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

Unit 3 Creativity-Grammar activity 教学目标和重难点 教学目标 It focuses on developing students’ language competence by mastering the target grammar. It cultivates cultural awareness by linking grammar with creative cultural works. It promotes thinking quality through analyzing grammar functions in creative contexts and enhances learning ability by guiding autonomous exploration and cooperative practice, integrating the theme of creativity into the whole grammar learning process. 教学重难点 Key points: Master the form, usage and function of the target grammar (the verb-ing form as subject, object and predicative) in the context of creativity. Difficult points: Distinguish the differences between similar grammar structures, and flexibly use the target grammar to express creative ideas accurately in oral and written communication. 教学过程 Warm-up and Lead-in The teacher starts the class with a brainstorming activity about creativity. First, the teacher shows some pictures of creative works, including Picasso’s cubist paintings, Mozart’s symphonies and some innovative inventions in daily life. Then the teacher asks students to discuss in pairs: “What do you think makes these works creative? How would you describe them in English?” After 3 minutes of discussion, several groups are invited to share their opinions. During the sharing, the teacher writes down some key sentences with the verb-ing form on the blackboard, such as “Creating unique works needs imagination.” “I enjoy appreciating Picasso’s paintings.” “The most impressive part is his painting in a special style.” After the sharing, the teacher guides students to observe the underlined parts in the sentences: “Boys and girls, please look at the underlined phrases. What do they have in common? What roles do they play in the sentences?” Through this guidance, students can initially perceive that these phrases are all formed by “verb + -ing” and act as different components in the sentences. Then the teacher introduces the topic of this lesson: “Today, we will learn about the verb-ing form as subject, object and predicative, and use it to talk about creativity more accurately and vividly.” Design Intention: The warm-up activity is closely linked to the unit theme “Creativity”, which can quickly arouse students’ interest in learning and activate their prior knowledge about creativity. By showing familiar creative works, students can feel the connection between language and real life. Writing down sentences with the target grammar in students’ sharing can help students perceive the grammar phenomenon unconsciously, laying a foundation for the subsequent exploration of grammar rules. The pair discussion also provides students with opportunities to practice oral expression, which is conducive to the development of their language competence. Grammar Exploration and Presentation Exploring the Verb-ing Form as Subject The teacher presents more sentences related to creativity on the screen, all containing the verb-ing form as subject: Drawing pictures is a good way to show creativity. Trying new methods helps us solve problems better. Working with others can bring more creative ideas. Then the teacher asks students to work in groups of 4 to discuss the following questions: What is the structure of these sentences? What is the function of the “verb-ing” phrase in each sentence? Can we replace the “verb-ing” phrase with other structures? If yes, how? After the group discussion, the teacher invites representatives from each group to share their findings. Then the teacher summarizes the usage of the verb-ing form as subject: The verb-ing form can be used as the subject of a sentence, indicating an action or a state, which is usually abstract or habitual. It can be placed at the beginning of the sentence directly, and the predicate verb is usually singular. In addition, we can also use “it” as a formal subject, and put the verb-ing form at the end of the sentence, such as “It is useful to practice creating new things.” To help students understand better, the teacher gives some examples related to the unit theme: “It is important for us to keep exploring new ideas.” “It is interesting to design creative works.” Then the teacher asks students to make 2 sentences by themselves, using the verb-ing form as subject (one direct subject and one with formal subject “it”), and check with their deskmates. Design Intention: This link adopts the inquiry-based teaching method, allowing students to explore grammar rules independently through group discussion, which is conducive to cultivating their thinking quality and learning ability. The sentences presented are closely related to the theme of creativity, ensuring that grammar learning is not isolated from the unit context. Letting students make sentences by themselves can help them consolidate the newly learned knowledge in time and lay a foundation for the subsequent learning of other functions of the verb-ing form. Exploring the Verb-ing Form as Object On the basis of the previous exploration, the teacher presents another group of sentences: Many artists enjoy creating works that challenge traditional styles. We avoid copying others’ ideas when we do creative work. She suggests trying a new way to finish the task. Then the teacher asks students to observe these sentences carefully and think about two questions: Which words are followed by the verb-ing form? What is the function of the verb-ing form in these sentences? After students think independently for 2 minutes, the teacher invites some students to answer the questions. Then the teacher supplements and summarizes: The verb-ing form can be used as the object of some transitive verbs, especially verbs expressing hobbies, emotions, suggestions and avoidance, such as