Theme A Learning to Know-Challenging Yourself A-Learning Creatively 教案-2025-2026学年高中英语重大版必修第三册

Theme A Learning to Know-Challenging Yourself A-Learning Creatively 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional core literacy in English. Language competence is developed by enabling students to master key vocabulary and sentence patterns related to creative learning, and to express views on creative learning in both oral and written forms. Cultural awareness is fostered by guiding students to understand the importance of creative learning in different cultural contexts and develop a respectful attitude towards diverse learning concepts. Thinking quality is improved through activities that encourage divergent thinking, critical analysis and creative reasoning, helping students form a flexible thinking mode. Learning competence is enhanced by guiding students to master creative learning strategies, develop self-directed learning awareness and cultivate the ability to reflect on and adjust their own learning methods, laying a foundation for lifelong learning. 教学重难点 Key points of this lesson include mastering core vocabulary such as “creative, innovate, strategy, flexible” and sentence patterns like “It is crucial to...”, “We can develop creativity by...”; understanding the main idea and detailed information of the text about creative learning; and being able to talk and write about creative learning methods. Difficult points lie in accurately understanding and using abstract vocabulary related to creativity; applying creative thinking to analyze the text’s logical structure and the author’s views; and combining personal learning experience to put forward practical creative learning strategies, which requires students to integrate language skills and thinking ability. 教学过程 Lead-in: Stimulate Interest and Activate Prior Knowledge The teacher starts the class by showing two groups of pictures: one group shows traditional learning scenes (such as rote memorization, passive listening) and the other group shows creative learning scenes (such as group discussion, hands-on practice, independent exploration). Then the teacher asks guiding questions: “What’s the difference between the two kinds of learning? Which one do you prefer? Why?” After that, the teacher invites 3-4 students to share their views freely. Finally, the teacher summarizes and leads in the topic: “Today we will learn about a more effective learning method — Learning Creatively, which will help us become better learners.” Design Intent: The visual pictures can quickly attract students’ attention and arouse their interest in the topic. By comparing traditional learning and creative learning, students can initially perceive the characteristics of creative learning and activate their prior knowledge about learning methods. The free discussion link provides students with opportunities to practice oral expression, creates a relaxed classroom atmosphere, and lays a good foundation for the subsequent text learning and activity development. Pre-reading: Preview Vocabulary and Predict Text Content First, the teacher presents the core vocabulary of the lesson through the multimedia: creative, innovate, innovation, strategy, flexible, adapt, explore, reflect. For each word, the teacher explains its meaning with simple English, combines it with common collocations (such as “creative thinking”, “innovate new methods”, “learning strategies”) and makes sentences closely related to students’ daily learning (e.g., “We need to be creative when solving English problems.”). Then, the teacher asks students to work in pairs to practice using these words to make their own sentences, and checks several pairs’ performance in class to ensure that students have a preliminary grasp of the vocabulary. Next, the teacher shows the title of the text “Learning Creatively” and the picture attached to the text, and asks students to predict the content of the text: “What do you think the text will talk about? Please list 2-3 points you may learn from the text.” Students discuss in groups of 4, and each group sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard, and then guides students to read the text to verify their predictions. Design Intent: Vocabulary is the foundation of text learning. Previewing core vocabulary helps students remove language obstacles in reading and improve reading efficiency. Explaining vocabulary with simple English and combining it with students’ daily learning scenarios helps students understand and remember words better. Predicting the text content based on the title and pictures can stimulate students’ reading motivation, cultivate their ability of logical reasoning and prediction, and make their reading more targeted. While-reading: Deeply Understand the Text and Improve Reading Skills This part is divided into three steps: skimming, scanning and intensive reading, to help students understand the text from the overall to the local, and gradually improve their reading ability. First, skimming: Students read the text quickly to get the main idea. After reading, the teacher asks: “What is the main idea of the text?” Students are invited to answer, and the teacher summarizes: The text mainly introduces the definition of creative learning, the importance of creative learning and several practical creative learning strategies. Second, scanning: The teacher puts forward specific questions and asks students to read the text quickly to find the key information and answer the questions. The questions are as follows: 1. What is creative learning? 2. Why is creative learning important for senior high school students? 3. What creative learning strategies does the text mention? After students finish reading, the teacher organizes students to answer the questions one by one, and checks whether students can accurately find the key information in the text. For the difficult questions, the teacher guides students to find the corresponding sentences in the text and analyze them together. Third, intensive reading: Students read the text carefully paragraph by paragraph. The teacher guides students to analyze the key sentences, grasp the logical relationship between paragraphs, and understand the author’s writing purpose. For example, in the first paragraph, the teacher asks students to find the topic sentence and analyze the function of the supporting sentences; in the paragraphs introducing creative learning strategies, the teacher guides students to understand the specific content of each strategy and the logical connection between them. At the same time, the teacher helps students sort out the new words and difficult sentences encountered in intensive reading, and explains and practices them in time. For example, the sentence “Creative learning is not just about memorizing facts, but about thinking critically and finding new ways to solve problems.” The teacher guides students to understand the structure “not just...but...”, and asks students to make