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Unit 3 Fit for life
Project（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand how to make a booklet about first-aid skills;
2. cooperate with group members to make and present the booklet;
3. evaluate and comment on other groups’ work.
II. Key competence focus
1. Search for the specific and useful information as much as possible.
2. Use group work to create a booklet about first-aid skills.
III. Predicted area of difficulty
Cooperate with group members and make the booklet together.
IV. Teaching procedures
Step 1 Lead-in
T comes in the classroom with his/her left hand bandaged and then tells the students what happened when he/she cooked in the kitchen yesterday.
T: Yesterday I was cooking in the kitchen, suddenly the pan of oil caught fire. I was at a loss what to do. Finally, I put out the fire but got my left hand hurt. I held my hand under the running water instantly. Do you think my reaction is right
T: Accidents are unavoidable, but correct first aid can make a big difference.
【設計意圖：通過創設情境，激發學生好奇心，體現了解急救知識的重要性，迅速進入話題。】
Step 2 Having a discussion
1. T asks Ss to list some health problems that need first aid.
2. T asks Ss to work in groups and discuss the following questions.
Which first-aid skills would your group like to research
Where can you get specific information you need
What aspects will you research
【設計意圖：通過小組討論，以小組為單位確定主題和思路，有助于學生構建關于急救的思維導圖，為下個環節做鋪墊。】
Step 3 Exploring the procedures
1. T guides Ss to explore the steps of making a booklet.
T: In order to get more people to learn something about first-aid skills, we are required to make a booklet. Before we make it, we must know something about booklet first.
What is a booklet
How to make a booklet
2. T asks Ss to work in groups and choose one health problem and research the related first-aid skills.
【設計意圖：通過小組合作探究小冊子的定義以及如何制作小冊子，有助于學生掌握步驟并且便于后續小組內部分配任務。】
Step 4 Analysing an example
1. T leads Ss to read and analyse an example of a booklet.
What is the topic of this booklet
How is the booklet organized
Why do we need photos and pictures in the booklet
What are the features of the language
2. T asks Ss to think about all the work that needs to be done and divide the work properly among the group members. The tasks include:
search for related information
take photos or download pictures
put together the information and make the booklet
make a presentation
【設計意圖：通過整體感知示例，理論結合實際，便于學生更好地了解什么是小冊子以及小冊子的特征,從而能夠依葫蘆畫瓢。根據任務量,小組進行分工安排，培養學生的小組協作能力。】
Step 5 Making a booklet
T asks Ss to put together the information and make the booklet.
【設計意圖：以小組為單位，合作完成任務，鍛煉學生的小組合作能力。】
Step 6 Presenting and evaluating
1. T asks Ss to present their booklet and pay attention to their pronunciation.
2. T asks Ss to evaluate other groups’ booklets in terms of their performance, content and pictures and do give suggestions.
【設計意圖：通過展示提高學生的表達能力，增強他們的自信心。同時也能發現別的小組的優點，有利于自我提升。】
V. Homework
Improve your booklet based on other groups’ suggestions.
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