Unit 1 Fighting Stress-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 Language Competence: Master key words and sentence patterns about stress and anxiety, and use them to express views logically. Cultural Awareness: Understand stress management in different contexts and respect diverse coping styles. Thinking Quality: Develop critical thinking to analyze and evaluate stress-related strategies. Learning Ability: Cultivate autonomous and cooperative learning skills to explore practical ways of fighting stress independently. 教学重难点 Key Points: Grasp the core content of Reading B, master key vocabulary and expressions about anxiety and stress coping; learn to use critical thinking to judge the rationality of stress management methods. Difficult Points: Applying critical thinking to analyze real-life stress cases and put forward scientific and practical coping suggestions in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a set of pictures and short videos, which include scenes of students facing academic pressure, such as staying up late to do homework, feeling anxious before exams, and losing interest in daily activities. Then the teacher asks two guiding questions: “Have you ever experienced such situations? How did you feel and what did you do to deal with it?” After asking the questions, the teacher invites 3-4 students to share their own experiences in English. During the sharing process, the teacher listens carefully, corrects minor language mistakes gently, and guides students to use simple expressions related to stress, such as “feel anxious”, “be stressed out”, “try to relax” and so on. Then the teacher summarizes: “Stress is a common feeling in our daily life, especially for senior high school students. Reading B has introduced some views on anxiety and stress coping. Today, we will use critical thinking to explore how to fight stress scientifically and effectively.” Design Intention: This lead-in links the teaching content with students’ real life, which can quickly arouse students’ emotional resonance and interest in learning. By asking students to share their own experiences, it not only activates students’ existing knowledge reserve of stress-related vocabulary and expressions, but also lays a foundation for the subsequent critical thinking discussion. At the same time, it helps students realize that stress is a universal phenomenon, reducing their psychological burden and making them more willing to participate in the follow-up teaching activities. Step 2: Review of Reading B (Text Comprehension and Key Information Sorting) First, the teacher asks students to review Reading B independently and complete a quick comprehension task: answer three questions based on the text. 1. What is the main topic of Reading B? 2. What are the two key questions discussed in the text? 3. What suggestions does the text put forward for teenagers to cope with anxiety? After students finish the task independently, the teacher organizes pair work. Students discuss their answers with their deskmates, check each other’s understanding, and supplement and correct their own answers. Then the teacher invites several pairs to present their answers to the whole class, and summarizes the key content of Reading B: The text mainly focuses on teenagers’ anxiety, discusses how to judge excessive anxiety and how teenagers can cope with anxiety, and puts forward some practical suggestions, such as seeking support from family and friends, doing physical exercise, and adjusting their own cognition. Next, the teacher sorts out the key vocabulary and sentence patterns in Reading B with students, such as “anxiety”, “cope with”, “excessive”, “symptom”, “seek support”, “take physical exercise”, “adjust one’s attitude” and sentences like “Too much anxiety can affect teenagers’ physical and mental health.” “It is important for teenagers to find proper ways to deal with stress.” The teacher explains the usage of key vocabulary and sentence patterns briefly, and asks students to make 1-2 sentences with each key word or sentence pattern to consolidate their mastery. Design Intention: Reviewing Reading B helps students consolidate the text content and key language points, which is the premise of carrying out critical thinking activities. The independent task and pair work enable students to deepen their understanding of the text through independent thinking and cooperative communication. Sorting out key vocabulary and sentence patterns provides language support for students to carry out critical thinking discussion and expression in the following links, ensuring that students can express their views smoothly in English. Step 3: Critical Thinking Training (Core Link) This link is divided into three parts to gradually guide students to develop critical thinking, from analyzing the text views to evaluating practical strategies, and finally to applying them to real cases. Part 1: Analyze the Text’s Views (Critical Analysis) The teacher puts forward the following guiding questions: 1. What is the author’s attitude towards anxiety? Is anxiety completely harmful? 2. Do you agree with all the suggestions put forward in the text? Why or why not? 3. Are there any limitations in the text’s discussion on teenagers’ anxiety? The teacher organizes group discussion. Students are divided into groups of 4-5, and each group chooses one question to focus on discussing. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides appropriate guidance when students encounter difficulties, and reminds students to combine the text content and their own life experience to express their views. For example, when students discuss whether anxiety is completely harmful, the teacher can guide them to think about the difference between good stress and bad stress mentioned in Reading A, and let them realize that proper anxiety can promote people to make better preparations, while excessive anxiety will bring negative effects. After the group discussion, each group sends a representative to present the group’s views to the whole class. Other groups can raise questions or supplement their views. For example, when a group says that they agree with the suggestion of “seeking support from family and friends”, another group may supplement that “some students may be reluctant to share their worries with family and friends, so this suggestion may not be suitable for everyone, and we need to find other ways for them.” The teacher affirms students’ positive thinking, summarizes the key points of the discussion, and emphasizes that critical thinking requires us to look at things from multiple angles, not just follow the author’s views blindly. Design Intention: This part guides students to analyze and question the views in the text, which is the initial training of critical thinking. Group discussion provides a platform for students to communicate and exchange views, which can stimulate students’ thinking potential and help them form the habit of independent thinking. By guiding students to combine the text content and life experience, it enables students to understand that critical thinking is not empty talk, but needs to be based on facts and rational analysis. Part 2: Evaluate Stress Coping Strategies (Critical Evaluation) The teacher shows a list of common stress coping strategies (including those mentioned in the text and other common ones), such as: 1. Seeking support from family, friends or teachers; 2. Doing physical exercise (running, yoga, etc.); 3. Listening to music or watching movies; 4. Keeping a diary to record emotions; 5. Procrastinating and avoiding the stressful things; 6. Overeating or not eating; 7. Playing mobile phones for a long time to escape from stress. The teacher asks students to work in pairs to classify these strategies into “healthy and effective strategies” and “unhealthy and ineffective strategies”, and explain the reasons for their classification. During the pair work, the teacher reminds students to use the key vocabulary and sentence patterns learned earlier, and to consider the advantages and disadvantages of each strategy comprehensively. For example, when classifying “playing mobile phones for a long time”, students need to point out that although it can temporarily relieve stress, it will affect study and rest in the long run, and even make people more anxious, so it is an unhealthy strategy. After the pair work, the teacher invites several pairs to share their classification results and reasons. The teacher makes comments and supplements, and guides students to realize that there is no absolute “best” stress coping strategy. The suitable strategy varies from person to person and from situation to situation. For example, some students may feel relaxed by listening to music, while others may prefer doing physical exercise. At the same time, the teacher emphasizes that unhealthy strategies will not only fail to solve the problem of stress, but also bring new physical and mental health problems, so we should avoid using them. Design Intention: This part guides students to evaluate different stress coping strategies critically, which further deepens their understanding of stress management. Pair work enables students to communicate and learn from each other, and improve their ability to analyze and evaluate problems. By guiding students to realize that the suitability of strategies varies from person to person, it helps students establish a scientific view of stress management and lay a foundation for them to choose appropriate strategies in real life. Part 3: Apply to Real Cases (Critical Application) The teacher presents a real case to the students: “Andy is a senior two student. He will take the mid-term exam in two weeks. Recently, he has been under great pressure. He often stays up late to review, but he still can’t remember the knowledge points. He feels very anxious, loses his appetite, can’t sleep well at night, and even doesn’t want to talk to his classmates and teachers. He doesn’t know how to deal with this situation.” The teacher asks students to work in groups to discuss: 1. What are the symptoms of excessive stress shown by Andy? 2. What may be the causes of his stress? 