Unit 3 -Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版选择性必修第二册

Unit 3 Relieving Stress in Your Life-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language Competence: Master stress-related vocabulary and sentence patterns, and improve abilities in listening, speaking, reading and writing to express stress and stress-relief methods. Cultural Awareness: Understand stress management differences in different cultures and form a positive attitude towards stress. Thinking Quality: Develop critical thinking by analyzing stress sources and evaluating relief strategies. Learning Ability: Cultivate autonomous and cooperative learning skills to apply stress-relief methods in real life. 教学重难点 Key Points: Master core vocabulary (anxiety, tension, relieve, etc.) and sentence patterns about stress description and relief methods; understand the main idea and details of the text. Difficult Points: Understand cultural differences in stress management; flexibly use learned knowledge to express personal stress and practical relief strategies in real contexts. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing a series of multi-modal materials, including pictures and short video clips about stress in senior high school students’ daily life, such as staying up late to finish homework, feeling anxious before exams, struggling with interpersonal relationships and pressure from parents. Then the teacher asks two open-ended questions in English: “Have you ever felt stressed like the people in the pictures? What do you usually do when you are stressed?” The teacher invites 3-4 students to share their own experiences and ways of dealing with stress freely. After that, the teacher naturally leads to the topic of this lesson: “Today we will learn Section 2 Learning Through Practice, which focuses on relieving stress in our life. We will explore different stress sources and practical relief strategies, and learn to express them in English.” Design Intention: This link uses multi-modal materials to quickly arouse students’ interest in the topic of relieving stress. By connecting the topic with students’ own life experiences, it activates their existing knowledge and emotional resonance, making them more willing to participate in subsequent learning activities. Meanwhile, it lays a good emotional and cognitive foundation for understanding the text and related knowledge, as students can easily relate their own stress experiences to the learning content of this lesson. In addition, it helps students open their mouths to speak English initially, reducing their anxiety about speaking and laying a foundation for the subsequent oral practice. Step 2: Pre-learning (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of this lesson on the screen, including anxiety, tension, relieve, relax, balance, burden, cope with, deal with, take a break, focus on, etc. For each word and phrase, the teacher provides simple and easy-to-understand English definitions, example sentences related to stress and stress relief, and pronounces them clearly, asking students to follow and read twice. For example, when explaining “relieve”, the teacher says: “Relieve means to make something less painful, difficult, or worrying. For example, listening to music can relieve our stress.” Then the teacher shows some pictures corresponding to the vocabulary, such as a student listening to music to relax, a person doing exercise to relieve tension, to help students understand the meaning more intuitively. Next, the teacher briefly introduces the background of stress management. He tells students: “Stress is a common emotion in everyone’s life, especially for senior high school students. It can come from study, family, friends or other aspects. Proper stress can motivate us, but too much stress will affect our physical and mental health. Different people and different cultures have different ways to relieve stress. Today, we will learn some practical methods through practice and learn to express them in English.” After that, the teacher organizes a small group activity: students work in groups of 4 to discuss the meaning of the core vocabulary and make one sentence with each word or phrase. Each group selects one representative to share their sentences with the whole class. The teacher corrects mistakes in pronunciation and grammar in time and gives positive comments. Design Intention: Vocabulary is the foundation of language learning. This link focuses on helping students master the core vocabulary and phrases related to stress and stress relief, which lays a solid foundation for their subsequent reading, listening, speaking and writing activities. By providing definitions, example sentences and pictures, it helps students understand and remember vocabulary more effectively, avoiding mechanical memorization. The group discussion activity not only cultivates students’ cooperative learning ability, but also enables them to apply vocabulary in practice, deepening their memory and understanding of vocabulary. In addition, the brief introduction of stress management background helps students establish a preliminary understanding of the topic and lays a foundation for the subsequent in-depth learning. Step 3: While-learning (Reading and Listening Practice) Activity 1: Fast Reading The teacher distributes the reading materials of this lesson (consistent with the content of Hebei Version Selective Compulsory Volume 2 Unit 3 Section 2) to students. Then the teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What are the two main stress sources mentioned in the text? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The text mainly introduces common stress sources of senior high school students and practical methods to relieve stress, guiding students to learn to cope with stress in a positive way. The two main stress sources mentioned are study pressure and interpersonal pressure. Design Intention: Fast reading is an important reading skill. This activity aims to train students’ ability to grasp the main idea and key information of the text quickly. By setting simple and targeted questions, it guides students to read with purpose, avoiding aimless reading. At the same time, it helps students have a preliminary understanding of the structure and content of the text, laying a foundation for intensive reading. Activity 2: Intensive Reading The teacher guides students to read the text intensively paragraph by paragraph. For each paragraph, the teacher designs targeted questions to help students understand the details and logical relationship of the text. Paragraph 1: The teacher asks: “What does the author say about stress? Is all stress bad?” Students read the paragraph carefully and find that stress is a normal part of life, and proper stress can motivate us to work harder, but too much stress is harmful to our physical and mental health. Paragraph 2-3: The teacher asks: “What are the specific manifestations of study pressure and interpersonal pressure? How do these pressures affect students?” Students discuss in groups and summarize that study pressure mainly comes from heavy homework, exams and high expectations from parents and teachers, which may make students feel anxious and tired; interpersonal pressure comes from conflicts with friends or classmates, which may make students feel lonely and sad. Paragraph 4-6: The teacher asks: “What are the practical methods to relieve stress mentioned in the text? Please list them and explain their specific operations.” Students read carefully and find the methods: taking regular exercise, listening to music, communicating with friends or family, arranging time reasonably, and doing something they like. The teacher guides students to understand the specific operation of each method, such as taking exercise for 30 minutes every day, listening to light music when feeling stressed, etc. During the intensive reading process, the teacher also guides students to pay attention to the key sentence patterns in the text, such as “I feel stressed because...”, “One way to relieve stress is to...”, “It is important to...”, and asks students to underline these sentence patterns and take notes. The teacher explains the usage of these sentence patterns and gives additional examples to help students master them. Design Intention: Intensive reading is to help students understand the details, logical relationship and language features of the text. By designing targeted questions, it guides students to read carefully and think deeply, improving their ability to extract and process detailed information. At the same time, focusing on key sentence patterns helps students master the language structure related to stress expression, laying a foundation for their subsequent oral and written expression. Group discussion in the process also cultivates students’ cooperative thinking and expression ability. Activity 3: Listening Practice The teacher plays the listening material of this lesson twice. The first time, students listen carefully and get the main idea of the listening material: it is a dialogue between two students, Tom and Lucy, talking about their stress and ways to relieve it. The second time, students listen again and fill in the blanks according to the listening material. The blanks mainly involve core vocabulary and sentence patterns learned in this lesson, such as “anxiety”, “relieve”, “take a break”, “I feel stressed because I have too much homework.” After students finish filling in the blanks, the teacher checks the answers together with the whole class, corrects mistakes in time, and plays the listening material again for students to follow and read, improving their listening and pronunciation. Design Intention: Listening practice is an important part of improving students’ language competence. This activity not only trains students’ listening comprehension ability, but also helps them review and consolidate the core vocabulary and sentence patterns learned in this lesson, realizing the integration of listening and vocabulary learning. Following the listening material to read helps students correct their pronunciation and intonation, improving their oral expression foundation. Step 4: Post-learning (Speaking and Writing Practice) Activity 1: Oral Practice - Role Play The teacher divides students into groups of 2. Each group acts as two senior high school students, Tom and Lucy, and makes a dialogue according to the following situation: Tom is feeling stressed because of the coming exam and has trouble sleeping. Lucy comforts him and shares some practical ways to relieve stress. Students need to use the core vocabulary and sentence patterns learned in this lesson, such as “I feel very stressed because of the exam.”, “You can relieve stress by taking a walk after class.”, “It is important to arrange your study time reasonably.” The teacher walks around the classroom to guide students, helps them solve problems in dialogue, and encourages students to use different expressions. After 10 minutes, each group selects one pair to perform the dialogue in front of the whole class. The teacher gives comments on their performance, affirming their advantages and putting forward suggestions for improvement, such as improving pronunciation, increasing the richness of dialogue, etc. Design Intention: Role play is a practical oral practice activity that can create a real language environment for students, enabling them to apply the learned vocabulary and sentence patterns in real communication. This activity not only improves students’ oral expression ability and language application ability, but also cultivates their cooperative ability and performance ability. The teacher’s guidance and comments help students find their own shortcomings and improve their oral expression level continuously. Activity 2: Writing Practice - Short Passage Writing The teacher asks students to write a short passage with the title “My Ways to Relieve Stress”. The requirements are as follows: 1. Briefly introduce one of your main stress sources; 2. List 2-3 practical ways you use to relieve stress; 3. Explain the effect of these ways; 4. Use at least 5 core vocabulary and 3 key sentence patterns learned in this lesson. The teacher gives a sample passage to guide students, such as: “As a senior high school student, I often feel stressed because of heavy study tasks. To relieve stress, I usually take a walk for 20 minutes after dinner every day. It makes me relax and clear my mind. Besides, I like to listen to light music when I finish my homework. It can help me relieve tension and improve my mood. I think it is important to find proper ways to relieve stress, which can help us study better and live happier.” After students finish writing, the teacher collects some students’ works, reads them in front of the whole class, and gives comments on their content, vocabulary, sentence patterns and grammar. Then students exchange their works in groups, correct each other’s mistakes, and put forward suggestions for improvement. Finally, students revise their own works according to the comments and suggestions. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their language application ability. This writing task is closely related to students’ own life, which can stimulate their writing enthusiasm and make them have something to write. The requirements of using core vocabulary and sentence patterns help students review and consolidate the knowledge learned in this lesson, realizing the integration of reading, listening, speaking and writing. Group mutual correction and teacher comments help students find their own mistakes and improve their writing level, and also cultivate their ability to evaluate and modify their works. Step 5: Summary and Extension Summary The teacher invites students to summarize what they have learned in this lesson. Students take turns to share the core vocabulary, key sentence patterns, main content of the text and practical ways to relieve stress. Then the teacher makes a final summary: “In this lesson, we have learned some core vocabulary and sentence patterns about stress and stress relief, understood the main idea and details of the text, and mastered some practical ways to relieve stress. We also practiced listening, speaking, reading and writing through various activities. Stress is a normal part of life, and we should face it positively and use proper ways to relieve it, so as to keep a healthy physical and mental state.” Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system of this lesson, deepen their memory and understanding of the knowledge. At the same time, it can cultivate students’ ability to summarize and express, and let the teacher know the students’ mastery of the knowledge in this lesson. Extension The teacher assigns an after-class task: 1. Interview your family or friends about their stress sources and ways to relieve stress, and take notes in English; 2. Write a short report based on the interview results, using the knowledge learned in this lesson; 3. Share your interview report in the next class. In addition, the teacher recommends some English articles and videos about stress management to students, encouraging them to read and watch after class to expand their knowledge. Design Intention: The after-class extension task connects classroom learning with real life, enabling students to apply the knowledge learned in class to practice, improving their language application ability and autonomous learning ability. Interviewing family or friends not only enriches students’ learning content, but also cultivates their communication ability. Recommending relevant articles and videos helps students expand their horizons and deepen their understanding of the topic of stress relief. 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 $