Unit 1 课时7 Project（表格式教学设计）英语新教材人教版九年级下册

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版九年级下册 授课题目 Unit 1 Let's Celebrate! Project 4a-4d 课时 课型 第 7 课时　项目课 主题情境 人与社会（世界节日研究、项目展示、文化理解） 授课教师 语篇研读 【主题和内容】本课时是单元的项目课，任务是 Give a presentation on a festival，分四步。4a 要求学生列出一份“不同国家的节日”清单，从中选一个想深入了解的；4b 用七个问题（When / What do people do / Who / How / Food / Clothes / Why）为这个节日设计问题清单，然后查阅资料、做研究笔记；4c 准备展示，课本给出四种形式——做海报或视频、表演相关音乐舞蹈、穿代表这个节日的服装、做一道传统食物或分享食谱；4d 向全班展示，并投票选出最佳展示。课末的 Reflecting 用四个问题回扣整个单元：能不能介绍自己喜欢的节日、哪个节日最让自己意外、能不能用不同句式描述节日、以及“节日为什么重要”。【意义和价值】项目课把前六节课学的语言（介绍习俗、比较差异、三种句子、书信写作）一次性用出来。学生不是“再学一遍”，而是“用一次”：为真实的观众（外教、交换生）准备一场三分钟的展示。课本最后一句 Celebrating important days is a way to remember history and appreciate our culture，是本单元的价值收口。【方式和方法】本课采用项目式学习（PBL）：真实任务驱动、小组分工、成果展示、量规评价，四个环节对应“选课题—做研究—做作品—做展示”。 学情分析 本班学生在前六节课中积累了较充分的节日词汇与句型，也写过一封节日书信，具备完成项目的基本语言条件。但项目课对他们是新形式，有三个困难：一是不知从哪儿下手（“老师，我查什么？”）；二是分工不均（常常一两个人做完全部）；三是展示时照读稿子，没有“讲给观众听”的意识。因此本节课提供三样支架：七问研究表（解决“查什么”）、五个角色卡（解决“谁做什么”）、三分钟五段脚本（解决“怎么讲”）。 课标要求 ● 能围绕一个主题收集、整理信息，并用笔记的形式记录下来。● 能与同伴合作完成一项作品，并用英语向全班展示。● 能用评价量规评价他人的成果，并说明理由。 教学目标 通过本节课学习，学生能够：1. 列出至少 6 个不同国家的节日，并说明选择其中一个的三条理由（4a）；（学习理解）2. 用七个问题（when / what / who / how / food / clothes / why）为选定的节日设计问题清单，并通过查资料填出答案（4b）；（学习理解）3. 小组合作完成一份展示（海报 / 视频 / 表演 / 服装 / 食物任选），并用 3 分钟向全班介绍这个节日（4c、4d）；（实践运用）4. 用评价量规给其他小组打分并说明理由，回答 Reflecting 的四个问题。（迁移创新） 教学 重难点 重点：1. 用七个问题搭起研究框架，把资料变成可用的笔记；2. 用三分钟五段结构完成一次有观众的展示。难点：1. 从“查到的资料”到“讲得出口的内容”——筛选与改写；2. 小组分工与协作，避免一人包办。 核心语言 【核心词汇】celebrate, tradition, traditional, custom, culture, gather, parade, costume, symbol, experience【核心短语】take place, hundreds of, one of the ..., dress up as, bring ... together, a place where ...【展示用语】· Did you know that ...?· This festival is celebrated in ... on ...· Let me show you ...· What makes it special is ...· It is important because it brings ... together.· I hope you can come and experience it. 教学工具 PPT 课件（30 页，红色节日模板，含节日清单、七问卡、研究表、四种展示形式、角色分工卡、三分钟脚本、16 分量规、投票卡、Reflecting 四问、板书实景图）；“展示评分器”交互插件（四项打分实时计算总分）；研究表与展板模板（打印用） 教学策略 项目式学习（PBL）、任务型教学法、合作学习法、量规评价 教学过程 教学环节 教学活动 学生活动 设计意图 Part 1：Lead-in（5min） 1. Set the Scene: Tell Ss the school is holding a World Festival Fair next month. Each group will take one festival, make a board and give a three-minute presentation; foreign teachers and exchange students will really come and ask questions. 2. Four Tasks: Show the four tasks of the project (list festivals / choose one + seven questions / make a poster or video / present in three minutes) and match them with 4a—4d in the textbook. 3. What We Have Collected: Review the festivals met in this unit — China (Spring Festival, Lantern, Mid-Autumn, Dragon Boat), the UK and the US (New Year), Egypt (Sham El-Nessim), Thailand and Yunnan (Water Festival), India (Holi). Point out that the world is much bigger than these. 1. Understand the task and the audience (real foreign visitors). 2. See how the four tasks match 4a—4d. 3. Recall the festivals from this unit and realise they need more. 1. 用“学校要办世界节日展”的真实情境启动项目，观众是外教和交换生——这决定了展示要有“讲给人听”的意识。2. 四个任务与课本 4a—4d 一一对应，学生清楚每一步在做什么。3. 回顾本单元出现过的节日，既复习，也说明“还需要更多”——为 4a 的清单任务做铺垫。 效果评价：观察学生能否说出四个任务分别对应课本哪一步；请三名学生各说一个本单元没出现过的节日，判断其世界节日的知识面。 Part 2：Pre-project（14min） 1. 4a List: Ss work in groups and list at least six festivals from different countries (Asia: Spring Festival, Songkran, Diwali, Obon; Europe and America: Christmas, Thanksgiving, Carnival, Day of the Dead). Write the list on paper. 