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/ 教学评一体化 高效备课 | 英语学科
Unit 3 Be healthy, be happy第6课时 Project课时教学设计
教材分析
What---语篇主题和主要内容 Topic: What makes a healthy lifestyle Main content: This lesson focuses on designing a lifestyle survey and reporting the findings. It begins with students answering questions in a model survey about diet, rest, exercise, and free-time activities. Next, students work in groups to brainstorm a list of questions and discuss possible answers. Then, they learn a teen skill: inviting other people to share their views (e.g., What's your opinion of... ). After that, students do the survey in class, record the answers, and report their findings by providing explanations and giving advice. Finally, they complete a results table summarizing the number of people for each answer and the corresponding suggestions. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding healthy lifestyles — Students learn to identify healthy and unhealthy habits related to diet, rest, exercise, and screen time. 2. Data collection and analysis — Students learn to design a survey, collect data from classmates, and record the results in a table, developing their ability to gather and analyze information. 3. Giving advice and explanations — Students learn to provide explanations for their findings and give practical advice based on the survey results. 4. Cooperative learning and communication — Students work in groups to brainstorm questions, share ideas, and invite others to share their views, developing their teamwork and communication skills. 5. Using language in real situations — Students practice using English to design a survey, report findings, and give advice in a meaningful context. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear six-step structure. First, students answer the questions in a model survey (Step 1). Next, they work in groups to brainstorm a list of questions (Step 2). Then, they share their ideas and discuss possible answers (Step 3). After that, they do the survey in class (Step 4) and record the answers (Step 5). Finally, they report their findings, provide explanations, and give advice (Step 6). 2. Language features The lesson uses the simple present tense to talk about habits and routines. It uses frequency adverbs and phrases. It also uses modal verbs like should to give advice and expressions for inviting opinions. 3. Language functions Students are able to design a lifestyle survey with clear questions and multiple-choice answers, collect and record data from their classmates, report their findings using a structured format, provide explanations for the results, and give practical advice using should.
学情分析
【已知】Students have learned basic vocabulary about daily habits and health in primary school. They can understand and use simple sentences to describe their daily routines. They are familiar with the simple present tense and can talk about their habits using simple sentences. They also have basic writing skills and can write a few simple sentences about themselves with the help of pictures. Most students can work in pairs to talk about their daily lives and answer simple questions like How often do you... 【未知】Students do not know how to design a survey with clear questions and multiple-choice answers. They cannot yet use frequency adverbs and phrases accurately to describe habits. They may struggle to record and analyze survey results and report their findings using a structured format. Additionally, they lack the ability to give practical advice using should based on the survey results. They also need practice inviting others to share their views and giving peer feedback. 【能知】 Through model survey analysis, group brainstorming, class survey activities, and report writing, students will be able to design a lifestyle survey with clear questions and possible answers covering diet, rest, exercise, and free-time activities. They will be able to use frequency adverbs and phrases to describe habits accurately. They will also be able to collect and record data from their classmates, report their findings using a structured format, provide explanations for the results, and give practical advice using should. Furthermore, they will be able to invite others to share their views using expressions and work cooperatively in groups to complete the project.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe healthy and unhealthy habits. Understand and use frequency adverbs and phrases accurately to talk about habits. Use modal verbs like should to give practical advice. Write a well-organized report titled "Results of survey" using the target sentence patterns. 2.学习能力：Apply the teen skill of "Inviting other people to share their views" by using expressions like What's your opinion of... and What do you think of... . Study a model survey and find out which questions and answers are included (Step 1). Work in groups to brainstorm a list of questions and discuss possible answers (Step 2 & Step 3). Check their own writing by answering questions about proper data, explanations, and advice (Step 5). 3.思维品质：Develop logical thinking by analyzing the survey results and drawing conclusions about healthy lifestyles. Understand cause-and-effect relationships between habits and pare different lifestyle choices and provide explanations for the findings. 4.文化意识：Understand the importance of developing good daily habits for a healthy life. Learn to respect different lifestyles and give constructive advice to others. Realize the value of working together and sharing views to promote a healthy lifestyle in the class.
