高中英语孙炳芳名师工作坊成员精品课例分享系列四 ——张金金老师课例分享

   本节课的总体教学目标是掌握与青少年身心健康相关的核心词汇，学会在真实语境中理解和运用这些词汇，并最终完成一篇以“What is true beauty?”为主题的倡议书。

  本节课围绕英语学科核心素养，旨在提升学生在语境中学习和运用词汇的语言能力；通过Lily的故事，体会“健康才是真正的美”这一主题意义；在讨论如何在校园践行真正美的过程中，增强对自身健康的关注。

Teaching Objectives:

By the end of the class, students will be able to:

1.get familiar with words concerning physical health;

2.use the target words to finish an article related to true beauty;

3.develop a deeper understanding about true beauty and a healthy lifestyle.

Teaching Procedures：

Step 1  Lead in

  Look at some pictures about teenagers’ physical changes.

设计意图：

通过图片激活学生关于青少年身体变化和健康话题的已有认知，为后续阅读Lily的故事做铺垫。

Step 2  Be a curious explorer

Q1: What kind of girls did Lily admire in magazines and on TV?

Word: slim adj.

1.To stay slim, Lily only ate a little. Meaning:_____________

2.However, in that case, there was only a slim chance that she could stay healthy.   Meaning:_____________

设计意图：

1. 让学生明确Lily减肥的动机——她羡慕杂志和电视上苗条自信的女孩，引出slim这个单词；

2. 通过两个例句，让学生在语境中区分slim的不同意思；

3. 埋下主题伏笔：Lily对苗条的羡慕，正是她对美的误解，为Step 3讨论“什么是真正的美”做铺垫。

Q2: What did she do to become slim?

Word: skip v.

  To lose weight, Lily decided to __________ breakfast. One afternoon, her classmates were _________ rope on the playground, but Lily felt too tired to join them. After she recovered and exercised in a healthy way, Lily __________ happily along the path with her friends.

Word: extreme adj. / n. → _______ adv.

Lily’s mother told her she was going to ___________. She used ___________ methods to lose weight, which was ___________ harmful to her health.

设计意图：

1. 通过问Lily采取什么方法保持苗条，引出skip和extreme两个单词；

2. 通过一段连贯的小故事，覆盖skip三个不同意思：不吃、跳绳、蹦蹦跳跳，并在同一语境中呈现extreme的形容词、名词和副词形式的用法。

Q3: What happened to Lily in class?

   Yet the harder she pushed, the more distant the “perfect figure” seemed. Worst of all, she lacked energy and failed to focus on her lessons, and one day she fell to the ground, which scared her classmates and teachers. After that, she was sent to hospital at once.

Rewrite the sentences:

Worst of all, she was not __________ and failed to __________ on her lessons, and one day she f__________, which f__________her classmates and teachers. After that, she was sent to hospital i____________. Immediately her parents got the news, they came to school.

Words: 

energetic

n.____________ adv.____________

concentrate

n.____________ adj.____________

frightened

n.__________ v. ______ adj. _________

Similar words:

设计意图：

1. 通过询问学生采取极端方法保持苗条的后果，让学生在学习词汇的同时，联系自身实际，形成正确的健康理念和生活方式；

2. 通过运用不同处理词汇的方式——改写形式，让学生在语境中输出词汇；

3. 通过词形变化表，帮助学生建立派生词网络，为后续写作积累词汇。

Q4: What did the book sentence do to Lily?

Word: effect n. →____________ adj.   →____________ 副作用phr.

The doctor said that Lily’s extreme diet had a bad ___________ on her health. Skipping meals was not an ___________ way to lose weight, and it could even have serious _______________. So Lily decided to care about her health.

设计意图：

1. 完成故事闭环：Q4回答了“书中的那句话对Lily产生了什么影响”，标志着Lily从“盲目减肥”到“重新认识健康”的转变，为Step 3的深度思考What is true beauty?提供完整的故事基础；

2. 呈现effect→ effective、side effect的用法，让学生理解effect在名词、形容词和短语中的不同表达；

3. 复现前面学过的词汇，形成词汇的循环复现，帮助学生巩固记忆。

四个问题形成一条完整的叙事链，每个问题都对应一个词汇精讲板块，学生在回答问题的过程中自然输出目标词汇，实现了“在语境中学词汇、在问题链中练词汇”的设计意图。

Step 3 Be a deep thinker

Q1:What does the sentence in the book do to Lily? What might be true beauty according to the story?

True beauty is not about ______________,

but about ________________.

设计题图：

让学生基于Lily的完整故事，自己归纳出“真正的美不是苗条，而是健康”这一核心结论，完成从looking good到feeling good的转换，同时为 Step 3的论证和 Step 4的写作提供支撑。

Q2:Why is being healthy more important than being slim?

Review Lily’s story and discuss why being healthy is more important than being slim in groups of 4.

Lily's way to stay slim VS Proper ways

Results

Conclusion

Word: negative adj.;  take in phr.; contribute to phr. ;  in the long run phr.

设计意图：

通过梳理Lily的错误做法和后果，引导学生归纳出“这些消极习惯不会带来健康”的结论，并通过讨论给Lily提出建议，学生可以反思他们在日常生活中应该如何做。

Step 4 Be an expressive writer

Q: How should we practise true beauty?

  Recently, our school newspaper discussed “What is true beauty?” Reading Lily’s story, I was deeply moved. Lily used to admire _________ girls, so she _______________ (不吃饭) and did ________________ (极端锻炼). As a result, she f_______, which _________________ (吓到了她的同学们). She was sent to hospital immediately. Her experience ______________________________ (对…有消极的影响) her health and taught us a lesson.

To practice true beauty, I am writing this proposal to call on everyone to take action: First, ______________(吸收) enough nutrition. We should eat healthy food to _______________(保持精力充沛), so that we can __________________(专注学习). Second, find an e___________ way to stay healthy, because good habits will ______________________(促成) a healthy body ____________________(长期).

   Let’s practice true beauty together and make our school a better place!

设计意图：

通过半控制的填空写作，帮助学生在倡议书语境中综合运用本课全部目标词汇，为课后独立写作搭建支架。

Step 5 Be a responsible practitioner

Homework 1:

假如你是李华，校英文报“校园之声”栏目正开展“What is true beauty?”主题征文活动。请结合Lily的故事和你自己的经历写一篇短文投稿，内容包括：

1. 你对真正美的理解；

2. 中学生应如何在校园中追求真正的美。

注意：尽可能多地使用本节课新词、短语和句型。

As a result,...

First,... What’s more,...

Last but not least,...

..., which....

Reading...., I was...

call on sb. to do sth...

draw a conclusion that...

Homework 2:

1. Consolidate new words;

2. Finish your writing after class;

3. Practise true beauty in our daily life.

设计意图：

引导学生将课堂所学的词汇和句式迁移到新的写作语境中。通过结合Lily的故事和自身经历，学生能够深化对true beauty的理解，并在真实写作任务中运用目标词汇，进一步发展写作能力。巩固本节课所学的新词和句式，鼓励学生将true beauty的理念落实到日常生活中，培养健康的生活方式和积极的自我态度。