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

该高中英语教案聚焦“自我管理”主题，核心围绕相关词汇（如time management）、功能句型及个人管理计划设计。通过开放式问题与生活情境图片导入，激活学生经验，为词汇学习、样本分析及项目实施搭建连贯学习支架。 资料以项目式学习为特色，通过小组分工（如记录员、设计师等角色）培养学习能力，结合真实情境设计含个人分析、目标、策略的管理计划提升语言能力，多维度评价（自评、互评、师评）促进思维品质发展。既助力教师高效开展实践教学，又让学生在合作中提升英语应用与自我管理能力，实现学以致用。

Unit 1 Managing yourself-Project 教学目标和重难点 1. 教学目标 Language Competence: Master self-management-related vocabulary and sentence patterns to express personal experiences and strategies in English. Cultural Awareness: Understand self-management concepts in different cultures and respect diverse life attitudes. Thinking Quality: Develop critical thinking to analyze self-management problems and put forward reasonable solutions. Learning Ability: Cultivate autonomous and cooperative learning skills to apply self-management methods in study and life. 2. 教学重难点 Key Points: Master core vocabulary (e.g., time management, emotional regulation, goal-setting) and functional sentences; complete the Project task of designing a personal self-management plan. Difficult Points: Apply self-management strategies flexibly in practical scenarios; express ideas logically and coherently in English in the Project presentation. 教学过程 Lead-in: Activate Prior Knowledge and Introduce the Theme The teacher starts the class by asking open-ended questions: “Do you often feel stressed because of heavy study tasks? Have you ever struggled with managing your time or emotions? How do you usually deal with these problems?” After asking, the teacher invites 3-4 students to share their experiences and answers in English. Then, the teacher shows some pictures about common self-management situations, such as a student who is distracted while studying, a student who makes a study schedule, and a student who calms down when feeling anxious. The teacher then summarizes: “Today, we will focus on the Project of Unit 1 — designing a personal self-management plan. Through this Project, we will learn practical self-management strategies and express them in English, helping ourselves become better at managing ourselves.” Design Intention: The lead-in links students’ real-life experiences with the theme of self-management, which can quickly arouse students’ interest and enthusiasm for learning. By asking questions and showing pictures, students’ prior knowledge about self-management is activated, laying a foundation for the subsequent Project learning. Meanwhile, asking students to share in English helps them practice oral expression and gradually enter the English learning state. Pre-Project: Input Key Knowledge and Skills Vocabulary and Sentence Patterns Learning First, the teacher presents core vocabulary related to self-management on the blackboard or multimedia, including nouns (time management, emotional regulation, goal-setting, priority, self-assessment), verbs (arrange, adjust, balance, overcome, focus), adjectives (efficient, organized, patient, self-disciplined), and phrases (set goals, make a schedule, prioritize tasks, deal with stress, keep a diary). For each word and phrase, the teacher gives simple and practical example sentences combined with self-management scenarios, such as “It is important for us to master time management skills to improve study efficiency.” “When we feel anxious, we can use deep breathing to regulate our emotions.” Then, the teacher introduces functional sentences often used in expressing self-management strategies and plans, such as: ① “To manage my time effectively, I plan to... ” ② “When I encounter difficulties in... , I will... ” ③ “My main goal is to... , and I will achieve it by... ” ④ “I think the most important thing in self-management is to... ” The teacher reads the sentences aloud, and asks students to repeat them, paying attention to pronunciation and intonation. Then, the teacher asks students to make simple sentences with these functional sentences combined with their own experiences, and checks their answers in class to ensure that students can master and use these sentences initially. Design Intention: Vocabulary and sentence patterns are the foundation of English expression. By focusing on the core vocabulary and functional sentences related to self-management, students are provided with sufficient language support for the subsequent Project task of designing and presenting the self-management plan. The example sentences combined with real scenarios help students understand the meaning and usage of words and sentences better, and the oral practice link enhances students’ language application ability. Sample Analysis The teacher presents a sample personal self-management plan on the multimedia. The sample includes three parts: personal situation analysis, self-management goals, and specific strategies. For example: “I am a senior two student. I often procrastinate and cannot finish my homework on time. Sometimes I feel stressed because of the heavy study tasks. My main self-management goals are to get rid of procrastination and improve study efficiency. To achieve these goals, I will make a detailed daily schedule, prioritize my tasks according to their importance and urgency, and ask my classmates to supervise me. Every night, I will do self-assessment to check whether I have completed the tasks and adjust my plan in time.” After presenting the sample, the teacher guides students to analyze it together: “What parts does the sample plan include? What self-management strategies are mentioned in it? How does the writer express his goals and strategies?” Through group discussion (4 students in a group), students summarize