Unit 2 Thinking out of the box-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第三册

Unit 2 Thinking out of the box-Welcome to the unit 教学目标和重难点 1. 教学目标 It cultivates students’ language ability to talk about creative thinking in English, develops cultural awareness of innovation’s value, fosters critical and innovative thinking, and improves autonomous learning ability to explore creative topics actively. 2. 教学重难点 Key: Master core vocabulary about creative thinking and use simple English to share ideas on creativity tests. Difficulty: Break fixed thinking to put forward innovative ideas and express opinions fluently and appropriately in interactions. 教学过程 Step 1: Lead-in - Arouse Interest and Introduce the Theme The teacher starts the class by presenting a famous quote from Johann Wolfgang von Goethe on the screen: “Daring ideas are like chessmen moved forward; they may be beaten, but they may start a winning game.” First, the teacher pronounces the quote clearly and slowly, asking students to follow along twice to ensure they grasp the correct pronunciation and intonation. Then, the teacher guides students to discuss the quote in pairs: “What does this quote mean to you? Do you agree with it? Why or why not?” After 3 minutes of pair discussion, invite 2-3 groups to share their opinions. Some students may say that daring ideas are important because they can bring new changes, even if they may fail; others may think that we should be brave to put forward new ideas instead of being limited by traditional thinking. The teacher gives positive comments on students’ sharing, such as “Your understanding is very profound” and “You have expressed your opinions clearly”, and then naturally leads to the unit theme: “Today, we will start our journey to explore ‘Thinking out of the box’—creative thinking. It is the key to solving problems in new ways and promoting social progress.” Design Intention: The famous quote is closely related to the theme of creative thinking, which can not only help students accumulate English expressions but also arouse their thinking about the importance of daring to innovate. Pair discussion lowers the threshold of expression, encourages students to participate in classroom interaction actively, and creates a relaxed and pleasant learning atmosphere. Meanwhile, it naturally connects the quote with the unit theme, laying a solid foundation for the subsequent teaching activities. Next, the teacher shows two pictures on the screen: one is a wine cork, and the other is an incomplete figure with a simple broken line. The teacher asks: “Look at these two pictures. What do you think of? Can you think of some unexpected uses for the wine cork? And what can you draw based on this incomplete figure?” The teacher gives students 2 minutes to think independently, then invites students to share their ideas freely. For the wine cork, students may think of using it as a small flower pot, a keychain, a coaster, or a plug for a small bottle; for the incomplete figure, students may draw a bird, a mountain, a bridge, or a rainbow. The teacher praises students’ creative ideas and summarizes: “Everyone has creative potential. These creative ideas are the embodiment of ‘thinking out of the box’. Today, we will learn how to use our creative thinking and express our ideas in English.” Design Intention: The two pictures are from the textbook’s creativity tests, which are intuitive and vivid, and can quickly stimulate students’ creative thinking. Independent thinking and free sharing allow students to fully exert their imagination, realize that creative thinking is around them, and enhance their confidence in participating in subsequent activities. At the same time, it imperceptibly guides students to enter the theme of “thinking out of the box” and lays the foundation for the next link of vocabulary learning and interactive practice. Step 2: Vocabulary Preview - Lay a Foundation for Communication Based on the lead-in activities, the teacher presents the core vocabulary and phrases related to the theme on the screen, including “creative (adj.), creativity (n.), innovative (adj.), think out of the box, come up with, alternative (adj.), cork (n.), genius (n.)”. For each word and phrase, the teacher first pronounces it standardly, and asks students to read after twice, correcting their pronunciation and stress in time. Then, the teacher explains the meaning of each word and phrase with simple English, combining with the scenes in the lead-in link to help students understand and remember. For example, when explaining “creative”, the teacher says: “When you can think of new and different ideas, you are creative. Just now, some of you thought of using a wine cork as a small flower pot—this is a creative idea.” When explaining “think out of the box”, the teacher explains: “It means to think in a new and different way, not in the traditional or fixed way. For example, when you solve a math problem, you don’t use the usual method but a new method—this is thinking out of the box.” When explaining “come up with”, the teacher combines with students’ sharing: “When you thought of the uses of the wine