Unit 1 Managing yourself-Assessment 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，涵盖核心词汇（如schedule, priority）、句型及应用。通过师生问答（结合学生日常压力问题）和同伴复习活动梳理已学内容，为后续语言运用、文化对比、问题解决搭建学习支架。 特色是以核心素养为导向，语言能力通过情境猜词、句型转换、段落填空强化词汇句型运用，文化意识通过中美学生自我管理对比阅读与讨论培养跨文化理解，思维品质通过分析李明情境问题及同伴互助提升逻辑思维。任务型活动与合作学习结合，助力学生综合语言运用与自我管理能力提升，为教师提供可操作的核心素养培养方案。

Unit 1 Managing yourself-Assessment 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns about self-management, and use them to express views on time management, stress relief and goal setting. Cultural Awareness: Understand self-management concepts in different cultures and form a rational attitude towards cross-cultural differences. Thinking Quality: Develop logical and critical thinking to analyze self-management problems and put forward practical solutions. Ability: Cultivate self-directed learning awareness, master effective self-management strategies and improve learning efficiency. 2. 教学重难点 Key Points: Master core vocabulary (e.g., schedule, priority, balance, overcome) and functional sentences for self-management; understand the structure and main ideas of self-management-related texts. Difficult Points: Use self-management knowledge to solve practical problems in daily study and life; express personal views on self-management fluently and logically in English. 教学过程 Step 1: Lead-in (Lead-in and Review) The teacher starts the class with a question-and-answer interaction: “Dear students, in our daily study and life, do you often feel overwhelmed by heavy homework, messy schedules or great pressure? How do you usually deal with these problems?” After inviting 2-3 students to share their experiences in simple English, the teacher summarizes: “These problems are closely related to self-management, which is the core topic of our Unit 1. Today, we will carry out the assessment-related teaching of this unit, reviewing what we have learned and improving our ability to use knowledge to solve practical problems.” Then, the teacher arranges a quick review activity. Students work in pairs to list the core vocabulary and key sentences they have learned in this unit, such as “time management”, “set goals”, “prioritize tasks”, “balance study and rest”, “overcome difficulties”, “It is important to make a reasonable schedule.”, “We should learn to adjust our mood when facing pressure.” After 3 minutes, several pairs are invited to present their lists to the whole class, and the teacher supplements and corrects them, focusing on the pronunciation and usage of difficult words and sentences. Design Intention: The question-and-answer lead-in is closely connected with students’ real life, which can quickly arouse students’ interest and enthusiasm, make them realize the practical significance of self-management, and lay an emotional foundation for the follow-up teaching. The pair review activity helps students consolidate the basic knowledge learned in the unit, sort out the key points of the unit, and lay a solid language foundation for the subsequent assessment and application links. At the same time, it can cultivate students’ cooperative learning ability and improve their learning efficiency through mutual communication and supplement. Step 2: Core Literacy Training - Language Competence (Vocabulary and Sentence Pattern Consolidation) First, the teacher carries out a vocabulary consolidation activity. The teacher shows pictures, situations and English definitions related to self-management on the screen, and asks students to guess the corresponding words. For example, show a picture of a student making a study plan and ask: “What is the student doing? The word we learned is ‘schedule’.”; describe the situation “the most important thing among many tasks” and ask students to answer “priority”; give the English definition “to get over something difficult” and guide students to guess “overcome”. For each word guessed correctly, the teacher explains its part of speech, common collocations and example sentences in detail, such as “balance” can be used as a verb and a noun, collocations like “balance study and life”, “keep a balance between work and rest”, and example sentence “We should balance our study and hobbies to make our life more colorful.” Then, the teacher carries out a sentence pattern transformation activity. The teacher gives basic sentences related to self-management, and asks students to transform them into different sentence structures, such as changing simple sentences into complex sentences, changing active voice into passive voice, or using modal verbs to express suggestions and requirements. For example, the original sentence: “We should make a reasonable schedule.” can be transformed into “It is necessary for us to make a reasonable schedule.” or “A reasonable schedule should be made by us.”; the original sentence: “Time management helps us improve study efficiency.” can be transformed into “If we do well in time management, we can improve our study efficiency.” After students finish the transformation, the teacher checks and comments, focusing on the correctness of sentence structure and the appropriateness of expression, and helps students master the flexible use of sentence patterns. Finally, the teacher arranges a short paragraph filling activity. The teacher provides a short passage about a student’s self-management experience, with some key words and sentences omitted. Students need to fill in the blanks with the learned vocabulary and sentence patterns to make the passage complete and smooth. The passage is as follows: “As a senior