高中英語-Module1 Reading教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

Book2Module1OurBodyandHealthyHabits一、教學(xué)目標(biāo)、方法和手段概述課題OurBodyandHealthyBody課型ReadingTeachingaimsKnowledgeaimMakethestudentstolearnthenewwords,theimportantphrasesandtheStylisticfeatures.AbilityaimsToimproveyourreadingandspeakingskills，forexample,fastreadingskills,suchasskimming,scanningandcarefulreading.Workingcooperativelywiththeclassmates.TolearnhowtotalkaboutpersonallifestylesEmotionalaimDevelopthestudents’interestinreadingMakethestudentstoknowtheimportanceofhavingahealthybodyandhowtoformsomegoodlifehabits.Theimportantanddifficultteachingpoints1.Learntosomereadingskillsandways.2.HelptheSslearnhowtoexpresstheirideausingtheirlearnedknowledge.TeachingmethodsTask-teaching,individuals,pair-work,team-workTeachingtoolsMulti-MediaTeachingprocedures:Step1LeadinginLookataphotoofthestudents,whichwastakenaftertherunningrace.Intherunningrace,theirclasswonthefirstplace,sotheywereveryexcitedatthatmoment.Theteachersuggeststhestudentsshouldkeeprunningon,becauserunningeverydaymakestheirbodiesstronger.Itisagoodlifehabit.Thisclasswe’lllearnModule1inBook2Ourbodyandgoodhabits.Askthestudentstolookthroughthelearningaimsofthisclass.Step2WarmingupHaveatestonthestudents’healthcondition.Theteachershowsthestudentssomequestions.Iftheyansweryes,theyget2points;iftheyanswerno,theyget1points.Finallyaccordingtotheirtotalpoints,let’sseewhetheryou’rehealthyornothealthyenough.1.Doyousometimesgetcoldsandflu?2.Doyoueatatleasttwoportionsoffruitandvegetablesaday?3.Doyoueatfishonceaweekormore?4.Doyoueatmuchfat,forexample,fattymeat?5.Doyoueatalotofsweetthings,forexample,chocolate?6.Doyourarelygettoothache,butsometimesgotothedentistforexamining?7.Doyoutakeatleastonehours’exerciseaweek?8.Areyouquitefit?Askthestudentswhogetabove11pointstoputuptheirhandsandthesestudentsarehealthy.Otherstudentsarenothealthyenough.Givethestudentswhoarenothealthyenoughsomesuggestions,forexample,changetheirlifehabitstomakethemhealthy.Thestudentswhoarehealthymaytakealotofexerciseeveryday.Besides,Ithinktheirmothertakegoodcareofthem.DoesZhouKai’smothertakegoodcareofhim?Step3ReadingZhouKai(1)LookthroughZhouKai(1)quicklyandchoosethemainideaoftheshortpassage.ThepassageZhouKai(1)mainlytellsusthat______.A.ZhouKaiwantstoplayfootballintherain.B.ZhouKaiisfitenoughtoplayfootballinallweathers.C.ZhouKai’smothercaresabouthimverymuch.D.ZhouKaidislikeshismotherverymuch.Fromthepassage,weknowZhouKai’smothercaresabouthimverymuch.Whydoyoureachthisconclusion?Readthepassageagainandanswersomequestions.WhyisZhouKai’smotheranxious?2.Whatdoesshethinkwillhappen?3.Whatdoessheaskhimtodo?Checktheanswerswiththewholeclass.WhenZhouKai’smotherknewhimtoplayfootballintherain,shefeltveryworried.Let’smakeadialoguetoexperiencethemother’sanxiety.3.Changetheshortpassageintoadialogue.Thestudentsworkingroupstomakeadialogueaccordingtothetext.ZhouKai’smother:Whereareyougoing,ZhouKai?ZhouKai:Iamgoingtoplayfootball.ZhouKai’smother:…ZhouKai:…Asktwogroupstoshowtheirdialogues.Step4ReadZhouKai(2)AskthestudentstoguesswhetherZhouKaigotabadcoldwhenheplayedfootballintherain.LookthroughZhouKai(2)quicklyandfindoutthetopicsentenceofeachparagraph.Fromthefirstparagraph,weknowZhouKaieatsveryhealthily.ReadParagraph1carefullyandfindouthishealthyeatinghabits.Fromtheothertwoparagraph,weknowZhouKaiisveryhealthybecausehetakealotofexercise.Readtheothertwoparagraphstofindouthishealthyexercisehabits.FromthetopicsentencesandsomedetailsaboutZhouKai’seatingandexercisehabits,summarizethemainideaofthewholepassage.Mainidea:ZhouKai’shealthylifestylesTopicsentenceofeachparagraphParagraph3I’mcrazyaboutfootball.Paragraph1Weeathealthily.Paragraph2I’mquitehealthybecause…Healthyexercisehabits:Takealotofexercise.Thefavoritesportisfootball.Healthyeatinghabits:Weeatfreshfruitandvegetables.Eatfishalmostfourtimesaweek.Don’teatmuchfatorsugar.Step5HaveadiscussionZhouKaiisveryhealthybecauseofhishealthyeatingandexercisehabits,butnoteveryoneisveryhealthy.Forexample,somepeoplearetooheavy,andsomepeopleoftengetill.Theyareverysad,anddoyougivethemsomeadviceonhowtokeephealthy?Workingroupsandhaveadiscussiononhowtokeephealthy.Fiveminuteslater,askthestudentstoshowtheirideas.Theteachersummarizesthestudents’ideas.Firstweshouldeatsomehealthydiets,forexample,somefreshfruitandvegetables,somefish,somelow-fatfood.Weshouldavoideatingsomejunkfood.Secondweshouldtakealotofexerciseeverydaybecausealittlelabor,muchhealth.What’smore,weshouldhaveagoodsleep.Bedisagoodmedicine.Althoughyourstudypressureisveryheavy,youshouldn’tstayupatnight.Finally,whenwearefacedwithsomeproblems,weshouldn’tbenervous,frightenedordepressed.Weshouldcalmourselvesdownandtryourbesttothinkoutsomewaystosolvetheproblem.Weshouldhaveahealthymind.Healthisveryimportantforus.Sopleaserememberthetwoproverbs:Healthisbetterthanwealth.Healthishappiness.Step6HomeworkTask1:Writealettertothegirlsortheboy,showingyouradviceonhowtogethealthy.Task2:DothereadingcomprehensionPassageA&BonPage102inyourself-studybooks.Step7教后記本節(jié)課是一堂閱讀課，話題是有關(guān)身體健康及健康生活方式的內(nèi)容。通過自檢身體健康情況，讓學(xué)生復(fù)習(xí)一些有關(guān)健康的詞匯。