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

Unit 3 Creativity-Reading and interaction 教学目标和重难点 教学目标 Language Competence: Students can master core vocabulary and sentence patterns related to creativity, understand the theme and structure of the reading passage, and express views on creativity in simple English. Cultural Awareness: They will explore the embodiment of creativity in different fields and cultures, cultivate respect for diverse creative expressions. Thinking Quality: They can analyze the causes and effects of creative behaviors, develop critical thinking and logical reasoning ability. Learning Ability: They will master effective reading strategies and cooperative learning skills, and form the awareness of autonomous exploration and active practice. 教学重难点 Key Points: Mastering core vocabulary (such as genius, compose, sculptor, cubism) and difficult sentence patterns in the reading passage; understanding the main content, structure and writing characteristics of the passage; grasping the life experiences and creative achievements of Picasso and Mozart. Difficult Points: Analyzing the factors contributing to the creativity of the two artists; applying reading strategies to deeply understand the implied meaning of the passage; expressing personal views on creativity fluently and logically. 教学过程 Step 1: Pre-reading (Lead-in and Preview) Activity 1: Theme Lead-in. The teacher shows pictures of Pablo Picasso’s famous paintings (such as Guernica, Les Demoiselles d’Avignon) and plays a short excerpt of Wolfgang Amadeus Mozart’s classic music (such as Turkish March). Then the teacher asks two questions: “Do you know who created these works? What do you think of their works?” After students answer freely, the teacher summarizes and leads in the unit theme: “Today we will learn about two great creative figures, Picasso and Mozart, and explore the stories behind their creativity through the reading passage.” Design Intention: Using multi-modal resources (pictures and music) can quickly attract students’ attention, arouse their interest in the theme of creativity and the two artists. By asking open questions, it encourages students to express their initial perceptions, activates their prior knowledge, and lays a good foundation for the subsequent reading link. At the same time, it implicitly guides students to perceive the embodiment of creativity in art and music, which is closely connected with the core content of the reading passage. Activity 2: Vocabulary Preview. The teacher presents the core vocabulary of the passage on the screen, including genius, sculptor, compose, symphony, cubism, maturity, devotion, etc. For each word, the teacher provides simple English definitions and example sentences related to the passage, such as “A genius is a person who has an extraordinary ability in a particular field, like Picasso and Mozart.” Then, the teacher organizes students to work in pairs to read the words aloud and make simple sentences with them. After that, the teacher checks the preview effect by asking random students to explain the words and make sentences. Design Intention: Previewing core vocabulary in advance helps students remove language obstacles in reading, improve reading efficiency. By providing English definitions and example sentences related to the passage, it enables students to understand the meaning and usage of words in the context of the unit theme, avoiding isolated vocabulary memorization. Pair work can enhance students’ participation and mutual assistance, and the random check can ensure that each student participates in the preview and masters the basic meaning of the words. Activity 3: Prediction. The teacher shows the title of the reading passage “The Stories Behind the Names” and the pictures of Picasso and Mozart. Then asks students: “Based on the title and the pictures, what do you think the passage will talk about? What information about Picasso and Mozart do you expect to learn?” Students write down their predictions on the exercise books and share them in groups. Finally, the teacher collects and sorts out the students’ predictions, and tells them: “Let’s read the passage to check whether your predictions are correct.” Design Intention: Predicting the content of the passage based on the title and pictures is an important reading strategy. It can cultivate students’ ability of logical reasoning and prediction, and make students have a clear purpose in reading. Group sharing can enrich students’ thinking angles, and the process of checking predictions in the subsequent reading can enhance students’ sense of accomplishment and motivation to read. Step 2: While-reading (Comprehension and Analysis) Activity 1: Skimming. The teacher asks students to read the passage quickly and complete two tasks: 1. Find out the main characters of the passage; 2. Summarize the main idea of the passage in one sentence. After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The passage mainly introduces the life experiences, creative processes and main achievements of two great artists, Pablo Picasso and Wolfgang Amadeus Mozart, and shows their extraordinary creativity.” Design Intention: Skimming is a