Unit 2 Thinking out of the box-Project 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-Project 教学目标和重难点 1. 教学目标 Language Ability: Students can master key vocabulary and sentence patterns related to creative thinking and problem-solving, and use them to express ideas, discuss topics and complete project tasks in English. Cultural Awareness: They can understand the importance of creative thinking in different cultural contexts, respect diverse thinking modes and cultivate a global perspective. Thinking Quality: They can develop critical thinking, divergent thinking and innovative thinking, learn to analyze problems from multiple angles and put forward creative solutions. Learning Ability: They can improve autonomous learning, cooperative inquiry and resource integration abilities, and form good learning habits of active exploration and continuous reflection. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., creative, innovative, divergent, brainstorming) and sentence patterns about creative thinking; understanding the process and methods of thinking out of the box; completing the project through cooperative inquiry. Difficult Points: Applying creative thinking methods to solve practical problems in English; expressing creative ideas clearly and logically in oral and written forms; effectively cooperating in groups to promote project progress. 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 ladder to get a book on a high shelf), and the other is a creative way (e.g., using a long stick with a hook). Then ask students to discuss in pairs: “What’s the difference between the two ways? Which one is more creative? Why?” After 3 minutes of discussion, invite 2-3 pairs to share their opinions in English. Then the teacher summarizes: “The second way is a typical example of thinking out of the box. It means breaking traditional thinking patterns and finding new and creative solutions to problems. Today, we will explore the importance of thinking out of the box and complete a creative project together.” Design Intention: The brainstorming activity combined with pictures is intuitive and interesting, which can quickly attract students’ attention and arouse their interest in the topic. By comparing traditional and creative problem-solving methods, students can initially understand the connotation of “thinking out of the box” in a real context. Pair discussion provides students with opportunities to practice oral English, helps them open their minds and lays a foundation for the follow-up teaching and project implementation. Step 2: Presentation (Key Knowledge Input) 1. Vocabulary and Sentence Patterns Teaching: The teacher presents key vocabulary and sentence patterns related to creative thinking on the screen, including words like creative, innovative, divergent, brainstorming, breakthrough, think differently, put forward new ideas, break the routine, etc. For each word and sentence pattern, the teacher gives specific examples related to students’ daily life to help them understand and memorize. For example, when teaching “brainstorming”, the teacher says: “When we have a problem, we can gather together to brainstorm, which means everyone puts forward their own ideas freely without being restricted. For example, if we want to design a school poster, we can brainstorm different themes and styles.” Then ask students to make sentences with the new words and sentence patterns in pairs, and invite several students to share their sentences to check their mastery. 2. Text-related Input: The teacher briefly introduces the background of the project. The project of this unit is to design a “Creative Campus Improvement Plan” – students need to work in groups to find a problem existing in the campus (such as unreasonable layout of public areas, inconvenient use of school facilities, lack of creative cultural activities, etc.), and put forward creative solutions to solve the problem, then present their plan in English. The teacher plays a short video about a creative campus improvement case (e.g., students transforming an idle corner into a book bar) to let students have a clear understanding of the project requirements and forms. Design Intention: Vocabulary and sentence patterns are the basis for students to complete the project and express their ideas. Combining daily life examples to teach new knowledge can reduce students’ learning difficulty and improve their ability to apply knowledge in real situations. The introduction of the project background and case video helps students clarify the project tasks and requirements, stimulates their enthusiasm for participating in the project, and connects the knowledge input with the follow-up practical operation. Step 3: Cooperative Inquiry (Project Preparation) 1. Group Division: The teacher divides students into groups of 4-5 people according to the principle of complementarity of strengths and weaknesses, ensuring that each group has students with good oral English, writing ability, creative thinking and organizational ability. Each group elects a group leader, who is responsible for organizing group activities, coordinating the division of labor and reporting the group’s progress. 2. Problem Exploration and Discussion: Each group discusses and explores the existing problems in the campus. The teacher provides some guiding questions to help students think: “What problems have you found in our campus? Are these problems inconvenient for our study and life? Can we solve these problems in a creative way?” During the discussion, the teacher walks around each group, listens to their opinions, and gives appropriate guidance when students encounter difficulties. For example, if a group can’t find a suitable problem, the teacher can prompt: “You can think about the campus environment, teaching facilities, after-school activities and other aspects.” If a group’s ideas are too traditional, the teacher can guide: “Can we break the conventional way? For example, how to make the campus green space more creative and practical?” 