教学重难点
教学重点： 1. Master the key vocabulary for describing healthy and unhealthy habits: Acquire the vocabulary to describe lifestyle habits related to diet, rest, exercise, and free-time activities. 2. Understand and use frequency adverbs and phrases correctly: Recognize and apply frequency words to describe how often habits are done. 3. Use modal verbs (should) to give practical advice: Accurately use should to give advice based on survey results. 4. Write a well-organized survey report: Write a complete report titled "Results of survey" by following the writing framework and using the target sentence patterns. 教学难点： 1. Accurately distinguishing and applying frequency adverbs and phrases: Students may confuse different frequency expressions and use them incorrectly when describing habits or analyzing survey results. 2. Collecting, recording, and analyzing survey data: Students may find it difficult to conduct the survey in class, record the answers accurately, and analyze the results to draw conclusions. 3. Providing explanations and giving advice based on findings: Students may struggle to provide logical explanations for the survey findings and give practical advice using should in a structured and cohesive way. 4. Inviting others to share their views and working cooperatively: Students may lack the confidence or language skills to invite others to share their opinions and to work effectively in groups to complete the project.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Guide students to review key vocabulary related to diet, rest, and exercise by looking at the pictures and saying the words. 2. Review key sentences for giving advice, describing health problems, and using when and because clauses. 3. Play a short video about "Healthy Lifestyle" to introduce the topic and set the context for the project. 1. Look at the pictures and brainstorm words related to healthy and unhealthy habits. 2. Read and review the key sentences aloud, focusing on giving advice and using when and because clauses. 3. Watch the video and focus on the topic of healthy lifestyles, preparing for the upcoming survey project. 1. To activate students' prior knowledge about healthy and unhealthy habits through visual brainstorming. 2. To review the target vocabulary and sentence patterns, laying a solid foundation for the project task. 3. To introduce the topic of "Healthy Lifestyle" naturally through the video, motivating students to participate in the survey design and report.
Presentation 学习理解 1. Guide students to brainstorm and predict the content of a healthy lifestyle survey by asking what aspects are important. 2. Present the model survey and guide students to read and analyze the questions, multiple-choice answers, and the "Answers" section. 3. Guide students to complete the "Results of survey" table by analyzing the model survey's findings and suggestions. 4. Explain the key knowledge points, including special questions, and key phrases. 1. Brainstorm and predict what questions might be asked in a healthy lifestyle survey based on the four aspects . 2. Read the model survey carefully and analyze the structure, including the questions, answer choices, and the advice given for different results. 3. Work individually or in pairs to complete the "Results of survey" table by matching the answers with the number of people and corresponding suggestions. 4. Take notes on the key knowledge points, focusing on how to ask about quantity and frequency, and how to use frequency words correctly. 1. To activate students' prior knowledge and prepare them for designing their own survey questions. 2. To help students understand the structure and language features of a survey through model analysis. 3. To provide explicit instruction on key grammar and vocabulary, laying a solid foundation for the subsequent survey design and report writing tasks.
Practice 探究应用 1. Guide students to answer the questions in the model survey and work in groups to brainstorm a list of survey questions. 2. Present the "Teen Skill" of inviting others to share their views and introduce the useful expressions. 3. Lead students to share their ideas and discuss possible answers to the survey questions (Step 3), encouraging them to use the target expressions. 4. Monitor the group discussions and provide support where needed. 1. Answer the model survey questions individually, then work in groups to brainstorm and write down a list of questions for their own survey. 2. Learn and practice the teen skill: show interest, make eye contact, and share opinions later. Use the useful expressions to invite group members to share their views. 3. Share their ideas and discuss possible answers to the questions in their survey, giving constructive feedback to each other. 4. Finalize the questions and possible answers for their group's survey. 1. To develop students' ability to design survey questions through brainstorming and group discussion. 2. To teach students the social skill of inviting others to share their views and working cooperatively in a group. 3. To practice using the target expressions in a meaningful context, laying a solid foundation for the subsequent survey activity and report writing.