fast reading strategy that helps students grasp the main content of the passage quickly, establish the overall framework of the passage, and avoid getting lost in details. The two tasks are set to guide students to focus on the core information during skimming, and the teacher’s summary helps students correct their understanding and form a clear cognitive of the passage’s main idea. Activity 2: Scanning. The teacher asks students to read the passage again carefully, and complete the following timeline tasks respectively for Picasso and Mozart: 1. For Picasso: 1881 (was born) → 1888 (his father recognized his talent and began to teach him) → 1890 (completed his first painting) → 1892-1897 (studied art in Madrid and Barcelona) → After (left art school, went to Paris, produced many styles and co-founded cubism). 2. For Mozart: 1756 (was born) → 1760 (began composing music) → 1765 (wrote his first symphony) → After (toured Europe with his father and sister, composed a lot of classic works). Students can work in groups to complete the task, and the teacher walks around to provide guidance for students who have difficulties. Design Intention: Scanning is a reading strategy to find specific information quickly. By completing the timeline, students can clearly sort out the life experiences of the two artists, understand the connection between their life stages and creative development, and lay a foundation for the subsequent analysis of the factors contributing to their creativity. Group work can help students complement each other’s information, improve the efficiency of completing the task, and cultivate their cooperative learning ability. Activity 3: Close Reading. The teacher guides students to read the passage paragraph by paragraph, analyzes the key sentences and difficult points, and helps students deeply understand the content of the passage. For Paragraph 1 (about Picasso’s early life): The teacher asks students to find the sentence “His work showed a brilliance and maturity that was years ahead of his classmates, but Picasso was not a good student.” Then asks: “What does this sentence tell us about Picasso? Why do you think he was not a good student?” Students discuss in pairs and share their views. The teacher summarizes: “This sentence shows that Picasso had extraordinary artistic talent since childhood, but he was not willing to be restricted by the traditional teaching mode, which reflects his independent and innovative spirit.” For Paragraphs 2-5 (about Mozart’s life and creation): The teacher asks students to find the key information about Mozart’s creativity, such as “He began composing music at the age of four and wrote his first symphony at nine.” “He toured Europe several times, which broadened his horizons and enriched his musical creation.” Then asks: “What factors contributed to Mozart’s extraordinary creativity?” Students answer freely, and the teacher sorts out the factors: innate talent, early practice, extensive experience and persistent devotion. For the last paragraph (summary of the two artists’ creativity): The teacher asks students to read the sentence “Creativity is not just about being talented; it is also about being brave enough to try, to fail, and to keep going.” Then asks: “What is the author’s view on creativity? Do you agree with it? Why?” Students express their views, and the teacher guides them to understand that creativity requires not only innate talent but also persistent efforts and the courage to try and fail. At the same time, the teacher explains the difficult sentence patterns in the passage, such as “It was his father who first recognized his talent for painting and began to teach him.” (emphatic sentence) and “Without his early exposure to music and persistent practice, Mozart would not have become such a great musician.” (subjunctive mood), helping students master the structure and usage of these sentence patterns. Design Intention: Close reading is the key link to deepen students’ understanding of the passage. By analyzing key sentences and difficult points paragraph by paragraph, it helps students grasp the details of the passage, understand the implied meaning of the text, and master the difficult sentence patterns. Asking questions and organizing discussions can stimulate students’ thinking, cultivate their critical thinking ability and ability to analyze and solve problems. The analysis of the factors contributing to creativity is closely connected with the unit theme and lays a foundation for the subsequent interaction link. Step 3: Post-reading (Interaction and Extension) Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and puts forward the discussion topic: “What can we learn from Picasso and Mozart’s creativity? How can we cultivate our own creativity in daily study and life?” Each group elects a recorder and a presenter. During the discussion, the teacher walks around to guide students to combine the content of the passage and their own actual experience to express their views. After the discussion, each group’s presenter shares the group’s views with the whole class, and the teacher makes comments and supplements. Design Intention: Group discussion is an important form