Unit 2 Thinking out of the box-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to express innovative ideas in English, cultural awareness to understand cross-cultural innovative concepts, thinking quality to form divergent and critical thinking, and learning ability to explore independently and cooperate collaboratively. 2. 教学重难点 Key points: Master core vocabulary and sentence patterns related to innovative thinking; understand and express the connotation of “thinking out of the box”. Difficult points: Apply divergent thinking to solve problems and express innovative views in English coherently. 教学过程 Step 1: Lead-in - Stimulate Interest and Introduce the Theme The teacher starts the class by showing two sets of pictures on the screen. The first set shows conventional solutions to common problems, such as using a hammer to drive a nail into the wall. The second set shows innovative solutions, such as using a heavy book to fix the nail when there is no hammer. Then the teacher asks students two questions: “What’s the difference between the two sets of pictures?” “Which way do you think is better and why?” After students discuss freely in pairs for a few minutes, the teacher invites several groups to share their opinions. Finally, the teacher summarizes and introduces the theme of this unit - “Thinking out of the box”, explaining that it means breaking away from conventional thinking patterns and finding new and creative solutions to problems. At the same time, the teacher writes the key phrase “think out of the box” on the blackboard and guides students to read it correctly. Design Intention: The lead-in links students’ daily life with the unit theme through vivid pictures, which can quickly attract students’ attention and stimulate their interest in learning. By asking questions and organizing pair discussions, students are guided to initially perceive the connotation of “thinking out of the box” and lay a foundation for the subsequent teaching. In addition, this link also helps to activate students’ existing knowledge and experience, and cultivate their ability to observe and compare. Step 2: Vocabulary and Sentence Patterns Learning - Lay a Solid Language Foundation First, the teacher presents the core vocabulary of the unit on the screen, including “innovative”, “divergent”, “conventional”, “creative”, “breakthrough”, “perspective”, “approach”, “solve a problem”, “come up with an idea”, “think differently” and so on. For each word and phrase, the teacher explains its meaning, pronunciation and usage in simple English, and gives typical examples related to innovative thinking. For example, when explaining “innovative”, the teacher says: “Innovative means introducing new ideas or methods. For example, an innovative design can make our life more convenient.” Then the teacher leads students to read the words and phrases repeatedly to ensure that they can pronounce them correctly and remember their basic meanings. Next, the teacher introduces the key sentence patterns of the unit, such as “To solve this problem, we need to think out of the box.” “Instead of following the conventional approach, we can try a new way.” “From a different perspective, we may find a better solution.” The teacher explains the structure and usage of each sentence pattern, and invites students to make sentences with the new vocabulary and sentence patterns. For example, the teacher asks: “Can you make a sentence with ‘come up with an idea’ and ‘think out of the box’?” Students take turns to answer, and the teacher corrects their mistakes in pronunciation and grammar in time. After that, the teacher organizes a “vocabulary and sentence pattern competition” activity. Students are divided into four groups. The teacher shows pictures or descriptions related to innovative thinking, and the groups take turns to answer with the learned vocabulary and sentence patterns. The group that answers correctly and quickly gets one point. At the end of the activity, the teacher awards small prizes to the winning group. Step 3: Reading Comprehension - Deepen the Understanding of the Theme The teacher distributes the reading material to students. The reading material is a passage about a famous inventor who solved a difficult problem by thinking out of the box. The passage mainly tells the story of how the inventor broke away from conventional thinking and found an innovative solution, which brought great convenience to people’s life. Before reading, the teacher asks students two pre-reading questions: “Do you know any famous inventors who are good at thinking out of the box?” “What difficulties do you think they may have encountered?” Students discuss in groups, and then the teacher invites some students to share their thoughts. Then, students read the passage silently by themselves. During the reading process, the teacher asks students to underline the key words and sentences related to “thinking out of the box”, and pay attention to the structure of the passage. After silent reading, the teacher organizes students to do reading comprehension exercises, including multiple-choice questions, true or false questions and short-answer questions. The multiple-choice questions mainly test students’ understanding of the details of the passage; the true or false questions test students’ grasp of the main idea; the short-answer questions require students to answer with their own words, which tests their ability to summarize and express. After students finish the exercises, the teacher checks the answers with