Unit 2 Thinking out of the box-Grammar and composition 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-Grammar and composition 教学目标和重难点 1. 教学目标 It fosters students’ language ability to use complex sentences and write logically, cultivates cultural awareness of innovative thinking, develops critical and creative thinking, and improves autonomous learning ability in grammar application and writing practice. 2. 教学重难点 Key: Master the usage of subject clauses and the structure of argumentative writing. Difficulty: Correctly use subject clauses in writing and construct logical arguments with innovative ideas to reflect "thinking out of the box". 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing a short video about innovative inventions, such as the development of foldable phones or renewable energy devices. After playing the video, the teacher asks students two questions: “What makes these inventions special?” and “How do the inventors come up with these creative ideas?” Then, invite 3-4 students to share their answers freely. During the sharing, the teacher gives positive feedback and naturally leads to the unit theme “Thinking out of the box” by saying, “Today, we will learn grammar and writing skills to express our innovative thoughts more accurately and logically.” Design Intention: The short video is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in innovative thinking. The open-ended questions lower the threshold of expression, encourage students to participate in classroom interaction actively, and connect their daily life experience with the unit theme. This link lays a relaxed and pleasant foundation for the subsequent grammar learning and writing practice, and implicitly infiltrates the core literacy of cultural awareness by letting students perceive the value of innovative thinking in social progress. Step 2: Grammar Presentation (Subject Clauses) First, the teacher presents 4 typical sentences related to innovative thinking on the multimedia courseware, and asks students to read them carefully and find out the subject parts of each sentence: 1. That we need to think differently is the key to innovation. 2. Whether we can put creative ideas into practice depends on our efforts. 3. What inspires inventors most is the desire to solve practical problems. 4. How we can train our innovative thinking is a question worth exploring. After students finish identifying the subjects, the teacher points out that the subject of each sentence is a clause, which is called a subject clause. Then, the teacher explains the definition of subject clauses: A subject clause is a clause that functions as the subject of a sentence, usually introduced by connectives such as that, whether, what, how, who, etc. Next, the teacher classifies and explains the connectives of subject clauses in combination with the four sentences: 1. Connective “that”: It introduces a declarative clause, has no actual meaning, and does not act as any component in the clause. It cannot be omitted when it is at the beginning of the sentence. For example, “That we need to think differently is the key to innovation.” 2. Connective “whether”: It introduces an interrogative clause (yes-no question), meaning “whether”, does not act as any component in the clause, and cannot be omitted. It can be used at the beginning of the sentence or after the formal subject “it”. For example, “Whether we can put creative ideas into practice depends on our efforts.” 3. Connective pronouns (what, who, which, etc.): They introduce interrogative clauses (wh-questions), have actual meanings, and act as subjects, objects or predicatives in the clause. For example, “What inspires inventors most is the desire to solve practical problems.” (What acts as the object of the verb “inspires” in the clause) 4. Connective adverbs (how, when, where, why, etc.): They introduce interrogative clauses (wh-questions), have actual meanings, and act as adverbials in the clause. For example, “How we can train our innovative thinking is a question worth exploring.” (How acts as the adverbial of manner in the clause) Then, the teacher focuses on explaining the structure of “it as a formal subject”. When the subject clause is long, we usually use “it” as the formal subject to put the real subject clause at the end of the sentence to make the sentence structure more balanced. The common structures are: 1. It + be + adj. (obvious, important, necessary, strange, etc.) + that clause Example: It is important that we should think out of the box in daily life. 2. It + be + n. (a fact, a pity, a question, a wonder, etc.) + that clause Example: It is a wonder that he came up with such a creative solution. 3. It + be + past participle (said, reported, believed, suggested, etc.) + that clause Example: It is suggested that we should practice innovative thinking regularly. Design Intention: This link follows the teaching principle of “from concrete to abstract”. By presenting typical sentences related to the unit theme, students can perceive the form and function of subject clauses in a familiar context, avoiding the boredom of pure grammar explanation. Classifying and explaining connectives helps students clarify the differences and usages of different connectives, laying a solid foundation for their correct application. The explanation of the formal subject structure is closely combined with practical language use, which helps students understand the practical significance of grammar and improves their language ability. At the same time, the sentences selected are closely related to innovative thinking, which infiltrates the cultivation of thinking quality and cultural awareness in the process of grammar teaching. Step 3: Grammar Practice (Consolidation and Application) This step is divided into three levels of practice, from easy to difficult, to help students consolidate the usage of subject clauses and realize the transformation from knowledge to ability. Level 1: Fill in the blanks with proper connectives. The teacher presents 10 sentences on the courseware, all related to innovative thinking and the unit theme. Students complete the exercises independently, and then the teacher checks the answers and explains the key and difficult points. 