the structure of a good self-management plan and the key points of expression. The teacher then summarizes: “A complete personal self-management plan should include personal situation analysis, clear goals, specific strategies, and self-assessment methods. When expressing, we should use the functional sentences we just learned to make our ideas more logical and coherent.” Design Intention: The sample analysis helps students have a clear understanding of the structure and content of the personal self-management plan, which provides a model for their own plan design. Through group discussion, students’ thinking is activated, and they can better grasp the key points of the plan design and expression, laying a solid foundation for the formal implementation of the Project. While-Project: Implement the Project Task Step by Step Group Division and Task Assignment The teacher divides the students into groups of 4-5, and assigns different roles to each student in the group to ensure that everyone participates in the Project. The roles include: recorder (responsible for recording the group’s discussion results and the draft of the plan), designer (responsible for designing the structure and key content of the plan), speaker (responsible for preparing the oral presentation of the plan), and evaluator (responsible for checking the language and logic of the plan and putting forward modification suggestions). After assigning roles, the teacher clarifies the task requirements: Each group needs to design a personal self-management plan for one member of the group (they can choose any member according to the group’s situation), and the plan should be practical, detailed, and expressed in English. The plan should include personal situation analysis, self-management goals (short-term and long-term), specific implementation strategies, and self-assessment methods. Design Intention: Group cooperative learning can cultivate students’ cooperative awareness and communication skills. Assigning different roles to each student ensures that every student has a clear task and can participate in the Project actively, avoiding the phenomenon that some students are lazy. The clear task requirements help students focus on the key points of the Project and ensure the smooth progress of the task. Group Discussion and Plan Design After the task is assigned, each group starts the discussion. The teacher walks around the classroom to observe the discussion situation of each group, and provides timely guidance and help. For example, if a group has no idea about personal situation analysis, the teacher can prompt: “You can talk about your study habits, time arrangement, emotional state, and the problems you are facing now.” If a group is not clear about the design of self-management strategies, the teacher can give examples: “If your goal is to improve your English listening, your strategies can be listening to English news for 15 minutes every day, participating in English listening group activities, and checking your listening progress every week.” During the discussion, the recorder records the group’s ideas and drafts the plan. The designer organizes the content of the plan to ensure that the structure is clear and the logic is coherent. The evaluator checks the draft at any time, points out the problems in language expression and logic, and puts forward modification suggestions. The speaker takes notes of the key points of the plan to prepare for the subsequent presentation. The teacher reminds students to use the core vocabulary and functional sentences they learned earlier in the plan, and pay attention to the correctness and fluency of English expression. Design Intention: The group discussion link is the core of the Project. Through discussion, students can exchange ideas, complement each other’s strengths, and improve the quality of the plan. The teacher’s timely guidance helps students solve the problems encountered in the discussion, ensuring that the Project progresses smoothly. At the same time, in the process of drafting and modifying the plan, students’ language application ability and logical thinking ability are further improved. Plan Modification and Improvement After each group completes the initial draft of the plan, the teacher organizes groups to exchange their drafts with each other. Each group sends the evaluator to read the draft of another group, and puts forward modification suggestions from the aspects of content completeness, logic coherence, and language correctness. For example, Group A can suggest to Group B: “Your plan lacks specific self-assessment methods. You can add ‘I will check my task completion every night and make a record’.” Group B can suggest to Group A: “Some sentences in your plan are not fluent. You can change ‘I want to improve my time management’ to ‘I aim to improve my time management skills’.” After receiving the suggestions, each group modifies and improves their own plan under the guidance of the evaluator. The teacher walks around to check the modification situation, and provides targeted guidance for groups with greater difficulties. For example, for groups with poor English expression, the teacher can help them correct grammatical errors and improve sentence fluency; for groups with incomplete plan content, the teacher can prompt them to supplement relevant content. Design Intention: The mutual evaluation and modification link helps students find the problems in their own plans, learn from each other’s strengths, and improve the quality of the plan. At the same time, it can cultivate students’ critical