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Unit 4 Information Technology Lesson 2 Apps（教學設計）
【教學目標】
根據英語學科核心素養要求，設定一下四個具有可操作性的教學目標，即在 本課結束時，學生能夠：
1. 學會相關用于描述手機軟件流行的原因以及軟件功能的語境表達；
2. 鍛煉聽前預測和聽取關鍵信息的聽力策略以及以“總體到細節”的形式理 解對話的聽力方式；
3. 通過在情景任務中，與同伴交流分享并合作完成任務，逐步提高聽說能力 及英語交流能力；
4. 對手機軟件的發展現狀有更深的了解和思考，遷移和運用到情景任務中；
5. 在同伴互評中，培養自主分析和評價能力。
【教學過程】
教學目標 教學活動與步驟 設計意圖 評價要點 時間與互動 模式
目標 3 T sets the context: the school is holding an activity called “information technology month” and the topic of this week is apps. Ss are supposed to attend different theme-based activities and they are invited to take part in a competition about designing a teen’s app. 感知與注 意： 為整節課 創 設 情 景，引入 話題； 激發學生 興趣與參 與感 課堂觀察 CW 1 ’
目標 1 T shows a picture of popular apps. T asks ss whether they know these apps, whether they have used them and what they use them for. Ss recall their experiences about using mobile apps. Brainstorming: ss brainstorm the words related to apps’ 感知與激 活： 激活學生 已知的主 題相關詞 匯 及 表 達； 輸入關于 描述軟件 功能的詞 課堂 提問學 生頭腦風暴 的結果 CW 4’
functions. 匯及表達
目標 2&3 T sets the context: the school invites the programme Teen Tech Talk, an interview with an app developer, to be recorded on campus as one of the theme-based activities. Ss are invited to attend the Teen Tech Talk as audiences. Ss are waiting outside the lecture hall and chatting with their friends about the interview – try to predict what questions might the interviewer ask in the interview. 聽 前 預 測： 通過創設 聽 力 情 景，培養 學生聽前 預 測 能 力； 提供學生 以英語互 動的機會 課堂提問聽 取學生預測 聽力中會討 論的問題 CW&PW 2’
目標 2 T plays the tape. T presents the structure of the listening material by using mind map. Ss listen to the tape, check their predictions and divide the dialogue into several parts according to the interviewer’s questions. T plays the tape again. Ss note down the key information according to the questions while listening to the tape for the second time. Ss share their notes with their group mates and check the answer together. 獲取與梳 理： 根據聽力 材料的問 題劃分對 話結構， 使學生對 聽力材料 總體和對 話的特點 有 所 了 解； 培養學生 聽取關鍵 信息的聽 力策略 以小組形式 學生自行分 享聽力所得 信息 CW 10’
目標 1 Ss read the transcript and find out some useful expressions of describing reasons of being popular and functions of apps. T lists the useful expressions from the transcript according to ss’ findings. T guides ss to analyze the features of the discourse. 獲取與歸 納： 回歸聽力 文本歸納 總結關于 描述軟件 流行原因 和軟件功 能 的 表 達； 課堂觀察 CW 8’
從文本語 篇特點歸 納出如何 描述一款 軟件
目標 3&4 T sets the context: the highlight of the “information technology month” is the app- designing competition. T gives an example. Group work roles S1: leader & presenter S2: idea organizer S3: language supervisor S4: poster drawer S5: note taking & time keeper Each group is supposed to design an educational app based on one of the 4 given situations and design a poster to promote the app, including the app’s name, target users and functions. Two groups share a given situation. Group members work out their app together and finish the poster in 5 minutes. 遷移與創 新： 在情景化 任務中， 學生遷移 與運用課 中所學的 語 言 表 達； 鼓勵學生 進行創新 性思考； 為小組學 生設定角 色，最大 化每位學 生的參與 度； 鼓勵學生 在合作性 學習中， 共同解決 問題 觀察與指導 小組合作過 程及海報完 成進度 GW 7’
目標 3 、4、 “Gallery Presentation” 輸 出 展 檢驗海報完 GW&CW
5 1s (presenter) from each 示： 成程度； 8 ’
group is supposed to present 通過“畫 學生互評；
their work to another group one by one as a circle, which means all the groups are presenting at the same time. The rest of the group members should stay in their own group listening to other groups’ presentation. 廊 式 展 示”，最大 化學生課 堂 輸 出 （口語展 示）時間 和 參 與 度； 學生展示，教 師給予開放 性的評價
The rest of the group members should evaluate other groups’ works according to the given standard after listening. Each 通過同伴 互評，鼓 勵學生思 考同伴的 輸 出 成
student (except presenters) has 4 star-stickers which can be given to the apps (4 different apps from other groups) better meet the situations’ needs. T makes comments on the “most popular” app and summarizes the lesson. 果，培養 自主分析 和評價能 力
Homework: ss are going to promote their apps to the whole school. Turn the poster into a short passage and submit it to the school’s magazine.
附件 1
Information Cards
Group 1&2: Alice is going to pay a visit to Britain with her parents (in their 40s) who don’t know any English. She wants to recommend an app for her parents to learn
some daily-used oral English.
Group 3&4: Mike (9 years old) has difficulties in memorizing the spelling of English words. Gradually, he lost confidence in learning English.
Group 5&6: Grace (15 years old) went to America last summer vacation and found people there could hardly understand her pronunciation. She feels worried and wants to improve her speaking.
Group 7&8: Alan (16 years old) finds understanding English grammar difficult, which results in his weaknesses of reading and writing. He is in great need of improving his grammar.
附件 2
Evaluation Prompts for Presentation
Evaluation Prompts Perfect Good but to be perfected Sorry, not at all
Does the app meet the target user’s need 2 1 0
Is the design (app and poster) creative 2 1 0
Is the content well-organized 2 1 0
Does the group use the expressions learnt this class correctly and properly 2 1 0
Does the presenter speak English loudly and fluently 2 1 0

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