Unit 3 Creativity-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 3 Creativity-Cultural focus 教学目标和重难点 教学目标 It focuses on improving students’ language ability to express creative cultural themes in English, cultivating their thinking quality through analyzing cultural creativity differences, enhancing cultural awareness to respect and integrate diverse cultures, and developing learning ability for independent exploration of creative cultural content. 教学重难点 Key points: Master core vocabularies and sentences about cultural creativity, understand the connection between creativity and culture. Difficult points: Analyze cultural differences in creativity and express personal views fluently and logically in English. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class by showing students a set of pictures, including Chinese paper-cutting, British street graffiti, Japanese origami, and French impressionist paintings. Then the teacher asks two questions in English: “What do these works have in common?” and “How do these works reflect the creativity of different cultures?” After that, the teacher invites 2-3 students to share their answers freely. Finally, the teacher summarizes: All these works are the embodiment of cultural creativity, which combines the unique cultural connotations of each region with innovative expressions. Today, we will explore the relationship between creativity and culture in Unit 3 Cultural focus, and understand the characteristics of cultural creativity in different countries. Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in learning. The selected works cover different cultural regions, which can intuitively show the diversity of cultural creativity and lay a foundation for the follow-up discussion. By asking questions, students’ prior knowledge about creativity and culture is activated, and they are naturally led into the theme of this lesson, helping students establish a preliminary connection between creativity and culture. Pre-reading: Preview Vocabulary and Clear Obstacles Vocabulary Teaching: The teacher presents the core vocabularies of this lesson on the screen, including “cultural creativity, inherit, innovate, integrate, unique, connotation, reflect, diversity” and so on. For each vocabulary, the teacher first pronounces it clearly and asks students to follow along, then explains its meaning with simple English and combines it with the cultural works shown in the lead-in part to make example sentences. For example, “Inherit means to pass down from generation to generation. Chinese paper-cutting is inherited from ancient times and full of cultural creativity.” Then, the teacher organizes a quick memory activity: show the Chinese meaning of the vocabulary, and ask students to respond with the corresponding English words quickly, so as to help students master the pronunciation and meaning of the vocabulary initially. Background Introduction: The teacher briefly introduces the cultural creativity backgrounds of several countries in English, such as the integration of traditional craftsmanship and modern design in Italy, the combination of traditional music and pop elements in South Korea, and the inheritance and innovation of traditional culture in China. The introduction is concise and easy to understand, focusing on helping students understand that cultural creativity is not only about innovation but also about inheriting traditional culture. Design Intention: Vocabulary is the foundation of English learning. By combining the theme of the lesson to teach core vocabularies, students can better connect vocabulary with the text content and avoid isolated vocabulary memory. The background introduction helps students understand the cultural context of the text, reduces the difficulty of reading comprehension, and enables students to have a more comprehensive understanding of cultural creativity before reading the text. While-reading: Analyze the Text and Improve Reading Ability Fast Reading (Skimming): The teacher asks students to read the text quickly and answer two questions: (1) What is the main idea of the text? (2) Which countries’ cultural creativity are mentioned in the text? After students finish reading, the teacher invites students to share their answers, and then summarizes the main idea of the text: The text mainly discusses the relationship between creativity and culture, introduces the characteristics of cultural creativity in different countries, and points out that cultural creativity is the key to the development of culture. Design Intention: Fast reading training helps students improve their ability to grasp the main idea of the text quickly. The two questions are designed to guide students to focus on the core content of the text, avoid blind reading, and lay a foundation for in-depth reading. Detailed Reading (Scanning): The teacher divides the text into three parts and guides students to read each part carefully, completing the corresponding tasks. Part 1 (Paragraphs 1-2): The teacher asks students to read carefully and find out the definition of cultural creativity and the relationship between creativity and culture. Then, the teacher invites students to read the key sentences aloud and explains the difficult sentences, such as “Creativity is not only about creating new things, but also about inheriting and developing traditional culture, which is the soul of cultural development.” The teacher helps students understand that cultural creativity is a combination of inheritance and innovation. Part 2 (Paragraphs 3-5): This part introduces the cultural creativity of three countries: China, Britain and Brazil. The teacher asks students to read carefully and fill in the form (the form is presented on the screen), including the country, the form of cultural creativity, and its characteristics. After students finish filling in the form, the teacher checks the answers with the whole class, and asks students to further introduce