英语选择性必修 第三册Unit 2 Healthy Lifestyle教学设计及反思

这是一份英语选择性必修 第三册Unit 2 Healthy Lifestyle教学设计及反思，共11页。
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：说明文
文本分析：
[What] Habits fr a healthy lifestyle是一篇说明文。文章给习惯下定义，又分别从青少年应该改变坏习惯的原因、坏习惯是如何形成的、如何改变坏习惯等方面进行介绍。文章采用下定义、作引用、举例子和分类别等说明方法，按照从原因到结果的逻辑顺序展开。重点词汇主要涉及坏习惯定义、形成和改变的方法，如：tbacc、alchl abuse、be invlved in、dminate、psychlgy、cue、cycle、rely n、facilitate、examine、negative、pessimistic、discipline、pill、delete等，句式主要涉及有关坏习惯形成，改变坏习惯的方法等，词汇还涉及一些有关克服坏习惯的心理感受的描述。
[Why]学生通过本文的学习，让学生认识到坏习惯形成的原因、危害及改变坏习惯的方法等常识。通过学习，让学生养成良好的习惯，戒掉不良习惯，培养健康的生活方式，教育学生热爱生活﹑健康生活，做有家国情怀的人。
[Hw]该语篇按照从不良习惯产生的原因到如何改变不良习惯的逻辑顺序展开，介绍了不良习惯产生的原因、克服不良习惯的方法等。
课时目标
1. 获取，梳理文中有关坏习惯的定义、形成的过程、改变坏习惯的原因和方法等事实性信息。
2. 概括、整合、阐释坏习惯形成的过程和改变的方法。
3. 推断出文章的写作目的、评价作者的写作手法。
4. 帮助学生认识到坏习惯的危害﹑教育学生戒掉坏习惯，养成健康的生活方式。
重点难点
重点：
学生通过阅读，获取关于坏习惯不同方面的事实性信息，整合推断坏习惯形成的过程和改变坏习惯的方法。
难点：
教育学生戒掉坏习惯，养成健康的生活方式。
教学准备
教师准备：
提前准备一些有关不良习惯和良好习惯的信息。
学生准备：
1. 预习本课词汇和课文内容。
2. 利用网络等资源了解有关坏习惯和好习惯的信息。
教学过程
Step I 学习理解
活动一：感知与注意
1. Get t knw abut bad habits and gd habits.
Ask students t lk at the phts and srt ut bad habits and gd habits.
2. Talk abut students’ habits.
Ask students t wrk in grups and talk abut their wn habits.
3. Discuss.
Ask students t wrk in grups and discuss the fllwing questins.
•Are bad habits easy t change? Why r why nt?
•What habits d yu think are unhealthy?
•What can yu d t crrect these habits?
Suggested answers:
•Bad habits are hard t change because we are usually ding smething we really like, but we are ding it t much.
•Unhealthy habits include smking, eating t much, playing t much n yur cmputer r phne, and nt ding enugh exercise.
•I think peple can crrect these bad habits by thinking abut them mre and deciding they will feel better and happier if they stp them.
4. Talk abut the title.
Ask students t wrk in grups f fur and try t put frward as many questins as pssible abut the title. Teacher srts ut sme imprtant nes t write n the blackbard fr students t discuss tgether. The questins might be as fllws:
•What are gd habits?
•What are bad habits?
•What d yu think a healthy lifestyle is?
•What d yu think an unhealthy lifestyle is?
•Hw can yu frm gd habits?
【设计意图】在阅读前，利用图片，创设情境，通过讨论良好生活习惯和不良生活习惯，导入主题，再通过谈论课文题目，预知文章内容，激活学生对健康生活方式已有的认识和经验，形成阅读期待。
活动二：获取与梳理
1. Read and tick.
(1) Learning strategy.
G thrugh the sentences and make sure students understand their meanings.
(2) Read the text and find ut what main ideas are included in it. Tick the crrect nes.
Suggested answers:
ABDEFG
2. Match the main ideas with the fllwing paragraphs and fill in the blanks.
Para. 1 ________________
Para. 2 ________________
Para. 3 ________________
Para. 4 ________________
Para. 5 ________________
Para. 6 ________________
Suggested answers:
Para. 1～⑥; Para. 2～⑤; Para. 3～②;
Para. 4～①; Para. 5～③; Para. 6～④
3. Chse the crrect answers.
Suggested answers:
①~④ BDAB ⑤~⑧ACDD
4. Answer the questins.
·Hw des a teenager prevent bad habits frm ruling his r her life?