thinking ability and evaluation ability, and let them have a more comprehensive understanding of the requirements of the self-management plan. Post-Project: Presentation, Evaluation and Reflection Group Presentation Each group sends the speaker to present their group’s personal self-management plan in front of the whole class. The presentation time of each group is 3-5 minutes. The speaker should stand upright, speak clearly and fluently, and explain the content of the plan in detail, including the personal situation of the selected member, self-management goals, specific strategies, and self-assessment methods. During the presentation, other students listen carefully and take notes, and can ask questions after the presentation. For example, a student can ask: “Why did you choose these strategies for your group member? Do you think these strategies are practical?” The speaker of the group answers the questions patiently. The teacher pays attention to the speaker’s oral expression, the completeness and practicality of the plan, and the logic of the presentation, and records the advantages and disadvantages of each group’s presentation for the subsequent evaluation. Design Intention: The presentation link is an important link to test the results of the Project. It can not only exercise students’ oral expression ability and public speaking ability, but also let students show the results of their group cooperation. The question-and-answer link after the presentation can activate the classroom atmosphere, deepen students’ understanding of the self-management plan, and cultivate their ability to think and ask questions. Evaluation and Feedback After all groups finish their presentations, the teacher organizes the evaluation. The evaluation includes student self-evaluation, group mutual evaluation and teacher evaluation. First, each group conducts self-evaluation: the speaker summarizes the advantages and disadvantages of their group’s plan and presentation, and other members supplement. Then, group mutual evaluation: each group selects a representative to evaluate the presentation of another group, focusing on the advantages of the plan, the fluency of oral expression, and the logic of the presentation, and puts forward reasonable improvement suggestions. Finally, the teacher makes a comprehensive evaluation: the teacher affirms the advantages of each group, such as clear plan structure, practical strategies, and fluent oral expression, and points out the problems that need to be improved, such as incomplete content, grammatical errors in English expression, and unclear presentation. The teacher also evaluates the performance of each student in the group, praises the students who actively participate in the discussion and perform well in the presentation, and encourages the students who have difficulties to make progress. At the same time, the teacher summarizes the key points of the personal self-management plan again, and emphasizes the importance of applying self-management strategies in study and life. Design Intention: The multi-dimensional evaluation (self-evaluation, mutual evaluation, teacher evaluation) can make the evaluation more comprehensive and objective, help students correctly understand their own advantages and disadvantages, and improve their self-awareness. The teacher’s positive feedback and encouragement can enhance students’ confidence in learning, and the summary of key points can consolidate the learning results of the Project. Reflection and Extension The teacher asks students to think about the following questions and write a short reflection (about 100 words) in English: “What have you learned from this Project? What difficulties did you encounter in the process of completing the Project, and how did you solve them? How will you apply the self-management strategies you learned to your future study and life?” After students finish writing, the teacher invites 2-3 students to share their reflections in class. Then, the teacher extends the theme: “Self-management is a lifelong ability. In addition to time management and emotional regulation, self-management also includes learning management, interpersonal relationship management, etc. I hope you can continue to explore and practice after class, constantly improve your self-management ability, and become more independent and self-disciplined people.” Design Intention: The reflection link helps students sort out the learning experience and gains of the Project, deepen their understanding of the theme of self-management, and cultivate their reflective ability. The extension of the theme expands students’ vision, makes them realize the importance of self-management in life, and guides them to apply the learned knowledge to practical life, achieving the goal of “learning for use”. Summary In this class, we focus on the Project of Unit 1 — designing a personal self-management plan. We have learned the core vocabulary and functional sentences related to self-management, analyzed the sample plan, completed the plan design through group cooperation, and showed the results of our work through presentation. Through this Project, we not only improved our English language application ability, but also learned practical self-management strategies, and cultivated our cooperative awareness, critical thinking ability and reflective ability. I hope that every student can apply the self-management strategies learned in this class to their future study and life, and make continuous progress in managing themselves. 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 $