1. ______ we can think out of the box determines our ability to innovate. 2. It is obvious ______ creative thinking can help us solve difficult problems. 3. ______ invented the first practical light bulb is a well-known fact. 4. It is suggested ______ we should do more brainstorming activities. 5. ______ we will hold the innovation competition has not been decided yet. 6. What surprises me most is ______ he can turn waste into treasure. 7. It is a pity ______ many people lack the awareness of innovative thinking. 8. ______ we can improve our creative ability is worth discussing. 9. ______ we can succeed depends on our persistence and creativity. 10. It is reported ______ a new type of energy-saving product has been invented. After checking the answers, the teacher focuses on explaining the key points: the difference between “that” and “whether”, the usage of connective pronouns and adverbs, and the correct use of the formal subject structure. For students who make mistakes, the teacher asks them to analyze the reasons by themselves, and then gives targeted guidance. Level 2: Rewrite the sentences. Ask students to rewrite the following sentences by using subject clauses or the formal subject structure to make the sentences more formal and logical. 1. We need to innovate constantly. This is very important. 2. He came up with a creative idea. This surprised all of us. 3. Can we apply innovative thinking to our study? It depends on our efforts. 4. We should train our innovative thinking from an early age. This is a good suggestion. Students complete the rewriting in pairs, and then each group selects one representative to present their answers. The teacher comments on their answers, affirms the correct parts, and points out the problems and improvement methods. For example, for the first sentence, the correct rewriting can be “It is very important that we need to innovate constantly.” or “That we need to innovate constantly is very important.” The teacher compares the two sentences and explains that using the formal subject structure is more natural and balanced. Level 3: Group discussion and sentence making. Divide students into groups of 4-5. Each group discusses the topic “How to cultivate innovative thinking in daily life” and makes at least 5 sentences with subject clauses, including different types of connectives and the formal subject structure. After the discussion, each group sends a representative to share their sentences with the whole class. The teacher gives positive comments and encouragement, and corrects the wrong sentences in time. Design Intention: The three-level practice follows the principle of “from easy to difficult, step by step”, which is in line with students’ cognitive rules. The first level of fill-in-the-blank exercises helps students consolidate the basic usage of connectives and lay a solid foundation. The second level of sentence rewriting helps students realize the flexible application of subject clauses in practical language use and improve their ability to adjust sentence structure. The third level of group discussion and sentence making not only consolidates grammar knowledge but also cultivates students’ cooperative learning ability and innovative thinking. The topic of the discussion is closely related to the unit theme, which helps students connect grammar learning with real life and infiltrate the cultivation of thinking quality and learning ability. At the same time, group cooperation and class sharing can stimulate students’ learning enthusiasm and improve their oral expression ability. Step 4: Composition Guidance (Argumentative Writing with Innovative Ideas) First, the teacher introduces the writing task: Write an argumentative essay with the title “The Importance of Thinking out of the Box”, requiring about 150 words, using at least 3 subject clauses, and reflecting innovative ideas. Then, the teacher guides students to analyze the structure of argumentative writing. The teacher presents a sample essay on the courseware and asks students to read it carefully and summarize the structure of the argumentative essay: Sample Essay: The Importance of Thinking out of the Box That thinking out of the box is crucial for personal and social development is undeniable. In our daily life, many problems cannot be solved by traditional methods. What we need is innovative thinking to find new solutions. For example, Edison invented the light bulb by trying thousands of materials, which is a typical example of thinking out of the box. Whether we can achieve success in study and work largely depends on our ability to think creatively. If we always stick to old ideas, we will never make progress. It is important that we should cultivate our innovative thinking from an early age by participating in various activities and trying new things. In conclusion, thinking out of the box is the key to innovation and progress. We should keep an open mind and dare to think differently to create a better future. After students read the sample essay, the teacher guides them to summarize the three parts of the argumentative essay: Introduction (put forward the topic and viewpoint), Body (support the viewpoint with examples and reasons), and Conclusion (summarize the viewpoint and put forward suggestions or expectations). Then, the teacher points out that the sample essay uses 3 subject clauses: “That thinking out of the box is crucial for personal and social development is undeniable.”, “What we need is innovative thinking to find new solutions.” and “It is important that we should cultivate our innovative thinking from an early age by participating in various activities and trying new things.”, which makes the article more formal and logical. Next, the teacher guides students to brainstorm ideas for the writing task. The teacher asks students to think about the following questions: 1. What are the benefits of thinking out of the box for individuals? (e.g., improving problem-solving ability, promoting personal growth) 2. What are