Production 迁移创新 1. Guide students to conduct the survey in class (Step 4) and record the answers from their classmates (Step 5). 2. Present the report framework (Step 6) and the fill-in-the-blank template for reporting survey results. 3. Explain how to provide explanations for the findings and give practical advice based on the data. 4. Monitor the survey process and help students organize their data for the final report. 1. Do the survey in class by asking their classmates the questions and recording the answers. 2. Collect and count the data to find out how many people got mostly A's, B's, and C's. 3. Complete the report template with the survey results and write down the corresponding explanations and advice. 4. Present their survey findings to the class or in groups, using the target sentence patterns. 1. To provide students with an opportunity to apply the target language in a real-life context through conducting a class survey. 2. To develop students' ability to collect, record, and analyze data, and to draw conclusions from the findings. 3. To practice giving explanations and advice using should, and to improve students' report writing and presentation skills.
Summary 归纳总结 1. Guide students to review the key words by translating English words into Chinese and Chinese words into English. 2. Lead students to complete the phrases and sentences based on Chinese prompts. 3. Present the grammar exercises and guide students to fill in the blanks with how many or how often, and rewrite sentences by asking questions about the underlined parts. 4. Check the answers together and clarify any remaining questions about the key vocabulary, sentence patterns, and grammar points. 1. Review the key words by translating them between English and Chinese. 2. Complete the phrases and sentences by filling in the blanks with the target vocabulary and sentence patterns. 3. Complete the grammar exercises by choosing between how many and how often, and rewriting sentences to ask questions about the underlined parts. 4. Check their answers with the teacher and correct any mistakes. 1. To consolidate the key vocabulary, phrases, and sentence patterns learned in this lesson through systematic review. 2. To check students' mastery of the target grammar, including special questions (how many / how often) and frequency expressions. 3. To help students build a clear knowledge framework and prepare for future learning and real-life application.
Language points 知识梳理 1. Present a summary chart on the blackboard outlining the six-step workflow for the project. 2. Review the useful expressions for inviting others to share their views. 3. Explain the key question patterns: How many... for asking about numbers and How often... for asking about frequency. 1. Review the six-step workflow and recall what they did in each step of the project. 2. Practice the useful expressions by role-playing short dialogues with their partners to invite opinions and share ideas. 3. Practice using the key question patterns to ask and answer questions about lifestyle habits. 1. To provide a clear and structured visual summary of the project workflow, helping students build a systematic framework for designing a lifestyle survey. 2. To reinforce the target expressions and question patterns through review and practice. 3. To prepare students for future project tasks and real-life communication about healthy lifestyles.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to meet the needs of students at different levels. 2. Explain the requirements clearly: Basic tasks focus on memorizing core words and writing advice sentences; Improving tasks involve conducting a survey with family or friends and writing a short report; Extending tasks require designing a new group survey and preparing an oral presentation. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic task by memorizing 8 core words and writing 2 pieces of health advice using should and shouldn't. 2. For the Improving task, use the 4 questions from the textbook to survey 3 family members or friends, and write a 5-sentence report with data and advice based on the model. 3. For the Extending task, work in groups to design a new health survey, and prepare to present their design and predicted results to the class in English next lesson. 1. To consolidate the target vocabulary and sentence patterns through varied and leveled practice tasks. 2. To encourage students to apply the target language in real-life situations, such as surveying family members and designing a group survey. 3. To develop students' comprehensive language skills, including writing, data collection, and oral presentation, while reinforcing the importance of healthy lifestyles.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of healthy lifestyles through the video and picture observation. Most students could understand and use the target vocabulary to describe healthy and unhealthy habits. The six-step project workflow provided solid support for students' group work. The teen skill "Inviting other people to share their views" successfully integrated speaking practice with cooperative learning, helping students learn to respect others' opinions and work together. Students learned to use frequency adverbs and phrases and the modal verb should to give advice. The survey and report activities helped students develop their ability to collect, record, and analyze data. 不足：Some weak students could not use the question patterns flexibly when designing their own survey questions. Limited class time left insufficient time for students to present their survey findings and share their group results. A few students failed to record the data accurately or provide logical explanations and advice based on the survey findings. Individual students made mistakes in spelling and sentence structure when writing their report. 改进：Offer more sentence frames and visual aids as learning support for low-level students before the group discussion and report writing tasks. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students distinguish between how many and how often, and to use frequency adverbs accurately. Provide more opportunities for students to practice inviting others to share their views and giving constructive feedback.
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