Unit 2 Healthy Lifestyle Write a letter to the editor about your lifestyle 教学设计-2023-2024学年高中英语人教版（2019）选择性必修第三册

Unit2 Using Language(2) 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：读者来信 文本分析： 【What】该板块呈现了两封读者来信，是两位学生参加某杂志社举办的“健康生活方式选择”主题夏令营后，分享自身感想和体会的信件。两位学生分别描述了自己参加主题夏令营之后的变化。虽然参加同一主题活动，但他们面临的问题不同，因而采用了不同的改变路径，展示了青少年生活方式的多样性以及改变方法的多样性。 【Why】本节课话题紧扣学生生活，有很强的实用性。通过写个人经历，学生不仅可以在真实语境中使用正确的表达方式来陈述自己的生活和变化，提高语言运用能力，还能增强做事的计划性和执行力，养成三思而后行的好习惯，对培养学生的发散性思维、鼓励他们灵活运用问题解决策略等方面有促进作用。 【How】这两篇文章兼具书信和记叙文的体裁特点。首先，它具备书信的基本构成要素，包括称呼（salutation，即 Dear Editor）、正文（body，均为五段）、信尾敬语（complimentary close，即 Yours truly 和Sincerely）和署名（signature，即 Wang Lu和 George Fielding）。这两封信正文部分的五段则为记叙文写法。两位作者以第一人称的方式详述了自己曾面临的问题、为解决问题作出的决定、实施的举措以及产生的积极结果。作者以时间为主线叙述事件发生的经过，即从过去的不健康或亚健康状态，经过积极调整，达到现在的身心健康状态。在正文部分的结尾，作者都写了自己的感悟，总结起来就是：做自己的主人，改变自己，我做，我能！这些内容能够激励读者勇于改变自己，追求美好的生活。此外，正文中还有两条暗线，第一条是作者改变前后的身心状态的对比，第二条是前后两种不同生活方式的对比。这两种对比能够让读者感受改变带来的好处，从而下定决心去改变自己的不良生活方式。 课时目标 学完本课后，学生能够： 1．了解两篇文章中作者改变不良生活方式的过程，在此基础上总结文章的结构和写作手法。 2．写一篇改变自身不健康生活方式的文章，内化并运用所学语言。 3．正确认识不良生活方式对人们身心健康的影响，勇于改变不良习惯，培养健康的生活方式。重点难点 重点 1．指导学生阅读两篇文章并了解作者改变不良生活方式的过程，在此基础上总结文章的结构和写作手法。 2．引导学生正确认识不良生活方式对人们身心健康的影响，激励学生勇于改变不良习惯，培养健康的生活方式。 难点 指导学生写一篇改变自身不健康生活方式的文章，内化并运用所学语言。 教学准备 教师准备：准备读者来信的语言特点和写作风格的内容。 学生准备：复习记叙文几要素和记叙文的写作风格及特点的知识。 精彩课堂 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 decide whether they are healthy or not. Then have them give reasons. 2. Ask students to talk about their own lifestyles. 【设计意图】在阅读之前，让学生讨论健康的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。 3. Ask students to skim for the text type and find out typical symbols by looking through salutation, body, complimentary close and signature. 【设计意图】帮助学生分析文本体裁，引导学生快速找到书信的基本构成要素：称呼、正文、信尾敬语和署名。 活动二：获取与梳理 1. Guide students to predict the main idea of the text. Suggested answer: The main idea of the text: Two students' letters to the editor about the changes of their lifestyles. 2. Ask students to read the two letters and complete the table. (Activity 1) Suggested answers: Wang Lu Problem:well; sleepy and dizzy, passion; flu easily, many toothaches Decision: eat no sugar; exercise regularly Action: buying sweets, biscuits, and sugary drinks; at least 30 minutes Result: dynamnic and stronger, both body and mind; soundly, suffers from flu 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 himseIf for the better 【设计意图】引导学生梳理、整合两位作者曾面临的问题、为解决问题作出的决定、实施的举措以及产生的积极效果，从而体验作者的思维过程。 ·What were the problems of Wang Lu? ·What did Wang Lu decide to do to solve the problems? ·What acton 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. She often 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. She also went outside every day for at least 30 minutes and did something active. ·Wang Lu feels more dynamic and stronger than ever, 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. ·George Fielding felt stressed out and even more worn out after playing computer games. ·George Fielding decided to take control of his life and find other ways to relax. ·George Fielding goes rock climbing monthly with his dad. ·George Fielding feels much more energetic and he also feels that he can change himself for the better. 4. Ask students to read the letters carefully and choose the best answers. 