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

Unit 1 Managing yourself-Grammar and composition 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master the key grammar points of this unit and use them accurately in writing and communication, and improve their ability to write coherent and logical compositions about self-management. Cultural Awareness: Guide students to understand the concepts and methods of self-management in different cultures, broaden their international perspective and enhance cross-cultural communication ability. Thinking Quality: Cultivate students’ critical thinking and problem-solving ability through analyzing self-management cases and organizing writing ideas. Learning Ability: Help students form good learning habits, master effective grammar learning and writing strategies, and develop the awareness of independent learning and cooperative learning. 2. 教学重难点 Key Points: Master the usage of the target grammar (modal verbs for advice and non-restrictive attributive clauses) and be able to apply them flexibly in sentences; grasp the structure of argumentative essays about self-management, including topic setting, argument organization and logical connection. Difficult Points: Use modal verbs and non-restrictive attributive clauses accurately in specific contexts; construct logical and persuasive arguments in compositions and combine personal experience with theoretical knowledge naturally. 教学过程 Lead-in The teacher starts the class with a question-and-answer activity: “Do you often feel stressed because you can’t finish your homework on time? Have you ever tried to make a plan to manage your study and life?” Then, the teacher shows some pictures about effective self-management, such as a student’s study schedule, a tidy desk and a list of completed tasks, and invites students to discuss in pairs: “What do you think of these ways of self-management? Can you share your own experience of managing yourself?” After 5 minutes of discussion, several groups are invited to share their views. Finally, the teacher summarizes: “Self-management is very important for our study and life. Today, we will learn the grammar needed to talk about self-management and practice writing an essay on this topic, so that we can better express our ideas and improve our self-management ability.” Design Intention: The lead-in links the teaching content with students’ real life, which can arouse students’ interest in learning and activate their prior knowledge about self-management. The question-and-answer and group discussion activities not only help students adapt to the English learning atmosphere quickly but also lay a foundation for the subsequent grammar learning and composition writing, reflecting the cultivation of students’ learning ability and language competence. Grammar Presentation and Practice Presentation of Modal Verbs for Advice The teacher presents the target grammar points by citing sentences related to self-management from the textbook: ① “You should make a daily schedule to arrange your study and rest.” ② “You ought to prioritize your tasks according to their importance.” ③ “You had better avoid putting off your homework until the last minute.” Then, the teacher explains the usage of “should”, “ought to” and “had better”: all of them are used to give advice, but “had better” is more direct and informal, while “ought to” is more formal than “should”. The teacher also emphasizes the negative forms: “should not (shouldn’t)”, “ought not to” and “had better not”, and gives example sentences respectively. After the explanation, the teacher asks students to make sentences with these modal verbs according to the prompts, such as “How to manage your time effectively” and “How to keep a balance between study and hobbies”. Design Intention: Presenting grammar points through familiar textbook contexts helps students understand the meaning and usage of modal verbs in specific situations, avoiding mechanical memorization. The sentence-making practice enables students to apply the grammar points initially, which is conducive to improving their language competence and laying a foundation for subsequent writing. Practice of Modal Verbs for Advice The teacher designs three levels of exercises to consolidate the usage of modal verbs. The first level is filling in the blanks: Students are given a short passage about a student’s self-management problems, and they need to fill in the blanks with “should”, “ought to”, “had better” or their negative forms. For example: “Tom often stays up late playing games, so he ______ go to bed earlier. He ______ spend more time on his homework instead of playing games. He ______ not waste his time on unimportant things.” The second level is sentence transformation: Students are asked to transform sentences using different modal verbs, such as changing “You should make a plan.” into “You ought to make a plan.” and “You had better make a plan.” The third level is situational dialogue: Students work in pairs to make a dialogue about giving advice on self-management. For example, one student plays a role who has difficulty managing study time, and the other gives advice using the modal verbs they have learned. After the practice, the teacher checks the answers and corrects the common mistakes, such as the wrong negative forms and improper usage of modal verbs. Design Intention: The hierarchical practice from simple to complex conforms to students’ cognitive law, which can help students consolidate the grammar points step by step. The situational dialogue activity not only improves students’ oral expression ability but also enables them to apply grammar points in real communication, reflecting the integration of language competence and learning ability. The teacher’s error correction helps students avoid common mistakes and improve the accuracy of language use. Presentation of Non-Restrictive Attributive Clauses On the basis of students’ prior knowledge of restrictive attributive clauses, the teacher presents non-restrictive attributive clauses by comparing two sentences: ① “The student who is good at self-management gets good grades.” (restrictive attributive clause, used to limit the student) ② “The student