them, and explains the difficult points in the passage in detail. For example, the teacher analyzes the long sentences in the passage, helps students understand the logical relationship between sentences, and guides students to learn the writing skills of the passage. Then the teacher asks students to read the passage aloud together, and pay attention to the intonation and emotion. After that, the teacher organizes a group discussion: “What can we learn from the inventor in the passage? How can we apply ‘thinking out of the box’ in our daily study and life?” Each group selects a representative to share their discussion results, and the teacher makes comments and summaries. Design Intention: Reading is an important way for students to obtain information and deepen their understanding of the theme. This link selects a reading material closely related to the unit theme, which helps students further understand the connotation and significance of “thinking out of the box” through specific stories. The pre-reading questions can activate students’ existing knowledge and experience, and lay a foundation for understanding the passage. The reading comprehension exercises test students’ reading ability from different aspects, and help teachers grasp students’ learning situation. The group discussion after reading guides students to combine the passage with their own life, and promotes the transfer and application of knowledge, which is conducive to cultivating students’ divergent thinking and practical ability. Step 4: Listening Training - Improve Listening Comprehension Ability First, the teacher introduces the listening material to students. The listening material is a dialogue between two students, who are discussing how to solve a school activity planning problem by thinking out of the box. The dialogue involves the core vocabulary and sentence patterns learned in the unit. Before listening, the teacher asks students to look at the listening tasks first, including filling in the blanks and answering questions, so that students can know what information they need to pay attention to during listening. Then, the teacher plays the listening material twice. For the first time, students listen carefully to get the main idea of the dialogue. For the second time, students listen and complete the listening tasks. During the listening process, the teacher reminds students to take notes of key information, such as time, place, people and important opinions. After listening, the teacher checks the answers with students, and plays the difficult parts of the listening material again to help students understand. After that, the teacher organizes a “listening retelling” activity. Students are divided into pairs. One student retells the main content of the dialogue according to the notes they took, and the other student listens and supplements. Then they exchange roles. The teacher walks around the classroom to guide students and correct their mistakes in expression. Finally, the teacher invites several pairs to retell the dialogue in front of the class, and makes comments and evaluations. Design Intention: Listening is an important part of students’ English comprehensive ability. This link selects a listening material closely related to the unit theme and the learned knowledge, which helps students consolidate the core vocabulary and sentence patterns while improving their listening comprehension ability. The listening tasks are designed hierarchically, from understanding the main idea to grasping the details, which is in line with the law of students’ listening learning. The listening retelling activity not only tests students’ listening effect, but also exercises their oral expression ability and memory ability, and promotes the integration of listening and speaking. Step 5: Speaking Practice - Express Innovative Ideas The teacher divides students into groups of 4-5, and assigns a discussion task to each group: “Suppose your school is going to hold a campus innovation competition, and you need to design an innovative product or an innovative activity. Please discuss with your group members, and introduce your design to the class, explaining how your design reflects ‘thinking out of the box’.” Before the discussion, the teacher gives students some tips: they can use the core vocabulary and sentence patterns learned in the unit; they can refer to the cases in the reading and listening materials; they should focus on the innovation of the design. During the group discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives guidance and help when necessary. For example, if a group has no idea, the teacher can prompt them: “You can think about the problems in our campus life, and find innovative solutions to these problems.” If a group has problems in expression, the teacher can help them use the correct vocabulary and sentence patterns. After the discussion, each group selects a representative to introduce their design to the class. The introduction should include the name of the product/activity, the design concept, the innovation points and the significance. Other students listen carefully and can ask questions after the introduction. The teacher makes comments on each group’s design and expression, affirming their advantages and putting forward suggestions for improvement. For example, the teacher says: “Your design is very innovative, and you use the learned vocabulary and sentence patterns correctly. If you can add more details about the design, it will be better.” Design Intention: Speaking practice is an important way to improve students’ oral expression ability and apply the learned knowledge. This link designs a practical and interesting speaking task closely related to students’ campus life, which can stimulate students’ enthusiasm for participation and creativity. The group discussion helps to cultivate students’ cooperative learning ability and communication ability. The teacher’s guidance and comments help students improve their oral expression ability and innovative thinking ability, and make them more confident in expressing their ideas in English. Step 6: Writing Training - Improve Writing Ability The teacher asks students to write a short passage with the title “My Experience of Thinking Out of the Box”. The requirements are as follows: 1. Briefly describe an experience in which you solved a problem by thinking out of the box; 2. Explain how you broke away from conventional thinking and found the solution; 3. Express your feelings and insights after this experience; 4. Use at least 5 core vocabulary and 3 key sentence patterns learned in the unit; 5. The passage should be coherent and logical. Before writing, the teacher guides students to sort out their ideas. The teacher asks students to think about the following questions: “What problem did you encounter?” “What conventional solutions did you think of first?” “How did you think out of the box to find a new solution?” “How did you feel after solving the problem?” Then the teacher shows a sample passage on the screen, which includes the key vocabulary and sentence patterns, and explains the structure and writing skills of the passage. The sample passage helps students have a clear understanding of how to write the passage. Then students start to write the passage independently. During the writing process, the teacher walks around the classroom, answers students’ questions, and helps them solve the difficulties in writing. For example, if a student doesn’t know how to express a certain idea, the teacher can guide them to use the correct vocabulary and sentence patterns; if a student has problems in logical coherence, the teacher can help them sort out the structure of the passage. After students finish writing, the teacher organizes a “peer evaluation” activity. Students exchange their passages with their deskmates, and evaluate each other’s passages according to the evaluation criteria: 1. Whether the content is in line with the requirements; 2. Whether the vocabulary and sentence patterns are used correctly; 3. Whether the passage is coherent and logical; 4. Whether there are grammar and spelling mistakes. After peer evaluation, students revise their own passages according to the suggestions given by their deskmates. Then the teacher collects some typical passages, both good and bad, and comments on them in class, affirming the advantages and pointing out the problems that need to be improved. Finally, students revise their passages again and hand them in. Design Intention: Writing is an important way to test students’ comprehensive language ability. This link designs a writing task closely related to students’ personal experience, which can stimulate students’ writing enthusiasm and make them have something to write. The guidance before writing helps students sort out their ideas and master the writing skills. The peer evaluation activity helps students learn from each other, find their own problems, and improve their writing ability. The teacher’s comments and guidance help students further understand the writing requirements and improve their writing level. At the same time, this link also helps students deepen their understanding of the theme “thinking out of the box” through writing. Step 7: Summary and Extension - Consolidate Knowledge and Expand Vision First, the teacher summarizes the content of this class with students. The teacher asks students to review the core vocabulary, key sentence patterns and the main content of the reading, listening, speaking and writing activities. Then the teacher emphasizes the connotation and significance of “thinking out of the box”, and encourages students to apply this thinking mode in their daily study and life, so as to cultivate their innovative ability. Then, the teacher arranges the after-class extension tasks: 1. Read an English article about innovative thinking and write a short summary (about 100 words); 2. Discuss with your family members about a problem in daily life, and try to find an innovative solution by thinking out of the box, then write a short report about it; 3. Collect some famous cases of “thinking out of the box” at home and abroad, and share them in the next class. Finally, the teacher ends the class with an inspiring sentence: “Thinking out of the box is not only a way of thinking, but also a kind of life attitude. May you all have the courage to break through the conventional thinking and create a better future with your innovative ideas!” Design Intention: The summary link helps students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge structure. The after-class extension tasks extend the teaching content from the classroom to daily life, which helps students apply the learned knowledge and thinking mode to practice, and further cultivate their innovative thinking ability and learning ability. The inspiring sentence at the end of the class can stimulate students’ motivation and interest in learning, and help them establish a positive life attitude. 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 $