资源简介

U4 Looking good, feeling good
Project and assessment 教案
教材分析：
本课时向学生布置了设计一个有关健康生活习惯app的任务。重点表达与句式主要涉及健康价值观、应用软件的设计与制作等话题。本文的价值取向在于学生通过学习，复习本单元所学内容，总结体会健康生活意义与内涵，学会正确调节健康生活方式，小组合作与个人工作相结合，设计一款健康生活应用软件。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及健康生活的价值观、应用软件的制作等话题的重点词组与句式，如search for, source；学会主动表达设计理念。
思维品质上，梳理设计应用软件的主要步骤与过程，组织应用软件文本的结构与逻辑；辩证看到应用软件的优点及用途并拓展设计思维。
文化品格上，体会健康生活的意义与内涵；发掘并体会不同类型的资源与设计的意义和功能，提升学生多模态阅读意识与能力。
学习能力上，提高个人反思评价意识，并能针对发现的问题进行更改，形成更改计划。
教学重点：
学生结合所学内容，设计一款健康生活主题的应用软件。
教学难点：
学生发掘并体会不同类型的资源与设计的意义和功能，能按照主题特点寻找合适的资源进行意义体现。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to think about the topics or key words coming to their mind in terms of a healthy lifestyle. Then T leads Ss to review the content learned in this unit. 激活学生已有知识，引导学生复习回顾本单元主要内容，引出主题。 6’ CW
Step 2 Think about the question: Ss are asked to recognize the apps and learn some background information about apps. 引导学生认识多种体裁与主题，并补充相关背景知识，为下一步活动进行铺垫。 4’ IW/CW
Step 3 Background information: T could lead Ss to think about the apps they use the most frequently and the advantages they have. Then T could set an example to give some hints. 5’ CW/IW
Step 4 Generate your reading material: Ss are asked to discuss what aspects should be included in a leaflet about a healthy lifestyle and T could offer several options if necessary. T could also remind Ss of diversity of the reading material to broaden their minds. 引导学生拓展对于阅读的思考，提升学生思维品质。 7’ CW/GW
Step 5 Generate your reading material: Ss are asked to research their chosen part. T could offer some hints about how to explain and how to organize the texts if necessary. T analyses each part of the plan for Ss and gives some examples. 延伸上一活动，引导学生加深对材料的理解，为后期软件内的文本写作铺垫。 8’ CW/GW
Step 6 Discuss with your partner: Ss are asked to think about the aspects that we might consider while designing an app. Then Ss are T check the answers together. 引导思考软件设计要素，引导学生思考如何设计应用软件。 7’ CW/GW
Step 8 Design your apps: Ss are asked to have an analysis of the example and explore the main parts of the information or picture in an app. 引导学生通过案例分析思考文本与图片所传达的主要信息及其结构。 10’ CW/GW
Step 9 Design your apps: Ss are asked to think about the information they want to transfer based on what have been shared. Ss are encouraged to present their ideas to the rest of the class. 巩固所学语言与内容，应用所学内容，引导学生进一步完成设计任务。 10’ CW/GW
Step 10 Assessment: Ss are asked to complete the table in pairs and have a reflection of the learning of the unit. Ss are also asked to think about their plan practically in making an improvement and T could offer some hints if necessary. 引导学生进行单元学后反思，提升学生学习能力。 8’ CW/GW
Step 11 Culture: T reminds Ss to think about what beauty is, and asks them to show some examples to support their ideas. Then T plays a micro video to summarise the concept of beauty. Also, T leads Ss to consider what factors may affect aesthetics, and plays a micro video. 升华单元文化主题，用已学习单元内容反思，引导学生思考美的定义以及客观印象审美的因素。教师通过播放微课，提高信息传递。讨论提高学生语言能力。 10’ CW
Step 12 Homework: The World Health Organization (WHO) is concerned that many people have weight problems. Visit its official website and learn more about this health problem. The documentary 10 Things You Need to Know About Losing Weight explores the science behind weight loss and discusses different tips on exercise and healthier eating. Watch the documentary to find out what suggestions are given, and decide for yourself whether they work.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，整合所学内容设计一款健康生活主题的应用软件。
学生通过本课时学习，能否提高个人反思意识与能力，并能根据反思内容制定实行合理的计划安排进行改善与提升。

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