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

Unit 1 Managing yourself-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master self-management-related vocabulary and sentence patterns, and improve their ability to use listening, speaking, reading and writing skills comprehensively in practical contexts. Cultural Awareness: Guide students to understand the values of personal development in different cultures and cultivate cross-cultural communication awareness. Thinking Quality: Develop students’ critical thinking and logical analysis ability through discussions and practical activities, helping them learn to reflect on personal behaviors and habits. Learning Ability: Help students master effective learning strategies, enhance their autonomous learning ability and problem-solving ability, and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns related to self-management such as schedule, goal, priority and emotion regulation; be able to use integrated skills to obtain, sort out and express self-management information. Difficult Points: Apply self-management strategies flexibly in real-life scenarios; express personal views and solutions fluently and logically in English; convert theoretical knowledge into practical operation. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short English video about time management and self-discipline, which tells the daily schedule of a high-achieving senior high school student, including how to arrange study, rest and extracurricular activities reasonably. After playing the video, the teacher asks students two questions in English: “What do you think of the student’s daily schedule? Have you ever met the problem of not managing your time well or failing to achieve your goals because of lack of self-control?” Then, invite 3-4 students to share their answers in front of the class freely. After the sharing, the teacher summarizes and leads to the topic of this lesson: “Today, we will learn to use integrated English skills to talk about self-management, master relevant expression methods, and learn how to manage ourselves better in study and life.” Design Intention: The short video is closely related to the theme of “Managing yourself” and is in line with the life experience of senior high school students, which can quickly attract students’ attention and stimulate their interest in the lesson. Asking questions and inviting students to share can activate their prior knowledge and life experience about self-management, help them recall relevant English words and expressions, and lay a solid foundation for the subsequent learning of listening, speaking, reading and writing skills. At the same time, it can create a relaxed and active classroom atmosphere, encourage students to participate in classroom activities actively, and enhance their confidence in speaking English. Pre-listening: Preview Vocabulary and Clarify Background First, the teacher presents new vocabulary and phrases related to the listening material on the blackboard, including “self-management, schedule, priority, deadline, emotion regulation, self-motivation, procrastination, time allocation” and so on. The teacher reads the words and phrases twice, and asks students to read after them, correcting their pronunciation and intonation in time to ensure that students can pronounce them correctly and understand their meanings. Then, the teacher explains the key words and phrases in simple English, combining with specific examples related to students’ study and life. For example, “Priority means the thing that is more important and should be done first. For you, finishing homework on time may be a priority over playing games.” Next, the teacher briefly introduces the background of the listening material: “This listening material is a dialogue between two students, Li Ming and Wang Hong. They are talking about their problems in self-management and sharing their solutions. Please predict what they may talk about according to the vocabulary we just learned.” Guide students to make predictions freely, such as “They may talk about how to arrange study time”, “They may share ways to overcome procrastination” and so on. After that, the teacher sorts out students’ predictions and encourages them to verify whether their predictions are correct in the listening process. Design Intention: Previewing vocabulary in advance can help students eliminate language barriers in listening, improve their listening efficiency, and lay a foundation for understanding the listening material. Explaining vocabulary with simple English and combining with students’ real life can help students understand and remember the words better, and realize the practical application value of vocabulary. Asking students to make predictions can stimulate their thinking, arouse their enthusiasm for listening, and help them form a good listening habit of active prediction and targeted listening. While-listening: Obtain and Sort Out Information The teacher plays the listening material for the first time, and asks students to listen carefully and finish the first task: understand the main idea of the dialogue and choose the correct topic from the three options given (A. Their daily study schedule; B. Their problems in self-management and solutions; C. Their opinions on self-motivation). After listening, invite students to answer, and the teacher corrects and explains, ensuring that all students can grasp the main idea of the listening material. Then, the teacher plays the listening material for the second time, and asks students to finish the detailed listening task: fill in the blanks according to the content of the dialogue. The blanks mainly involve the problems encountered by Li Ming and Wang Hong in self-management and their corresponding solutions. For example, “Li Ming often procrastinates and can’t finish his homework on time. His solution is to make a detailed daily schedule and ask his deskmate to supervise him.” During the listening process, the teacher can pause appropriately for students who have difficulty in keeping up, and remind them to focus on key information such as time, events and solutions. After the second listening, the teacher invites students to share their answers, checks and corrects them one by one, and explains the key sentences and difficult points in the listening material. For example, “The sentence ‘I always put off doing my homework until the last minute’ means ‘I always delay doing my homework until the last moment’. ‘Put off’ is a key phrase here, which means ‘delay’.” Then, the teacher plays the