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

Unit 2 Improving Yourself-Understanding ideas 内容导航 This section centers on the theme of self-improvement, taking "Social Media Detox" as the core content. It presents the experiences and feelings of five students participating in a seven-day social media detox activity, guiding students to reflect on the impact of social media on life and master effective self-management methods to pursue better selves. 教学目标和重难点 1. 教学目标 Language Ability: Students can master core vocabularies and sentence patterns related to self-improvement and social media, and improve their abilities of reading comprehension, information extraction and oral expression. Cultural Awareness: They understand the views on self-management in Chinese and foreign cultures, form correct values and cross-cultural awareness. Thinking Quality: They develop logical and critical thinking by analyzing the effects of social media detox and reflecting on their own behaviors. Learning Ability: They learn to use effective learning strategies, conduct independent and cooperative learning, and enhance the awareness of self-monitoring and continuous self-improvement. 2. 教学重难点 Key Points: Help students understand the main idea and structure of the text, grasp the detailed information about the five students’ detox experiences and feelings, and master the core vocabularies (such as detox, occupy, rely on, throw in the towel) and sentence patterns related to the theme. Difficult Points: Guide students to dialectically understand and evaluate the impact of social media on daily life, accurately analyze the logical relationship in the text, and flexibly use the learned language knowledge to express their own views on self-improvement and social media detox. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher asks students two questions: “How much time do you spend on social media every day?” and “What do you usually do when using social media?”. Then, invite 3-4 students to share their answers in front of the class. After that, the teacher shows some data: “It is reported that Chinese teenagers spend an average of 2.5 hours on social media every day, which affects their study and rest.” Then ask: “Do you think social media has a negative impact on us? What can we do to change this situation?” Activity 2: Word Preview. The teacher presents the core vocabularies of this section on the screen, including detox, occupy, constantly, access, rely on, throw in the towel, max out, etc. For each word, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to social media and self-improvement, such as “A digital detox is not about rejecting technology, but about reclaiming control over what occupies our time and mind.” Then, let students read the words and example sentences aloud twice to familiarize themselves with the pronunciation and usage. Design Intention: The warm-up discussion is closely combined with students’ daily life, which can quickly arouse students’ interest in the topic, let them realize the close connection between the text content and their own life, and lay a foundation for the subsequent reading. Previewing core vocabularies helps students remove language obstacles in reading, improve reading efficiency, and enable them to focus more on understanding the text content and theme meaning. At the same time, the example sentences related to the theme can help students initially establish the connection between vocabulary and text context. Step 2: Pre-reading (Pre-reading Activity) Activity 1: Predict the Text Content. The teacher shows the title of the text “Social Media Detox” and the picture of students participating in the activity. Ask students to work in groups of 4 to discuss: “What do you think the text will talk about? What is a social media detox? Who may participate in this activity and what will happen during the activity?” Each group discusses for 3 minutes, then invites one representative from each group to share their predictions. The teacher comments on students’ predictions, affirms reasonable guesses, and guides students to focus on the key points of the text. Activity 2: Introduce the Text Background. The teacher briefly introduces: “Social media detox is an activity that people voluntarily stop using social media for a certain period of time to get rid of the dependence on social media and focus more on real life. In this text, more than 100 students participated in a seven-day social media detox activity, and five of them shared their experiences and feelings. Now let’s read the text to find out what happened to them.” Design Intention: Predicting the text content can stimulate students’ curiosity and reading motivation, cultivate their ability of logical reasoning and prediction based on the title and pictures. Introducing the text background helps students understand the connotation of “social media detox”, eliminate the confusion about the core concept of the text, and enable them to better understand the text content and the significance of the activity. Group discussion can also cultivate students’ cooperative learning ability and oral expression ability. Step 3: While-reading (While-reading Activity) Activity 1: Fast Reading (Skimming). Ask students to read the text quickly, ignore the new words they don’t know temporarily, and finish two tasks: ① Find out the main idea of the text. ② Divide the text into three parts and summarize the main idea of each part. After reading, invite students to share their answers. The teacher summarizes and corrects: The text mainly talks about a seven-day social media detox activity participated by more than 100 students and the experiences and feelings of five students. The first part (Paras. 