(共13张PPT)
《 高 中 英 语 》 ( 上 外 版 )
必修第三册第三单元
Healthy Lifestyle
授课教师
课时
授课内容
1
Getting Started/ Reading A
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Critical Thinking
7
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第三册第三单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1.能基于“健康生活”的主题，理解拓展阅读中应用文的格式文体，认知 论据和逻辑。
understand the features, purpose and language of a magazine article in the context of healthy lifestyle;
2.能辨识不同论据的逻辑、重要性和结论，并能用自己的语言
对其进行文字表述。
analyze the arguments and evidence in the magazine article and explain them in your own words;
3.能在主题语境中，以小组为单位，讨论有关健康的其 他争议性话题。
form a proper attitude towards health by digging deep into health debates in groups
3. Drinking lemon tea will lead to darker skin.
4. The sourer the fruit is, the more vitamin C it will contain.
Do you believe
1. Diet-coke cannot guarantee zero-calorie.
2. Hot pot can also help you lose weight.
What health debates do you know in your daily life
health debate
Lemon tea
Diet coke
Hot pot
Q1: Which paragraph looks different
Q2:why are they in italics/ in BOLD type
Q3: How are the paragraphs organized
Q1: Where have you seen them
Q2: Who may be the target readers
Travel guide Instructions leaflet
Debate Winner Reasons 1. Which is better when you are tired- exercise or an extra hour of sleep Exercise.
Predict: What maybe the reasons that support the 2. Which is better at fighting germs—soap or hand sanitizer 5. Soap. 3. Which toothbrush works better — electric or manual 6. Electric.
“winner” in each debate
skimming
4.
Debate Winner
Reasons
1. Q: Among all these re listed in the table abov which ones do you think asonsE e, are xercise.
Studies have shown many health benefits.
A 2006 review of studies found a link between exercise and fatigue.
2. the most practical for school students Why high S oap.
Many studies have found that rubbing germs for 20 seconds removes the most germs.
or hand sanitizer 3. Which toothbrush works better — electric or manual 6. Electric.
A Cochrane review of 56 studies
confirmed that certain types of powered brushes remove 11 to 12 percent more
plague than manual ones.
Ricardo Vidal recommends proper time of brushing one’s teeth.
skimming
evidence
“Studies
have shown many health benefits.”
“ACochrane review
of 56 studies
confirmed that
certain types of
powered brushes
remove 11 to 12
percent more plague
than manual ones.”
“Ricardo Vidal
recommends
proper time of
brushing one’s
teeth.”
Professor Benos
acknowledges that eating a raw food diet may have
some positive effects: ‘A
raw food diet is high in
fresh food, which is richer in nutrients than some
kinds of processed food.
The diet also encourages
more chewing and takes
longer to digest so it is more satisfying. As a result we do not eat more than we need. ’
There exists some
scientific evidence that eliminating cooked
food from the diet is
beneficial. However,
enzymes are produced by the body to aid
digestion, whether the food is cooked or raw.
evidence
A raw food diet is
high in fresh food,
which is 35% richer in nutrients than
some kinds of
processed food.
Health Debate: A raw food diet is more beneficial to humans than a cooked food diet. A raw food diet
A cooked food diet
Winner: Neither. A combined diet is the most recommended. Evidence:
1. Work in groups, use Reading B as the model and finish
writing the health debates.
2. In the groups assigned in class, review all the health tips in Unit 3 and relate them to personal experience, then finish the “Critical Thinking” table on page 47.
