Unit2 Healthy Lifestyle Reading for Writing 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第三册

人教新版选修三 Unit 2 教学设计 第5课时 Using Language2(Reading for Writing) 授课教师 学校、年级 高一 课型 读写课 时长 40分钟 教学设计理念 一、《普通高中英语课程标准》（2017版2020修订）要求 核心素养要求：在阅读学习中提高语言技能，培养态度和行为价值取向，积极运用和调适英语学习策略，增强学生的语言能力、文化意识和学习能力；能够依据已有的知识和经验，围绕健康生活方式的主题归纳、概括、整合所获信息；能够按照逻辑顺序组织信息。 二、以育人价值为导向的“教学评一体化” 《普通高中英语课程标准》（2017版2020修订）提出，落实立德树人根本任务，发展英语学科核心素养，是普通高中英语课程的基本理念之一 ，并倡导建立“以学生为主体，促进学生全面、健康而有个性地发展”的课程评价体系，要求教师“处理好评价与教和学之间的关系，推动教、学、评一体化的实施”。基于英语学习活动观的教、学、评一体化教学实践，更新教师教育理念，改进教师教学和评价行为，促进学生学习及全面发展。 文本解读 【what】主题意义和主要内容 文本内容是两篇分享生活方式改变的书信，一位是牙齿健康问题，一位是经常熬夜玩电脑游戏问题，他们都参加了“选择健康生活方式”的夏令营活动，并积极调整，达到现在的身心健康状态。两篇文章的分享，都揭示了健康生活方式的重要意义：健康才是最重要的财富。 【why】写作意图 在正文结尾部分，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！该文本通过两个改变不良生活习惯产生积极结果的例子，旨在激励读者勇于改变自己，追求美好的生活。 【How】文体结构和语言修辞 文本内容兼具书信和记叙文的体裁特点。首先，它具备书信的基本要素：称呼、正文、信尾敬语和署名；其次，两篇来信都是以时间为主线，叙述了事情发生的经过，符合记叙文的特点。并且，作者都是以第一人称的方式叙述自己曾面临的问题、为解决问题作出的决定、实施的举措及产生的积极结果。文章结构清晰，且两篇来信属于同一主题，学生很容易从阅读文章中获得语言上的支撑, 如I realized I hardly ever felt well, either physically or mentally; Playing was fun, but I felt even more worn out afterwards.等。采取读写结合教学法，指导学生从结构、语言和内容三个视角解读该教材文本，通过解读——赏析——模仿——运用，为顺利完成讲述自己生活方式的书信的写作搭建支架。此外，教师应指导学生开展自主学习、合作学习和探究学习，进而提高学生的分析、归纳和表达能力。 学情分析 读写课安排在第5课时进行，通过前4课时的学习，学生已经积累了一定的话题知识和词汇，且该书信文本以记叙文形式，按照时间先后顺序讲述了生活方式的改变，易于学生理解文本大意。但学生不擅长梳理文本结构，且将文本中前后生活状态改变的表达结合自身情况进行迁移应用的能力较差。因此，教学过程中要注意引导学生进行归纳、整理和应用。 教学目标 通过本课的学习，学生能够： 1. 了解作者改变不良生活方式的过程，总结文章结构和写作手法。 2. 写一篇改变自身不健康生活方式的文章，制定具体的改变措施，积极付诸行动。 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，培养健康生活习惯。 教学重难点 教学重点： 了解作者改变不良生活方式的过程，总结文章结构和写作手法。 教学难点： 1. 引导学生制定具体的改变措施，积极付诸行动。 2. 引导学生关注不良生活方式对人们身心健康的影响,改变不良习惯,培养健康的生活方式。 教学资源 PPT, 黑板，多媒体 第5课时 教学过程 Activity1 Talk about students’ lifestyles and lead in some related phrases. 本活动为实现课时目标1作铺垫。（3分钟） Q1: Do you live a healthy lifestyle? What unhealthy lifestyles do you have? drinking milk tea often having fast food frequently drinking and smoking sitting for a long time playing cellphone in bed being too stressed out Q2: Do you want to live a healthier lifestyle and feel happier? Q3: What is your ideal lifestyle? (In the morning, get up at..., in the day..., at night...; spend more time on hobbies...) Q4: What do you want to do to live more healthily and happily? (drink/eat less junk food, do more exercise, keep balance between...and...; turn to others for help... ) 设计意图：围绕healthy lifestyle话题，从学生实际情况出发，让学生思考自己的生活方式现状，活跃气氛，同时进行话题词汇输入，为后续阅读和写作作铺垫。 核心素养提升点：训练围绕语篇主题进行口头表达的能力，提升发散性思维。 Activity2 Set the context for students and guide them to read for writing. 本活动为实现课时目标1作铺垫。（1分钟） Suppose the school has recently set up a “healthy lifestyle club”, and you are one of the club members. Now, you are going to write a letter to your foreign friend Paul about“The change of my lifestyle”after attending the club. Q1: How will you write the letter? What should be included in the letter? 设计意图：创设情境，激活学生学习经验,引发学生探究热情,形成阅读期待。 核心素养提升点：培养学生自主学习和主动思考的能力。 Activity3 Guide students to read the two letters of the text and help them organize their own letter.（18分钟） 本活动旨在落实课时目标1和2。 1. Introduce the background of the text. Two students, Wang Lu and George Fielding, attended the summer camp organized by the magazine Healthy Life and wrote to the editor. 