Unit 1 Trying new things-D Be creative (Writing & Discovery)教学设计 2025-2026学年沪教版（五四学制）英语七年级上册

Unit 1 Trying new things-D Be creative (Writing & Discovery) This unit focuses on the theme of "Trying new things", and this part "Be creative" is mainly about inspiring students' creativity in writing. Students will first be introduced to some creative people and their unique ways of thinking through reading materials. Then, they will be guided to explore how to be creative in writing, such as using vivid adjectives, adverbs, and various sentence structures. Through a series of writing exercises, students will practice writing creative short paragraphs or stories. In the discovery part, students will discover the importance of creativity in daily life and how small changes can lead to big differences. 教学目标 Students can master new words and phrases related to creativity, such as "creative", "invent", "unique", "come up with", etc. Students can understand and use different sentence structures to make their writing more vivid, like simple sentences, compound sentences, and complex sentences. Students can learn some writing skills, including using descriptive words, creating an interesting plot, and adding a unique ending. 教学重难点 1 Key Points New words, phrases, and sentence structures related to creativity. Writing skills for creating vivid and interesting texts. How to guide students to think creatively and translate their creative ideas into writing. 2 Difficult Points Helping students overcome the fear of writing and stimulate their creativity to write unique and high - quality works. Teaching students how to use complex sentence structures appropriately in their writing without making mistakes. 1 New Words and Phrases creative /kriˈeɪtɪv/adj. 有创造力的；创造性的 E.g. She is a very creative writer. invent /ɪnˈvent/v. 发明；创造 E.g. Edison invented the light bulb. unique /juˈniːk/adj. 独特的；独一无二的 E.g. This painting has a unique style. come up with 想出；提出（主意、计划等） E.g. Can you come up with a good idea? imagination /ɪˌmædʒɪˈneɪʃn/n. 想象力 E.g. The story shows a lot of imagination. 2 Sentence Structures Simple sentences: Subject + Verb + Object. E.g. He writes a story. Compound sentences: Sentence 1 + and/but/or + Sentence 2. E.g. He likes reading, and he often goes to the library. Complex sentences: Subordinate clause + Main clause or Main clause + Subordinate clause. E.g. When I was young, I liked drawing pictures. 教学过程 1 Lead - in (5 minutes) Show students some pictures of famous creative people, such as Leonardo Da Vinci, Thomas Edison, etc. Ask students: "Do you know these people? What are they famous for?" Let students share their knowledge about these creative people in pairs. Then, invite some pairs to share their ideas with the whole class. Explain that today we are going to explore how to be creative just like these great people, especially in writing. 2 Pre - writing (10 minutes) Reading: Hand out a short passage about a creative person (for example, a story about how a young inventor came up with a new invention). Let students read the passage silently for the first time to get the general idea. Vocabulary teaching: Explain the new words and phrases in the passage, such as "creative", "invent", "come up with", etc. Use examples and pictures to help students understand. Second reading: Let students read the passage again and answer some questions, like "What made this person creative?", "What difficulties did he/she face?", etc. Brainstorming: Divide students into groups of four. Ask each group to brainstorm some creative ideas for a story, such as "If you could have a special power, what would it be and what would you do with it?" Each group writes down their ideas on a piece of paper. 3 While - writing (15 minutes) Writing skills guidance: Teach students some writing skills, such as how to start a story interestingly (e.g. using a question, an exciting scene), how to describe characters vividly (using adjectives), and how to end a story with a surprise. Model writing: Write a short sample story on the blackboard or show it on the PPT, explaining the use of different sentence structures and writing skills in the story. Individual writing: Students start to write their own creative stories according to their group's brainstorming ideas. Walk around the classroom to offer help and guidance, such as correcting grammar mistakes, suggesting better word choices. 4 Post - writing (10 minutes) Peer review: Students exchange their writing with their partners. They read each other's stories and give feedback, including praise for good parts and suggestions for improvement, like adding more details or using better sentence structures. Revision: Students revise their stories according to their partners' feedback. Sharing: Invite several students to read their revised stories in front of the class. After each reading, let other students comment briefly. 5 Discovery (5 minutes) Group discussion: Divide students into new groups. Ask them to discuss in groups: "How can we be more creative in our daily lives? Give some examples." Class sharing: Each group selects a representative to share their group's discussion results with the whole class. Summary: Summarize the importance of creativity in daily life and encourage students to keep being creative. 教学反思 Positive aspects: The use of pictures of famous creative people in the lead - in part successfully attracted students' attention and aroused their interest in the topic. The group work in brainstorming and discussion provided students with more opportunities to express their ideas and learn from each other. The step - by - step writing guidance, from reading, vocabulary teaching, skills guidance to writing practice, was helpful for students to gradually build up their writing ability. Areas for improvement: Some students still had difficulties in using complex sentence structures correctly in their writing. In future teaching, more exercises on sentence structure transformation and practice in context are needed. During the peer review process, some students did not give in - depth and detailed feedback. Teachers need to provide more specific guidance on how to conduct peer review effectively. In the discovery part, although students actively discussed, the time was a bit tight, and some groups did not have enough time to fully explore all their ideas. Next time, more time can be allocated to this part. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$