Unit 3 Relieving Stress in Your Life Section 3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 Language Competence: Master stress-related vocabulary and sentence patterns, and use them flexibly in listening, speaking, reading and writing to achieve effective communication. Cultural Awareness: Understand the similarities and differences of stress management in different cultures and form a positive attitude towards mental health. Thinking Quality: Cultivate critical thinking by analyzing stress sources and solving strategies, and improve logical reasoning ability. Learning Ability: Master context-based language application skills, develop autonomous learning habits and cooperative learning awareness. 教学重难点 Key Points: Master core vocabulary (e.g., stress, relieve, anxiety, balance) and sentence patterns about stress relief, and be able to use them accurately in specific contexts. Difficult Points: Apply the learned language knowledge to practical communication scenarios flexibly, especially express personal stress and relief methods fluently and appropriately in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing some pictures and short videos about students’ daily life, such as staying up late to study, taking exams, and dealing with interpersonal relationships. Then the teacher asks questions: “Do you often feel stressed in your daily study and life? What makes you feel stressed? How do you usually deal with it?” The teacher invites 3-4 students to share their own experiences in English briefly. After that, the teacher summarizes the students’ answers, leads out the topic of “relieving stress” and introduces the learning objectives of this section: to master stress-related language knowledge and use it in practical contexts to talk about stress and its relief methods. Design Intention: The lead-in links the teaching content with students’ real life, which can arouse students’ interest in learning and activate their prior knowledge and life experience about stress. By asking questions and encouraging students to share, it not only creates a relaxed and active classroom atmosphere but also lays a foundation for the subsequent language learning and context application, helping students connect the new knowledge with their own life, thus improving their enthusiasm for participation. Step 2: Presentation (Language Input and Comprehension) First, the teacher presents the core vocabulary of this section with pictures, examples and context. For example, when teaching the word “relieve”, the teacher shows a picture of a student listening to music to relax and says: “When you feel stressed, listening to music can relieve your stress.” Then the teacher gives more examples, such as “Doing exercise can relieve anxiety.” and asks students to make simple sentences with the word. In the same way, the teacher teaches other core vocabulary like “stress, anxiety, balance, adjust, relax, pressure” and key sentence patterns such as “I feel stressed because...”, “The best way to relieve stress is to...”, “I usually deal with stress by...”, “It is important to keep a balance between study and rest.” After teaching the vocabulary and sentence patterns, the teacher presents a short passage related to stress relief. The passage mainly talks about a high school student’s stress in study and the methods he uses to relieve stress, which includes the core vocabulary and sentence patterns just taught. The teacher asks students to read the passage silently first, then read it aloud with the teacher, and then answer the following questions: 1. What makes the student feel stressed? 2. What methods does he use to relieve stress? 3. Do you think these methods are effective? Why or why not? In the process of students’ answering, the teacher corrects their pronunciation and grammar mistakes in time, explains the difficult sentences in the passage, and helps students deepen their understanding of the core language knowledge and the theme of the passage. For example, if a student mispronounces “anxiety”, the teacher will correct it and let the student read it repeatedly until they pronounce it correctly. If students have difficulty understanding the sentence “It is important to keep a balance between study and rest.”, the teacher will analyze the sentence structure (It is + adj. + to do sth.) and explain its meaning with simple words. Design Intention: This step focuses on language input, which is the basis for students to use language in context. By presenting vocabulary and sentence patterns with pictures and examples, students can understand the meaning and usage of the language more intuitively. The short passage closely combines the core language knowledge with the theme of stress relief, which helps students consolidate the learned knowledge in reading and improve their reading comprehension ability. Asking questions after reading can guide students to think actively and deepen their understanding of the passage content, laying a foundation for the subsequent language application. Step 3: Practice (Language Consolidation and Application) This step is divided into three parts: controlled practice, semi-controlled practice and communicative practice, which is carried out from easy to difficult to help students consolidate and apply the learned language knowledge step by step. First, controlled practice: Fill in the blanks with the correct form of the given vocabulary. The teacher provides a passage with blanks, and the given vocabulary includes the core words taught in this section, such as “relieve, stress, balance, adjust, relax”. For example: “Nowadays, many high school students are under great ______. They need to ______ their study plans to ______ their stress. Doing some sports is a good way to ______ themselves and keep a ______ between study and rest.” Students complete the blanks individually, then the teacher checks the answers with the whole class, explains the reasons for the answers, and emphasizes the usage of the vocabulary (such as part of speech, collocation, etc.). Second, semi-controlled practice: Complete the sentences with the given sentence patterns. The teacher provides some sentence stems, such as “I feel stressed because...”, “I usually relieve stress by...”, “The most effective way to deal with stress is...”, and asks students to complete the sentences according to their own actual situation. After students finish, they can exchange their sentences with their deskmates and correct each other’s mistakes. Then the teacher invites several students to share their sentences with