1-2) introduces the background and purpose of the detox activity; the second part (Paras. 3-7) describes the experiences and feelings of the five students during the detox; the third part (Para. 8) summarizes the benefits of the detox activity. Design Intention: Fast reading aims to train students’ ability of skimming, help them grasp the main idea of the text and the overall structure quickly, establish a framework for understanding the text, and lay a foundation for detailed reading. Dividing the text into parts and summarizing the main idea of each part can help students clarify the logical relationship of the text and improve their ability of text analysis. Activity 2: Detailed Reading (Scanning). Ask students to read the text carefully, and complete the following tasks in groups: ① Fill in the table about the five students’ detox experiences and feelings (the table includes Name, Experience, Feeling). ② Underline the sentences that describe the benefits of the detox activity in the text. ③ Circle the difficult sentences in the text and discuss them with group members to try to understand their meanings. After students finish the tasks, the teacher checks the completion of the table, invites each group to share one student’s information, and corrects and supplements. Then, collect the difficult sentences put forward by students, explain them one by one, focusing on the key sentence patterns, such as “It seemed that everyone was on their phones, and no one was really talking to each other.” “Doing the detox meant we had to talk and explain what we were doing and thinking!” For the sentences describing the benefits of the detox, the teacher leads students to read them aloud, and guides students to summarize the benefits: realizing the value of real contact, becoming healthier, reducing dependence on social media, etc. Design Intention: Detailed reading is to help students grasp the detailed information of the text, understand the specific experiences and feelings of each student, and deepen their understanding of the text content. Filling in the table can make the detailed information more systematic and clear, which is convenient for students to sort out and memory. Discussing difficult sentences in groups can cultivate students’ cooperative learning ability and problem-solving ability, and the teacher’s explanation can help students break through the language difficulties and master the key sentence patterns. Summarizing the benefits of the detox can help students understand the theme meaning of the text. Activity 3: Intensive Reading. Ask students to read the text again, focus on the emotional changes of the five students during the detox, and think about the following questions: ① Why did some students want to give up during the detox? ② What made them persist in the end? ③ What can we learn from their experiences? Invite students to answer the questions one by one, and the teacher guides students to think deeply. For example, when talking about why some students wanted to give up, the teacher can guide students to find the relevant sentences in the text, such as “I almost threw in the towel on the third day because I was so bored without my phone.”, and analyze the reasons: dependence on social media, boredom, etc. When talking about what we can learn, the teacher guides students to realize that we should reduce the dependence on social media, pay more attention to real life, and have the perseverance to stick to our goals. At the same time, the teacher guides students to analyze the writing characteristics of the text: the text adopts the form of online forum, which is close to students’ life and easy to arouse resonance; it uses the first-person perspective to describe the experiences and feelings of the five students, which is true and vivid. Design Intention: Intensive reading aims to guide students to go deep into the text, understand the emotional changes of the characters, dig out the deep meaning of the text, and cultivate their critical thinking ability and deep reading ability. Analyzing the writing characteristics of the text can help students master the writing skills of this kind of article, which lays a foundation for their future writing. Guiding students to think about the enlightenment from the text can connect the text content with their own life, realize the practical significance of the theme, and achieve the goal of moral education. Step 4: Post-reading (Post-reading Activity) Activity 1: Group Discussion. Divide students into groups of 4, and ask them to discuss the following topics: ① What is your attitude towards social media? Is it completely good or completely bad? ② If you participate in a seven-day social media detox activity, what will you do to persist? What difficulties may you encounter and how will you solve them? ③ How can we balance the use of social media and real life to achieve self-improvement? Each group discusses for 5 minutes, and then invites 2-3 groups to share their discussion results. The teacher comments on students’ views, affirms