资源简介

Unit 6 Plan for Yourself-Section B Project
This project in Section B of Unit 6 focuses on practical application of language skills related to making plans. Students are required to identify problems within the class or school environment, conduct research on these problems (including collecting information about their manifestations, causes, and impacts), design specific plans to solve them, and finally create a presentation that includes problem descriptions, cause analyses, solutions, and expected effects. Through this series of activities, students will form a closed - loop of "problem identification - plan formulation - plan presentation - reflection and summary", which not only helps them consolidate expressions related to future plans but also enables them to experience the value of teamwork in problem - solving.
教学目标 Students should be able to use verbs related to planning (such as identify, analyze, implement, evaluate) and explanatory sentence patterns (e.g., First...; Then...; Finally...) to describe the problem - solving process. They can correctly use presentation expressions like "This problem is...; Our plan includes...; The expected result is...". Students are capable of introducing key information (manifestations, causes, solutions, etc.) about the problem in combination with relevant materials.
教学重难点 A. Key Points Using verbs related to planning and explanatory sentence patterns to describe the problem - solving process and its characteristics. Creating a presentation that contains key information (problem, cause, solution, expected effect). Clearly presenting the plan content and participating in class evaluation and reflection. B. Difficult Points How to screen valuable information (covering "problem - cause - solution - effect") to formulate a plan. Using coherent language to introduce the problem - solving ideas in combination with facts (e.g., "This problem affects...; Our plan needs... and can be implemented by..."). Accurately using the connection between planning verbs and explanatory sentence patterns (e.g., "It is a complex problem. First, analyze... and then implement...").
A. Key Vocabulary
Verbs: identify, analyze, implement, evaluate, solve, plan, try, etc.
Nouns: problem, cause, solution, effect, plan, goal, step, etc.
B. Key Sentence Patterns
First...; Then...; Finally...
This problem is...
Our plan includes...
The expected result is...
It is a... problem. We need to...
教学过程
A. Lead - in (5 minutes)
Show students pictures of common school problems, such as a messy library, a noisy corridor, or wasted water.
Ask: "What problems do these pictures show How do they affect our school life "
While students answer, highlight key expressions like "affect study", "reduce efficiency", etc. in their responses.
Students look at the pictures and share their opinions about school problems using simple expressions, for example, "The noisy corridor affects our classes. We need to solve it."
Introduce the project: "Today we’ll identify school problems, make plans to solve them, and then share our solutions."
Explain the requirements of 4a: "Work in groups. Choose a problem and collect information (including its performance, causes, and influences)."
B. Group Work - Problem Identification and Information Collection (10 minutes)
Students understand the project goal of identifying and solving school problems.
They form groups of 4 - 5 students and choose a problem. Then they start collecting information.
The teacher circulates around the groups, providing guidance and answering questions. For example, if a group has chosen the problem of "wasted food in the cafeteria", the teacher can guide them to think about aspects like "where the waste mainly occurs", "why students waste food", and "what negative impacts it has".
C. Plan Design (15 minutes)
Guide groups to organize the information they have collected:
Classify the information into different categories, such as "Problem Performance", "Causes", and "Solutions (with clear and operable steps)".
Demonstrate plan design for the students:
Link the steps of the solution with the causes of the problem. For example, if the cause of a problem is "lack of awareness", the solution step could be "organize awareness - raising campaigns".
Use planning verbs to describe actions. For example, "First, identify the root cause. Then, design targeted solutions."
Distribute templates to the groups to help them structure their plans. Set a 15 - minute timer for this stage.
Students sort the collected information into the appropriate categories. They design and start making their presentations, listing key points and writing descriptions using planning verbs. They also conduct peer - checks within the group to ensure that all key information is included.
D. Group Presentations and Evaluation (10 minutes)
Organize group presentations, with each presentation lasting about 3 - 4 minutes:
One student from each group introduces the problem, and the other group members explain the solution.
Provide presentation tips to the students before they start:
Start with the name of the problem, then talk about its causes and solution steps, and end with the expected effects.
After all the presentations, distribute evaluation forms to the students. The evaluation can cover aspects such as the clarity of the problem description, the rationality of the cause analysis, the feasibility of the solution, and the effectiveness of the presentation.
Students take turns to present their plans in groups, using expressions like "This problem is...; Our solution includes...; First, we...." They listen to other groups' presentations and provide constructive feedback.
E. Summary (5 minutes)
Summarize the key points of this class, including the problem - solving process using English expressions, the importance of teamwork in the project, and the common methods of problem - solving.
Encourage students to apply the skills and knowledge they have learned in this class to other real - life problems.
教学反思
In terms of students' performance, most students were actively involved in group discussions and were able to identify problems and come up with basic solutions. However, some groups faced difficulties in clearly analyzing the causes of problems and making their solutions highly operable. For example, when dealing with the problem of "low - participation in school activities", some groups only vaguely mentioned "lack of interest" as the cause without further exploring the root factors like "unappealing activity content" or "inconvenient activity time".
Regarding teaching methods, the combination of group work, teacher guidance, and presentations was effective in engaging students. But in the future, more time could be allocated to training students in information - screening and logical thinking before starting the project. For instance, providing some sample cases of problem - solving with detailed information - sorting processes could help students better understand how to analyze and plan.
In terms of language learning, students had a good opportunity to practice using planning - related vocabulary and sentence patterns. However, there were still some inaccuracies in their usage, especially in the connection between different parts of the problem - solving description. More targeted grammar and vocabulary exercises related to problem - solving scenarios could be designed for follow - up classes to strengthen students' language proficiency.

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