2. Choose One: Give three criteria — you don't know it well (so there is something to research), it has vivid details (so there is a scene to describe), and you can find materials. Ask each group to circle one and write one sentence: "We chose it because ..." 3. 4b Seven Questions: Present the seven questions (When / What do people do / Who celebrates it / How do they celebrate / What food do they eat / What do they wear / Why do people celebrate it). Explain that these seven lines are exactly the seven lines on their board and the seven things they must cover in three minutes. 4. Research Sheet: Ss fill the research sheet — festival, country, time, who, what, food, clothes, why, and one surprising fact. Point out that the last line is what makes visitors stop at the board. 5. Sources and Checking: Discuss three sources (textbook first, reliable websites, people they know) and three "don'ts" (don't copy a whole paragraph, don't write unverified numbers, don't write "it is interesting"). 6. From Notes to a Poster: Show that a board needs only five things — title, one big picture, three lines of key words, one surprising fact, one invitation. Fewer words, more people stop. 1. List at least six festivals in groups and write them down. 2. Choose one with the three criteria and write a reason sentence. 3. Copy the seven questions and understand they are the structure of the board and the talk. 4. Fill the research sheet, especially the "one surprising fact". 5. Note the three sources and the three "don'ts". 6. See the five things a good board needs. 1. “先写满再挑一个”避免学生一上来就选最熟悉的节日，最后讲不出新东西。2. 三条选择标准把“选题”变成一个可判断的动作，而不是凭喜好。3. 七问既是研究框架，也是展板结构和展示提纲——一个工具用三次，减轻认知负担。4. “一个惊讶事实”是展板设计的关键，也是展示开场 hook 的来源。5. 三个“不要”针对学生最容易犯的抄袭与空泛问题。6. “展板不是作文”纠正“写满一块板”的常见误区。 效果评价：检查每组清单是否达到 6 个、是否来自不同国家；抽查三组说出选题理由；看研究表是否七问齐全、最后一行是否具体（“人很多”不算具体）。 Part 3：While-project（14min） 1. 4c Four Forms: Present the four forms — poster or video, music or dance, costume, food or recipe. Say: "You don't need all four. Pick one and do it well." Give examples of matching a form to the group's strengths. 2. Five Roles: Assign five jobs — Researcher (fills the sheet), Writer (writes the board text and the script), Maker (makes the board / video / props), Speaker (presents), Timekeeper (controls time and checks format). Every member must take one. 3. Three-Minute Script: Show the five moves with timings — Hook 0:00—0:20 (a surprising fact), Who and When 0:20—0:50, What and How 0:50—2:00 (two concrete activities, put the performance / video / food here), Why 2:00—2:40, Invite 2:40—3:00. 4. Speaking Frames: Give sentence frames for opening, developing and closing. Point out that the first sentence decides whether visitors stop at the board. 5. Work Time: Groups work on their product — writing the board text, practising the performance, preparing the food, or rehearsing the script. Teacher circulates and checks the seven questions are covered. 1. Choose one form that fits the group's strengths. 2. Take one of the five roles and write down what they are responsible for. 3. Draft the three-minute script with the five moves and timings. 4. Practise the opening sentence with the frames. 5. Work on the product in groups; rehearse if time allows. 