一、教学课型: 语言操练及运用课
二、教材分析
1. 教材内容
见《牛津高中英语》模块一 Unit 3 （Pages 42-43）
2. 教材处理
阅读文章讲述加拿大籍女演员Amy由原先的运动瘦身到后来的药物瘦身，经历了病痛，最终，因为有来自中国的好心人捐肝的帮助而产生许多感触，因而形成的两份电子邮件以及一封回信。
因为在第一课时，学生已经能够了解文章大意并知道了生词的意思。本节课的教学目的在于让学生通过各种语境的帮助，为练习并习得语言提供充分的机会。
3. 教学目标
① 知识目标: 学习关于瘦身的词汇及文章中出现的重要句式。
②能力目标: 使学生形成能够用新学词汇表述自己观点的能力。
③ 文化目标: 帮助学生树立正确的审美观和健康观。
4. 教学的重点和难点
① 重点：课文中出现的常用的语言现象。
② 难点：如何使学生高效地习得语言，并创造性地使用语言。
三、教学设计
1. 总体思路
本课的教学设计采用：任务前活动（巩固、讨论）、任务中活动（情景、操练、运用）、任务后活动（运用）三部分。
2. 教学过程
Step 1 Making up a conversation
T：Hi, everybody. (S：Hi, John.)
Oh, excuse me. Today, I’m not John. Instead, I’m your friend, Zhou Ling. And you’re Amy. OK? (S：OK.)
Hi, Amy. (S：Hi, Zhou Ling.)
I heard you were ill and you were in hospital. What happened? (S：My liver failed. And the doctor told me that I would die if I couldn’t get a new liver.)
I’m so sorry to hear that. But what caused your liver to fail? (S：I took some weight-loss pills. They contain a harmful chemical.)
You see, this is a conversation between Amy and Zhou Ling. And please make up a conversation with your partner. One of you should be Amy and the other is Zhou Ling. Remember, you have to use the phrases or questions on the screen. And I’m going to give you four minutes. Please have a try.
幻灯片1：
- be in hospital – dying to be thin
- weight-loss pills – contain a harmful chemical
- lose weight / stay slim / be ashamed of
- used to work out
- Did your mother support you?
- an exact match
- priceless
(设计说明:
阅读课第二课时的开始，设计这样的对话活动，其实是对第一课时学习内容的复习，也是用一种变化的方式来复述课文。同时也是对本节课中一些重点要练习的单词、词组及重点句型的一种操练形式。
往往，我感觉到学生对复述课文很是头疼，觉得困难且枯燥无味。所以，教师需要设计一种情景，并且在很短的时间内让学生自然的进入到课文内容的复述，还需给出例子，以便于学生更好的在教师指导下完成相应任务。）
Step 2 Free talk
Ask Ss the following questions:
1) Will you take weight-loss pills?
2) As we know, some women take weight-loss pills, why?
3) Do you think that looking good is important to women?
4) What is important to women? What is important to gentlemen?
5) Do you want a slim figure?
6) Are you dying to be thin? I’m dying to …
7) How can you stay slim / healthy? (work out in the gym regularly)
8) Health is priceless, isn’t it? Besides health, what do you think is priceless? (… is priceless.)
(设计说明:
如果说，Step 1编对话的形式，对学生的能力来说有困难，或者说，学生自己编的对话没有达到教师旨在让学生准确地用英语表述的目的时，不妨在第二步安排这样的对话练习。一方面，这是师生间轻松环境和氛围下的对话，另一方面，这是学生在教师完全调控下的语言练习。以上所设计的每一个问题，都与本节课的学习要求相关，应该说，这是让学生掌握课文关键词汇和句型的有效途径。
从内容上看，教师所问问题应该是广泛的，应该是跨文化的。不仅仅问学生从书本中得来的信息，也可以询问当今世界和社会的热点问题，更包括学生自己的观点，以帮助学生形成更好的人生观。)
Step 3 Word practice
幻灯片2
Topic: What Amy says
1. I am d____ to know why you didn’t write me back.
2. Nowadays, every woman wants a slim f____. They are dying to lose weight because they are a____ of their bodies.
3. If you want a slim figure, you’d better exercise more in the g____ very often.
4. =If you want a slim figure, you’d better ____ ____ in the gym r____.
5. In my opinion, beauty is important. However, health is p____, isn’t it?
(设计说明:
在经过Step 2这种口语上的练习后，Step 3试着让学生运用口语练习中反复使用的词汇。在做这一个步骤时，教师也可以带领学生共同记忆一些较难拼写的单词，最大限度的帮助那些因单词拼写困难而落后的学生。所设计的情景是“What Amy says”，意图是让学生更好的了解阅读文章中的人物以及他们写文章时的感受，为后面的步骤做好铺垫。)
Step 4 Key structures
幻灯片3
What did Amy say to Zhou Ling
1) Looking good is important to women, ____ ____? (line 5)
2) I was very lucky, ____ ____? (line 24)
3) We shouldn’t be ashamed of the way we look, ____ ____? (line 29)
4) No one has found the CD , ____ ____?
