Unit 7 Fun after school Checking your progress (Project) 教学设计- 2025-2026学年沪教版英语七年级上册

Unit 7 Fun after school-Checking your progress (Project) This project in Unit 7 “Fun after school” is designed to integrate students' language skills and cross - curricular knowledge. It mainly focuses on two aspects: data presentation through different charts and creating a poster for a new school club. Students are required to conduct a survey about after - school activities among their classmates, choose a suitable chart (bar chart, line chart, or pie chart) to present the data, and then use the knowledge and language learned in this unit to design an attractive poster for a new school club they create. This project aims to enhance students' practical ability to collect, analyze data, and express ideas in English, as well as their creativity and teamwork spirit. 教学目标 Students will be able to master the vocabulary related to different after - school activities, such as “basketball”, “football”, “table tennis”, “skating”, “reading club”, “music club” etc. They can use the sentence patterns learned in this unit to describe after - school activities, like “I like/love/enjoy doing...”, “Six boys and five girls like playing basketball.” Students are expected to understand and correctly use the language for presenting data in charts, for example, “The bar chart shows...”, “The line chart indicates...”, “The pie chart reveals...” 教学重难点 Key Points How to correctly understand and use different charts (bar chart, line chart, pie chart) to present data about after - school activities. Mastering the language for describing after - school activities and creating an attractive poster, including vocabulary, sentence patterns, and layout design. Conducting a survey about after - school activities among classmates and organizing the data effectively. Difficult Points Helping students choose the most appropriate chart to present their survey data according to the characteristics of the data. Guiding students to design a unique and attractive poster with limited English language skills, including how to use colors, pictures, and words to make the poster eye - catching and informative. Training students to express their ideas about club - building clearly and accurately in English, and deal with possible communication problems during group work. Vocabulary After - school activity names: basketball, football, table tennis, skating, reading, music, dancing, painting, drama, etc. Chart - related vocabulary: bar chart, line chart, pie chart, data, show, indicate, reveal, percentage, number, etc. Club - related vocabulary: club, member, activity, meeting, join, attract, etc. Sentence Patterns For describing preferences in after - school activities: I like/love/enjoy doing... I am interested in... My favorite after - school activity is... For presenting data in charts: The bar chart shows that... According to the line chart,... The pie chart reveals that the percentage of... is... For introducing a club: Our club is called... We will have... activities. Come and join our club! Grammar The simple present tense is mainly used in this project to describe habits, preferences, and general facts about after - school activities. For example, “Many students like playing sports after school.” 教学过程 Step 1: Lead - in (5 minutes) Greet the students and show some pictures of students participating in various after - school activities, such as playing basketball, singing in the music club, reading in the library. Ask students: “What after - school activities can you see in these pictures? Do you like these activities? Why or why not?” Encourage students to share their opinions and lead to the topic of this project - fun after - school activities. Briefly review the vocabulary and sentence patterns related to after - school activities learned in this unit to activate students' prior knowledge. Step 2: Knowledge Presentation (10 minutes) Chart Introduction Show three types of charts (a bar chart, a line chart, and a pie chart) about students' favorite after - school activities. Explain the features and usage of each chart. For example, “A bar chart is good at showing the differences in quantity among different categories. Look at this bar chart, it clearly shows the number of boys and girls who like different sports.” Use simple examples to let students understand how to read data from charts. For instance, in the bar chart about sports, ask students: “How many boys like playing football? How many girls like skating?” Let students practice reading data from the given charts in pairs, and then invite some pairs to report their answers. Poster - making Basics Display some well - designed school club posters. Analyze the elements of a good poster with students, including the title, pictures, description of activities, contact information, and colors. Explain that the title should be eye - catching, pictures should be related to the club's activities, the description should be clear and concise, and the colors should match the theme. Give some examples of good and bad posters, and ask students to discuss in groups what makes a poster attractive or not. Then, each group selects a representative to share their ideas. Step 3: Group Work (20 minutes) Survey and Chart - making Divide students into groups of 4 - 5. Each group is required to design a survey about after - school activities. For example, they can ask questions like “What is your favorite after - school activity? How often do you participate in it? Why do you like it?” Group members go around the class to conduct the survey, record the data, and then return to their groups. According to the data they collected, each group chooses a suitable chart to present the data. They can use paper and colored pens to draw the chart or use software on the computer if available. While students are working, the teacher walks around to provide guidance, such as helping them solve problems in data collection, choosing the right chart, and drawing the chart accurately. Poster Design After finishing the chart, each group decides to create a new school club. They need to think about the name of the club, the activities it will organize, and how to attract members. Based on their ideas, groups start to design a poster for their club. They should include all the necessary elements learned before, such as an attractive title, relevant pictures, a clear description of club activities, and contact information. The teacher encourages students to use their creativity and make their posters unique. Step 4: Presentation and Evaluation (10 minutes) Each group selects a representative to present their survey results (using the chart) and the designed poster. The presenter should introduce the club name, activities, and why they designed the poster in this way. After each presentation, other groups can ask questions or give suggestions. The teacher also gives comments, focusing on the accuracy of data presentation, the creativity of the club design, the use of English language in the poster and presentation, and the teamwork performance of the group. Use a simple evaluation form to evaluate each group's work. The evaluation items can include data collection and chart - making (accuracy, choice of chart), poster design (creativity, layout, language use), and presentation skills (clarity, fluency). Each group gets a score according to the evaluation, and the teacher can give small rewards to the outstanding groups to encourage students. 教学反思 In this project - based lesson, students are actively involved in the whole process, from surveying to creating charts and posters. They show great enthusiasm for designing their own school clubs, which effectively stimulates their creativity and interest in learning English. However, some students still have difficulties in using English to express their ideas precisely, especially when introducing the club's activities and features. In future teaching, more language input and practice opportunities related to practical application should be provided. During group work, most groups cooperate well, but there are also a few groups with unbalanced participation. Some students are more active, while some are relatively passive. In the future, it is necessary to strengthen group management, assign clear tasks to each group member, and ensure that every student can participate in the group activities and gain something. Regarding the use of charts to present data, some students have a hard time choosing the most appropriate chart type according to the characteristics of the data. In the follow - up teaching, more examples and exercises about data analysis and chart selection should be designed to improve students' ability in this aspect. Overall, this project - based lesson achieves the expected teaching objectives to a certain extent. Through this lesson, students not only improve their English language skills but also enhance their cross - curricular ability in data analysis and poster design. In the future, more similar practical projects can be designed to continuously promote students' comprehensive development. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$