listening material for the third time, and asks students to follow the recording to read aloud, imitating the intonation and rhythm of the speakers, so as to deepen their understanding of the dialogue and familiarize themselves with the expression of relevant sentences. Design Intention: The layered listening tasks (main idea understanding and detailed information extraction) conform to the law of students’ listening learning, which can help students improve their listening ability step by step. Playing the listening material for many times and pausing appropriately can take care of students with different English levels, ensure that most students can obtain effective information, and enhance their sense of accomplishment in listening. Following the recording to read aloud can help students consolidate the learned vocabulary and sentence patterns, improve their oral expression ability, and lay a foundation for the subsequent oral practice. Post-listening: Consolidate and Extend First, organize students to carry out a pair work activity. Ask students to work in pairs, simulate the dialogue in the listening material, and talk about their own problems in self-management and solutions. The teacher gives some tips, such as “You can use the vocabulary and sentence patterns we learned today, such as ‘I have trouble in...’, ‘My solution is to...’, ‘I think we should...’”. During the activity, the teacher walks around the classroom, observes students’ performance, and gives timely guidance to students who have difficulty in expression, helping them use the learned knowledge flexibly. After the pair work, invite 2-3 pairs of students to perform their dialogues in front of the class. After each performance, the teacher and other students make comments, affirming their advantages and putting forward suggestions for improvement, such as “Your dialogue is very fluent, but you can use more new words we learned today, such as ‘priority’ and ‘emotion regulation’”. Then, the teacher summarizes the common problems in students’ dialogue, such as incorrect use of sentence patterns and lack of logical connection, and explains and demonstrates them in detail. Next, carry out a group discussion activity. Divide students into groups of 4-5, and ask them to discuss the topic “What are the effective self-management strategies for senior high school students?”. The teacher puts forward some guiding questions to help students think, such as “How to arrange study and rest time reasonably?”, “How to overcome procrastination?”, “How to adjust emotions when facing study pressure?”. Each group selects a recorder to record the key points of the discussion, and a representative to prepare to share the group’s opinions. After the discussion, each group’s representative takes turns to share the group’s opinions. The teacher listens carefully, records the key points, and makes a summary and comment after all groups finish sharing. The teacher emphasizes the practicality and operability of self-management strategies, and encourages students to try to apply these strategies in their daily study and life. For example, “The suggestion of making a weekly schedule put forward by Group 2 is very good. You can try to make your own schedule this week and see if it can help you improve your study efficiency.” Design Intention: The pair work activity can help students consolidate the vocabulary and sentence patterns learned in listening, and improve their oral expression ability and cooperative learning ability. Inviting students to perform and comment can enhance their sense of participation and confidence, and help them find their own shortcomings in oral expression. The group discussion activity can stimulate students’ thinking, encourage them to exchange and share ideas, develop their critical thinking and logical analysis ability, and at the same time, let students realize the importance of self-management and master practical self-management strategies, which is closely combined with the theme of the unit. Pre-reading: Guide Prediction and Clarify Objectives The teacher presents the title of the reading passage “How to Be a Good Self-manager” on the blackboard, and asks students to predict the content of the passage according to the title and the knowledge they have learned before. Guide students to think from different angles, such as “What aspects will the passage talk about?”, “What self-management methods will it introduce?”, “Who is the passage aimed at?”. After students put forward their predictions, the teacher sorts them out and says: “Now let’s read the passage to find out whether your predictions are correct, and at the same time, try to find out the main idea of the passage and the key self-management methods introduced in it.” Then, the teacher briefly introduces the structure of the reading passage, telling students that the passage is divided into three parts: the introduction (the importance of self-management), the main body (specific self-management methods) and the conclusion (the significance of persisting in self-management). This helps students grasp the structure of the passage and improve their reading efficiency. Design Intention: Guiding students to predict the content of the passage according to the title can stimulate their reading interest and form a good reading habit of active prediction. Introducing the structure of the passage in advance can help students understand the logical relationship of the passage, grasp the key points quickly, and lay a foundation for the subsequent detailed reading and information extraction. While-reading: Analyze the Passage and Extract Information First, ask students to read the passage silently by themselves, and finish the first task: find out the main idea of each paragraph and fill in the table. The table includes two columns: “Paragraph Number” and “Main Idea”. After students finish reading, invite them to share their answers, and the teacher corrects and sorts out, ensuring that students can grasp the main idea of each paragraph and the overall structure of the passage. Then, ask students to read the passage again carefully, and finish the detailed reading task: extract the key self-management methods introduced in the passage and list them. The teacher gives some tips, such as paying attention to signal words such as “first, second, besides, finally” in the passage, which can help them find key information quickly. After students finish, the teacher invites them to share their answers, and sorts out the key self-management methods together with students, such as setting clear