然后閱讀有關(guān)周凱日常生活的文章，學(xué)生能夠通過閱讀，利用各種閱讀技巧獲取文章細(xì)節(jié)，找到每個(gè)段落的topicsentence，然后總結(jié)出整篇文章的mainidea.通過這個(gè)過程鞏固和提升了學(xué)生的閱讀技巧和閱讀能力，增強(qiáng)了學(xué)生的分析問題、解決問題、歸納總結(jié)的能力。學(xué)生在這個(gè)過程中可能存在一些問題，但是通過小組討論、教師引導(dǎo)能夠理解明白所設(shè)計(jì)的題目，從而進(jìn)一步糾正了學(xué)生思維習(xí)慣和方法。在了解周凱的健康生活方式之后，學(xué)生通過小組討論明白什么是健康的生活方式，如何養(yǎng)成健康的生活方式以保證自己的身體健康。學(xué)生能夠通過這個(gè)活動提升英語表達(dá)的學(xué)習(xí)與運(yùn)用。但是課堂上這一環(huán)節(jié)存在瑕疵，即只給了同一小組的兩個(gè)同學(xué)發(fā)表了自己的看法和意見。應(yīng)該多讓幾組同學(xué)來發(fā)表看法，給更多的同學(xué)展示的機(jī)會。這個(gè)問題以后教學(xué)過程中要杜絕?？傊咎谜n學(xué)生收獲較多，能夠在以后的生活中養(yǎng)成良好的生活習(xí)慣，避免不健康的生活方式，過一個(gè)健康快樂的人生。學(xué)情分析這是學(xué)生在高一上半學(xué)期所學(xué)的第二冊書，雖然經(jīng)過了第一本書的初高中的銜接和過渡，但是學(xué)生們并沒有形成系統(tǒng)的高中英語的學(xué)習(xí)方法。部分同學(xué)對于英語閱讀仍然僅憑感覺，沒有完全正確和系統(tǒng)的方法。對于一篇文章只是讀過一遍之后所獲得的個(gè)別片面的細(xì)節(jié)，無法做到整體把握文章大意和文章篇章結(jié)構(gòu)；對于文章細(xì)節(jié)的理解也存在個(gè)別偏差的情況，沒有全面理解細(xì)節(jié)內(nèi)容或者以自己的想法代替文章的說法和作者的情感態(tài)度。所以在課堂上通過跳讀、速讀和細(xì)讀等方法既讓學(xué)生掌握細(xì)節(jié)也讓學(xué)生把握文章結(jié)構(gòu)，明白文章大意，并且學(xué)會如何找到段落的大意及總結(jié)文章主旨。從班級學(xué)生英語水平來看，學(xué)生之間存在一定差異。一小部分學(xué)生無論從單詞積累、語法知識水平還是閱讀理解能力都具有一定的水平。但是大部分學(xué)生還是對英語的學(xué)習(xí)缺乏興趣，對英語學(xué)習(xí)不夠重視，不愿意持之以恒地積累詞匯，各項(xiàng)語法知識理解不全面、不清晰，容易混淆。對于文章閱讀存在畏懼心理，除了閱讀理解老師的硬性作業(yè)外，很少能夠主動進(jìn)行英語文章的閱讀，因此對于閱讀談不上方法的運(yùn)用。由于英語成績不是很理想，所以課堂無法積極主動參與課堂，回答問題。在這方面要加以引導(dǎo)，通過多讀多聽多練習(xí)來培養(yǎng)語感，逐步攻克學(xué)習(xí)英語中的各種弱點(diǎn)，提高興趣、增強(qiáng)自信。本堂課所學(xué)模塊和所學(xué)文章都與身體健康和健康的生活方式相關(guān)，內(nèi)容貼合學(xué)生生活，學(xué)生對這一話題并不陌生，他們本身就對這一話題有自己的觀點(diǎn)和看法，所以針對本文章學(xué)生的知識儲備還是具備的，能夠在學(xué)習(xí)過程中主動啟用已有知識快速掌握新學(xué)知識，并能夠做到進(jìn)一步的提升。效果分析從整堂課來看，已達(dá)到各種學(xué)習(xí)目標(biāo)的要求。學(xué)生能夠?qū)ξ闹幸恍┲攸c(diǎn)的單詞、短語及句子在具體的語境中理解其意思，明白其用法。能夠獨(dú)立或者在老師及同伴的幫助下運(yùn)用各種閱讀方法與技巧完成教師所設(shè)計(jì)的各種教學(xué)活動，使閱讀方法的運(yùn)用更為熟練，使對文章的理解能力得到進(jìn)一步的提升。通過課堂中的討論環(huán)節(jié)，使學(xué)生學(xué)會如何運(yùn)用英語表達(dá)自己的情感和態(tài)度，激發(fā)了學(xué)生對英語學(xué)習(xí)的興趣，增強(qiáng)了學(xué)習(xí)英語的信心。本堂課通過閱讀中的各項(xiàng)活動也使得學(xué)生在情感上得到了升華，即深刻明白了健康的重要性，懂得了如何保持自己的健康。這對學(xué)生的一生都將產(chǎn)生深遠(yuǎn)的影響。從學(xué)生的課堂表現(xiàn)來看，學(xué)生能夠做到課前的充分預(yù)習(xí)，明確知道課堂上自己需要解決的各種知識及能力方面的問題。學(xué)生們的課堂參與度極高，積極進(jìn)行小組討論，踴躍發(fā)表自己的看法，樂于展示自己的觀點(diǎn)，課堂效率及達(dá)成度較高。不過在展示環(huán)節(jié)個(gè)別學(xué)生不夠積極主動，這需要老師的鼓勵(lì)和小組同學(xué)們的支持以及學(xué)生個(gè)人的勇氣。我對整堂課還是比較滿意的，但是還是存在一些不足之處，比如最后討論環(huán)節(jié)沒有給更多同學(xué)展示的機(jī)會，在以后的教學(xué)過程中要加以改進(jìn)。教材分析：本模塊OurBodyandHealthyHabits圍繞生活習(xí)慣、飲食起居和健康運(yùn)動等話題展開，旨在通過模塊教學(xué)使學(xué)生通過學(xué)習(xí)與討論健康，及健康的生活方式，使學(xué)生明白如何才能獲得健康和保持健康等問題，使學(xué)生樹立正確的健康觀念，建立起一種健康的生活方式。