Unit5 Self-Control Section1 Reading for Meaning 教学设计-2025-2026学年高中英语冀教版选择性必修第三册

Unit 5 Self-Control-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Students will master core vocabularies and sentence patterns related to self-control and smartphone addiction, improve reading skills of skimming, scanning and inferring, and be able to express views on self-control in simple English. Cultural Awareness: Understand the impact of modern technology on people’s self-control across cultures and cultivate the awareness of rational use of electronic devices. Thinking Quality: Develop logical thinking by analyzing the structure of the text and critical thinking by discussing the causes and solutions of smartphone addiction. Learning Ability: Master effective reading strategies, form the habit of independent learning and cooperative inquiry, and learn to reflect on their own self-control ability. 教学重难点 Key Points: Grasp the main idea and structure of the reading passage about smartphone addiction and self-control, master core words (e.g., addiction, withdraw, strengthen) and phrases, and understand the logical relationship between paragraphs. Difficult Points: Infer the author’s implied meaning and attitude towards smartphone addiction, analyze the causes and solutions of poor self-control, and apply the learned knowledge to discuss practical ways to enhance self-control. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a question-and-answer activity: “How many times do you check your smartphone every day? Do you feel anxious when you don’t have your phone with you?” After inviting 3-4 students to share their experiences, the teacher shows a short video about a student who is addicted to smartphones—he stays up late playing games, fails to focus on study, and even quarrels with his parents because of phone use. Then the teacher asks: “What problems does this student have? What do you think leads to these problems?” After students’ discussions, the teacher summarizes: “This student is suffering from smartphone addiction, which is closely related to lack of self-control. Today, we will learn a reading passage about self-control and smartphone addiction, and explore how to develop and strengthen our self-control.” Finally, the teacher writes the topic “Self-Control and Smartphone Addiction” on the blackboard and introduces the learning objectives of this lesson. Design Intention: The question-and-answer activity and short video are closely connected to students’ daily life, which can quickly arouse students’ interest and attention, activate their prior knowledge about smartphone use and self-control. By presenting real-life situations, students can better understand the relevance of the lesson topic to themselves, lay a foundation for the subsequent reading comprehension, and also implicitly guide students to reflect on their own smartphone use habits. Step 2: Pre-reading (Vocabulary Preview and Background Introduction) First, the teacher presents the core vocabularies and phrases of the reading passage on the screen, including addiction, withdraw, strengthen, self-control, be addicted to, take measures, in addition, as a result, etc. For each word and phrase, the teacher provides simple definitions and example sentences related to the topic, and invites students to read them aloud and make simple sentences by themselves. For example, for “addiction”, the teacher says: “Addiction means a strong desire to do or use something that is hard to give up. For example, some teenagers have a smartphone addiction.” Then ask students to make sentences like “My brother used to have an addiction to playing computer games.” Next, the teacher briefly introduces the background of the reading passage: “With the development of science and technology, smartphones have become an indispensable part of our life. However, excessive use of smartphones leads to addiction for many people, especially teenagers, which affects their study, life and health. This reading passage mainly discusses the causes of smartphone addiction, the importance of self-control, and the ways to develop self-control. It will help us understand how to use smartphones rationally and strengthen our self-control.” Finally, the teacher asks students to predict the content of the reading passage based on the title and the background introduction: “What do you think the passage will talk about? Please list 2-3 points you guess.” After students share their predictions, the teacher encourages them: “Let’s read the passage and check whether your predictions are correct.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies and phrases can help students reduce reading obstacles, improve reading speed and comprehension. The example sentences closely related to the topic enable students to better grasp the usage of words and phrases and lay a foundation for their subsequent language output. Background introduction helps students understand the context of the passage, and prediction activity can stimulate students’ reading motivation and cultivate their ability to predict text content based on existing information. Step 3: While-reading (Comprehension and Analysis) Task 1: Skimming (Get the Main Idea) The teacher asks students to read the passage quickly, without paying too much attention to new words and difficult sentences, and finish two tasks: 1. What is the main topic of the passage? 2. How many parts can the passage be divided into, and what is the main idea of each part? After students finish reading, the teacher organizes a class discussion. Invite several students to share their answers, and then the teacher summarizes: “The main topic of the passage is smartphone addiction and how to develop and strengthen self-control. The passage can be divided into three parts: Part 1 (Paragraph 1-2) introduces the phenomenon of smartphone addiction and its negative impacts; Part 2 (Paragraph 3-4) explains the importance of self-control and the reasons why people lack self-control; Part 3 (Paragraph 5-6) puts forward specific ways to develop and strengthen self-control.” Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea and structure of the passage, cultivate their ability to extract key information from the whole text. Dividing the passage into parts and summarizing the main idea of each part can help students understand the logical structure of the text, lay a foundation for the subsequent careful reading and in-depth analysis. Task 2: Scanning (Find Specific Information) The teacher asks students to read the passage again carefully, and find the specific information according to the following questions. Students can work in pairs to complete the task, and then share their answers in class. What negative impacts does smartphone addiction have on people? (Paragraph 1-2) Why is self-control important for us? (Paragraph 3) What are the reasons for people’s lack of self-control? (Paragraph 4) What specific ways are mentioned in the passage to develop and strengthen self-control? (Paragraph 5-6) When checking the answers, the teacher focuses on guiding students to find the key sentences in each paragraph, and explains the difficult sentences and key phrases. For example, for the first question, the teacher guides students to find the key sentence: “Smartphone addiction can affect people’s physical and mental health, interfere with their study and work, and even damage their relationships with family and friends.” For difficult phrases like “interfere with” and “damage relationships”, the teacher explains their meanings and usages again. Design Intention: Scanning helps students accurately find specific information in the passage, improve their ability to locate information quickly. Pair work can promote students’ cooperation and communication, and help them solve problems together. By analyzing key sentences and difficult points, students can deepen their understanding of the text content and master the key language points at the same time. Task 3: In-depth Reading (Analyze Logical Relationships and Author’s Attitude) First, the teacher asks students to read the passage again, and analyze the logical relationships between paragraphs. The teacher guides students to think: “What is the logical relationship between Part 1 and Part 2? How does the author connect Part 2 and Part 3?” After students discuss, the teacher summarizes: “Part 1 introduces the problem of smartphone addiction, and Part 2 explains the importance of self-control, which is the solution to the problem—this is a cause-effect relationship. Part 2 points out that people lack self-control, and Part 3 puts forward specific ways to develop self-control, which is also a cause-effect relationship. The whole passage follows the logical order of ‘presenting problems—analyzing problems—solving problems’.” Then, the teacher asks students to think about the author’s attitude towards smartphone addiction and self-control: “What is the author’s attitude towards smartphone addiction? Is he critical, supportive or neutral? What about his attitude towards developing self-control?” The teacher invites students to find evidence from the passage to support their views. For example, students may point out that the author uses negative words like “harmful”, “damaging” to describe smartphone addiction, which shows his critical attitude. The author puts forward specific ways to develop self-control, which shows his supportive attitude towards strengthening self-control. Finally, the teacher guides students to discuss: “Do you agree with the author’s views? Why or why not?” Encourage students to express their own opinions and explain their reasons. For example, some students may agree that self-control is important, and some may think that some ways to develop self-control are not suitable for them, and put forward their own suggestions. Design Intention: In-depth reading helps students understand the logical structure of the text and the author’s writing purpose and attitude, cultivate their logical thinking and critical thinking ability. Encouraging students to express their own opinions can stimulate their thinking, improve their ability to analyze and evaluate text content, and lay a foundation for the subsequent language output and practical application. Step 4: Post-reading (Consolidation and Application) Task 1: Vocabulary and Sentence Pattern Consolidation The teacher designs two exercises to help students consolidate the core vocabularies and sentence patterns learned in the lesson. Exercise 1: Fill in the blanks with the correct form of the given words and phrases. (addiction, strengthen, be addicted to, take measures, in addition) Many teenagers ____________ playing online games, which affects their study. We should ____________ our self-control to avoid being influenced by bad habits. His ____________ to smoking has caused great harm to his health. The government has ____________ to solve the problem of environmental pollution. ____________, we should also pay attention to our mental health while keeping physical health. Exercise 2: Rewrite the following sentences using the sentence patterns learned in the passage. Smartphone addiction is harmful to people’s physical health. It also affects people’s mental health. (in addition) People lack self-control. So they are easy to be addicted to smartphones. (because of) We need to make a plan. We can develop our self-control in this way. (by doing) After students finish the exercises, the teacher checks the answers and