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

Unit 3 Creativity-Listening and speaking 教学目标和重难点 教学目标 Language Ability: Master creativity-related vocabulary and expressions, and improve listening comprehension and oral expression skills in creative contexts. Thinking Quality: Cultivate logical thinking through listening for key information and critical thinking through discussing creative topics. Cultural Awareness: Understand creative cultures at home and abroad and respect diverse creative concepts. Learning Ability: Develop autonomous learning and cooperative communication skills in listening and speaking activities. 教学重难点 Key Points: Master core vocabulary and expressions about creativity; accurately capture key information in listening materials; express personal views on creativity fluently. Difficult Points: Understand implicit information and logical relationships in listening; use appropriate language to discuss creative ideas and put forward reasonable suggestions. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of creative works, including a unique hand-made sculpture, an innovative environmental protection device, and a creative poster designed by students. Then the teacher asks questions in English: “What do you think of these works? Do you think they are creative? What is creativity in your opinion?” After asking the questions, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher guides students to use simple English expressions related to creativity, such as “creative”, “innovative”, “original” and “imaginative”, and writes these words on the blackboard for students to note down. After the sharing, the teacher briefly summarizes: “Creativity is not only about making new things, but also about thinking in new ways to solve problems. Today, we will learn to listen and talk about creativity through different activities.” Design Intention: The visual pictures can quickly attract students’ attention and activate their prior knowledge about creativity. By asking open-ended questions, students are encouraged to express their own views, which not only cultivates their oral expression ability in a relaxed atmosphere, but also lays a foundation for the subsequent listening and speaking activities. The key vocabulary sorted out in the process helps students accumulate language materials in advance, reducing the difficulty of understanding listening materials and speaking activities. Pre-listening: Preview Vocabulary and Predict Content First, the teacher presents the core vocabulary and expressions related to the listening materials, including “sketch pad”, “trial and error”, “genius”, “maturity”, “sculptor”, “emphasis” and “complicated”. For each word and expression, the teacher explains its meaning in simple English, combines it with simple example sentences, and guides students to read it aloud twice to ensure that students can pronounce it correctly and understand its basic meaning. For example, when explaining “trial and error”, the teacher says: “Trial and error means trying different ways until you find the right one. For example, when you learn to ride a bike, you may fall down many times, but you keep trying—this is trial and error.” Then, the teacher introduces the background of the listening material: “You will listen to a conversation between a professor and a student. They are talking about a young sculptor’s creative process and his works. Before listening, please think: What do you think they will talk about? What questions may the professor ask the student?” The teacher gives students 2 minutes to discuss in pairs, and then invites several pairs to share their predictions. Common predictions may include “the sculptor’s creative inspiration”, “how he makes his works” and “the characteristics of his works”. The teacher affirms students’ reasonable predictions and encourages them to verify whether their predictions are correct during listening. Design Intention: Previewing vocabulary is the basis for understanding listening materials. By explaining vocabulary with simple English and example sentences, students can better grasp the meaning and usage of words, avoiding the confusion caused by unknown words during listening. Predicting the content of listening materials can stimulate students’ listening motivation, help them establish a clear listening goal, and improve their listening efficiency by focusing on the key points they predicted. While-listening: Step-by-Step Listening and Information Extraction This part is divided into three steps: first listening for the main idea, second listening for key details, and third listening for implicit information and logical relationships. First Listening: The teacher plays the listening material once, and then asks students two questions: “What is the main topic of the conversation?” and “Who are the two speakers and what is their relationship?” After students think for 1 minute, the teacher invites students to answer. The correct answers are: The main topic is a young sculptor’s creative process and his works; the two speakers are a professor and a student, and they have a teacher-student relationship. If students have difficulty answering, the teacher can play the listening material again briefly, focusing on the beginning and end of the conversation, where the main topic and the speakers’ identities are usually mentioned. Second Listening: The teacher distributes listening task sheets to students, which include questions about key details: 1. What is the young sculptor’s name? 2. How did he get the inspiration for his latest work? 3. What does he usually use to record his ideas? 4. What is the emphasis of his works? 5. How does he deal with the complicated problems in the creative process? The teacher plays the listening material twice, and students fill in the answers on the task sheet while listening. After listening, students check their answers in pairs, and then the teacher explains the key points and corrects the wrong answers. For example, if students miss the sculptor’s name, the teacher can play the part of the conversation where the name is mentioned again, guiding students to catch the key information. At the same time, the teacher sorts out the key sentences in the listening material, such as “He got inspiration from the changes of nature in different seasons” and “He always carries a sketch pad to record his ideas anytime and anywhere”, and asks students to read these sentences aloud to deepen their understanding. Third Listening: On the basis of grasping the main idea and key details, the teacher guides students to listen for implicit information and logical relationships. The teacher asks questions: “What does the professor think of the young sculptor’s works? How can you tell? What challenges did the sculptor meet during his creative process, and how did he overcome them?” The teacher plays the listening material again, and students discuss these questions in groups of 4. After the discussion, each group sends a representative to share their views. The teacher summarizes and supplements: The professor thinks highly of the sculptor’s works, which can be seen from his praise “Your works are full of