Unit 6 Inventors and their inventions 6 F Project 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

Unit 6 F Project 教学设计 I. Teaching Objectives Guide students to act as inventors: identify daily life problems needing improvement, design and invent solutions, and present their inventions. The presentation should include the invention's name, a picture/model, the problem solved, how it's solved, and reasons to try it. Develop students' collaborative and research skills through group work, information search, and idea discussion. Enhance students' practical English skills in describing inventions, discussing ideas, and offering/accepting criticism, while fostering creativity and problem - solving abilities. II. Language Knowledge 1. Key Words & Phrases inventor, invention, daily life problem, improve, solution, present, Soup protector, Footbike, Toesweep, useful information, expert, make a plan, draw a picture, try out, improvements, offer criticism, accept criticism 2. Key Sentences Tired of making a mess when you eat? Try the SOUP PROTECTOR. This circular face mask is here to help you eat safely. No more soup on your clothes or your hair! Need to do a lot of exercise to get in shape? Try this new way of getting fit. The FOOTBIKE looks like a bike, but it doesn't have a seat or paddles. A belt around your stomach makes it more steady and allows you to rest. Walk to where you need to go, faster! These are the cleanest shoes you will ever own. This invention TOESWEEP allows you to clean up as you walk around your home. A mini - broom and dustpan have been added to these shoes. See a mess, walk over, and use your feet to sweep. Study the models. Find a problem in our daily life and think about possible solutions. Search for useful information. Has anyone else tried to solve it or a similar problem? What can you learn from their ideas? Talk about your ideas with others. Ask an expert if possible. Make a plan or draw a picture and prepare for the things you might need. Do it! Try your invention. What works, and what doesn't? Make improvements. Test again and again until it's perfect for you. Now it's time to get other people to try your invention! I think that's a big step. However... I really like the way you... Wouldn't it be even better if...? I'm wondering if we could...? I think it's better to... what do you think? I see your point. I will think about it. Thanks for your advice. That's a good idea. 3. Key and Challenging Points Identify a daily life problem and brainstorm creative solutions in groups. Research existing solutions and incorporate useful ideas into their own invention. Describe the invention clearly in a presentation, including its name, problem solved, working principle, and reasons to try it. Use appropriate language to offer and accept criticism during idea discussion and improvement. III. Teaching Procedures Step 1 Study the Invention Models (10 minutes) Show students the three model inventions (Soup protector, Footbike, Toesweep). Ask them to discuss in pairs: “What problem does each invention solve? How does it solve the problem? What makes these inventions good?” Then share ideas as a class. Step 2 Find a Daily Life Problem (15 minutes) In groups, students brainstorm daily life problems (e.g., school bag falling off shoulders, no spoon for hot soup, pet toy under refrigerator). Each group picks one problem and shares it with the class. Step 3 Search for Useful Information (15 minutes) Groups search (via textbooks, prior knowledge, or brief class discussion) if anyone has tried to solve their chosen problem or similar ones. Discuss what ideas they can learn from existing solutions. Walk around to help with English expressions (e.g., “We found that someone used a strap to keep the bag on. We can improve that.”). Step 4 Discuss Ideas and Make a Plan (20 minutes) Groups talk about their invention ideas. Use “offering/accepting criticism” phrases (e.g., “I think that's a big step. However, maybe we can make it smaller.”). Then make a plan or draw a picture of their invention, noting needed materials. Step 5 Try Out the Invention (15 minutes) Groups create a simple prototype of their invention (using classroom materials or drawing detailed plans). Test it and note what works and what doesn't. Step 6 Make Improvements (15 minutes) Based on testing, groups discuss improvements. Test again until satisfied. Use phrases like “Wouldn't it be even better if...?” to suggest changes. Step 7 Present the Invention (20 minutes) Each group presents their invention to the class: name, problem solved, how it works, and why to try it. Classmates ask questions and give feedback using “offering criticism” phrases. IV. Assessment Collaboration: Observe how well groups work together in finding problems, researching, discussing ideas, and making improvements. Creativity: Evaluate the uniqueness of the invention's solution to the daily problem. Communication: Assess how clearly groups present their invention and use “offering/accepting criticism” language during discussion and presentation. Problem - Solving: Check if groups can identify a problem, create a solution, test it, and improve it. V. Homework Write a short passage about your group's invention, including its name, problem solved, how it works, and why it's great. Share your group's invention with family and ask for their suggestions. VI. Teaching Reflection Students were highly engaged in inventing solutions to daily problems. Group collaboration was strong, and presentations were creative. However, some groups struggled to clearly explain how their invention worked during presentations. In future, more practice on descriptive language and presentation skills will be provided. 学科网（北京）股份有限公司 $$