高中英语_Our Body and Healthy Habits教学设计学情分析教材分析课后反思.doc

教学设计： 导入（激活头脑，扫清障碍，进入主题）→阅读文章（略读，细读，总结全文）学生发现并解决问题（自主学习，合作解决）→ 小组讨论扩展延伸（丰富语言输出）→“展示”进一步进行主题升华（强化知识综合运用，将文本进行深层次挖掘）→作业，阅读与写作完善作业，实现语言的综合输出。 = 1 \* ROMAN I. Leading in 问题和图片导入 Directions: in the history of mankind, people have never stopped pursuing good health and a long life. Ancient people dreamed of living forever without getting old. We modern citizens pay more attention to eating, drinking and sports. Please look at this picture. Does the boy have a healthy lifestyle? The teacher can collect the information from students’ answer. The following words may be included: junk food, soap operas, sofa potato, lazy, fat, overweight, unhealthy, lifestyle, etc. = 2 \* ROMAN II. Learning aims: To master expressions about healthy food and healthy habits. To be able to express how to keep healthy. To form good living habits and live a healthier life. = 3 \* ROMAN III. Reading Zhou Kai (2) Does Zhou Kai live a healthy life? Why? (Find out as many sentences as possible to prove your idea.) Zhou Kai (2) * Diet 1. What does ZK eat? 2. What doesn’t ZK eat? 3. What kind of diet should we have? Zhou Kai (2)* Exercise 1. What kind of exercise does Zhou Kai like best? 2. What happened to him because of playing football? （role-play） 3.So, what should we do when we take exercise? = 4 \* ROMAN IV. Summary Directions: Read the passage again and finish the form. Zhou Kai’s Lifestyle Diet What he eats What he doesn’t eat Exercise Experience of illnesses 【设计分析】 利用图表的形式，直观地帮助学生快速查找文章细节信息，分析信息、整合信息，形成阅读方法，提高阅读技能，培养查读信息阅读策略。对文本内容的处理是阅读课课堂教学结构设计的中心环节。在这个环节中，让学生细读课文，通过细读的问题设计可以引导学生抓住文章主线，理清文章结构，调动学生探究的积极性。 = 5 \* ROMAN V. Discussion Do you have any other advice about keeping healthy? (Dos or Don’ts) Dos: Don’ts: 【设计分析】集思广益，向课外延伸，想出更多保持健康的方法，为下一步写作和演讲铺路。 = 6 \* ROMAN VI. Presentation Imagine you are a health adviser. The headm