課標(biāo)分析高中英語(yǔ)課程的總目標(biāo)是使學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習(xí)的基礎(chǔ)上，進(jìn)一步明確學(xué)習(xí)英語(yǔ)的目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力；行成有效的英語(yǔ)學(xué)習(xí)策略；培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。綜合語(yǔ)言運(yùn)用能力的形成建立在語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)整合發(fā)展的基礎(chǔ)上。本課的設(shè)計(jì)包括聽說讀寫四個(gè)方面，有助于提高學(xué)生的語(yǔ)言技能。通過聽和讀培養(yǎng)抓住信息要點(diǎn)和辨別的能力；通過說和寫培養(yǎng)語(yǔ)言輸出能力和邏輯思維能力。同時(shí)了解良好生活習(xí)慣的基本內(nèi)容，養(yǎng)成勤鍛煉、保健康的意識(shí)和習(xí)慣。學(xué)情分析本節(jié)內(nèi)容針對(duì)的是高一上學(xué)期的學(xué)生。學(xué)生們進(jìn)入高中2個(gè)多月，已經(jīng)完成了第一冊(cè)的學(xué)習(xí)，基本完成初高中的過渡，適應(yīng)了高中的教學(xué)。所授課班級(jí)基礎(chǔ)較好，女生多，氣氛比較活躍，學(xué)生們都能積極回答問題。并且學(xué)生們對(duì)健康這個(gè)話題比較熟悉，初中時(shí)已經(jīng)學(xué)過一些有關(guān)生病、飲食等方面的詞匯。因此，大部分都能順暢的表達(dá)出來(lái)。但由于剛進(jìn)入高中不久，不太適應(yīng)全英語(yǔ)教學(xué)，偶爾有的地方不能理解，在表達(dá)時(shí)也避免不了有錯(cuò)誤。評(píng)測(cè)練習(xí)OralretellingSincewehavegotthemainideaofZhouKai(1),trytoretellthestorywiththefollowingpicturesandthegiveninformation.WrtingProposal-倡議書健康對(duì)我們?nèi)魏稳藖?lái)說都是最為重要的。請(qǐng)根據(jù)以下提示內(nèi)容，寫一篇以TheWaytoStayHealthy為主題的倡議書。（80詞左右）1.健康的重要性。2.保持健康的方法：1）注意你的飲食。應(yīng)該吃大量的水果和蔬菜，保持飲食平衡。不要吃太多富含脂肪的食物和甜食。2）鍛煉是必需的；經(jīng)常性的鍛煉能使我們更強(qiáng)壯。3）養(yǎng)成良好的生活習(xí)慣。3.呼吁大家一起行動(dòng)來(lái)保持健康。Ladiesandgentlemen,Healthismostimportantforanyofus.觀測(cè)記錄1、上課認(rèn)真聽講，積極思考、解決問題，并主動(dòng)發(fā)言。2、口語(yǔ)標(biāo)準(zhǔn)，表達(dá)流暢準(zhǔn)確。3、小組討論熱烈，每個(gè)成員都積極參與，任務(wù)分配明確。4、小組成果展示積極。角色扮演生動(dòng)活潑，表現(xiàn)力強(qiáng)。5、遵守紀(jì)律，課堂上不隨便講話6、小組成員間互相交流，取長(zhǎng)補(bǔ)短。教材分析OurBodyandHealthyHabits是外研社高中英語(yǔ)必修2Module1的教學(xué)內(nèi)容。本模塊旨在幫助學(xué)生養(yǎng)成健康的生活方式。Reading部分是本模塊的主題，這一部分圍繞周凱媽媽對(duì)周凱的照顧和周凱的生活習(xí)慣，幫助學(xué)生了解什么是健康的生活方式，以及如何培養(yǎng)健康的生活習(xí)慣，從而啟發(fā)學(xué)生樹立正確的健康觀念，建立健康的生活方式。教學(xué)設(shè)計(jì)課題OurBodyandHealthyHabits課型新授課教材分析OurBodyandHealthyHabits是外研社高中英語(yǔ)必修2Module1的教學(xué)內(nèi)容。本模塊旨在幫助學(xué)生養(yǎng)成健康的生活方式。Reading部分是本模塊的主題，這一部分圍繞周凱媽媽對(duì)周凱的照顧和周凱的生活習(xí)慣，幫助學(xué)生了解什么是健康的生活方式，以及如何培養(yǎng)健康的生活習(xí)慣，從而啟發(fā)學(xué)生樹立正確的健康觀念，建立健康的生活方式。課標(biāo)要求1.學(xué)會(huì)關(guān)于生活習(xí)慣健身運(yùn)動(dòng)的英語(yǔ)表達(dá)法；2.培養(yǎng)勤鍛煉、保健康的意識(shí)和習(xí)慣。教學(xué)目標(biāo)知識(shí)與技能能聽懂對(duì)將要發(fā)生事情的談話內(nèi)容并獲取信息；聽懂有關(guān)身體健康和疾病的談話并獲取信息；能流利說出有關(guān)健康和疾病的生詞、短語(yǔ)和句子；能熟練介紹身體保健和生活習(xí)慣；能理解所學(xué)的句子及段落并獲取信息，學(xué)會(huì)速度、跳讀和精讀；能熟練的寫出有關(guān)健康問題的句子和段落。過程與方法聽周凱與媽媽的對(duì)話獲取段落大意；通過閱讀技巧的運(yùn)用捕捉文章信息；能用學(xué)過的知識(shí)寫有關(guān)健康的作文情感態(tài)度與價(jià)值觀了解良好生活習(xí)慣的基本內(nèi)容，養(yǎng)成衛(wèi)生健康的生活習(xí)慣，樹立正確的健康觀念；加強(qiáng)鍛煉，關(guān)愛他人。重點(diǎn)為什么周凱的生活方式是健康的？難點(diǎn)1.兩篇文章的聯(lián)系是什么；2.什么是健康的生活方式。教學(xué)方法Audio-visualmethod,thesituationcommunicativeapproach,TBLT課時(shí)安排1課時(shí)教具投影儀，電腦，黑板TeachingproceduresTeacher’sactivitesStudents’activitesT’sIntentionStep1Lead-inStep2ReadingZhouKai(1)Step3ReadingZhouKai(2)Step4ShowtimeStep5WritingT:Goodmorning,students.Doyoulikewatchingmovies?Let’senjoyapieceofvideotogether.T:Sowhataretheydoing?Doyoulikeplayingfootball?Thereisapersonwhoalsolikesplayingfootballverymuch.HisnameisZhouKai.(Writethename.)First,let’slookatourlearningaimstoday：1.TolearnsomethingaboutwhathappenedtoZhouKai.2.ToknowmoreabouthowZhouKaikepthealthy.3.Toadvisestudentstoformgoodhealthyhabitsandexercisemore.T:Nowlet’slistentoZhouKai(1)andchoosethebestanswerofthemainidea.T:Whichonedoyouchoose?Anyvolunteers?Ok,thisgirl/boy……Doyouagreewithher/him?Sitdown,please.T:Sincewe’vegotthemainideaofthetext,nowIgiveyouseveralminutestoreadtheshortpassageandthentrytoretellthestorywiththefollowingpicturesandthegiveninformation.Now,begin.Readthepassageloudly.T:Whowouldliketohaveatry?Thatboy.(Ask3-5Sstoretell.)T:Excellent/Great!T:WeknewthatatlastZhouKaiplayedfootballintherain.Butwhathappenedtohimthen.Readthe2ndparagraphinZhouKai(2)andanswerthefollowingquestions:1).DidZhouKaigetillwhenhecamebackfromoutside?Andwhy?2).Doesheoftengetill?Why?Nowbegin.T:Whowouldliketoshareyouranswers?Thatgirl…Welldone.T:ZhouKaiseldomgetsillandheishealthy.Thenhowdidhekeephealthy?Readpara.1&3inZhouKai(2)andfindouthowhekepthealthy.Anyvolunteers?Thisgirl……T:Youareamazing,students.Itseemsthatyoucanunderstandthepassagewell.T:Students,uptonow,wehavelearnedthatZhouKaiishealthyandhowhekepthealthy.NowI’dlikeyoutoworkingroupsof6,andmakeadialogueabouthowtokeephealthyandhowtokeepfigure.StudentAworksasZhouKai,StudentB-Fworkashisfans.T:Whichgroupwouldliketopresenthere?Ok,thisgroup……T:Students,youareawesome,Iloveyourperformance.IamamazedatyourfluencyandaccuracyofyourspokenEnglish.Astimeislimited,weonlyhave3groupstopresent.Congratulations.T:Sofar,wehavetalkedalotabouthealth.Andweknowhealthisimportant,buttherearestilllotsofpeoplewhodon’trealizetheimportanceofit.SoI’dlikeyoutowriteaproposalonTheWaytoStayHealthy.Itshouldinclude3points.Ihavegivenyouthestartingpart.Afteryou’vefinished,I’dliketoask3studentstopresentyourwritingshere.Now,begin.T:Whowouldliketoshareyourwritingwithus?Ok,thisboy,thankyou.T:Ok,students,yourhandwritingandyourusageoflanguagereallyshockedme.Youalldidagreatjobtoday.IappreciateyourperformanceverymuchandIhopeyoucanbehealthy.Nowpleasereadthesentencetogether.T:Thankyousomuchtoday.Iloveyou.Classisover.Ss:Yes.:WatchthevideoSs:Playingfootball.Yes.ListentoZhouKai(1)andchoosethemainidea.S1：CSs:Yes.Ssbegintoretellthestory.S1:S2:S3:Ssreadthetextsilently.:S1:S2Ssreadthetextsilently.S3:Studentsworksingroupsof6tomakedialogues.3groupsgivetheirpresentation.3studentscometotheplatformandpresenttheirwritingsonebyone.Read“takeexercise,andI’mhealthyandhappy”together.Thevideo,whichisvividandinteresting,canattractstudents’attentionquickly.Showingthelearningaimstotellthemwhatwearelearningtoday.ZhouKai(1)isadialogue.Iwanttotrainstudents’listeningandspeakingskillsinthispart.ZhouKai(1)&(2)areconnectedthroughthe2ndparagraphinZhouKai(2)Inthereadingpart,I’dlikestudentstoreadthe2ndparagraphfirsttounderstandthetextwell.Inthispart,I’dliketotrainstudents’readingskills,likesimmingandscanning.Afterfinishingreadingthetext,Iwantstudentstousewhattheyhavelearned.SoIasksstudentstomakeadialogueabouthowtokeephealthytooutputtheirpreviousinput.What’smore,everyonecanbeinvolvedinthetalkingthroughgroupwork.Intheabovefoursteps,Ihaveaskedstudentstodosomelistening,speakingandreading.Tofurtherstrenghtentheirinputandmaketheiroutputmorefluent,I’dlikethem