Unit 2 Healthy Lifestyle教案

Readingand Thinking: Climate Change Requires World Attention

文本簡析

本單元閱讀文本的話題是“健康的生活方式”，旨在幫助學生認識習慣的本質(zhì)及其運轉原理，在此基礎上，利用習慣周期，聚焦影響習慣改變的關鍵因素，盡早識別和改變壞習慣，從而樹立積極的生活態(tài)度和健康的生活方式，提升識別問題、分析問題和解決問題的意識和能力。

本語篇類型為論說文，兼具議論文和說明文的特征。文本第一段旨在提出問題，作者闡述了壞習慣的危害，并指出青少年應學會盡早識別壞習慣并做出恰當改變。第二、三段旨在分析問題，作者闡明了習慣的內(nèi)涵，并利用現(xiàn)代心理學知識——“習慣周期”，揭示了習慣的運轉原理。第四、五段旨在解決問題，第四段闡述了習慣周期的應用價值，第五段則闡述了改變壞習慣的其他關鍵因素，包括時間和自律等等。第六段作者重申論說點，并呼吁年輕人認真思考并做出改變，從而建立健康快樂的生活方式。

在進行本文教學設計時，除梳理文本內(nèi)容和結構外，教師應引導學生積累有關“健康的生活方式”的話題詞匯，如physical and mental health, habit, appropriate, alcohol,tobacco, abuse, facilitate, examine, discipline, dominate等。學生學習語言時，應盡可能融合內(nèi)容的學習及思維的培養(yǎng)。引導學生利用思維導圖梳理語篇結構，建構對習慣這一概念及其運轉原理的認識，培養(yǎng)其邏輯思維能力，提高學生認識問題、分析問題和解決問題的能力。

第1課時

一、教學內(nèi)容

整體梳理語篇結構和文本內(nèi)容，歸納壞習慣的危害，提煉習慣的關鍵特征，建構對習慣的認識，闡述習慣運轉原理，運用“習慣周期”理論分析常見的壞習慣，思考“習慣周期”對改變壞習慣的積極作用。

二、課時目標

1. 通過自主提問，整體閱讀文本、梳理語篇宏觀結構、明確文本主要內(nèi)容。

2. 通過歸納壞習慣的危害，樹立盡早識別和改變壞習慣的意識，融入tobacco, alcohol, abuse, dominate等語言學習。

3. 提煉習慣的關鍵特征，包括重復性、選擇性、自發(fā)性和不易改變性，正確建構習慣的概念。

4. 通過同伴互助，闡述習慣運轉原理，運用“習慣周期”分析壞習慣，思考其對改變壞習慣的作用。

三、教學過程

Activity1: Talking about habits and raising questions by students themselves

本活動為實現(xiàn)課時目標1作鋪墊。

1.Checkand talk about teenagers’ habits.

Ask studentsto check their own habits and share their opinions on the following questions.

Q1: Haveyou 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 badhabits?

(Accordingto students’ different opinions, the teacher writes down the following questionson the blackboard: Should bad habits be changed?)

Q3: Is thereany bad habit you want to change but seemingly impossible to change?

2.Raisequestions by students themselves.

Ask studentsto brainstorm what are needed if we want to change bad habits.

Q1: Today,let’s make what seems impossible possible. To change our bad habits, in your opinion,what do we need to know?

Possibleanswers:

(1)Why arebad habits so difficult to change?

(2)How arebad habits formed?

(3)How canbad habits be changed?

(Accordingto students’ different ideas, the teacher writes the second and the third questionson the blackboard.)

【設計意圖】步驟1讓學生觀察和羅列自身習慣，包括好習慣和壞習慣，并針對是否想要改變壞習慣，是否有想改變壞習慣卻似乎改不掉的現(xiàn)象表達自己的觀點和看法。在此過程中，教師收集學生最普遍的壞習慣，鋪墊語言如abuse, alcohol, tobacco等，從而為后續(xù)閱讀做好話題和語言上的準備。步驟2針對解決問題，讓學生展開自主提問和思考，教師篩選出學生的自主提問，為后續(xù)語篇學習提供方向。

Activity2: Figuring out the main idea and the structure of the article

本活動為實現(xiàn)課時目標1。

1.Read tofind out which questions are answered and in which paragraph(s) they are answered.

Ask studentsto read the whole passage and make sure whether the following questions are discussed.If yes, relate the questions with paragraphs.

Q1: Shouldbad habits be changed?

Q2: Howare bad habits formed?

Q3: Howcan bad habits be changed?

(Possibleanswer: Paragraph1 is mainly about the first question, Paragraphs2-3 are about thesecond question while Paragraphs 4-5 are mainly about the last one.)

