Unit 3 A healthy life教学设计

BOOK 6 Unit 3 A healthy life

教学内容分析

本课的教学内容是《英语》（新标准）选修6第三单元的课文。该文以"A healthy life"为主题，听、说、读、写等活动主要围绕如何健身、怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟、吸毒、学习与工作压力等影响健康的棘手问题，为教师培养学生的听说能力提供了丰富的材料。引导学生讨论这些问题，目的在于让他们远离有损身体健康的活动，并养成良好的生活习惯。

Teaching goals教学目标

1、Target language 目标语言

a.重点词汇与短语

cigarette,alcohol,stress,addicted metal,pregnant,quit.

b.重点句式

It's amazing that....

...,I knew it was time to quit smoking.

2、Ability goals能力目标

Enable the Ss to learn how people usually get addicted to cigarettes and how they can quit smoking.

3、学能目标

Enable the Ss to learn how to give advice on stopping smoking.

Teaching important points教学重点

Learn the bad effects of smoking and how to give advice on stopping smoking.

Teaching difficult points教学难点

Learn in what ways people get addicted to cigarettes.

Teaching methods教学方法

Discussion,cooperative learning and oral practice.

Teaching aids教具准备

A computer and a tape-recorder

Teaching time:45minutes

Teaching procedures and ways教学过程与方式

Step1 Warming up (通过听歌曲提问引出"health"这一话题，引起学生的兴趣。)

T: Greetings as usual. Let Ss enjoy a happy song to begin with the lesson.(健康歌)then ask the Ss sing and clap their hands while listening.

T:Can you tell me what it's about ?

Ss: "Health"

[设计说明] 教师播放生动有趣的动漫音乐让学生轻松进入暂新的知识天地，营造了有利于学生积极参与、主动求知的宽松学习空间。同时熟悉的旋律更为贴切教学内容的话题还能让学生形成共性认识，为后面的活动打好基础。

1、Show some pictures on the computer(Directions):

Looking at the following pictures and answer:

（1）、What are they doing ?

（2）、Which are healthy activities while which are unhealthy activities?

(Ask the students to describe the pictures using their own words)

Straightforward description:

Picture one:They are Singing. Healthy

Picture two:They are Dancing. Healthy

Picture three:They are Playing basketball. Healthy

Picture four:They are Doing Taiji. Healthy

Picture five:They are Drinking alcohol. Unhealthy

Picture six:They are Eating too much. Unhealthy

Picture seven:They are Smoking, coughing. Unhealthy

2、 What's a healthy life?（通过讨论，使学生进一步熟悉话题，同时锻炼学生的听说能力。）

(After discussion)Possible answer:

To be sure healthy, a person must be well in mind, body and spirit.

[设计说明] 教师快速闪现一些图片，重要的是在第一时间抓住学生的注意力。让各组自行选择讨论的图片，学生的自我意识得到了满足，学生积极性高，参与意识强，获得了成就感。学生回答"什么是健康生活"这表明学生更乐意用英语来讨论他们熟悉或感兴趣的话题，表达他们的认识和感受。这个讨论同时为下一步的阅读做了铺垫和准备。

Step 2 Pre-reading

T: Since you have a better understanding of health, I am wondering if any of you smoke ? If you have, have you ever tried to stop? Why do you think some adolescents start smoking?

Possible answer:

Some adolescents start smoking because they are falsely influenced by some media. Some think it's cool. Maybe some want to lighten some stress.

T:What advice would you give to someone who want to stop smoking?

Possible answer:

Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.

[设计说明]任务的主要目标在于启发学生联系实际讨论，让学生明白"抽烟有害于健康"这一道理。以便在平时能够自觉或有意识的远离吸烟。同时在学生的语言输出过程中，同学们进行pair work操练，由于不同组学生之间存在信息沟，他们之间的交流是真实、有效的。从课堂的反映来看，学生是积极主动地完成这一任务的。

Step 3: Post -reading(Part one、part two)

T：In my opinion , if they show interest in some activities and they can devote themselves to them ,gradually they will keep away from cigarettes and finally quit smoking. Do you agree with me ?

Ss: yes.

T: (Part one) Here is a letter from granddad of James, please listen to the tape and get a main idea of this passage .The first reading Skim each paragraph and find out the main idea for each one. The second reading let the Ss read the passage carefully to learn about more details. Later fill in the chart with information from the reading passage.

