Unit5 Self-Control Section2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabularies and sentence patterns related to self-control, such as webaholism, anger control and self-discipline, and improve their abilities in listening, speaking, reading and writing to express views on self-control in English. Cultural Awareness: Guide students to understand the importance of self-control in different cultural contexts, cultivate a positive attitude towards self-management and respect for diverse concepts of self-discipline. Thinking Quality: Help students develop logical thinking through analyzing cases of self-control, critical thinking through evaluating self-control strategies, and creative thinking through designing practical plans. Learning Ability: Cultivate students’ abilities of autonomous learning, cooperative inquiry and reflective summary, enabling them to master effective learning strategies and apply what they have learned to daily life. 教学重难点 Key Points: Master core vocabularies and phrases about self-control (e.g., fight webaholism, control anger, stick to plans) and functional sentence patterns for giving advice and telling stories; understand the two tasks in this section (giving advice on fighting webaholism and telling anger control stories) and grasp the basic methods of completing them. Difficult Points: Apply the learned vocabularies and sentence patterns to complete practical tasks accurately and fluently; combine personal experience to tell logical and vivid stories about anger control; correctly understand and use self-control strategies in real-life scenarios. 教学过程 Step 1: Lead-in (Warm-up and Theme Introduction) The teacher starts the class with a free talk activity. First, the teacher asks students two questions in English: “Do you often spend too much time on your mobile phone? Have you ever lost your temper easily and regretted it afterwards?” After asking the questions, the teacher gives students 2 minutes to think silently and then invites 3-4 students to share their answers in English. The teacher responds positively to each student’s sharing, such as “That’s a common problem among senior high school students. Many of us have the same trouble.” or “It’s brave of you to admit your shortcoming. Controlling our behavior is an important ability we need to develop.” Then, the teacher shows some pictures on the screen: one picture shows a student staying up late playing mobile phones and being sleepy in class the next day; another picture shows a student quarreling with his classmates because of a small matter and feeling sad later. The teacher says, “These pictures show some situations we may encounter in daily life. They are all related to a very important ability—self-control. In the previous section, we learned about smartphone addiction. Today, we will go on to learn Section 2 Learning Through Practice, and we will master how to give advice on fighting webaholism and tell stories about anger control.” Design Intention: The free talk and picture display are closely combined with students’ daily life, which can quickly arouse students’ interest in the theme of self-control, activate their existing life experience and background knowledge about self-control. By asking open-ended questions, students are guided to express their true feelings and opinions in English, which lays a foundation for the subsequent listening, speaking, reading and writing activities. At the same time, it naturally connects the content of the previous section with this section, helping students form a coherent knowledge system. Step 2: Pre-task (Language Input and Knowledge Preparation) Activity 1: Vocabulary Learning The teacher presents the core vocabularies and phrases of this section on the screen, including webaholism, fight against, cut down on, keep one’s temper, calm down, regret, self-discipline, stick to, give up, etc. For each vocabulary and phrase, the teacher first pronounces it clearly and asks students to follow, then explains its meaning with simple English and combines it with practical examples related to self-control. For example, when explaining “webaholism”, the teacher says, “Webaholism means being addicted to the Internet and spending too much time on it, which affects our study and life. For example, some students spend 3 hours playing online games every day—this is webaholism.” When explaining “keep one’s temper”, the teacher says, “It means not getting angry easily. When someone makes you angry, you try to stay calm—that’s keeping your temper.” After explaining all the vocabularies and phrases, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students compete to say the corresponding English words or phrases; then the teacher says the English words or phrases, and students say the Chinese meaning. Finally, the teacher asks students to make simple sentences with 3-4 of the learned vocabularies or phrases, such as “I decide to cut down on my time spent on the mobile phone to fight webaholism.” or “When I am angry, I usually take a deep breath to calm down.” Activity 2: Sentence Pattern Learning The teacher presents two types of functional sentence patterns closely related to the tasks in this section: sentence patterns for giving advice and sentence patterns for telling stories. For sentence patterns for giving advice: “You’d better...”, “Why not...?”, “It’s a good idea to...”, “You should try to...”, “It’s important to...”. The teacher explains the usage of each sentence pattern and gives examples related to fighting webaholism, such as “You’d better cut down on your time spent surfing the Internet.” “Why not set a time limit for using your mobile phone every day?” For sentence patterns for telling stories: “One day, ... happened to...”, “At first, ..., but later...”, “Finally, ...”, “From this experience, ...”