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1、Unit 2 Healthy LifestyleUsing Language and Other PartsTeaching Aims1 .指导学生阅读并理解两封书信，让学生学会总结文章和段落大意。2 .指导学生学习“改变生活方式类”书信的行文结构和写作方法。3 .引导学生构建良好的生活方式。Pre-class1. Greeting2. Lead in师生活动：（1）教师展示图片，让学生回答以下问题。How do you think the people feel in the photos?Do you think they are all leading a healthy lifesty
2、le? Why or why not?（2）学生分别阅读两封信，完成以下表格。Wang LuProblem did not feel felt, lacked got, experiencedDecisiontotoActionstoppedexercises every day forResult morein sleeps, no longerfeels likeWhile-classGeorge FieldingProblem felt felt even moreafterDecision toAction goesResult feels much more feels he can
3、学生活动：学生再次阅读两封信,学生活动：学生再次阅读两封信,完成Activity 2。由于有些段落包含不止一个内容,而且内容也不定按AD的顺序出现,而且内容也不定按AD的顺序出现,教师可以引导学生具体说出哪些句子对应哪个内容。A. identifying problem(s)B. considering what to doC. what he/she has done to changeD. the resultsCharactersCharactersPara 2-B. considering what to doWang LuParas 3、4C. what she has done t
4、o changePara 5D. the resultsPara 1A. identifying problem(s)Para 2B. considering what to doGeorge FieldingParas 3、4C. what he has done to changePara 5D. the resultsPara 1A. identifying problem(s)教师活动：呈现写作情境：Write a letter to the editor about changing your lifestyle in one aspect.学生活动：讨论以下问题What lifes
5、tyle habit you would like to changeWhy you want to changeHow you plan to changeWhat result you hope to see教师活动：(1)请学生展示讨论的结果，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。（2）引导学生分析该类书信的写作结构。A letter about your lifestylePart 1 ： What were the problems of your lifestyle?（一般用过去时态）Part 2： What did you
6、 decide to do to change for the better?（一般用过去时态）Part 3： What action did you take to put those decisions into practice?（可用过去时态、现在时态）Part 4： What are the positive changes of you? /What s the result?（一般用现在时态）（3）引导学生阅读Activity 4的评价清单，明确写作要求及评价标准，然后让学生独立 撰写初稿。Does the letter say what the writers problem
7、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 writers attitude and determination in the letter?Is the letter clear and complete?注意：在学生动笔前，教师应提醒学生，两封信针对事件发生时间不同，采用的时态也 不同。当陈述过去的经历，主要使用过去时，介绍改变坏习惯的计划和采取的行动，可用过 去时态、现在时态。After-class学生活动：完成Activity 5,根据教师和同伴意见修改习作。教师活动：选取有代表性的问题进行分析并展示优秀习作。