人教版(新教材)高中英语选修3Unit2 Healthy Lifestyle教学设计1：Reading and Thinking & Learning About Language.docx

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1、Unit 2 Healthy LifestyleReading and Thinking & Learning About Language文本简析本课时阅读文本的主题是“健康的生活方式:旨在帮助学生认识习惯的本质及其运转原 理，在此基础上，利用习惯周期，聚焦影响习惯改变的关键因素，尽早识别和改变坏习惯， 从而树立积极的生活态度和健康的生活方式，提升识别问题、分析问题和解决问题的意识和 能力。本课时阅读文本类型为论说文，兼具议论文和说明文的特征。第一段提出问题，作者阐述了坏习惯的危害，并指出青少年应学会尽早识别坏习惯并做 出恰当改变。第二、三段分析问题，作者说明了习惯的内涵，并利用现代心理学知

2、识“习惯周期”, 揭示了习惯的运转原理。第四、五段解决问题，第四段阐述了习惯周期的应用价值，第五段那么阐述了改变坏习惯 的其他关键因素，包括时间和自律等等。第六段作者重申论说点，并呼吁年轻人认真思考并做出改变，从而建立健康快乐的生活 方式。在进行本文教学设计时，除梳理文本内容和结构外，教师应引导学生积累有关“健康的 生活方式”的话题词汇，如 physical and mental health, habit, appropriate, alcohol, tobacco, abuse, facilitate, examine, discipline, dominate等。学生学习语言时，应尽可能

3、融合内容的学习及思 维的培养。引导学生利用思维导图梳理语篇结构，建构对习惯这一概念及其运转原理的认识, 培养其逻辑思维能力，提高学生认识问题、分析问题和解决问题的能力。教学内容整体梳理语篇结构和文本内容，归纳坏习惯的危害，提炼习惯的关键特征，建构对习惯 的认识，阐述习惯运转原理，运用“习惯周期”理论分析常见的坏习惯，思考“习惯周期”对改 变坏习惯的积极作用。课时目标1 .通过自主提问，整体阅读文本、梳理语篇宏观结构、明确文本主要内容。2 .通过归纳坏习惯的危害，树立尽早识别和改变坏习惯的意识，融入tobacco, alcohol, abuse, dominate等语言学习。3 .提炼习惯的关键

4、特征，包括重复性、选择性、自发性和不易改变性，正确建构习惯 的概念。4 .通过同伴互助，阐述习惯运转原理，运用“习惯周期”分析坏习惯，思考其对改变坏 习惯的作用。教学过程Activity 1: Talking about habits and raising questions by students themselves本活动为实现课时目标1作铺垫。1. Check and talk about teenagers9 habits.Ask students to check their own habits and share their opinions on the following

5、questions.QI: Have you ever checked what habits you have? Make a list of them in one minute.Q2: Undoubtedly, there are good habits and bad ones in our lists. Do you want to change your bad habits?(According to students, different opinions, the teacher writes down the following questions on the black

6、board: Should bad habits be changed?)Q3: Is there any bad habit you want to change but seemingly impossible to change?2. Raise questions by students themselves.Ask students to brainstorm what are needed if we want to change bad habits.QI: Today, lefs make what seems impossible possible. To change ou

7、r bad habits, in your opinion, what do we need to know?Possible answers:(l)Why are bad habits so difficult to change?(2)How are bad habits formed?(3)How can bad habits be changed?(According to students different ideas, the teacher writes the second and the third questions on the blackboard.)K设计意图I步骤

8、1让学生观察和罗列自身习惯，包括好习惯和坏习惯，并针对是否想 要改变坏习惯，是否有想改变坏习惯却似乎改不掉的现象表达自己的观点和看法。在此过程 中，教师收集学生最普遍的坏习惯，铺垫语言如abuse, alcohol, tobacco等，从而为后续阅读 做好话题和语言上的准备。步骤2针对解决问题，让学生展开自主提问和思考，教师筛选出 学生的自主提问，为后续语篇学习提供方向。Activity 2: Figuring out the main idea and the structure of the article本活动为实现课时目标1。1. Read to find out which ques

9、tions are answered and in which paragraph(s) they are answered.Ask students to read the whole passage and make sure whether the following questions are discussed. If the answer is yes, relate the questions with paragraphs.QI: Should bad habits be changed?Q2: How are bad habits formed?Q3: How can bad

10、 habits be changed?Possible answer: Paragraph! is mainly about the first question, Paragraphs2-3 are about the second question while Paragraphs 4-5 are mainly about the last one.)K设计意图I该活动学生带着问题展开整体阅读，梳理文本主要内容和框架，有助于 培养学生的语篇意识。Activity 3: Figuring out whether bad habits should be changed (Paragraph

11、1)本活动为实现课时目标2。2. Read to find out whether bad habits should be changed.Ask students to read Paragraph 1 carefully and underline the supporting evidence.QI: Should bad habits be changed?These bad habits, if left unchecked, could lead to more serious ones when they become adults.3. What can be known f

12、rom “when they become adults”？Possible answer: in the long run or as time goes by)4. Why does the author give the example of tobacco and alcohol abuse” ?Possible answer: it is to explain more serious which refers to both physical and mental health problems )The teacher then helps students make a con

13、clusion.“In a word, bad habits will cause physical and mental health problems in the long run, so they should be changed early. Never should teenagers let bad habits their life.”Possible answers: influence, affect (not powerful enough); rule, control, dominateK设计意图I学生细读第一段，聚焦主要句子，通过分析和推断，提炼出坏习惯应该 尽早

14、改正的原因。在语境和观点表达中，体验不同语言的力量，从而感受dominate一词的 真正涵义，体会到改变坏习惯的必要性。同时，根据学生回答情况，教师也可融入“健康与 快乐”之间的辩证关系。Activity 4: Figuring out how bad habits are formed (Paragraphs 2-3)本活动为实现课时目标3和4。1. Read Paragraph 2 and think about the key features of a habit.Ask students to underline the main characteristics of a habit

15、 based on their reading.QI: What characteristics does a habit have?Possible answers: repeatedly, choice, automatic, much harder to change)Q2: Why is it hard to change a habit?Because we usually dont understand how habit works.2. Work in pairs, read Paragraph 3 and draw out the habit cycle of one of

16、your shared bad habits.3. Draw a conclusion and think further.QI: Is it difficult for you to understand how habits work?Q2: How does the author make the habit cycle more accessible to readers?Possible answers: by giving the definition, by giving a diagram, by giving an example.)K设计意图H步骤1旨在引导学生分析和概括习

17、惯的主要特征，包括重复性、选择性、 自发性和不易改变性，继而针对“不易改变”这一特征展开思考，引出习惯的运转机原理。步 骤2通过同伴互助，选择之前提供过的共同需要改变的习惯，通过学习文本，学会自我审视 和自我分析。在提供时，教师引导学生解决出现的理解问题，例如reward, routine出现错误 的情况，从而正确运用习惯周期。步骤3教师引导学生思考作者如何让抽象的现代心理学理 论变得通俗易懂。该活动有助于提升学生的逻辑思维能力，语言表达能力以及理论知识的学 习能力。AssignmentCan the habit cycle help to change bad habits? If yes, how can it help? Write down your ideas with a specific example of your own habit cycles.K设计意图X学生选择自己想改变的坏习惯，利用习惯周期展开分析，结合对习惯这一 概念及其特征的认识，思考并举例说明习惯周期对改变坏习惯是否有积极作用。该活动旨在 检测学生对本课时内容的掌握情况，同时为下一课时的学习作好铺垫与准备。