【設計意圖】該活動學生帶著問題展開整體閱讀，梳理文本主要內(nèi)容和框架，有助于培養(yǎng)學生的語篇意識。

Activity3: Figuring out whether bad habits should be changed (Paragraph 1)

本活動為實現(xiàn)課時目標2。

1. Readto find out whether bad habits should be changed.

Ask studentsto read Paragraph 1 carefully and underline the supporting evidence.

Q1: Shouldbad habits be changed?

“These badhabits, if left unchecked, could lead to more serious ones when they become adults.”

2. Whatcan be known from “when they become adults”?

(Possibleanswer: “in the long run” or “as time goes by”)

3. Why doesthe author give the example of “tobacco and alcohol abuse” ?

(Possibleanswer: it is to explain “more serious”, which refers to both “physical and mentalhealth problems”)

The teacherthen helps students make a conclusion.

“In a word,bad habits will cause physical and mental health problems in the long run, so theyshould be changed early. Never should teenagers let bad habits ___________theirlife.”

(Possibleanswers: influence, affect (not powerful enough) ; rule, control, dominate)

【設計意圖】學生細讀第一段，聚焦主要句子，通過分析和推斷，提煉出壞習慣應該盡早改正的原因。在語境和觀點表達中，體驗不同語言的力量，從而感受dominate一詞的真正涵義，體會到改變壞習慣的必要性。同時，根據(jù)學生回答情況，教師也可融入“健康與快樂”之間的辯證關系。

Activity4: Figuring out how bad habits are formed (Paragraphs 2-3)

本活動為實現(xiàn)課時目標3和4。

1. ReadParagraph 2 and think about the key features of a habit.

Ask studentsto underline the main characteristics of a habit based on their reading.

Q1: Whatcharacteristics does a habit have?

(Possibleanswers: repeatedly, choice, automatic, much harder to change)

Q2: Whyis it hard to change a habit?

Becausewe usually don’t understand how habit works.

2. Workin pairs, read Paragraph 3 and draw out the habit cycle of one of your shared badhabits.

3. Drawa conclusion and think further.

Q1: Is itdifficult for you to understand how habits work?

Q2: Howdoes the author make the habit cycle more accessible to readers?

(Possibleanswers: by giving the definition, by giving a diagram, by giving an example.)

【設計意圖】步驟1旨在引導學生分析和概括習慣的主要特征，包括重復性、選擇性、自發(fā)性和不易改變性，繼而針對“不易改變”這一特征展開思考，引出習慣的運轉機原理。步驟2通過同伴互助，選擇之前分享過的共同需要改變的習慣，通過學習文本，學會自我審視和自我分析。在分享時，教師引導學生解決出現(xiàn)的理解問題，例如reward, routine出現(xiàn)錯誤的情況，從而正確運用習慣周期。步驟3教師引導學生思考作者如何讓抽象的現(xiàn)代心理學理論變得通俗易懂。該活動有助于提升學生的邏輯思維能力，語言表達能力以及理論知識的學習能力。

Assignment

Can thehabit cycle help to change bad habits? If yes, how can it help? Write down yourideas with a specific example of your own habit cycles.

【設計意圖】學生選擇自己想改變的壞習慣，利用習慣周期展開分析，結合對習慣這一概念及其特征的認識，思考并舉例說明習慣周期對改變壞習慣是否有積極作用。該活動旨在檢測學生對本課時內(nèi)容的掌握情況，同時為下一課時的學習作好鋪墊與準備。

第2課時

一、教學內(nèi)容

分析、歸納和提煉改變壞習慣的關鍵路徑和因素，明確作者寫作意圖，堅定改變壞習慣的信念，并表達采取行動的意愿和措施，從而樹立健康的生活方式。

二、課時目標

1. 能提煉和概括習慣改變與養(yǎng)成的關鍵在于替換習慣周期中的慣常行為，并關注時間、自律和持續(xù)努力等其他關鍵因素，完整回答如何改變壞習慣，融入facilitate, examine, discipline等語言學習。

2. 能提煉語篇完整結構，明確作者寫作目的，論述習慣改變與養(yǎng)成的不同方法，堅定改變壞習慣的信心和信念，樹立健康的生活方式。

3. 能運用習慣的特征、運轉機制、影響因素、改變路徑和方法，設計一份中學生某一習慣調(diào)查問卷。

三、教學過程

Activity1: Checking the assignment and leading in

本活動為實現(xiàn)課時目標1作鋪墊。

1.Reportopinions on whether the habit cycle helps to change bad habits.

Ask students to share their writings in frontof class.

Q: Can thehabit cycle help to change bad habits? If yes, how can it help? Report your ideaswith a specific example of your own habit cycles.

【設計意圖】該活動讓學生針對第一課時作業(yè)發(fā)表觀點并做課堂展示，一方面能檢測學生對第一課時的掌握情況，另一方面借助學生習作回顧課文主要內(nèi)容，同時能切入第二課時的閱讀。

Activity2: Reading to find out the application of the habit cycle (Paragraph 4)

本活動為實現(xiàn)課時目標1。

1.Read towork out the author’s opinion on the application of the habit cycle.

