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

Unit 1 Managing yourself-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence by improving reading and expression skills, cultivates cultural awareness of self-management concepts, develops critical thinking through text analysis, and enhances learning ability via autonomous and cooperative exploration. 2. 教学重难点 Key: Master core vocabularies (e.g., procrastination, consistent) and complex sentences; grasp the text’s main idea and structure. Difficulty: Apply self-management strategies and analyze the logical connection of the text in English. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with a free talk in English: “Good morning, everyone. In our daily study and life, we often face problems like not finishing homework on time, feeling stressed about exams, or not knowing how to arrange our time properly. Have you ever met such situations? How did you deal with them?” Then, invite 2-3 students to share their experiences and opinions in simple English. After that, the teacher presents some pictures related to self-management, such as a student making a study plan, a person arranging daily tasks, and a student overcoming procrastination, with short English descriptions. Finally, the teacher leads to the topic: “Today, we will read a passage about self-management, which will tell us the importance of managing ourselves and practical strategies to improve self-management ability. Let’s explore the passage together.” Design Intention: The free talk is closely connected to students’ daily life, which can arouse their interest in the topic and reduce their anxiety in English expression. Showing pictures helps students intuitively understand the connotation of self-management, lay a foundation for the subsequent reading, and activate their prior knowledge about self-management. Meanwhile, this link can cultivate students’ oral expression ability and learning initiative, guiding them to focus on the class quickly. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases in the reading passage, including procrastination, consistent, tremendous, violate, define...as..., break out of, weigh sb down, keep...in order, etc. For each vocabulary and phrase, the teacher explains its meaning, part of speech and usage in simple English, and combines examples related to the text and students’ daily life to help students understand and remember. For example, when explaining “procrastination”, the teacher says: “Procrastination means delaying doing something that you should do, usually because you do not want to do it. For example, some students often procrastinate finishing their homework until the last minute.” When explaining “define...as...”, the teacher gives the example from the text: “We will define a habit as the intersection of knowledge, skill, and desire.” Then, the teacher asks students to read the words and phrases aloud twice to familiarize themselves with the pronunciation and spelling. Next, the teacher briefly introduces the background knowledge related to the text: The reading passage is an excerpt from The 7 Habits of Highly Effective People, a famous book on self-management written by Stephen R. Covey. The book introduces seven practical habits to help people improve self-management ability and achieve personal growth. This introduction helps students understand the source and theme of the text, reduce the difficulty of reading, and cultivate their cultural awareness by understanding the concept of self-management in Western culture. Finally, the teacher asks students to predict the main content of the passage according to the title “Managing yourself” and the vocabularies previewed. Students can discuss in pairs for a while, then share their predictions. The teacher comments on students’ predictions positively, encouraging them to think actively. Design Intention: Previewing core vocabularies and phrases helps students remove language obstacles in reading, improve reading efficiency, and lay a solid foundation for understanding the text. Introducing background knowledge enables students to connect the text with real-life and cultural context, broaden their horizons, and enhance their cultural awareness. Predicting the main content can stimulate students’ reading motivation, cultivate their ability of logical prediction, and help them form a good reading habit of active thinking before reading. Step 3: While-reading (Text Analysis and Skill Training) Task 1: Skimming (Get the Main Idea) The teacher asks students to read the passage quickly, skip the new words they don’t understand temporarily, and answer the following questions: 1. What is the main topic of the passage? 2. What does the passage mainly talk about? After students finish reading, the teacher invites several students to share their answers, then summarizes: The passage mainly discusses the importance of habits in self-management, defines what a habit is, and points out that habits can be learned and unlearned through efforts. Design Intention: Skimming is a basic reading skill. This task helps students grasp the main idea of the text quickly, train their ability to extract key information, and form an overall understanding of the text. Skipping new words temporarily helps students avoid being distracted by individual words, focus on the overall meaning of the text, and improve their reading speed. Task 2: Scanning (Find Specific Information) The teacher asks students to read the passage again carefully, scan for specific information, and complete the following tasks: 1. Find the famous quotes mentioned in the passage and write them down. 2. What is the definition of a habit in the passage? 3. Why are habits powerful factors in our lives? 4. Can habits be broken? How? After students finish the tasks, the teacher checks the answers with the whole class, explains the difficult points in the questions, and emphasizes the key sentences in the text, such as “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” and “Habits can be learned and unlearned. But it isn’t a quick fix. It involves a process and a tremendous commitment.” Design Intention: Scanning helps students find specific information accurately in the text, improve their ability to locate key details, and deepen their understanding of the text content. By completing the tasks, students can grasp the key points of the text, such as the definition of habit and the characteristics of habits, and lay a foundation for the subsequent in-depth analysis. Meanwhile, this task can train students’ careful reading ability and attention to details. Task 3: Close Reading (Analyze Text Structure and Logical Relationship) The teacher divides the students into groups of 4-5, asks them to read the passage paragraph by paragraph, analyze the structure of each paragraph and the logical relationship between paragraphs, and discuss the following questions: 1. What is the function of the first paragraph? 2. How does the author develop the topic in the passage? 3. What is the author’s attitude towards habits? After group discussion, each group sends a representative to share their opinions. The teacher comments and summarizes: The first paragraph quotes Aristotle’s famous saying to lead in the topic of habits; the author develops the topic by defining habits, explaining the importance of habits, and pointing out that habits can be changed; the author’s attitude towards habits is objective—he believes that habits are powerful but can be learned and unlearned with efforts. Then, the teacher analyzes the key sentences and complex structures in the text, such as the attributive clause, the object clause, and the imperative sentence. For example, the sentence “Habits are powerful factors in our lives. Because they are consistent, often unconscious patterns, they constantly, daily, express our character and produce our effectiveness... or ineffectiveness.” The teacher explains the reason clause in the sentence, helps students understand the logical relationship between the two sentences, and asks students to imitate the sentence structure to make their own sentences. Design Intention: Close reading helps students deeply understand the text structure, logical relationship, and author’s attitude, cultivate their critical thinking and logical analysis ability. Group discussion encourages students to cooperate and communicate, share their opinions, and improve their cooperative learning ability and oral expression ability. Analyzing key sentences and complex structures helps students master the usage of complex sentences, improve their language competence, and lay a foundation for their future reading and writing. Step 4: Post-reading (Consolidation and Application) Task 1: Vocabulary and Sentence Consolidation The teacher designs some exercises to consolidate the vocabularies and sentences learned in the text: 1. Fill in the blanks with the correct form of the given words (procrastination, consistent, tremendous, violate). 2. Rewrite the following sentences with the phrases learned (define...as..., break out of, weigh sb down). 3. Translate the key sentences from the text into Chinese, then translate the Chinese sentences back into English. After students finish the exercises, the teacher checks the answers, corrects the mistakes, and emphasizes the key points again. For example, when checking the translation exercise, the teacher pays attention to students’ accurate use of words and sentence structures, and guides them to express correctly and fluently. Design Intention: This task helps students consolidate the vocabularies and sentences learned in the text, improve their ability to use language flexibly, and deepen their memory of the key knowledge. The translation exercise can train students’ ability of bilingual conversion, improve their language competence, and help them better understand the meaning of the text. Task 2: Theme Discussion The teacher asks students to discuss the following questions in groups: 1. What bad habits do you have in your daily study and life? 2. According to the passage, how can you break these bad habits and develop good habits? 3. What do you think is the most important thing in self-management? Each group discusses for 5-6 minutes, then sends a representative to share their group’s opinions. The teacher listens carefully, comments positively, and guides students to connect the text content with their own lives, encouraging them to put the self-management strategies learned into practice. During the discussion, the teacher walks around the classroom, provides help for students who have difficulties in expression, and guides them to use the vocabularies and sentences learned in the text to express their opinions. For example, if a student doesn’t know how to express “break bad habits”, the teacher can remind them of the phrase “break out of bad habits” learned in the text. Design Intention: Theme discussion combines the text content with students’ real life, helps students deepen their understanding of the theme of self-management, and cultivate their ability to apply the knowledge learned to practice. Group discussion can stimulate students’ thinking, improve their oral expression ability and cooperative learning ability, and guide students to reflect on their own habits, laying a foundation for their future self-management. Task 3: Writing Practice The teacher asks students to write a short passage (about 80-100 words) titled “My Plan for Self-management”. The requirements are: 1. Mention one or two bad habits you want to break. 2. Explain how you will break these bad habits according to the passage. 3. Use at least 3 vocabularies or phrases learned in the text. After students finish writing, the teacher collects some students’ works, reads them aloud in class, comments on their strengths and weaknesses, and guides students to improve their writing. Design Intention: Writing practice is an important way to consolidate the knowledge learned and improve students’ writing ability. This task requires students to apply the vocabularies, phrases and sentence structures learned in the text to writing, which can improve their language competence and ability to use language flexibly. Meanwhile, writing about their own self-management plan helps students further understand the theme of the text, enhance their awareness of self-management, and achieve the goal of integrating language learning and personal growth. Step 5: Summary and Extension First, the teacher summarizes the content of this class with the whole class: In this class, we read a passage about self-management, learned the core vocabularies and phrases related to self-management, grasped the main idea and structure of the text, analyzed the logical relationship and key sentences in the text, and discussed how to apply self-management strategies in our daily life. We also completed the writing practice to consolidate the knowledge learned. Then, the teacher extends the topic: Self-management is very important for our study and life. It can help us improve our study efficiency, reduce stress, and achieve our goals. After class, you can read more English articles about self-management, such as the full version of The 7 Habits of Highly Effective People, and keep a diary in English to record your progress in self-management. You can also form a study group with your classmates to supervise each other and help each other develop good habits. Finally, the teacher assigns after-class tasks: 1. Recite the core vocabularies and key sentences learned in this class. 2. Finish the writing task and revise it according to the teacher’s comments. 3. Read an English article about self-management and write a short summary (about 50 words). 4. Try to practice one self-management strategy learned in the text in your daily life and record your experience. Design Intention: Summarizing the class content helps students sort out the knowledge learned, form a systematic knowledge framework, and deepen their memory of the key points. Extending the topic can broaden students’ horizons, encourage them to learn more knowledge related to self-management, and cultivate their autonomous learning ability. The after-class tasks are closely connected to the class content, which can help students consolidate the knowledge learned, apply it to practice, and promote the development of their 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 $