goals, making a reasonable schedule, prioritizing tasks, learning to adjust emotions, and persisting in self-reflection. Next, the teacher focuses on explaining the difficult sentences and key phrases in the passage. For example, “Setting clear goals is the first step to effective self-management. Without clear goals, you will easily lose direction and waste time.” The teacher explains the sentence structure, the meaning of key words such as “effective” and “lose direction”, and asks students to make sentences with these words to deepen their understanding. At the same time, the teacher guides students to analyze the writing characteristics of the passage, such as the use of signal words to make the passage logical and coherent, and the use of specific examples to make the content more vivid and persuasive. Design Intention: Silent reading and extracting the main idea of each paragraph can help students improve their reading comprehension ability and ability to grasp the overall structure of the passage. Detailed reading and extracting key information can help students master the core content of the passage, understand the specific self-management methods, and lay a foundation for the subsequent writing practice. Explaining difficult sentences and key phrases can help students eliminate language barriers, deepen their understanding of the passage, and consolidate the learned vocabulary and grammar knowledge. Analyzing the writing characteristics of the passage can help students learn effective writing methods and improve their writing ability. Post-reading: Expand and Apply First, organize students to carry out a debate activity. Divide students into two groups: the positive group holds the view that “Self-management is more important than the supervision of teachers and parents”, and the negative group holds the view that “The supervision of teachers and parents is more important than self-management”. The teacher gives students 5 minutes to prepare, and asks them to use the knowledge learned in the reading passage and their own life experience to support their views. During the preparation process, the teacher walks around the classroom to guide students to organize their language and collect relevant arguments. After the preparation, the debate begins. Each group takes turns to express their views and refute the other group’s views. The teacher acts as the host and judge, guides the debate to carry out in an orderly manner, and reminds students to use English to express their views fluently and logically, and pay attention to the use of polite language. After the debate, the teacher makes a summary and comment, affirming the advantages of both groups, such as clear arguments and fluent expression, and puts forward suggestions for improvement, such as strengthening the logical connection of arguments and using more examples to support views. At the same time, the teacher emphasizes that self-management and the supervision of teachers and parents are equally important, and they complement each other to help students grow better. Next, carry out a writing practice activity. Ask students to write a short passage titled “My Self-management Plan” with 120-150 words. The teacher gives some writing requirements: 1. Briefly introduce your current problems in self-management; 2. Put forward specific self-management methods according to the passage you read; 3. Express your determination to persist in self-management. The teacher also provides some key vocabulary and sentence patterns for students to refer to, such as “At present, I have some problems in self-management, such as...”, “In order to improve my self-management ability, I plan to...”, “I believe that if I insist on doing these things, I will become a better self-manager.” During the writing process, the teacher walks around the classroom, provides timely guidance to students who have difficulty in writing, such as helping them sort out their ideas and correct grammatical mistakes. After students finish writing, invite 2-3 students to read their passages in front of the class, and the teacher and other students make comments, affirming their advantages and putting forward suggestions for improvement, such as “Your plan is very specific, but you can use more complex sentence patterns to make your passage more vivid.” Design Intention: The debate activity can stimulate students’ critical thinking and logical reasoning ability, improve their oral expression ability and ability to respond flexibly, and at the same time, deepen their understanding of the importance of self-management. The writing practice activity can help students integrate the knowledge learned in listening, speaking and reading, improve their writing ability, and at the same time, let students combine their own actual situation to formulate a practical self-management plan, realize the practical application of the knowledge learned, and achieve the teaching goal of “learning for use”. Summary and Homework First, the teacher summarizes the content of this lesson: “In this lesson, we have learned a lot of vocabulary and sentence patterns related to self-management through listening, speaking, reading and writing activities. We have understood the importance of self-management, mastered some effective self-management strategies, and improved our integrated English skills. I hope you can apply the knowledge and strategies learned today to your daily study and life, and try to be a good self-manager.” Then, the teacher assigns homework: 1. Listen to the listening material again and recite the key sentences; 2. Read the reading passage carefully and memorize the key vocabulary and phrases; 3. Revise your self-management plan and improve it according to the suggestions of teachers and classmates; 4. Talk with your deskmate in English about your self-management plan after class. The teacher reminds students to finish their homework on time and pay attention to the correct use of vocabulary and sentence patterns. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, consolidate the key points, and deepen their understanding of the theme of self-management. Assigning hierarchical homework can meet the needs of students with different English levels, help them consolidate the knowledge learned in class, and extend the learning content to after class, realizing the connection between in-class learning and after-class practice, and promoting the continuous improvement of students’ integrated English skills and self-management ability. 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 $