the benefits of thinking out of the box for society? (e.g., promoting technological progress, promoting social development) 3. What examples can we use to support the viewpoint? (e.g., famous inventors, innovative products, personal experiences) Students discuss these questions in groups, and then share their ideas with the whole class. The teacher records the key ideas on the blackboard to provide inspiration for students’ writing. Then, the teacher focuses on guiding students to use subject clauses in writing. The teacher reminds students to use different types of subject clauses (introduced by that, whether, what, how, etc.) and the formal subject structure appropriately to make the article more rich and logical. At the same time, the teacher reminds students to pay attention to the consistency of tenses and the correctness of sentence structures to avoid grammatical mistakes. Design Intention: This link closely combines grammar learning with writing practice, realizing the integration of knowledge and ability. By analyzing the sample essay, students can clearly understand the structure of argumentative writing and the application of subject clauses in writing, which provides a model for their own writing. Brainstorming activities help students open their minds, put forward innovative ideas, and reflect the unit theme “Thinking out of the box”, which cultivates students’ creative thinking and critical thinking. The teacher’s guidance on the use of subject clauses and writing skills helps students avoid common mistakes and improve their writing level, which effectively promotes the development of students’ language ability and thinking quality. Step 5: Composition Practice and Evaluation Students start to write the argumentative essay independently according to the writing task and the teacher’s guidance. During the writing process, the teacher walks around the classroom to provide targeted guidance for students who have difficulties. For example, some students may not know how to use subject clauses correctly, and the teacher can give them specific examples and guidance; some students may lack ideas, and the teacher can remind them of the ideas discussed in the brainstorming link. After students finish writing, the teacher organizes peer evaluation. Each student exchanges their composition with their deskmate, and evaluates it according to the following evaluation criteria: 1. Whether the viewpoint is clear and in line with the theme; 2. Whether the structure is complete (introduction, body, conclusion); 3. Whether at least 3 subject clauses are used correctly; 4. Whether the ideas are innovative and logical; 5. Whether there are grammatical, spelling or punctuation mistakes. Students evaluate their deskmate’s composition carefully, write down the advantages and suggestions, and then exchange their evaluations with each other. The teacher guides students to carry out objective and fair evaluation, and teaches them how to put forward constructive suggestions. Then, the teacher selects 2-3 representative compositions (one excellent composition and one composition with common problems) to evaluate in class. For the excellent composition, the teacher affirms its advantages, such as clear viewpoint, complete structure, correct use of subject clauses, and innovative ideas, and asks students to learn from it. For the composition with common problems, the teacher points out the existing problems (e.g., incorrect use of subject clauses, unclear logic, lack of examples) and guides students to put forward improvement methods together. The teacher also corrects the grammatical mistakes in the composition and explains the key points to help students avoid similar mistakes in the future. Finally, students revise their own compositions according to the peer evaluation and the teacher’s evaluation. The teacher collects some revised compositions to check the revision effect and provide further guidance if necessary. Design Intention: Independent writing practice provides students with the opportunity to apply grammar knowledge and writing skills, which helps them consolidate what they have learned and improve their writing ability. Peer evaluation not only cultivates students’ ability to evaluate and appreciate works but also helps them find their own problems by learning from others’ advantages and shortcomings. Teacher evaluation focuses on key points, which helps students clarify their mistakes and improvement directions. The revision link helps students improve their compositions and deepen their understanding of grammar and writing skills. This whole process not only promotes the development of students’ language ability but also cultivates their critical thinking, cooperative learning ability and autonomous learning ability. Step 6: Summary and Extension First, the teacher summarizes the key points of this lesson with the students: 1. The definition, connectives and usage of subject clauses, especially the structure of “it as a formal subject”; 2. The structure of argumentative writing and the method of using subject clauses in writing; 3. The importance of thinking out of the box and how to reflect it in writing. The teacher emphasizes that grammar is a tool for language use, and writing is a way to express ideas. Only by combining grammar knowledge with innovative thinking can we write better articles. Design Intention: The summary link helps students sort out the knowledge and skills learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory. The after-class extension task is closely related to the content of the lesson, which not only helps students consolidate the grammar knowledge and writing skills but also expands their horizons and connects classroom learning with real life. The task of discussing with family members or friends helps students further understand the importance of innovative thinking and infiltrate the cultivation of cultural awareness and thinking quality. At the same time, it improves students’ autonomous learning ability and the ability to use English in real communication. 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 $