explains the common mistakes. For example, for the first exercise, the teacher reminds students to pay attention to the tense and subject-verb agreement. For the second exercise, the teacher guides students to use the correct conjunctions and sentence structures to make the sentences more logical. Design Intention: Vocabulary and sentence pattern consolidation exercises can help students master the usage of core language points, improve their ability to use language flexibly. The exercises are closely related to the text content, which can help students connect the learned knowledge with the text, and lay a foundation for their subsequent oral and written expression. Task 2: Group Discussion and Presentation The teacher divides students into groups of 4-5, and assigns the discussion topic: “Combined with the passage and your own experience, discuss the following questions: 1. What are the main reasons for smartphone addiction among senior high school students? 2. What difficulties do you meet when trying to control your smartphone use? 3. What practical ways can you put forward to strengthen self-control and get rid of smartphone addiction?” During the discussion, the teacher walks around the classroom, guides students to use the vocabularies and sentence patterns learned in the lesson, and helps students solve the problems they meet. After the discussion, each group selects a representative to make a 3-5 minute presentation, introducing the group’s views and suggestions. Other students can ask questions and put forward their own opinions after the presentation. After all groups finish the presentation, the teacher makes a summary: “All groups have put forward very practical views and suggestions. Smartphone addiction is a common problem for senior high school students, but as long as we recognize its harm, strengthen our self-control, and take effective measures, we can use smartphones rationally and let them serve our study and life.” Design Intention: Group discussion and presentation can promote students’ cooperative learning and communication ability, improve their oral expression ability. The discussion topic is closely related to students’ daily life, which can stimulate students’ enthusiasm and participation, and help them apply the learned knowledge to practical situations. By listening to other groups’ presentations and asking questions, students can broaden their thinking and deepen their understanding of the topic. Task 3: Writing Practice The teacher asks students to write a short passage (about 100-120 words) with the title “How to Strengthen Our Self-Control”. The requirements are: 1. Briefly introduce the importance of self-control; 2. Put forward 2-3 practical ways to strengthen self-control; 3. Use at least 5 core vocabularies and phrases learned in the lesson. Before writing, the teacher provides a simple outline and language support to help students organize their ideas. For example, the outline: 1. Introduction: The importance of self-control; 2. Body: Practical ways to strengthen self-control; 3. Conclusion: The determination to strengthen self-control. Language support: core vocabularies and phrases such as self-control, strengthen, take measures, make a plan, keep a record, etc. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and makes comments—pointing out the advantages and areas for improvement. For example, praise students who use the core language points correctly and have clear logical structure, and remind students to pay attention to the tense, spelling and sentence structure. Design Intention: Writing practice is an important way to test students’ language mastery and application ability. It can help students consolidate the learned vocabularies and sentence patterns, improve their written expression ability. Providing outline and language support can help students organize their ideas better, reduce writing difficulties, and enhance their confidence in writing. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this lesson: “Today, we learned a reading passage about smartphone addiction and self-control. We mastered the core vocabularies and phrases related to the topic, understood the main idea and logical structure of the passage, and discussed the ways to strengthen self-control. We also practiced our reading, speaking and writing skills through various activities.” Then, the teacher guides students to reflect on their own learning: “What have you learned in this lesson? What do you think you did well? What areas do you need to improve? Do you have a better understanding of self-control? Will you take measures to strengthen your self-control in daily life?” Invite several students to share their reflections, and the teacher encourages them: “Self-control is an important quality that helps us achieve our goals and live a better life. I hope you can apply what you have learned in this lesson to your daily life, rationally use smartphones, strengthen your self-control, and make progress in your study and life.” Finally, the teacher assigns homework: 1. Recite the core vocabularies and phrases of this lesson; 2. Revise the writing passage and hand it in the next class; 3. Keep a record of your smartphone use for one day, and think about how to improve your self-control according to the ways mentioned in the passage. Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge structure. Reflection enables students to realize their own advantages and disadvantages in learning, and improve their learning ability. The homework is closely related to the lesson content, which can help students consolidate the learned knowledge, apply it to practical life, and achieve the goal of “learning for use”. 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 $