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

Unit 3 Creativity-Writing 教学目标和重难点 教学目标 It focuses on language ability by training creative writing expression; develops thinking quality through divergent and logical thinking; cultivates cultural awareness by comparing creative works at home and abroad; and fosters learning ability by guiding autonomous exploration and cooperative revision. 教学重难点 Key: Mastering creative writing structures and using proper words/sentences to express creative ideas. Difficulty: Combining logical coherence with creativity, avoiding rigid expression, and reflecting personal thinking in writing. 教学过程 Step 1: Lead-in and Theme Activation The teacher starts the class by showing students a set of multi-modal materials, including pictures of Picasso’s cubist works, a short video clip of Mozart’s symphony creation, and a few simple creative inventions in daily life (such as a foldable water cup and a multifunctional pen). After displaying the materials, the teacher asks two guiding questions: “What do these works and inventions have in common?” and “How do you understand creativity in daily life and study?” Then, the teacher organizes a free discussion activity. Students are encouraged to share their own understanding of creativity, talk about a creative experience they have had (such as designing a hand-made work, putting forward a new learning method, or solving a problem in a creative way), and express their views on “whether creativity is a talent only for geniuses” in simple English. During the discussion, the teacher walks around the classroom, listens to students’ speeches, guides them to use appropriate vocabulary related to creativity (such as “creative”, “innovative”, “original”, “inspiration”, “trial and error”), and corrects obvious grammatical mistakes gently without dampening their enthusiasm. After the discussion, the teacher makes a brief summary: Creativity is not a unique ability of geniuses, but a kind of thinking mode and practical ability that everyone can develop. It exists in every aspect of life and study, and writing is an important way to show creativity. Today, we will learn how to express creative ideas effectively through writing and complete a creative writing task. Design Intention: This step uses multi-modal materials to stimulate students’ interest in learning, as visual and auditory materials can better arouse students’ emotional resonance and quickly lead them into the theme of “creativity”. The free discussion activity provides students with an opportunity to express themselves in English, helps them activate their existing knowledge and experience related to creativity, accumulates basic vocabulary for subsequent writing, and lays a solid foundation for the smooth development of the teaching process. At the same time, it guides students to establish a correct understanding of creativity, eliminates the sense of distance from “creativity”, and enhances their confidence in completing creative writing tasks. Step 2: Text Analysis and Writing Skill Guidance First, the teacher guides students to review the reading passages of Unit 3, especially the parts about Picasso and Mozart’s creative processes. The teacher asks students to read the key paragraphs again and think about two questions: “How do the passages describe their creative experiences?” and “What writing skills do the authors use to show their creativity?” After students finish reading and thinking, the teacher organizes a group discussion. Each group is required to summarize the writing skills used in the reading passages and share their findings with the whole class. With the teacher’s guidance and supplement, students will sort out the key writing skills: 1. Starting with a specific creative scene or detail to attract readers’ attention; 2. Describing the creative process in chronological order, including the generation of inspiration, the process of trial and error, and the final completion of the work; 3. Using specific examples and details to make the content more vivid and credible; 4. Expressing personal feelings and insights in the creative process to reflect the value of creativity; 5. Using varied sentence structures (such as complex sentences, inverted sentences, and non-finite verbs) and rich vocabulary to improve the expression effect. Next, the teacher focuses on explaining the application of these skills in creative writing. For example, when explaining “describing the creative process”, the teacher gives a model sentence: “When I was trying to solve the problem of forgetting my keys, an idea suddenly came to me—I could attach a small tracker to my keychain. After several times of adjustment and testing, the tracker finally worked well.” The teacher analyzes the sentence structure and the words used to show the process, and asks students to try to make similar sentences according to their own experiences. Then, the teacher introduces the specific requirements of this writing task: Write a short passage about your own creative experience or a creative idea you have, with a clear theme, logical structure, and vivid details. The passage should reflect your understanding of creativity and use the writing skills learned in this unit. At the same time, the teacher reminds students to pay attention to the correct use of tenses (mainly past tense for describing past creative experiences, present tense for describing creative ideas) and the coherence between paragraphs (using conjunctions such as “firstly”, “then”, “finally”, “however”, “therefore” appropriately). Design Intention: This step adheres to the teaching concept of “integrating reading and writing”, and guides students to extract writing skills from the familiar reading passages, which is conducive to reducing the difficulty of skill learning and helping students better master and apply these skills. The group discussion activity can stimulate students’ divergent thinking, make them learn from each other, and deepen their understanding of writing skills. The explanation of model sentences and the guidance of writing