high school student, I used to be bad at self-management. I often forgot my homework and couldn’t finish tasks on time. Later, with the help of my teacher, I learned to ______ (set goals) and ______ (prioritize tasks). I made a daily ______ (schedule) to arrange my study and rest. I also learned to ______ (balance) my study and sports. Now, I can manage my time well and feel more confident. I think ______ (it is important to master self-management skills).” After students finish filling in the blanks, the teacher leads the whole class to read the passage together, corrects the mistakes, and explains the reasons for the correct answers. Design Intention: This link focuses on training students’ language competence. The vocabulary guessing activity can stimulate students’ thinking, deepen their memory of vocabulary through situational association, and help students master the usage of vocabulary in context. The sentence pattern transformation activity helps students flexibly use different sentence structures, improve their ability to express in English, and lay a foundation for fluent expression in the follow-up speaking and writing links. The short paragraph filling activity integrates vocabulary and sentence patterns, allowing students to apply the learned knowledge in a real language environment, improving their comprehensive language application ability, and at the same time, imperceptibly infiltrating the concept of self-management. Step 3: Core Literacy Training - Cultural Awareness (Cross-Cultural Comparison and Understanding) The teacher first introduces the concept of self-management in different cultures. The teacher says: “Self-management is an important ability recognized all over the world, but there are some differences in the understanding and practice of self-management in different cultures. For example, in Western cultures, people pay more attention to individual independence and self-initiative in self-management, emphasizing that individuals should take responsibility for their own life and study; while in Chinese culture, self-management also pays attention to the coordination with others, such as the coordination between family, class and individuals.” Then, the teacher distributes two short passages to students. One passage introduces the self-management habits of American middle school students, such as making their own study plans, taking part in after-school activities independently, and learning to arrange their own time and expenses; the other passage introduces the self-management characteristics of Chinese middle school students, such as under the guidance of teachers and parents, making study plans, balancing study and family responsibilities, and paying attention to the progress of the group. Students read the two passages carefully and work in groups of 4 to discuss the following questions: 1. What are the similarities and differences in self-management between American middle school students and Chinese middle school students? 2. What are the reasons for these differences? 3. What can we learn from the advantages of self-management in different cultures? After the group discussion, each group sends a representative to express their views. The teacher listens carefully, makes appropriate comments and supplements, guides students to understand that the differences in self-management between different cultures are caused by different cultural backgrounds, and there is no absolute good or bad. We should respect cultural differences, learn from each other’s advantages, and form our own scientific self-management methods. For example, we can learn the independence and initiative of Western students in self-management, and at the same time, we should retain the sense of responsibility and coordination with others in Chinese culture. Finally, the teacher summarizes: “Cultural diversity enriches our understanding of self-management. By understanding the self-management concepts and practices in different cultures, we can broaden our horizons, form a rational attitude towards cultural differences, and better apply self-management skills in our own life. This is also an important part of our cultural awareness training.” Design Intention: This link focuses on cultivating students’ cultural awareness. By introducing and comparing the self-management concepts in different cultures, students can understand the cultural differences and similarities, broaden their international vision, and cultivate their ability to respect and tolerate cultural differences. The group discussion activity can stimulate students’ thinking, let them express their views freely, improve their ability to analyze and solve problems, and at the same time, cultivate their cooperative learning ability. Through the teacher’s summary, students can form a correct understanding of cultural differences, and integrate the concept of cross-cultural communication into self-management, so as to achieve the goal of cultural awareness training. Step 4: Core Literacy Training - Thinking Quality (Analysis and Problem-Solving) First, the teacher sets up a real situational problem: “A senior high school student, Li Ming, is facing the following problems in his study and life: 1. He has a lot of homework every day, but he always procrastinates, so he often stays up late to finish his homework and feels sleepy in class the next day. 2. He likes playing games very much, and often spends a lot of time playing games after school, which leads to insufficient time for study and review. 