Unit 6 Inventors and their inventions-F Project 教学设计2025-2026学年沪外教版（2024）英语七年级上册

Unit 6 Inventors and their inventions-F Project This project in Unit 6 "Inventors and their inventions" of the 2024 Shanghai Foreign Language Education Press textbook for Grade 7 focuses on exploring the world of inventions and inventors. Students will be engaged in various activities related to inventions, such as learning about the process of inventions, the qualities of inventors, and how inventions change our lives. They will also have the opportunity to create their own small inventions, which combines language learning with practical creativity. 教学目标 A. Language Objectives Students will be able to use new words and phrases related to inventions correctly, such as "invention", "inventor", "create", "solve", etc. They can proficiently use modal verbs "can", "should", "must" and exclamatory sentences beginning with "What" and "How" to express their opinions and feelings about inventions. Be capable of using time order words like "first", "then", "next", "finally" to describe the process of an invention clearly. B. Ability Objectives Develop students' reading comprehension skills by reading stories and materials about inventions. Improve students' listening skills through listening to podcasts about young inventors. Enhance students' speaking ability by discussing and sharing ideas about inventions in groups. Cultivate students' writing skills by writing the key steps of an invention process. Foster students' creativity and practical ability by making a small invention to solve a daily - life problem. C. Emotional Objectives Stimulate students' interest in inventions and the spirit of exploration. Encourage students to think innovatively and be brave enough to try new things. Develop students' awareness of cooperation and teamwork through group work. 教学重难点 A. Key Points Mastery of vocabulary and sentence patterns related to inventions. Understanding the qualities of inventors and the process of inventions. Completing the task of making a small invention and presenting it. B. Difficult Points Applying language knowledge flexibly to describe inventions and express opinions. Overcoming difficulties in the process of making a small invention and presenting it in English fluently. A. New Words and Phrases Invention (n.) - something that has been made or created for the first time, e.g., The light bulb is a great invention. Inventor (n.) - a person who invents something, e.g., Thomas Edison is a famous inventor. Create (v.) - to make or bring something into existence, e.g., We can create new things with our imagination. Solve (v.) - to find an answer or a way of dealing with a problem, e.g., This invention can solve the problem of traffic jams. Remote control - a device used to operate a machine from a distance, e.g., We use a remote control to turn on the TV. LED umbrella - an umbrella with LED lights, e.g., The LED umbrella is useful on dark and rainy days. B. Sentence Patterns Modal verbs: Can: used to express ability or permission. E.g., I can make a simple invention. Can you show me how to use this invention? Should: used to give advice or express obligation. E.g., We should be creative if we want to be inventors. Must: used to express necessity or strong obligation. E.g., An inventor must be patient and hard - working. Exclamatory sentences: What + (a/an) + adj. + n. + (subject + verb)! E.g., What a great invention it is! How + adj./adv. + (subject + verb)! E.g., How amazing this invention is! Time order words: first, then, next, finally. E.g., First, we need to identify a problem. Then, we think of ideas. Next, we start to make the invention. Finally, we test it. 教学过程 A. Lead - in (5 minutes) Greet the students and show them some pictures of famous inventions, such as the wheel, the telephone, and the computer. Ask them: "Do you know who invented these things? And why are these inventions important?" Let students share their ideas briefly in pairs. Then, invite some pairs to report their answers to the class. B. Knowledge Review (8 minutes) Vocabulary review: Write some words related to inventions on the blackboard, and ask students to read them aloud and explain their meanings. Then, play a word - guessing game. The teacher describes the meaning of a word, and students guess which word it is. Sentence pattern review: Give students some incomplete sentences, and ask them to fill in the blanks with the correct modal verbs or complete the exclamatory sentences. For example: You ____ (can/should/must) be careful when using this new invention. ____ a clever inventor he is! ____ amazing these new technologies are! C. Reading and Discussion (10 minutes) Hand out a short passage about a young inventor and his invention to each student. Let them read it silently for the first time to get the general idea. Read the passage again with the students, and ask some detailed questions, such as "What problem did the inventor want to solve?", "What was his invention?", "What qualities do you think he has?" Divide students into groups of four. Let them discuss in groups: "What other problems in daily life can we solve with inventions? And what kind of inventions can we think of?" Each group chooses a leader to take notes. After 5 minutes of discussion, invite some groups to share their ideas with the whole class. D. Invention Making (15 minutes) Explain the task of making a small invention to the students: "Now, you are going to work in groups to make a small invention to solve a problem in our daily life. You can use the materials you brought or the simple materials provided by the teacher, such as cardboard, tapes, and plastic bottles." Let the groups start to work on their inventions. Walk around the classroom, offering guidance and help when necessary. Encourage students to communicate in English during the process, for example, discussing their ideas, dividing the work, and asking for materials. E. Presentation and Evaluation (7 minutes) Each group presents their invention to the class. They need to introduce what problem their invention solves, how it works, and what materials they used. Encourage them to use the language they have learned, such as time order words and modal verbs. After each presentation, the other students can ask questions, and the presenting group should answer them. Then, all the students vote for the most creative invention, the most practical invention, etc. Summarize the presentations, praise the students for their efforts and creativity, and give some suggestions for improvement. F. Summary and Homework (5 minutes) Summarize the key points of this class, including new words, sentence patterns, and the process of making inventions. Assign homework: Ask students to write a short passage about their group's invention, including the problem it solves, the steps of making it, and their feelings about the invention - making process. They should also draw a picture of their invention and bring it to class next time. 教学反思 After this class, overall, students showed great enthusiasm for the topic of inventions. The group work of making inventions effectively stimulated their creativity and cooperation spirit. However, there are also some areas that need improvement. A. Positive Aspects The lead - in with pictures of famous inventions successfully attracted students' attention and quickly engaged them in the topic. It also activated their prior knowledge about inventions. The reading and discussion activities provided students with opportunities to practice reading comprehension and speaking skills. Students actively shared their ideas in groups, and the communication in English was relatively smooth. The invention - making task was a highlight. Most groups were able to complete their inventions and present them with confidence. This not only improved their practical ability but also made them more familiar with the English expressions related to inventions. B. Areas for Improvement In the knowledge review part, some students seemed a bit rusty in using the sentence patterns. Next time, more interesting practice activities, like role - playing or short dialogues, can be designed to help them master the sentence patterns better. During the group work of making inventions, although most groups cooperated well, there were still a few groups where some students dominated the work, and others participated less. In future group activities, more specific group - work guidelines and evaluation methods can be established to ensure that every student is fully involved. In the presentation and evaluation stage, the time for students to ask questions was a bit limited. Next time, more time should be allocated to this part to promote more in - depth communication and thinking. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $