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情感态度价值观：关注生命，保持健康，将健康生活的思想传播给周围的人。通过本课学习，让学生明白日常生活中做到健康饮食，体育锻炼简单易行，鼓励学生积极参加体育锻炼，保持好的心情，尽可能远离一些坏习惯。三、教学重点、难点分析教学重点：
本课的重点是让学生运用导图梳理文章脉络，谈论如何健康饮食，科学运动，保持良好情绪以及远离坏习惯。除了完成文本的阅读，还需要学生就相关延伸性的问题进行思考进而实现思维品质的提升。
教学难点：
本课的难点是引导学生通过导图理解文章框架，复述文章，进而完成写作，学会用导图思考、分析、解决问题。
教学过程教师活动学生活动设计意图及资源准备Pre-readingGreet students ready for learning,
Show students two cute cartoon characters.Students tell the names of the two cartoon characters and talk sth about them通过两个学生熟悉的卡通人物导入，激发学生对本节课的兴趣。
Organize students to have a free talk about “How do they become so fat?”Students join in the free talk and guess, then share their ideas about how do a man become fat.调动学生思维，用旧知表达自己的猜测。Show a video about how does a man become a fat to students.Students enjoy the video and check their guessing just now.视频直观地呈现了瘦子变成胖子的过程，验证了学生在上一个环节的猜测。Lead students to make a prediction about the passage.Students read the title of the talk together and predict what will be mentioned in Dr. Li’s talk.读前预测,为正式阅读打下基础，做好铺垫，降低难度。While-reading
Show Task 1 to students – Read the whole passage quickly and find out the keywords of each paragragh.Students skim the whole passage quickly and get the keywords of each paragraph and then fill in the mind map on their paper.
One student fill the mind map on the blackboard.应用思维导图梳理文章框架。Show Task 2 to students – Read paragraph1 and fill in the table. Then show another question to them.( How can we eat to be healthy?)Students read the first paragraph and fill in the table on their paper and then check the answer with their teacher. Then think about the question and share their ideas. 表格填空的形式引导学生学会挖掘段落中的关键词，为后续复述做好铺垫。同时发散学生思维，由课内知识延伸至课外。Show Task 3 to students – Read paragraph2 and fill in the blanks. Then show another question to them.( How to keep safe while exercising?)Students read the second paragraph and fill in the blanks on their paper and then check the answer with their teacher. Then think about the question and share their ideas. 短文填词的形式既引导学生学会挖掘段落中的关键词，为后续复述做好铺垫，又与考试题型链接。同时发散学生思维，由课内知识延伸至课外。Show Task 4 to students – Read paragraph3 and answer two questions. Then show one more question to students. ( When you are unhappy, what can we do to make us happy?)Students read the third paragraph and answer the two questions on their paper and then check the answer with their teacher. Then think about the question and share their ideas. 渗透阅读策略指导，拓展性问题的设置发散了学生的思维，由课内知识自然迁移至课外。Show Task 5 to students – Read paragraph 4 and talk about bad habits of their own,
Organize group discussions about the relationship among students, bad habits and illnesses.Students read the last paragraph and be brave to show their bad habits to others then discuss with their group members about the relationship among the three and draw a mind map to show the relationship.渗透情感价值观教育，学生勇于承认自己日常生活中的坏习惯。
体验思维导图，学会提取关键词以及关键短语将篇章转化成导图形式。Post-reading Lead students to retell the whole passage with the help of the mind map tree on the blackboard.Students retell the first paragraph with teacher and then 3 students go to the blackboard to show their retelling with the help of mind map tree.杜绝单纯背诵，运用导图，以图导思，完成复述，实现思维品质提升。Show Task 6 to students – choose 1 of 4 points to write a passage and encourage yourselves to be a healthy person.Students think about if they are healthy enough, and how can they pass the finishing line of health successfully.
文本折射到生活中，让学生感受自己与健康的差距。Guide the writing strategy to students. (How to write a hamburger passage?)Students know how to write a hamburger passage and know what should they pay attention to while writing, especially how to use a mind map to guide their writing.运用思维导图指导写作，体验如何根据导图罗列观点。Show a video about the fat man in the beginning to the students.Students enjoy the video and know “Better late than never.” If they know they are not healthy just take actions as soon as possible.自然渗透情感价值观教育，视频直观感知，一切皆有可能。Homework1. According to the mind map, choose 1 point of 4 to write a passage.
2. Discuss more about advice on keeping healthy and share with your friends.板书设计 Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu?
Section C
教学反思：
本节阅读课采用任务型教学法，突出实践性和体验性原则，教师通过不同的任务设计引导学生思维，在四个段落的阅读后都分别设计了一个依托文本主题意义和主要内容的延伸性问题，拓宽了学生的视野，增加了学生思维训练的机会，变知识性的课堂教学为发展性的课堂教学，实现了英语核心素养中语言能力、思维品质、文化品格和学习能力的提升。
本课的教学亮点体现在以读导写，思维导图在整个教学过程中发挥了重要的作用。有效的思维导图帮助学生理清文章脉络、搭建脚手架、辅助学生完成篇章复述、引导学生罗列论点及体验写作都起了关键的作用。特别是第四段阅读任务由学生独立整合思维导图，这一环节的学生表现尤为出彩，而汉堡写作导图也有效地辅助教师实现了写作策略指导。随着各教学环节的推进，以图导读，以图导思，以图导说，以图导写四个目标都一一实现。
本课教学理念之一是阅读和写作的有效结合，本课呈现了读与写的逻辑关联的整合思路，而读写整合课的核心从文本解读到输出因为时间的关系未能完整呈现，只能在body处让部分学生进行简单练习后口述展示，不免略有些缺憾。如能让学生根据导图示范留出更多的时间让所有同学体验完整的写作和展示，引导学生互评，才能真正实现发展学生语言能力、思维能力以及交流与合作能力，从而提高其综合语言运用能力的最终目标。
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Bad habits
Happiness
Eating habits
Playing sports