Unit 2 Managing Your Time-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第三册

Unit 2 Managing Your Time-Section 3 Using English in Context 教学目标和重难点 教学目标 Language Competence: Master core vocabularies and sentence patterns related to time management, and be able to use them flexibly in listening, speaking, reading and writing to communicate effectively. Cultural Awareness: Understand time management concepts and habits in different cultures, respect cultural differences and form a scientific time view. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing time management cases and solving practical time-related problems. Learning Ability: Master effective English learning strategies, improve self-directed learning and cooperative learning abilities, and apply time management skills to English learning. 教学重难点 Key Points: Master core vocabularies (e.g., prioritize, allocate, procrastinate, deadline) and sentence patterns (e.g., It’s important to…, We should…, If we…, we will…) about time management; be able to understand and use English in real contexts related to time management. Difficult Points: Flexibly apply target vocabularies and sentence patterns to express personal views on time management; improve the ability to solve practical time-related problems in English. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a question: “Do you often feel that time is not enough? Do you sometimes stay up late to finish homework because you can’t manage your time well?” After asking, the teacher invites 2-3 students to share their own experiences of time management in simple English. Then, the teacher shows some pictures on the screen: one picture shows a student who is in a hurry because he is late for class, another shows a student who arranges his study and rest in an orderly way, and the third shows a student who is distracted by mobile phones while doing homework. The teacher asks students to discuss in pairs: “What’s the problem with the students in the pictures? How can they improve their time management?” Step 2: Presentation (Presentation of New Knowledge) Vocabulary Presentation: Based on the problems discussed in the lead-in, the teacher presents the core vocabularies of this section one by one. For example, when talking about “arranging tasks in order of importance”, the teacher introduces the word “prioritize” and explains its meaning and usage with simple English sentences: “To prioritize means to arrange things in order of importance so that you can do the most important things first. For example, we should prioritize our homework before playing games.” Then, the teacher writes the word on the blackboard and asks students to read it after him. In the same way, the teacher presents other core vocabularies such as “allocate”, “procrastinate”, “deadline”, “distraction” and “schedule”. For each word, the teacher provides simple and easy-to-understand example sentences combined with students’ daily life, and guides students to use the words to make simple sentences by themselves. For example, for “procrastinate”, the teacher says: “Many students procrastinate when doing homework. They always wait until the last minute to start it.” Then ask students: “Do you procrastinate sometimes? What do you usually procrastinate on?” Sentence Pattern Presentation: After mastering the core vocabularies, the teacher presents the key sentence patterns of this section. The first sentence pattern is “It’s important to do sth.”. The teacher combines time management to make example sentences: “It’s important to prioritize our tasks every day.” “It’s important to allocate time reasonably.” Then, the teacher guides students to replace the content in the sentence pattern with the new words they just learned to make sentences. The second sentence pattern is “We should/shouldn’t do sth.”. The teacher says: “We should make a daily schedule.” “We shouldn’t be distracted by mobile phones while studying.” The third sentence pattern is “If we…, we will…”. The teacher gives example sentences: “If we manage our time well, we will have more free time to do what we like.” “If we procrastinate, we will miss the deadline.” After explaining each sentence pattern, the teacher organizes students to practice in pairs, and invites several groups to present their practice results to check their mastery. Design Intention: The presentation of new knowledge follows the principle of “from concrete to abstract” and combines students’ daily life, which is conducive to students’ understanding and memory. By linking vocabularies with sentence patterns, students can not only master the meaning and usage of words, but also learn to use them in sentences, laying a solid foundation for the subsequent context application. The pair practice can increase students’ participation and help the teacher timely understand students’ mastery of new knowledge. Step 3: Practice (Contextual Practice) This step is divided into three parts: listening practice, reading practice and speaking practice, which aims to help students apply the learned vocabularies and sentence patterns in different contexts. Listening Practice: The teacher plays a short listening material twice. The listening material is a dialogue between two students, Tom and Lily, talking about their time management problems and solutions. The content of the dialogue involves the core vocabularies and sentence patterns learned in this class. Before playing the listening material, the teacher asks students to read the listening tasks carefully: (1) What is Tom’s problem? (2) What advice does Lily give to Tom? After playing the first time, the teacher asks students to complete the tasks independently. After playing the second time, the teacher checks the answers with the whole class, and plays the key parts of the dialogue again to help students understand the difficult points. Then, the teacher asks students to listen to the dialogue again and repeat it sentence by sentence, paying attention to the pronunciation and intonation. Reading Practice: The teacher distributes a short reading passage to students. The passage is about a high school student’s daily time schedule and his experience of improving time management. The passage contains the core vocabularies and sentence patterns of this section. The teacher asks students to read the passage silently first, and then answer the following