Assignments
T hank you ！《高中英语（上外版）》必修第三册 Unit 3 Healthy Lifestyle
课时： 课题：Health Debates
课型：Reading (Reading B) 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 6 课时，核心目标为引导学生认知并运用应用文的格式文体与写作目 的，和帮助学生理解“健康辩论”的基本概念与意义。
2.设计思路
在课堂开始，教师通过提问以及分享个人经历，帮助学生理解何为“健康辩论”，同时 引导学生举例生活中遇到的健康辩论。
首先，教师带领学生扫读文章，指出并归纳文中出现的应用文文本特点——杂志文章。 在通读全文后，引导学生用自己的语言概括健康结论，并结合教材中的表格从文中提取健康 结论。接着， 教师引导学生结合自己的生活经验来预测文中关于健康辩论的论证方法及可能 的理由。在核对文章信息之后， 归纳文中所涉及的论证方法。教师鼓励学生将文中的健康辩 论内容与亲身经历结合，并在此基础上进一步讨论文中涉及的论据、论证方法与健康贴士， 归纳并评价这些论据的种类、可信度以及重要性。
最后，教师会提供一组额外的健康辩论相关的研究数据，带领学生运用在健康辩论语境 下所学的应用文文体，撰写一个健康辩论主题的应用文段落。如果学生有困难， 教师可以引 用自己课堂开始时谈论的生活例子，提供相关研究论据和范文，引导学生梳理出结论及论据 间的逻辑关系，并以此为模板开展下一步的应用文运用练习。
3.重点难点
教学重点：基于“健康生活”的主题，理解并运用应用文的格式文体，总结归纳文中出 现的健康论点、论据和逻辑关系；
教学难点：辨识不同论据的逻辑、重要性和结论，并能用自己的语言进行文字表述。
Lesson Plan
By the end of the period, the students will be able to:
1. understand the features, purpose and language of a magazine article in the context of healthy lifestyle;
1
2. analyze the arguments and evidence in the magazine article and explain them in their own words;
3. form a proper attitude towards health by digging deep into health debates in groups.
Procedures:
I ． Warm-up & Discuss the text title
T: Share some examples of health debates in daily life. Ss: Listen to the teacher carefully, and then turn to their partners to talk about the health debate in their daily life. T: Summarize students ’ opinions, and then introduce the definition of “health debate” . Purpose: To introduce the definition of “health debate” to students; to familiarize students with the health debates in our daily life; to trigger students’ curiosity about the winners of the health debates from the text.
Guided questions/ Instructions:
1. How would you define “health debate”
2. What are the two sides of my health debate Do you agree with my heath opinion Why or why not
3. What health debate do you know in your daily lives
II ． Identify text genre & Skim the text
T: Ask students to skim the text (Reading B) and notice the text features. Ss: Skim Reading B and take notes of any text features of Reading B. Purpose: To introduce the text genre; to highlight the noticeable text features in Reading B
Guided questions:
2
1. What are the text features of Reading B
a) Which paragraph looks different Why are they in italics/ in bold type
b) How are the paragraphs organized
2. What are some other information texts you have seen in your daily life Where have you seen them Who maybe the target readers
III ． Read the text & Complete the table
T: Ask students to read all three subtitles in Reading B, and finish the first two columns of the table on page 47. Ss: Work individually to read the subtitles and fill out the first two columns of the table. T: Ask students to work in pairs and predict the possible reasons corresponding to the debate, and then fill in the table. Ss: Work in pairs to figure out the possible reasons for each health debate. T: Guide students to find the exact reasons for each health debate by filling in the remaining of column 3. Purpose: To guide students identify and understand the reasons behind each debate; To help students practice the skill of “using text information to make predictions”.
Guided questions:
1. What are the two sides of each debate Which one is the final conclusion
2. What maybe the reasons that support the “winner” in each debate
3. Which reasons are the most important ones to support the “winner” debate
IV ． Further explore the text
3
T: Have students discuss in groups of four about several questions related with the text genre of Reading B. Ss: Discuss in group of four and answer all the questions. Purpose: To help students explore the writing purpose of the magazine article
Guided questions:
1. What is the writing purpose of the magazine article Why would writer use this specific genre
2. How are the text features making the magazine article more convincing
3. Do you agree or disagree with the results of the health debates What other reasons would you add according to your personal experience
V ． Hold a health debate
T: Encourage students to work on an additional health debate (“raw food diet vs. cooked food diet”). Ss: Work in groups, analyze and write the paragraph together; Purpose: To help students practice how to write an information text; To help students practice how to write collaboratively in groups
Guided questions:
1. What information do we know from the research table
2. What information needs to be included in the first paragraph
3. How can we organize the reasoning in the following paragraph
VI ．Assignments:
1. Work in groups, use Reading B as the model and finish writing the health debates.
4
2. In the groups assigned in class, review all the health tips in Unit 3 and relate them to personal experience, then finish the “Critical Thinking” table on page 47.
5
