Unit 4 Ready, steady, go-F Project 教学设计 2025-2026学年沪外教版英语七年级上册

Unit 4 Ready, steady, go-F Project This project in Unit 4 “Ready, steady, go” of the 2024 Shanghai Foreign Language Education Press English textbook for Grade 7 focuses on creating a new sport. It encourages students to use their creativity and critical thinking skills. By the end of this project, students are expected to design a new sport, including determining the playing area, necessary equipment, and formulating clear rules. This project combines language learning with practical application, allowing students to express themselves in English while engaging in a fun and creative activity. 教学目标 1. Knowledge Objectives Students will be able to master relevant vocabulary related to sports, such as “field”, “equipment”, “rule”, “accuracy”, “speed”, etc. They can use key sentence patterns like “Is it played...?”, “It is a... sport.”, “The rules are...” to describe and explain their invented sports. 2. Ability Objectives Develop students' creative thinking and innovation ability to design a unique sport. Improve students' English expression ability, including speaking and writing, as they introduce and write about their new sports. Enhance students' cooperation ability through group work, as they need to discuss and complete the project together. 3. Emotional Objectives Cultivate students' interest in sports and English learning, making the learning process more enjoyable. Foster students' sense of teamwork and cooperation, and encourage them to share their ideas and listen to others' opinions. 教学重难点 1. Key Points Guide students to think creatively and design a new sport with complete elements, such as clear rules, suitable playing area, and proper equipment. Help students master and use relevant English vocabulary and sentence patterns to accurately describe their designed sports. 2. Difficult Points How to inspire students to break through traditional sports concepts and come up with truly original and feasible new sport ideas. Ensure that students can organize their thoughts clearly and express their complex sport designs in fluent and accurate English. 1. Vocabulary Sports-related nouns: sport, field, court, equipment (ball, bat, rope, etc.), rule, accuracy, speed, player, team, relay, obstacle Verbs: play, invent, create, divide, set up, pass, complete, win Adjectives and adverbs: single-player, team, indoor, outdoor, specific, certain 2. Sentence Patterns Question forms: Is it played in water or on a field? Is it about accuracy or about speed? Is it a single-player sport or a team sport? Descriptive forms: It is played in... It is mainly about... It is a... sport. The rules are as follows: First,... Second,... Then,... Finally,... 教学过程 1. Lead-in (5 minutes) Show students some pictures and short videos of various unique sports from around the world, such as extreme sports like parkour, underwater hockey, and kabaddi in South Asia. Ask students: “Have you ever seen these sports? Are they interesting? Do you want to create your own special sport?” This can arouse students' curiosity and enthusiasm for the project. 2. Model Study (8 minutes) Present the model sport in the textbook to students. Analyze it together in detail: Playing area: “Neither. It is played in the yard of one’s house with a slanted roof.” Explain why this playing area is chosen and its characteristics. Main focus: “It is mainly about accuracy and a bit of good luck.” Discuss what “accuracy” and “good luck” mean in this sport. Type of sport: “It is a single-player sport.” Compare single-player sports with team sports and their differences. Let students ask questions about the model sport to ensure they fully understand the elements of a sport design. 3. Group Work (20 minutes) Step 1: Decide the sport type (3 minutes) Divide students into groups of 4 - 5. In their groups, students discuss what kind of sport they want to invent, whether it is a physical strength-based sport, a skill-based sport, or a combination of both. They also consider if it will be an individual or team sport. Step 2: Name the sport (2 minutes) Each group brainstorms and picks an attractive and suitable name for their sport. The name should reflect the characteristics of the sport. Step 3: Design the playing field and gather equipment (5 minutes) Students make a simple design of the field where their sport will be played. They can use pictures, drawings, or just descriptions. Then, they plan and list the equipment needed. They can think about using common items around them, like chairs, balls, ropes, or even just using their bodies and the environment. Step 4: Work out the rules (10 minutes) This is the most important part. Groups need to clearly define the basic rules of their sport. Rules should cover aspects such as how to start the game, how players move, what actions are allowed or prohibited, and how to determine the winner. Encourage students to make the rules as detailed and reasonable as possible. 4. Presentation and Practice (10 minutes) Each group takes turns to present their newly invented sport to the class. One member of the group explains the sport, including the name, playing area, equipment, and rules. After each presentation, other students in the class can ask questions and give suggestions. The presenting group should try to answer the questions clearly in English. Then, select one or two simple sports and let the whole class have a quick try in the classroom or playground according to the rules, so as to better understand and experience the new sports. 5. Summary (2 minutes) Summarize the key points of this class, emphasizing the importance of creativity and cooperation in this project. Review the main vocabulary and sentence patterns used in describing sports. 6. Homework (Optional) Ask students to write a short passage about their invented sport at home, including all the elements they designed in class. This can further consolidate their writing skills and knowledge learned in class. 教学反思 After this 45 - minute class, several aspects can be reflected upon. Firstly, in terms of achieving teaching objectives, most students showed great enthusiasm in designing new sports, which indicates that their creative thinking has been stimulated. However, some students still had difficulties in using accurate English to describe their ideas, suggesting that more language input and practice are needed in future classes. Secondly, during group work, most groups cooperated well, but there were a few groups where some students dominated the discussion, while others participated less actively. In the future, it is necessary to guide students to better balance group participation and ensure that everyone can contribute and learn. Finally, the time allocation could be adjusted. The group work part might need a bit more time to allow students to fully elaborate their ideas, while the presentation part could be more concise to ensure all groups have enough time to present. Overall, this project - based class provides a good opportunity for students to integrate language learning with practical activities, and continuous improvement can make it more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $