Unit 2 Managing Your Time-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第三册

Unit 2 Managing Your Time-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use time-management-related words and sentences, cultivating cultural awareness of time concepts in different cultures, fostering critical thinking to evaluate time-management methods, and nurturing learning ability to form personalized time-management habits. 教学重难点 Key points: Master core vocabulary and sentence patterns about time management, understand the main ideas of the texts in this section. Difficult points: Flexibly use what is learned to express personal time-management plans and objectively evaluate different time-management strategies. 教学过程 Lead-in: Activate Prior Knowledge and Introduce the Topic The teacher starts the class with an open question: “Do you often feel stressed because you can’t finish your homework on time? Have you ever tried any methods to manage your time better?” Then, invites 2-3 students to share their own experiences and feelings about time management in English. After the sharing, the teacher shows pictures of two different scenes: one is a student who is in a hurry, forgetting to bring books and being late for class; the other is a student who arranges his study and rest in an orderly way, completing tasks efficiently. The teacher then says: “Today, we will enter Section 4 Expanding Our Horizons of Unit 2 Managing Your Time. We will learn about time-management methods from different texts and expand our horizons on how to manage time scientifically.” Design Intention: The lead-in links students’ real life, which can quickly arouse their interest in the topic and activate their prior knowledge about time management. By asking questions and showing pictures, students can intuitively feel the importance of time management, lay a good emotional and cognitive foundation for the subsequent learning of the texts, and also cultivate their oral expression ability in English. Pre-reading: Preview and Lay a Foundation Vocabulary Preview: The teacher presents the core vocabulary of this section on the screen, including balance, achieve, focus, schedule, priority, efficient, adjust, challenge, etc. For each word, the teacher provides the phonetic symbol, Chinese meaning and a simple example sentence related to time management, such as “balance: to keep a balance between study and play”, “priority: we should set priorities for our daily tasks”. Then, the teacher asks students to read the words aloud after him/her, correct their pronunciation and intonation, and then let students work in pairs to make simple sentences with these words. After 5 minutes, invite several pairs to present their sentences to the class, and the teacher gives appropriate comments and guidance. Text Preview Guide: The teacher tells students that this section includes three short texts: Achieving a Balance between Studies and Play, The Key to Winston Churchill’s Time Management, and Time Is Life: A Story of Lu Xun. The teacher asks students to browse the three texts quickly, pay attention to the titles and the first sentences of each paragraph, and try to guess the main idea of each text. Then, the teacher asks students to write down their guesses on the exercise books, and exchange their ideas with their deskmates. Design Intention: Vocabulary is the foundation of text reading. Previewing core vocabulary can help students reduce difficulties in subsequent reading and improve reading efficiency. By making sentences in pairs, students can initially master the usage of vocabulary and enhance their language application ability. Guiding students to browse the texts and guess the main ideas can cultivate their skimming ability, help them form a preliminary understanding of the texts, and lay a foundation for in-depth reading. While-reading: In-depth Reading and Comprehension This part is divided into three parts, corresponding to the three texts in the section. The teacher guides students to read each text in depth, understand the details, and master the key information. Reading Text 1: Achieving a Balance between Studies and Play First, the teacher asks students to read the text silently and answer the following questions: What is the common problem for many students? What suggestions does the text give to achieve a balance between studies and play? Why is it important to have a balance between studies and play? After students finish reading, the teacher invites students to answer the questions one by one, and sorts out the key points of the text together with students: Many students focus too much on studies and ignore play, which makes them tired and inefficient. The suggestions include making a reasonable schedule, setting aside time for hobbies, and taking regular breaks. Having a balance can help students study more efficiently and keep healthy. Then, the teacher asks students to read the text again, underline the key sentences that express the main ideas, such as “Achieving a balance between studies and play is essential for students’ physical and mental health and academic progress.” and “A well-planned schedule can help you make full use of your time and avoid wasting it.” The teacher explains the key sentences, including the sentence structure and the usage of key words, and asks students to read the key sentences aloud to strengthen their memory. Design Intention: Silent reading helps students concentrate on understanding the text content and answer questions accurately. By asking targeted questions, students can grasp the key information of the text and improve their reading comprehension ability. Underlining key sentences and explaining them can help students deepen their understanding of the text and master the key language points, laying a foundation for the application of language. Reading Text 2: The Key to Winston Churchill’s Time Management The teacher first briefly introduces Winston Churchill to students, telling them that he was a famous British prime minister who had a heavy workload but managed his time very well. Then, asks students to read the text aloud in groups, and after reading, discuss the following questions in groups: How did Winston Churchill arrange his daily time? What is the key to his time management? What can we learn from his time-management method? Each group is given 5 minutes to discuss, and then each group sends a representative to share their discussion results. After the group sharing, the teacher summarizes the key content of the text: Winston Churchill divided his day into different time blocks, focusing on important work in the morning when he was most energetic, arranging meetings and interviews in the afternoon, and reading and writing in the evening. The key to his time management is setting clear priorities, focusing on one thing at a time, and making full use of every minute. The teacher also emphasizes the key vocabulary and sentences in the text, such as “divide...into...”, “focus on”, “make full use of”, and asks students to practice these phrases in pairs. Design Intention: Introducing the background of Winston Churchill helps students better understand the text content and arouse their interest in reading. Reading aloud in groups can improve students’ oral reading ability and sense of language. Group discussion can cultivate students’ cooperative learning ability and critical thinking ability, and let students learn from each other’s ideas, deepening their understanding of Churchill’s time-management method. Reading Text 3: Time Is Life: A Story of Lu Xun The teacher starts by asking students: “Do you know Lu Xun? What do you know about him?” Invite students to share their knowledge of Lu Xun, and then the teacher supplements Lu Xun’s identity and his contribution to Chinese literature. Then, asks students to read the text silently, and complete the following task: Fill in the blanks according to the text, which includes the key information about Lu Xun’s time management, such as “Lu Xun never wasted any time. He often said, ‘Time is life, and wasting time is wasting life.’” “He used every minute to read, write and work for the country.” After students finish the task, the teacher checks the answers together with students, and asks students to think about the question: “What can we learn from Lu Xun’s attitude towards time?” Invite students to express their views freely, and the teacher guides students to realize that we should cherish time, make full use of time, and not waste it. Then, the teacher asks students to read the text again, and recite the famous sayings of Lu Xun in the text, so as to deepen their understanding of the theme of the text. Design Intention: Combining students’ prior knowledge of Lu Xun can reduce the difficulty of understanding the text and enhance their sense of identity with the text content. Filling in the blanks can help students accurately grasp the key information of the text and improve their reading accuracy. Asking students to think and express their views can cultivate their critical thinking ability and emotional experience, and guide them to establish a correct concept of time. Post-reading: Consolidation and Application Text Retelling: The teacher asks students to choose one of the three texts and retell it in their own words. The teacher reminds students to use the key vocabulary and sentences they have learned. Students can prepare for 3 minutes first, and then invite 3-4 students to retell the text in front of the class. The teacher gives comments on their retelling, affirming their advantages and pointing out the areas that need improvement, such as the fluency of expression and the accuracy of vocabulary usage. Group Discussion: The teacher puts forward the topic for discussion: “Combining the three texts we have learned, what time-management methods can you summarize? Which method do you think is the most suitable for you? Why?” Students are divided into groups of 4-5, and each group discusses the topic in English. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance when students have difficulties in expression. After 10 minutes of discussion, each group sends a representative to share their discussion results with the whole class. Language Practice: The teacher presents some exercises on the screen, including vocabulary filling, sentence rewriting and short passage writing. Vocabulary filling: Students fill in the blanks with the core vocabulary of this section, such as balance, focus, schedule, etc. Sentence rewriting: Students rewrite the sentences according to the requirements, such as changing simple sentences into complex sentences, or using the key phrases learned to rewrite the sentences. Short passage writing: Students write a short passage of about 80 words, introducing their own time-management methods, using the knowledge learned in this section. After students finish the exercises, the teacher checks the answers together with students, and gives detailed explanations for the difficult exercises. For the short passage writing, the teacher selects several representative works to comment on, affirming the good expressions and putting forward suggestions for improvement. Design Intention: Text retelling can help students consolidate the text content and improve their oral expression ability and language organization ability. Group discussion can let students integrate the knowledge learned, think deeply about the practical application of time-management methods, and cultivate their cooperative learning ability and language application ability. Language practice can help students consolidate the key vocabulary and sentence patterns, and improve their ability to use language comprehensively, from vocabulary and sentences to passages. Cultural Extension: Expand Horizons and Cultivate Cultural Awareness The teacher says: “Time management is not only a personal habit, but also related to cultural differences. Different cultures have different views on time.” Then, the teacher introduces the differences in time concepts between Eastern and Western cultures with simple examples: In Western cultures, people pay more attention to punctuality, and they usually make an appointment in advance and arrive on time; in Eastern cultures, people also value punctuality, but they pay more attention to flexibility in some occasions. For example, when attending a family gathering, it is acceptable to be a little late. Then, the teacher asks students to discuss: “What are the differences in time management between Chinese and Western cultures that you know? How should we treat these differences?” After the discussion, the teacher summarizes: “Different cultures have different views on time and time-management methods, which are all formed under the influence of their own historical and cultural backgrounds. We should respect these differences, learn from the advantages of different cultures, and form our own scientific time-management methods.” Then, the teacher recommends some English books or articles about time management to students, such as The 7 Habits of Highly Effective People, and encourages students to read them after class to expand their horizons. Design Intention: Cultural extension can help students understand the relationship between time management and culture, expand their cultural horizons, and cultivate their cross-cultural awareness and cultural respect. By recommending extracurricular reading materials, students are encouraged to continue learning after class, which helps to improve their English reading ability and expand their knowledge Summary and Reflection: Sort Out Knowledge and Guide Self-improvement Summary: The teacher guides students to summarize the key content of this class together: We have learned three texts about time management, mastered the core vocabulary and sentence patterns related to time management. We have understood different time-management methods from the texts, such as making a reasonable schedule, setting priorities, focusing on one thing at a time, etc. We have learned about the differences in time concepts between Eastern and Western cultures. The teacher emphasizes that the key of this class is to apply the learned time-management methods to daily life and form good time-management habits. Reflection: The teacher asks students to reflect on their own time-management habits: “Do you have good time-management habits? What are your shortcomings? How will you improve your time-management methods according to what you have learned today?” Students can write down their reflections on the exercise books, and then invite 2-3 students to share their reflections with the class. The teacher gives positive comments and encouragement to students, encouraging them to put the time-management methods learned into practice. Design Intention: Summarizing the key content can help students sort out the knowledge learned in this class, form a systematic understanding, and consolidate the learning results. Reflection can guide students to combine the knowledge learned with their own actual situation, find their own shortcomings, and put forward improvement plans, which helps to cultivate their learning ability and self-reflection 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 $