2. Guide students to go through letter1, help them find some key words for each paragraph, and lead them to summarize the structure of letter1. (Para.1worrying problem; Para.2 made up my mind to… decision; Para.3 After that，I stopped…，Para 4 My exercise was… action Para5 The results… result） 3. Does letter2 have the same “problem,decision,action,result” structure? 4. Read their letters more carefully and find the process of their changes after attending the camp.(exercise1 on Page21 of the textbook) Guide students to tick out the related phrases or sentences in order to find answers to the chart above. Wang Lu George Fielding Beginning of the letter(problem) ①background After I attended your summer camp.., I realized... As I took part in the summer camp..., I started to analyse my choices... ②problem Most worrying, though, I got the flu easily and experienced many toothaches. I felt stressed out and always relaxed by playing computer games. Body of the letter(Try to brainstorm more similar expressions) ③decision I made up my mind to change the unhealthy lifestyle... I decided to take control of my life and find other ways to relax. ④action After that I stopped... I had to replace...with... Ending of the letter(Result. Remember to inspire others at the end of the letter) ⑤body I sleep soundly at night now. I no longer suffer from... I Feel much more energetic. ⑥mind I feel like I’m in control of my own life. (inspiration: I can change myself. I just need to try) I feel that I can change myself for the better. (inspiration:Be the change you want to see in the world.) 35.5. Ask students some questions to check their understanding of the text and lead in the writing part. ①What did Wang Lu most worry about? (Her getting the flu and toothaches easily.) ②Why did Wang Lu determine to change lifestyle choices? (She was encouraged by what she heard at the summer camp, which is “Change the world by changing yourself.”) ③What made George Fielding become involved in his bad habit? (Being under great pressure at school.) ④ What do the two students Wang Lu and George Fielding have in common? (They have got rid of bad habits and become energetic now.) ⑤What’s your choice of lifestyle? ⑥What’s the structure of the letter? What contents should be included in a letter? 设计意图：通过细节阅读文本内容，了解关于“分享生活方式改变”的书信所涵盖的基本内容，从细节到整体分析文章结构；最后的问答活动，在增进学生对文本理解的同时，也引导学生结合自身情况深入思考该话题，引导学生树立正确的价值观，选择健康的生活方式。 核心素养提升点：训练围绕主题语篇获取、整合、梳理信息的能力；训 练学生进行口头表达的能力，提升发散性思维。 Activity4 Guide students to draft the letter. 本活动旨在落实课时目标2和3。（18分钟） 1. Guide students to discuss in pairs about structure of the letter and take down some useful expressions. 2. Ask students to write down their own problems of a healthy lifestyle, the decision, action and result of attending the school “healthy lifestyle club”. And then draft their letter. 3. Guide students to exchange the draft with their partner and use the checklist given by the teacher to offer assessment. 4. Ask some pairs to show their letters and the scores given to their partner’s letter. 设计意图：通过课文的学习，对文章结构与表达的讨论和梳理，为学生提供写作的语言支架，让学生有抓手；在写后互评环节，通过分享和评价，提高学生的鉴赏力，促进双方的交流，也促进学生运用语言的能力。 核心素养提升点：提升写作和习作鉴赏、以及综合表达的能力。 Homework 1. Improve the letter according to the checklist. 2. Try to change the bad habits according to what you have written in the class and think of more ways to change your lifestyle for the better. 板书设计 Write a letter to the editor about your lifestyle ①beginning: tell the background, introduce the topic ②body part: decision, action ③ending: healthy in body, mind(inspire others) 学科网（北京）股份有限公司 $$