Unit 4 Looking good, feeling good_Project 教案
文档属性
| 名称 | Unit 4 Looking good, feeling good_Project 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 48.1KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-23 08:33:23 | ||
图片预览
文档简介
中小学教育资源及组卷应用平台
Book 1 Unit 4 Looking good, feeling good
Project
Designing an app about a healthy lifestyle
教学目标
By the end of this section, students will be able to:
1. design an app about a healthy lifestyle through exploration and cooperation;
2. present the design rationale and the outcome of each group’s work in class;
3. evaluate and help improve each group’s work.
教学重难点
To enhance one’s abilities of innovative and cooperative learning.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Preparation
Step 1 1. The teacher has students discuss in class various apps about healthy lifestyle in smart phones and explain their favourite ones with reasons. What apps about healthy lifestyle have you used Which is your favourite one and why 2. The teacher has students work in groups to review what they have learned about the theme of “a healthy lifestyle” using a mind-map. What have you learned about “healthy lifestyle” 3. The teacher has students form groups of four to pick one aspect about a healthy lifestyle to research into. Students can turn to Part A on Page 55 for reference. What aspects of a healthy lifestyle is your group going to research into 创设语境，激活学生已有的关于健康生活手机应用程序的认知和经验；复习单元话题“青少年身体与心理健康”下的词汇知识、语法知识、语篇知识和语用知识，帮助学生构建单元学习与应用框架；引导学生共同决定手机应用程序的研究重点，培养学生合作学习的意识与能力。 10’ Class Work Group Work
Implementation
Step 2 1. The teacher has students reflect on their lifestyles by answering the following questions: (1) What is your lifestyle Can you list your daily routine on the table ItemsTimeDetails1. get up2. exercise3. have breakfast4. go to school5. have lunch6. go home7. do homework8. have dinner9. go to bed
(2) Which habits of you or your group members are good And which are bad ones Why (3) How do you determine a lifestyle is healthy (4) Have you ever turned to any app to help manage your life Does it work 2. The teacher has students decide what app about a healthy lifestyle they are going to design. What app about a healthy lifestyle are your group going to design (1) What is the name of the app (2) What functions does it serve (3) Who are your target users (4) How does it work (5) How many sections does it contain (6) How do you make its design attractive 3. The teacher has students critically study the sample design on Page 55. What can you learn from this example (1) What aspect of a healthy lifestyle is included (2) What elements does this app design contain (3) What’s the highlight of the sample How can you improve it 4. Teacher inspires and guides students to create their own app design as a team. 呼应Welcome to the unit课时内容，进一步启发学生反思个人及同伴的生活习惯，激发学生通过设计手机应用程序帮助改善生活方式的积极性；指导学生细化设计过程，在批判性地学习案例与提出改进建议的基础上，创造性地合作完成小组方案。 20’ Group Work
Evaluation
Step 3 1. The teacher has each group orally present their outcome and design rationale to the whole class. 2. The teacher encourages other groups to assess the app design, ask questions and put forward suggestions at the end of each presentation. 3. The teacher has students vote on the best app design and summarizes the unit. Shall we vote on the best app design and give reasons 鼓励学生分享设计成果与思路，积极进行同伴学习与评价，并总结单元内容。 13’ Class Work
Homework 1. Polish up the app design based on the assessment. 2. Finish Part A, B, D on Pages 75–76. 2’
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)
Book 1 Unit 4 Looking good, feeling good
Project
Designing an app about a healthy lifestyle
教学目标
By the end of this section, students will be able to:
1. design an app about a healthy lifestyle through exploration and cooperation;
2. present the design rationale and the outcome of each group’s work in class;
3. evaluate and help improve each group’s work.
教学重难点
To enhance one’s abilities of innovative and cooperative learning.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Preparation
Step 1 1. The teacher has students discuss in class various apps about healthy lifestyle in smart phones and explain their favourite ones with reasons. What apps about healthy lifestyle have you used Which is your favourite one and why 2. The teacher has students work in groups to review what they have learned about the theme of “a healthy lifestyle” using a mind-map. What have you learned about “healthy lifestyle” 3. The teacher has students form groups of four to pick one aspect about a healthy lifestyle to research into. Students can turn to Part A on Page 55 for reference. What aspects of a healthy lifestyle is your group going to research into 创设语境，激活学生已有的关于健康生活手机应用程序的认知和经验；复习单元话题“青少年身体与心理健康”下的词汇知识、语法知识、语篇知识和语用知识，帮助学生构建单元学习与应用框架；引导学生共同决定手机应用程序的研究重点，培养学生合作学习的意识与能力。 10’ Class Work Group Work
Implementation
Step 2 1. The teacher has students reflect on their lifestyles by answering the following questions: (1) What is your lifestyle Can you list your daily routine on the table ItemsTimeDetails1. get up2. exercise3. have breakfast4. go to school5. have lunch6. go home7. do homework8. have dinner9. go to bed
(2) Which habits of you or your group members are good And which are bad ones Why (3) How do you determine a lifestyle is healthy (4) Have you ever turned to any app to help manage your life Does it work 2. The teacher has students decide what app about a healthy lifestyle they are going to design. What app about a healthy lifestyle are your group going to design (1) What is the name of the app (2) What functions does it serve (3) Who are your target users (4) How does it work (5) How many sections does it contain (6) How do you make its design attractive 3. The teacher has students critically study the sample design on Page 55. What can you learn from this example (1) What aspect of a healthy lifestyle is included (2) What elements does this app design contain (3) What’s the highlight of the sample How can you improve it 4. Teacher inspires and guides students to create their own app design as a team. 呼应Welcome to the unit课时内容，进一步启发学生反思个人及同伴的生活习惯，激发学生通过设计手机应用程序帮助改善生活方式的积极性；指导学生细化设计过程，在批判性地学习案例与提出改进建议的基础上，创造性地合作完成小组方案。 20’ Group Work
Evaluation
Step 3 1. The teacher has each group orally present their outcome and design rationale to the whole class. 2. The teacher encourages other groups to assess the app design, ask questions and put forward suggestions at the end of each presentation. 3. The teacher has students vote on the best app design and summarizes the unit. Shall we vote on the best app design and give reasons 鼓励学生分享设计成果与思路，积极进行同伴学习与评价，并总结单元内容。 13’ Class Work
Homework 1. Polish up the app design based on the assessment. 2. Finish Part A, B, D on Pages 75–76. 2’
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)