Unit2 Challenging Yourself A-Learning Creatively 讲义-2025-2026学年高中英语重大版必修第一册

Challenging Yourself A-Learning Creatively 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use creative learning-related words and sentences, cultivates their thinking quality of critical and innovative thinking, strengthens cultural awareness of diverse learning styles, and improves their learning ability of autonomous and cooperative creative learning. 教学重难点 Key points: Master core words like creativity, brainstorm and innovative, and understand the main idea of creative learning. Difficult points: Use target language to express creative learning methods and apply creative thinking to practical learning. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video about two students with different learning methods: one student learns mechanically by rote memorization, while the other student solves problems creatively, such as using mind maps to sort out knowledge and brainstorming with classmates to solve learning difficulties. After playing the video, the teacher asks two questions in English: “What’s the difference between the two students’ learning methods?” and “Which learning method is more effective? Why?” Then, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher guides students to use simple English expressions, and timely corrects minor language errors without dampening their enthusiasm. After the sharing, the teacher makes a brief summary: “The student who learns creatively makes better progress. Today, we will explore how to learn creatively and become more efficient learners through the text Challenging Yourself A - Learning Creatively.” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic of “learning creatively”. By comparing different learning methods, students can initially perceive the importance of creative learning, activate their prior knowledge about learning methods, and lay a foundation for the subsequent text learning. Asking questions and inviting students to share can stimulate students’ thinking, exercise their oral expression ability, and create a positive classroom atmosphere. Pre-reading: Preview Vocabulary and Predict Text Content Vocabulary Preview: The teacher presents the core vocabulary of the text on the screen, including creativity, innovative, brainstorm, prototype, flexible, adopt, strategy, etc. For each word, the teacher first pronounces it clearly and asks students to follow along, then explains the meaning with simple English and combines it with familiar scenarios. For example, when explaining “brainstorm”, the teacher says: “When we have a problem, we gather together to think of as many ideas as possible. This process is called brainstorm.” Then, the teacher gives a simple example sentence: “We had a brainstorm to solve the math problem.” After explaining the vocabulary, the teacher organizes a small activity: divide students into groups of 4, and each group is given 3 words. The group members work together to make 2 simple sentences with each word. After 5 minutes, each group sends a representative to present their sentences to the class. The teacher comments on the sentences, affirms the correct expressions, and corrects the inappropriate ones. Text Prediction: The teacher shows the title of the text “Learning Creatively” and the pictures in the text (if any) to the students. Then, the teacher asks: “According to the title and pictures, what do you think the text will talk about?” Students are encouraged to predict freely, and the teacher writes down their predictions on the blackboard, such as “It will talk about the importance of creative learning”, “It will introduce methods of creative learning”, “It will tell a story about creative learning”, etc. Design Intention: Vocabulary is the foundation of text learning. Previewing core vocabulary can help students reduce difficulties in reading the text and improve reading efficiency. Explaining vocabulary with simple English and combining it with scenarios conforms to senior high school students’ cognitive characteristics, which is conducive to their understanding and memory. The group sentence-making activity not only helps students consolidate the learned vocabulary but also cultivates their cooperative learning ability. Predicting the text content can stimulate students’ curiosity and initiative, and enable them to read the text with a clear purpose, improving their reading comprehension ability. While-reading: In-depth Understanding of the Text Fast Reading: The teacher asks students to read the text quickly and finish two tasks: (1) Check whether their predictions are correct; (2) Summarize the main idea of the text. After reading, students are invited to share their views. The teacher guides students to summarize the main idea accurately: The text mainly introduces the concept of creative learning, the importance of creative learning, and some practical methods of creative learning, encouraging students to adopt creative learning strategies in their study. Careful Reading: The teacher divides the text into 3 parts and guides students to read carefully part by part, completing corresponding tasks to deepen their understanding of the text. Part 1 (Paragraph 1-2): The teacher asks students to read carefully and answer the following questions: (1) What is creative learning? (2) Why is creative learning important for senior high school students? After students finish reading, the teacher invites them to answer the questions one by one. For the first question, the teacher guides students to find the key sentence in the text: “Creative learning is not just memorizing knowledge, but using flexible methods to understand and apply knowledge, and thinking independently to solve problems.” For the second question, the teacher helps students sort out the key points: Senior high school students face more complex learning tasks, and creative learning can help them improve learning efficiency, develop independent thinking ability, and adapt to the challenges of senior high school study. Part 2 (Paragraph 3-5): This part introduces specific methods of creative learning. The teacher asks students to read carefully and fill in the table about creative learning methods and their specific explanations. The table is presented on the screen, with two columns: “Creative Learning Methods” and “Specific Explanations”. Students work in pairs to complete the table, and then the teacher checks the answers with the whole class, explaining the key points in detail. For example, “Brainstorming” is explained as “Gathering with classmates to put forward as many ideas as possible to solve a problem, without criticizing each other’s ideas”, and “Using mind maps” is explained as “Sorting out knowledge points and their connections with mind maps to make learning more systematic”. Part 3 (Paragraph 6): The teacher asks students to read carefully and think about the question: “What does the author