the cultural creativity of each country in their own words, so as to deepen their understanding of the text content. Part 3 (Paragraph 6): The teacher asks students to read carefully and find out the significance of cultural creativity mentioned in the text. Then, the teacher organizes a small discussion: “Why is cultural creativity important for the development of a country’s culture?” Students discuss freely in groups of 4, and then each group sends a representative to share their views. The teacher summarizes and supplements: Cultural creativity can help a country’s culture keep pace with the times, enhance cultural influence, and promote cultural exchange between different countries. Language Points Analysis: On the basis of detailed reading, the teacher focuses on analyzing the key sentences and grammatical points in the text. For example, “It is obvious that cultural creativity plays an important role in promoting cultural development.” (It is obvious that... sentence pattern), “By integrating traditional culture with modern technology, we can create more excellent cultural works.” (By doing... adverbial of manner). The teacher explains the structure and usage of these sentences, and asks students to make their own sentences with the sentence patterns, so as to help students master the language points and improve their language application ability. Design Intention: Detailed reading helps students grasp the key details of the text and understand the specific content of cultural creativity in different countries. The form-filling task makes the text content more intuitive, which is convenient for students to sort out and memory. The discussion activity can stimulate students’ thinking, let them deeply understand the significance of cultural creativity, and improve their oral expression ability. The analysis of language points helps students master the key sentences and grammatical structures, laying a foundation for the follow-up language application. Post-reading: Expand and Apply, Deepen Theme Understanding Group Discussion: The teacher puts forward the discussion topic: “What are the forms of cultural creativity in our country? How can we inherit and innovate traditional culture to promote cultural creativity?” Students discuss in groups of 4, and the teacher walks around the classroom to guide students, helping them put forward specific examples, such as the innovation of traditional Chinese medicine, the combination of Peking Opera and modern music, the creative design of traditional Chinese paintings, etc. Each group is required to record the key points of the discussion and prepare for the presentation. Group Presentation: Each group sends a representative to make a 3-5 minute presentation in English, introducing the group’s views on Chinese cultural creativity and the ways of inheritance and innovation. After each group’s presentation, the teacher makes comments, affirming the advantages of the group, pointing out the deficiencies, and putting forward suggestions for improvement. For example, some groups may lack specific examples, and the teacher can remind them to combine specific cultural works to illustrate their views. Individual Writing: The teacher asks students to write a short passage (80-100 words) with the title “My Views on Cultural Creativity”. The requirements are: (1) Express their understanding of cultural creativity; (2) Combine the examples in the text or their own life experience to illustrate; (3) Use the vocabularies and sentence patterns learned in this lesson. Students finish writing independently, and the teacher collects some students’ works, reads them aloud in class, and makes comments, focusing on checking the use of vocabularies and sentence patterns, and the logic and fluency of the passage. Design Intention: Group discussion and presentation can not only improve students’ oral expression ability and cooperative learning ability but also let students combine their own cultural background to think about the development of Chinese cultural creativity, enhancing their cultural confidence. Individual writing is a comprehensive application of the knowledge learned in this lesson, which can help students consolidate the vocabularies and sentence patterns, and improve their written expression ability. The teacher’s comments can help students find their own deficiencies and improve their language application level. Summary and Homework Summary: The teacher invites students to summarize the content of this lesson in their own words, including the definition of cultural creativity, the characteristics of cultural creativity in different countries, the significance of cultural creativity, and the vocabularies and sentence patterns learned. Then, the teacher makes a final summary: Cultural creativity is the combination of inheritance and innovation, which is crucial to the development of culture. We should respect the diversity of cultural creativity, inherit and innovate our own traditional culture, and promote cultural exchange and development. Homework: (1) Review the vocabularies and sentence patterns learned in this lesson, and make 5 sentences with the key vocabularies; (2) Complete the short passage written in class, and revise it according to the teacher’s comments; (3) Surf the Internet to collect more examples of cultural creativity in different countries, and prepare to share them in the next class; (4) Think about how to use cultural creativity to spread Chinese culture to the world. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge system and deepen their understanding of the lesson content. The homework is designed to consolidate the knowledge learned, expand students’ horizons, and guide students to think deeply about the practical significance of cultural creativity, so as to connect the classroom learning with real life and achieve the goal of cultivating students’ core literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $