Unit 2 Thinking out of the box-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to understand and express innovative ideas, cultivating their thinking quality of critical and divergent thinking, shaping their cultural awareness of absorbing advanced concepts, and developing their learning ability of independent exploration and cooperative learning. 2. 教学重难点 Key points: Master core vocabulary and sentence patterns related to innovative thinking; understand the structure and main idea of the extended reading text. Difficult points: Apply innovative thinking to analyze the text and express personal views in English fluently. 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 round clock, and the other is a square clock with a unique design. Then ask students the following questions in English: “What do you think of these two clocks? Which one is more creative? Why? Do you have any other creative ideas about daily objects?” After asking the questions, give students 3 minutes to discuss in pairs. Then invite 2-3 groups to share their opinions. During the sharing process, the teacher listens carefully, gives positive comments, and guides students to focus on the core of “thinking out of the box” — breaking traditional thinking patterns and putting forward new ideas. Finally, the teacher naturally leads to the extended reading text: “Today, we will read a passage about innovative thinking and how it changes our lives. Let’s explore the power of thinking out of the box together.” Design Intention: The brainstorming activity with familiar daily objects can quickly arouse students’ interest in learning and activate their prior knowledge. By discussing creative designs, students can initially understand the connotation of “thinking out of the box”, lay a foundation for the understanding of the subsequent text. At the same time, pair discussion can improve students’ oral expression ability and create a positive classroom atmosphere. Step 2: Pre-reading (Vocabulary and Background Preview) Before guiding students to read the text, the teacher first sorts out the core vocabulary and key sentence patterns in the extended reading text, which are closely related to the theme of innovative thinking. The teacher presents the following vocabulary and sentence patterns on the screen and explains them in English simply and clearly: 1. Core Vocabulary: innovative (adj.), creativity (n.), breakthrough (n.), perspective (n.), challenge (v./n.), transform (v.), inspire (v.), conventional (adj.) For each word, the teacher gives a simple example sentence combined with the theme of the unit, such as “Innovative ideas can help us solve difficult problems.” “His creativity surprised all of us.” 2. Key Sentence Patterns: (1) It is + adj. + for sb. to do sth. (2) Not only...but also... (3) By doing sth., we can... (4) The reason why...is that... The teacher explains the usage of each sentence pattern and invites students to make simple sentences with the new vocabulary and sentence patterns. For example, ask students to make a sentence with “innovative” and “It is + adj. + for sb. to do sth.”, and then check and correct their sentences. In addition, the teacher briefly introduces the background of the text: The passage mainly tells the story of how a group of young people used innovative thinking to solve a practical problem, showing the importance of thinking out of the box in daily life and work. This background introduction helps students better understand the context and main idea of the text. Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabulary and key sentence patterns can help students reduce difficulties in reading, improve reading efficiency. By making sentences, students can consolidate the newly learned vocabulary and sentence patterns, laying a solid language foundation for the subsequent reading and expression. The background introduction enables students to have a preliminary understanding of the text content, which is conducive to in-depth reading. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to guide students to understand the text from shallow to deep, and cultivate their reading ability and thinking quality. 1. Skimming: Ask students to read the text quickly, without paying too much attention to details, and try to grasp the main idea of the text. After reading, ask students to answer the following questions: “What is the main topic of the passage? What does the author want to tell us through this passage?” After students answer, the teacher summarizes the main idea of the text: The passage introduces the importance of thinking out of the box, takes the example of young people solving practical problems with innovative thinking, and calls on people to break conventional thinking and develop innovative awareness. Design Intention: Skimming training can help students develop the ability to quickly grasp the main idea of the text, which is an important reading skill. Through this link, students can form an overall understanding of the text and lay a foundation for in-depth reading. 2. Scanning: Ask students to read the text again, scan for specific information, and complete the following information form. The form includes the following items: the problem encountered by the young people, the conventional solution, their innovative solution, and the result of the solution. Students complete the form independently first, then check with their deskmates. Finally, the teacher invites a student to present the completed form on the blackboard, and corrects and supplements it. During the process, the teacher guides students to find key information in the text, such as signal words like “however”, “but”, “finally”, which help students locate information quickly. Design Intention: Scanning training can improve students’ ability to find specific information quickly and accurately. The information form can help students sort out the logical context of the text, clarify the development of the story, and lay a foundation for understanding the details of the text. 3. Intensive Reading: Guide students to read the text paragraph by paragraph, analyze the details, language features and logical structure of each paragraph, and deeply understand the connotation of the text. Paragraph 1: The teacher asks students to read the first paragraph carefully and answer: “What is the author’s attitude towards conventional thinking? How does the author express this attitude?” Students discuss in groups and then share their views. The teacher summarizes: The author holds a critical attitude towards conventional thinking, which is expressed through the contrast between “conventional thinking” and “innovative thinking”, and points out that conventional thinking often limits people’s imagination and creativity. Paragraph 2-3: These two paragraphs tell the specific example of young people solving problems. The teacher asks students to find out the key sentences that reflect the young people’s innovative thinking, and analyze why their solution is innovative. For example, the young people did not adopt the conventional way of spending a lot of money to renovate the old building, but transformed it into a creative space by using waste materials. The teacher guides students to think: “What can we learn from their innovative solution? How can we apply this kind of thinking in our daily life?” Paragraph 4: This paragraph is the conclusion of the text. The teacher asks students to read it carefully and summarize the main idea of the paragraph: The author emphasizes that thinking out of the box is not only