Unit 2 Managing Your Time-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第三册

Unit 2 Managing Your Time-Section 1 Reading for Meaning 教学目标和重难点 教学目标 It focuses on developing students’ language ability to grasp time-management-related words and texts, cultural awareness to understand time values, thinking quality to analyze and solve time-management problems, and learning ability to apply useful strategies in daily study and life. 教学重难点 Key points: Master core words and phrases about time management, understand the main idea and structure of the reading passage. Difficult points: Analyze the logical relationship in the text and apply time-management strategies to practical situations. 教学过程 Lead-in The teacher starts the class with an interactive question: “Do you often feel stressed because you can’t finish your homework on time? Have you ever missed important tasks due to poor time arrangement?” Then, the teacher shows some pictures on the screen: one picture shows a student in a mess, with books and homework scattered everywhere, looking anxious; the other picture shows a student who arranges his desk neatly, with a clear schedule on the wall, looking relaxed and confident. After showing the pictures, the teacher asks students to discuss in pairs: “What’s the difference between the two students? What leads to this difference?” After 3 minutes of discussion, invite 2-3 pairs to share their opinions. Finally, the teacher summarizes: “The key difference lies in time management. A good time management ability can help us study and live more efficiently. Today, we will learn Section 1 Reading for Meaning of Unit 2 Managing Your Time, and explore useful time management strategies from the passage.” Design Intention: The lead-in links students’ daily study and life, using familiar scenarios and interactive questions to arouse students’ emotional resonance and learning interest. The contrast between the two pictures helps students intuitively understand the importance of time management, laying a good foundation for the subsequent reading teaching. At the same time, pair discussion cultivates students’ cooperative learning ability and initial expression ability. Pre-reading Vocabulary Preview The teacher presents the core vocabulary and phrases of the passage on the screen, including “schedule”, “priority”, “balance”, “avoid”, “procrastinate”, “set goals”, “make a list”, “stick to”, etc. For each word and phrase, the teacher first pronounces it clearly and asks students to follow, then explains its meaning and usage with simple English sentences combined with time management scenarios. For example, when explaining “procrastinate”, the teacher says: “Procrastinate means to delay doing something that you should do, usually because you do not want to do it. For example, some students procrastinate doing their homework until the last minute.” Then, the teacher asks students to make simple sentences with these words and phrases in pairs, and invites several students to share their sentences to check their mastery. Predicting the Text The teacher shows the title of the reading passage “Time Management: A Key to Success” and the picture of the passage. Then, asks students to predict: “What do you think the passage will talk about? What time management strategies may be mentioned?” Students can express their opinions freely. The teacher writes down the key predictions on the blackboard, such as “how to make a schedule”, “how to set priorities”, “how to avoid procrastination”, etc. Then, the teacher says: “Now let’s read the passage to check whether your predictions are correct.” Design Intention: Vocabulary preview helps students remove language obstacles in reading, laying a solid foundation for smooth reading. Explaining vocabulary in combination with scenarios makes it easier for students to understand and remember, and sentence-making practice helps students initially master the usage of vocabulary. Predicting the text can stimulate students’ reading motivation, cultivate their predictive ability, and make their reading more targeted. While-reading Skimming Ask students to read the passage quickly, focusing on the title, topic sentences of each paragraph and the conclusion part, and complete two tasks: Summarize the main idea of the passage in one sentence. Underline the topic sentence of each paragraph. After reading, invite students to share their answers. The teacher corrects and summarizes: The passage mainly introduces the importance of time management and several practical time management strategies, including setting clear goals, making a schedule, prioritizing tasks, avoiding procrastination and balancing study and rest. Scanning Ask students to read the passage again carefully, and complete the following table according to the content of the passage. The table is as follows: Time Management Strategies Specific Explanations Setting clear goals Set short-term and long-term goals, which should be specific, measurable and achievable. Making a schedule Plan daily, weekly and monthly tasks, and arrange time reasonably for each task. Prioritizing tasks Classify tasks into important and urgent, important but not urgent, urgent but not important, and neither important nor urgent, and deal with them in order. Avoiding procrastination Start with the most difficult task, break large tasks into small ones, and reward yourself after finishing tasks. Balancing study and rest Arrange proper rest and entertainment time to avoid burnout and improve study efficiency. After students finish filling in the table, the teacher checks the answers with the whole class, and explains the difficult points in the table. For example, when explaining “prioritizing tasks”, the teacher uses simple examples to help students understand the classification of tasks: “For example, your homework that is due tomorrow is important and urgent; previewing the new lesson for the next day is important but not urgent; answering a friend’s unimportant message is urgent but not important; playing games for a long time is neither important nor urgent.” Detailed Reading Ask students to read the passage paragraph by paragraph, and answer the following questions to deepen their understanding of the text: - Paragraph 1: Why is time management important for students? - Paragraph 2: What are the characteristics of good goals? - Paragraph 3: How to make an effective schedule? - Paragraph 4: Why is it necessary to prioritize tasks? - Paragraph 5: What are the ways to avoid procrastination? - Paragraph 6: What will happen if we only study without rest? Students can discuss the questions in groups of 4, and then the teacher invites students from each group to answer the