Unit 3 Relieving Stress in Your Life-Section 1 Reading for Meaning 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 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Master key words and sentences about stress and stress relief, improve reading ability to obtain, sort out and summarize information. Cultural Awareness: Understand stress management methods in different cultures, form a rational attitude towards stress. Thinking Quality: Cultivate critical thinking by analyzing the causes of stress and evaluating relief strategies. Learning Ability: Master effective reading strategies and develop the habit of independent learning and cooperative exploration. 教学重难点 Key Points: Master core vocabulary (anxiety, tension, relieve, etc.) and sentence patterns about describing stress and relief methods; understand the main idea and structure of the reading text; grasp the key information about stress sources and relief strategies. Difficult Points: Understand the cultural differences in stress management; flexibly use the learned knowledge to express personal stress and relief methods; cultivate critical thinking in analyzing stress relief strategies. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a question-and-answer activity: “Do you often feel stressed in your daily life? What makes you feel stressed? How do you usually deal with it?” Then, the teacher shows some pictures related to stress (such as students staying up late to study, people feeling anxious, and people doing sports to relax) and plays a short video about common stressors and simple relief methods for senior high school students. After watching the video, invite 2-3 students to share their own stress experiences and relief ways in English. Finally, the teacher summarizes: “Stress is a common feeling in our life. It can bring pressure, but it can also motivate us. Today, we will learn a passage about relieving stress and explore more scientific and effective ways to deal with stress together.” Design Intention: The question-and-answer activity and multimedia materials (pictures and videos) can quickly arouse students’ interest and enthusiasm, connect the teaching content with students’ real life, help students activate their existing knowledge and experience about stress, lay a foundation for the following reading teaching. At the same time, it can cultivate students’ oral expression ability and guide them to pay attention to the theme of the unit. Step 2: Pre-reading (Vocabulary and Prediction) Vocabulary Preview The teacher presents the core vocabulary of the passage on the blackboard or courseware, including nouns (stress, anxiety, tension, pressure, strategy), verbs (relieve, reduce, handle, overcome, balance), adjectives (stressed, anxious, tense, effective, practical) and key phrases (deal with, cope with, take measures to, in the long run, keep a balance between...and...). For each word and phrase, the teacher gives simple and easy-to-understand English definitions and example sentences related to students’ life, and guides students to read aloud to familiarize themselves with the pronunciation and usage. For example, for “relieve”, the teacher says: “Relieve means to make something less painful or less serious. For example, doing exercise can relieve our stress after a long time of study.” Then, organize students to do a quick matching exercise: match the words with their definitions, and check the results in pairs to ensure that students have a preliminary grasp of the core vocabulary. Text Prediction The teacher shows the title of the reading passage “Relieving Stress in Your Life” and the first sentence of the passage. Ask students to predict: “What content do you think this passage will talk about? Please list 2-3 points you may read.” Guide students to express their predictions freely, such as “The causes of stress”, “Different ways to relieve stress”, “The importance of relieving stress” and so on. Then, the teacher writes down students’ predictions on the blackboard and tells them: “Let’s read the passage carefully and check which of your predictions are correct.” Design Intention: Vocabulary is the foundation of reading. Previewing core vocabulary can help students remove language obstacles in reading, improve reading speed and comprehension. The prediction activity can stimulate students’ reading desire, cultivate their ability of logical reasoning and prediction, and make students have a clear purpose in reading, which is conducive to improving the efficiency of reading teaching. Step 3: While-reading (Intensive Reading and Information Processing) Skimming Ask students to read the passage quickly (skimming) and finish two tasks: (1) Find out the main idea of the passage. (2) Check the predictions made in the pre-reading part and mark the correct ones. After students finish reading, invite several students to share their answers. The teacher summarizes the main idea: The passage mainly introduces the common sources of stress for senior high school students, the negative effects of excessive stress, and several practical and effective strategies to relieve stress, guiding students to treat stress correctly and learn to manage stress. Scanning Ask students to read the passage again carefully (scanning) and complete the following table about the key information in the passage: Parts Main Content Key Information Paragraph 1-2 The definition and sources of stress Stress is a natural reaction; sources: study, relationships, family, etc. Paragraph 3-4 The negative effects of excessive stress Affect physical health (tiredness, headache) and mental health (anxiety, depression) Paragraph 5-8 Strategies to relieve stress 1. Keep a balanced diet and do regular exercise; 2. Develop hobbies; 3. Communicate with others; 4. Arrange time reasonably; 5. Learn to relax (breathing exercises, meditation) Paragraph 9 The correct attitude towards stress Stress is not all bad; we should face it bravely and manage it properly After students finish filling in the table, organize them to exchange and check in groups, and the teacher walks around to guide and help students who have difficulties. Then, invite a group representative to present the group’s answers, and the teacher corrects and supplements them, emphasizing the key information and helping students sort out the structure of the passage clearly. Intensive Reading Focus on the key paragraphs and sentences of the passage, guide students to analyze and understand in depth: (1) Analyze Paragraph 2: “Stress is a natural reaction to the changes and challenges in life. It can be both positive and negative. A little stress can motivate us to work harder, but excessive stress can do great harm to our physical and mental health.” Ask students: “What is the author’s attitude towards stress? How do you understand the positive and negative effects of