cork, you came up with many creative ideas.” After explaining the vocabulary, the teacher designs a quick matching activity: match the words and phrases with their corresponding meanings. The teacher divides students into 4 groups, and each group sends a representative to answer on the blackboard. The group with the most correct answers will get a small reward. After the activity, the teacher checks the answers and explains the difficult points again, ensuring that each student masters the core vocabulary and phrases. Design Intention: Vocabulary is the foundation of language communication. Combining the lead-in activities to teach vocabulary can help students connect new words with real scenarios, deepen their understanding and memory, and avoid mechanical memorization. The quick matching activity increases the interactivity of the class, mobilizes students’ learning enthusiasm, and helps teachers check students’ mastery of vocabulary in time, so as to adjust the teaching progress and focus. Step 3: Interactive Practice - Promote the Integration of Language and Thinking This link is divided into two parts: group discussion and role-play, aiming to let students apply the learned vocabulary and phrases to practical communication and further develop their creative thinking. Part 1: Group Discussion - Share Creative Ideas The teacher divides students into groups of 4-5, and assigns two tasks to each group: Task 1: Continue to discuss the alternative uses of the wine cork and the incomplete figure, and list at least 3 more creative ideas for each; Task 2: Discuss the question “What qualities do creative people have?” and list 3-4 key qualities. The teacher reminds students to use the learned vocabulary and phrases during the discussion, such as “creative”, “come up with”, “think out of the box”, “innovative”, etc. The teacher walks around the classroom, observes students’ discussion, provides timely help for students who have difficulties in expression, and guides students to put forward more creative ideas. After 8 minutes of group discussion, each group sends a representative to share their results. When sharing, the representative should use complete English sentences to express the group’s ideas. For example, when sharing the alternative uses of the wine cork, a representative may say: “Our group thinks the wine cork can be used as a small candle holder, a decoration for a gift box, and a tool to fix the wire.” When sharing the qualities of creative people, a representative may say: “We think creative people are curious, brave and patient. They like to ask questions, dare to put forward new ideas, and never give up when they encounter difficulties.” After each group’s sharing, the teacher gives comments and guidance: affirm the creative ideas and fluent expressions of the groups, correct the inappropriate expressions in time, and guide students to think more comprehensively. For example, if a group only lists the qualities of creative people but does not explain them, the teacher can ask: “Why do you think creative people are curious? Can you give an example?” Design Intention: Group discussion provides a platform for students to communicate and cooperate, allowing students to learn from each other, stimulate each other’s creative thinking, and improve their oral expression ability. The two tasks are closely related to the theme, which not only enables students to apply the learned vocabulary and phrases but also deepens their understanding of “thinking out of the box” and the qualities of creative people. The teacher’s guidance and comments can help students correct their mistakes in time and improve their language application ability. Part 2: Role-Play - Simulate Real Communication On the basis of group discussion, the teacher designs a role-play activity. The teacher assigns two roles to each group: Role A is a reporter who interviews Role B about creative thinking; Role B is a creative person who shares his/her creative experience and views on creative thinking. The teacher provides a reference dialogue framework on the screen to help students carry out the activity smoothly: Reporter (Role A): Hello! I’m a reporter from the school newspaper. Could you tell me what “thinking out of the box” means to you? Creative Person (Role B): Hello! For me, “thinking out of the box” means thinking in a new and different way, not being limited by traditional ideas. It helps me solve problems more effectively. Reporter (Role A): Do you have any creative experiences that you can share with us? Creative Person (Role B): Yes. Once, I... (share a personal creative experience, using the learned vocabulary and phrases) Reporter (Role A): What do you think is the most important quality for a creative person? Creative Person (Role B): I think the most important quality is... Because... Reporter (Role A): Thank you for your sharing. It’s very helpful for us. Creative Person (Role B): You’re welcome. I hope everyone can develop their creative thinking. The teacher gives students 5 minutes to prepare the dialogue in groups, and then invites 2-3 groups to perform the role-play in front of the class. After