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

该教案聚焦自我管理主题的阅读与表达，通过互动问题“是否常因学业活动感到压力”和对比图片（杂乱焦虑与整洁自信的学生）导入，连接学生生活激活相关词汇，自然引出文本主题，搭建从生活体验到文本学习的支架。 该资料以核心素养为导向，语言能力上通过小组预习核心词汇、角色扮演对话及写作“我的时间管理计划”提升综合运用；思维品质上引导分析文本策略、讨论自身管理问题并制定改进方案，培养分析解决问题能力。助力学生提升语言应用与自我管理能力，为教师提供清晰可操作的教学流程与实用活动设计。

Unit 1 Managing yourself-Extended reading 教学目标和重难点 1. 教学目标 It focuses on language competence by improving students’ reading and expression skills of self-management-related themes. It cultivates thinking quality through analyzing practical strategies, strengthens cultural awareness by comparing self-management concepts, and develops learning ability to apply skills in daily study and life. 2. 教学重难点 Key points: Master core vocabularies and sentence patterns about self-management, understand the structure and main ideas of the extended reading text. Difficult points: Apply self-management strategies flexibly and express personal views in English accurately. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with an interactive question: “Do you often feel overwhelmed by heavy homework, exams and after-school activities? Have you ever struggled with managing your time or emotions well?” After asking, the teacher invites 2-3 students to share their own experiences briefly in English. Then, the teacher shows some pictures on the screen: one picture shows a student who is in a mess, with books scattered everywhere and looking anxious; the other picture shows a student who arranges his desk neatly, makes a clear study plan and looks relaxed and confident. The teacher asks another question: “What’s the difference between the two students? What leads to this difference?” After students’ discussions, the teacher summarizes: “The key difference lies in self-management. A good sense of self-management can help us arrange our study and life efficiently, reduce stress and achieve our goals more easily. Today, we will learn the Extended Reading part of Unit 1 Managing yourself, which will provide us with practical self-management strategies and help us become better at managing ourselves.” Design Intention: The lead-in links the teaching content with students’ real life, which can arouse students’ resonance and interest in learning. By asking questions and showing pictures, students can intuitively feel the importance of self-management, lay a good emotional and cognitive foundation for the subsequent reading teaching, and naturally lead to the theme of the extended reading text. At the same time, the brief oral expression link can also activate students’ existing English vocabulary and expression ability related to self-management, paving the way for the smooth development of the follow-up teaching. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher arranges students to work in groups of 4 to preview the new vocabularies in the extended reading text, including core words such as “priority”, “procrastination”, “deadline”, “rehearsal”, “organize”, “accomplishment” and key phrases such as “plan ahead”, “to-do list”, “stick to”, “take up”, “boost confidence”. Each group is responsible for explaining 2-3 words or phrases: they need to read the pronunciation correctly, explain the meaning in English as much as possible, and make a simple sentence combined with daily life. After the group preparation, each group sends a representative to present their preview results to the whole class. The teacher corrects the pronunciation and usage of the words or phrases in time, and supplements relevant collocations and extended usages. For example, when explaining “procrastination”, the teacher can add: “Procrastination is a common bad habit for many students. We should try our best to overcome it by making a clear plan.” Then, the teacher briefly introduces the background of the extended reading text: “The extended reading text is a lecture transcript about time management, which is given by a speaker who shares practical time management skills. The lecture is close to our daily study and life, and the language is simple and easy to understand, with strong practicality. It will help us solve the problems we encounter in self-management.” At the same time, the teacher reminds students: “When reading a lecture transcript, we should pay attention to grasping the main ideas of each part, identify the key points and supporting details, and understand the logical connection between paragraphs.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing vocabularies in groups can not only help students master the new words and phrases in advance, reduce the difficulty of reading, but also cultivate students’ autonomous learning ability and cooperative learning ability. The teacher’s correction and supplement can ensure that students master the correct usage of vocabularies, laying a solid foundation for reading. The brief background introduction helps students understand the genre and main content of the text in advance, establish the reading expectation, and improve the efficiency of reading comprehension. Step 3: While-reading (Intensive Reading and Comprehension) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text step by step from the overall to the local, and from the surface to the deep. First, Skimming: The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the lecture? 2. How many important time management skills does the speaker share? After students finish reading, the teacher invites students to answer the questions. The correct answers are: 1. The main topic is effective time management and its importance and skills. 