enjoy, like, hate, avoid, suggest, practice, finish, etc. The teacher also lists some common verbs that take the verb-ing form as object on the blackboard, and asks students to read them aloud to deepen their memory. Next, the teacher designs a “fill in the blank” activity. The sentences are all related to creativity: He practices ______ (paint) every day to improve his creative skills. We should avoid ______ (follow) others blindly. My teacher suggests ______ (hold) a creative design competition. Students finish the exercise independently, and then the teacher checks the answers together with the whole class, explaining the mistakes that students may make, such as confusing the verb-ing form with the infinitive after some verbs. Design Intention: This link adopts the method of “observation - thinking - summary - practice”, which conforms to students’ cognitive law. By presenting typical sentences, students can quickly find the rules of the verb-ing form as object. The “fill in the blank” activity is simple and targeted, which can help students consolidate the usage of verbs followed by the verb-ing form. At the same time, the sentences are closely linked to the theme of creativity, making grammar learning more meaningful. Exploring the Verb-ing Form as Predicative The teacher continues to present sentences related to creativity: The core of creativity is thinking differently. Her biggest hobby is designing creative handicrafts. What we need most is trying new things bravely. Then the teacher asks students to compare these sentences with the previous ones and think: “What is the difference between the verb-ing form in these sentences and those in the previous links? What is its function here?” After a short discussion, the teacher explains that the verb-ing form can be used as predicative after the linking verb (such as be, become, seem, look, etc.), explaining the subject or indicating the nature, state or identity of the subject. The teacher emphasizes that the verb-ing form as predicative is usually equivalent to a noun phrase, and can be replaced by “the + noun form of the verb” in some cases, such as “Her biggest hobby is designing creative handicrafts.” can be changed into “Her biggest hobby is the design of creative handicrafts.” Then the teacher organizes a “sentence transformation” activity. Students are asked to transform the sentences with the verb-ing form as predicative into sentences with “the + noun form”, and vice versa. For example: “His job is creating new products.” → “His job is the creation of new products.” After the activity, the teacher invites some students to show their transformed sentences and checks them. Design Intention: By comparing with the previous grammar points, students can better distinguish the different functions of the verb-ing form in sentences, which is conducive to improving their thinking ability of classification and induction. The sentence transformation activity can help students deeply understand the relationship between the verb-ing form and the noun form, and enrich their language expression methods. At the same time, combining with the theme of creativity, it ensures the consistency of the teaching content. Grammar Practice and Consolidation Basic Practice: Error Correction The teacher presents some wrong sentences related to the target grammar, which are common mistakes made by students. For example: Create new ideas is very important for us. She enjoys to draw creative pictures in her free time. His dream is become a creative designer. It is necessary practice using the verb-ing form. Students are asked to find the mistakes in the sentences and correct them independently. After finishing, students exchange their answers in pairs, and then the teacher explains the mistakes one by one, emphasizing the key points and difficulties of the target grammar, such as the correct form of the verb-ing form as subject, the difference between the verb-ing form and the infinitive after some verbs, etc. Design Intention: Error correction is a very effective way to consolidate grammar knowledge. By correcting common mistakes, students can avoid making the same mistakes in their own expression, which helps to improve the accuracy of their language use. The wrong sentences are closely related to the target grammar and the unit theme, which can make students pay more attention to the key points and difficulties of the lesson. Intermediate Practice: Complete the Passage The teacher presents a short passage about a creative student, with some blanks that need to be filled with the correct form of the given verbs. The passage is as follows: “Tom is a creative student who likes ______ (explore) new things. ______ (try) different methods is his favorite thing to do. He often practices ______ (design) creative works in his free time. His classmates often ask him for advice, and he suggests ______ (think) from different angles. Tom says that his goal is ______ (become) a creative inventor in the future, and he believes that ______ (keep) a curious heart is the key to creativity.” Students finish the passage independently, and then the teacher checks the answers with the whole class. For the blanks that students find difficult, the teacher explains them in detail, such as the difference between “is to become” and “is becoming”, and the usage of the verb-ing form after prepositions. After checking, the teacher asks students to read the passage aloud together, feeling the application of the target grammar in the context. Design Intention: The passage filling activity integrates the target grammar into a coherent context, which helps students understand how to use the grammar flexibly in actual communication. The passage is about a creative student, which is closely linked to the unit theme, making students