each performance, the teacher and other students give comments: evaluate the fluency and accuracy of the dialogue, the appropriateness of the vocabulary use, and the creativity of the content. The teacher encourages students to put forward their own opinions and suggestions, and guides students to improve their dialogue. Design Intention: Role-play simulates real communication scenarios, which can help students apply the learned language knowledge to practical communication more flexibly, improve their oral expression ability and communicative competence. The reference dialogue framework lowers the difficulty of the activity, ensures that all students can participate in it, and at the same time leaves room for students’ creativity, allowing them to add their own ideas and experiences to the dialogue. The evaluation link not only helps students find their own shortcomings but also learns from each other’s strengths, improving their learning efficiency. Step 4: Theme Expansion - Deepen the Understanding of Creative Thinking To help students deepen their understanding of creative thinking, the teacher shows some cases of innovative inventions on the screen, such as the invention of eyeglasses, the development of smartphones, and some creative designs in daily life. The teacher introduces these cases briefly in English: “Eyeglasses were invented by ancient scholars to help people see clearly. At first, they were very simple, but after continuous innovation and improvement, they have become an indispensable tool in our life. Smartphones are also a product of creative thinking. They combine communication, entertainment, study and other functions, changing our way of life.” After introducing the cases, the teacher asks students to discuss the following questions in pairs: “What impact do these innovative inventions have on our life? Do you know any other innovative inventions? How can we develop our creative thinking in daily life?” After 4 minutes of discussion, invite students to share their opinions. Some students may say that innovative inventions make our life more convenient and colorful; others may share some innovative inventions they know, such as foldable phones, intelligent robots, etc.; when talking about how to develop creative thinking, students may say that we should be curious about the world around us, dare to try new things, and learn to think from different angles. The teacher summarizes students’ opinions and emphasizes: “Creative thinking is not only the ability of inventors and designers but also the ability that each of us can have. In daily life, we can develop our creative thinking by observing carefully, asking more questions, trying new methods, and breaking fixed thinking. Only by thinking out of the box can we make more progress and create a better life.” Design Intention: The innovative invention cases are closely related to students’ life, which can help students realize the practical value of creative thinking and arouse their enthusiasm for developing creative thinking. The discussion questions guide students to think deeply about the significance of creative thinking and how to cultivate it, which not only deepens their understanding of the theme but also integrates the cultivation of thinking quality and emotional attitude into the teaching process. Step 5: Summary and Homework - Consolidate and Extend First, the teacher leads students to summarize the content of this class: “Today, we learned the core vocabulary and phrases related to creative thinking, discussed the meaning of ‘thinking out of the box’, shared creative ideas, and performed role-play. We also learned that creative thinking is very important for our life and study, and we can develop it in daily life.” The teacher emphasizes the key points again: master the core vocabulary and phrases, be able to use English to express creative ideas, and try to think out of the box in daily life. Then, the teacher assigns homework, which is divided into two parts: 1. Basic Homework: Copy the core vocabulary and phrases learned in this class twice, and make 3 sentences with each word or phrase, using the context related to creative thinking. 2. Extended Homework: Think of a creative idea in daily life (such as improving a daily object, designing a new learning tool, etc.), write a short passage of 80-100 words to introduce your idea, including what your idea is, why you come up with it, and how it can help people. The passage should use the learned vocabulary and phrases as much as possible. Design Intention: The summary helps students sort out the knowledge they have learned in this class, strengthen their memory, and clarify the key points. The basic homework is to consolidate the vocabulary and phrases learned, ensuring that students master the basic language knowledge. The extended homework combines language learning with creative practice, allowing students to apply the learned language knowledge to practical writing, and at the same time further develop their creative thinking, realizing the integration of language ability and thinking quality. 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 $