Unit 1 Fighting Stress-Reading A-Listening, Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第三册

Unit 1 Fighting Stress-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Master stress-related vocabulary and sentence patterns, improve reading, listening and speaking skills to express stress and coping strategies. Cultural Awareness: Understand stress management methods in different cultures and respect cultural diversity. Thinking Quality: Develop critical thinking to analyze stress causes and evaluate coping methods. Learning Ability: Master effective learning strategies and apply knowledge to daily life to relieve stress. 教学重难点 Key Points: Comprehend the main idea and details of Reading A, master core vocabulary (e.g., stress, cope, relax) and sentence patterns about stress expression. Grasp key information in listening and viewing materials and express personal views on stress coping in English. Difficult Points: Understand cultural differences in stress management and flexibly use what is learned to communicate and solve practical stress problems. 教学过程 Step 1: Lead-in (Warm-up) The teacher starts the class with a question-and-answer activity: “Do you often feel stressed in your daily study and life? What makes you stressed? How do you usually deal with it?” Then, the teacher shows some pictures related to common stress scenarios for senior high school students, such as exam pressure, homework burden, and interpersonal conflicts. After showing the pictures, the teacher invites 3-4 students to share their own stress experiences and coping methods in simple English. During the sharing process, the teacher actively responds and guides students to use simple words and sentences, such as “I feel stressed because of exams. I usually listen to music to relax.” Design Intention: This lead-in activity is closely connected to students’ real life, which can quickly arouse students’ interest and resonance. By asking questions and showing pictures, students are guided to think about the topic of “fighting stress” actively, laying a solid emotional and cognitive foundation for the subsequent study of Reading A, Listening, Viewing and Speaking. At the same time, it helps students review the existing vocabulary and expressions related to stress, paving the way for the new lesson learning, and also cultivates students’ initial ability to express personal views in English. Step 2: Reading A (Pre-reading) Pre-reading First, the teacher introduces the background of Reading A briefly: “Today we will read a passage about stress. It will tell us what stress is, what causes stress and how we can cope with stress effectively.” Then, the teacher presents the new vocabulary and phrases in Reading A, such as “stress”, “coping strategy”, “mental health”, “relaxation”, “anxiety”, “fatigue”, “time management” and “seek support”. For each new word and phrase, the teacher explains its meaning in simple English, combines it with context to give example sentences, and guides students to read aloud to master the correct pronunciation and usage. For example, when explaining “coping strategy”, the teacher says: “A coping strategy is a way to deal with stress. For example, doing exercise is a good coping strategy for stress.” After learning the new vocabulary, the teacher asks students to predict the main content of the passage according to the title “Fighting Stress” and the pictures in the textbook. The teacher encourages students to express their predictions freely, such as “I think the passage will talk about different ways to fight stress.” or “Maybe it will tell us the advantages and disadvantages of stress.” Design Intention: Pre-reading activities aim to help students remove language obstacles and build a vocabulary foundation for reading. By introducing the background and learning new words, students can better understand the passage. Predicting the main content can stimulate students’ reading motivation, cultivate their ability of logical reasoning and prediction, and make students read the passage with clear goals, improving reading efficiency. While-reading Skimming: The teacher asks students to read the passage quickly and answer two questions: (1) What is the main idea of the passage? (2) How many parts can the passage be divided into and what is the main content of each part? After students finish reading, the teacher invites several students to share their answers, and then summarizes: The main idea of the passage is to introduce the definition of stress, the causes of stress and effective coping strategies. The passage can be divided into three parts: the first part explains what stress is and its influence on people; the second part analyzes the main causes of stress for senior high school students; the third part puts forward practical coping strategies to fight stress. Scanning: The teacher asks students to read the passage again carefully and complete the following tasks: (1) Underline the sentences that explain the definition of stress. (2) List the main causes of stress mentioned in the passage. (3) Circle the coping strategies proposed in the passage. During the reading process, the teacher walks around the classroom to guide students who have difficulties, reminds students to pay attention to the key information and logical connection of the passage, and helps students grasp the details of the passage. Close reading: The teacher focuses on analyzing the key sentences and paragraphs in the passage. For example, the sentence “Stress can affect our physical and mental health, leading to various issues such as anxiety, depression, and fatigue.” is analyzed from the sentence structure (participial phrase as adverbial) and the meaning, guiding students to understand the negative impact of excessive stress. For the part about coping strategies, the teacher guides students to distinguish healthy and unhealthy coping strategies, and discusses the reasons with students. At the same time, the teacher emphasizes the key vocabulary and sentence patterns in the passage, such as “It is important to identify the sources of stress and develop effective coping strategies to manage it.” and “Different cultures have different approaches to stress management.”, and guides students to read and imitate these sentences to master their usage. Design Intention: While-reading activities are carried out in three steps: skimming, scanning and close reading, which conforms to the law of students’ reading comprehension. Skimming helps students grasp the main idea of the passage, scanning helps students find key details, and close reading helps students deeply understand the meaning of the passage, master key language points and improve their language analysis ability. The teacher’s guidance in the process can help students solve difficulties in time, ensure the effectiveness