2. The speaker shares three important time management skills. Then, the teacher guides students to divide the text into three parts according to the main content: Part 1 (Paragraph 1-2): The importance of effective time management. Part 2 (Paragraph 3-5): Three practical time management skills. Part 3 (Paragraph 6): The encouragement to practice time management. Design Intention: Skimming is a fast reading skill that helps students grasp the main idea of the text quickly and establish the overall framework of the text. Dividing the text into parts according to the main content can help students clarify the logical structure of the text, lay a foundation for the subsequent intensive reading, and also cultivate students’ ability to summarize and sort out the text structure. Second, Scanning: The teacher asks students to read the text again, focus on the second part (Paragraph 3-5), and fill in the following form about the three time management skills: Skills Specific Contents Skill 1 Plan ahead: Make a monthly, weekly or daily to-do list; use an organizing tool (planner or calendar app); record important events and deadlines. Skill 2 Prioritize tasks: Distinguish between important and urgent tasks; focus on important and urgent tasks first; avoid spending too much time on unimportant tasks. Skill 3 Avoid procrastination: Start with small tasks; set small goals and complete them step by step; reward yourself after completing tasks. Students complete the form independently first, then discuss with their group members to check and correct the answers. The teacher walks around the classroom to guide students who have difficulties, and finally invites a group to present their form to the whole class, and corrects and supplements it in time. Design Intention: Scanning is a targeted reading skill that helps students find specific information quickly. By filling in the form, students can clearly grasp the specific contents of the three time management skills, deepen their understanding of the key parts of the text, and also cultivate students’ ability to extract and sort out specific information. Group discussion can help students learn from each other, solve problems together, and improve their cooperative learning ability. Third, Intensive Reading: The teacher guides students to read the text carefully paragraph by paragraph, focusing on understanding the key sentences, logical connections and the speaker’s attitude and purpose. For Paragraph 1-2: The teacher asks students to find the key sentence that expresses the importance of effective time management. Students can find: “Managing your time effectively, therefore, becomes a matter of critical importance. It means that you will be able to accomplish much more with less effort in shorter periods of time. It will keep your stress levels to a minimum, boost your performance and give you a sense of accomplishment, leading to improved self-confidence and a more positive outlook on life.” The teacher asks students to analyze the structure of the sentence, explain the meaning of “boost”, “accomplishment” and “outlook” in the sentence, and discuss: “What benefits can effective time management bring to us?” Students can discuss freely and summarize the benefits: accomplish more with less effort, reduce stress, improve performance, gain a sense of accomplishment, boost confidence and have a positive outlook on life. For Paragraph 3-5: The teacher focuses on guiding students to understand the logical connection between each skill. For example, in Paragraph 3, the speaker uses “The first thing you need to do is...” to introduce the first skill; in Paragraph 4, uses “The second skill is to...” to introduce the second skill; in Paragraph 5, uses “The third and equally important skill is to...” to introduce the third skill. The teacher asks students to pay attention to these transition words and phrases, which help to clarify the logical structure of the text. At the same time, the teacher asks students to find the supporting details of each skill, such as for the first skill, the speaker mentions “whether it is a planner that you stick on the wall or a calendar app on your smartphone”, which makes the skill more specific and operable. For Paragraph 6: The teacher asks students to read the paragraph carefully and think: “What is the speaker’s purpose of saying ‘Time is a precious resource that we should cherish and manage wisely. Start with small steps, and you will gradually develop the habit of effective time management and achieve more in your life.’?” Students can answer: The speaker wants to encourage students to practice time management, cherish time, and develop good self-management habits. In the process of intensive reading, the teacher also guides students to pay attention to the usage of some important sentence patterns, such as “Do some quick calculations, and it will occur to you that...”, “Now that you understand why..., how can you...?”, and asks students to make sentences with these sentence patterns combined with their own life experiences. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key sentences, logical connections and the speaker’s attitude, students can not only grasp the details of the text, but also understand the deep meaning of the text. Guiding students to master the usage of important sentence patterns can help students improve their language expression ability, and lay a foundation for the subsequent oral and written expression. At the same time, combining the text content with students’ own life experiences can enhance the practicality of the teaching content and help students better understand and accept the knowledge. Step 4: Post-reading (Consolidation and Application) This step includes three activities: group discussion, role-play and writing practice, to help students consolidate the knowledge they have learned and apply it to practical situations. Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and sets the discussion topic: “Combine the three time management skills learned in the text, discuss your own problems in time management (such as procrastination, not knowing how to prioritize tasks, etc.), and put forward specific improvement plans.” Each group elects a recorder to record the key points of the discussion, and a spokesperson to present the group’s discussion results to the whole class. The teacher walks around the classroom to guide students’ discussion, reminds students to use the vocabularies and sentence patterns learned in the text, and encourages students to put forward practical and operable improvement plans. After each group’s presentation, the teacher makes comments and supplements, affirms the advantages of each group, and puts forward suggestions for improvement. Design Intention: Group discussion combines the text knowledge with students’ real problems, which can help students deepen their understanding of the time management skills and learn to apply the skills to solve practical problems. In the discussion process, students can practice their oral expression ability, use the