a way of thinking, but also a kind of life attitude, which can help us solve problems better and create a better life. The teacher then asks students to think about the sentence “Innovative thinking is the key to breaking through the bottleneck of development.” and discuss its meaning. During the intensive reading process, the teacher also guides students to pay attention to the use of rhetorical devices in the text, such as contrast, example, etc., and analyzes how these rhetorical devices help to express the theme of the text. At the same time, the teacher encourages students to put forward their own questions about the text, such as “Why do some people prefer conventional thinking?” “How can we cultivate our innovative thinking?” and organizes students to discuss these questions. Design Intention: Intensive reading is the key link to understand the text in depth. By analyzing each paragraph in detail, students can not only grasp the details of the text, but also understand the logical structure and language features of the text. Guiding students to think and discuss can cultivate their critical thinking and divergent thinking, and deepen their understanding of the theme of “thinking out of the box”. Encouraging students to put forward questions can stimulate their enthusiasm for exploration and improve their ability to think independently. Step 4: Post-reading (Consolidation and Application) This step is designed to help students consolidate the knowledge learned, apply the language and thinking learned in the text to practice, and improve their comprehensive language ability and innovative thinking ability. 1. Vocabulary and Sentence Pattern Consolidation: The teacher arranges a fill-in-the-blank exercise. The exercise uses the core vocabulary and key sentence patterns learned in the pre-reading and while-reading links, and the context of the exercise is closely related to the theme of innovative thinking. For example: (1) We need to develop our ________ (creativity) to solve this difficult problem. (2) ________ (Not only) can innovative thinking help us work more efficiently, but it can also bring us new opportunities. (3) By ________ (thinking out of the box), we can find better solutions to the problems around us. Students complete the exercise independently, then check the answers with the teacher. For the wrong answers, the teacher analyzes the reasons and helps students consolidate the usage of vocabulary and sentence patterns. Design Intention: This exercise can help students consolidate the newly learned vocabulary and sentence patterns, and apply them to specific contexts, improving their ability to use language flexibly. 2. Group Discussion: Divide students into groups of 4-5, and give them the discussion topic: “Combined with the text and your own life experience, talk about how we can cultivate innovative thinking in daily study and life.” The teacher gives students 5 minutes to discuss, and asks each group to designate a recorder to record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to express their views in English, and helps students solve the language difficulties encountered in the discussion. After the discussion, each group sends a representative to share the group’s views. The teacher listens carefully, gives positive comments, and summarizes the ways to cultivate innovative thinking, such as: observing the world around carefully, daring to question conventional views, learning to think from different perspectives, and accumulating knowledge and experience constantly. Design Intention: Group discussion can improve students’ oral expression ability and cooperative learning ability. By combining the text with their own life experience, students can deepen their understanding of the theme of innovative thinking, and apply the thinking learned in the text to real life, realizing the combination of knowledge and practice. 3. Writing Practice: Ask students to write a short passage of 80-100 words, with the topic “My Understanding of Thinking out of the Box”. The requirements are: use at least 3 core vocabulary learned in this class and 1 key sentence pattern; express their own true views on innovative thinking. Students write independently, and the teacher walks around to guide them, helping students sort out their ideas and correct grammatical errors. After students finish writing, the teacher invites 2-3 students to read their passages aloud, and comments on their writing from the aspects of vocabulary, sentence patterns, content and logic. For the excellent passages, the teacher affirms and praises them; for the passages with deficiencies, the teacher puts forward suggestions for improvement. Design Intention: Writing practice is an important way to test students’ comprehensive language ability. Through writing, students can consolidate the vocabulary and sentence patterns learned, and express their own views on the theme, which helps to improve their writing ability and deepens their understanding of the theme of the text. Step 5: Summary and Extension 1. Summary: The teacher invites students to summarize what they have learned in this class, including core vocabulary, key sentence patterns, the main idea of the text and the connotation of thinking out of the box. Then the teacher makes a final summary: In this class, we have learned the extended reading text about innovative thinking, mastered the core vocabulary and key sentence patterns related to it, and understood the importance of thinking out of the box. Innovative thinking is not only a kind of thinking ability, but also a kind of life attitude, which can help us break through the limitations of conventional thinking and create a better future. 2. Extension: The teacher introduces some real cases of innovative thinking in real life to students, such as the invention of WeChat, the design of shared bicycles, etc., and asks students to think about how these inventions and designs reflect the concept of thinking out of the box. In addition, the teacher assigns an after-class task: Ask students to find a case of innovative thinking in their daily life, write a short introduction (about 50 words) and share it in the next class. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge structure, and deepen their memory. The extension link connects the classroom knowledge with real life, broadens students’ horizons, and further stimulates their enthusiasm for innovative thinking. The after-class task can consolidate the knowledge learned in class and cultivate students’ ability to observe and think in daily life. Step 6: Homework Arrangement 1. Review the core vocabulary and key sentence patterns learned in this class, and make 5 sentences with the new vocabulary and 2 sentences with the key sentence patterns. 2. Complete the writing task assigned in the post-reading link, and revise it according to the teacher’s comments. 3. Find a case of innovative thinking in daily life, write a short introduction (about 50 words) and prepare to share it in the next class. 4. Read the extended reading text again, and write down 3 questions you still have, which will be discussed in the next class. Design Intention: The homework arrangement is closely related to the content of the class, which can help students consolidate the knowledge learned, deepen their understanding of the theme, and lay a foundation for the next class. At the same time, the homework also focuses on cultivating students’ independent learning ability and innovative thinking 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 $