of interaction, which can provide students with more opportunities to express themselves in English, improve their oral expression ability. The discussion topic is closely connected with the passage content and students’ actual life, which can guide students to transfer the knowledge and inspiration learned from the passage to their own life, realize the integration of knowledge and practice, and cultivate their awareness of cultivating creativity. The teacher’s guidance and comments can help students standardize their oral expression and deepen their understanding of the theme of creativity. Activity 2: Role-play. The teacher asks students to play the roles of interviewers and Picasso/Mozart. The interviewers can ask questions about their creative experience, the difficulties they encountered in the creative process, and their views on creativity. The roles of Picasso and Mozart should answer the questions based on the content of the passage and their own understanding. Students can design the dialogue freely in groups, and then invite several groups to perform their role-play in front of the class. After the performance, the teacher and other students make comments on their performance, focusing on the accuracy of the content and the fluency of oral expression. Design Intention: Role-play can make the teaching activity more vivid and interesting, stimulate students’ participation enthusiasm. By playing the roles of Picasso and Mozart, students can deeply understand the creative experience and ideas of the two artists, and flexibly use the vocabulary and sentence patterns learned in the passage. The performance and comment link can not only improve students’ oral expression ability but also enhance their sense of cooperation and performance, and deepen their understanding of the theme of creativity. Activity 3: Extension and Application. The teacher shows some examples of creativity in daily life, such as new inventions, innovative designs, and creative solutions to problems. Then asks students: “Can you think of other examples of creativity around you? Please introduce one example to your partner, including its creator, content and the value it brings.” After students communicate with their partners, the teacher invites several students to share their examples with the whole class. Finally, the teacher summarizes: “Creativity is everywhere in our life. As long as we keep a curious heart, bravely try and persist in practicing, we can also become creative people.” Design Intention: The extension activity connects the passage content with real life, helps students realize that creativity is not far away from them, but exists in daily life. By introducing examples of creativity around them, students can further understand the connotation of creativity, and cultivate their ability to observe and find creativity in life. The teacher’s summary can enhance students’ confidence in cultivating their own creativity and guide them to form a positive attitude towards creativity. Step 4: Summary and Homework Activity 1: Summary. The teacher invites students to review the content of this class, including the main information of the reading passage, the factors contributing to Picasso and Mozart’s creativity, and the understanding of creativity. Then the teacher makes a comprehensive summary: “In this class, we learned about the life experiences and creative achievements of two great artists, Picasso and Mozart, mastered the core vocabulary and difficult sentence patterns related to creativity, and discussed how to cultivate our own creativity. We should learn from their spirit of bravery, persistence and innovation, and apply creativity to our daily study and life.” Design Intention: The summary link helps students sort out the knowledge and content learned in this class, form a systematic cognitive structure, and deepen their understanding of the theme of creativity. Inviting students to review first can cultivate their ability of induction and summary, and the teacher’s comprehensive summary can help students correct their understanding and strengthen their memory of the key points of the class. Activity 2: Homework. 1. Read the passage again carefully, recite the core vocabulary and key sentences, and write a short passage (about 100 words) to introduce one of the two artists. 2. Think about your own creative experience (such as a creative idea, a creative work, etc.), and prepare to share it in the next class. 3. Search for more examples of creativity in different fields (such as science, art, technology, etc.) and make a simple note. Design Intention: The homework is designed to consolidate the knowledge learned in class. Reciting vocabulary and key sentences can help students master the language knowledge solidly; writing a short passage can improve students’ writing ability and flexibly use the knowledge learned; thinking about their own creative experience and searching for examples of creativity can further extend the theme of the unit, cultivate students’ autonomous learning ability and ability to collect information, and lay a foundation for the next class’s interaction. 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 $