imagination and originality”; the sculptor met the challenge of making the works more vivid, and he overcame it through trial and error and continuous practice. Design Intention: Dividing listening into three steps follows the law of students’ listening comprehension—from overall to partial, from explicit to implicit. This step-by-step approach can reduce the difficulty of listening, help students gradually improve their listening ability, and cultivate their ability to extract key information and analyze implicit information. The group discussion in the third listening step not only enhances students’ cooperative communication ability, but also deepens their understanding of the listening content. Post-listening: Consolidate Listening and Transition to Speaking First, the teacher organizes a listening retelling activity. Students are divided into groups of 3, and each group is required to retell the main content of the listening conversation with the help of the key words and sentences sorted out earlier. Each student in the group undertakes a part of the retelling: one student retells the identity of the speakers and the main topic, one student retells the key details of the sculptor’s creative process, and one student retells the professor’s evaluation and the sculptor’s challenges. After the group preparation, 2-3 groups are invited to perform the retelling in front of the class. The teacher comments on their retelling, affirming their strengths and putting forward suggestions for improvement, such as “You retold the key details clearly, but you can use more connecting words to make the retelling more fluent”. Then, the teacher leads students to sort out the useful expressions in the listening material, such as “I got inspiration from...”, “I usually use... to...”, “The emphasis of my work is...”, “I overcame the challenge by...”, “I think your work is...”. The teacher explains the usage of these expressions and guides students to make sentences with them. For example, the teacher asks: “What do you get inspiration from in your daily life? Please use ‘I got inspiration from...’ to make a sentence.” Students take turns to answer, and the teacher corrects their mistakes in grammar and expression. Design Intention: The listening retelling activity helps students consolidate the listening content, improve their oral expression ability and logical thinking ability. Sorting out and practicing useful expressions lays a solid foundation for the subsequent speaking activities, enabling students to have sufficient language materials to express their own views on creativity. Speaking: Practice in Context and Improve Expression This part includes two speaking activities: pair discussion and group presentation, which are gradually carried out from simple to complex. Activity 1: Pair Discussion. The teacher puts forward the discussion topic: “Do you think you are a creative person? What creative things have you done in your daily life? Please talk about your creative experience with your partner, using the useful expressions we just learned.” The teacher gives students 5 minutes to discuss in pairs. During the discussion, the teacher walks around the classroom, listens to students’ discussions, and provides help in time. For example, if a student has difficulty expressing “I tried many times and finally succeeded”, the teacher can guide him to use “I overcame the difficulty by trial and error”. After the discussion, the teacher invites 3-4 pairs to share their discussions in front of the class. After each pair shares, the teacher makes a brief comment, focusing on the accuracy of language expression and the fluency of the conversation. Activity 2: Group Presentation. The teacher assigns a group task: “Each group is required to design a creative activity or a creative work, such as a creative hand-made work, a creative solution to a daily problem, or a creative activity for the school. Then, each group prepares a 3-minute presentation to introduce their design, including the inspiration of the design, the production process, the characteristics of the work/activity, and the significance of the design. Each member of the group should participate in the presentation.” The teacher gives students 10 minutes to prepare in groups. During the preparation, the teacher guides students to use the vocabulary and expressions learned in this class, and helps them sort out the structure of the presentation: beginning (introduce the design), middle (introduce inspiration, process and characteristics), and end (introduce the significance). After the preparation, each group takes turns to make the presentation. Other students listen carefully and can ask questions after the presentation, such as “Why did you choose this inspiration?” and “How did you solve the problems during the design process?” The presenting group answers the questions. After all groups finish the presentation, the teacher makes a summary comment, affirming the creativity of each group’s design and the progress of students’ oral expression, and putting forward suggestions for improvement, such as “Your design is very creative, but you can speak more loudly and fluently”. Design Intention: The pair discussion activity is a simple speaking practice, which allows students to express their own experiences in a relaxed atmosphere and improve their oral fluency. The group presentation activity is a more comprehensive speaking practice, which not only tests students’ oral expression ability, but also cultivates their cooperative ability, creative thinking ability and logical organization ability. The question-and-answer link after the presentation can further stimulate students’ thinking and enhance the interaction of the class. Summary and Homework Summary: The teacher summarizes the content of this class in English: “Today, we have learned a lot about creativity. We listened to a conversation about a sculptor’s creative process, mastered some core vocabulary and useful expressions related to creativity, and practiced our listening and speaking skills through various activities. We also shared our own creative experiences and designed creative works. I hope you can keep a creative mind in your daily life and use English to express your creative ideas freely.” Homework: 1. Listen to the listening material again and retell it in your own words, recording your retelling and submitting it to the teacher. 2. Write a short passage (80-100 words) about your own creative experience, using the vocabulary and expressions learned in this class. 3. Discuss with your family members about their creative experiences and share them in the next class. Design Intention: The summary helps students sort out the knowledge and skills learned in this class, deepen their understanding and memory. The homework is designed to consolidate the learning effect: listening retelling consolidates the listening and oral expression ability, writing a short passage combines listening and speaking with writing, and discussing with family members expands the learning context, making English learning closely connected with daily life. 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 $