3. What healthy and effective suggestions can you give to Andy? 4. Why do you think these suggestions are suitable for Andy? During the group discussion, the teacher guides students to combine the knowledge learned in Reading B and the results of the previous strategy evaluation to put forward specific and practical suggestions. For example, students can suggest that Andy should make a reasonable review plan to avoid staying up late, do some simple physical exercise every day to relieve pressure, talk to his teachers or classmates about his worries to seek support, and adjust his attitude towards exams, realizing that exams are just a way to test learning results, not the only standard to measure his ability. Each group prepares a 3-minute report to present their analysis and suggestions. When presenting, the group representative needs to use English fluently, and other groups can put forward supplementary suggestions or questions. For example, if a group suggests that Andy should “talk to his parents”, another group may ask “What if Andy is reluctant to talk to his parents? What other ways can he seek support?” The teacher guides students to think comprehensively and put forward more flexible and practical suggestions. After all groups finish their presentations, the teacher makes a summary, affirms the positive performance of each group, and sorts out the scientific and practical suggestions for Andy, helping students integrate the knowledge and skills learned into real life. At the same time, the teacher reminds students that when they encounter similar stress situations, they can also use these methods to help themselves and their classmates. Design Intention: This part is the application of critical thinking. By analyzing real cases, students can apply the knowledge and skills learned to practical problems, which improves their ability to solve practical problems. Group report enables students to exercise their oral expression ability and cooperative learning ability. The interaction between groups further stimulates students’ thinking and helps them form a more comprehensive and rational understanding of stress management. Step 4: Language Consolidation and Extension First, the teacher organizes a vocabulary and sentence pattern consolidation activity. The teacher shows some incomplete sentences, and students need to fill in the blanks with the key vocabulary and sentence patterns learned in this lesson. For example: 1. Too much anxiety can ______ (影响) teenagers’ physical and mental health. 2. When we are under stress, we should ______ (寻求支持) from our family and friends. 3. It is important for us to ______ (调整我们的态度) towards stress. After students finish filling in the blanks, the teacher checks the answers with the whole class, and explains the mistakes that students often make. Then, the teacher asks students to write a short passage (80-100 words) about “How I Cope with Stress”, using the key vocabulary and sentence patterns learned in this lesson and the critical thinking methods mastered. Students write independently, and the teacher walks around to provide guidance for students who have difficulties in writing. Next, the teacher extends the teaching content by introducing some scientific stress management methods from foreign countries, such as mindfulness meditation, time management skills, etc. The teacher briefly introduces the principles and practices of these methods in English, and encourages students to try these methods in their daily life. At the same time, the teacher recommends some English articles and videos about stress management, and asks students to read and watch them after class to expand their knowledge. Design Intention: Vocabulary and sentence pattern consolidation helps students consolidate the language knowledge learned in this lesson and improve their language application ability. Writing a short passage enables students to integrate language knowledge and critical thinking, and exercise their writing ability. The extension of teaching content broadens students’ horizons, helps them understand diverse stress management methods, and cultivates their autonomous learning ability. Step 5: Summary and Homework First, the teacher summarizes the whole lesson: “In this lesson, we reviewed the key content of Reading B, mastered some key vocabulary and sentence patterns about stress and anxiety, and carried out a series of critical thinking activities. We learned to analyze the text’s views, evaluate stress coping strategies, and apply critical thinking to solve real-life stress cases. We also realized that stress is not terrible, and as long as we use scientific and effective methods, we can fight stress successfully.” Then, the teacher assigns homework: 1. Finish the short passage “How I Cope with Stress” and revise it according to the teacher’s guidance. 2. Read the recommended English articles and videos about stress management, and take notes of 3-5 useful stress coping methods. 3. Interview one of your classmates or friends about their ways of coping with stress, and write a short interview report (100-120 words) in English, including the interviewee’s stress situation and coping methods, and your own evaluation of these methods. 4. Preview the next part of the unit and think about how to apply critical thinking to more practical problems. Design Intention: The summary helps students sort out the key content of the lesson and deepen their understanding of the teaching objectives. The homework is designed to consolidate the knowledge and skills learned in the lesson, extend the teaching content, and encourage students to apply critical thinking and language knowledge to daily life. The interview task not only exercises students’ oral expression and writing ability, but also enables them to learn from each other’s stress coping experience, which is conducive to their own growth. 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 $