·Hw can a chice lead t a habit?
·Why shuld teenager’s bad habits be changed?
·What are the three stages f the habit cycle?
·What’s the purpse f the tw examples in the furth paragraph?
·Hw can a persn use discipline t help change a bad habit?
·What des the qutatin “A jurney f a thusand miles begins with a single step.” mean?
·What’s the functin f the last paragraph?
Suggested answers:
·By becming aware f bad habits early and changing them prperly.
·A chice can lead t a habit if we make the same chice ver and ver again.
·Because these bad habits, if they are left unchecked, culd lead t mre serius nes when teenagers becme adults. S, it is essential t prevent harmful habits frm dminating a teenager’s life.
·The three stages f the habit cycle are the cue, rutine and reward.
·T tell us hw t change bad habits by adapting bad habit cycles.
·A persn can use discipline t change a bad habit by taking many small steps t reach the gal f change.
·It means that we shuld take small steps repeatedly.
·It is a summary/cnclusin f this whle text, in which the authr appeals t the yung peple t recgnise their bad habits and decide n changes and thus live a healthy life full f gd habits.
【设计意图】通过完成选择、匹配段落大意、回答问题等不同形式的练习，获取文章的主要信息，概况整合文章大意，促进学生对语篇意义的理解。
活动三：概括与整合
Ask students t write a summary f the text.
Suggested answer:
Frming gd habits is beneficial t a teenager’s life. (要点1) But teenagers tend t frm bad habits, which culd d great harm t them. They have t becme aware f their bad habits early and change them prperly. (要点2) Understanding the “habit cycle” helps with it. What teenagers need t d is t check their bad habit cycles and then change them. (要点3) D remember getting rid f bad habits wn’t happen all f a sudden; it needs a lng time f self-discipline. (要点4)
【设计意图】通过完成概要写作,使学生形成对文本内容新的认识。
Step II应用实践
活动四：描述与阐释
Ask students t share the feelings f reading by answering the fllwing questin.
•Have yu fund anything yu feel excited, cnfident, wrried, puzzled?
【设计意图】本活动以分享阅读感受为主线串联文本信息。学生主动地与文本展开对话后分享自己的真实感受，学生的回答中透射出他们对问题的独立思考和个性化理解，使阅读过程真正成为学生个性化体验与意义构建的过程。
活动五：分析与判断
Ask students t wrk in grups and cmplete the tasks.
(1) Think f ne bad habit and write dwn the cue, rutine，and reward. Then cme up with an idea f hw t break the bad habit.
(2) D yu knw any alternative ways t better habits? Discuss with yur partner which way yu think is mst effective.
【设计意图】在学习理解类活动的基础上，通过分析习惯的循环原理，加深对习惯形成过程的理解。
活动六：内化与运用
Ask students t read and fill in the blanks with prper wrds.
Suggested answers:
①it ②invlved ③left ④with ⑤wrte
⑥T reach ⑦repeatedly ⑧that ⑨changes ⑩healthy
【设计意图】在学习理解类活动的基础上，通过完成与主题相关的练习,逐步实现对语言知识和文化知识的内化，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。
Step III 迁移创新
活动七：推理与论证
Ask students t wrk in grups and discuss the fllwing questin.
•Will yu use the habit cycle t break yur bad habits? Why r why nt?
【设计意图】通过对文章深层意义的探讨，帮助学生深入理解坏习惯形成过程及掌握改掉坏习惯的方法，树立健康意识。
活动八：批判与评价
1. Ask students t wrk in grups and find sme sentences describing difficulty in changing bad habits.
Suggested answers:
①T change bad habits is never easy, even with many attempts.
②Sn that chice becmes autmatic and frms a habit that is much harder t change.
③In fact, the mst successful way t change is nt suddenly, but ver a perid f time.
2. Ask students t judge which f the fllwing sentences is the ne describing difficulty in changing bad habits.
①After all, it is nt easy t break bad habits.
②Yu have the pwer t build a happy and healthy life full f gd habits!
③One step seems small, but it is essential.
