Unit 2 Thinking out of the box-Reading 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-Reading 教学目标和重难点 1. 教学目标 It focuses on language ability by cultivating students’ skills in understanding and applying texts about innovative thinking. It develops cultural awareness by comparing innovative cases at home and abroad. It fosters thinking quality through guiding logical analysis and creative thinking. It improves learning ability by helping students master effective reading and cooperative learning strategies. 2. 教学重难点 Key points: Grasp the main idea and structure of the reading passage, master core vocabulary and sentence patterns related to innovative thinking. Difficult points: Understand the connotation of “thinking out of the box” and apply innovative thinking to analyze practical problems in English. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a brainstorming activity. First, show students two pictures on the screen: one is a traditional way of solving a problem (e.g., using a hammer to nail a nail), and the other is a creative way (e.g., using a paperweight to fix the nail). Then ask students to discuss in pairs: “What’s the difference between the two ways? Which one is more efficient? Why?” After 3 minutes of discussion, invite 2-3 groups to share their opinions. Then the teacher summarizes: “The second way is a typical example of ‘thinking out of the box’—it means breaking the traditional thinking mode and finding new solutions. Today, we will learn a reading passage about this important thinking mode, which will help us understand how innovative thinking changes our life and work.” Design Intention: The brainstorming activity with pictures is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic of innovative thinking. By comparing traditional and creative problem-solving methods, students can initially perceive the connotation of “thinking out of the box” in a familiar context, laying a solid foundation for the subsequent reading comprehension. The pair discussion also provides students with opportunities to practice oral English and express their own views, which is conducive to cultivating their language expression ability and cooperative learning awareness. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher presents the core vocabulary and phrases related to the reading passage on the screen, including “innovative”, “breakthrough”, “conventional”, “approach”, “perspective”, “overcome”, “transform”, “think outside the box” and so on. For each word and phrase, the teacher pronounces it clearly and explains its meaning in simple English, combining with examples related to daily life. For example, when explaining “innovative”, the teacher says: “Innovative means introducing new ideas or methods. For example, many innovative apps have changed the way we shop.” Then, ask students to read the words and phrases twice after the teacher to ensure they master the correct pronunciation and spelling. After that, the teacher briefly introduces the background of the reading passage: “The passage mainly introduces several typical cases of innovative thinking, including the invention of new products and the solution of practical problems. These cases show us how ‘thinking out of the box’ brings breakthroughs and changes, and encourages us to develop our own innovative thinking ability.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students remove language barriers and improve reading efficiency. Explaining vocabulary with daily examples makes it easier for students to understand and remember, avoiding the mechanical memory of words. The background introduction helps students have a preliminary understanding of the main content of the passage, clarify the reading direction, and reduce the difficulty of understanding the text. At the same time, it further deepens students’ understanding of the topic of “thinking out of the box” and lays a good foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Comprehension) Activity 1: Skimming for the Main Idea Ask students to read the passage quickly (skimming) and answer the following questions: 1. What is the main topic of the passage? 2. How many cases of innovative thinking are mentioned in the passage? 3. What is the author’s attitude towards “thinking out of the box”? After students finish reading, invite them to answer the questions one by one. The teacher corrects and summarizes: “The main topic of the passage is the importance of ‘thinking out of the box’ and its application in different fields. There are three cases mentioned in the passage. The author holds a positive attitude towards ‘thinking out of the box’, believing that it can help us overcome difficulties and achieve breakthroughs.” Then, ask students to divide the passage into three parts according to the structure: Part 1 (Paragraph 1): The definition and importance of “thinking out of the box”; Part 2 (Paragraphs 2-4): Specific cases of innovative thinking; Part 3 (Paragraph 5): The significance of developing innovative thinking for individuals and society. Design Intention: Skimming is an important reading skill that helps students quickly grasp the main idea and structure of the passage. By setting simple and targeted questions, students can focus on the key information during skimming, avoiding aimless reading. Dividing the passage into parts according to the structure helps students understand the logical relationship of the text, cultivate their ability to sort out and summarize information, and lay a