is good at self-management, which helps him get good grades.” (non-restrictive attributive clause, used to supplement the previous sentence). Then, the teacher explains the characteristics of non-restrictive attributive clauses: they are separated from the main clause by commas, and the relative pronouns used are which, who, whom, whose, as, etc. (that cannot be used). The teacher focuses on the usage of “which” (referring to the whole main clause or a part of it) and “as” (often used with fixed phrases such as “as we know”, “as is known to all”). For example: “As we know, self-management is crucial for our growth. He spent a lot of time practicing self-management, which made him more efficient.” Design Intention: Comparing restrictive and non-restrictive attributive clauses helps students distinguish the two types of clauses and grasp their differences. Presenting grammar points through specific examples makes abstract grammar knowledge more concrete and easier for students to understand. This link also lays a foundation for students to use complex sentences in writing, improving the richness and accuracy of their language expression. Practice of Non-Restrictive Attributive Clauses The teacher designs comprehensive practice activities to consolidate the usage of non-restrictive attributive clauses. The first activity is error correction: Students are given some wrong sentences and need to correct them. For example: “I have a good friend, that is good at self-management.” (correct: that → who) “She made a study plan, which she followed it strictly.” (correct: remove it) The second activity is sentence combination: Students are given two simple sentences and need to combine them into one sentence using non-restrictive attributive clauses. For example: “Self-management can help us save time. It is a useful skill.” → “Self-management, which is a useful skill, can help us save time.” The third activity is paragraph filling: Students are given a paragraph about self-management, and they need to fill in the blanks with appropriate relative pronouns. After the practice, the teacher invites students to share their answers and explains the key and difficult points in detail, especially the usage of “which” referring to the whole main clause. Design Intention: Error correction helps students avoid common mistakes in using non-restrictive attributive clauses. Sentence combination and paragraph filling enable students to apply the grammar points in context, improving their ability to organize sentences and paragraphs. These activities not only consolidate students’ grammar knowledge but also cultivate their thinking quality, such as logical thinking and analytical ability. Composition Guidance Topic Analysis and Outline Design The teacher presents the composition topic: “How to Improve Our Self-Management Ability”. First, the teacher guides students to analyze the topic: “What is self-management? Why is it important? What methods can we use to improve our self-management ability?” Then, the teacher leads students to design the outline of the composition together. The outline includes three parts: Introduction (introduce the importance of self-management), Body (list 2-3 methods to improve self-management ability, such as making a plan, prioritizing tasks, and avoiding procrastination), and Conclusion (summarize the main points and express the determination to improve self-management ability). The teacher emphasizes that each part should have a clear topic sentence, and the arguments in the body should be supported by specific examples or personal experiences. Design Intention: Guiding students to analyze the topic and design the outline helps them clarify the writing direction and logical structure, avoiding the problem of disorganized writing. The outline design also cultivates students’ logical thinking ability, which is an important part of thinking quality. At the same time, it helps students form a good writing habit of “outlining before writing”, improving their learning ability. Language Support and Example Analysis The teacher provides students with useful words, phrases and sentences related to self-management and the target grammar points, which can be used in the composition. For example, words and phrases: self-discipline, time management, prioritize, put off, make a schedule, stick to, overcome difficulties; sentences using modal verbs for advice: “We should make a detailed daily schedule to arrange our study and life.” “We had better avoid putting off our tasks until the last minute.” Sentences using non-restrictive attributive clauses: “Making a plan is a good way to improve self-management, which can help us make full use of our time.” “We should prioritize our tasks according to their importance, which enables us to focus on the most critical things first.” Then, the teacher shows a model composition to students, and analyzes its structure, arguments and language usage. The teacher emphasizes how the model composition uses the target grammar points and connects the paragraphs logically, and how it combines personal experience with theoretical knowledge to make the composition more persuasive. Design Intention: Providing language support helps students solve the problem of “lack of words” in writing, improving their language competence. Analyzing the model composition enables students to learn from excellent writing examples, understand the writing skills and methods, and clarify the requirements of the composition. This link also helps students integrate grammar knowledge into writing, reflecting the application of language knowledge. Group Discussion and Idea Collation Students are divided into groups of 4-5 to discuss the methods to improve self-management ability. Each group needs to list 3-4 specific methods and prepare relevant examples or personal experiences to support the methods. During the discussion, the teacher walks around the classroom to guide students, helps them solve the problems encountered in the discussion, and reminds them to use the target grammar points and useful expressions learned. After the discussion, each group sends a representative to share their ideas with the whole class. The teacher summarizes and