3. When he encounters difficulties in his study, he is easy to feel frustrated and wants to give up. 4. He doesn’t know how to arrange his time reasonably, and often misses some important tasks.” The teacher asks students to work in pairs to analyze Li Ming’s problems and put forward practical solutions. The teacher reminds students to combine the self-management knowledge they have learned, such as time management, goal setting, stress relief and self-motivation. During the pair discussion, the teacher walks around the classroom, provides guidance for students who have difficulties, and reminds students to think logically and put forward specific and operable solutions, not just empty suggestions. After the pair discussion, the teacher invites several pairs to share their analysis and solutions. For example, for Li Ming’s procrastination problem, students may put forward solutions such as “make a detailed daily schedule, set a deadline for each task, and ask his parents or classmates to supervise him”; for the problem of playing games, students may suggest “set a fixed time for playing games every day, such as 30 minutes after finishing homework, and use the rest of the time for study and review”; for the problem of frustration, students may put forward “learn to adjust their mood, talk to teachers or friends when encountering difficulties, and encourage themselves with positive words”; for the problem of time arrangement, students may suggest “prioritize tasks according to their importance and urgency, finish the important and urgent tasks first, and make full use of fragmented time”. After students share, the teacher makes a summary and comment, affirms the reasonable solutions put forward by students, and supplements and improves some solutions, guiding students to form a logical thinking mode of “analyzing problems - finding reasons - putting forward solutions”. The teacher emphasizes: “When we encounter self-management problems, we should first calmly analyze the root causes of the problems, then combine the learned knowledge and practical situation, put forward specific and operable solutions, and constantly adjust and improve the solutions in practice. This is the key to cultivating our thinking quality.” Then, the teacher arranges another activity: students think about their own self-management problems, write them down on a piece of paper, and then exchange papers with their deskmates. Each student analyzes their deskmate’s problems and puts forward targeted solutions. After finishing, they exchange papers back and discuss with their deskmates whether the solutions are reasonable and operable. The teacher walks around to observe and guide, and invites several students to share their own problems and the solutions put forward by their deskmates, and discusses with the whole class how to improve the solutions. Design Intention: This link focuses on cultivating students’ thinking quality. By setting real situational problems, students can apply the learned self-management knowledge to solve practical problems, improve their ability to analyze and solve problems, and develop logical thinking. The pair discussion and mutual help activities not only can stimulate students’ thinking, but also can let students learn from each other, find their own shortcomings in self-management, and improve their thinking ability. Through analyzing their own problems and their deskmates’ problems, students can deeply understand the importance of self-management, and form a critical thinking mode of constantly reflecting and improving themselves. Step 5: Core Literacy Training - Learning Ability (Self-Reflection and Strategy Improvement) First, the teacher guides students to carry out self-reflection. The teacher says: “Through the study of this unit and the previous activities, we have reviewed the knowledge of self-management and improved our ability to solve practical problems. Now, please think about your own learning situation in this unit: What have you learned well in self-management? What are your shortcomings? What self-management strategies do you need to improve?” Students are given 5 minutes to think independently and write a short self-reflection report, which includes their own advantages and disadvantages in self-management, and the improvement plans they will make. The teacher reminds students to combine their own actual situation, be honest and specific, and not to write empty words. For example, students can write: “In this unit, I have mastered the core vocabulary and sentence patterns of self-management, and can put forward some solutions to simple self-management problems. But my shortcoming is that I can’t insist on implementing the study plan I made, and I often procrastinate. In the future, I will ask my classmates to supervise me, set small goals every day, and give myself a small reward after completing the goals to encourage myself.” After students finish writing the self-reflection report, they are invited to share their reports in the class. The teacher listens carefully, gives positive comments and encouragement to each student, affirms their advantages, and puts forward targeted suggestions for their shortcomings. For example, for students who can’t insist on implementing the plan, the teacher can suggest: “You can make a simple and operable plan, not too complicated, and ask your family or classmates to supervise you. At the same time, you can record your progress every day, so that you can see your own growth and enhance your motivation.” Then, the teacher introduces