高中英语选修六教学设计Unit3Ahealthylife一、教材分析本单元的中心话题是“健康生活”。语言知识的选择和听说读写等语言技能的训练主要围绕如何摒弃恶习、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、艾滋病、学习与工作压力等影响健康的棘手问题。本单元的目的在于让学生远离有害身体健康的活动，并养成良好的习惯。二、教学内容（一）话题Healthproblems：smoking，HIV/AIDS，anddrugs；attitudestowardsHIV/AIDS(二)词汇AbusecomprehensionstressappendixstrengthenpillbansurvivaleffectsexdueneedleautomaticprejudicementaljudgementdesperateabortionappointedCigarashamedtoughawkwardaddictedquitpregnantaccustomabnormalcigarettebreathlessalcoholunfitadolescentillegalwithdrawalmalelungfemalepacketembarrassedchemistautomatically（三）短语dueto由于decideon对……作出决定feellike(doing)想要做inspiteof不管；不顾takerisks(arisk)冒险getinto陷入；染上(坏习惯)atrisk处境危险；遭受危险beaddictedto对……有瘾beaccustomedto习惯于bansmoking禁止吸烟duringadolescence在青春期withdrawalsymptoms脱瘾过程症状feelashamed感到羞愧chancesofsurvival生存的可能性（四）句型1.It_seems_amazing_thatatmyageIamstillfitenoughtocycle20kilometresinanafternoon.(it作形式主语)2.However，what_I_did_knowwasthatmygirlfriendthoughtIsmeltterrible.(名词性从句)3.WhenIwastakenofftheschoolfootballteambecauseIwasunfit，Iknewit_was_time_toquitsmoking.(Itistimetodosth.是该干……的时候了。)4.IdohopesobecauseIwantyoutolive_as_long_and_healthy_a_life_asIhave.(强调：比较结构)5.Every_timeyoufeellikesmokingacigarette，remindyourselfthatyouareanonsmoker.(everytime引导时间状语从句)6.It_is_only_whenthediseasehasprogressedtoAIDS_that_apersonbeginstolooksick.(强调结构)（五）语法“it”的用法(theuseof“it”)(1)三、教学重点1.Getstudentstoknowabouthealthylife.2．Havestudentslearnsomeusefulnewwordsandexpressionsabouthealthylifeandletthemuseeffectivewaystomasterthem.3．Enablestudentstograspandusetheexpressionsofprohibition，warningandpermission.4．Letstudentslearnthenewgrammaritem：theuseof“it”．5．Developstudents'listening，speaking，readingandwritingability.四、教学难点11.Enablestudentstomastertheuseof“it”．2．Letstudentslearntowritealetterofadvice.3．Developstudents'integrativeskills.五、课时安排（6Periods）Period1WarmingUp，Pre－reading，ReadingandComprehendingPeriod2LanguageStudyPeriod3Grammar—theUseof“It”(1)Period4ListeningPeriod5ReadingPeriod6WritingPeriod1WarmingUp，Pre－reading，ReadingandComprehendingStep1WarmingupAskthestudentstolookattsomepicturesandseewhattheyaredoing，thenjudgewhicharehealthyactivitieswhilewhichareunhealthyones.Thestudentsshouldbeencouragedtodescribethepicturesintheirownwords.Step2Pre－reading1．Discussion：(1)Whydoyouthinksomeadolescentsstartsmoking?(2)Inwhatwaysissmokingharmful？Doyouthinksmokingshouldbebanned?(3)Whatadvicewouldyougivetosomeonewhowantedtostopsmoking?2．Skimthetextandanswerthefollowingquestions.(1)Whowrotetheletterandtowhom?(2)Howmanypartsdoesthereadingtextconsistof?(3)Whatisthepurposeoftheletter?Step3Readingandcomprehending1．Fast－readingAskstudentstoskimthepassagesoastogetthekeywordsandgeneralideaofeachparagraph.Paragraphone：_E__Paragraphtwo：_A__Paragraphthree：_B_Paragraphfour：_D_Paragraphfive：_C_A．ThewriterleadstothetopicoftheletterbytalkingaboutJames'problemofsmoking.B．Introducingsomedifferentwaysofbecomingaddicted.C．Tellingthewriter'shopeforhisgrandson.D．Tellingtheharmfuleffectsofsmoking.E...
