Unit 1 Managing yourself-Welcome to the unit 教案-2025-2026学年高中英语译林版选修第三册

Unit 1 Managing yourself-Welcome to the unit 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master and use vocabulary and sentence patterns related to self-management, and improve their ability to express personal views and discuss self-management strategies in English. Cultural Awareness: Guide students to understand the commonalities and differences of self-management concepts in different cultures and cultivate cross-cultural sensitivity. Thinking Quality: Cultivate students’ logical and critical thinking by analyzing self-management cases and exploring solutions to related problems. Learning Ability: Help students develop autonomous learning habits, master effective learning strategies, and enhance their ability to apply what they have learned to daily life. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns about self-management (such as time management, emotion regulation), and be able to discuss self-management methods and personal experiences fluently in English. Difficult Points: Apply self-management theories and strategies learned in class to practical life, and accurately express personal views and solutions to self-management problems in authentic English contexts. 教学过程 Step 1: Lead-in (Lead students into the theme of self-management naturally) The teacher starts the class with a warm-up activity: “Let’s do a quick self-check. Please think about your daily life and answer the following questions silently in your mind: Do you often feel that time is not enough? Do you sometimes get anxious because you can’t finish your tasks on time? Have you ever tried to make a plan but failed to stick to it?” After 1 minute of thinking, the teacher invites 3-4 students to share their answers in English. The teacher responds positively to each student’s sharing, such as “That’s a common problem among senior high school students. Many of us have the same trouble.” or “It’s great that you have tried to make a plan. That’s the first step to managing yourself well.” Then, the teacher shows a short picture album on the screen, which includes scenes of students arranging schoolbags, making study plans, doing exercise, and comforting themselves when they are upset. The teacher says, “These pictures show some daily scenes of us. They are all related to a very important ability we need to develop in senior high school — managing ourselves. Today, we will start our journey of learning Unit 1 Managing yourself, and first, let’s explore the Welcome to the unit part to find out how to manage ourselves better.” Step 2: Vocabulary and Sentence Pattern Learning (Lay a solid language foundation for theme discussion) First, the teacher introduces core vocabulary related to self-management. The teacher writes the following words and phrases on the blackboard or shows them on the screen: self-management, time management, emotion regulation, priority, schedule, set a goal, stick to a plan, overcome difficulties, stay calm, balance study and rest. For each word and phrase, the teacher explains its meaning in simple English, gives authentic example sentences, and guides students to read aloud twice to familiarize themselves with the pronunciation and usage. For example, when explaining “priority”, the teacher says, “Priority means something that is more important than other things. For example, as senior high school students, our study is a priority, but we also need to balance it with rest.” When explaining “emotion regulation”, the teacher says, “Emotion regulation is the ability to control and adjust our feelings. For example, when we are angry, we can take a deep breath to calm down — that’s a way of emotion regulation.” After learning the vocabulary, the teacher leads students to learn practical sentence patterns for discussing self-management. The key sentence patterns include: 1. I often struggle with... 2. My main problem in self-management is... 3. I usually deal with... by... 4. To manage myself better, I plan to... 5. It’s important for us to... The teacher explains each sentence pattern, gives example sentences combined with students’ daily life, and then organizes students to practice in pairs. Each pair chooses 2-3 sentence patterns and makes sentences related to their own self-management situation. After 5 minutes of pair practice, the teacher invites several pairs to present their sentences to the whole class, and corrects the wrong expressions in time to ensure that students can use the sentence patterns accurately. Design Intention: Vocabulary and sentence patterns are the basis for students to carry out oral communication and theme discussion. By introducing core vocabulary and practical sentence patterns, we can help students break through the language barrier in the follow-up activities. The example sentences are closely combined with students’ daily life, which is conducive to students’ understanding and memory. Pair practice can provide students with more opportunities to speak, help them consolidate the learned vocabulary and sentence patterns, and improve their oral expression ability. At the same time, correcting students’ mistakes in time can help them form correct language habits. Step 3: Theme Exploration (Explore the connotation and methods of self-management through interactive activities) Activity 1: Group Discussion — “What aspects does self-management include?” The teacher divides students into groups of 4-5, and asks them to discuss the question: “Based on your own understanding and the vocabulary we just learned, what aspects do you think self-management includes?” The teacher gives a hint: “Think about your daily life — study, time, emotions, habits, etc.” During the discussion, the teacher walks around the classroom, listens to students’ discussions, and gives appropriate guidance to groups that have difficulty thinking. After the discussion, each group sends a representative to report the discussion results. The teacher summarizes and supplements: “Self-management mainly includes time management, emotion regulation, goal setting, habit cultivation, and balance between study and rest. These aspects are closely related to our study and life, and improving our self-management ability can help us become more independent and efficient.” Activity 2: Case Analysis — “How to solve self-management problems?” The teacher shows two typical cases on the screen: Case 1: Li Hua is a senior two student. He often stays up late to do homework because he plays mobile phones after school, which makes him sleepy in class the next day. He wants to change but can’t control himself. Case 2: Wang Mei is very strict with herself. She sets a lot of goals every day, but she can’t finish them most of the time, which makes her very anxious and even wants to give up. The teacher asks students to discuss in groups: “What problems do Li Hua and Wang Mei have in self-management? What suggestions can you give them?” Each group chooses one case to focus on, discusses the solutions, and writes down 3-4 specific suggestions. After 8 minutes of discussion, each group reports their analysis and suggestions. For example, for Li Hua’s case, students may put forward suggestions such as “Set a fixed time to use mobile phones every day”, “Make a daily schedule and stick to it”, “Ask parents or classmates to supervise him”. For Wang Mei’s case, suggestions may include “Set reasonable and achievable goals”, “Divide big goals into small tasks”, “Don’t be too strict with yourself, and give yourself appropriate encouragement”. The teacher affirms students’ reasonable suggestions and