sentences with this structure. Design Intent: Skimming helps students grasp the overall framework of the text and cultivate their ability of overall reading. Scanning enables students to quickly locate key information and improve their reading speed and efficiency. Intensive reading helps students deeply understand the details of the text, master the logical structure of the text and the usage of key sentences, and improve their ability of text analysis and language understanding. The step-by-step reading design conforms to the cognitive law of students, from shallow to deep, helping students gradually deepen their understanding of the text. Post-reading: Consolidate Knowledge and Apply It in Practice This part includes three activities to help students consolidate the knowledge learned in the text and apply it to practical situations, so as to improve their language application ability and creative thinking ability. Activity 1: Group Discussion. Students are divided into groups of 4, and the discussion topic is: “Combined with your own English learning experience, what creative learning strategies can you use to improve your English? Please list at least 3 strategies and explain how to use them.” During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in the lesson, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to make a 2-3 minute report to share the group’s views. The teacher makes comments on each group’s report, affirms the advantages, points out the deficiencies, and guides students to improve their expressions. Activity 2: Sentence Rewriting. The teacher presents 5 simple sentences related to learning, and asks students to rewrite them using the vocabulary and sentence patterns learned in the lesson to make the sentences more vivid and accurate. For example, the original sentence: “We should learn English hard.” Students can rewrite it as: “It is crucial for us to learn English hard, and we can use creative strategies to make our learning more effective.” After students finish rewriting, the teacher collects some students’ works, displays them in class, and comments on them, focusing on whether students can correctly use the learned vocabulary and sentence patterns. Activity 3: Creative Writing. Students are asked to write a short passage titled “My Creative Learning Methods” with 80-100 words. The requirements are: 1. Use at least 3 core vocabulary learned in the lesson; 2. Introduce 1-2 creative learning methods that you often use; 3. Express your own feelings about creative learning. During the writing process, the teacher provides appropriate guidance to students who have difficulties, such as helping them sort out the writing ideas and reminding them of the usage of key sentences. After students finish writing, the teacher selects several excellent works and common problematic works, displays them in class, and comments on them, guiding students to improve their writing ability. Design Intent: Group discussion provides students with opportunities to communicate and cooperate, helps students integrate the knowledge learned in the text with their own learning experience, and cultivates their ability of cooperative learning and oral expression. Sentence rewriting helps students consolidate the usage of core vocabulary and sentence patterns, and improve their ability of language expression. Creative writing enables students to apply the knowledge learned in the text to practical writing, and cultivate their ability of creative expression and logical thinking. The three activities are gradually in-depth, from oral expression to written expression, helping students comprehensively improve their language application ability. Summary and Reflection: Sort Out Knowledge and Cultivate Learning Ability First, the teacher guides students to summarize the content of the lesson together: “What have we learned today? Please sort out the key points of the lesson in your own words.” Students are invited to answer one by one, and the teacher supplements and sorts out, helping students form a complete knowledge framework. The key points include: core vocabulary and sentence patterns, the main idea and key information of the text, and practical creative learning strategies. Then, the teacher guides students to reflect on their own learning: “After today’s lesson, do you have a new understanding of creative learning? What creative learning strategies will you use in your future English learning? Are there any problems you encountered in today’s class that need to be solved?” Students are asked to write a short reflection (30-50 words) on their study in this class, and then invite 2-3 students to share their reflections. Finally, the teacher makes a summary: Creative learning is an important learning method that can help us improve learning efficiency and cultivate creative thinking. I hope you can apply the creative learning strategies learned today to your daily study, develop the habit of creative learning, and become better independent learners. Design Intent: Summarizing the lesson helps students sort out the knowledge learned, consolidate the key points, and form a systematic knowledge structure. Guiding students to reflect on their own learning helps them understand their own learning situation, find out their own deficiencies, and cultivate their ability of self-reflection and self-adjustment, which is an important part of improving students’ learning ability. The teacher’s final summary further emphasizes the importance of the topic, strengthens students’ understanding of creative learning, and guides students to apply the knowledge learned to practical study. Homework Arrangement: Extend Learning and Consolidate Knowledge The homework is divided into two parts: basic homework and extended homework, to meet the learning needs of different students. Basic homework: 1. Recite the core vocabulary and key sentences of the lesson; 2. Read the text aloud for 15 minutes every day, and record the reading audio; 3. Finish the exercises related to the text in the textbook. Extended homework: 1. Interview your classmates or teachers, ask them about their creative learning methods, and write a short interview report (100-120 words); 2. Try to use one of the creative learning strategies learned in the lesson to learn a new English lesson, and write a learning report to record your learning process and feelings. Design Intent: Basic homework is designed to help students consolidate the basic knowledge learned in the lesson, including vocabulary, sentences and text understanding, laying a solid foundation for future learning. Extended homework is designed to extend students’ learning beyond the classroom, guide students to apply the knowledge learned to practical situations, cultivate their ability of investigation and practice, and meet the learning needs of students with strong learning ability, so as to achieve the goal of hierarchical teaching. 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 $