questions: (1) What does the student do every morning? (2) How does he arrange his study time? (3) What changes have taken place in him after improving his time management? After students finish answering, the teacher checks the answers and guides students to find out the core vocabularies and sentence patterns in the passage, and explains the difficult sentences in the passage. For example, if there is a sentence “He used to procrastinate, but now he prioritizes his tasks and allocates his time reasonably”, the teacher guides students to analyze the structure of the sentence and the usage of the words “procrastinate”, “prioritize” and “allocate”. Speaking Practice: The teacher organizes a group discussion activity. The topic of the discussion is “How to Manage Our Time Better as High School Students”. The teacher divides students into groups of 4-5, and asks each group to discuss the topic using the vocabularies and sentence patterns learned in this class. The teacher provides some guiding questions for students: (1) What are the common time management problems for high school students? (2) What strategies can we use to solve these problems? (3) How can we make a reasonable daily schedule? During the discussion, the teacher walks around the classroom, observes students’ performance, and provides help and guidance for students who have difficulties in expression. After the discussion, each group sends a representative to present the group’s views to the whole class. The teacher makes comments on each group’s presentation, affirming their advantages and putting forward suggestions for improvement. Design Intention: Listening, reading and speaking are the key links of English language application. Through listening practice, students can improve their listening comprehension ability and familiarize themselves with the pronunciation and intonation of the target language. Reading practice can help students consolidate the learned vocabularies and sentence patterns, and improve their reading comprehension ability. Group discussion can provide students with a platform to express themselves in English, exercise their oral expression ability, and cultivate their cooperative learning ability. The guiding questions can help students clarify the direction of discussion and ensure the smooth progress of the activity. Step4 : Consolidation and Application (Comprehensive Application) Task-based Activity: The teacher assigns a task to students: “Make a personal daily schedule for next week, and write a short passage (80-100 words) to introduce your schedule and explain your time management strategies.” Before starting the task, the teacher reminds students to use the core vocabularies and sentence patterns learned in this class, and provides some examples for reference. For example: “My daily schedule for next week is as follows. I will get up at 6:30 every morning and do some exercise. From 7:30 to 8:00, I will have breakfast. Then I will go to school. After school, I will prioritize my homework and finish it before 8:30. I will allocate 30 minutes to review the knowledge learned in class. I won’t be distracted by mobile phones while studying. If I follow this schedule, I will have enough time to rest and do what I like.” Students complete the task independently, and the teacher walks around to provide guidance for students who have difficulties in writing. Peer Evaluation: After students finish the task, the teacher organizes peer evaluation. Each student exchanges their passages with their deskmates, and evaluates each other’s passages according to the following standards: (1) Are the core vocabularies and sentence patterns used correctly? (2) Is the schedule reasonable? (3) Is the passage coherent and easy to understand? Students put forward suggestions for revision to their deskmates. Then, the teacher invites several students to share their passages with the whole class, and makes comments on them, pointing out the advantages and deficiencies, and guiding students to revise their passages. Design Intention: The task-based activity combines the learned knowledge with practical application, which can help students consolidate the vocabularies and sentence patterns, and improve their writing ability. Making a personal daily schedule can also guide students to apply time management skills to their own life, realizing the integration of language learning and life practice. Peer evaluation can not only help students find their own deficiencies, but also improve their ability to evaluate and appreciate works, and enhance their cooperative learning awareness. Step 5: Summary and Extension (Summary and Expansion) Summary: The teacher guides students to summarize the content of this class together. The teacher asks: “What vocabularies have we learned today? What sentence patterns have we mastered? What have we learned about time management?” Students answer the questions one by one, and the teacher supplements and sorts out, helping students form a systematic knowledge framework. The teacher emphasizes that time is precious, and we should form a good habit of time management, and apply the learned English knowledge to communicate and solve practical problems. Extension: The teacher introduces some time management proverbs in English, such as “Time and tide wait for no man.” “Lost time is never found again.” The teacher explains the meaning of the proverbs and encourages students to remember them. Then, the teacher assigns an after-class task: (1) Review the vocabularies and sentence patterns learned in this class, and make a vocabulary card. (2) Share the time management proverbs learned today with your family or friends in English. (3) Try to follow your daily schedule made in class for a week, and write a short reflection (50-80 words) to record your feelings and changes. Design Intention: The summary helps students sort out the knowledge learned in this class, deepen their memory and understanding, and form a systematic knowledge structure. The extension of time management proverbs enriches students’ knowledge reserve and enhances their interest in English learning. The after-class task is closely linked to the in-class content, which can help students consolidate the learned knowledge, apply it to real life, and realize the continuity of teaching and learning. 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 $