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Unit 2 Stay Healthy 第6课时 项目活动课教学设计
教材分析
【What】本课时是单元项目“Make a health brochure”，围绕常见健康问题展开，引导学生小组合作完成健康宣传手册的设计与展示。语篇聚焦青少年常见健康问题（如视疲劳、食物过敏、牙痛、头痛等），通过调研、创作和展示，传递健康知识与自我保护意识。4a环节要求小组选择一个健康问题作为研究对象；4b环节通过预设问题（成因、症状、重要性、应对方法等）开展调研； 4c环节要求小组合作创作健康手册并进行班级展示，示例为“Vision Care 101”，包含成因、症状、行动重要性及预防建议。同时设置“Reflecting”反思环节，引导学生反思识别健康问题、描述病感、给出健康建议及保持健康安全的方法。 【Why】本课时语篇旨在帮助学生认识常见健康问题的成因与危害，树立主动预防、科学应对的健康意识；培养学生的健康素养与自我保护能力，学会在校园和生活中识别健康风险并采取有效措施；通过小组合作与展示，提升学生的沟通表达与团队协作能力，同时传递“健康是一切的基础”的生活理念。 【How】本课时采用“任务驱动+示例引导+反思总结”的结构，从问题选择、调研、创作到展示，形成完整的项目式学习闭环；示例手册采用“成因-症状-重要性-行动建议”的清晰逻辑，便于学生模仿。语言上聚焦健康类核心词汇（如allergy, strain, prevent, relieve等），兼具专业性与实用性；以祈使句（Reduce screen time.）、陈述句（Eye strain can cause our vision to get worse.）为主，简洁明了，适合宣传手册的信息传递；兼具信息传递、劝说引导和教育反思的功能，既提供健康知识，又鼓励学生主动践行健康行为
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
已掌握基础健康词汇（如headache, cold等），能简单描述身体不适；具备初步的小组合作经验，能完成简单的分工任务；对常见健康问题（如视疲劳、牙痛）有生活体验，但缺乏系统认知。 不了解健康问题的深层成因、科学应对方法及预防策略；不熟悉健康手册的文体结构和信息组织方式；难以用规范、清晰的英语表达健康建议和进行成果展示。 通过调研和示例模仿，掌握健康手册的创作方法；学会用英语描述健康问题的成因、症状及应对措施；提升健康素养，形成主动关注自身健康的意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：掌握与健康问题相关的核心词汇和常用表达，如eye strain, food allergy, relieve, prevent等；能用英语清晰描述健康问题的成因、症状及应对建议，完成健康手册的撰写与口头展示； 2.学习能力：学会通过预设问题开展调研，提升信息收集与整理能力；通过小组合作，提升分工协作、资源共享和成果优化的能力； 3.思维品质：分析健康问题的因果关系，形成科学的健康认知；批判性思考健康建议的合理性，提升逻辑表达和问题解决能力； 4.文化意识：理解“健康是生活基础”的理念，树立积极的生活态度；尊重不同健康需求，培养关爱自己和他人的社会责任感。 完成课时目标所需的核心语言如下： 【核心词汇】 health brochure, food allergy, toothache, eye strain, cut, headache, burn, backache, health problem, cause, treat, avoid, protect ... from, be away from 【核心句型】 What causes this health problem How might you feel when you have it What should we do to treat it and avoid it Health is not everything, but you have nothing without it.
教学重难点
教学重点：掌握健康问题相关的核心词汇和表达，能清晰地描述健康问题的成因、症状及应对方法；掌握健康手册的文体结构，能小组合作完成手册创作与展示。 教学难点：用规范、连贯的英语组织健康手册内容，并进行有说服力的口头展示；将健康知识转化为实际行动建议，培养学生主动践行健康生活方式的意识。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Set a situation for this period. School doctor:Dear students! This week our school is going to have the “School Health Guardian”. The school doctor’s office and the Student Union are teaming up to create a Health Awareness Week. T: Our class is in charge of making professional health brochures(健康宣传手册) to share with the whole school! Listen and try to understand the objectives of the class--making a health brochure. 创设校园健康周制作健康宣传手册的真实情境，贴合学生校园生活实际，快速吸引学生注意力，激发学生的参与兴趣和任务驱动意识；清晰告知本节课核心任务是制作健康宣传手册，让学生明确课堂学习目标，为后续项目开展做好铺垫。
Preparation 准备活动 (1)Show the students an example of a health brochure and guide them to know the first step of making it. T:Look at the part of the title and tell me what it is about. (2)Show some pictures and ask the students to say the name of the health problems.Then ask each group chooses one of them to focus on. T:What health problems do you know 2.T:Do some research on the health problem your group choose. Show the sample health brochure again and guide the students to analyze what kinds of information they need to research. T:What kinds of information should your research include 3.Guide the students to do some research and collect information. (1)Ask the students to match the reasons may cause the health problems. Then lead them to think out more causes for the health problems they focus on. (2)Guide the students to learn how they might feel when they have the health problems and ask them to take notes. Ask the students to have a discussion about why it is important to deal with and provide them some useful expressions. Let the students collect some advice for the health problems their groups focus on. T:How can we get more advice for the health problems (5)Guide the students to have a think how to make the brochure great. T:What else can we do to make a great health brochure 1.(1)Ask the teacher how to make a health brochure. Ss:The first step is to Choose a health problem to focus on and show your purpose. (2)Look at the pictures and say out the health problems. Then each group chooses one of them to focus on. Ss:toothache, headache, backache, sore throat, cut, eye strain, food allergy, burn... 2.Ss:What should we do next Pay attention to the sample brochure and try to get known what kinds of information should be included. Ss: Causes, symptoms, importance/result and advice. 3.Try to do some research and collect information for the brochure. (1)Match the reasons may cause the health problems. Then think out more causes for the health problems . (2)Check the common symptoms for the health problem your group focuses on. And try to add more. (3)Discuss the reasons why it is important to act now. And express the reasons with the expressions the teacher given. (4)Match the health problems with the things you should do. Sa:We can read some health guidebooks. Sb:We can ask our experienced parents. Sc: We can go to the doctor. Sd:... Think what else we can do to make a great health brochure. 展示健康手册范例并引导分析创作第一步直观呈现 范例，让学生直接感知健康手册的标题设计、内容框架和表达形式；通过提问 “标题讲述了什么”“制作手册的第一步是什么”，引导学生自主提炼出 “选定健康问题、明确创作目的” 的核心要点，知晓手册创作的起点。 结合图片引导学生说出健康问题并小组选题以图片为视觉载体，呈现青少年常见健康问题，唤醒学生的生活体验和已有词汇储备； 引导学生分析调研所需的信息维度再次结合范例手册，通过设问 “一份完整的健康手册需要包含哪些信息”，引导学生自主梳理出成因、症状、解决的重要性 / 后果、应对建议四大核心信息维度，帮助学生建立 “系统化调研” 的思维，避免后续调研出现信息遗漏、逻辑混乱的问题；同时让学生明确调研方向，知道 “要收集什么、往哪方面收集”，培养学生的逻辑思维和信息规划能力，为后续高效开展调研奠定基础。 通过系列互动任务引导学生调研并收集信息匹配健康问题的成因并拓展思考；梳理健康问题的症状并补充拓展；讨论解决健康问题的重要性并提供表达句式；匹配健康问题的应对方法并拓展建议获取途径。 引导学生思考如何优化健康手册：通过设问 “除了基础信息，还能做什么让健康手册更出色”，引导学生从设计美观、内容有趣、图文结合、语言简洁等角度思考，培养学生的创新意识和审美意识；让学生提前构思手册的优化方向，为后续创作中的 “创意设计” 环节做好铺垫，避免后续手册仅停留在 “文字堆砌” 层面，让手册既具备信息传递功能，又兼具吸引力，符合宣传手册的实际使用需求。
Practice (探究应用) Ask the students to choose their own roles including painter, presenter, information organizer, group leader and creative designer. Guide the students to work in groups to create a health brochure that shows their group's results by using the information they collect. Explain the key rules of the evaluation. Ask two or three groups to show their health brochures and represent it. In order to work together to make the brochure, choose their own roles including painter, presenter, information organizer, group leader and creative designer. 2.work in groups to create a health brochure that shows their group's results by using the information they collect. Pay attention to the rules of evaluation and show their health brochures and represent it to the class. 让学生自主选择小组角色（绘画者、汇报官等），尊重学生的个性和能力差异，实现小组内的优势互补，培养学生的分工协作意识，提升团队合作能力。 引导学生小组合作创作健康手册，将前期收集的信息转化为实际创作成果，实现知识的运用和迁移，锻炼学生的语言组织、书面表达和创意设计能力；明确评价标准，让学生在创作中有明确的方向，同时培养学生的自评和互评意识。
Production 迁移创新 Ask the students to have a reflection of what they have learned in this class. T:Can you identify and describe different health problems What advice can you give for different health problems Can you use reflexive pronouns properly in a sentence How do you think we can stay healthy and keep ourselves safe Have a reflection of what they have learned in this class according to their own situation. 设置反思问题引导学生梳理本节课所学内容，帮助学生回顾知识要点和技能收获，实现知识的内化和总结；从识别健康问题、给出建议、语言运用和健康生活理念等多维度提问，全面检测学生的课堂学习效果，同时引导学生将健康知识与生活实际结合，树立科学的健康意识，培养学生的自我保护能力和社会责任感。
Summary 归纳总结 Ask the students to sum up what they have learned in this class. sum up what they have learned in this class with the T’s help. 引导学生自主总结课堂所学，培养学生的归纳概括能力；在教师的辅助下完成总结，帮助学生梳理知识体系强化本节课的核心知识点和技能点。
分层作业设计
A层： 基础巩固 从课本给出的健康问题（如牙痛、头痛）中选一个，用中文写出2-3个常见成因和2-3个典型症状。
B层： 能力运用 回顾你们小组制作的健康手册，通过额外的网络搜索，为它补充一条实用的新建议。
C层： 拓展挑战 准备一段2分钟的口头介绍，向同学展示你的迷你手册，重点是说服大家采纳你的建议。
板书设计
Unit2 Stay Healthy Section B Project Health is not everything, but you have nothing without it.
教学反思
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