph 3—B
Paragraph 4—C
Paragraph 5—D
【设计意图】通过分析两封信的写作手法，让学生清楚如何写信，为接下来的写作提供框架支撑。
活动五：内化与应用
Ask students to write a letter to the editor about one aspect of their lifestyle that they would like to change.
(1) Ask students to brainstorm with their partner.
What lifestyle habit you would like to change.
Why you want to change
How you plan to change.
What result you hope to see
(2) Ask student to draft their letters to the editor and use the organisation of the letters above to help them.
【设计意图】通过讨论自己面临的问题、计划如何改变和希望的结果等内容，让学生明白自己要写的内容，帮助学生进一步理解该类文章的写作特征和写作手法，有助于提高学生的写作能力。
Step Ⅲ 迁移创新
活动六：批判与评价
1. Ask the students to exchange the draft with a partner and use the checklist to help them review their 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
√Does the writer use correct grammar, punctuation, and spelling
2. Ask the students to take their draft back and revise it.
3. Ask the students to share their letter with the rest of the class.
【设计意图】通过对信的内容——作者是否提出问题，是否解释为解决问题所作的决定，是否展示自己改变的方式和结果，作者的态度，及文章的语法﹑标点、词汇拼写是否正确——的了解，使学生对他人的草稿进行综合评价与相互学习，加深对主题意义的理解和对批判思维及多元思维的培养，实现深度学习。
板书设计
Unit 2 Healthy Lifestyle Period V Using Language (2) Ⅰ. 学习理解 活动一：感知与注意 活动二：获取与梳理 1. Complete the chart. 2. Answer the questions. 3. Choose the best answers. 活动三：概括与整合 Ⅱ. 应用实践 活动四：分析与判断 活动五：内化与应用 Ⅲ. 迁移创新 活动六：批判与评价
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