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

Theme B Learning to Understand-Challenging Yourself C-Learning Creatively 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabulary and sentence patterns related to creative learning, and improve their ability to understand and express views on creative learning in listening, speaking, reading and writing. Cultural Awareness: Guide students to understand the importance of creative learning in different cultural contexts and cultivate an open attitude towards diverse learning concepts. Thinking Quality: Cultivate students’ logical, critical and innovative thinking through analyzing and exploring creative learning methods. Learning Ability: Help students master effective learning strategies, develop the habit of independent and cooperative learning, and enhance their ability to actively explore creative learning ways. 教学重难点 Key Points: Master core vocabulary such as “creativity, inspiration, imitate, reconstruct” and sentence patterns like “might as well...”, “nothing but...”; understand the main idea and logical structure of the text about creative learning; be able to express personal views on creative learning simply and coherently. Difficult Points: Comprehensively understand the connotation of creative learning and the relationship between imitation and innovation; flexibly use key vocabulary and sentence patterns in real contexts; cultivate the ability to think creatively and apply creative learning methods in practice. 教学过程 Pre-class Preparation: Preview and Exploration Teacher’s Activities: Assign preview tasks through the online teaching platform. Provide students with the text of Challenging Yourself C: Learning Creatively, key vocabulary lists and a short video about “the secrets of creativity”. Design guiding preview questions: What is the common misunderstanding of creativity mentioned in the text? How can we improve our creativity according to the author? List 3 new words or phrases you don’t understand and try to look them up in the dictionary. Monitor students’ preview progress through the platform and collect their questions. Students’ Activities: Read the text independently, watch the video carefully, and finish the preview questions. Look up new words and phrases with dictionaries or online tools, record their understanding and doubts. Submit preview notes and questions to the teacher through the platform. Discuss difficult points with classmates in small groups if necessary. Design Intent: The pre-class preview helps students get familiar with the theme of creative learning in advance, lay a foundation for in-class learning, and cultivate their independent learning ability. The guiding questions can guide students to focus on the key content of the text, while the video can stimulate their interest in learning and help them initially understand the connotation of creativity. Collecting students’ questions can make the in-class teaching more targeted, solving the problems that students actually encounter. In-class Teaching: Learning, Understanding and Practice Lead-in: Arouse Interest and Introduce the Theme Teacher’s Activities: Start the class with a brainstorming activity. Ask students: “What do you think creativity is? Do you think creativity is a talent that only a few people have?” Invite 3-4 students to share their views freely. Then play the preview video again, and ask follow-up questions: “What does the video tell us about creativity? Do you agree with the view that ‘creativity is not a spark but a boiling stove’?” Guide students to discuss and summarize, then naturally introduce the theme of the lesson—Learning Creatively, and briefly introduce the main content of the text: the author shares his experience of improving creativity and reveals the secrets of creative learning. Students’ Activities: Participate in the brainstorming actively, express their own understanding of creativity. Watch the video again, think about the teacher’s questions carefully, and discuss with classmates. Understand the theme of the lesson and the main content of the text. Design Intent: Brainstorming can stimulate students’ thinking, arouse their enthusiasm for participation, and let the teacher understand students’ prior knowledge of creativity. Playing the video again can strengthen students’ memory of the preview content and connect the pre-class preview with in-class teaching. The introduction of the theme and text content helps students form a preliminary framework of the lesson, laying a foundation for the subsequent text learning. Text Analysis: Understand the Content and Master the Key Points Teacher’s Activities: First, ask students to read the text aloud in groups of 4, and correct their pronunciation and intonation in time. Then, guide students to analyze the text structure step by step. Ask: “How is the text structured? What is the main idea of each paragraph?” Help students sort out the logical structure: Paragraph 1 raises the misunderstanding of creativity; Paragraphs 2-5 share the author’s own experience of improving creativity; Paragraphs 6-8 summarize the secrets of creative learning. Next, focus on explaining key vocabulary and sentence patterns. For vocabulary such as “misconception, imitate, reconstruct, inspiration”, explain their meanings, parts of speech and usage with specific examples in the text. For sentence patterns like “might as well...” and “nothing but...”, explain their structures and usages, and let students make sentences combined with their own life experiences. Then, ask students to find the key sentences in each paragraph, and analyze the author’s views and emotional tendencies, guiding students to understand that creativity is not innate but can be improved through learning and practice. Students’ Activities: Read the text aloud in groups, correct their pronunciation and intonation according to the teacher’s guidance. Analyze the text structure with the teacher’s guidance, sort out the main idea of each paragraph, and understand the logical connection between paragraphs. Listen carefully to the teacher’s explanation of key vocabulary and sentence patterns, take notes, and practice making sentences. Find key sentences in the text, analyze the author’s views, and deepen the understanding of the text content. Design Intent: Reading aloud helps students familiarize themselves with the text rhythm and improve their pronunciation and intonation. Analyzing the text structure helps students master the logical thinking of the author and improve their ability to sort out and summarize information. Explaining key vocabulary and sentence patterns is the basis for students to understand the text and use English to express themselves. Combining the text examples and students’ life experiences to explain and practice can make the learning of vocabulary and sentence patterns more vivid and practical, helping students master them flexibly. Interactive Discussion: Deepen Understanding and Cultivate Thinking Teacher’s Activities: Divide students into groups of 5, and assign discussion tasks: Do you agree with the author’s view that “all art is imitation”? Why or why not? Combine your own learning experience, talk about how you can improve your