Unit 2 Thinking out of the box-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Master key words, phrases and sentence patterns related to creative thinking and problem-solving, and improve comprehensive language skills of listening, speaking, reading and writing to express ideas fluently. Cultural Awareness: Understand the importance of creative thinking in different cultural contexts and cultivate an open attitude towards diverse problem-solving methods. Thinking Quality: Develop logical, critical and innovative thinking, and learn to analyze problems from multiple perspectives and put forward creative solutions. Learning Ability: Master effective learning strategies such as cooperative learning and autonomous exploration, and enhance the ability to actively use language to solve practical problems. 2. 教学重难点 Key Points: Master the key vocabulary and sentence patterns about creative thinking and problem-solving; improve the ability to obtain and sort out information through listening and reading; and be able to express personal views on creative problem-solving in simple English. Difficult Points: Understand the logical connection of listening and reading materials, accurately grasp the core ideas; flexibly use learned language knowledge to carry out oral communication and written expression related to creative thinking. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing two pictures on the screen: one is a person solving a problem in a traditional way, and the other is a person using an innovative method to solve the same problem. Then the teacher asks students two questions: “What’s the difference between the two people in the pictures?” “Which way do you think is better to solve the problem? Why?” After that, the teacher invites 3-4 students to share their answers in English. Then the teacher summarizes: “The second person uses a creative way, which is called ‘thinking out of the box’. Today, we will learn how to think out of the box and improve our integrated language skills through related activities.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the class topic. The simple and practical questions can stimulate students’ thinking, let them initially understand the meaning of “thinking out of the box” and lay a foundation for the follow-up teaching. At the same time, the oral expression link can activate students’ existing English vocabulary and expressions, and prepare for the subsequent listening, speaking, reading and writing activities. Step 2: Listening Practice (Input and Comprehension) First, the teacher introduces the listening material briefly: “We will listen to a conversation between two students, Li Hua and Tom. They are talking about a creative problem-solving competition in their school. Please listen carefully and finish the following tasks.” Then the teacher distributes the listening task sheet, which includes two parts: Task 1 (Fill in the blanks) and Task 2 (True or False). For Task 1, the blanks are mainly about key information such as the time, place and theme of the competition. The teacher plays the listening material twice. For the first time, students only listen and get the general idea; for the second time, students fill in the blanks according to what they hear. After that, the teacher checks the answers with the whole class, explains the key words and phrases in the blanks, such as “creative competition”, “submit a plan”, “win a prize” and so on. For Task 2, the statements are related to the details of the conversation, such as “Li Hua has already got a creative idea” (False) and “Tom suggests Li Hua think about daily problems” (True). The teacher plays the listening material again, and students judge the statements. Then the teacher invites students to explain their answers, especially the reasons for false statements, to ensure that students have a thorough understanding of the listening material. After finishing the two tasks, the teacher asks students to retell the main content of the conversation in pairs. Each pair has 3 minutes to prepare, and then 2-3 pairs are invited to present their retelling in front of the class. The teacher gives appropriate comments and guidance, such as correcting pronunciation and grammar mistakes, and supplementing key expressions. Design Intention: Listening is an important part of integrated skills. Through the two-level tasks of filling in the blanks and true or false questions, students can gradually improve their ability to obtain key information and details from listening materials. Playing the listening material for multiple times conforms to the law of language input, which helps students better understand the content. The pair retelling activity can not only consolidate the listening content, but also improve students’ oral expression ability and cooperative learning ability. The teacher’s comments and guidance can help students find their own problems and improve their language accuracy. Step 3: Reading Practice (Input and Deep Understanding) On the basis of listening, the teacher leads students to carry out reading practice. The reading material is an article titled “The Importance of Thinking Out of the Box”, which introduces the definition of creative thinking, its importance in daily life and some practical ways to cultivate creative thinking. First, the teacher asks students to read the article quickly (skimming) and answer the following question: “What is the main idea of the article?” After students finish reading, the teacher invites several students to share their answers, and then summarizes the main idea: The article mainly explains what thinking out of the box is, why it is important and how to cultivate this kind of thinking. Then, the teacher asks students to read the article carefully (scanning) and finish the following tasks: Task 1 (Match the paragraphs with their main ideas) and Task 2 (Answer the detailed questions). For Task 1, there are 4 paragraphs in the article, and students need to match each paragraph with the corresponding main idea (such as Paragraph 1: Definition of thinking out of the box; Paragraph 2: Importance of thinking out of the box in daily life). For Task 2, the detailed questions are about the specific content of the article, such as “What are the two ways to cultivate creative thinking mentioned in the article?” “Why is thinking out of the box important for students?” After students finish the tasks, the teacher organizes a class discussion to check the answers. For Task 1, the teacher invites students to explain their matching results to ensure that students understand the logical structure of the article. For Task 2, the teacher asks students to find the corresponding sentences in the article to support their answers, which helps students improve their ability to locate key information. Next, the teacher leads students to analyze the key language points in the reading material, such as the phrase “come up with” (put forward), “take...into consideration” (take...into account), and the sentence pattern “It is important for sb. to do sth.”