5) Everyone has been advised not to go on a diet, ____ ____?
6) Post a letter for me, ____ ____?
7) Let’s have a break, ____ ____?
8) We forgot to bring our tickets, but please let us enter, ____?
A. do you B. can we
C. will you D. shall we
(设计说明:
由Step 3最后一个句子，以及第二步Step 2中最后一个问题，可以在本步骤中安排阅读文章中一个至两个重点句型结构。值得注意的是，教师应当先让学生有足够的操练机会，再让学生总结规律，真真实实地还给学生习得语言的过程。)
Step 5 Word usage
幻灯片4
What did Zhou Ling say
1. I haven’t seen Amy for a long time. I’m dying ____ (see) her.
2. Amy used to ____ (go) to the gym three times a week. But after she took the weight-loss pills, she didn’t ____ ____ (= exercise) any more.
3. I came to Canada to see Amy. And I’ve been here for a week. I’m not used to ____ (live) here.
4. What did Zhou Ling say
5. I think Amy should not be a____ of her figure and that we needn’t be too e____ about our weight.
(设计说明:
在Step 1到Step 4这四个步骤中，学生有过口语上的操练，单词拼写及语境下用法的操练和重点句型练习。Step 5重点操练重要词汇和词组的用法。所设立的语境由前面步骤中“What did Amy say”转移到“What did Zhou Ling say”，还是需要学生更好的了解阅读文章中的人物，同时练习语言。)
Step 6 Completing the letter and practicing the language
幻灯片5
Dear Zhou Ling,
I’m now in hospital r____ from liver f____. I regret ____ (take) those weight-loss pills. They c____ a harmful c____ that caused my liver ____ (fail). The doctor told me that I ____ (die) if I couldn’t get a new l____. My mother is too old for ____ (so / such) a long operation. I thought I was going to ____ (die).
(设计说明:
往往在阅读课的第二课时，出现的状况是教师拼命讲解语言点，学生奋笔疾书，其结果是一讲就懂，一做就错。最大的原因是学生没有操练或运用要学的语言知识。
我一直喜欢 Step 6这样的练习方式，看似简单，都是课文上的。可只有通过这样的方式，让学生踏踏实实学好书本内容，才能够造就学生灵活使用语言的能力。同时，教师才可以更好的了解学生学习过程中出现的问题，找出学生作业中做错题的根源。
在练习方式中，需要让学生把自己置身于所设情景中，去感受写信人心里的状况，并试着用语言表述出来。而为了使学生能够更加熟练，教师也可以根据需要，对学生的做题速度做出相应的要求。)
Step 7 Language practice
幻灯片6
This is what Amy said:
1. My doctor regretted ____ (tell) me that the weight-loss pills caused my liver to fail.
2. I regret t____ those weight-loss pills.
3. Now, I have just r____ from my liver failure.
4. I sat in my room ____ (think) about my lucky experience and keeping fit.
5. To keep fit, we should always avoid food ____（包含）too much fat.
6. All the people said that I was lucky, ____（包括）you.
幻灯片7
Amy in my eye
1. Amy is really lucky. The doctor found that someone out of her country, w____ name is Wu Dong, was an exact m____ for her. In this way, Amy was saved!
2. Amy is clever and she is good at chess. I think I’m not a good m____ for her.
3. Since Amy was preparing to act in a new TV play, she took weight-loss pills called Fat-less, _____ are quite popular among young women.
4. It’s the same in China-many people, some of _____ are not overweight at all, are always going on diets or taking weight-loss pills, _____ are often dangerous.
5. Amy’s mother, _____ Zhou Ling met last year, kept telling Amy not to take the weight-loss pills because they were dangerous.
(设计说明:
Step 6中，学生进一步复习了课文，并且比较好地掌握了单词和词组在课文中的用法，Step 7是对Step 6中重点单词用法的延伸，也是传统讲授内容的变体。所给的情景“This is what Amy said”和“Amy in my eye”仍然给学生以实践语言的机会。重要的词汇，学生可以在教师指导下，借助英语词典找到答案，也促使学生形成更好的英语学习方法。)
Step 8 Using the language
Making up stories using these words:
a touching story-be embarrassed about-regret doing-follow one’s advice
work out-be ashamed of-regret doing-donate to
take weight-loss pills-contain-overweight-damage one’s health
(设计说明：
本节课之前所有的步骤，其实都是为了使学生达到本步骤的境界，即自由地、灵活地、准确地使用所学课文中的语言知识。本步骤要求学生四人一组为单位，在小组合作的基础上，就本节课重点学习的单词、词组和重点句型进行创造性的练习。）
本课时从两人一组的编对话开始，经过师生间的对话，生生间的对话到最终的四人一组的小组活动，形式多样，精彩纷呈，体现了新课程的理念：让学生“为用而学，在用中学，学了就用”，不断提高他们的综合语言运用能力。