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

科目

英语

年级

七年级上册

课时安排

1课时

核心素养目标

本课时紧扣“Be creative”主题，立足四维核心素养培育。语言能力上，引导学生掌握创新相关词汇、句型，能撰写简单创新活动短文并开展探究表达。文化意识上，渗透中西方创新文化差异，培养包容与借鉴意识。思维品质上，通过探究、联想激活创新思维，提升逻辑与表达逻辑性。学习能力上，引导学生主动积累词汇、合作探究，掌握“尝试—探究—创作”的学习方法，树立自主学习与创新意识，实现语言学习与综合素养的协同发展。

教学重难点

重点：掌握creative, invent, experiment等核心词汇及“I tried… by doing…”, “It was creative because…”等重点句型；能围绕“尝试新事物、创新”主题，撰写条理清晰、语法正确的短文，表达自身想法。难点：灵活运用核心句型描述创新过程与理由，避免句式单一；结合生活实际挖掘创新素材，实现内容具体、有新意；在探究环节中，主动运用所学语言交流创新思路，提升语言综合运用与创新思维的融合能力。

教学过程——主要思路

（一）热身导入：激活旧知，引入主题

1. 旧知回顾：教师展示Unit 1前几部分的核心图片（如尝试做饭、学骑自行车、参加新社团等），引导学生分组讨论：“What new things have you tried in your life? How did you try them?” 每组邀请1-2名学生分享，教师及时点评，重点关注学生对过去式和尝试类句型的运用，如“I tried cooking noodles last weekend. I did it by watching videos.”

2. 主题导入：教师出示一组创新相关图片（如自制手工艺品、改良的小工具、学生的创新画作等），提问：“Look at these pictures. What do you think of them? Are they special? Why?” 引导学生说出“creative, new, interesting”等词汇，随后板书课题“Be creative”，明确本节课核心：结合尝试新事物的经历，探索创新的意义，学习撰写创新相关短文。

设计意图：热身环节通过图片回顾旧知，帮助学生快速衔接本单元“尝试新事物”的核心主题，巩固已学的尝试类句型和过去式用法，为本节课的写作与探究奠定语言基础。主题导入环节借助直观的创新图片，激发学生的兴趣，自然引出“creative”等核心词汇和本节课主题，引导学生初步感知“创新”的含义，实现从“尝试新事物”到“主动创新”的思维过渡，贴合七年级学生形象思维为主的认知特点。

（二）新知探究：词汇句型突破，感知创新内涵

1. 核心词汇学习

教师结合语境，逐一呈现本节课核心词汇，采用“情境讲解—例句示范—小组操练”的方式，帮助学生理解和掌握。

（1）creative：教师出示学生自制的创新作品，说：“This is a creative work. It is made by a student. ‘Creative’ means having new ideas and making new things.” 随后给出例句：She is a creative girl. She always makes new things. 引导学生模仿例句，用“creative”描述身边的人或事物，如“My brother is creative. He made a toy car with bottles.”

（2）invent：教师展示简易的发明小物件（如折叠笔筒），说：“Someone invented this pencil

holder. ‘Invent’ means to make or design something new that has not been made before.” 例句：Edison invented the light bulb. 引导学生结合生活实际，说出自己知道的发明，如“People invented the phone.”

（3）experiment：教师演示简单的小实验（如用纸巾吸水转移颜色），说：“I am doing an experiment. ‘Experiment’ means to try something to see if it works.” 例句：We did an experiment in science class yesterday. 组织学生分组讨论：“Have you ever done an experiment? What did you do?”，并分享自己的经历。

（4）其他相关词汇：结合主题补充imagine, design, try out等词汇，通过简单的英文释义和短句示范，帮助学生快速积累，如“Imagine you have a magic pen. What can you do with it?”

2. 重点句型突破

本节课核心句型围绕“描述创新行为、说明创新理由”展开，教师结合词汇学习，逐步呈现句型，引导学生理解、模仿、运用。

（1）描述创新尝试：I tried to … by doing … 教师结合自身例子示范：“I tried to make a creative card by using colored paper and stickers.” 引导学生结合自己的经历，模仿句型造句，如“I tried to invent a small shelf by using wood and nails.” 教师巡视指导，纠正学生的语法错误，重点关注“by doing”结构的用法，强调“by”后接动词-ing形式，表示“通过某种方式”。

（2）说明创新理由：It was creative because … 教师承接上一句例句，补充：“It was creative because it was different from the common cards. It had my own ideas.” 引导学生结合自己造的句子，补充理由，如“I tried to invent a small shelf by using wood and nails. It was creative because it can hold many books and save space.”

（3）拓展句型：To be creative, we can … / I think creativity is important because … 教师给出示范，引导学生拓展思维，尝试用拓展句型表达对创新的理解，如“To be creative, we can try new things and think differently. I think creativity is important because it can help us solve problems easily.”

3. 语篇感知：教师出示一篇简短的创新主题范文（贴合七年级学生水平），内容如下：

Last weekend, I tried to make a creative pencil box. I did it by using an old box, some colorful paper and a glue stick. First, I cleaned the old box. Then, I covered it with colorful paper. Finally, I drew some pictures on it and put some stickers. It was creative because it was made from waste materials and it looked beautiful. I was very happy because I tried something new and made a useful thing. I think being creative is interesting and important.

教师范读范文，引导学生思考两个问题：① What did the writer try to do? ② Why was it creative? 随后带领学生逐句分析范文，找出其中的核心词汇和重点句型，如“tried to make… by using…”, “It was creative because…”, “first, then, finally”等连接词，帮助学生感知短文的结构：开头介绍尝试的创新事情，中间描述过程，结尾说明理由和感受，为后续的写作奠定语篇基础。

设计意图：新知探究环节遵循“词汇—句型—语篇”的递进逻辑，贴合七年级学生的语言学习规律。词汇学习结合具体情境和实物演示，让学生在直观体验中理解词汇含义，避免枯燥的死记硬背；句型学习通过例句示范和模仿操练，帮助学生快速掌握核心句式，突破语法难点，同时结合学生自身经历，增强语言的实用性。