feel that grammar learning is useful and meaningful. Reading the passage aloud can help students strengthen their sense of language and consolidate the usage of the target grammar. Advanced Practice: Group Discussion and Report The teacher divides students into groups of 5, and gives each group a discussion topic: “How can we develop our creativity in daily study and life?” The teacher requires students to discuss the topic and make a short report (about 3-5 sentences), using at least 3 sentences with the target grammar (the verb-ing form as subject, object and predicative). During the discussion, the teacher walks around the classroom, guides students who have difficulties, and reminds them to use the target grammar correctly. After 5 minutes of discussion, each group sends a representative to present their report to the whole class. Other students listen carefully and evaluate the report from two aspects: whether the target grammar is used correctly and whether the ideas are creative. The teacher gives positive comments and suggestions to each group, affirming their achievements and pointing out the areas that need improvement. For example, if a group uses the verb-ing form incorrectly, the teacher corrects it gently and explains the reason; if a group has creative ideas, the teacher praises them in time to encourage students to think creatively. Design Intention: This activity combines grammar practice with oral expression and cooperative learning, which is conducive to improving students’ comprehensive language competence. The discussion topic is closely related to students’ daily life, which can stimulate their enthusiasm for participation and make them have something to say. Requiring students to use the target grammar in the report can help them consolidate the grammar knowledge and realize the application of grammar in actual communication. The group cooperation and evaluation also help to cultivate students’ cooperative spirit and learning ability. Grammar Application and Transfer The teacher assigns a writing task: “Write a short passage (about 80-100 words) about your understanding of creativity. You should use the verb-ing form as subject, object and predicative at least once respectively. Your passage should include your own views on creativity and how you can develop your creativity.” Before writing, the teacher gives some tips: First, clarify your main view on creativity. Use the target grammar correctly to express your ideas. Combine your own experience or examples to make the passage more vivid. Then students write independently. During the writing process, the teacher walks around the classroom, provides help to students who have difficulties in writing, such as how to use the target grammar correctly, how to organize the structure of the passage, etc. After students finish writing, the teacher collects some representative compositions (including good ones and those with common mistakes) and comments on them in class. For the good compositions, the teacher reads them aloud and analyzes the advantages, such as correct use of grammar, clear ideas and creative views. For the compositions with mistakes, the teacher points out the mistakes and helps students correct them together, emphasizing the key points and difficulties again. Then students exchange their compositions with their deskmates, correct each other’s mistakes and give suggestions. Design Intention: Writing is an important way to test students’ ability to use grammar flexibly. This writing task combines the target grammar with the unit theme, allowing students to apply the grammar knowledge they have learned to written expression, realizing the transfer of knowledge. The teacher’s comments and peer evaluation can help students find their own problems and improve their writing ability and grammar application ability. At the same time, writing about their own views on creativity can also help students deepen their understanding of the unit theme. Summary and Homework Summary The teacher invites students to summarize the key points of this lesson: “Who can tell us what we have learned today? What are the usages of the verb-ing form we have mastered?” After several students summarize, the teacher makes a final summary: Today we have learned the verb-ing form as subject, object and predicative. We have mastered their forms, usages and functions, and learned how to use them to talk about creativity. The teacher emphasizes that grammar is a tool for communication, and we should use it flexibly in real contexts to express our ideas more accurately and vividly. Design Intention: Letting students summarize the key points of the lesson can help them sort out the knowledge they have learned, deepen their memory and understanding. The teacher’s final summary can help students form a systematic knowledge framework, ensuring that they grasp the core content of the lesson. Homework Review the grammar points learned in this lesson, and make a mind map to sort out the usages of the verb-ing form as subject, object and predicative. Finish the grammar exercises in the textbook related to this lesson, and check the answers by themselves after finishing. Write a short story (about 100 words) with the theme of “a creative experience”, using the target grammar as much as possible. Find 5 English sentences about creativity that use the verb-ing form from newspapers, magazines or the Internet, and write down their Chinese translations. Design Intention: The homework is designed hierarchically, including review, consolidation, application and expansion. Making a mind map can help students sort out the knowledge system and improve their learning ability. Finishing the textbook exercises can consolidate the grammar knowledge. 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