Different ways people can become addicted to cigarettes


Harmful physical effects for smokers


Effects a person's smoking can have on other people


Effects smoking can have on sporting performance

 

[设计说明]这是本课的重点。在阅读的不同阶段布置难度不同的任务，旨在让学生投入到阅读的过程中去，同时培养学生良好的阅读技巧与能力。在Skimming 部分，我将原文的例子进行改编，即取出原文的小标题并打乱次序，让学生选择填空。这项活动有助于学生理解文章结构，同时考查学生概括段落大意的能力。在Scanning部分，这个表格中任务明确，难度比前面的任务有所增加，信息量也增大了。要求学生四人一组，各有侧重，先集体讨论，然后分别完成各自任务，最后整合在一起。在学生完成任务时，教师给予每组必要的语言上和任务分配上的指导,帮助学生加深对课文内容的理解和巩固，培养学生自主学习、合作探究的精神。

T: Up to now, we have known how people usually get addicted to cigarettes and harmful effects of smoking on smokers and nonsmokers. But how can people stop smoking? Does James' granddad tell him how to stop smoking? Ok, let's listen to the second part and try to answer the questions:

(1)What are the suggestions James' grandfather gives to quit smoking?

Possible Suggestions to quit smoking:

Prepare yourself

Be determined

Break the habit

Relax

Get help if you need it

Keep trying......

(2). Do you think the information and advice on the internet page that James' grandfather sent is useful for someone who is trying to give up smoking? Possible answer:

It's a good summary but a person wanting to give up should probably look for more information than what is presented here.

T: Let the Ss read the second part and fill in the blanks in the following summary of the article.

[设计说明] 学生讨论后发现吸烟有害健康，即然有了问题，那就应该着手去解决了。因此他们要提出自己的想法，怎样获得帮助或怎样去帮助别人呢？这样实际生活中的点滴为话题学生比较感兴趣，也很容易找到相关信息。

Step4 After-reading(Role play)（引导学生写一个劝告他人戒烟的对话，并进行表演。）

Let the Ss write a dialogue to give some helpful advice on stopping smoking.

A: Someone who gets addicted to smoking.

B: One of A's family members or friends or classmates, etc.

B tries to gives A some helpful advice and persuade him/her to give up smoking

[设计说明] 在这种互动性的语言活动中，鼓励学生主动参与，运用他们已经掌握的语言知识，通过真实的交流来表达他们真实的思想和情感，体现了学生思维和语言创新，有助于学生创造性思维的形成和提高。同时也体现了语言为生活服务的宗旨。

Step 5 summing up

[设计说明]通过前面几个环节的教学，学生对课文的信息及相关的知识有了全面的理解，让学生就吸烟这话题、词语等方面的学习内容自我评价，判定学习情况，有利于培养学生自主学习的良好习惯。

Step 6 Homework（让学生课后加深对"抽烟有害于健康"这一话题的理解。）

教学反思

本节课英语教学中以问题为线索，采用"任务驱动"方法，让学生自主探究和协作探究为主，培养学生的自主学习能力。故本人在这节课中通过安排学生的个人探索、协作学习、讨论等各种形式来激发学生学习兴趣，主动阅读，有创造性的完成任务。让学生在教师的指导下，通过感知、体验、实践，参与和合作等方式，实现任务的目标，感受成功：在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。采用师生交流方式导入自然亲切，拉近了师生之间的情感距离，营造出宽松的学习气氛。根据教师提出的一系列问题，学生自主搜索相关的信息资料，然后以个人探究和协作学习相结合，并以各种的形式展示交流成果。本人这节课安排探究和讨论过程中的观点汇总等形式鼓励学生借助小组活动的形式来合作，来表达，来思考。能使学生在活动中互相学习、互相帮助，互相鼓励，体验集体荣誉感和成就感，发展合作精神。当然也存在几点问题：考虑到时间的分配，在第一阶段的语言输入和输出都显得仓促了一些，如果给学生更多的机会，语言掌握的效果应该会更好。同时，在口头对话这个环节里，学生们都非常积极踊跃，但由于时间关系，没能让更多同学代表来展示他们的对话。