Unit5 Self-Control Section4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 It cultivates students’ language ability to use English to talk about self-control strategies and stories. It develops cultural awareness of rational self-management. It fosters thinking quality of critical analysis and logical reasoning. It improves learning ability of independent exploration and cooperative communication. 教学重难点 Key points: Master core vocabulary and sentence patterns about self-control; understand the main ideas and details of the passages. Difficult points: Analyze the connection between stories and self-control principles and express personal views logically in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with an open question: “Have you ever faced a situation where you struggled to control your desires, such as resisting the temptation to play with your phone when studying, or calming down when you are angry?” Then, the teacher shows some common scenarios related to self-control on the screen, including a student procrastinating on homework, a person overeating because of stress, and an athlete persisting in training despite fatigue. After showing the scenarios, the teacher invites 3-4 students to share their own experiences in simple English, such as “I once wanted to watch TV instead of doing my homework, but I forced myself to finish the homework first.” After the students’ sharing, the teacher summarizes: “Self-control is a vital ability in our life. It helps us make rational choices and achieve our goals. In this section, we will read three passages in Expanding Our Horizons to learn more about self-control—how to develop it, how it changes people’s lives, and what rewards it brings. Today, we will explore these contents together and improve our ability to express and think about self-control in English.” Design Intention: The lead-in links students’ real-life experiences with the unit theme of self-control, which can quickly activate their prior knowledge and emotional resonance. By asking open questions and showing familiar scenarios, it lowers the threshold of English expression, helps students quickly enter the learning state, and lays a solid foundation for the subsequent text reading and theme exploration. At the same time, it subtly points out the importance of self-control, which is consistent with the core purpose of Section 4 Expanding Our Horizons—to deepen students’ understanding of the unit theme and expand their horizons. Pre-reading: Preview Vocabulary and Background to Remove Obstacles First, the teacher presents the core vocabulary and phrases of this section on the screen, including “self-control”, “regain”, “victory”, “temptation”, “perseverance”, “discipline”, “fruit of labour”, “struggle against”, “give in to”, “stick to” and so on. For each word and phrase, the teacher provides accurate English definitions and example sentences related to self-control, and guides students to read aloud to master the pronunciation and usage. For example, for “regain”, the teacher says: “Regain means to get something back that you have lost or that has been taken away. For example, ‘After a long struggle, he regained his self-control and stopped being angry.’” For “fruit of labour”, the teacher explains: “It refers to the good results obtained through hard work. For example, ‘His success is the fruit of his years of hard work and self-discipline.’” Then, the teacher organizes students to work in pairs to make simple sentences with the new words and phrases. After 5 minutes of pair work, the teacher invites several pairs to present their sentences, such as “We should struggle against temptation and stick to our goals.” “The fruit of labour is always sweet.” The teacher comments on the students’ sentences, corrects mistakes in grammar and usage, and strengthens their mastery of the new vocabulary. Next, the teacher briefly introduces the background of the three passages: The first passage “How to Develop and Strengthen Your Self-Control: the Six Seconds” introduces practical strategies to develop self-control; the second passage “Self-Control Regained: Tony Russell’s Victory” tells a true story about a man who regains self-control and changes his life; the third passage “The Fruits of Labour” discusses the relationship between self-control, hard work and success. The teacher emphasizes: “These three passages are closely related to our life. They will help us understand self-control from different angles and learn practical methods to improve our self-control ability.” Design Intention: Vocabulary is the foundation of reading and expression. By previewing core vocabulary and phrases, students can remove language obstacles in subsequent reading, improve reading efficiency and comprehension. The pair work of making sentences helps students apply the new vocabulary in practice, deepening their memory and usage ability. The brief background introduction helps students have a preliminary understanding of the text content, clarify the reading focus, and lay a foundation for in-depth reading. At the same time, it conforms to the teaching principle of “preparing before class” and cultivates students’ autonomous learning ability. While-reading: In-depth Reading and Skill Training This link is divided into three parts, corresponding to the three passages in the section. The teacher guides students to read the passages step by step, from skimming to scanning, and then to intensive reading, to cultivate their reading skills and deepen their understanding of the text content. Skimming: Get the Main Idea The teacher asks students to read the three passages quickly, and then answer the following questions: 1. What is the main idea of the first passage? 2. What is the story of Tony Russell in the second passage? 3. What does the third passage mainly talk about? After students finish reading, the teacher invites students to answer the questions one by one. For the first passage, the teacher guides students to summarize: “The first passage introduces six practical strategies to develop and strengthen self-control.” For the second passage, students should be able to say: “Tony Russell once lost self-control and had a bad life, but he finally regained self-control and achieved success through his own efforts.” For the third passage, the summary should be: “The third passage discusses that self-control and hard work can bring sweet fruits of labour.” The teacher comments on the students’ answers, affirms their correct points, and helps them improve their summary ability. At the same time, the teacher emphasizes the skill of skimming: “Skimming means reading quickly to get the main idea of a passage. We can focus on the title, the first sentence and the last sentence of each paragraph to grasp the core content quickly.” Design Intention: Skimming is an important reading skill for senior high school students. By guiding students to skim the three passages, we can help them quickly grasp the main idea of each passage, form a preliminary framework of the text, and lay a foundation for in-depth reading. At the same time, it cultivates students’ ability to extract key information and summarize, which is in line with the requirements of language ability in core literacy. Scanning: Locate Key Details On the basis of skimming, the teacher guides students to scan the three passages to find specific details. The teacher designs different questions for each passage to guide students to locate key information accurately. For the first passage “How to Develop and Strengthen Your Self-Control: the Six Seconds”, the teacher asks: 1. What is the “six seconds” strategy mentioned in the passage? 