want to tell us in the last paragraph?” Students are encouraged to express their own views, and the teacher summarizes: The author encourages students to bravely try creative learning methods, overcome the habit of mechanical learning, and become creative learners who can think independently and solve problems flexibly. Language Points Analysis: On the basis of careful reading, the teacher focuses on analyzing the key language points in the text, including important phrases and sentence structures. Important phrases: adopt a strategy, focus on, come up with, in addition, instead of, be beneficial to. For each phrase, the teacher explains its meaning, gives example sentences, and asks students to make sentences by themselves to consolidate their memory and application. Important sentence structures: (1) “Not only...but also...” structure. The teacher explains the usage of this structure, emphasizing that “not only” is followed by partial inversion when it is at the beginning of a sentence, and gives example sentences: “Not only does creative learning improve our learning efficiency, but it also develops our thinking ability.” Then, the teacher asks students to make sentences with this structure. (2) “It is + adj. + for sb. + to do sth.” structure. The teacher explains that this structure is used to express “it is adj. for sb. to do sth.”, and gives example sentences: “It is important for senior high school students to learn creatively.” Students are asked to practice making sentences. Design Intention: Fast reading helps students grasp the main idea of the text quickly and cultivate their fast reading ability. Careful reading divides the text into parts, which is conducive to students’ in-depth understanding of the text content and mastery of key information. The question-and-answer and table-filling activities can stimulate students’ thinking and improve their ability to extract key information from the text. Analyzing language points helps students master the key phrases and sentence structures in the text, laying a foundation for their subsequent language application. The practice of making sentences enables students to apply the learned language points flexibly, improving their language ability. Post-reading: Consolidate and Apply Knowledge Text Retelling: The teacher asks students to retell the text according to the key points and the structure of the text. First, the teacher gives a retelling outline on the screen: (1) The concept of creative learning; (2) The importance of creative learning; (3) Specific methods of creative learning; (4) The author’s advice. Students can work in groups of 3 to discuss and prepare for 5 minutes, then each group sends a representative to retell the text in English. The teacher evaluates their retelling, affirming their advantages, such as fluent expression and accurate key points, and puts forward suggestions for improvement, such as adding more details or correcting small language errors. Group Discussion: The teacher puts forward a discussion topic: “What creative learning methods can you use in your daily English study? Please share your ideas with your group members.” Students are divided into groups of 4, and they discuss the topic freely. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence structures learned in the text, and helps students who have difficulties in expression. After the discussion, each group sends a representative to share their group’s ideas, such as “We can use mind maps to remember new words and their usages”, “We can have a brainstorm to discuss English learning problems after class”, “We can use English songs and movies to improve our listening and speaking skills in a creative way”. Writing Practice: The teacher asks students to write a short passage (about 80-100 words) titled “My Creative Learning Methods”. The teacher reminds students to use the vocabulary and sentence structures learned in the text, and gives a writing outline: (1) Briefly introduce the importance of creative learning; (2) Introduce 1-2 creative learning methods you use; (3) Express your feelings about creative learning. Students finish the writing independently, and the teacher collects some students’ works, comments on them in class, points out the advantages and shortcomings, and guides students to revise their works. Design Intention: Text retelling helps students consolidate the text content, improve their oral expression ability and logical thinking ability. Group discussion enables students to apply the learned knowledge to practical scenarios, share their own learning experience, and cultivate their cooperative learning ability and innovative thinking. Writing practice is a comprehensive application of language knowledge, which can help students improve their writing ability, flexibly use the learned vocabulary and sentence structures, and deepen their understanding of creative learning. Summary and Extension Class Summary: The teacher summarizes the content of this class with the students: “In this class, we have learned the text Learning Creatively, mastered the core vocabulary and key language points, understood the concept, importance and specific methods of creative learning. We also practiced retelling, discussing and writing, which helped us improve our language ability and understand how to apply creative learning in our daily study.” At the same time, the teacher emphasizes: “Creative learning is not a single method, but a kind of thinking mode. I hope you can bravely try creative learning methods in your future study, get rid of mechanical learning habits, and become more efficient and independent learners.” Homework Arrangement: (1) Recite the core vocabulary and key sentences of the text; (2) Revise the short passage written in class and hand it in the next class; (3) Observe your own learning methods, find out the deficiencies, and try to use one creative learning method to improve your learning efficiency, and write a short reflection (about 50 words) to record your experience; (4) Preview the next part of the unit. Extension Activity: The teacher recommends some English materials about creative learning to students, such as short articles, videos or speeches, and asks students to read or watch them after class, and share their feelings in the next class. This can help students expand their horizons, understand more about creative learning, and further improve their English ability. Design Intention: Class summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of the topic. Homework arrangement is conducive to students consolidating the knowledge learned in class, applying creative learning methods to practical study, and cultivating their autonomous learning ability. Extension activities can enrich students’ learning resources, expand their horizons, and further arouse their interest in creative learning and English learning. 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 $