supplements more practical methods, such as “Using the ‘priority matrix’ to arrange tasks” and “Practicing positive self-talk to relieve anxiety”. Activity 3: Personal Reflection — “My Self-Management Plan” The teacher asks students to think about their own self-management problems and make a simple self-management plan. The teacher gives a template: “My main self-management problem is... To solve this problem, I plan to... First, I will... Second, I will... Finally, I will... I believe that by doing these, I can improve my self-management ability.” Students finish the plan independently, and then share their plans with their deskmates. The deskmate gives appropriate suggestions to help each other improve the plan. The teacher invites 2-3 students to share their plans with the whole class, and gives positive comments and guidance, such as “Your plan is very specific and practical. I believe you can stick to it.” or “You can add a specific time limit to your plan to make it more operable.” Design Intention: Group discussion can stimulate students’ thinking, help them comprehensively understand the connotation of self-management through mutual exchange and collision of ideas. Case analysis is close to students’ actual situation, which can make students realize the practical significance of self-management and learn how to apply self-management strategies to solve practical problems. Personal reflection and plan-making can guide students to combine what they have learned with their own situation, help them clarify their own self-management problems and improvement directions, and realize the transformation from “learning knowledge” to “applying knowledge”. At the same time, peer interaction can enhance students’ sense of participation and cooperation, and promote mutual learning and progress. Step 4: Consolidation and Expansion (Strengthen the understanding and application of self-management knowledge) First, the teacher organizes a “Self-Management Quiz” activity. The teacher asks questions related to the content learned in the class, and students answer them in turn. The questions include: 1. What are the main aspects of self-management? 2. What is the meaning of “priority”? 3. Please use the sentence pattern “I usually deal with... by...” to make a sentence. 4. What suggestions would you give to a student who can’t stick to a plan? This activity can help students review the key content of the class in a relaxed and interesting way, and check their mastery of knowledge. Then, the teacher introduces some practical self-management tools and methods to students, such as the “Pomodoro Technique” (work for 25 minutes, rest for 5 minutes), the “to-do list” (write down the tasks to be done every day and mark the completion status), and the “emotion diary” (record your emotions every day and analyze the reasons). The teacher explains the usage of these tools and methods in simple English, and encourages students to try to use them in their daily life. The teacher says, “These tools are very practical and can help you improve your self-management efficiency. You can choose one that suits you and try to use it for a week, and then share your experience in the next class.” Finally, the teacher plays a short English video about self-management. The video tells the story of a senior high school student who improves his academic performance and mental state through self-management. After watching the video, the teacher asks students to discuss: “What can we learn from the student in the video? How will you apply self-management in your future study and life?” Students share their views freely, and the teacher summarizes: “Self-management is not a one-time task, but a habit that needs to be persisted in for a long time. It can help us better arrange our study and life, relieve pressure, and become better versions of ourselves. I hope you can apply what you have learned today to your daily life and keep improving your self-management ability.” Design Intention: The “Self-Management Quiz” can help students review and consolidate the key knowledge of the class in a timely manner, and enhance their memory of vocabulary, sentence patterns and self-management concepts. Introducing practical self-management tools and methods can expand students’ horizons, provide them with more specific and operable ways to manage themselves, and help them apply the knowledge learned in class to practical life. The English video can stimulate students’ interest, make them deeply realize the importance of self-management through real cases, and enhance their motivation to practice self-management. The final discussion and summary can help students sort out the key content of the class, deepen their understanding of the theme, and guide them to establish a correct attitude towards self-management. Step 5: Summary and Homework (Consolidate the teaching effect and extend the teaching content) Summary: The teacher leads students to review the key content of the class: “Today, we have learned the core vocabulary and sentence patterns related to self-management, explored the main aspects of self-management, analyzed practical cases, and made our own self-management plans. We also learned some practical self-management tools and methods. I hope you can remember what we have learned today and apply it to your daily life. Remember, self-management is the key to our growth and success.” Homework: 1. Review the core vocabulary and sentence patterns learned in this class, and write 5 sentences about self-management using the key sentence patterns. 2. Improve your self-management plan, and try to implement it for three days. Record your feelings and changes every day (in English, 50-80 words per day). 3. Search for one English article about self-management after class, read it carefully, and write a short summary (about 100 words). 4. Prepare to share your self-management practice experience in the next class. Design Intention: The summary helps students sort out the knowledge system of the class, deepen their understanding and memory of the key content. The homework is designed to consolidate the knowledge learned in class, extend the teaching content to after-class life, and guide students to practice self-management in real life. Writing sentences and summaries can improve students’ written expression ability; implementing the self-management plan and recording feelings can help students form the habit of self-management and experience the changes brought by self-management; searching for English articles can expand students’ reading volume and improve their reading ability, while also enriching their knowledge of self-management. The preparation for the next class sharing can lay a foundation for the follow-up teaching and enhance students’ sense of participation and achievement. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, combines knowledge teaching with practical application, and integrates the four-dimensional core literacy into each teaching link. Through various interactive activities such as group discussion, case analysis, and personal reflection, students are guided to actively participate in the teaching process, improve their language ability, cultivate their thinking quality, enhance their learning ability, and establish a correct cultural awareness and life attitude. At the same time, the teaching process is closely combined with students’ daily life, making the teaching content more practical and operable, helping students truly master the method of self-management and apply it to their study and life. 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 $