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 computer games. ②Wang Lu's bad habits include 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. Wang Lu felt bad physically. B. Wang Lu exercised too little. C. Wang Lu ate too much sugar. D.Wang Lu 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 doesn't A.get refreshed B. spend more time with his dad C.get to meet new friends D.feel more stressed ⑥What did George Fielding do to relax beore he took part in the summer camp? A.Playing computer games. B. Rock climbing. C. Playing basketball. D.Watching comedies. Suggested answers: ①~⑥ ADCDDA Step II 应用实践 活动三：分析与判断 1. Ask students to work in groups of four to 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 2. Ask students to analyse the language features of a letter about how to talk about actions and connect the different parts of the essay with connectors. Functions Connectors Explaining cause and effect because, owing to, due to, hence, therefore, as a result,... above all, in particular, undoubtedly, absolutely,... Emphasising 【设计意图】引导学生梳理信件的写作手法和语言特征，让学生清楚如何写信，提升语言表达能力，为接下来的写作提供框架支撑。 活动四：内化与运用 Writing. Ask students to write a letter to the editor about one aspect of their own lifestyle that they would like to change. (1)Ask students to brainstorm with their partner. What lifestyle habit you would like to change OWhy you want to change How you plan to change What result you hope to see (2)Ask student to draft their letter to the editor and use the organisation of the letters above to help them. 【设计意图】通过讨论自己想要改变的生活方式的问题及想要改变的原因、计划如何改变和希望看到的结果等内容，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 活动五：批判与评价 1. Ask students to exchange their 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 students to get their draft back and revise it. 3. Ask 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，作者的态度和决心及文章的语法、标点、词汇拼写是否正确等-的了解，使学生对同伴的草稿进行综合评价并进行相互学习，加深对主题意义的理解，培养批判性思维及多元思维，实现深度学习。 活动六：想象与创造 1. Invite a student to share his or her work. Have the others make some comments on it. If possible, let some students try to polish it. Suggested answer: Dear Editor. I was walking past a shop window the other daywhen I saw my reflection. At first. I didn't realise it was me. When I saw it was me, I felt sad as I was overweight. I didn't realise how I looked, and nowv I really want to change. I really like cating, but I realise I eat too much, and I don't eat good things. I want to change because I want to be able to look at myself and feel happy with how I look. I also want to be healthy. My plan is to change my diet and exercise regularly. I will stop eating sugar,and only eat at mealtimes rather than eating snacks during the day. I will focus on healthy foods. Then I will exercise every day. I will walk to school and back, and on the weekend, I will go swimming. I have only been doing my plan for a week, but I'm already starting to feel better. I haven't lost a lot of weight yet, but I feel positive. I feel confident that I will reach my goal! Yours sincerely, A.Smith 【设计意图】学生通过课堂展示与评判赏析，巩固了课堂所学，提高了写作能力。 2.Homework. Ask students to choose one to do. (1)Polish your own draft. (2)If you want to challenge yourself, you can write a story of your friends. 【设计意图】学生可以在两个作业中任选一个完成，照顾了不同能力的学生，实现了作业分层，而且第二个作业是在本节课的基础上进行了知识的迁移和创新。 学科网（北京）股份有限公司 $$