questions. For the questions that students find difficult, the teacher guides them to find the relevant sentences in the passage and analyze them together. For example, when answering the question in Paragraph 1, the teacher guides students to find the sentence “Good time management helps students make the most of their time, reduce stress and improve their academic performance.” and explains it in detail. At the same time, the teacher points out the key sentences and difficult sentences in the passage, such as “Time is a precious resource that cannot be replaced. Once it is wasted, it can never be retrieved.” and “By prioritizing tasks, you can make sure that you focus on the most important things first and avoid wasting time on unimportant ones.” The teacher analyzes the sentence structure and explains the meaning, helping students master the key language points. Design Intention: Skimming helps students grasp the main idea of the passage quickly and cultivate their ability to obtain key information. Scanning enables students to locate specific information accurately and improve their reading efficiency. The table design makes the time management strategies in the passage more clear and intuitive, which is convenient for students to sort out and remember. Detailed reading with questions guides students to read the passage carefully, deepen their understanding of each paragraph, and master key and difficult points. Group discussion in the process cultivates students’ cooperative learning ability and ability to analyze and solve problems. Post-reading Text Retelling Ask students to retell the passage with the help of the key words and the table filled in during scanning. First, the teacher invites 1-2 students to retell the passage individually, and then asks students to retell the passage in pairs. When retelling, students should use the core vocabulary and phrases learned in the class, and ensure the logicality and fluency of the retelling. The teacher listens carefully, corrects the mistakes in students’ retelling (such as vocabulary, grammar and sentence structure), and gives positive comments and guidance. Group Discussion The teacher puts forward the discussion topic: “Which time management strategy do you think is the most useful for you? Why? How will you apply it to your daily study and life?” Ask students to discuss in groups of 4, and each group selects a representative to share the group’s opinions. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when students have difficulties. For example, if a student does not know how to apply the strategy of avoiding procrastination, the teacher can guide him to say: “You can break your homework into small tasks, finish one task every 30 minutes, and reward yourself with a 5-minute rest after finishing each task.” Language Practice The teacher designs two language practice tasks: Task 1: Fill in the blanks with the core words and phrases learned in the class. The sentences are as follows: We should ______ (制定计划) for our study every week to make our study more organized. It is important to ______ (区分优先顺序) our tasks so that we can focus on the most important ones. Don’t ______ (拖延) doing your homework, or you will feel stressed at the last minute. We need to ______ (平衡) study and rest to keep healthy and improve study efficiency. Task 2: Write a short passage (80-100 words) about your own time management plan, using at least 3 core words and phrases learned in the class. After students finish writing, invite several students to share their passages, and the teacher comments on them, affirming the advantages and pointing out the areas that need improvement. Design Intention: Text retelling helps students consolidate the content of the passage, improve their oral expression ability and logical thinking ability. Group discussion combines the text content with students’ actual life, making students realize the practical value of time management strategies, and cultivating their ability to apply knowledge to practice. Language practice tasks help students consolidate the core vocabulary and phrases, and improve their writing ability, realizing the integration of listening, speaking, reading and writing. Summary and Reflection Summary The teacher guides students to summarize the content of this class: “Today we learned a passage about time management. We mastered the core vocabulary and phrases related to time management, understood the main idea and structure of the passage, and learned five practical time management strategies. We also discussed how to apply these strategies to our daily study and life.” Then, the teacher emphasizes: “Time management is a skill that needs constant practice. I hope you can apply the strategies learned today to your study and life, make good use of every minute, and become a master of time management.” Reflection Ask students to reflect on their own time management situation: “Do you have the problem of poor time management? Which strategy do you think you need to practice most? What will you do to improve your time management ability?” Students can write down their reflections in their notebooks, and some students can be invited to share their reflections with the whole class. The teacher gives positive encouragement and guidance to the students’ reflections, helping them establish a correct time concept. Design Intention: Summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their memory. Reflection enables students to connect the knowledge learned with their own actual situation, find their own problems, and clarify the direction of improvement, which is conducive to cultivating students’ self-reflection ability and learning ability. Homework Assign three levels of homework to meet the needs of different students: - Basic Homework: Review the core vocabulary and phrases of this class, recite the key sentences, and read the passage aloud for 15 minutes every day. - Improvement Homework: Complete the language practice tasks that are not finished in class, and revise the short passage written in class according to the teacher’s comments. - Expansion Homework: Make a detailed weekly time schedule for yourself, and write a 150-word reflection after a week to record the effect of using the time management strategies learned in this class. Design Intention: Hierarchical homework takes into account the individual differences of students, ensuring that every student can complete the homework according to their own level, and at the same time, it can guide students to consolidate the knowledge learned, apply it to practice, and further improve their time management ability and English comprehensive 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 $