of reading, and also cultivate students’ logical thinking ability and careful reading habits. Post-reading Group discussion: The teacher divides students into groups of 4-5, and sets the discussion topic: “According to the passage, what coping strategies do you think are the most suitable for senior high school students? Why? Do you have any other effective coping strategies not mentioned in the passage?” Each group elects a leader to organize the discussion, and each student expresses their own views in English. During the discussion, the teacher walks around each group to listen, guides students to use the vocabulary and sentence patterns learned in the passage, and helps students solve the problems encountered in expression. Group presentation: After the discussion, each group sends a representative to present the group’s views to the whole class. The representative should clearly state the group’s favorite coping strategies and the reasons, as well as other coping strategies proposed by the group. After each group’s presentation, the teacher makes comments, affirms the advantages of the group, points out the problems in expression, and guides other students to ask questions or supplement, forming a positive interactive atmosphere. Summary and extension: The teacher summarizes the main content of Reading A again, emphasizes the key points of the passage, and extends: “Stress is a normal part of our life. It is not terrible. What is important is that we can correctly understand stress and master effective coping strategies to turn pressure into motivation.” Then, the teacher asks students to think about their own stress again and write down 2-3 coping strategies that are suitable for themselves, combining the passage and their own experience. Design Intention: Post-reading activities aim to help students consolidate the knowledge learned, apply the language points and main content of the passage to practical communication, and improve their oral expression ability and cooperative learning ability. Group discussion and presentation can stimulate students’ enthusiasm for participation, let students express their views freely, and also cultivate their ability of teamwork and logical expression. The summary and extension can help students deepen their understanding of the theme of “fighting stress”, guide students to apply what they have learned to their daily life, and achieve the integration of language learning and emotional education. Step 3: Listening, Viewing and Speaking Listening Pre-listening: The teacher introduces the listening material briefly: “We will listen to a radio program about stress management. The program invites an expert to talk about the causes of stress for teenagers and effective coping methods. Before listening, let’s learn some new words and phrases related to the listening material, such as ‘radio program’, ‘expert’, ‘time management’, ‘deep breathing’ and ‘meditation’.” The teacher explains the new words and phrases simply, and guides students to read aloud to be familiar with their pronunciation. Then, the teacher asks students to predict the content of the listening material according to the introduction: “What do you think the expert will talk about? What coping methods may he recommend?” Students can express their predictions freely, which helps them focus on the key information during listening. While-listening: The teacher plays the listening material twice. For the first time, students are asked to listen carefully and answer the main idea of the listening material: “What is the main content of the radio program?” For the second time, students are asked to listen again and complete a filling-in-the-blank task, which includes key information such as the causes of stress mentioned by the expert and the recommended coping strategies. During the listening process, the teacher reminds students to take notes briefly, focus on the key words and sentences, and pay attention to the pronunciation and intonation of the speaker. After playing the listening material, the teacher checks the answers with students, explains the difficult points in the listening material, and plays the key parts again to help students understand. For example, if students have difficulty in catching the phrase “deep breathing”, the teacher plays that part again and explains its meaning and usage. Post-listening: The teacher asks students to discuss in pairs: “What coping methods does the expert recommend? Do you think these methods are effective? Why or why not?” After the pair discussion, the teacher invites several students to share their views with the whole class. Then, the teacher guides students to retell the main content of the listening material in their own words, using the key words and phrases learned, which helps students consolidate the listening content and improve their oral retelling ability. Design Intention: Listening activities are designed in three steps: pre-listening, while-listening and post-listening, which can help students improve their listening ability step by step. Pre-listening helps students remove language obstacles and set listening goals; while-listening focuses on training students’ ability to grasp the main idea and key details of the listening material; post-listening helps students consolidate the listening content and apply it to oral expression, realizing the integration of listening and speaking. The design of filling-in-the-blank tasks and retelling tasks can effectively test students’ listening effect and improve their language application ability. Viewing The teacher plays a short video about stress management. The video is about a senior high school student who is under great pressure because of exams, and finally finds effective coping methods with the help of his teacher and friends. The video is in English with English subtitles, which is suitable for students’ English level. After playing the video, the teacher asks students to answer the following questions: (1) What is the student’s stress source? (2) What difficulties did he encounter because of stress? (3) What coping methods did he use to relieve stress? (4) What can we learn from him? Then, the teacher invites students to discuss the video content in groups, and guides students to pay attention to the body language, expression and tone of the characters in the video, so as to better understand the emotions and ideas of the characters. During the discussion, the teacher encourages students to use the vocabulary and sentence patterns learned in Reading A and listening materials to express their views. Design Intention: Viewing activities can make the teaching content more vivid and intuitive, arouse students’ interest in learning, and help students better understand the theme of “fighting stress” through real scenarios. The video