. The teacher also gives examples related to anger control, such as “One day, a classmate accidentally broke my favorite pen. At first, I was very angry and wanted to quarrel with him, but later I thought he didn’t do it on purpose. Finally, I calmed down and told him it was okay. From this experience, I learned to control my anger.” After explaining the sentence patterns, the teacher asks students to practice in pairs: one student plays a student who has webaholism, and the other gives advice using the learned sentence patterns; then they exchange roles. Then, the teacher invites 2-3 pairs to present their dialogues in front of the class and gives appropriate comments and corrections. Design Intention: Vocabulary and sentence patterns are the foundation of completing the tasks in this section. Through targeted explanation, memory games and pair practice, students can master the core vocabularies and functional sentence patterns quickly and firmly. The examples used in the explanation are closely related to the theme of self-control and the tasks in this section, which helps students connect language knowledge with practical application, laying a solid language foundation for the subsequent task-based activities. The pair practice also provides students with opportunities to practice speaking, improving their oral expression ability. Step 3: While-task (Task Implementation and Skill Training) Task 1: Giving Advice on Fighting Webaholism First, the teacher introduces Task 1 to students: “In this task, we need to give practical advice to people who have webaholism. First, let’s read the instructions carefully and understand what we need to do.” The teacher asks students to read the task instructions silently by themselves, then invites a student to read the instructions aloud to ensure that all students understand the requirements. Then, the teacher divides students into groups of 4. Each group is required to discuss and list at least 5 practical pieces of advice on fighting webaholism, using the learned vocabularies and sentence patterns for giving advice. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides timely guidance to students who have difficulties. For example, if a group can’t think of more advice, the teacher can prompt them: “What about making a daily schedule?” “Can we ask our parents or friends for help?” After the group discussion (about 5 minutes), the teacher invites each group to send a representative to present their advice to the class. When a group presents, the other students listen carefully and take notes. After all groups have presented, the teacher summarizes the advice, sorts out the most practical and feasible ones, and writes them on the blackboard, such as “Set a daily time limit for using the Internet and stick to it.” “Use the Internet mainly for study, not for playing games or chatting.” “Do more outdoor activities to distract attention from the Internet.” Then, the teacher asks students to write down 3 of their favorite pieces of advice in their exercise books, using the correct sentence patterns and vocabularies. After students finish writing, the teacher collects some exercise books randomly, checks them, and points out the common mistakes (such as wrong sentence structure, incorrect use of vocabularies) and corrects them. Design Intention: Task 1 is the key task of this section, which aims to train students’ ability to use the learned language knowledge to give practical advice. Group discussion can stimulate students’ thinking, let them learn from each other and put forward more diverse advice. The teacher’s guidance ensures that all students can participate in the discussion actively. The presentation and summary link helps students sort out their ideas and master more practical advice. Writing practice further consolidates students’ mastery of vocabularies and sentence patterns, and helps the teacher find out students’ weak points in language application. Task 2: Telling a Story about Anger Control First, the teacher says to students: “After learning how to give advice on fighting webaholism, we will move on to Task 2—telling a story about anger control. Everyone has experienced anger in life, and maybe you have successfully controlled your anger or failed to do so. Today, we will learn to tell such stories in English.” The teacher first shares a sample story with students: “One day, I was doing my homework carefully when my little brother suddenly came in and tore my homework. At first, I was very angry and shouted at him. But when I saw his scared face, I realized that he didn’t do it on purpose. I took a deep breath to calm down, then told him gently that he should ask for my permission before touching my things. Finally, my little brother apologized to me, and we played together happily. From this experience, I learned that controlling anger can help us avoid unnecessary conflicts and keep good relationships with others.” After sharing the sample story, the teacher analyzes the structure of the story with students: beginning (what happened), process (how you felt and what you did), ending (the result and what you learned). Then, the teacher reminds students to use the learned sentence patterns for telling stories and vocabularies related to anger control, such as keep one’s temper, calm down, regret, etc. Next, the teacher asks students to think about their own experience of anger control (or failure to control anger) silently for 3 minutes, and make a simple outline of their story, including the beginning, process and ending. Then, students practice telling their stories in pairs: one student tells his/her story, and the other listens carefully and gives suggestions on how to improve the story (such as adding more details, using more correct sentence patterns). After pair practice, the teacher invites 3-4 students to tell their stories in front of the class. For each student’s story, the teacher gives positive comments first, such as “Your story is very vivid and touching.” “You used many useful sentence patterns and vocabularies we learned today.” Then, the teacher puts forward appropriate suggestions for improvement, such as “You can add more details about how you calmed down.” “You can use the sentence ‘From this experience, I learned...’ to end your story.” Then, the teacher asks students to write down their stories in their exercise books, requiring at least 80 words, with clear structure and correct use of vocabularies and sentence patterns. During the writing process, the teacher walks around the classroom, provides help to students who have difficulties in writing, such as helping them organize their ideas, correct wrong sentences, etc. Design Intention: Task 2 is another key task of this section, which integrates speaking and writing skills, and connects language learning with students’ real life. The teacher’s sample story provides a model for students, helping them understand the structure and language characteristics of anger control stories. The outline making link helps students sort out their ideas and avoid being at a loss when telling and writing stories. Pair practice gives students more opportunities to practice speaking and learn from each other. The presentation and writing links not only train students’ oral and written expression abilities, but also let students reflect on their own experience of anger control, which is conducive to cultivating their self-discipline awareness. Step 4: Post-task (Consolidation, Expansion and Reflection) Activity 1: Consolidation Exercise The teacher presents a consolidation exercise on the screen, which includes two parts: filling in the blanks with the correct vocabularies or phrases, and rewriting sentences with the given sentence patterns. Part 1: Fill in the blanks with the words or phrases from the box (webaholism, calm down, stick to, cut down on, regret). 1. Many teenagers suffer from ________ because they spend too much time on the Internet. 2. When you are angry, you should take a deep breath to ________. 3. If you want to succeed, you must ________ your dreams and never give up. 4. He ________ shouting at his mother yesterday and apologized to her this morning. 5. We should ________ the time we spend on playing mobile phones. Part 2: Rewrite the following sentences using the given sentence patterns. 1. You should set a time limit for using the Internet. (You’d better...) 2. Why don’t you do more outdoor activities? (Why not...) 3. It is important to control your anger. (It’s important to...) The teacher asks students to finish the exercise independently, then checks the answers with the whole class, explains the wrong answers in detail, and emphasizes the key points again. Activity 2: Theme Expansion The teacher asks students to discuss the following question in groups: “What other situations in our daily life need self-control? What strategies can we use to improve our self-control ability?” The discussion lasts for 4 minutes, and then each group sends a representative to share their opinions. The teacher summarizes the students’ opinions, such as controlling the desire to eat snacks, sticking to the study plan, not giving up when encountering difficulties, etc. Then, the teacher shares some scientific self-control strategies with students, such as setting clear goals, making detailed plans, rewarding oneself for progress, and asking others to supervise. Activity 3: Self-reflection The teacher asks students to think about the following questions silently: “What have I learned today? What can I do better in terms of self-control in my daily life? What difficulties did I encounter in today’s class, and how can I solve them?” Then, the teacher invites 2-3 students to share their reflections in English. The teacher responds positively to their reflections and encourages students to apply what they have learned today to their daily life, and try to improve their self-control ability. Design Intention: The consolidation exercise helps students further consolidate the vocabularies, phrases and sentence patterns learned in this class, and check their mastery. The theme expansion link expands students’ thinking, makes them realize that self-control is widely used in daily life, and helps them master more practical self-control strategies, which is conducive to the cultivation of their core literacy. The self-reflection link guides students to summarize their learning gains and deficiencies, which helps them improve their learning ability and form a good learning habit. At the same time, it connects language learning with personal growth, realizing the educational significance of the theme. Step 5: Summary and Homework Summary The teacher summarizes the content of this class: “Today, we learned Section 2 Learning Through Practice of Unit 5 Self-Control. We mastered the core vocabularies and sentence patterns related to self-control, completed two important tasks—giving advice on fighting webaholism and telling stories about anger control, and also learned some practical self-control strategies. I hope everyone can apply what they have learned today to their daily life, improve their self-control ability, and become better people.” Homework 1. Review the vocabularies, phrases and sentence patterns learned in this class, and recite them. 2. Polish the story about anger control written in class, and write it neatly in the exercise book (at least 100 words). 3. Talk with your parents or friends in English about the advice on fighting webaholism, and write down the dialogue (at least 6 sentences). 4. Make a personal self-control plan, including the goals, strategies and methods, and write it in English (at least 80 words). Design Intention: The summary helps students sort out the key content of the class and deepen their understanding and memory. The homework is designed to consolidate the knowledge and skills learned in class, and integrate listening, speaking, reading and writing skills. The personal self-control plan requires students to apply the learned knowledge and strategies to their own life, which not only consolidates the language knowledge, but also promotes the cultivation of their self-control awareness and learning 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 $