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視頻標(biāo)簽：湖北好課堂
所屬欄目：高中英語(yǔ)優(yōu)質(zhì)課視頻
視頻課題：2017年“湖北好課堂”高中英語(yǔ)優(yōu)質(zhì)課錄像視頻（附課件）Unit3 A Healthy Life--Reading and Speaking武漢外國(guó)語(yǔ)
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：2017年“湖北好課堂”高中英語(yǔ)優(yōu)質(zhì)課錄像視頻（附課件）Unit3 A Healthy Life--Reading and Speaking武漢外國(guó)語(yǔ)
Unit 3: A Healthy Life
Period One
武漢市 武漢外國(guó)語(yǔ)學(xué)校 汪浩
I. Contents:
Reading & speaking
II. Objectives:
Persuasive skills
Text analysis/comprehension
Comprehension skills
Words and expressions:
abuse, stress, addict, adolescence, withdrawal, mentally, pregnant, abnormal, breathless....
III. Teaching Approaches:
Task-based approaches
IV. Form of Activities:
Individual, pair or group work and topic discussions.
V. Teaching Aids:
Multimedia and blackboard
VI. Teaching Procedures
Step 1. Warming up （15 minutes）
1. Get the students to answer questions about health.
Qs: 1) Are you healthy?
2) Who is the healthiest in your class?
3) How can we judge that someone is healthy?
2. Show students pictures of different activities and ask them to decide whether each is healthy or not: shadowboxing, abusing alcohol, overeating, playing cellphones, cheating in exams, studying all day, singing in groups. Teach them the usage of key words during the process.
3. Discuss some topics from newspapers and magazines with the aim of introducing the topic of smoking.
4. Group discussion on the following questions:
Why do you think some adolescents start smoking?
Are you confident that you won’t become a smoker?
Why do you think it’s difficult for smokers to quit smoking? What symptoms do they have if they try to?
Step 2. Pre-reading (2 minutes)
Predict what the reading material will be about by looking at the title of the reading material and the title of the webpage.
Step 3. Reading (8 minutes)
1. Skimming for main idea.
Question: What is the purpose of the letter?
2. Scanning for detailed information
Task: Fill in the chart with information from the reading passage.
3. Careful reading
Task1: True or false questions
Task 2: Multiple choice questions
Step 4. Post-reading activities (13 minutes)
1. Group discussion on the following questions:
What kind of person do you think James’ grandfather is?
What do you think can be done to protect non-smokers (especially women and babies) from those who smoke?
2. Role play on the following situations with the help of useful expressions:
Situation 1: Suppose you are a teacher, how will you persuade your students to quit smoking?
Situation 2: Suppose you are a boss, how will you persuade your employees to quit smoking?
Situation 3: Suppose your father is a smoker, how will you persuade him to quit smoking?
Situation 4: Suppose your teacher is a smoker, how will you persuade him to quit smoking?
Expressions:
• I’m sure you can see that . . .
• I ask you to think about . . .
• It has come to my attention that . . .
• Obviously. . .
• Surely . . .
• This can be fixed by . . .
• Although it may seem...
Step 5. Assignment (1 minute)
Ask students to write a letter based on the following situation:
Some of your teachers are smokers, for example, your geography teacher. Please write a letter to tell him the harmful effects of smoking and give him some advice on stopping smoking.
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