2. What are the other strategies to develop self-control? (List at least three) For the second passage “Self-Control Regained: Tony Russell’s Victory”, the questions are: 1. What problems did Tony Russell have before regaining self-control? 2. What did he do to regain self-control? 3. What achievements did he make after regaining self-control? For the third passage “The Fruits of Labour”, the questions are: 1. What does the author compare the fruits of labour to? 2. Why does the author say that self-control is the key to achieving the fruits of labour? The teacher gives students enough time to scan the passages and find the answers. Then, the teacher organizes students to discuss their answers in groups of 4. During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and helps them solve problems encountered in finding information. After the discussion, the teacher invites each group to send a representative to share their answers, and comments and supplements them. For example, for the “six seconds” strategy, the teacher supplements: “The six seconds strategy means that when you feel angry or tempted, you should pause for six seconds to calm down, think rationally, and then make a decision. This strategy can help us avoid impulsive behavior.” Design Intention: Scanning is a skill to locate specific information quickly, which is very practical in daily reading and learning. By designing targeted questions, students are guided to scan the text actively, improve their ability to locate key details, and deepen their understanding of the text content. Group discussion can promote students’ cooperative learning, let them learn from each other, and improve their communication ability. At the same time, it cultivates students’ ability to analyze and solve problems, which is in line with the requirements of thinking quality in core literacy. Intensive Reading: Analyze Language and Theme After skimming and scanning, the teacher guides students to read the passages intensively, focusing on analyzing the key sentences, language features and the deep meaning of the theme. First, the teacher selects several key sentences from the three passages and asks students to analyze their meanings and functions. For example, from the first passage: “Self-control is not about being perfect, but about being aware of your weaknesses and making efforts to improve.” The teacher asks students: “What does this sentence mean? What is the function of this sentence in the passage?” Students are guided to think and discuss, and then the teacher summarizes: “This sentence tells us that self-control is not to pursue perfection, but to recognize our own shortcomings and try to improve them. It plays a role in clarifying the author’s view and guiding the readers to have a correct understanding of self-control.” From the second passage: “Tony Russell’s story shows that no matter how difficult the situation is, as long as we have the determination to regain self-control, we can change our lives for the better.” The teacher asks: “What can we learn from this sentence? How does it reflect the theme of the passage?” Students are encouraged to express their views, and the teacher comments: “This sentence summarizes the core of Tony Russell’s story, emphasizes the importance of determination in regaining self-control, and highlights the theme of ‘self-control can change life’.” From the third passage: “The fruits of labour are not only material rewards, but also spiritual satisfaction and personal growth.” The teacher guides students to analyze: “What is the author’s attitude towards the fruits of labour? How does this sentence help to deepen the theme?” Students are guided to understand that the author emphasizes that the value of hard work lies not only in material gains, but also in spiritual growth, which enriches the connotation of the theme and makes the article more profound. Then, the teacher guides students to analyze the language features of the three passages. The teacher points out: “The first passage is an expository article, which uses clear logic and practical examples to introduce self-control strategies, and the language is concise and accurate. The second passage is a narrative article, which tells a true story with vivid details and emotional language, which is easy to resonate with readers. The third passage is an argumentative article, which uses reasoning and examples to demonstrate the relationship between self-control, hard work and success, and the language is rigorous and persuasive.” Finally, the teacher guides students to think deeply about the theme of the section: “What do these three passages tell us about self-control? What is the significance of self-control in our study and life?” Students are invited to share their views freely, and the teacher summarizes: “These three passages show us the importance of self-control from different angles. Self-control can help us resist temptation, overcome difficulties, achieve our goals, and bring us material and spiritual rewards. In our study and life, we should consciously cultivate our self-control ability, stick to our ideals, and work hard to pursue a better life.” Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key sentences, language features and themes, students can not only improve their language analysis ability, but also understand the deep meaning of the text, and form a correct understanding of self-control. This link not only cultivates students’ language ability, but also fosters their critical thinking and logical reasoning ability, which is in line with the requirements of core literacy. At the same time, it guides students to connect the text content with their own life, and realizes the integration of knowledge and practice. Post-reading: Consolidation and Application This link is designed to help students consolidate the knowledge and skills learned in the class, apply the language knowledge and theme understanding to practice, and improve their comprehensive language application ability. Vocabulary and Sentence Pattern Consolidation Fill in the blanks with the correct form of the given words: (self-control, regain, perseverance, discipline, struggle against) We need to have enough ______ to finish our homework on time. After failing many times, he finally ______ his confidence. ______ is very important for us to achieve our