3. Division of Labor and Planning: After determining the problem and initial creative solution, each group makes a detailed division of labor. The teacher provides a “Group Task Division Form” to help students clarify their responsibilities, including: ① Investigator: Responsible for investigating the specific situation of the problem, collecting relevant information and data (such as taking photos of the problem area, interviewing other students’ opinions); ② Designer: Responsible for designing specific creative solutions, drawing simple design sketches or making simple PPT frameworks; ③ Writer: Responsible for writing the English script of the project presentation, including the description of the problem, the introduction of the solution and the expected effect; ④ Speaker: Responsible for practicing the oral presentation, ensuring that the expression is fluent, clear and logical; ⑤ Coordinator: Responsible for coordinating the work of each member, checking the progress and ensuring that the task is completed on time. After the division of labor, each group discusses and formulates a simple work plan, clarifying the key points and steps of each link. Design Intention: Group cooperative learning is an important way to cultivate students’ cooperative ability and innovative thinking. Dividing groups according to the principle of complementarity of strengths and weaknesses can give full play to the advantages of each student and improve the efficiency of project completion. Guiding students to explore campus problems can make the project more close to students’ life, enhance their sense of participation and responsibility. The detailed division of labor and work plan help students form a clear thinking and good work habits, and lay a solid foundation for the smooth implementation of the project. Step 4: Project Implementation (Core Link) 1. Information Collection and Collation: Each group carries out information collection and collation according to the division of labor. Investigators go to the campus to investigate the problem area, take photos and record relevant information, and interview 5-8 students to understand their opinions and suggestions on the problem. Designers combine the collected information and the group’s ideas to design specific solutions, and draw design sketches or make PPT frameworks, which need to reflect the creativity and feasibility of the solution. Writers refer to the collected information and the designer’s plan to write the English presentation script. The script should be logical, concise and clear, including the following parts: Introduction of the problem (what the problem is, why it exists, what impact it has), Introduction of the solution (detailed steps of the solution, advantages of the solution, how to implement it), Expected effect (what changes the solution will bring to the campus). Speakers begin to familiarize themselves with the script and practice oral expression, paying attention to pronunciation, intonation and body language. Coordinators check the progress of each member regularly, solve the problems encountered in the process, and ensure that all links are carried out smoothly. During this process, the teacher plays the role of a guide and helper. For students who have difficulties in information collection, the teacher can provide guidance on collection methods (such as how to design interview questions, how to sort out photos and data). For students who have difficulties in writing the English script, the teacher can provide some sentence patterns and expressions for reference, and help them revise the script to improve the accuracy and fluency of the language. For students who have difficulties in oral practice, the teacher can listen to their practice and give suggestions on pronunciation, intonation and expression skills. 2. Plan Revision and Improvement: After each group completes the initial draft of the project plan and presentation script, the groups exchange their plans with each other. Each group sends a representative to briefly introduce their project plan, and other groups put forward suggestions for revision (such as whether the solution is feasible, whether the English expression is accurate, whether there is room for more creativity). The teacher guides students to put forward constructive suggestions and encourages them to absorb reasonable opinions to revise and improve their own plans. For example, if a group’s solution is not feasible, other groups can put forward more practical suggestions; if a group’s English script has grammatical errors, other groups can help correct them. After the exchange and revision, each group further improves their project plan and presentation script to ensure the quality of the project. Design Intention: The project implementation link is the key to cultivating students’ practical ability and creative thinking. Through information collection, plan design, script writing and oral practice, students can comprehensively apply the knowledge and skills they have learned, and improve their autonomous learning ability and problem-solving ability. The teacher’s guidance and help can timely solve the difficulties encountered by students, ensure the smooth progress of the project. The group exchange and revision link helps students learn from each other, broaden their thinking, and improve the quality of the project. At the same time, it can also cultivate students’ ability to listen to others’ opinions and communicate effectively. Step 5: Project