Unit5 Self-Control Section3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Master self-control-related words and sentences to use English in real contexts. Cultural Awareness: Understand self-control values in different cultures. Thinking Quality: Develop logical and critical thinking through context analysis. Learning Capacity: Cultivate autonomous and cooperative learning skills. 教学重难点 Key Points: Master core vocabulary and sentence patterns about self-control; use English appropriately in listening, speaking, reading and writing contexts. Difficult Points: Apply language flexibly in complex contexts and express views on self-control logically. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a warm-up activity: show some real-life scenarios related to self-control on the multimedia, such as a student resisting the temptation to play mobile phones while studying, a person controlling anger when encountering conflicts, and an athlete persisting in training despite fatigue. Then the teacher asks students two open-ended questions in English: “Have you ever faced a situation where you need to control yourself? How did you do it?” Students are invited to share their own experiences freely in English. After 4-5 students share their ideas, the teacher summarizes: “Self-control is very important in our daily life. It helps us make better choices and achieve our goals. Today, we will learn how to use English properly in different contexts related to self-control, so that we can express ourselves more clearly and fluently.” Design Intention: This lead-in activity links the teaching content with students’ real life. The familiar scenarios can quickly arouse students’ interest and enthusiasm for learning, reduce their nervousness in English expression. The two guiding questions help students recall their own experiences, lay a foundation for the follow-up learning of the text and context application, and also initially exercise their oral expression ability, which is in line with the requirements of cultivating students’ language ability and learning ability. Meanwhile, it helps students initially perceive the theme of self-control, paving the way for the in-depth study of the section. Presentation: Master Core Vocabulary and Sentence Patterns First, the teacher presents the core vocabulary of this section on the multimedia courseware, including nouns (self-control, temptation, willpower, determination), verbs (resist, overcome, persist, control), adjectives (self-disciplined, determined, weak-willed, persistent) and phrases (give in to, hold back, stick to, keep one’s cool). For each word and phrase, the teacher gives a simple and easy-to-understand definition in English and a sample sentence closely related to self-control scenarios. For example, for “resist”, the definition is “to refuse to do something that you want to do because it is not good for you” and the sample sentence is “It is difficult for many teenagers to resist the temptation of mobile games.” For the phrase “give in to”, the sample sentence is “We should not give in to difficulties when we are trying to develop self-control.” After presenting the vocabulary, the teacher focuses on the key sentence patterns in this section, such as “It is important for sb. to do sth.” (It is important for us to develop self-control in our daily life.), “When faced with..., we should...” (When faced with temptation, we should keep calm and stick to our goals.), and “Although..., we can still...” (Although it is hard to control ourselves sometimes, we can still make progress through constant practice.). The teacher explains the structure and usage of each sentence pattern, and then asks students to make sentences with the new words and sentence patterns, combining their own experiences. For example, ask students to complete the sentence: “When I am tempted to..., I will resist it by...”. Students are invited to share their sentences, and the teacher corrects their mistakes in pronunciation and grammar, and gives positive feedback. Design Intention: Vocabulary and sentence patterns are the foundation of using English in context. By presenting the core vocabulary and sentence patterns with clear definitions and real-life sample sentences, students can better understand their meanings and usages. Asking students to make sentences with the new knowledge combines language learning with their own experiences, which not only helps students consolidate the new knowledge, but also improves their language application ability. The teacher’s correction and feedback can help students find their own mistakes and improve their language accuracy, which is conducive to the cultivation of students’ language ability. While-Context Practice: Integrate Listening, Speaking, Reading and Writing Listening Practice: Understand Self-Control Scenarios The teacher plays a listening material twice. The listening material is composed of three short dialogues, which are closely related to self-control. The first dialogue is between two students talking about how to resist the temptation of playing mobile phones during study; the second dialogue is between a parent and a child discussing how to control anger; the third dialogue is between a teacher and a student talking about how to persist in doing exercise. Before playing the listening material, the teacher asks students to read the questions carefully, which include: “What is the main topic of each dialogue?”, “What advice does the speaker give on self-control?” After playing the listening material twice, students complete the questions independently. Then the teacher checks the answers with the whole class, and invites students to retell the main content of each dialogue in their own words. For students who have difficulties in retelling, the teacher provides some key words and sentence patterns to help them. Design Intention: Listening practice is an important part of using English in context. The listening material is closely related to the theme of self-control and the core vocabulary and sentence patterns learned earlier, which can help students consolidate the new knowledge and improve their listening comprehension ability. Asking students to retell the dialogues can not only test their understanding of the listening material, but also exercise their oral expression ability. Providing key words and sentence patterns for students with difficulties can help them build confidence and participate in the activity actively, which is in line with the principle of differentiated teaching and helps cultivate students’ learning ability. Reading Practice: Analyze Self-Control Contexts The teacher distributes a reading passage to students. The passage is about a student named Tom who struggled with self-control and finally improved through his own efforts. The passage includes many core vocabulary and sentence patterns learned in this section. The teacher asks students to read the passage silently and complete the following tasks: Underline the core vocabulary and sentence patterns in the passage; Summarize the main idea of the passage; Answer the questions: “What difficulties did Tom have in self-control?”, “What methods did he use to improve his self-control?”, “What can we learn from Tom’s experience?” After students complete the tasks independently, the teacher organizes a group discussion. Each group has 4-5 students, and they discuss their answers and share their views on Tom’s experience. During the discussion, the teacher walks around the classroom, guides students to use the core vocabulary and sentence patterns to express their views, and helps students solve the problems they encounter. After the discussion, each group sends a representative to report their discussion results. The teacher makes comments on each group’s report, affirms their strengths, and puts forward suggestions for improvement. Design Intention: Reading practice is an important way to improve students’ language ability and thinking quality. The reading passage is closely related to the theme of self-control, which can help students deepen their understanding of the theme. The tasks designed can guide students to focus on the core knowledge and improve their reading comprehension ability. Group discussion can cultivate students’ cooperative learning ability and communication ability, and guide students to think deeply about the theme of self-control, which is conducive to the cultivation of students’ thinking quality and learning ability. The teacher’s guidance and comments can help students improve their reading and expression ability. Speaking Practice: Express Views on Self-Control Based on the listening and reading practice, the teacher designs a speaking activity: “Group Debate”. The debate topic is “Is self-control born or cultivated?”. The class is divided into two groups: Group A holds the view that self-control is born, and Group B holds the view that self-control is cultivated. Each group has 5-6 students. The teacher gives students 10 minutes to prepare for the debate. During the preparation, students can use the core vocabulary and sentence patterns learned in this section, and refer to the listening and reading materials for arguments. After the preparation, the debate begins. Each group takes turns to state their views and refute the other group’s views. The teacher acts as the host and judge, and guides students to express their views clearly and logically. After the debate, the teacher summarizes the debate, affirms the efforts of both groups, and points out the advantages and disadvantages of each group’s performance. Finally, the teacher shares the correct view: self-control is both affected by innate factors and can be improved through acquired cultivation. Design Intention: Speaking practice is an important way to improve students’ oral expression ability and thinking quality. The debate topic is closely related to the theme of self-control and can arouse students’ interest in thinking. The debate activity requires students to use the core vocabulary and sentence patterns flexibly, which helps students consolidate the new knowledge and improve their language application ability. During the debate, students need to think logically, put forward their own views and refute others’ views, which is conducive to the cultivation of students’ critical thinking and logical thinking ability. Group cooperation in the debate can also cultivate students’ cooperative learning ability and communication ability. Writing Practice: Apply Language in Context The teacher asks students to write a short passage with the title “My Experience of Cultivating Self-Control”. The requirements are: Use at least 5 core vocabulary and 3 key sentence patterns learned in this section; The passage should be logical and coherent, and tell a real experience of cultivating self-control; The length of the passage is about 120-150 words. Before writing, the teacher guides students to sort out their own experiences, and reminds them to pay attention to the correct use of vocabulary and sentence patterns, and the logic of the passage. Students write the passage independently. After finishing writing, students exchange their passages with their deskmates and correct each other’s mistakes in vocabulary, grammar and logic. Then the teacher collects some excellent passages and common wrong passages, and comments on them in class. For the excellent passages, the teacher affirms their strengths and invites the authors to share their writing ideas; for the common wrong passages, the teacher points out the mistakes and explains how to correct them. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their language application ability. The writing topic is closely related to students’ real life, which can help students express their true feelings and apply the knowledge learned to practice. The requirements of using core vocabulary and sentence patterns can ensure that students consolidate the new knowledge. Peer correction can help students find their own mistakes and learn from each other, which is conducive to the cultivation of students’ learning ability. The teacher’s comments can help students improve their writing level and master the skills of writing about self-control. Consolidation and Extension: Deepen Understanding and Promote Transfer First, the teacher organizes a “Vocabulary and Sentence Pattern Competition” to consolidate the core knowledge learned in this section. The competition is divided into two parts: Vocabulary dictation: the teacher reads the English words or phrases, and students write down their Chinese meanings; Sentence making competition: the teacher gives a word or phrase, and students make sentences with it as quickly as possible. The group with the highest score wins the competition, and the teacher gives small rewards to the winning group. This activity can arouse students’ enthusiasm and help them consolidate the core vocabulary and sentence patterns in a relaxed and pleasant atmosphere. Then, the teacher designs an extension activity: “Design a Self-Control Plan”. Students are asked to design a self-control plan for themselves, which includes their own shortcomings in self-control, the goals of improving self-control, and the specific methods to achieve the goals. Students can use the knowledge and experience learned in this section to design the plan. After designing the plan, students share their plans with their group members, and the group members give suggestions for improvement. Finally, the teacher invites some students to share their plans with the whole class, and encourages them to put the plan into practice in their daily life. Design Intention: The vocabulary and sentence pattern competition can consolidate the core knowledge learned by students in a fun way, arouse students’ learning enthusiasm, and improve their learning efficiency. The extension activity of designing a self-control plan links the teaching content with students’ daily life, which can help students apply the knowledge and experience learned in this section to practice, and deepen their understanding of the theme of self-control. Sharing and exchanging plans can help students learn from each other and improve their ability to solve practical problems, which is conducive to the cultivation of students’ learning ability and thinking quality. Meanwhile, it can guide students to pay attention to their own self-control and promote their all-round development. Summary and Reflection: Sort Out Knowledge and Improve Ability The teacher guides students to summarize the content of this class. First, ask students to recall the core vocabulary and sentence patterns learned in this class, and invite some students to list them on the blackboard. Then, ask students to share what they have learned and experienced in this class, including the understanding of self-control, the improvement of language ability, and the experience of cooperative learning. The teacher summarizes the key points of this class, emphasizes the importance of using English in context, and reminds students to consolidate the knowledge learned after class and apply it to their daily life. Then, the teacher asks students to do self-reflection: “What did I do well in this class? What problems did I encounter? How can I improve them?” Students write down their self-reflection in their exercise books. After students finish writing, the teacher collects some students’ reflection notes and comments on them, and gives guidance and suggestions to help students improve their learning methods and abilities. Design Intention: Summarizing the class content can help students sort out the knowledge learned, form a systematic knowledge framework, and consolidate the new knowledge. Asking students to share their gains and experiences can help them deepen their understanding of the teaching content and improve their ability to summarize and express. Self-reflection can help students find their own problems and shortcomings, and improve their learning ability and self-regulation ability. The teacher’s guidance and comments can help students better understand their own learning situation and improve their learning methods, which is conducive to the long-term development of students’ learning ability. Homework Arrangement: Consolidate Knowledge and Extend Practice The teacher arranges three types of homework: Basic homework: Recite the core vocabulary and sentence patterns learned in this class, and make 5 sentences with different words and sentence patterns. Consolidation homework: Revise the short passage written in class according to the teacher’s comments and the suggestions of deskmates, and submit it the next day. Extension homework: Interview your family members or friends about their experiences of cultivating self-control, take notes, and write a short interview report (about 100 words) using the knowledge learned in this class. Design Intention: The basic homework is to help students consolidate the core knowledge and ensure that they master the vocabulary and sentence patterns. The consolidation homework is to help students improve their writing level and correct their mistakes. The extension homework links the teaching content with real life, encourages students to communicate with others in English, and improves their language application ability and communication ability. The three types of homework are hierarchical, which can meet the needs of different students and help them improve their language ability and learning ability in different aspects. 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 $