stress?” Guide students to discuss and express their own views, helping them establish a correct understanding of stress. (2) Analyze Paragraph 5-8: For each stress relief strategy mentioned in the passage, ask students to think: “Why is this strategy effective? How can we put it into practice in our daily life?” For example, for “keep a balanced diet and do regular exercise”, guide students to think: “What kind of diet is a balanced diet? What kinds of sports are suitable for us senior high school students?” Invite students to share their own experiences, making the strategies more practical and operable. (3) Analyze difficult sentences: Pick out 2-3 difficult sentences in the passage, such as “If we can’t handle stress properly, it will not only affect our study and life, but also lead to serious physical and mental problems.” and “Learning to relax is an important way to relieve stress, which can help us calm down and think more clearly.” Guide students to analyze the sentence structure (such as attributive clauses, conditional clauses) and understand the meaning of the sentences, helping students break through the language difficulties in reading. Design Intention: Skimming helps students grasp the main idea of the passage quickly, scanning helps students extract key information accurately, and intensive reading helps students understand the details and difficult points of the passage in depth. Through these three reading activities, students’ reading ability can be improved step by step. At the same time, group discussion and question-and-answer activities can cultivate students’ cooperative learning ability and critical thinking ability, and make students deeply understand the theme and content of the passage. Step 4: Post-reading (Consolidation and Application) Vocabulary and Sentence Practice (1) Ask students to use the core vocabulary and key phrases learned in the passage to complete the following sentences: Many students feel ______ (stressed/anxious) because of heavy study tasks. We should take effective measures to ______ (relieve/reduce) stress. It is important to ______ (keep a balance) between study and rest. When you feel stressed, you can ______ (communicate with) your parents or friends for help. After students finish, check the answers together and explain the usage of key words and phrases again to strengthen students’ memory and application ability. (2) Ask students to imitate the difficult sentences in the passage and write 2-3 sentences about stress and stress relief. For example, imitate “If we can’t handle stress properly, it will not only affect our study and life, but also lead to serious physical and mental problems.” to write: “If we can do regular exercise, it will not only help us relieve stress, but also improve our physical health.” Invite several students to share their sentences, and the teacher comments and modifies them, helping students master the sentence structure and improve their writing ability. Group Discussion Divide students into groups of 4-5, and give the discussion topic: “What are the main stressors for us senior high school students? Which stress relief strategies mentioned in the passage do you think are the most suitable for you? What other stress relief methods do you have?” Ask each group to discuss for a few minutes, and assign a recorder to record the key points of the discussion and a spokesman to present the group’s views. When each group presents, the teacher listens carefully, puts forward appropriate questions to guide students to think in depth, and summarizes the useful stress relief methods shared by students, enriching the content of the lesson. Role-play Arrange a role-play activity: Suppose one student is a classmate who is stressed because of the upcoming exam (anxious, can’t concentrate on studying), and the other student is his/her friend who helps him/her relieve stress. Ask students to use the vocabulary, sentences and stress relief strategies learned in the passage to complete the dialogue. Give students a few minutes to prepare, then invite 2-3 groups to perform the dialogue in front of the class. After the performance, the teacher comments on the performance, emphasizing the correct use of language and the rationality of stress relief methods, and encouraging students to apply the learned knowledge to real communication. Design Intention: Vocabulary and sentence practice can help students consolidate the knowledge learned, improve their ability to use language flexibly. Group discussion can stimulate students’ thinking, let students share their own experiences and views, and deepen their understanding of the theme. Role-play can create a real communication situation, let students apply the learned knowledge to practical communication, improve their oral expression ability and comprehensive language application ability, and at the same time, let students learn to care for others and help others relieve stress. Step 5: Summary and Reflection Summary The teacher guides students to summarize the content of this lesson together: “Today, we learned a passage about relieving stress. We know the definition, sources and negative effects of stress, and mastered several practical stress relief strategies. We also discussed our own stressors and relief methods, and practiced using the learned language knowledge. I hope everyone can apply these strategies to their daily life, treat stress correctly, and keep a healthy physical and mental state.” Reflection Ask students to reflect on their own learning in this lesson: “What have you learned in this lesson? What do you think you did well? What are the deficiencies? What do you need to improve in the future?” Invite 2-3 students to share their reflections, and the teacher gives positive comments and guidance, encouraging students to form the habit of self-reflection and improve their learning ability. Homework Arrangement (1) Read the passage aloud for 10 minutes every day, and recite the key paragraphs and sentences. (2) Write a short passage (80-100 words) about your own stress and stress relief methods, using the core vocabulary and key phrases learned in this lesson. (3) Share the stress relief strategies learned in this lesson with your family or friends, and discuss with them how to deal with stress together. Design Intention: Summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework. Reflection helps students find their own advantages and deficiencies in learning, and improve their learning efficiency. Homework arrangement can consolidate the knowledge learned in class, extend the teaching content to daily life, and realize the combination of learning and application, which is conducive to improving students’ comprehensive language ability and cultivating their positive life attitude. 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 $