Ask studentsto read Paragraph 4 and figure out what can the habit cycle be used for.

Q1: What’sthe author’s opinion? How do you know that?

“Aside fromchanging bad habits, we can also use the habit cycle to create good ones.”

Q2: What’sthe function of the above sentence?

(Possibleanswer: It concludes the former information and introduces the following.)

Q3: Howcan we facilitate a positive change in our bad habits? “facilitate” means “to makean action or a process possible or easier”.

(Possibleanswer: first examine our bad habit cycles and then try to adapt them.)

Q4: Howdo we adapt bad habits?

By combiningthe information from our habit cycles with our own positive ideas.

Q5: Accordingto the two examples given, what information is changed in the adapted habit cycle,cue, routine or reward? / What should be changed if we want to change bad habits?

The routine.Change the routine, change the bad habits.

【設計意圖】引導學生關注段落承上啟下的關鍵句，梳理出段落內(nèi)結構，從而快速提煉出習慣周期的兩種應用。抓住adapt的具體指代及兩個例子的共性，提煉出改變壞習慣的關鍵在于改變習慣周期中的慣常行為（routine），以此提升學生的語言能力和思維能力。

Activity3: Reading to figure out other key factors in changing bad habits

本活動為實現(xiàn)課時目標1。

1.Read Paragraph5 and work out what else are needed to change bad habits.

Q1: Withthe habit cycle, do you think bad habits can be changed right away?

Q2: Whatelse are needed? Read Paragraph 5 and underline the key words.

(Possibleanswer: Changing bad habits also takes time, discipline and repeated efforts.)

Q3: Do youthink you are a person of discipline? Who is more of a person of “discipline” inthe following example?

Both Jamesand John have been trying to get rid of cellphone addict. They were both on theverge of breakdown. James chose to turn to his friends for help and it worked fora while. But John chose to make a clear plan of how long he could play cellphoneseach day and reduce about fifteen minutes at a time. Difficult as it was, he controlledhis own behavior to stay on track.

Therefore,“discipline” means “the ability to control their behavior or the way they live,work, etc”.

Q4: As Laoziwrote, “A journey of a thousand miles begins with a single step”. In your opinion,what is the first single step to break bad habits?

(Possibleanswer: The very willingness and eagerness to live a healthy life.)

2.Make asummary and answer how bad habits can be changed.

Ask studentsto answer the last question raised by themselves.

Q1: How can bad habits be changed?

(Possibleanswer: We should spend a period of time in changing the routine into a healthierone with strong willingness, great discipline and repeated efforts. Gradually, badhabits can be and will be changed.)

【設計意圖】通過抓住習慣周期能否讓習慣改變立竿見影，引導學生閱讀第五段，分析、思考并概括習慣改變的其他關鍵因素，進一步加深對習慣及其改變的理解，提升邏輯性思維能力。聚焦學生的難點，即對“discipline”的理解，教師運用情境幫助學生理解涵義，從而提升語言能力。借助“千里之行，始于足下”，思考改變壞習慣的最根本最開始的一步，從而與單元主題建立關聯(lián)，體現(xiàn)主題意義。最后讓學生整合第四、五段內(nèi)容，回答學生提出的最后一個問題——如何改變壞習慣，該活動綜合了內(nèi)容、語言和思維。

Activity4: Figuring out the structure and the writing purpose

本活動為實現(xiàn)課時目標2。

1.Read Paragraph6 and think about its main idea and the writer’s writing purpose.

Q1: If youwere the author, how would you end your article?

“For youngpeople, there is plenty of time to change bad habits. However, there is no “magicpill” or delete button that will help you; you have to think about your bad habitsand decide on some changes. You have the power to build a happy and healthy lifefull of good habits!”

Q2: Whatis Paragraph 6 mainly about?

(Possibleanswer: to appeal to young people including teenagers to change bad habits and livea happy and healthy life.)

2.Thinkabout the writer’s writing purpose and share opinions.

Q1: Whatis the writing purpose? Work in pairs and figure it out.

(Possibleanswer: On the one hand, the passage is written to help teenagers change their badhabits and live a healthy lifestyle. On the other hand, it provides us with a scientificway to identify and analyse our problems objectively, thus strengthening our resolveto tackle the seemingly common yet tough problems in our lives.)

【設計意圖】步驟1旨在預測和驗證文章最后一段主要內(nèi)容，梳理完整的語篇結構，步驟2旨在思考和討論作者的寫作目的。教師也可根據(jù)學生課堂反應情況融入對語篇人稱多次轉換的思考。

Activity4: Thinking, reflecting and sharing opinions

本活動為實現(xiàn)課時目標3作鋪墊。