Unit 2 Improving Yourself-Starting out 教案-2025-2026学年高中英语外研版选择性必修第二册

该高中英语教案聚焦“自我提升”主题，核心围绕时间管理技巧与自我控制展开。通过“作业拖延、时间浪费”等贴近学生生活的问题导入，激活学生已有经验与情感共鸣，搭建从生活情境到主题学习的支架，为单元深入探究奠定认知与情感基础。 本资料亮点在于以核心素养为导向，通过情境化词汇教学、文本关键信息提取、小组讨论时间管理技巧实用性、自我控制问卷反思及案例分析解决实际问题等活动，融合语言能力（词汇运用、口语表达）、思维品质（批判性思考、问题解决）和学习能力（自我反思、合作学习）的培养。既助力学生提升综合语言运用与自主学习能力，也为教师提供系统可操作的教学流程与互动设计，提升课堂实效。

Unit 2 Improving Yourself-Starting out 内容导航 Starting out of Unit 2 Improving Yourself mainly consists of a time management tips passage and a self-control questionnaire. It guides students to explore self-improvement topics such as time management and self-discipline, activates their prior knowledge and language reserve, and lays a solid foundation for the in-depth learning of the whole unit through simple and practical interactive activities. It helps students initially realize the importance of self-management in personal growth. 教学目标和重难点 1. 教学目标 Language Competence: Students can master core vocabulary and expressions related to self-improvement, time management and self-control, and use simple sentences to express their views on self-management. Cultural Awareness: They understand the common value of self-improvement in different cultures, recognize the importance of self-discipline and self-management in personal development, and form a positive attitude towards life. Thinking Quality: They develop critical thinking by analyzing time management methods and reflecting on their own self-control ability, and learn to think and solve problems independently. Learning Ability: They master basic learning strategies such as self-reflection and cooperative discussion, and cultivate the awareness of active learning and continuous self-improvement. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., deadline, procrastination, prioritize, self-control) and expressions related to self-improvement and time management; understanding the main content of time management tips and being able to extract key information; completing the self-control questionnaire and expressing personal views on self-management in simple English. Difficult Points: Correctly using the learned vocabulary and expressions to describe personal time management habits; reflecting on their own self-control problems and putting forward preliminary improvement suggestions; effectively participating in group discussions and expressing views clearly and logically. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher starts the class with an open question: “Do you often feel stressed because you can’t finish your homework on time? Have you ever regretted wasting time on unimportant things?” Ask students to think for 1-2 minutes and then invite 3-5 students to share their experiences and feelings in English. The teacher listens carefully, gives positive feedback, and guides students to realize that time management and self-control are important parts of self-improvement. Then, the teacher writes the unit theme “Improving Yourself” on the blackboard and introduces: “Today, we will start our journey of self-improvement from time management and self-control, and explore how to become a better version of ourselves.” Design Intention: The warm-up discussion is closely connected with students’ daily study and life, which can quickly arouse students’ interest and resonance, and activate their prior knowledge and emotional experience related to time management and self-control. By inviting students to share their personal experiences, it not only creates a relaxed and active classroom atmosphere but also naturally leads to the unit theme, laying a good emotional and cognitive foundation for the subsequent learning. At the same time, it provides students with an opportunity to practice oral English in a real context, helping them build confidence in English expression. Step 2: Presentation of New Knowledge (Vocabulary and Text) Activity 1: Vocabulary Presentation. The teacher presents the core vocabulary of this part through pictures, situational descriptions and example sentences, including deadline, procrastination, prioritize, self-control, distract, occupy, rely on, etc. For example, when teaching “procrastination”, the teacher says: “Some students always put off their homework until the last minute. This kind of behavior is called procrastination.” Then, the teacher gives an example sentence: “Procrastination often makes us feel anxious and unable to finish things well.” For “prioritize”, the teacher uses a simple example: “We have a lot of tasks every day. We should prioritize the most important ones first.” After presenting each word, the teacher asks students to read it aloud twice, corrects their pronunciation and intonation, and invites some students to make simple sentences with the new words to ensure that they understand and can initially use the vocabulary. Design Intention: The vocabulary presentation combines situational description and example sentences, which is in line with the cognitive characteristics of senior high school students and helps students understand the meaning and usage of new words in a specific context. Reading aloud and sentence-making activities can strengthen students’ memory of vocabulary and lay a foundation for their subsequent reading and expression. At the same time, the selected vocabulary is closely related to the theme of self-improvement and time management, which can better serve the learning of the subsequent text and activities. Activity 2: Text Reading (Time Management Tips). The teacher distributes the text materials of “Time Management Tips” to students, and asks them to read the text silently first. During the reading, students are required to underline the key information: the six time management tips mentioned in the text. After silent reading, the teacher invites students to share the key information they found, and writes the six tips on the blackboard one by one: 1. Make a to-do list every morning. 2. Prioritize your tasks. 3. Avoid distractions when working or studying. 4. Take short breaks regularly. 5. Learn to say “no” to unimportant things. 6. Review your day and adjust your plan. Then, the teacher leads students to read the text aloud paragraph by paragraph, explains difficult sentences and key phrases in the text, such as “keep track of your time”, “focus on one task at a time”, “balance work and rest”, etc., to help students fully understand the text content. Design Intention: Silent reading helps students develop the ability to extract key information independently, while reading aloud can improve their pronunciation and intonation and deepen their understanding of the text. Explaining difficult sentences and key phrases can remove obstacles for students’ reading and ensure that they can grasp the core content of the time management tips. Writing the six tips on the blackboard makes the key content more intuitive and helps students remember and understand better. This activity not only improves students’ reading ability but also lets them master practical time management methods, which is closely combined with the theme of self-improvement. Step 3: Interactive Practice (Consolidation and Application) Activity 1: Group Discussion. Divide students into groups of 4-5, and assign the discussion task: “Which of the six time management tips do you think is the most useful for you? Why? Do you have any other time management methods to share with your group members?” Each group elects a group leader to organize the discussion. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides guidance and help when necessary, such as reminding students to use the new vocabulary and expressions learned, and encouraging shy students to participate in the discussion. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher makes comments and summaries, affirms the positive points of each group, and supplements and improves their views. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. By discussing the usefulness of time management tips and sharing their own methods, students can deepen their understanding of the text content and apply the learned knowledge to practical communication. The teacher’s guidance and comments can help students correct their mistakes in expression, improve their oral English level, and at the same time cultivate their ability to listen to and respect others’ views. This activity also enables students to learn from each other and enrich their own time management experience. Activity 2: Self-control Questionnaire. The teacher presents the self-control questionnaire on the screen (or distributes paper questionnaires). The questionnaire includes 8 simple questions, such as “Do you often spend more time on mobile phones than you plan?”, “Can you stick to a study plan for more than a week?”, “Do you often put off difficult tasks?”, etc. Students answer the questionnaire independently, choosing “Yes” or “No” for each question. After completing the questionnaire, students calculate their own scores (e.g., 1 point for each “No” and 0 point for each “Yes”). Then, the teacher invites students to share their scores and their feelings after completing the questionnaire. The teacher guides students to reflect: “If your score is low, what are the reasons for your lack of self-control? What can you do to improve your self-control ability?” Design Intention: The self-control questionnaire is closely related to students’ actual situation, which can help students objectively understand their own self-control level and arouse their awareness of self-reflection. Answering the questionnaire independently can let students express their true situation without pressure, while sharing scores and feelings can promote mutual understanding and communication among students. The teacher’s guidance on self-reflection helps students find their own problems and lay a foundation for putting forward improvement suggestions in the next step. This activity also integrates the theme of self-control into practical operation, making the learning content more vivid and practical. Activity 3: Sentence Making and Translation. The teacher presents some key phrases and sentences on the screen, such as “procrastinate on sth”, “prioritize sth”, “avoid being distracted”, “It is important to have good self-control.”, etc. Ask students to make sentences with these phrases and sentences, and then translate some simple Chinese sentences into English, such as “我们应该优先完成重要的任务。” “拖延会影响我们的学习效率。” Students complete the tasks independently first, then exchange their answers with their deskmates, and correct each other’s mistakes. Finally, the teacher selects some typical answers to comment, emphasizes the key points and common mistakes, and helps students consolidate the learned vocabulary and sentence patterns. Design Intention: Sentence making and translation are basic language practice activities, which can help students consolidate the learned vocabulary and sentence patterns and improve their ability to use language comprehensively. Exchanging answers with deskmates and correcting each other’s mistakes can cultivate students’ cooperative learning ability and self-correction ability. The teacher’s comments can point out the common problems in students’ language use, help them standardize their English expression, and lay a solid foundation for their subsequent writing and communication. Step 4: Deep Exploration and Reflection Activity 1: Case Analysis. The teacher presents a case about a student’s time management problem on the screen: “Li Ming is a senior high school student. He often stays up late to finish his homework because he spends a lot of time playing mobile phones after school. He wants to change this situation but can’t control himself. What advice would you give to Li Ming?” Ask students to think independently first, then discuss with their group members, and put forward specific and practical suggestions. Each group sends a representative to share their suggestions, and the teacher summarizes and combs the suggestions, guiding students to apply the time management tips and self-control methods learned in this class to solve practical problems. Design Intention: Case analysis combines the learned knowledge with practical problems, which can improve students’ ability to apply knowledge to solve practical problems. By helping Li Ming put forward suggestions, students can not only consolidate the time management and self-control methods learned but also deepen their understanding of the importance of self-improvement. The teacher’s summary and combing can help students sort out their ideas and form a systematic understanding of solving such problems, which is conducive to the cultivation of their thinking quality and practical ability. Activity 2: Personal Reflection. Ask students to write a short reflection in English, focusing on two questions: 1. What have you learned from this class? 