supplements the students’ ideas, and helps them sort out the logical order of the arguments, so that the ideas are more clear and reasonable. Design Intention: Group discussion not only cultivates students’ cooperative learning ability and communication ability but also enriches their writing ideas. The teacher’s guidance ensures the effectiveness of the discussion and helps students form correct and reasonable writing ideas. This link also reflects the cultivation of students’ learning ability and thinking quality, as students need to analyze, summarize and communicate during the discussion. Composition Writing Students start to write the composition independently according to the outline and the ideas sorted out in the group discussion. The teacher reminds students to pay attention to the following points: ① Use the target grammar points (modal verbs for advice and non-restrictive attributive clauses) accurately; ② Ensure the logical coherence of the composition, and use appropriate transitional words (such as first, second, besides, finally) to connect paragraphs and sentences; ③ Combine personal experience or specific examples to make the composition more persuasive; ④ Pay attention to the correct use of words and sentences, and avoid grammatical mistakes and spelling mistakes. During the writing process, the teacher walks around the classroom to provide individual guidance for students who have difficulties, such as helping them organize sentences, correct mistakes, and supplement ideas. For students who finish writing early, the teacher encourages them to check and revise their compositions, focusing on grammar, logic and language expression. Design Intention: Independent writing enables students to apply the grammar knowledge and writing skills learned to practice, improving their writing ability and language competence. Individual guidance meets the different needs of students, helps students solve their own problems in writing, and reflects the student-oriented teaching concept. Encouraging students to check and revise their compositions helps them form a good writing habit of “revising after writing”, improving their learning ability. Composition Evaluation and Feedback Peer Evaluation Students exchange their compositions with their deskmates to evaluate each other. The teacher provides a peer evaluation form, which includes the following evaluation items: ① Whether the structure is clear and logical; ② Whether the target grammar points are used accurately; ③ Whether the arguments are persuasive and supported by examples; ④ Whether there are grammatical mistakes, spelling mistakes or punctuation mistakes. Students evaluate their deskmates’ compositions according to the form, and put forward suggestions for revision. For example, “You can use a non-restrictive attributive clause here to make the sentence more vivid.” “There is a mistake in the usage of ‘ought to’; you should change it to ‘should’.” After the peer evaluation, students get their own compositions back and revise them according to the suggestions. Design Intention: Peer evaluation not only helps students improve their ability to evaluate and revise compositions but also enables them to learn from each other’s strengths and find their own shortcomings. It also cultivates students’ cooperative learning ability and communication ability, and enhances their sense of participation in learning. Revising according to the suggestions helps students improve their writing level and language competence. Teacher Evaluation and Feedback The teacher collects the revised compositions and evaluates them carefully. The teacher focuses on the students’ mastery of the target grammar points, the logical coherence of the composition, the persuasiveness of the arguments and the accuracy of language expression. For the common problems in the compositions, such as incorrect usage of modal verbs, wrong relative pronouns in non-restrictive attributive clauses, and disorganized logic, the teacher summarizes and explains them to the whole class, and gives corresponding revision suggestions. For the excellent compositions, the teacher selects a few to share with the whole class, analyzes their advantages, and encourages other students to learn from them. For the compositions with more problems, the teacher communicates with the students individually, points out their shortcomings, and helps them make further revisions. Design Intention: Teacher evaluation and feedback help students clearly understand their own writing level and existing problems, and provide targeted guidance for their revision. Sharing excellent compositions sets a good example for students, which can stimulate their learning motivation. Individual communication meets the individual needs of students, helps them solve their own problems, and promotes their all-round development in language competence and learning ability. Summary and Extension The teacher summarizes the content of this class: “In this class, we have learned the usage of modal verbs for advice and non-restrictive attributive clauses, and practiced writing an essay on how to improve self-management ability. We have also mastered some useful writing skills and methods.” Then, the teacher extends the teaching content: “Self-management is a lifelong skill. I hope you can apply the methods and skills learned in this class to your daily study and life, and continuously improve your self-management ability. After class, you can write a reflection on your own self-management situation, using the grammar points and writing skills learned today.” Design Intention: The summary helps students sort out the knowledge and skills learned in this class, deepen their understanding and memory. The extension links the teaching content with students’ daily life, which not only consolidates the learning effect but also guides students to apply the knowledge and skills learned to practice, reflecting the cultivation of students’ cultural awareness and learning ability. The after-class assignment helps students further consolidate the grammar points and writing skills, and promotes the continuous improvement of their language competence. 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 $