vocabularies and sentence patterns learned in the text flexibly, and also cultivate their cooperative learning ability and problem-solving ability. The teacher’s guidance and comments can help students correct their mistakes and improve their expression ability. Activity 2: Role-play. The teacher sets up a scenario: “Suppose you are a student who is good at self-management, and your classmate is worried about his study because he can’t manage his time well. He comes to ask you for help. Please have a dialogue with your classmate, introduce the time management skills you have learned, and give him specific suggestions.” Students are divided into pairs to prepare the dialogue. After 5 minutes of preparation, the teacher invites 2-3 pairs to perform their dialogues in front of the whole class. After the performance, the teacher comments on their dialogues, focusing on whether they use the vocabularies and sentence patterns learned in the text correctly, whether the suggestions are practical, and whether the dialogue is natural and fluent. The teacher also encourages other students to put forward their own opinions and suggestions. Design Intention: Role-play is a vivid and interesting teaching activity that can simulate real communication scenarios, help students apply the knowledge they have learned to practical communication, and improve their oral expression ability and communicative competence. Through role-play, students can better understand the practical application of time management skills, and also enhance their sense of participation and interest in learning. The teacher’s comments can help students find their own shortcomings and improve their oral expression ability. Activity 3: Writing Practice. The teacher asks students to write a short passage (about 100-120 words) with the title “My Time Management Plan”. The requirements are: 1. Briefly introduce your current problems in time management; 2. Put forward specific improvement plans according to the three skills learned in the text; 3. Use the vocabularies and sentence patterns learned in the text as much as possible. Students complete the writing independently. After finishing, the teacher collects some students’ works, reads them out in class, and comments on them, focusing on the content, structure, vocabularies and sentence patterns. For the works with good performance, the teacher affirms and praises them; for the works with problems, the teacher puts forward specific improvement suggestions. Then, students exchange their works with their deskmates, correct each other’s mistakes, and learn from each other’s advantages. Design Intention: Writing practice is an important link to consolidate students’ language knowledge and improve their written expression ability. By writing “My Time Management Plan”, students can not only consolidate the time management skills and language knowledge learned in the text, but also combine with their own actual situation, so as to achieve the purpose of applying what they have learned. Mutual correction between deskmates can help students find their own mistakes, learn from each other, and improve their writing ability together. The teacher’s comments can guide students to write better and improve their writing level. Step 5: Summary and Extension First, Summary: The teacher invites students to summarize what they have learned in this class. Students can summarize from the following aspects: the main content of the extended reading text, the three time management skills, the new vocabularies and sentence patterns learned, and the application of self-management skills in daily life. Then, the teacher makes a final summary: “In this class, we learned a lecture transcript about time management, mastered three practical time management skills, and also practiced our oral and written expression ability. Self-management is very important for our study and life. I hope you can apply the skills learned today to your daily life, overcome bad habits such as procrastination, arrange your study and life reasonably, and become better versions of yourselves.” Second, Extension: The teacher introduces some extended resources to students: 1. Recommend some English articles and videos about self-management, such as “The 7 Habits of Highly Effective People” and related TED speeches, so that students can learn more about self-management knowledge after class. 2. Suggest students to use time management apps such as Todoist and Trello to make their own to-do lists and practice time management skills in daily life. 3. Assign an after-class task: Keep a time management diary for a week, record your daily time arrangement and the application of time management skills, and write a short reflection (about 50 words) at the end of the week. Design Intention: Summary helps students sort out the knowledge they have learned in this class, consolidate the key points, and form a systematic knowledge framework. Extension activities can expand students’ learning channels, help students apply the knowledge they have learned to daily life, and cultivate their autonomous learning ability and lifelong learning awareness. The after-class task of keeping a time management diary can help students persist in practicing time management skills, deepen their understanding of self-management, and achieve the long-term goal of improving students’ self-management ability. Step 6: Homework Arrangement 1. Finish the writing task “My Time Management Plan” and revise it according to the teacher’s comments and deskmate’s suggestions. 2. Keep a time management diary for a week and write a short reflection. 3. Preview the next part of the unit and review the vocabularies and sentence patterns learned in this class. 4. Read the recommended English articles or watch the recommended videos about self-management and take simple notes. Design Intention: Homework is an important extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class, and continue to practice and apply them. The combination of written homework, practical homework and preview homework can not only help students consolidate their language knowledge, but also cultivate their practical ability and autonomous learning ability, ensuring the continuity and effectiveness of teaching. 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 $