some practical self-management strategies to students, such as the Pomodoro Technique (work for 25 minutes, rest for 5 minutes, and cycle repeatedly), the Eisenhower Matrix (prioritize tasks according to importance and urgency), and the self-motivation method (write down positive affirmations and read them every day). The teacher explains the specific operation methods of these strategies in detail, and asks students to choose one or two strategies that are suitable for them, and make a plan to apply them in their daily study and life. Finally, the teacher arranges a long-term learning task: students will keep a self-management diary for a week, recording their daily study and life arrangements, the problems they encounter, the solutions they take, and their feelings and gains. After a week, they will share their diaries in the class and exchange their experience in self-management. The teacher emphasizes: “Learning ability is not only the ability to master knowledge, but also the ability to reflect on oneself, summarize experience and improve strategies. Through keeping a self-management diary, you can continuously improve your self-management ability and learning ability.” Design Intention: This link focuses on cultivating students’ learning ability. Self-reflection activities can let students clearly understand their own learning situation, find their own shortcomings, and cultivate their self-reflection ability. Writing a self-reflection report and sharing it can help students express their views in English, improve their writing and speaking ability, and at the same time, learn from each other’s advantages. The introduction of practical self-management strategies can provide students with more effective learning methods, help them improve their self-management ability and learning efficiency. The long-term task of keeping a self-management diary can let students apply the learned knowledge and strategies to their daily life, cultivate their persistence and self-directed learning ability, and achieve the goal of training learning ability. Step 6: Assessment and Summary First, the teacher carries out a comprehensive assessment activity. The assessment is divided into three parts: oral assessment, written assessment and practical operation assessment. The oral assessment requires students to introduce their own self-management plan in English, with a time of 1-2 minutes, focusing on assessing students’ oral expression ability and the rationality of the self-management plan. The written assessment requires students to write a short passage of 100-120 words about their own self-management experience and gains, focusing on assessing students’ writing ability and the application of vocabulary and sentence patterns. The practical operation assessment requires students to make a detailed weekly study and life schedule, focusing on assessing students’ ability to apply self-management knowledge to practice. During the assessment, the teacher walks around the classroom, observes students’ performance, and records their advantages and shortcomings. After the assessment, the teacher collects the written works and schedules of students, and makes a comprehensive evaluation combined with the oral performance of students. The evaluation focuses on the four-dimensional core literacy, not only assessing students’ mastery of knowledge, but also paying attention to the development of their thinking quality, cultural awareness and learning ability. Then, the teacher summarizes the whole teaching process. The teacher says: “Today, we have carried out the assessment-related teaching of Unit 1 Managing Yourself. We have reviewed the core vocabulary and sentence patterns, understood the self-management concepts in different cultures, learned to analyze and solve self-management problems, and reflected on our own learning situation and improved our self-management strategies. Through today’s study, I hope you can not only master the English knowledge related to self-management, but also apply the self-management skills to your daily study and life, improve your learning efficiency and quality of life, and lay a solid foundation for your future development.” Finally, the teacher arranges the homework: 1. Revise the self-reflection report and the weekly schedule according to the teacher’s comments and suggestions. 2. Continue to keep the self-management diary and prepare for the sharing activity next week. 3. Read an English article about self-management and write a short reading note (50-80 words). Design Intention: The comprehensive assessment activity can comprehensively test students’ mastery of knowledge and the development of core literacy, and help teachers understand students’ learning situation, so as to put forward targeted teaching suggestions. The assessment combines oral, written and practical operation, which can comprehensively assess students’ comprehensive language application ability and practical application ability, and conform to the requirements of core literacy-oriented teaching. The summary link can help students sort out the knowledge and skills learned in this class, deepen their understanding and memory, and clarify the practical significance of self-management. The homework arrangement is closely connected with the teaching content, which can consolidate the knowledge learned in class, promote students to continue to practice self-management, and further improve their learning ability and comprehensive quality. 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 $