the whole class and gives comments and guidance. Third, communicative practice: Group discussion and role-play. The teacher divides students into groups of 4-5, and assigns a topic to each group: “Suppose your group member is feeling stressed because of the coming exam. Discuss how to help him/her relieve stress, and make a dialogue about it.” Each group needs to use the core vocabulary and sentence patterns taught in this section to complete the dialogue. During the group discussion, the teacher walks around the classroom, observes the students’ performance, provides help and guidance in time, such as reminding students to use the correct sentence patterns, correcting their mistakes, and encouraging shy students to participate in the discussion. After the discussion, each group sends a representative to perform the dialogue in front of the whole class. The teacher evaluates the performance of each group from the aspects of language accuracy, fluency, and the rationality of the content, and gives positive feedback and suggestions for improvement. Design Intention: The practice link is designed from controlled to communicative, which conforms to the law of students’ language learning. Controlled practice helps students consolidate the basic usage of vocabulary and sentence patterns, ensuring the accuracy of language use. Semi-controlled practice connects the language knowledge with students’ own life, enabling students to use the language flexibly on the basis of mastering the basic usage. Group discussion and role-play provide students with a real communication context, which can improve their oral expression ability and cooperative learning ability, and let students truly realize the practical value of language, thus achieving the goal of using English in context. Step 4: Consolidation and Extension (Deepen Understanding and Expand Application) First, reading and writing practice: The teacher presents a short passage about stress management in Western countries, which introduces the common ways of relieving stress in Western culture, such as seeing a counselor, joining a community activity, and doing volunteer work. Students read the passage and complete a short writing task: Write a short passage (about 80-100 words) to introduce your own ways of relieving stress, and compare them with the ways in the passage. Before writing, the teacher guides students to sort out the writing ideas: first introduce the stress you often face, then talk about your own relief methods, and finally compare with the Western ways and express your own views. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties in writing, such as guiding them to use the correct sentence patterns, choosing appropriate vocabulary, and correcting their grammar and spelling mistakes. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and evaluates them with the whole class. The evaluation focuses on the accuracy of language use, the fluency of the passage, and the rationality of the content. For excellent works, the teacher affirms and praises them, and invites the students to share their writing experience; for works with problems, the teacher points out the problems gently and gives suggestions for improvement, so as to help students improve their writing ability. Second, cultural extension: The teacher introduces the differences in stress management between Chinese and Western cultures. For example, Chinese students usually relieve stress by talking with friends and family, doing exercise, or listening to music, while Western students are more likely to seek professional help, such as seeing a psychological counselor. The teacher asks students to discuss: “Why are there such differences? Which way do you prefer? Why?” Through the discussion, students can understand the cultural diversity, enhance their cultural awareness, and form a more comprehensive understanding of stress management. Design Intention: Reading and writing practice combines reading and writing skills, which can not only improve students’ reading comprehension ability but also consolidate their writing ability, enabling students to use the learned language knowledge in writing. Comparing Chinese and Western stress management methods can expand students’ cultural vision, enhance their cultural awareness, and help students form a positive and open attitude towards different cultures. At the same time, the writing evaluation link can help students find their own problems and improve their writing ability in time. Step 5: Summary and Reflection (Sort out Knowledge and Improve Ability) First, the teacher guides students to summarize the content of this class. The teacher asks questions: “What have we learned today? What core vocabulary and sentence patterns have we mastered? How can we use them in practical contexts?” The teacher invites students to answer one by one, and then summarizes the key points of this class: the core vocabulary and sentence patterns about stress relief, and the methods of using English to talk about stress and its relief methods in different contexts. Then, the teacher guides students to reflect on their own learning. The teacher asks students to think about the following questions: “What did you do well in this class? What problems did you encounter? How can you improve them?” Students can think silently first, then share their reflections with their deskmates. The teacher listens to students’ reflections, gives positive encouragement and guidance, and helps students clarify their own learning shortcomings and improvement directions. Finally, the teacher assigns after-class tasks: 1. Review the core vocabulary and sentence patterns of this section, and make 5 sentences with the key words and sentence patterns. 2. Interview your foreign friend (if you have one) or search for information online to find out more ways of relieving stress in foreign countries, and write a short report (about 100 words). 3. Practice the dialogue with your group members again to improve the fluency and accuracy of oral expression. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. The reflection link can help students improve their learning ability, cultivate their self-reflection awareness, and make them clearer about their own learning situation and improvement direction. The after-class tasks are closely linked to the teaching content of this class, which can help students consolidate the learned knowledge, expand their learning scope, and improve their comprehensive language application 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 $