一、教學課型: 語言操練及運用課
二、教材分析
1. 教材內容
見《牛津高中英語》模塊一 Unit 3 （Pages 42-43）
2. 教材處理
閱讀文章講述加拿大籍女演員Amy由原先的運動瘦身到后來的藥物瘦身，經歷了病痛，最終，因為有來自中國的好心人捐肝的幫助而產生許多感觸，因而形成的兩份電子郵件以及一封回信。
因為在第一課時，學生已經能夠了解文章大意并知道了生詞的意思。本節課的教學目的在于讓學生通過各種語境的幫助，為練習并習得語言提供充分的機會。
3. 教學目標
① 知識目標: 學習關于瘦身的詞匯及文章中出現的重要句式。
②能力目標: 使學生形成能夠用新學詞匯表述自己觀點的能力。
③ 文化目標: 幫助學生樹立正確的審美觀和健康觀。
4. 教學的重點和難點
① 重點：課文中出現的常用的語言現象。
② 難點：如何使學生高效地習得語言，并創造性地使用語言。
三、教學設計
1. 總體思路
本課的教學設計采用：任務前活動（鞏固、討論）、任務中活動（情景、操練、運用）、任務后活動（運用）三部分。
2. 教學過程
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.
幻燈片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
(設計說明:
閱讀課第二課時的開始，設計這樣的對話活動，其實是對第一課時學習內容的復習，也是用一種變化的方式來復述課文。同時也是對本節課中一些重點要練習的單詞、詞組及重點句型的一種操練形式。
往往，我感覺到學生對復述課文很是頭疼，覺得困難且枯燥無味。所以，教師需要設計一種情景，并且在很短的時間內讓學生自然的進入到課文內容的復述，還需給出例子，以便于學生更好的在教師指導下完成相應任務。）
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.)
(設計說明:
如果說，Step 1編對話的形式，對學生的能力來說有困難，或者說，學生自己編的對話沒有達到教師旨在讓學生準確地用英語表述的目的時，不妨在第二步安排這樣的對話練習。一方面，這是師生間輕松環境和氛圍下的對話，另一方面，這是學生在教師完全調控下的語言練習。以上所設計的每一個問題，都與本節課的學習要求相關，應該說，這是讓學生掌握課文關鍵詞匯和句型的有效途徑。
從內容上看，教師所問問題應該是廣泛的，應該是跨文化的。不僅僅問學生從書本中得來的信息，也可以詢問當今世界和社會的熱點問題，更包括學生自己的觀點，以幫助學生形成更好的人生觀。)
Step 3 Word practice
幻燈片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?
(設計說明:
在經過Step 2這種口語上的練習后，Step 3試著讓學生運用口語練習中反復使用的詞匯。在做這一個步驟時，教師也可以帶領學生共同記憶一些較難拼寫的單詞，最大限度的幫助那些因單詞拼寫困難而落后的學生。所設計的情景是“What Amy says”，意圖是讓學生更好的了解閱讀文章中的人物以及他們寫文章時的感受，為后面的步驟做好鋪墊。)
Step 4 Key structures
幻燈片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
(設計說明:
由Step 3最后一個句子，以及第二步Step 2中最后一個問題，可以在本步驟中安排閱讀文章中一個至兩個重點句型結構。值得注意的是，教師應當先讓學生有足夠的操練機會，再讓學生總結規律，真真實實地還給學生習得語言的過程。)
Step 5 Word usage
幻燈片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.
(設計說明:
在Step 1到Step 4這四個步驟中，學生有過口語上的操練，單詞拼寫及語境下用法的操練和重點句型練習。Step 5重點操練重要詞匯和詞組的用法。所設立的語境由前面步驟中“What did Amy say”轉移到“What did Zhou Ling say”，還是需要學生更好的了解閱讀文章中的人物，同時練習語言。)
Step 6 Completing the letter and practicing the language
幻燈片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).
(設計說明:
往往在閱讀課的第二課時，出現的狀況是教師拼命講解語言點，學生奮筆疾書，其結果是一講就懂，一做就錯。最大的原因是學生沒有操練或運用要學的語言知識。
我一直喜歡 Step 6這樣的練習方式，看似簡單，都是課文上的。可只有通過這樣的方式，讓學生踏踏實實學好書本內容，才能夠造就學生靈活使用語言的能力。同時，教師才可以更好的了解學生學習過程中出現的問題，找出學生作業中做錯題的根源。
在練習方式中，需要讓學生把自己置身于所設情景中，去感受寫信人心里的狀況，并試著用語言表述出來。而為了使學生能夠更加熟練，教師也可以根據需要，對學生的做題速度做出相應的要求。)
Step 7 Language practice
幻燈片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.
幻燈片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.
(設計說明:
Step 6中，學生進一步復習了課文，并且比較好地掌握了單詞和詞組在課文中的用法，Step 7是對Step 6中重點單詞用法的延伸，也是傳統講授內容的變體。所給的情景“This is what Amy said”和“Amy in my eye”仍然給學生以實踐語言的機會。重要的詞匯，學生可以在教師指導下，借助英語詞典找到答案，也促使學生形成更好的英語學習方法。)
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
(設計說明：
本節課之前所有的步驟，其實都是為了使學生達到本步驟的境界，即自由地、靈活地、準確地使用所學課文中的語言知識。本步驟要求學生四人一組為單位，在小組合作的基礎上，就本節課重點學習的單詞、詞組和重點句型進行創造性的練習。）
本課時從兩人一組的編對話開始，經過師生間的對話，生生間的對話到最終的四人一組的小組活動，形式多樣，精彩紛呈，體現了新課程的理念：讓學生“為用而學，在用中學，學了就用”，不斷提高他們的綜合語言運用能力。