dreams. We should ______ the temptation of playing games and focus on our study. He has strong ______ and never gives up easily. Rewrite the following sentences with the given phrases: He tried his best to resist the temptation of smoking. (struggle against) She insisted on practicing the piano every day and finally won the competition. (stick to) His success comes from his hard work. (fruit of labour) Students finish the exercises independently, and then the teacher checks the answers, corrects mistakes, and explains the key points. For translation exercises, the teacher pays attention to guiding students to use the vocabulary and sentence patterns learned in the class, and emphasizes the accuracy and fluency of the translation. Design Intention: Vocabulary and sentence pattern consolidation is an important link to consolidate the learning effect. By designing various forms of exercises, students can review and apply the core vocabulary and sentence patterns, deepen their memory and usage ability, and lay a solid foundation for their oral and written expression. At the same time, it cultivates students’ ability to use language accurately, which is in line with the requirements of language ability in core literacy. Group Discussion and Speech The teacher divides students into groups of 4-5, and assigns the discussion topic: “Combined with the passages we read and your own experiences, discuss how to develop and strengthen your self-control in study and life. What strategies will you use? Share your ideas with your group members.” During the group discussion, the teacher walks around the classroom, guides students to discuss actively, helps them express their views in English, and reminds them to use the vocabulary and sentence patterns learned in the class. For example, students can use phrases such as “struggle against temptation”, “stick to our goals”, “pause for six seconds” and sentences such as “I think we can develop self-control by...”, “From Tony Russell’s story, I learn that...”. After the discussion, each group selects a representative to give a 2-3 minute speech in front of the class, sharing the group’s ideas. After each representative’s speech, the teacher comments on their performance, affirms their advantages in language expression and ideas, and puts forward suggestions for improvement. For example, the teacher may say: “Your speech is very good. You used many new words and phrases we learned today, and your ideas are very practical. If you can add more specific examples from your own life, it will be better.” Design Intention: Group discussion and speech can not only improve students’ oral expression ability and cooperative communication ability, but also help them apply the theme understanding and language knowledge to practice. By combining the text content with their own experiences, students can have a deeper understanding of self-control and form practical strategies to improve their self-control ability. At the same time, it fosters students’ ability to think independently and express their views logically, which is in line with the requirements of thinking quality and learning ability in core literacy. Writing Practice The teacher assigns a short writing task: “Write a short passage of 80-100 words about your understanding of self-control. You can talk about the importance of self-control, your own experience of self-control, or the strategies you will use to improve your self-control. Try to use the vocabulary and sentence patterns learned in this class.” Before writing, the teacher gives some tips: 1. Start with a topic sentence to clarify your view on self-control. 2. Use specific examples or reasons to support your view. 3. Use the core vocabulary and sentence patterns learned in the class. 4. Pay attention to the logic and fluency of the passage. Students finish the writing task independently. After writing, the teacher invites several students to read their passages in front of the class, and comments on their writing, focusing on the use of vocabulary and sentence patterns, the logic of the passage and the accuracy of the expression. Then, students exchange their passages with their deskmates, and help each other correct mistakes and put forward suggestions for improvement. Design Intention: Writing is an important way to test students’ comprehensive language application ability. By arranging this writing task, students can apply the vocabulary, sentence patterns and theme understanding learned in the class to written expression, improve their writing ability. Peer review can help students find their own mistakes and learn from each other, which is conducive to improving their writing level and cultivating their cooperative learning ability. At the same time, it guides students to reflect on their own self-control ability and form a positive attitude towards self-management, which is in line with the requirements of cultural awareness in core literacy. Summary and Extension First, the teacher guides students to review the content of this class: “Today, we read three passages about self-control, learned the core vocabulary and sentence patterns related to self-control, mastered the reading skills of skimming, scanning and intensive reading, and discussed how to develop self-control in our study and life. We also practiced oral speech and writing, which helped us improve our comprehensive language application ability.” Then, the teacher makes a summary of the theme: “Self-control is a precious quality that helps us overcome difficulties, resist temptation, and achieve our goals. Tony Russell’s story tells us that as long as we have determination and perseverance, we can regain self-control and change our lives. The fruits of labour are earned through self-control and hard work. I hope all of you can apply the knowledge and strategies learned today to your daily life, consciously cultivate your self-control ability, and strive to become better people.” Finally, the teacher arranges the after-class extension task: 1. Review the vocabulary and sentence patterns learned in this class, and make a vocabulary card. 2. Read the three passages again, and write down your favorite sentences and your feelings. 3. Observe your own behavior in a day, record the situations where you need to use self-control, and try to use the strategies learned today to deal with them. 4. Search for more stories about self-control in English, and share them in the next class. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, form a systematic understanding, and deepen their memory. The theme summary guides students to establish a correct view of self-control, and realizes the educational significance of the course. The after-class extension task not only helps students consolidate the learning content, but also expands their horizons, cultivates their autonomous learning ability and information collection ability, and connects classroom learning with daily life, so as to 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 $