Unit2 Using Language(2) 名师教学设计

2/2Unit2UsingLanguage(2)名师教学设计课时内容Writealettertotheeditoraboutyourlifestyle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。[How]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StepI学习理解活动一：感知与注意1.Showsomepicturesaboutdifferentlifestylesandaskstudentstoexpresswhethertheyarehealthyornotandgivereasons. 2.Askstudentstotalkabouttheirownlifestyles.【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.Completethechart.Askstudentstoreadthetwolettersandcompletethechart.WangLuProblem•didnotfeel_______________________________________________•felt______________________,lacked_______________________•got____________________,experienced_____________________Decision•to______________________________________________________•to______________________________________________________Action•stopped_________________________________________________•exerciseeverydayfor______________________________________Result•more________________________in________________________•sleeps________________________,nolonger________________•feellike________________________________________________GeorgeFieldingProblem•felt__________________________________________________•feltevenmoreafter_____________________________________Decision•to___________________________________________________Action•goes________________________________________________Result•feelsmuchmore_______________________________________•feelshecan___________________________________________Suggestedanswers:◆WangLuProblem:well;sleepyanddizzy,passion;theflueasily,manytoothachesDecision:eatnosugar;exerciseregularlyAction:buyingsweets,biscuits,andsugarydrinks;atleast30minutesanddidsomethingactiveResult:dynamicandstronger,bothbodyandmind;soundly,suffersfromafluvirusortoothaches;incontrolofherownlife◆GeorgeFieldingProblem:stressedout;wornout,playingcomputergamesDecision:takecontrolofhislifeandfindotherwaystorelaxAction:rockclimbingmonthlywithhisdadResult:energetic;changehimselfforthebetter2.Answerthequestions.Readthetwolettersandfindouttheanswerstothefollowingquestions.•WhatweretheproblemsofWangLu?•WhatdidWangLudecidetodotosolvetheproblems?•WhatactiondidWangLutaketoputthosedecisionsintopractice?•WhatarethepositivechangesofWangLu?.•WhatweretheproblemsofGeorgeFielding?•WhatdidGeorgeFieldingdecidetodotosolvetheproblems?•WhatactiondidGeorgeFieldingtaketochangeforthebetter?•WhatarethepositivechangesofGeorgeFielding?Suggestedanswers:•WangLudidnotfeelwell,feltsleepyanddizzy,lackedpassion,gottheflueasilyandexperiencedmanytoothaches.•WangLudecidedtoeatnothingwithsugarandexerciseregularly.•WangLustoppedbuyingallthesweets,biscuitsandsugarydrinksthatsheusedtohaveeverydayandexerciseseverydayforatleast30minutes.•WangLufeelsmoredynamicandstrongerinbothbodyandmind,sleepssoundly,nolongersuffersfromafluvirusortoothaches,andfeelslikesheisincontrolofherownlife.•Hefeltstressedoutandevenmorewornoutafterplayingcomputergames.•Hedecidedtotakecontrolofhislifeandfindotherwaystorelax.•Hegoesrockclimbingmonthlywithhisdad.•Hefeelsmuchmoreenergeticandhealsofeelshecanchangehimselfforthebetter.3.Choosethebestanswers.Readtheletterscarefullyandchoosethebestanswer.①WhichofthefollowingstatementsisNOTtrueaccordingtotheletters?A.WangLuneverateanysugar.B.WangLuatemuchsugarbeforeattendingthesummercamp.C.GeorgeFieldingoftenfeltstressedoutafterstartinghighschool.D.GeorgeFieldingusedtobecrazyaboutonlinegames.②WangLu’sbadhabitsincluded________beforeattendingthesummercamp.A.playingonlinegamesB.exercisingregularlyC.goingclimbingD.eatingtoomuchsugar③What’sthereasonforthetoothachesofWangLu?A.Shefeltbadphysically.B.Sheexercisedtoolittle.C.Sheatetoomuchsugar.D.Shebroughtmanysnacksfromhome.④WangLu’sexercisedoesnotinclude________.A.takingalongwalkB.jumpingontheskateboardC.playingtabletennisD.eatingsnackswithfriends⑤Throughrockclimbing,GeorgeFieldingdidthefollowingthingsEXCEPT________.A.gettingrefreshedB.spendingmoretimewithhisdadC.gettingtomeetnewfriendsD.feelingmorestressed⑥WhatdidGeorgeFieldingdotorelaxbeforehetookpartinthesummercamp?A.Playingcomputergames.B.Rockclimbing.C.Playingbasketball.D.Watchingcomedies.⑦What’sthepassagemainlyabout?A.Anintroductionofasummercamp.B.Somethingaboutbeingsleepy.C.Somethingaboutsomesports.D.Twostudents’letterstotheeditoraboutthechangesoftheirlifestyles.Suggestedanswers:①～④ADCD⑤～⑦DAD【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Readthetwolettersandmakeasummaryinlessthan60words.Suggestedanswer:Twostudentstookpartinthesummercamp,throughwhichtheythoughtabouttheirlifestylehabitsanddecidedtochangethebadhabits.(要点1)WangLustoppedeatinganythingsweetwhileGeorgeFieldingmanagedtoquitplayingcomputergames.(要点2)Theybothchosetodosomethingactiveandendedupbecomingenergeticandhealthyagain.(要点3)Dorememberyoucanchangeyourselfbeforechangingtheworld.(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。StepⅡ应用实践活动四：分析与判断Askstudentstoworkingroupsoffourtoreadandanalysetheorganisationoftheletters.Havethemlabeltheparagraphsusingthelettersbelow.Aidentifyingproblem(s)BconsideringwhattodoCwhathe/shehasdonetochangeDtheresultsSuggestedanswers:◆Letter1:WangLuParagraph1—AParagraph2—BParagraph3&4—CParagraph5—D◆Letter2:GeorgeFieldingParagraph1—AParagraph2—A,BParagraph3—BParagraph4—CParagraph5—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Askstudentstowritealettertotheeditoraboutoneaspectoftheirlifestylethattheywouldliketochange.(1)Askstudentstobrainstormwiththeirpartner.•Whatlifestylehabityouwouldliketochange.•Whyyouwanttochange•Howyouplantochange.•Whatresultyouhopetosee(2)Askstudenttodrafttheirletterstotheeditorandusetheorganisationofthelettersabovetohelpthem.【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。StepⅢ迁移创新活动六：批判与评价1.Askthestudentstoexchangethedraftwithapartnerandusethechecklisttohelpthemreviewtheirpartner’sdraft.√Doesthelettersaywhatthewriter’sproblem