高中英语人教版 (2019)选择性必修 第三册Unit 2 Healthy Lifestyle教学设计

这是一份高中英语人教版 (2019)选择性必修 第三册Unit 2 Healthy Lifestyle教学设计，共9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：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。
[Hw]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. Shw sme pictures abut different lifestyles and ask students t express whether they are healthy r nt and give reasns.
2. Ask students t talk abut their wn 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. Cmplete the chart.
Ask students t read the tw letters and cmplete the chart.
Suggested answers:
◆Wang Lu
Prblem: well; sleepy and dizzy, passin; the flu easily, many tthaches
Decisin: eat n sugar; exercise regularly
Actin: buying sweets, biscuits, and sugary drinks; at least 30 minutes and did smething active
Result: dynamic and strnger, bth bdy and mind; sundly, suffers frm a flu virus r tthaches; in cntrl f her wn life
◆Gerge Fielding
Prblem: stressed ut; wrn ut, playing cmputer games
Decisin: take cntrl f his life and find ther ways t relax
Actin: rck climbing mnthly with his dad
Result: energetic; change himself fr the better
2. Answer the questins.
Read the tw letters and find ut the answers t the fllwing questins.
•What were the prblems f Wang Lu?
•What did Wang Lu decide t d t slve the prblems?
•What actin did Wang Lu take t put thse decisins int practice?
•What are the psitive changes f Wang Lu?.
•What were the prblems f Gerge Fielding?
•What did Gerge Fielding decide t d t slve the prblems?
•What actin did Gerge Fielding take t change fr the better?
•What are the psitive changes f Gerge Fielding?
Suggested answers:
•Wang Lu did nt feel well, felt sleepy and dizzy, lacked passin, gt the flu easily and experienced many tthaches.
•Wang Lu decided t eat nthing with sugar and exercise regularly.
•Wang Lu stpped buying all the sweets, biscuits and sugary drinks that she used t have every day and exercises every day fr at least 30 minutes.
•Wang Lu feels mre dynamic and strnger in bth bdy and mind, sleeps sundly, n lnger suffers frm a flu virus r tthaches, and feels like she is in cntrl f her wn life.
•He felt stressed ut and even mre wrn ut after playing cmputer games.
•He decided t take cntrl f his life and find ther ways t relax.
•He ges rck climbing mnthly with his dad.
•He feels much mre energetic and he als feels he can change himself fr the better.
3. Chse the best answers.
Read the letters carefully and chse the best answer.
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 tw letters and make a summary in less than 60 wrds.
Suggested answer:
Tw students tk part in the summer camp, thrugh which they thught abut their lifestyle habits and decided t change the bad habits. (要点1) Wang Lu stpped eating anything sweet while Gerge Fielding managed t quit playing cmputer games. (要点2) They bth chse t d smething active and ended up becming energetic and healthy again. (要点3) D remember yu can change yurself befre changing the wrld.(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 t wrk in grups f fur t read and analyse the rganisatin f the letters. Have them label the paragraphs using the letters belw.
A identifying prblem(s)
B cnsidering what t d
C what he/she has dne t 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: Gerge 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 t write a letter t the editr abut ne aspect f their lifestyle that they wuld like t change.
(1) Ask students t brainstrm with their partner.
•What lifestyle habit yu wuld like t change.
•Why yu want t change
•Hw yu plan t change.
•What result yu hpe t see
(2) Ask student t draft their letters t the editr and use the rganisatin f the letters abve t 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 t exchange the draft with a partner and use the checklist t help them review their partner’s draft.
√Des the letter say what the writer’s prblem is?
√Des the letter explain the decisins the writer made t slve the prblem?
√Des the letter shw the ways t change?
√Are the results included in the letter?
√Can yu see the writer’s attitude and determinatin in the letter?
√Is the letter clear and cmplete?
√Des the writer use crrect grammar, punctuatin, and spelling?
2. Ask the students t take their draft back and revise it.
3. Ask the students t share their letter with the rest f 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
Wang Lu
Prblem
•did nt feel _______________________________________________
•felt ______________________, lacked _______________________
•gt ____________________, experienced _____________________
Decisin
•t ______________________________________________________
•t ______________________________________________________
Actin
•stpped _________________________________________________
•exercise every day fr ______________________________________
Result
•mre ________________________ in ________________________
•sleeps ________________________, n lnger ________________
•feel like ________________________________________________
Gerge Fielding
Prblem
•felt __________________________________________________
•felt even mre after _____________________________________
Decisin
•t ___________________________________________________
Actin
•ges ________________________________________________
Result
•feels much mre _______________________________________
•feels he can ___________________________________________
①Which f the fllwing statements is NOT true accrding t the letters?
A. Wang Lu never ate any sugar.
B. Wang Lu ate much sugar befre attending the summer camp.
C. Gerge Fielding ften felt stressed ut after starting high schl.
D. Gerge Fielding used t be crazy abut nline games.
②Wang Lu’s bad habits included ________ befre attending the summer camp.
A. playing nline games
B. exercising regularly
C. ging climbing
D. eating t much sugar
③What’s the reasn fr the tthaches f Wang Lu?
A. She felt bad physically.
B. She exercised t little.
C. She ate t much sugar.
D. She brught many snacks frm hme.
④Wang Lu’s exercise des nt include ________.
A. taking a lng walk
B. jumping n the skatebard
C. playing table tennis
D. eating snacks with friends
⑤Thrugh rck climbing, Gerge Fielding did the fllwing things EXCEPT ________.
A. getting refreshed
B. spending mre time with his dad
C. getting t meet new friends
D. feeling mre stressed
⑥What did Gerge Fielding d t relax befre he tk part in the summer camp?
A. Playing cmputer games.
B. Rck climbing.
C. Playing basketball.
D. Watching cmedies.
⑦What’s the passage mainly abut?
A. An intrductin f a summer camp.
B. Smething abut being sleepy.
C. Smething abut sme sprts.
D. Tw students’ letters t the editr abut the changes f their lifestyles.
Unit 2 Healthy Lifestyle
Perid 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. Cmplete the chart.
2. Answer the questins.
3. Chse 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