creativity in English learning. What are the advantages and disadvantages of imitating others’ learning methods? How can we combine imitation with innovation? Provide appropriate guidance during the discussion, remind students to use the key vocabulary and sentence patterns learned in the text, and encourage students to express their views boldly. After the discussion, invite 2-3 groups to present their discussion results, and make comments and supplements, guiding students to realize that imitation is the foundation of innovation, and true creativity lies in reorganizing and transforming existing things according to their own needs. Students’ Activities: Participate in group discussions actively, express their views and opinions, and listen to the views of classmates. Use the key vocabulary and sentence patterns learned to communicate, and improve their oral expression ability. Present the group’s discussion results, listen to the teacher’s comments and supplements, and deepen their understanding of creative learning. Design Intent: Group discussion can cultivate students’ cooperative learning ability and oral expression ability, and let students exchange and learn from each other. The discussion topics are closely related to the text content and students’ actual learning life, which can stimulate students’ thinking and help them apply the knowledge learned to practice. The teacher’s guidance and comments can help students correct their wrong views, deepen their understanding of the connotation of creative learning, and cultivate their critical and innovative thinking. Skill Practice: Consolidate Knowledge and Improve Ability Teacher’s Activities: Design three practice tasks to consolidate the knowledge learned. Task 1: Vocabulary and Sentence Pattern Practice. Provide a short passage with blanks, and ask students to fill in the blanks with the key vocabulary and sentence patterns learned (such as “misconception, imitate, might as well, nothing but”). After students finish, check the answers together, explain the wrong questions, and strengthen students’ mastery of key knowledge. Task 2: Listening Practice. Play a short recording about a student’s experience of improving creativity, and ask students to answer 5 questions (such as “What did the student do to improve his creativity? What difficulties did he encounter?”). After listening twice, check the answers, and let students retell the main content of the recording briefly. Task 3: Speaking Practice. Ask students to work in pairs, and make a dialogue about “How to Learn Creatively in High School”, requiring them to use at least 3 key vocabulary and 1 key sentence pattern. Walk around the classroom to provide guidance and help for students who have difficulties. Students’ Activities: Finish the vocabulary and sentence pattern practice carefully, check the answers with the teacher, and correct their mistakes. Listen to the recording carefully, answer the questions, and retell the main content of the recording. Practice the dialogue in pairs, actively communicate with partners, and improve their oral expression ability. Design Intent: The three practice tasks cover vocabulary, listening and speaking, which are closely related to the text content and key points, helping students consolidate the knowledge learned in class. Listening practice can improve students’ listening comprehension ability and ability to extract key information. Speaking practice can provide students with a platform to use language, improve their oral expression ability and flexible application ability of key knowledge. The teacher’s on-site guidance can help students solve problems in time and ensure the effect of practice. Post-class Extension: Apply Knowledge and Promote Development Teacher’s Activities: Assign three post-class tasks. Task 1: Writing Task. Ask students to write a short passage (about 120 words) titled “My Ways to Learn Creatively”, requiring them to use the key vocabulary and sentence patterns learned, and combine their own learning experience. Task 2: Exploration Task. Ask students to collect 2-3 examples of creative learning (such as famous people’s creative experiences, creative learning methods in daily life), and write a short introduction (about 50 words) for each example. Task 3: Reflection Task. Ask students to reflect on their own learning methods, and write down what they can improve in terms of creative learning, and what specific measures they will take. Provide appropriate guidance and help for students who have difficulties in completing the tasks, and check and comment on the students’ task results in time after collecting them, putting forward targeted improvement suggestions. Students’ Activities: Complete the three post-class tasks carefully. Write the short passage according to the requirements, collect creative learning examples, and reflect on their own learning methods. Submit the task results to the teacher on time, and modify and improve their works according to the teacher’s comments. Design Intent: The post-class tasks are designed to extend the in-class learning to after class, helping students consolidate and apply the knowledge learned. The writing task can improve students’ written expression ability and ability to organize language. The exploration task can broaden students’ horizons, let them understand the application of creative learning in real life, and stimulate their interest in creative learning. The reflection task can help students realize their own shortcomings, cultivate their reflective ability, and promote their continuous improvement in learning methods. The teacher’s guidance and comments can help students find problems in time and improve their learning effect. Teaching Summary and Feedback Teacher’s Activities: At the end of the lesson, summarize the key content of the lesson with students, including the main idea of the text, key vocabulary and sentence patterns, and the connotation of creative learning. Ask students to share their gains and doubts in this lesson, and answer the remaining questions of students. After the lesson, through the students’ preview notes, in-class performance and post-class task results, comprehensively evaluate the students’ learning effect, find out the problems existing in the teaching process, and adjust the teaching plan and methods for the next lesson. Students’ Activities: Participate in the lesson summary, sort out the knowledge learned in this lesson, and clarify their own gains and doubts. Share their learning experience and questions with the teacher and classmates, and solve the remaining doubts with the help of the teacher. Design Intent: The lesson summary helps students sort out the knowledge system, strengthen their memory of the key content, and form a complete understanding of the lesson. Letting students share their gains and doubts can help the teacher understand the students’ learning situation in time, and solve the problems that students have not mastered. The comprehensive evaluation after the lesson can help the teacher optimize the teaching plan, improve the teaching effect, and provide targeted guidance for students’ subsequent 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 $