Challenging Yourself B-Learning Creatively 教案-2025-2026学年高中英语重大版必修第二册

Challenging Yourself B-Learning Creatively 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional core literacy centered on the theme of “Learning Creatively”. Language competence is developed through reading, speaking and writing activities related to creative learning and film appreciation, enabling students to master relevant vocabulary and express views fluently. Cultural awareness is fostered by guiding students to understand the role of creative thinking in global cultural communication and appreciate the diversity of creative expressions. Thinking quality is improved by encouraging divergent thinking, critical analysis and creative practice. Learning competence is enhanced by helping students master creative learning strategies and form the awareness of independent and cooperative learning. 教学重难点 The key points are understanding the core connotation of creative learning, mastering key words and phrases related to creative thinking and film appreciation, and being able to express personal views on creative learning and film creation in simple English. The difficult points are applying creative thinking to analyze film elements or daily learning scenarios, transforming creative ideas into logical English expressions, and combining creative learning methods with daily English learning to solve practical problems independently. 教学过程 Lead-in: Stimulate Interest and Lay a Foundation The teacher starts the class by showing short clips of three classic films with distinct creative features, such as The Shawshank Redemption (creative plot setting), Coco (creative cultural expression) and Inside Out (creative character design). After playing the clips, the teacher asks two guiding questions: “What makes these films unforgettable?” and “What role does creativity play in making these films successful?” Then, the teacher organizes a free discussion. Students are encouraged to share their views freely in English, and the teacher gives timely guidance and comments, focusing on guiding students to realize that creativity is the core driving force for excellent film creation and an important ability in learning and life. Finally, the teacher naturally leads to the theme of the lesson: “Today, we will explore how to learn creatively and apply creative thinking to appreciate films and improve our English ability.” Design Intention: By showing familiar classic film clips, students’ interest in the lesson is quickly aroused, which is closely linked to the unit theme of “Unforgettable Films” and lays a good foundation for the development of subsequent teaching activities. The guiding questions guide students to think actively, activate their prior knowledge about creativity and films, and cultivate their ability to express personal views in English, which is in line with the requirements of language competence and thinking quality in core literacy. The free discussion also creates a relaxed classroom atmosphere, encouraging students to participate actively and laying a foundation for cooperative learning in the later stage. Pre-reading: Preview Vocabulary and Clear Obstacles First, the teacher presents the core vocabulary and phrases of this lesson on the screen, including “creative”, “creativity”, “innovate”, “explore”, “inspire”, “brainstorm”, “mind map”, “role-play”, “film appreciation” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with common collocations and example sentences, and guides students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “brainstorm”, the teacher says: “Brainstorm means to gather a group of people to think of as many ideas as possible about a problem or topic quickly. For example, we can brainstorm creative ways to learn English in groups.” Then, the teacher arranges a quick matching activity: present the core words on one side of the screen and their corresponding definitions and example sentences on the other side, and ask students to match them in pairs. After the activity, the teacher checks the answers together with the students, corrects mistakes in time, and emphasizes the key and difficult words. In addition, the teacher briefly introduces the background of the text: the text mainly introduces three creative learning methods (brainstorming, mind mapping and role-playing) and how to apply them in English learning and film appreciation, helping students have a preliminary understanding of the text content. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before reading can help students eliminate language obstacles in the process of reading, improve reading efficiency and lay a foundation for understanding the text. The matching activity increases the interactivity of the lesson, makes students master vocabulary in a relaxed and interesting way, and cultivates their cooperative learning ability. The brief introduction of the text background helps students establish a connection between the text and the theme, and improves their ability to predict the text content, which is in line with the requirements of learning competence. While-reading: Skimming: Grasp the Main Idea The teacher asks students to read the text silently and quickly, and requires them to finish the following task: underline the topic sentence of each paragraph and summarize the main idea of the whole text. After reading, the teacher invites several students to share their answers, and then summarizes together: the text introduces three creative learning methods (brainstorming, mind mapping and role-playing), explains their specific operation steps, and illustrates how to apply these methods in English learning and film appreciation, emphasizing the importance of creative learning in improving learning efficiency and ability. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, understand the overall structure of the text, and cultivate their ability to extract key information. This activity also helps students form a holistic understanding of the text, laying a foundation for detailed reading in the next step. At the same time, it guides students to think actively and improves their reading speed and efficiency, which is in line with the requirements of thinking quality and learning competence. Scanning: Extract Key Details On the basis of skimming, the teacher asks students to read the text again carefully, and arranges a task in groups: each group is responsible for extracting the key details of one creative learning method, including its definition, operation steps and application scenarios in English learning and film appreciation. The groups are divided into three groups, corresponding to brainstorming, mind mapping and role-playing respectively. During the reading process, the teacher walks around the classroom, provides timely guidance for students who have difficulties, and reminds students to pay attention to key words and sentences. After the group reading, each group sends a representative to share the extracted key details, and the teacher supplements and corrects them. For example, for brainstorming, the teacher emphasizes that its core is to collect as many ideas as possible without criticism, and its application in film appreciation can be to discuss the creative points of the film plot; for mind mapping, it is emphasized that it is to sort out the logical relationship between knowledge points, and it can be used to sort out the characters and plots of the film; for role-playing, it is emphasized that it is to simulate real scenes to practice expression, and it can be used to simulate the dialogues in the film to deepen the understanding of the characters. Design Intention: Scanning is a key strategy to extract specific information. Through group cooperation, students can not only efficiently extract key details, but also cultivate their cooperative learning ability and communication ability. The division of labor in groups makes each student have a clear task, improves their participation, and helps students deeply understand the specific content of each creative learning method. The teacher’s guidance and supplement help students correct misunderstandings and grasp the key points, which is in line with the requirements of language competence and learning competence. Intensive Reading: Analyze and Understand Difficult Points The teacher presents the difficult sentences in the text on the screen, such as “Creativity is not about being perfect, but about being willing to try new things and learn from mistakes.” and “By applying these creative learning methods, we can not only improve our English ability, but also develop our critical thinking and problem-solving skills.” The teacher guides students to analyze the sentence structure, explain the meaning of the sentences, and discuss the connotation of the sentences in pairs. For example, when analyzing the first difficult sentence, the teacher guides students to understand that “not...but...” means “not...but...”, and emphasizes that the core of creativity is courage to try and learn from mistakes, not pursuing perfection, which helps students establish a correct understanding of creativity. When analyzing the second difficult sentence, the teacher guides students to understand the function of “by doing sth.”, and emphasizes the practical significance of creative learning methods, which connects the text content with students’ daily learning and stimulates their enthusiasm for applying these methods. In addition, the teacher guides students to think about the author’s attitude towards creative learning and the purpose of writing the text, and invites students to share their views. The teacher summarizes that the author highly affirms the role of creative learning, and the purpose of writing is to guide students to master creative learning methods and apply them in English learning and daily life. Design Intention: Intensive reading helps students solve difficult problems in the text, deepen their understanding of the text content and connotation, and improve their ability to analyze and understand complex sentences. The discussion of difficult sentences in pairs encourages students to think actively and communicate with each other, cultivating their critical thinking ability. The analysis of the author’s attitude and writing purpose helps students understand the deep meaning of the text, improve their reading comprehension ability, and is in line with the requirements of thinking quality and language competence. Post-reading: Consolidate and Apply Group Discussion: Apply Creative Learning Methods The teacher divides students into groups of 4-5, and arranges a discussion task: “Suppose you are going to appreciate a classic English film (such as Harry Potter), how will you apply the three creative learning methods learned in the text to appreciate the film and improve your English ability?” Each group needs to discuss and formulate a specific plan, including the specific operation steps of each method and the expected effect. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, provides timely guidance, and encourages students to put forward creative ideas. After the discussion, each group sends a representative to present their plan in English. The teacher makes comments on each group’s plan, affirms the advantages, points out the deficiencies, and guides students to improve their plans. For example, if a group’s plan only mentions the operation steps of the method but does not combine it with film appreciation in detail, the teacher guides them to think about how to use brainstorming to discuss the creative points of the film’s magic setting, how to use mind mapping to sort out the relationship between the characters in the film, and how to use role-playing to simulate the dialogues between Harry Potter and his friends. Design Intention: Group discussion is an important way to cultivate students’ cooperative learning ability and creative thinking ability. Through applying the learned creative learning methods to film appreciation, students can consolidate the knowledge they have learned, improve their ability to apply knowledge to practice, and connect the text content with real life. The teacher’s guidance and comments help students improve their plans, deepen their understanding of creative learning methods, and stimulate their creativity and enthusiasm for practice, which is in line with the requirements of all four-dimensional core literacy. Individual Writing: Express Personal Views The teacher asks students to write a short passage (about 80-100 words) with the title “My Creative English Learning Method”. The requirements are: combine the creative learning methods learned in the text, introduce their own creative English learning methods, explain the specific operation steps and the effects achieved, and express their views on creative learning. During the writing process, the teacher provides timely help for students who have difficulties in expression, reminds students to use the core vocabulary and sentence patterns learned in the lesson, and pays attention to the logic and fluency of the passage. After the writing, the teacher collects some students’ works, reads them out in class, and makes comments, affirming the advantages in language expression and content creation, and pointing out the problems in grammar, vocabulary and logic. Then, students are invited to exchange their works in pairs, put forward revision suggestions for each other, and revise their own works according to the suggestions. Design Intention: Writing is an important way to test students’ language expression ability. Through writing, students can consolidate the core vocabulary and sentence patterns learned in the lesson, improve their written expression ability, and express their personal views on creative learning, which helps to cultivate their creative thinking and logical thinking ability. The exchange and revision of works in pairs not only improves students’ ability to evaluate and modify their own works, but also cultivates their communication ability and cooperative learning ability, which is in line with the requirements of language competence and learning competence. Summary and Extension The teacher summarizes the whole lesson with the help of a mind map: first, reviews the three creative learning methods (brainstorming, mind mapping and role-playing) and their application scenarios; then, emphasizes the importance of creative learning in English learning and daily life; finally, encourages students to apply the creative learning methods learned in the lesson to their daily English learning, cultivate their creative thinking ability, and continuously improve their English comprehensive ability. In addition, the teacher arranges an extension task: ask students to observe and record the creative learning methods used by their classmates or teachers in daily study, and share them in the next class. At the same time, recommend some English films with strong creativity for students to appreciate after class, and ask them to try to apply the learned methods to appreciate the films and write a short appreciation. Design Intention: The summary with the help of a mind map helps students sort out the knowledge system of the whole lesson, deepen their memory and understanding of the knowledge, and cultivate their ability to sort out and summarize knowledge. The extension task connects the classroom teaching with daily learning and after-class life, encourages students to observe and practice actively, and helps students form the awareness of applying creative learning methods in daily life, which is in line with the requirements of learning competence and thinking quality. The recommendation of English films also enriches students’ after-class learning resources and promotes the development of their cultural awareness. Summary of Teaching Design This lesson takes “Learning Creatively” as the theme, closely combines the unit theme of “Unforgettable Films”, and takes the four-dimensional core literacy as the guidance to design the teaching process. Through lead-in, pre-reading, while-reading and post-reading links, students are guided to master creative learning methods, improve their English comprehensive ability, and cultivate their creative thinking, cooperative learning ability and cultural appreciation ability. The whole teaching process focuses on student-centered, pays attention to the interaction and participation of students, and guides students to learn actively, think creatively and practice bravely, so as to achieve the goal of cultivating students’ core literacy. 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 $