2. What problems do you have in time management and self-control? What improvement plans will you make? Students write independently for a few minutes, then invite 2-3 students to share their reflections with the whole class. The teacher gives positive comments and encouragement, and guides students to establish the awareness of continuous self-improvement. For example, the teacher can say: “Your reflection is very sincere. It’s very important to realize your own problems. I believe you can make progress by sticking to your improvement plan.” Design Intention: Personal reflection is an important way to cultivate students’ learning ability and self-reflection ability. By writing reflections, students can sort out the knowledge and experience learned in this class, clarify their own problems and improvement directions, and enhance their awareness of active learning and self-improvement. Sharing reflections with the whole class can promote mutual learning and encouragement among students, and the teacher’s positive comments can help students build confidence and stimulate their motivation for self-improvement. Step 5: Summary and Extension Activity 1: Class Summary. The teacher leads students to review the key content of this class: the six time management tips, core vocabulary and expressions related to self-improvement, time management and self-control, and the importance of self-reflection and self-improvement. The teacher emphasizes: “Self-improvement is a long-term process. Time management and self-control are the basic skills we need to master. I hope you can apply what you have learned today to your daily study and life, and keep reflecting and improving yourself to become a better person.” Design Intention: Class summary helps students sort out the knowledge system of this class, strengthen their memory of key content, and form a systematic understanding of the learning content. The teacher’s emphasis on the long-term nature of self-improvement can help students establish a correct attitude towards self-improvement and lay a foundation for their long-term development. Activity 2: Homework Extension. Assign two after-class tasks: 1. Make a personal time management plan for the next week, using the time management tips learned in this class, and write a short English introduction to the plan (about 50 words). 2. Observe your own behavior in a week, record the situations where you lack self-control, and think about how to improve them. The teacher reminds students to complete the homework carefully and share their time management plans and observation records in the next class. Design Intention: Homework extension is an important part of classroom teaching, which can help students consolidate the knowledge and skills learned in class and apply them to daily life. Making a time management plan can let students practice the time management tips in practice, while recording the situation of lack of self-control can help them strengthen self-reflection and continuously improve their self-control ability. Sharing homework in the next class can promote mutual learning and supervision among students, forming a good learning cycle. Activity 3: Extra-curricular Reading Recommendation. The teacher recommends some simple English articles and books about self-improvement, time management and self-control, such as “The 7 Habits of Highly Effective Teens” (simplified version), and encourages students to read them after class. The teacher says: “Reading these articles and books can help you learn more about self-improvement methods and broaden your horizons. I hope you can keep reading and learning, and make continuous progress in self-improvement.” Design Intention: Extra-curricular reading recommendation can expand students’ learning resources, enrich their knowledge reserve, and further deepen their understanding of the theme of self-improvement. Encouraging students to read English articles and books can not only improve their reading ability but also cultivate their interest in English learning, which is conducive to the long-term development of their language ability and learning ability. Step 6: Evaluation and Feedback During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in warm-up discussion, group discussion, questionnaire completion, sentence making and translation, case analysis, personal reflection and other activities. The teacher gives timely positive feedback, such as praise, encouragement and guidance, to affirm students’ progress and help them find their own problems. After class, the teacher evaluates students’ homework and observation records, summarizes the common problems of students, and adjusts the teaching content and methods in the next class according to the evaluation results. At the same time, the teacher invites students to give feedback on the teaching content and methods, such as “What do you think is the most helpful part of this class? What suggestions do you have for the teacher?” Design Intention: Formative evaluation can timely understand students’ learning situation and progress, help students find their own problems and adjust their learning strategies. Positive feedback can stimulate students’ learning motivation and build their confidence in learning. Evaluating students’ homework and observation records can help the teacher master the effect of classroom teaching and adjust the teaching plan in time to improve the teaching effect. Inviting students to give feedback can make the teaching more in line with students’ learning needs and improve the pertinence and effectiveness of teaching. 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 $