foundation for in-depth understanding of each part of the passage. Activity 2: Scanning for Specific Information Ask students to read the passage again carefully (scanning) and fill in the following table about the three cases of innovative thinking mentioned in the passage. The table includes columns: “Case”, “Traditional Thinking”, “Innovative Thinking”, “Result”. Students can work in groups of 4 to complete the table. During the group discussion, the teacher walks around the classroom, observes students’ performance, and provides guidance to students who have difficulties. After the discussion, invite 1-2 groups to present their completed tables, and the teacher comments and supplements to ensure that all students grasp the specific information of each case. For example, for the first case (the invention of the folding bicycle), the traditional thinking is “bicycles are large and difficult to carry”, the innovative thinking is “design a folding structure to make bicycles small and portable”, and the result is “the folding bicycle is widely popular and brings convenience to people’s travel”. Through this activity, students can clearly understand the specific manifestations and effects of innovative thinking in each case. Design Intention: Scanning is a skill to find specific information quickly. By filling in the table, students can systematically sort out the specific information of each case, deepen their understanding of the content of the passage, and at the same time understand the difference between traditional thinking and innovative thinking. Group cooperation can promote the exchange and communication between students, help students learn from each other, and improve their cooperative learning ability and problem-solving ability. The teacher’s guidance ensures that students can complete the task smoothly and avoid deviations in understanding. Activity 3: Close Reading for Deep Understanding Ask students to read each paragraph carefully and discuss the following questions in groups: 1. What does the author mean by “thinking out of the box” in Paragraph 1? Please find the key sentences to support your answer. 2. In Paragraph 2, why did the inventor of the folding bicycle think of designing a folding structure? What difficulties did he encounter and how did he overcome them? 3. In Paragraph 3, how does the innovative approach of the company solve the problem of waste disposal? What enlightenment does it bring to us? 4. In Paragraph 4, what is the innovative point of the teaching method mentioned? How does it help students improve their learning efficiency? 5. What does the author want to tell us in Paragraph 5? What is the significance of developing innovative thinking for us? After group discussion, invite students to share their opinions, and the teacher makes comments and supplements, focusing on guiding students to analyze the connotation of innovative thinking and the logical relationship between each part of the text. At the same time, the teacher guides students to pay attention to the key sentences and difficult sentences in the passage, such as complex sentences and long sentences, and explains their structure and meaning to help students break through the language difficulties. For example, for the key sentence in Paragraph 1: “Thinking out of the box means looking at things from a new perspective and breaking away from conventional ways of thinking.” The teacher guides students to analyze the structure of the sentence, understand the meaning of “perspective” and “conventional”, and further clarify the definition of “thinking out of the box”. For difficult sentences, the teacher splits them into simple sentences, explains the logical relationship between them, and helps students understand the meaning of the sentences. Design Intention: Close reading is the key link to in-depth understanding of the text. By setting in-depth questions, students are guided to think carefully about the content of each paragraph, analyze the author’s intention and the connotation of the text, and cultivate their logical thinking ability and critical thinking ability. Focusing on key sentences and difficult sentences helps students break through language barriers, improve their ability to understand complex sentences, and lay a foundation for the application of language knowledge. Group discussion provides students with more opportunities to express their views, stimulates their thinking, and helps them understand the text more comprehensively and deeply. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Pattern Consolidation First, the teacher arranges a vocabulary exercise: ask students to fill in the blanks with the core vocabulary and phrases previewed before reading. The sentences are closely related to the content of the passage. For example: 1. We need to adopt an ______ approach to solve this difficult problem. (innovative) 2. His new idea was a great ______ in the field of science. (breakthrough) 3. Don’t be limited by ______ thinking; try to think differently. (conventional) After students finish the exercise, the teacher checks the answers and explains the usage of the words and phrases again. Then, the teacher guides students to imitate the key sentences in the passage to make their own sentences. For example, imitate the sentence “Thinking out of the box means looking at things from a new perspective and breaking away from conventional ways of thinking” to make a sentence: “Learning a new language means opening a new window and