Suggested answer:
①
【设计意图】在阅读课文之后，让学生在课文中找出描写改变坏习惯困难的句子，并判断哪个句子是描写改变坏习惯困难的，通过这个活动，提高学生对语言的赏析能力。
活动九：想象与创造
Ask students t think abut their wn habits and srt ut ne bad habit and then t recall hw it is frmed and try t give sme suggestins abut hw t kick it.
【设计意图】学生通过反思自己的坏习惯形成的过程，根据自己的情况提出改进的建议，有助于学以致用，提高学生的健康意识。
板书设计
Find the main idea f a paragraph
The main idea is smetimes stated in either the pening r clsing sentence. If nt, lk fr anther ""standut"
sentence, r summarise the paragraph in yur mind by asking yurself, “What is it mainly abut?”
□A Hw t change a bad habit and create gd nes
□B The cycle f hw habits are frmed
□C Habits that can help us study better
□D Changing habits gradually
□E N easy way t change bad habits
□F What a habit is
□G Why bad teenage habits shuld be changed
①Hw t change a bad habit and create gd nes
②The cycle f hw habits are frmed
③Changing habits gradually
④N easy way t change bad habits
⑤What a habit is
⑥Why bad teenage habits shuld be changed
①We can learn frm the first paragraph that ________
A. all teenagers will frm bad habits
B. sme bad habits may cause mre serius habits when teenagers grw up
C. all teenagers will be invlved in alchl
D. mst teenagers refuse t change their bad habits
②What des the wrd “them” in “sme f them may becme...” (Para. 1) refer t?
A. Their wn decisins.
B. Health prblems.
C. Bad habits.
D. Teenagers.
③The saying “We are what we repeatedly d.” shws smething abut ________.
A. frming a habit
B. aviding tbacc
C. making a chice
D. the fact that a habit is easy t change
④What des the secnd paragraph mainly tell us?
A. Hw we can get rid f bad habits.
B. Hw bad habits are frmed.
C. Hw we can make a chice.
D. Why chices can becme autmatic.
⑤Hw des the authr examine ur bad habit cycles?
A. By giving examples.
B. By prviding exact figures.
C. By quting famus sayings.
D. By using his wn experience.
⑥Which f the fllwing statements is nt true accrding t the passage?
A. We can use the habit cycle t change ur bad habits.
B. We can use the habit cycle t create gd habits.
C. We can use the habit cycle as a magic pill.
D. We can't use the habit cycle as a delete buttn.
⑦What des the authr suggest t us if we want t change bad habits?
A. Taking sme magic pills.
B. Pressing the delete buttn.
C. Changing them suddenly.
D. Changing them step by step.
⑧ What is the text mainly abut?
A. Hw teenagers becme mre independent.
B. Hw teenagers make chices.
C. Hw teenagers feel relaxed.
D. Hw teenagers change their bad habits.
With teenagers grwing up, ①________ can be easy fr sme t frm bad habits. Fr example, sme f them may becme ②________ (invlve) in tbacc r alchl abuse. If ③________ (leave) unchecked, these bad habits culd lead t mre serius nes. T change harmful habits, teenagers must learn t understand hw habits wrk—the “habit cycle”. Then adapt the bad habit cycles by cmbining the infrmatin frm ur habit cycles ④________ur wn psitive ideas.
Dn’t try t change bad habits quickly, fr the mst successful way t change is ver a perid f time. As the Chinese philspher La Zi ⑤________ (write), “A jurney f a thusand miles begins with a single step.” ⑥________ (reach) the gal f change, a persn must shw sme discipline and ⑦________ (repeat) take many small steps.
The gd news is ⑧________ there is plenty f time fr yung peple t change bad habits. Hwever, there is n “magic pill” and yu have t think abut yur bad habits and decide n sme ⑨________ (change). Yu have the pwer t build a happy and ⑩________ (health) life that is full f gd habits!
Unit 2 Healthy Lifestyle
Perid I Reading and Thinking
Ⅰ. 学习理解
活动一：感知与注意
1. Get t knw abut bad habits and gd habits.
2. Talk abut students' habits.
3. Discuss.
4. Talk abut the title.
活动二：获取与梳理
1. Read and tick.
2. Match.
3. Chse.
4. Answer the questins.
活动三：概括与整合
Write a summary.
Ⅱ. 应用实践
活动四：描述与阐释
活动五：分析与判断
活动六：内化与运用
Ⅲ. 迁移创新
活动七：推理与论证
活动八：批判与评价
活动九：想象与创造