針對日常生活中經(jīng)常遇到的有害健康的壞習(xí)慣，指導(dǎo)學(xué)生發(fā)表自己的見解和看法，逐漸養(yǎng)成健康的生活習(xí)慣。通過閱讀活動，圍繞周凱的生活方式，教材設(shè)計(jì)既體現(xiàn)了文章細(xì)節(jié)，又涉及到文章結(jié)構(gòu)。通過這些設(shè)計(jì)活動，培養(yǎng)學(xué)生理解問題、分析問題的能力；提升學(xué)生的歸納總結(jié)能力。通過對文中周凱日常生活的了解，幫助學(xué)生樹立正確健康的生活習(xí)慣，保持自己及家人的身體健康。評測練習(xí)WhydoAmericansstrugglewithwatchingtheirweight,whiletheFrench,whoconsumerichfood,continuetostaythin?NowaresearchbyCornellUniversitysuggestshowlifestyleanddecisionsabouteatingmayaffectweight.ResearchersconcludedthattheFrenchtendtostopeatingwhentheyfeelfull.However,AmericanstendtostopwhentheirplateisemptyortheirfavoriteTVshowisover.AccordingtoDrJosephMercola,ahealthexpert,theFrenchseeeatingasanimportantpartoftheirlifestyle.Theyenjoyfoodandthereforespendafairlylongtimeatthetable,whileAmericansseeeatingassomethingtobesqueezedbetweentheotherdailyactivities.MercolabelievesAmericanslosetheabilitytosensewhentheyareactuallyfull.SotheykeepeatinglongaftertheFrenchwouldhavestopped.Inaddition,hepointsoutthatAmericansdrivetohugesupermarketstobuycannedandfrozenfoodsfortheweek.TheFrench,instead,tendtoshopdaily,walkingtosmallshopsandfarmers’marketswheretheyhaveachoiceoffreshfruits,vegetables,andeggsaswellashigh-qualitymeatsforeachmeal.AfteravisittotheUnitedStates,MireilleGuiliano,authorofFrenchWomenDon’tGetFat,decidedtowriteabouttheimportanceofknowingwhentostopratherthansuggestinghowtoavoidfood.Todayshecontinuestostayslimandrarelygoestothegym.Inspiteofallthesedifferences,evidenceshowsthatrecentlifestylechangesmaybeaffectingFrencheatinghabits.Todaytherateofobesityorextremeoverweightamongadultsisonly6%.However,asAmericanfastfoodgainsacceptanceandtheyoungrejectoldertraditions,theobesityrateamongFrenchchildrenhasreached17%andisgrowing.InwhatwayaretheFrenchdifferentfromAmericansaccordingtoDrJosephMercola?Theygoshoppingatsupermarketsmorefrequently.Theysqueezeeatingbetweentheotherdailyactivities.Theyregardeatingasakeypartoftheirlifestyles.Theyusuallyeattoomuchcannedandfrozenfood.Thistextismainlytalkabouttherelationshipbetween__________.AmericansandtheFrenchB.lifestyleandobesityCchildrenandadultsD.fastfoodandoverweightWheredoesthistextprobablycomefrom?ATVinterviewB.AfoodadvertisementCAhealthreportD.AbookreviewKeys:1.C2.B3.C課后反思本節(jié)課是一堂閱讀課，話題是有關(guān)身體健康及健康生活方式的內(nèi)容。通過自檢身體健康情況，讓學(xué)生復(fù)習(xí)一些有關(guān)健康的詞匯。然后閱讀有關(guān)周凱日常生活的文章，學(xué)生能夠通過閱讀，利用各種閱讀技巧獲取文章細(xì)節(jié)，找到每個(gè)段落的topicsentence，然后總結(jié)出整篇文章的mainidea.通過這個(gè)過程鞏固和提升了學(xué)生的閱讀技巧和閱讀能力，增強(qiáng)了學(xué)生的分析問題、解決問題、歸納總結(jié)的能力。學(xué)生在這個(gè)過程中可能存在一些問題，但是通過小組討論、教師引導(dǎo)能夠理解明白所