understanding different cultures.” Students can share their sentences in pairs, and the teacher invites several students to present their sentences and makes comments. Design Intention: Vocabulary and sentence pattern consolidation is an important link to consolidate the knowledge learned. Through filling in the blanks and sentence imitation, students can flexibly use the core vocabulary and sentence patterns, improve their language application ability, and deepen their memory of the knowledge learned. Pair sharing and class presentation can stimulate students’ learning enthusiasm, let students learn from each other’s excellent sentences, and improve their language expression ability. Activity 2: Group Discussion and Creative Practice Divide students into groups of 4-5, and assign the task: “Think about a problem in our daily life or study that can be solved by ‘thinking out of the box’. Discuss in your group, put forward an innovative solution, and explain your solution in English. Your explanation should include: the problem, the traditional solution, your innovative solution, and the expected effect.” The teacher gives students 10 minutes to discuss and prepare. During the discussion, the teacher walks around the classroom, provides guidance to each group, helps students sort out their ideas, and reminds them to use the vocabulary and sentence patterns learned in the passage. After the preparation, each group sends a representative to present their solution in English, and the other groups can ask questions or put forward suggestions. The teacher makes comments on each group’s performance, focusing on affirming their innovative ideas and language expression, and putting forward suggestions for improvement. For example, some groups may put forward the problem: “It is difficult to carry textbooks to school every day.” The traditional solution is “carry all textbooks in a schoolbag, which is heavy”. The innovative solution is “design a detachable textbook cover with a USB flash drive inside, store the electronic version of the textbook in the USB flash drive, and only carry the necessary paper textbooks every day”. The expected effect is “reduce the weight of the schoolbag and bring convenience to students’ travel”. The teacher affirms the innovativeness of the solution and guides students to use more accurate English expressions to describe the solution. Design Intention: This activity combines the knowledge learned with practical life, which can stimulate students’ innovative thinking and improve their ability to apply the knowledge learned to solve practical problems. Group discussion and presentation can exercise students’ oral expression ability, cooperative learning ability and logical thinking ability. The teacher’s guidance and comments help students improve their language expression and innovative thinking ability, and further deepen their understanding of “thinking out of the box”. Activity 3: Summary and Reflection First, invite students to summarize the content of the lesson in English. The teacher guides students to review the main idea of the passage, the three cases of innovative thinking, the core vocabulary and sentence patterns, and the connotation of “thinking out of the box”. Then, ask students to reflect on their own learning: “What have you learned from this lesson? How can you apply ‘thinking out of the box’ to your daily life and study? What difficulties did you encounter in this lesson and how did you solve them?” Students can share their reflections freely, and the teacher makes a final summary: “This lesson helps us understand the importance of ‘thinking out of the box’ and master the relevant vocabulary and sentence patterns. Innovative thinking is very important for our growth and development. I hope you can keep an open mind, break the traditional thinking mode, and use innovative thinking to solve problems in your life and study, so as to become a person with innovative ability.” Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. Reflection helps students understand their own learning situation, find their own advantages and disadvantages, and improve their learning ability. The teacher’s final summary not only consolidates the knowledge learned, but also guides students to apply the innovative thinking to practical life, realizing the teaching goal of cultivating students’ core literacy. Step 5: Homework Arrangement 1. Read the passage again carefully and recite the core vocabulary and key sentences. 2. Write a short passage (about 150 words) in English, introducing a case of “thinking out of the box” that you know or think of, including the problem, the innovative solution and the result. 3. Discuss with your family members about a problem in daily life and put forward an innovative solution, and record your discussion content in English (about 100 words). 4. Preview the next part of the unit and look up the relevant vocabulary. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge learned in class and improve their language application ability. Reciting vocabulary and key sentences helps students deepen their memory of language knowledge. Writing a short passage and recording the discussion content can exercise students’ written expression ability and innovative thinking ability, and connect classroom learning with family life. Previewing the next part helps students lay a foundation for the next lesson and improve their autonomous learning ability. 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 $