. The teacher explains the usage of these language points and gives some examples to help students master them. Then, students are asked to make sentences with these key language points in pairs, which helps them consolidate the learned knowledge. Design Intention: Reading is an important way of language input. Skimming and scanning tasks can help students master different reading skills and improve their reading speed and comprehension ability. Matching paragraphs with main ideas helps students understand the logical structure of the article and cultivate their logical thinking ability. Analyzing key language points can help students accumulate language knowledge and lay a foundation for subsequent oral and written expression. The sentence-making activity can strengthen students’ ability to use language knowledge flexibly. Step 4: Speaking Practice (Output and Application) Based on the listening and reading input, the teacher guides students to carry out oral expression practice, which is closely related to the theme of “thinking out of the box”. The teacher divides students into groups of 4, and assigns a group task: “Suppose your school is going to hold a ‘Creative Problem-Solving Activity’. Your group needs to discuss and design a creative plan to solve a daily problem (such as how to save energy in the classroom, how to improve the efficiency of group learning). Then, each group will present their plan to the class.” Before the group discussion, the teacher gives some tips to help students: 1. First, identify a specific daily problem; 2. Discuss different solutions and choose the most creative one; 3. Explain the details of the plan, including the purpose, steps and advantages; 4. Use the key words and phrases learned in listening and reading, such as “come up with a plan”, “take...into consideration”, “creative solution” and so on. Then, students have 10 minutes to discuss in groups. During the discussion, the teacher walks around the classroom, observes the situation of each group, and gives appropriate guidance to groups that have difficulties, such as helping them put forward ideas or correct language mistakes. After the group discussion, each group sends a representative to present their plan. The presentation time of each group is 3-4 minutes. After each presentation, the teacher invites other students to ask questions or give comments, such as “What is the advantage of your plan?” “Do you have any other creative ideas?” Then the teacher makes a summary comment, affirming the advantages of each group’s plan, pointing out the existing problems, and guiding students to improve their oral expression skills and creative thinking. Design Intention: Oral expression is an important part of language output. The group discussion activity can cultivate students’ cooperative learning ability and communication ability. The task of designing a creative plan is closely related to the theme of the unit, which can stimulate students’ creative thinking and let them apply the learned language knowledge to practical communication. The teacher’s guidance and students’ mutual evaluation can help students improve their oral expression ability and logical thinking ability, and enhance their confidence in speaking English. Step 5: Writing Practice (Output and Consolidation) On the basis of listening, reading and speaking, the teacher leads students to carry out writing practice, which is a comprehensive application of integrated skills. The writing task is: “Write a short passage (about 120-150 words) titled ‘My Creative Idea to Solve a Daily Problem’. You need to introduce the daily problem you found, your creative solution and the advantages of your solution. You should use the key words and phrases learned in this class.” Before writing, the teacher guides students to sort out their ideas: first, introduce the daily problem (e.g., “In our classroom, many students forget to turn off the lights after class, which wastes a lot of energy”); second, put forward the creative solution (e.g., “My creative idea is to install a sensor light that can automatically turn off when there is no one in the classroom”); third, explain the advantages of the solution (e.g., “This solution can save energy and reduce the burden of students and teachers”). Then, the teacher shows a sample passage on the screen, which uses the key language points learned in this class. The teacher analyzes the structure and language of the sample passage to help students understand the writing requirements and skills. Then, students start to write independently. During the writing process, the teacher walks around the classroom, provides help to students who have difficulties, such as helping them organize their ideas or correct grammar mistakes. After students finish writing, they exchange their passages with their deskmates and help each other correct mistakes (such as spelling, grammar, punctuation and expression). Then, the teacher collects some typical passages (including excellent ones and those with common mistakes) and comments on them in class. For excellent passages, the teacher affirms their advantages and invites the authors to share their writing experience; for passages with mistakes, the teacher points out the mistakes and guides students to correct them together. Design Intention: Writing is a comprehensive reflection of students’ language ability. The writing task is closely related to the theme of the unit and the previous listening, reading and speaking activities, which can help students consolidate the learned language knowledge and improve their written expression ability. Guiding students to sort out their ideas and showing sample passages can help students clarify the writing structure and requirements, and reduce their writing pressure. The peer correction activity can cultivate students’ ability to find and correct mistakes, and improve their cooperative learning ability. The teacher’s comment can help students find their own problems and improve their writing level. Step 6: Summary and Extension First, the teacher invites students to summarize what they have learned in this class. Students can share their gains in language knowledge, skills and thinking. Then the teacher makes a comprehensive summary: in this class, we have learned the key words, phrases and sentence patterns related to thinking out of the box, improved our listening, speaking, reading and writing skills through a series of activities, and understood the importance of creative thinking. We also practiced solving practical problems with creative ideas, which is helpful for us to develop innovative thinking. Then, the teacher puts forward an extension task: “After class, please observe your daily life, find a problem that needs to be solved, and design a creative solution. Write a short report (about 80 words) to introduce your problem and solution, and bring it to the next class to share with your classmates.” Design Intention: The summary link can help students sort out the knowledge and skills learned in this class, deepen their understanding and memory. The extension task can extend the classroom teaching to daily life, let students apply the learned knowledge and thinking mode to practice, and further cultivate their creative thinking and practical ability. At the same time, it can lay a foundation for the follow-up teaching and realize the continuity of 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 $