requirements can help students clarify the direction of writing, avoid blind writing, and lay a solid foundation for the formal writing link. Step 3: Pre-writing and Outline Design In this step, students are required to complete the pre-writing preparation independently first, and then discuss and improve their outlines in groups. First, the teacher guides students to brainstorm: Think about a creative experience or idea that they are familiar with and can express in English, such as designing a school activity, improving a learning tool, creating a hand-made work, or putting forward a new solution to a daily problem. Students can write down all the relevant ideas and details on their notebooks without considering the logic and grammar for the time being. After brainstorming, the teacher guides students to sort out their ideas and design the writing outline. The teacher provides a basic outline framework for students to refer to, but also encourages students to adjust and innovate according to their own content: 1. Introduction: Start with a specific scene or question to lead to the creative experience or idea (e.g., “One day, when I was doing my homework, I found it difficult to organize my stationery, so I came up with an idea to make a multi-functional stationery box.”); 2. Body: Describe the creative process in detail, including the generation of inspiration, the steps of practice, the difficulties encountered and how to solve them, and the details in the process (e.g., “First, I collected some waste cardboard and scissors. Then, I measured the size of the stationery and cut the cardboard into appropriate shapes. However, I found that the box was not stable enough, so I pasted a layer of tape on the edge. Finally, I decorated the box with colored pens.”); 3. Conclusion: Express personal feelings and insights, and talk about the significance of this creative experience or idea (e.g., “This creative experience made me realize that creativity is not difficult. As long as we pay attention to life and think actively, we can have creative ideas. It also made me more confident in solving problems in a creative way.”). After students complete their initial outlines independently, they are divided into groups of 4-5 to exchange their outlines. Each student introduces their own outline, and other group members put forward suggestions for improvement, such as “You can add more details about how you got the inspiration”, “The logical connection between the two paragraphs is not tight, you can use the conjunction ‘besides’ to connect them”, or “The conclusion is too simple, you can talk about how this creative experience affects your future study and life”. The teacher walks around each group, participates in their discussions, guides students to put forward reasonable suggestions, and helps students improve their outlines. Design Intention: Pre-writing preparation is an important link to ensure the quality of writing. Brainstorming can help students open their minds, recall relevant experiences and ideas, and avoid the problem of “having nothing to write”. The provision of outline framework can help students sort out their ideas, ensure the logicality and completeness of the writing content, and avoid chaotic structure. Group discussion of outlines can enable students to learn from each other’s strengths, find out the deficiencies in their own outlines, and improve the rationality and perfection of the outlines. At the same time, it can cultivate students’ cooperative learning ability and communication ability, and lay a good foundation for the formal writing. Step 4: While-writing and Individual Guidance Students start formal writing according to their improved outlines. The teacher reminds students to pay attention to the following points during writing: 1. Use the writing skills learned in this unit, such as describing details, arranging the order reasonably, and using varied sentence structures; 2. Pay attention to the correct use of vocabulary and grammar, avoid simple and repetitive vocabulary, and try to use advanced vocabulary and complex sentences appropriately (such as non-finite verbs, attributive clauses, adverbial clauses); 3. Ensure the coherence between sentences and paragraphs, use conjunctions and transitional phrases appropriately; 4. Focus on the theme, do not deviate from the topic of “creativity”, and reflect personal thinking and feelings; 5. Write neatly and clearly, pay attention to the format of the passage (such as capitalization, punctuation marks). During the writing process, the teacher walks around the classroom to provide individual guidance for students. For students who have difficulty starting to write, the teacher guides them to recall their outlines and the model sentences learned earlier, and helps them put forward the first sentence or key sentences; for students who have problems in vocabulary and grammar, the teacher does not directly give the correct answers, but guides them to think and correct themselves (e.g., “Is this word used correctly? Can you think of a more appropriate word?” “There is a mistake in the tense here. Think about when this action happened.”); for students who have completed the first draft quickly, the teacher encourages them to enrich the details, improve the sentence structure, and enhance the expressiveness of the passage. At the same time, the teacher pays attention to the writing status of each student, reminds students who are distracted to concentrate, and gives positive encouragement to students who make progress, such as “Your idea is very creative, keep going!” “The details you described are very vivid, well done!” to enhance their confidence and enthusiasm in writing. Design Intention: The while-writing link is the core of the writing teaching, which aims to let students apply the learned writing skills to practice and complete the writing task independently. Individual guidance can meet the different needs of students, help students solve the problems encountered in the writing process in a timely manner, and avoid the phenomenon of “one size fits all” in teaching. Positive encouragement can stimulate students’ writing enthusiasm, enhance their self-confidence, and help them establish a positive attitude towards English writing. At the same time, it can cultivate students’ independent thinking ability and problem-solving ability. Step 5: Post-writing and Revision Improvement This step is divided into three parts: self-revision, peer revision and teacher evaluation. First, students conduct self-revision. The teacher provides a self-revision checklist for students to refer to: 1. Is the theme clear and consistent with the topic of “creativity”? 