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/ 教学评一体化 高效备课 | 英语学科
Unit 4 Ready, steady, go第6课时 Project课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we invent a new sport Main content: This lesson focuses on inventing a new sport in groups and presenting it to the class. It begins with students studying a model sport (Roof Ball) and deciding what kind of sport they want to invent (Step 1). Next, they pick a name for their sport (Step 2) and design the sports field, planning the things they need (Step 3). Then, they work out the basic rules, including how many players there are, how players get points, and what roles each player has (Step 4). After that, they explain the new sport to their classmates and invite them to have a try (Step 5). Finally, they ask the players' opinions to improve their sport (Step 6). Why---语篇传递的主题意义 Core values conveyed: 1. Understanding the structure of a new sport — Students learn how to organize a sport by defining its name, place, type, things needed, rules, scoring, and winner. 2. Developing creativity and innovation — Students learn to create their own sport, which encourages creative thinking and imagination. 3. Using language for real communication — Students learn to explain rules, invite others to play, and ask for opinions using target expressions. 4. Building teamwork and cooperation — Students work in groups to design a sport, make rules, and improve it together, which develops teamwork and communication skills. 5. Understanding the value of sports — Through inventing and playing a new sport, students understand that sports are about fun, participation, and creativity, not just winning. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear six-step project structure. First, students study the model and decide what kind of sport they want (Step 1). Next, they pick a name for their sport (Step 2). Then, they design the sports field and plan the things they need (Step 3). After that, they work out the basic rules (Step 4). Then, they explain the new sport to the class and invite others to try it (Step 5). Finally, they ask for opinions and improve their sport (Step 6). 2. Language features The lesson uses the simple present tense to describe rules and gameplay (e.g., Players line up in age order. / Each player starts with three lives.). It uses if clauses to describe rules and results (e.g., If a player lets the ball drop, he or she loses a life.). It also uses imperative sentences to give instructions (e.g., Line up in age order. / Take turns to hit the ball.) and modal verbs like would to invite others (e.g., Would you like to play... with me ). 3. Language functions Students are able to describe a new sport (name, place, type, things needed, rules, scoring, winner), explain the rules using if clauses and the simple present tense, give instructions using imperative sentences, invite others to play using target expressions, and ask for opinions to improve their sport.
学情分析
【已知】Students have learned basic vocabulary about sports and daily activities in primary school, such as swimming, running, basketball, and ping-pong. They can understand and use simple sentences to describe their daily routines and hobbies. They are familiar with the simple present tense and can talk about rules and habits using simple sentences. They also have basic reading skills and can understand short, simple passages about sports. 【未知】Students do not know how to design a new sport by defining its key elements (name, place, type, things needed, rules, scoring, and winner). They cannot yet use if clauses to describe rules and results (e.g., If a player lets the ball drop, he or she loses a life.). They may struggle to use imperative sentences to give instructions (e.g., Line up in age order. / Take turns to hit the ball.). Additionally, they lack the ability to invite others to play using target expressions (e.g., Would you like to play... with me ), and they need practice asking for opinions and improving their sport based on feedback. 【能知】 Through studying a model sport, working in groups to design a new sport, and presenting it to the class, students will be able to identify the key elements of a new sport. They will be able to use if clauses and the simple present tense to describe rules and results. They will also be able to give instructions using imperative sentences, invite others to play using target expressions, and ask for opinions to improve their sport. Furthermore, they will develop teamwork and creative thinking skills through group work and presentation.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe the key elements of a new sport (e.g., player, roof, serve, hit, drop, miss, lose, life, winner, rule). Use the simple present tense to describe how a sport is played (e.g., Players line up in age order. / Each player starts with three lives.). Use imperative sentences to give instructions (e.g., Line up in age order. / Take turns to hit the ball.). Use target expressions to invite others to play (e.g., Would you like to play... with me / Are you free tomorrow Let's play... together.). 2.学习能力：Study a model sport (Roof Ball) and find out its key elements: name, place, type, things needed, rules, scoring, and winner (Step 1-4). Work in groups to design a new sport, including naming it, designing the field, planning the things needed, and working out the basic rules (Step 1-4). Explain the new sport to classmates and invite them to have a try (Step 5). Ask the players' opinions to improve the sport based on feedback (Step 6). 3.思维品质：Develop logical thinking by understanding cause-and-effect relationships between actions and results in a sport (e.g., If a player misses the roof, he or she loses a life.). Develop creative thinking by inventing a new sport and designing its rules and scoring pare their own sport with the model and draw conclusions about how to improve it. 4.文化意识：Understand the importance of sports and exercise for a healthy life. Learn to express personal ideas and experiences in English, building confidence in self-expression. Realize the value of teamwork, cooperation, and sharing in a supportive learning environment.
教学重难点
教学重点： 1. Master the key vocabulary for describing the key elements of a new sport: Acquire the vocabulary to name a sport and describe its key elements, including name, place, type, things needed, rules, scoring, and winner. 2. Understand and use if clauses to describe rules and results: Recognize and apply if clauses to explain what happens in a game. 3. Use the simple present tense and imperative sentences correctly: Accurately use the simple present tense to describe how a sport is played and imperative sentences to give instructions. 4. Use target expressions to invite others to play: Accurately use Would you like to play... with me / Are you free tomorrow Let's play... together. to invite others to try the new sport. 教学难点： 1. Organizing ideas into a clear sport design: Students may struggle to organize their ideas into a well-structured sport design with clear elements. 2. Using if clauses to describe rules and results correctly: Students may make mistakes in tense when using if clauses. 3. Working in groups to design and improve a sport: Students may find it difficult to cooperate in groups, reach an agreement on the rules, and improve the sport based on the players' feedback. 4. Presenting the new sport clearly to the class: Students may feel shy or lack confidence when explaining their new sport and inviting others to try it in front of the class.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Guide students to review sports vocabulary by looking at the pictures and saying the words. 2. Review the correct verb collocations: play + ball games, go + activities ending in -ing, and do + martial arts/boxing. 3. Review key sentences about sports and benefits, extreme sports and safety, and using conjunctions (and, but, or, so). 4. Play a short video of a student reporter interviewing another student about inventing a new sport to introduce the topic. 1. Look at the pictures and brainstorm sports words in the three categories (play, go, do). 2. Read and review the key sentences aloud, focusing on expressing preferences, describing extreme sports, and using conjunctions. 3. Watch the video and focus on the topic of inventing a new sport. 1. To activate students' prior knowledge about sports vocabulary and verb collocations through visual brainstorming. 2. To review the target sentence patterns and grammar points, laying a solid foundation for the upcoming project task. 3. To introduce the topic of inventing a new sport naturally through the video, motivating students to create their own sport.
Presentation 学习理解 1. Guide students to look at the picture and predict what sport it is, whether they know the rules, and what new sport they would invent if they could. 2. Present the task and the model sport "Roof Ball," explaining what things are needed (one ball and a slanted roof). 3. Guide students to read and analyze the rules of Roof Ball, including how to play and the rules on scoring and winning. 4. Explain the key knowledge points: the simple present tense for rules, imperative sentences for instructions, if-clauses for scoring and winning, and key vocabulary (e.g., order, life, turn, player). 1. Look at the picture and answer the prediction questions, sharing their ideas about inventing a new sport. 2. Read the model sport "Roof Ball" and identify the things needed to play it. 3. Read and analyze the rules of the game, including how players play and how they score or lose a life. 4. Take notes on the key knowledge points and practice using the target grammar and vocabulary. 1. To activate students' prior knowledge and spark their creativity through prediction and discussion. 2. To help students understand the structure of a sport description through model analysis. 3. To provide explicit instruction on the target grammar and vocabulary, laying a solid foundation for the upcoming project task.
Practice 探究应用 1. Guide students to study the model sport and discuss in groups what kind of sport they want to invent (Step 1: water/field, accuracy/speed, single-player/team). 2. Ask students to pick a name for their sport (Step 2). 3. Guide students to design the sports field and plan the things they need, encouraging them to use anything around them or just their bodies (Step 3). 4. Lead students to work out the basic rules by answering the guiding questions: number of players, how to get points, and specific roles for each player (Step 4). 5. Monitor group discussions and provide support where needed. 1. Study the model sport and discuss in groups to decide the type of sport they want to invent (Step 1). 2. Brainstorm and pick a creative name for their new sport (Step 2). 3. Design the sports field and make a list of the things they need, using available materials or their own bodies (Step 3). 4. Work out the basic rules by discussing the number of players, the scoring system, and the specific roles of each player (Step 4). 5. Share their ideas with the class and prepare for the next steps. 1. To develop students' creative thinking and teamwork skills through group discussion and decision-making. 2. To guide students to apply the target vocabulary and sentence patterns in a meaningful context (inventing a new sport). 3. To prepare students for the final presentation by helping them organize their ideas into clear elements (name, field, things needed, rules).
Production 迁移创新 1. Guide students to explain their new sport to classmates and the teacher, and invite them to have a try (Step 5). 2. Present the Teen Skill "Inviting someone to play a sport" and review the tips and useful expressions. 3. Lead students to ask the players' opinions to improve their sport, asking: "Does it work Is it fun " (Step 6). 4. Encourage students to reflect on their design and make improvements based on feedback. 1. Present their new sport to the class, explaining the rules and inviting classmates to try it (Step 5). 2. Use the target expressions to invite others to play (e.g., Would you like to play... with me Are you free tomorrow Let's play... together.). 3. Ask the players for their opinions and feedback after they try the sport (Step 6). 4. Discuss whether the sport works, whether it is fun, and how to improve it based on the feedback. 1. To develop students' speaking and presentation skills by explaining their new sport to others. 2. To practice using target expressions to invite others to play in a real-life context. 3. To foster critical thinking and reflection by asking students to evaluate and improve their sport based on the players' opinions.
Summary 归纳总结 1. Guide students to review the key words by translating between English and Chinese. 2. Lead students to complete the sentences based on Chinese prompts, focusing on the key phrases. 3. Ask students to translate the target sentences into English using the key sentence patterns. 4. Present the grammar exercise and guide students to fill in the blanks with the correct forms of the given words. 1. Review the key words by translating them between English and Chinese. 2. Complete the sentences by filling in the blanks with the correct phrases based on the Chinese prompts. 3. Translate the Chinese sentences into English using the target sentence patterns. 4. Fill in the blanks with the correct forms of the given words, focusing on the simple present tense and the infinitive. 5. Check their answers with the teacher and correct any mistakes. 1. To consolidate the key vocabulary, phrases, and sentence patterns learned in this lesson through systematic review. 2. To check students' mastery of the target grammar, including the simple present tense and the infinitive. 3. To help students build a clear knowledge framework and prepare for future writing and real-life application.
Language points 知识梳理 1. Present a summary chart on the blackboard covering the key elements of a new sport and the six steps to invent a new sport. 2. Guide students to review the key elements by asking questions about the model sport "Roof Ball". 3. Review the six steps to invent a new sport and encourage students to use them as a guide for their own group project. 1. Review the key elements of a new sport by answering the teacher's questions about the model sport. 2. Recall the six steps to invent a new sport and share their understanding with the class. 3. Work in groups to discuss how to apply these elements and steps to their own new sport design. 1. To provide a clear and structured visual summary of the key elements and steps, helping students build a systematic framework for inventing a new sport. 2. To reinforce students' understanding of the project structure through review and questioning. 3. To prepare students for the upcoming group project by ensuring they know what to include and how to organize their ideas.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to meet the needs of students at different levels. 2. Explain the requirements clearly: Basic tasks focus on copying and memorizing key vocabulary and completing the Roof Ball information exercise; Improving tasks require making sentences with target phrases; Extending tasks involve designing a complete new sport. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic task by copying and memorizing the key vocabulary about inventing a new sport and completing the information exercise to find out the key elements of Roof Ball. 2. For the Improving task, write one sentence for each of the following: be played in/on, take turns to, if...lose a life. 3. For the Extending task, independently design a complete new sport, including its name, place, type, things needed, basic rules, scoring system, and winning conditions. 1. To consolidate the target vocabulary and sentence patterns through varied and leveled practice tasks. 2. To encourage students to apply the target language to design their own new sport, promoting creative thinking and language transfer. 3. To develop students' comprehensive language skills, including writing, creative expression, and independent thinking.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of inventing a new sport through the video and picture observation. Most students could understand and use the target vocabulary to describe the key elements of a sport. The step-by-step project design provided solid support for students' group work. The model sport "Roof Ball" helped students understand the structure of a sport description. Students learned to use if clauses to describe rules and results. The group discussion and presentation activities successfully integrated creative thinking with cooperative learning, helping students learn to work together and share their ideas. 不足：Some weak students could not use if clauses flexibly to describe rules and made mistakes such as using will lose instead of loses. Limited class time left insufficient time for students to present their new sports and share their group results. A few students failed to organize their ideas into clear elements. Individual students made mistakes in spelling and sentence structure when writing their sport descriptions. 改进：Offer more sentence frames and visual aids as learning support for low-level students before the group work and presentation tasks. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students organize their ideas into clear elements and use if clauses correctly. Provide more opportunities for students to practice inviting others to play and asking for opinions in real-life situations.
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