资源简介

Unit 2 Be sporty, be healthy
Project and Assessment 教案
教材分析：
本课时向学生布置了完成一次关于学生运动习惯问卷调查的任务。重点表达与句式主要涉及健康价值观、问卷调查的制作等话题。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，了解他人运动习惯，小组合作与个人工作相结合的完成一次关于学生运动习惯问卷调查。
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、问卷调查的制作等话题的重点词组与句式，如exercise；
思维品质上，自主发现探索问卷调查内容与含义，梳理制作问卷调查的主要步骤与过程，组织问卷调查文本的结构与逻辑。
文化品格上，深度了解体育项目与活动，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，提高词语构词法意识；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；认识到进行研究的方法的多样性，提高个人与小组动手能力。
教学重点：
学生结合所学内容，完成一次关于学生运动习惯问卷调查。
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: T asks a question to lead Ss in the topic “sport”, and also connect with the main project “questionnaire”. Do you know how many young people like sports at your school If not, how can you collect data from an area 激活学生已有知识，引出主题和主要任务。 5’ CW
Step 2 Questionnaire T analyses what questionnaire and what features they have. T needs to divide features into two side: advantages and disadvantages for developing Ss’ logical thinking. Then, T explains questions to help Ss think about what questions they’d like to put into their questionnaires and expand the topic. 分析主要任务概念，加深学生对主要任务的理解，引导学生发散思维，辩证看到事物，提高思维能力。 10’ CW
Step 3 Design your questionnaire: T teaches Ss how to design a questionnaire by steps. 1.Think carefully about what your main content and goal is. 2.Design your questionnaire with a mixture of close-ended questions and open-ended questions. 3.Keep the questionnaire short and easy, precise and concise Before doing the survey, Ss evaluate other groups’ questionnaires for understanding what aspects they need to improve. Then, Ss can hand out questionnaire by Internet or other methods for collecting data to prepare reporting. 教授学生如何制作问卷，提高学习能力。通过了解其他组的问卷设计，提高学生互评能力。鼓励学生分发修改后的问卷，提高学生参与度。 30’ CW/IW
Step 4 Report Ss are asked to write a report of the survey data. Before writing, Ss needs to understand what parts are included in a report by analysing sample report on the textbook. Suggested answer: Title, chart and figures, index, analysis. Then, Ss are encouraged to think of other forms of diagrams for preparing suitable one for their own report. And they learn some basic forms of them and their functions. Suggested answer: Pie chart, bar chart, line chart, table At last, T needs to analyse how to write an analysis for a report by reading sample passage. That includes introducing sentence, data of survey and conclusion. Also, T displays sentence patterns to improve Ss writing skill. 延伸上一活动，引导学生加深对材料的理解。通过分析书本语篇，深度讨论语篇结构，提高学生语用能力。 8’ CW/GW
Step 5 Presentation: Ss are asked to represent their questionnaires and reports to the rest of the class. Then Ss are encouraged to evaluate them by listing some pros and cons of the compositions. T could offer some hints and advice on how to make an evaluation. 引导学生制作并分享调查成品与报告结果，引导学生进行成果评价，提高学生言语策略。 10’ CW/GW
Step 6 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 7 Homework: The Brain-changing Benefits of Exercise" is a video tall given by brain scientist Wendy Suzuki in 2017. In this talk, she shares her research on the effects of exercise on the human brain. Watch her talk and find out more about the amazing changes that occur in our brain when we exercise. McFarland, USA is a sports drama film based on a true story. It is about a high school cross-country running team that won an important championship against all the odds. The coach and team use running to overcome their hardships and to rebuild their hopes for a better future. Watch it and experience the power that sport has for not only building a strong body, but also a strong mind.
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，整合所学内容完成一次关于学生运动习惯问卷调查的任务。
学生通过本课时学习，整合所学内容认识到调查报告的主要组成部分及其特色。
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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