the reasonable views, and guides students to form a correct view: social media is a double-edged sword, we should use it rationally, not be addicted to it, and use it to promote our study and life. Design Intention: Group discussion can provide students with more opportunities to express their views, improve their oral expression ability and cooperative learning ability. The discussion topics are closely related to the text theme and students’ life, which can guide students to apply the knowledge and experience learned from the text to real life, deepen their understanding of the theme of self-improvement, and cultivate their ability of solving practical problems. The teacher’s comment can help students correct their wrong views and form a correct outlook on life and values. Activity 2: Language Practice. The teacher presents the following exercises on the screen, and asks students to complete them independently: ① Fill in the blanks with the core vocabularies learned in this section (detox, occupy, rely on, throw in the towel, constantly). ② Rewrite the following sentences with the key sentence patterns learned (such as “It seemed that...”, “Doing sth. meant...”). After students finish, the teacher checks the answers, explains the wrong questions, and asks students to read the correct sentences aloud to strengthen memory. For example, the fill-in-the-blank questions: 1. The heavy homework ________ most of my spare time. 2. We should not ________ social media too much; we need to communicate more with our family and friends in real life. 3. He wanted to ________ when he faced difficulties, but his friends encouraged him to persist. The sentence rewriting questions: 1. Everyone was busy with their phones, and no one talked to each other. (Rewrite with “It seemed that...”) 2. We had to communicate more with each other during the detox. (Rewrite with “Doing sth. meant...”) Design Intention: Language practice is to help students consolidate the core vocabularies and key sentence patterns learned in this section, improve their ability of language application, and realize the transformation from input to output. Independent completion of exercises can cultivate students’ independent learning ability, and the teacher’s explanation can help students correct mistakes and deepen their understanding of language knowledge. Activity 3: Summary and Reflection. The teacher invites students to summarize what they have learned in this class, including the main idea of the text, core vocabularies, key sentence patterns and the enlightenment from the text. Then, the teacher makes a summary: In this class, we learned about the social media detox activity and the experiences of five students, mastered the core vocabularies and sentence patterns related to self-improvement, and understood that we should use social media rationally, pay attention to real life, and keep improving ourselves. Finally, ask students to reflect on their own use of social media: “Do you think you are addicted to social media? What changes will you make to improve yourself?” Design Intention: Summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and strengthen memory. Reflection can guide students to connect the text content with their own actual situation, realize their own problems, and establish the awareness of self-improvement, which is in line with the theme of the unit and the goal of core literacy training. Step 5: Extension Activity Ask students to complete a small task after class: Write a short passage (80-100 words) about their own plan for self-improvement, which should include their views on social media and their specific measures to reduce dependence on social media and improve themselves. The teacher will check the passages in the next class, select excellent works to share with the whole class, and give comments and guidance. Design Intention: The extension activity is to extend the classroom content to after class, realize the connection between classroom learning and daily life, and further consolidate the knowledge learned. Writing a short passage can improve students’ writing ability, and at the same time, let students put the enlightenment from the text into practice, formulate their own self-improvement plan, and achieve the goal of moral education and ability training. Sharing excellent works can stimulate students’ learning motivation and improve their writing level. Step 6: Homework Arrangement 1. Review the core vocabularies and key sentence patterns learned in this section, and recite 5 key sentences. 2. Complete the after-class exercise in the textbook related to this section. 3. Finish the extension activity task (writing a short passage about self-improvement plan). 4. Preview the Using Language section of this unit, and familiarize yourself with the new words and text content. Design Intention: The homework arrangement is designed to consolidate the knowledge learned in class, help students review and preview, and form a good learning habit. Reciting key sentences and completing exercises can strengthen the memory and application of language knowledge. The extension activity task can further deepen students’ understanding of the theme and improve their writing ability. Previewing the next section can help students better adapt to the next class and improve learning efficiency. 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 $