Unit 5 A healthy lifestyle Integration 教学设计 2025-2026学年译林版（2024）七年级英语上册

Unit 5 A healthy lifestyle-Integration This unit, “A healthy lifestyle,” falls within the theme of “Self and Society,” specifically focusing on the sub - theme of “Healthy living.” The Integration part, as the culmination of the unit, aims to comprehensively integrate various language skills and knowledge learned in previous sections. It centers around the exploration of different people's lifestyles, with an emphasis on Benny's lifestyle investigation, discussions about breakfast importance, and Amy's introduction to her healthy lifestyle. Through these materials, students will further deepen their understanding of the relationship between diet, exercise, sleep, and a healthy lifestyle, and enhance their ability to use English to describe, discuss, and evaluate lifestyles. 教学目标 Students will be able to master key vocabulary related to lifestyles, such as diet (e.g., various food names like porridge, dumplings, etc.), exercise (e.g., jogging, cycling), and sleep (e.g., get enough sleep, stay up late). Students will understand and be able to use sentence patterns like “It's important for sb. to do sth.” (e.g., It's important for us to have a balanced diet.) and “sb. spends + time + (in) doing sth.” (e.g., He spends an hour exercising every day.) to describe lifestyle - related situations. Students will be clear about the countable and uncountable forms of food - related nouns and how to use quantifiers appropriately. 教学重难点 Mastery of key vocabulary and sentence patterns related to healthy lifestyles. Ability to describe and discuss lifestyles using English in different aspects. Understanding the importance of a balanced diet, regular exercise, and sufficient sleep in maintaining a healthy lifestyle. 1 Vocabulary Diet: porridge, dumplings, hamburger, pizza, steak, salad, yogurt, juice, etc. Exercise: jogging, cycling, swimming, playing basketball/football/tennis, doing yoga, etc. Sleep: get enough sleep, stay up late, go to bed early, wake up early, etc. Others: lifestyle, healthy, unhealthy, important, energy, balanced diet, regular exercise, etc. 2 Sentence Patterns It's + adj. + for sb. + to do sth. It's healthy for us to eat more vegetables. It's necessary for you to get enough sleep. sb. spends + time + (in) doing sth. She spends half an hour reading English every morning. They spend two hours playing football on weekends. sth. gives sb. energy for... Breakfast gives us energy for the whole morning. 教学过程 1 Warming - up (5 minutes) Greet the students and show some pictures of different lifestyles on the PPT, such as a person eating junk food, a person running in the park, and a person staying up late playing games. Ask students to describe what they see in the pictures briefly in English. For example: “I see a person eating a hamburger. It may be an unhealthy lifestyle.” 2 Pre - reading (10 minutes) Introduce the topic of Benny's lifestyle investigation. Show the questionnaire about Benny's lifestyle on the screen and explain the items briefly. Divide the students into pairs and let them predict Benny's answers to the questions in the questionnaire. For example, for the question “How often do you eat junk food?”, they might predict “He eats junk food once a week.” based on their own understanding of a healthy lifestyle. 3 While - reading (15 minutes) Let the students read the passage about Benny's lifestyle quickly to check their predictions. After the fast - reading, ask some general questions to check their understanding, such as “Is Benny's lifestyle healthy? Why or why not?” Then, let the students read the passage carefully again. Ask them to find out Benny's eating habits, exercise frequency, and sleep patterns, and write them down in a table on their notebooks. 4 Post - reading (10 minutes) Divide the students into groups of four. Let them discuss whether Benny's lifestyle is healthy and give suggestions for improvement. Each group should choose a representative to report their discussion results. For example, a group might say: “We think Benny's lifestyle is a bit unhealthy. He should eat more fruit to get enough vitamins. Also, he should try to go to bed earlier on weekends to get more sleep.” Then, show the part about Mike and Simon's discussion about breakfast. Let the students read the dialogue silently and answer some questions, such as “Why do they think breakfast is important?” and “What do they usually have for breakfast?” Finally, show Amy's introduction to her healthy lifestyle. Let the students summarize Amy's healthy lifestyle in their own words, focusing on diet, exercise, and sleep. 5 Summary and Homework (5 minutes) Summarize the key points of this class, including important vocabulary, sentence patterns, and the understanding of different lifestyles. Assign homework: Ask students to write a passage about their own lifestyle, following the example of Amy's introduction. They should include their eating habits, exercise frequency, and sleep patterns, and evaluate whether their lifestyle is healthy. Encourage students to share their passages with their parents and discuss how to improve their lifestyles together. 教学反思 After this class, it is necessary to reflect on the teaching process. First, in the warming - up part, most students were actively involved in describing the pictures, but some students might have had difficulty expressing their ideas due to limited vocabulary. In the future, more vocabulary - building activities can be added before this step. During the reading process, some students had trouble understanding complex sentences about lifestyle evaluation. It might be better to break down these sentences and explain them in more detail. In the group discussion, some groups did not fully explore all aspects of lifestyle improvement. Teachers could provide more guiding questions to help them think more comprehensively. Overall, through this class, students have enhanced their understanding of healthy lifestyles in English, but there is still room for improvement in teaching methods to better meet the learning needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$