Presentation and Evaluation 1. Project Presentation: Each group sends a speaker to present their “Creative Campus Improvement Plan” in English. The presentation time is 5-8 minutes, and the speaker can use PPT, design sketches, photos and other materials to assist the presentation. During the presentation, other students listen carefully, take notes, and prepare to ask questions and put forward suggestions. After each group’s presentation, the teacher invites 1-2 students to ask questions (e.g., “How do you ensure the implementation of this solution?” “Is there any other creative way to solve this problem?”), and the speaker of the group answers the questions in English. The teacher also makes appropriate comments on the presentation, affirming the advantages of the group (such as creative solution, fluent oral expression, clear logical structure) and putting forward suggestions for improvement (such as improving the feasibility of the solution, correcting individual grammatical errors). 2. Multi-dimensional Evaluation: The evaluation adopts a multi-dimensional evaluation method, including teacher evaluation, group self-evaluation and inter-group mutual evaluation. ① Teacher Evaluation: The teacher evaluates each group’s project from the aspects of creativity of the solution, feasibility of the plan, accuracy and fluency of English expression, cooperation of the group and performance of the presentation, and gives a comprehensive score and detailed comments. ② Group Self-evaluation: Each group discusses and evaluates their own performance in the project process, including the completion of tasks by each member, the effect of group cooperation, the advantages and deficiencies of the project plan, and fills in the “Group Self-evaluation Form”. ③ Inter-group Mutual Evaluation: Each group evaluates other groups’ projects from the aspects of creativity, feasibility, English expression and presentation effect, and fills in the “Inter-group Mutual Evaluation Form”, putting forward reasonable suggestions for improvement. 3. Summary of Evaluation Results: The teacher collects the self-evaluation forms and mutual evaluation forms, summarizes the evaluation results, and announces the excellent groups. The teacher affirms the efforts and achievements of all groups, and emphasizes the key points and difficulties in the project process. At the same time, the teacher guides students to reflect on their own performance in the project, sum up experience and lessons, and put forward suggestions for future improvement. Design Intention: Project presentation is an important way to show students’ learning results and improve their oral expression ability. Through presentation and questioning, students can further improve their ability to express and defend their own ideas, and enhance their confidence in speaking English. Multi-dimensional evaluation can comprehensively and objectively evaluate students’ learning results and performance in the project process, avoid the one-sidedness of single teacher evaluation. Group self-evaluation and inter-group mutual evaluation can help students cultivate self-reflection ability and the ability to evaluate others objectively, and promote their all-round development. Step 6: Consolidation and Extension 1. Consolidation Activity: The teacher asks students to write a short English reflection (about 150 words) after class, introducing their gains and experiences in the project, the difficulties they encountered and how to solve them, and their understanding of “thinking out of the box”. The teacher will check the reflection after class and give comments and guidance. 2. Extension Activity: The teacher assigns an after-class extension task: Ask students to apply the creative thinking methods learned in this class to solve a problem in their daily life (such as how to organize a creative family gathering, how to make full use of idle items at home), and write a short English report (about 200 words) to introduce the problem and the creative solution. Students can complete the task independently or in pairs, and share their reports in the next class. Design Intention: The consolidation activity of writing a reflection helps students sort out their learning experience and deepen their understanding of the theme and knowledge. The extension activity extends the teaching content to students’ daily life, helps students apply the creative thinking methods and English knowledge they have learned to practical life, and further improves their ability to solve practical problems and use English. At the same time, it can also cultivate students’ autonomous learning ability and innovative consciousness. Step 7: Summary The teacher summarizes the whole class: “In today’s class, we have learned the key knowledge related to thinking out of the box, and completed the Creative Campus Improvement Plan project through group cooperation. We have not only improved our English language ability, but also cultivated our creative thinking, cooperative ability and problem-solving ability. Thinking out of the box is very important in our study and life. It can help us find new ways to solve problems and achieve better results. I hope you can keep the habit of thinking out of the box, apply the knowledge and skills learned today to your daily study and life, and become a creative person.” Design Intention: The summary of the class helps students sort out the key content of the whole class, deepen their understanding and memory of the knowledge and skills. At the same time, it emphasizes the importance of creative thinking, guides students to apply the learned content to practical life, and achieves the teaching goal of cultivating students’ core literacy. 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 $