2. Is the structure logical and the paragraphs coherent? 3. Are the details vivid and specific? 4. Are the vocabulary and grammar used correctly? 5. Are the sentence structures varied? 6. Are the punctuation marks and capitalization correct? Students check their own compositions item by item according to the checklist, correct the mistakes found, and improve the content and expression. Then, students conduct peer revision. Each student exchanges their composition with a deskmate, and uses the same self-revision checklist to evaluate each other’s compositions. They need to put forward at least two advantages and one suggestion for improvement. For example, “Your composition has a clear structure and vivid details, especially the description of the creative process. You can use more advanced vocabulary to replace some simple words to make the expression more vivid.” During the peer revision process, the teacher guides students to communicate politely and objectively, learn from each other’s strengths, and help each other improve. The teacher also walks around to guide students to conduct effective peer revision, avoiding perfunctory evaluation. After self-revision and peer revision, the teacher collects some representative compositions (including excellent compositions and compositions with common problems) and conducts collective evaluation in the class. For excellent compositions, the teacher reads them aloud, analyzes their advantages (such as clear structure, vivid details, accurate use of vocabulary and grammar, and unique ideas), and encourages other students to learn from them. For compositions with common problems, the teacher points out the existing problems (such as unclear theme, chaotic structure, insufficient details, or frequent grammar mistakes) in a gentle way, guides students to discuss and put forward revision suggestions, and helps students master the methods of revising compositions. Finally, students revise their compositions again according to the suggestions from peer revision and teacher evaluation, and complete the final version of the composition. The teacher collects all the final compositions and conducts individual comments and evaluations, writing targeted comments on each student’s composition (focusing on encouraging advantages and putting forward specific revision suggestions), and returns them to students in the next class. Design Intention: Post-writing revision is an important link to improve students’ writing ability. Self-revision can cultivate students’ self-reflection ability and make them aware of their own problems in writing. Peer revision can enable students to learn from each other, broaden their thinking, and improve their ability to evaluate and revise compositions. Collective evaluation can focus on solving common problems in students’ writing, strengthen students’ understanding of writing standards, and let students learn from excellent works. Individual teacher evaluation can better meet the individual needs of students, help them clearly understand their own strengths and weaknesses, and provide targeted guidance for their future writing improvement. At the same time, this link can cultivate students’ cooperative learning ability and critical thinking ability. Step 6: Summary and Extension First, the teacher makes a summary of the whole class: In this class, we have learned the writing skills related to creative writing, completed the pre-writing preparation, formal writing and post-writing revision, and successfully finished a creative writing task. Through this class, we not only improved our English writing ability, but also deepened our understanding of creativity. We realized that creativity is everywhere in life, and writing is a good way to show our creativity. At the same time, we also learned the importance of self-revision and peer revision in writing. Then, the teacher arranges the after-class extension task: 1. Polish the final version of the composition again, and recite the excellent sentences in your own composition or the excellent compositions shared in class; 2. Collect 3-5 examples of creative works or inventions (at home and abroad), write a short English introduction for each example, and briefly talk about their creative points; 3. Try to write a short creative story according to the writing skills learned in this class, which can be based on real life or imagination. Finally, the teacher encourages students: Creativity is a kind of ability that can be continuously improved through practice. I hope you can keep a curious heart, pay attention to life, think actively, and use English to show your creative ideas. I believe that as long as you keep practicing, your English writing ability and creative ability will be greatly improved. Design Intention: The summary link helps students sort out the knowledge and skills learned in the class, consolidate the learning results, and deepen their understanding of the theme of “creativity” and writing skills. The after-class extension task is an extension and supplement of the in-class teaching, which can help students consolidate the writing skills learned in the class, expand their knowledge, and further cultivate their creative ability and English expression ability. Encouraging students can enhance their confidence and enthusiasm in learning, and lay a foundation for their long-term English learning and creative development. 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 $