教學設計

課程基本信息學科英語年級高二年級學期春季學期課題Unit2HealthyLifestyleOpeningPage&ReadingandThinking教學目標Bytheendofthelesson,studentsareexpectedto:1.analyzethestructuralcharacteristicsandwritingmethodsofproblemsolutionexposition2.realizetheimportanceofgoodhealthhabits3.knowhowtochangebadhabitsandformgoodhabitswiththehelpofthehabitcycle教學內容教學重點：Studentscanfullyunderstandthetextandgraspthegeneralideaofeachpart.Studentscansummarizethebasicstructureandwritingmethodsoftheproblemsolutionexposition.教學難點：Studentscanfurtherapplythehabitcycletoproblemsolutioninrealsituations.教學過程Step1:Warmingup Theteacherusesaquickhealthquiztobegintheclass.Thisactivitywillarousestudents’attentionandinterestinthetopicofthisclass.設計意圖：通過進行健康生活小調查，學生可以在對照自身有無不良健康習慣的同時激活自身有關習慣主題的知識和經驗，幫助他們形成對文章主題的閱讀期待，調動了學生對課堂的興趣和積極性，為之后的教學流程作了很好的鋪墊。Step2:ReadformainideaScanthetextandfindoutwhatmainideasareincludedinit.Tickthecorrectonesandmatchthemainideawitheachparagraph.A.HowtochangeabadhabitandcreateagoodoneB.ThecycleofhowhabitsareformedC.HabitsthatcanhelpusstudybetterD.ChanginghabitsgraduallyE.YoungpeoplehavethepowertobuildahealthylifefullofgoodhabitsF.WhatahabitisG.Whybadteenagehabitsshouldbechanged設計意圖：學生通過教材中給出的“尋找段落大意”策略瀏覽文章，逐段提煉主旨。本活動旨在幫助學生快速獲取段落大意，讓學生對文本內容形成初步理解，厘清文章行文脈絡，同時訓練學生scanning這一閱讀技巧。Step3:ReadforstructureMatcheachpartwithitsmainideaandfunction.Part1(Para.1)Howtochangeabadhabit?SolvetheproblemPart2(Para.23)Youngpeoplehavethepowertobuildahealthylifefullofgoodhabits.RaisetheproblemPara3(Para.45)Whatishabitandhowdoesthehabitcyclework?SummaryPart4(Para.6)Whyshouldbadteenagehabitsbechanged?Analysetheproblem設計意圖：本活動旨在于通過再次閱讀，使學生在獲取段落大意、厘清行文脈絡的基礎上整合提煉篇章結構，把握各部分邏輯關聯，從而得出文章可以劃分為“提出問題分析問題解決問題總結”四大部分，掌握閱讀文本的基本寫作框架和結構。Step4:ReadfortexttypeWhichisthetypeofthistext?A.Exposition(說明文)B.Narration(記敘文)C.Argumentation(議論文)設計意圖：學生在掌握文本篇章結構的基礎上對文章體裁進行判斷后得出本文體裁為說明文，并且確定文章的目標讀者為青少年，為今后的寫作輸出作了鋪墊。Step5:ReadfordetailsPara1Whyshouldbadteenagehabitsbechanged?Para23Whatcharacteristicsdoesahabithave?Whatarethethreestagesofhabitcycle?Para45Whatshouldwedotochangeourbadhabitsandcreategoodhabits?Howcanapersonusedisciplinetohelpchangeabadhabit?設計意圖：學生通過readfordetails這一活動，進一步理解和掌握了文本內容。這一活動要求學生帶著明確的目標去觀看視頻、閱讀文本、查找信息，然后帶著問題找出答案，以達到有的放矢地分析文本、理解文本、解決問題的目的。通過逐段觀看文本視頻并細讀文本，將“讀”與“看”這兩大技能有機結合，是真正把知識轉化為能力的過程。Step6:ReadforwritingmethodsWhatwritingmethodsdoestheauthorusetoillustratethetopic?A.Givingexamples.

B.Listingaflowchart(列出流程圖).

C.Citingquotations(引用).

D.Makingexplanations.

E.Metaphor(暗喻).設計意圖：本活動要求學生進行小組討論，確定寫作手法。在選擇答案的同時，需要在文本中找到原文內容作為依據，進一步深化了學生對于說明文語言特征和寫作手法的認識，為今后的寫作輸出奠定了堅實的基礎。Step7:ThinkandshareTwoofyourclassmatesarehavingproblemswiththeirbadhabits.Canyouchooseonetowritedownthecue,routineandreward?Theneupwithsomesuggestionstohelpthembreakthebadhabits.StudentA:Ihavebeensufferingfromthebadhabitofovereatingfordecades.EverytimeIfeelupset,Ieatalot.Overeatingisthemosteffectivewayformetorelievestresstemporarily(暫時地).Itisironic(諷刺的)thatIeatevenmorewhenIfeelanxiousaboutgainingweight.Iamoverweightandfrequentlyhaveastomachache.WhatshallIdo?Ireallywanttogetridofthisterriblehabit.StudentB:Myfriendscallmeanightowl.Ioftenstayuplateandgotobedafter2a.m.WhenIamactuallyinbed,Istillcan'thelpplayingwithmycellphoneforonehourormore.Inotherwords,Ifallasleeplaterthan3a.m.Ifeeldizzy(頭暈目眩的)fromtimetotime.Ifindithardtoworkefficientlyatdaytime.Sleepinglateevenmakesmyskinlookbad.IknowitisanunhealthyhabitbutIdon'tknowwhattodo.ROUTINE__________ROUTINE__________ROUTINE__________REWARD_________REWARD_________設計意圖：本活動要求學生在理解習慣循環原理之后閱讀兩則來自于周圍同學的求助信息，選擇其中一個寫出習慣循環三個環節并給出改正不良生活習慣的具體建議。學生在完成活動的過程中，既深化了對于習慣循環原理的認識，又將課堂閱讀輸入內容進行遷移應用，在真實情景建構下完成了知識的“輸入輸出”過程，融合了趣味性和應用型，完善了教學環節設計。Step8:SelfreflectionAfterpletingthislesson,youcanrateyourperformance1(excellent),2(good)or3(inneedofimprovement).knowwhatishabitcycleandhowitworks.knowhowtochangebadhabitsandformgoodonesbyusingwhatIhavelearntinclass.masterthestructuralcharacteristicsandwritingmethodsofproblemsolutionexposition.expressideasbycriticalthinking.設計意圖：讓學生在課堂教學內容完成后對自己的課堂成果和收獲進行自評，本環節設計既讓學生對所學有所回顧思索，又完善了課堂設計維度。Step9:SummaryoftheclassTheteacherpresentsasentenceofVirgiltoshowtheimportanceofhealthandthenusesashortvideotoendtheclass.設計意圖：通過格言告訴學生健康是一個人最大的財富，想要擁有美好的生活我們就必須從現在起培養健康的生活習慣。之后利用視頻呈現一些良好的、健康的日常生活方式，既做到教學設計維度上的首尾呼應，又對學