高中英语人教版 (2019)选择性必修 第三册Unit 2 Healthy Lifestyle教案

Unit 2 Healthy Lifestyle

Assessing Your Progress & Project & Video Time                                   

教材分析

本课由三部分组成。第一部分是语言知识检测和主题内容检测活动，包括两个活动。活动1要求学生用所给的六个课标词填空，使语篇完整。该活动不仅能帮助学生加深对这些词汇的理解，还创设语境让他们有机会使用这些词汇，培养学生的词汇运用能力。活动2是语篇改错题，引导学生在语境中正确使用动词的谓语和非谓语形式，重点复习和巩固动词不定式作表语、主语、状语、定语等的用法。第二部分是项目活动，活动主题是Do a healthy survey, 要求学生制作和发放调查问卷，收集关于同学生活方式的信息。如果条件允许的话，可引导学生使用在线调查工具制作、分发、回收调查问卷以及对调查问卷进行数据统计和分析。该活动不仅能够训练学生的口语表达能力，引导学生在项目活动中迁移运用本单元所学知识，还有助于培养学生的合作意识、逻辑思维能力和动手能力，促进学生核心素养的形成和发展。第三部分中的视频介绍了大笑对人们身心健康的积极作用。大笑瑜伽活动能让人缓解疼痛和抑郁，让人感觉舒适。心脏病预防研究专家发现，大笑对身体健康有很多益处。

教学目标 

在本课学习结束时，学生能够：

1. 把握句子语境，准确使用所学词汇及其固定搭配；

2. 在语境中运用动词不定式作主语的结构；

3. 用本单元所学知识设计有关健康的调研问卷并形成调研报告，为健康生活方式提出建议；

4. 观看视频，了解大笑对身体健康的好处。

教学重难点

【教学重点】

1. 把握句子语境，准确使用所学词汇及其固定搭配；

2. 在语境中运用动词不定式作主语的结构；

3. 用本单元所学知识设计有关健康的调研问卷并形成调研报告，为健康生活方式提出建议。

【教学难点】

观看视频，了解大笑对身体健康的好处。

教学过程

Step 1 Assessing

1. Complete the passage using the correct forms of the words in the box.

设计意图：检测并巩固学生本单元所学词汇，培养学生的词汇运用能力。

2. Correct the eight mistakes underlined in the passage.

3. Read the passage and give a title.

设计意图：引导学生在语境中正确使用动词的谓语和非谓语形式，重点复习和巩固动词不定式作表语、主语、状语、定语的用法，帮助学生巩固语法。

Step 2 Project

1. Ask a question: In what ways can we design the questionnaire?
2. Work in groups and make a survey. Then ask classmates outside your group to take the survey.
3. Collect and analyse the survey results by creating pie charts, bar charts, curve charts or other ways of summarizing data.
4. Prepare a written or oral report, giving general recommendations for how to solve the most common lifestyle problems that they have found among the classmates.

设计意图：通过设计健康调查并完成调研报告，训练学生的口头语言表达能力，引导学生在项目活动中迁移运用本单元所学知识，还有助于培养学生的合作意识、逻辑思维能力和动手能力，促进学生核心素养的形成和发展。

Step 3 Pre-viewing

1. Work in groups and answer the questions.

(1) What is the longest word in English?

(2) What are the benefits of laughter for our health?

2. Look at the pictures and discuss the questions.

(1) What do you think the people are doing?

(2) Why do you think they are doing this?

(3) How do you think they feel?

设计意图：通过笑话和“笑”的好处，引出视频话题；然后引导学生观察图片，预测问题，让学生有目的的观看视频。

Step 4 Viewing

1. Watch the video and check the answers.

2. Watch the video again and answer the questions.

(1) What do adults not necessarily remember?

(2) Aside from making us feel good, what else does laughter do according to research?

(3) What happens when you have 5-10 minutes of laughter, besides your blood vessels opening up like you have gone jogging or taken cholesterol medication?

(4) What does it mean when we say that laughter is contagious?

(5) What will a mother usually do if she tickles her baby and the baby fusses or cries?

(6) Which do you think is more important for bringing out the benefits of laughter, the act of laughing or the social interaction connected to it? What are your reasons?

设计意图：引导学生观看视频内容，完成任务，进一步了解视频内容。

Step 5 Discussing

Discuss the following questions in groups

(1) Who in our class loves laughing the most? Do you like him or her? Why or why not?

(2) Who in our class often makes others laugh? What does he or she usually do to make others laugh? Do you like him or her? Why or why not? Do you laugh alone with others? Why or why not?

(3) Would you like to try practising laughing? Why or why not?

设计意图：通过讨论，帮助学生深化对视频内容的理解，从而加深学生对大笑的认识——大笑不仅对人的身体健康有很大的帮助，同时也会让别人和自己获得快乐。

  Step 6 Assignment

1. Finish Workbook Exercises;

2. Do a survey about the benefits of laughter and make a speech to the class.

设计意图：结合workbook的相关部分的练习巩固所学语言知识；鼓励学生利用网络查找搜集更多关于大笑的益处，鼓励学生做演讲，带动全班同学投身大笑运动，注重生活健康。