content is closely connected to students’ real life, which can make students feel deeply and learn practical coping methods. At the same time, viewing activities can also train students’ ability to understand visual information, improve their cross-cultural communication awareness, and lay a foundation for the subsequent speaking activities. Speaking Language input: The teacher sorts out the key expressions about stress and coping strategies learned in Reading A, listening and viewing activities, and presents them on the blackboard or PPT, such as: (1) Expressing stress: I feel stressed because...; I am under great pressure due to...; Stress makes me feel... (2) Expressing coping strategies: I usually cope with stress by...; One effective way to relieve stress is to...; It is helpful to... when feeling stressed. The teacher guides students to read these expressions aloud, and explains their usage and applicable scenarios, helping students master these expressions flexibly. Speaking practice 1: Pair work. The teacher asks students to work in pairs to have a dialogue about stress. The dialogue should include the following parts: introducing their own stress sources, describing the feelings brought by stress, and sharing their own coping strategies. The teacher gives an example dialogue to guide students: Student A: “I feel stressed because of the coming final exam. I can’t sleep well at night.” Student B: “I understand your feeling. I usually cope with exam stress by doing some exercise after class. It can help me relax. Why not try it?” Student A: “Thank you for your advice. I will try it.” During the pair work, the teacher walks around the classroom to guide students, helps students use the key expressions correctly, and corrects their pronunciation and grammar mistakes. After the pair work, the teacher invites 2-3 pairs to perform their dialogues in front of the whole class, and makes comments and affirmations. Speaking practice 2: Speech. The teacher asks students to prepare a short speech (about 1-2 minutes) with the topic “My Ways to Fight Stress”. Students need to combine their own experience and the knowledge learned in this lesson, introduce their own stress sources and effective coping strategies, and express their views on stress. The teacher gives some tips for speech: speak clearly and fluently, use the key expressions learned, and have a natural tone and expression. Students have 5 minutes to prepare their speeches. During the preparation, the teacher provides help for students who have difficulties, such as helping them organize their ideas and choose appropriate words and sentences. After the preparation, the teacher invites several students to give their speeches. After each speech, the teacher and other students make comments, pointing out the advantages and areas for improvement, and encouraging students to express themselves boldly. Design Intention: Speaking activities are carried out step by step from pair dialogue to speech, which conforms to the law of students’ oral expression ability improvement. Language input helps students master the necessary expressions for speaking, laying a foundation for speaking practice. Pair dialogue can help students practice oral expression in a relaxed atmosphere, improve their ability to communicate in pairs. Speech practice can further improve students’ oral expression ability, logical thinking ability and confidence in speaking English. The comments and encouragement from teachers and students can stimulate students’ enthusiasm for speaking, and help students find their own problems and improve continuously. Step 4: Consolidation and Summary Consolidation activity: The teacher arranges a small group task: each group designs a “Stress Management Handbook” for senior high school students. The handbook should include the definition of stress, common stress sources for senior high school students, effective coping strategies, and warm tips for relieving stress. Students need to complete the handbook in groups, using the knowledge and language points learned in this lesson. The teacher guides students to use appropriate words and sentences, and ensures that the content of the handbook is practical and useful. Summary: The teacher summarizes the whole lesson with the help of students: “In this lesson, we learned Reading A about stress, mastered the definition, causes and coping strategies of stress. We also listened to a radio program and watched a video about stress management, and practiced our listening, viewing and speaking skills. We learned many useful words, phrases and sentences to express stress and coping strategies, and also shared our own stress experiences and coping methods.” Then, the teacher emphasizes the key points and difficult points of the lesson again, and reminds students to apply the knowledge learned to their daily life, correctly understand stress, and use effective coping strategies to relieve stress, so as to maintain physical and mental health. Design Intention: Consolidation activities can help students comprehensively apply the knowledge and skills learned in this lesson, cultivate their ability of teamwork and innovation, and make students deeply understand the practical significance of the lesson theme. The summary helps students sort out the knowledge system of the whole lesson, consolidate the key points, and deepen their understanding of the theme of “fighting stress”. At the same time, it guides students to pay attention to their own mental health, realizing the integration of language teaching and quality education. Step 5: Homework Arrangement Read Reading A again and recite the key sentences and paragraphs. Finish the listening exercise in the textbook and retell the main content of the listening material in your own words. Complete the “Stress Management Handbook” with your group members and present it in the next class. Write a short passage (about 100 words) about your own stress and coping strategies, using the words and sentences learned in this lesson. Talk with your family or friends about stress management in English, and record your communication content briefly. Design Intention: The homework arrangement is closely connected to the teaching content of the lesson, which can help students consolidate the knowledge and skills learned, and extend the teaching content to after-class life. Reading and reciting help students master the key language points; listening retelling and writing help students improve their listening, speaking and writing ability; group homework and communication homework help students apply what they have learned to practice, cultivate their cooperative learning ability and communication ability, and achieve the goal of improving students’ comprehensive English 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 $