1. “选一样做透”降低项目难度，也避免四样都碰一点、样样不成。2. 五个角色卡解决“分工不均”这个项目课的老问题——每人一张卡，责任到人。3. 三分钟五段脚本把“上台讲话”变成可排练的流程，尤其给开场一个明确的写法。4. 句型支架保证语言输出质量，避免学生临场编句子。5. 课堂留出实际制作时间，项目课不能只讲不做。 效果评价：检查每组是否人人有角色、是否选定一种展示形式；看脚本是否五段齐全、时长是否控制在 3 分钟；巡视时重点听开场句，能否让人想继续听下去。 Part 4：Post-project（8min） 1. 4d Rubric: Present the 16-point rubric — content 4 (seven questions complete, details concrete), language 4 (sentences clear, words accurate), form 4 (real objects / performance / video), cooperation 4 (everyone works, smooth transitions). 2. Present and Vote: Groups present in turn (3 minutes each); the class votes with three votes — most solid content, most attractive form, clearest explanation — and must write one reason for each vote. 3. Reflecting: Ss answer the four reflecting questions — can you talk about your favourite festival? which festival interested you most? can you describe a festival with different sentence types? why are festivals important in our life? 4. Unit Wrap: Return to the Big Question "Why do people celebrate festivals?" and collect four answers — remember / gather / hope / pass on. 1. Note the four scoring items. 2. Present in groups; vote with three votes and write reasons. 3. Answer the four reflecting questions in writing. 4. Give their own answer to the Big Question in one sentence. 1. 量规公开，学生展示前就知道“什么算好”，减少“凭印象打分”。2. 三票分设三个维度，投票必须写理由——评价本身也是一次语言输出。3. Reflecting 四问回扣单元，第 3 问直接复现第三课时的三种句子。4. 回到 Big Question 并给出四个答案（记得 / 相聚 / 希望 / 传递），完成整个单元的价值收口。 效果评价：按量规四项给每组打分并统计分布；收集投票理由，看是否具体（“他们讲了彩蛋的来历”算具体）；批阅 Reflecting 的书面回答，重点看第 4 题是否跳出“放假、好玩”。 Part 5：Summary（2min） Summarize with the board: four tasks (list — choose and ask — make — present), seven questions, and what a good poster needs. Close with the unit sentence: Celebrating important days is a way to remember history and appreciate our culture. 跟随板书回顾项目四步、七问与展板五要素；齐读单元结语。 用板书把整个项目压成一张图，学生下课后可以照着继续做。 Part 6：Exercises（2min） Guide Ss to finish two tasks: a word-bank cloze with 10 items (celebrate / traditional / custom / culture / gather / parade / costume / symbol / experience / important) and sentence completion with 5 items (takes place / Hundreds of / one of / brings ... together / where). 独立完成，同桌交换批改。 在项目输出之后做一次语言收束，巩固本单元的高频词块与句型。 Part 7：Homework 基础作业：把研究表补完整（七问 + 一个惊讶事实），并用英文写出三句展板文字。进阶作业：完成小组展示的材料：展板 / 视频 / 道具，任选一样；把三分钟稿写成 8—10 句的关键词卡。拓展作业：准备展示并录制练习视频（3 分钟），对照量规自评四项，写一句“下次我要改哪里”。 记录作业要求，按分工完成并上传。 作业即项目的一部分，保证下节课的 World Festival Fair 能真正开起来。 Part 8： Homework 基础作业：词汇抄写与记忆——抄写本节课所学核心词汇（lantern, yuanxiao, tomb, ancestor, parade, costume, symbol, express）各3遍，并写出中文意思。 进阶作业：节日信息卡制作——选择一个中国传统节日（非本节课重点学习的也可），制作一张英文信息卡（Festival Information Card），包含以下信息：Name of the festival; Date; Activities; Special food; Meaning。 拓展作业：录制一段1-2分钟的英文视频，以“Festival Culture Ambassador”的身份向外国朋友介绍一个中国传统节日。视频需包含节日时间、习俗、食物和意义等信息。 将家庭作业做好记录。 分层设计作业，满足不同学生的需求，引导学生在课后进一步巩固和拓展所学知识，将课堂学习延伸到课外。 板书设计 教学反思 项目课最大的问题是“散”——学生一放开就容易变成手工课，英语反而没了。这节课用三个支架把“散”收住：七问清单锁定内容、五个角色锁定分工、三分钟五段锁定语言输出。课堂上英语的使用率明显高于我预期，因为每个人都要开口（Speaker 讲、Timekeeper 计时、Writer 读稿）。有几个真实的困难。一是选题，有两组都选了 Spring Festival，理由都是“熟悉”——这正是我课上提醒过的。后来我要求他们换一个“你不了解的”，其中一组改成了 Diwali，研究得很起劲。二是时间，While-project 的 14 分钟只够把展板文字和脚本定下来，实际制作要放到课后，这一点要在布置时就说明。三是量规，学生打分普遍偏高（平均 13/16），说明“合作”这一项他们不太好意思给别人低分，下次可以把“合作”改成组内互评。Reflecting 第 4 题答得最好，有学生写 “Festivals tell us who we are and where we come from”，比我准备的四个答案（记得/相聚/希望/传递）更凝练。这句话我抄到黑板上了。 2 学科网（北京）股份有限公司 $