Unit 3 Sound Body, Sound Mind-Developing the Topic-Reading for Writing 教学设计2025-2026学年仁爱科普版英语八年级上册

本文聚焦仁爱版八年级英语教材第三单元“健康生活方式”主题，承接学生已有知识，为写作能力提升奠基，呼应健康生活单元主题。通过词汇教学、阅读训练、小组讨论等环节，渗透语言能力、文化意识、思维品质和学习能力等核心素养。 该教学设计亮点在于采用多样化教法，如词汇游戏、小组讨论等。从学生层面看，能提升其批判性思维与语言运用能力；从教师层面看，提供了清晰授课路径；从课堂效果看，增强互动性，有效突破教学难点。

Unit 3 Sound Body, Sound Mind-Developing the Topic-Reading for Writing This lesson is from "Developing the Topic - Reading for Writing" in Unit 3 "Sound Body, Sound Mind" of Ren'ai Science Edition (2024) English textbook for Grade 8. The main content focuses on the theme of maintaining a healthy lifestyle. Students will first read texts related to healthy living, and then use the information and language learned from reading to conduct writing practice. The reading materials may include passages about healthy eating, regular exercise, and good living habits. Through this lesson, students are expected to improve their reading comprehension skills, master relevant vocabulary and sentence patterns, and finally be able to write a short passage about their own healthy lifestyles. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary and phrases related to a healthy lifestyle, such as "balanced diet", "regular exercise", "stay up late", "junk food", etc. They will understand and be able to use sentence patterns for expressing frequency, such as "always", "usually", "often", "sometimes", "seldom", "never", for example, "I always eat breakfast every morning." "She seldom stays up late." Students will learn the basic structure and organization of a passage about a healthy lifestyle, including the introduction, main body (listing different aspects of a healthy lifestyle), and conclusion. B. Ability Objectives Reading Comprehension: Students can improve their reading skills, such as skimming to get the main idea, scanning for specific information, and inferring the meaning of new words from context. They will be able to understand the content of reading materials about healthy lifestyles accurately and answer related questions. Writing Ability: Students will be able to write a clear and coherent passage about their own healthy lifestyles, using the vocabulary, sentence patterns, and passage structure they have learned. Their writing should include at least 80 - 100 words, with correct grammar, spelling, and punctuation. Language Use: Students can use the learned language knowledge to communicate about healthy living in daily conversations, such as sharing their own healthy habits with classmates or giving advice on how to keep healthy. C. Emotional Objectives Students will raise their awareness of the importance of a healthy lifestyle and be motivated to form good living habits in their daily lives. Through group work and pair work in the teaching process, students can enhance their cooperation and communication skills, and learn to respect and learn from their peers' opinions and experiences. 教学重难点 A. Key Points Vocabulary and Phrases: Mastering key vocabulary and phrases related to a healthy lifestyle and being able to use them correctly in sentences and writing. Reading Skills: Training students to use skimming, scanning, and inferring skills to understand reading materials effectively. Writing Structure: Helping students understand and apply the basic structure of a passage about a healthy lifestyle in their writing. B. Difficult Points Language Application: Enabling students to use the learned vocabulary and sentence patterns flexibly and accurately in writing, avoiding common grammar and spelling mistakes. Critical Thinking: Guiding students to think critically about different aspects of a healthy lifestyle, such as analyzing the pros and cons of certain habits, and being able to express their own opinions clearly in writing. Coherence in Writing: Teaching students how to make their writing coherent, with smooth transitions between sentences and paragraphs. A. Vocabulary Healthy Food: vegetable (tomato, potato, cabbage, etc.), fruit (apple, banana, orange, etc.), grain (rice, bread, noodles, etc.), protein (meat, fish, egg, bean, etc.), dairy (milk, yogurt, cheese, etc.) Sports and Exercises: run, jog, swim, bike, play basketball/football/tennis, do yoga, do morning exercises Lifestyle Habits: get up early, go to bed early, have a balanced diet, drink enough water, avoid junk food, stay away from smoking and alcohol B. Phrases keep healthy/fit a balanced diet regular exercise stay up late junk food be good for be bad for C. Sentence Patterns Expressing Frequency: I always/usually/often/sometimes/seldom/never + verb +... He/She always/usually/often/sometimes/seldom/never + verb + s/es... Describing Habits: I like/love/enjoy + verb - ing... My favorite way to keep healthy is to... It's important to... 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures on the PPT, including pictures of people doing sports (running, swimming, playing basketball), eating healthy food (fruits, vegetables), and some unhealthy behaviors (staying up late, eating junk food). Ask students to look at the pictures and discuss in pairs: "What can you see in the pictures? Are these behaviors healthy or unhealthy?" Then invite several pairs to share their ideas with the class. Purpose: This activity can quickly attract students' attention, arouse their interest in the topic, and review some relevant knowledge they have learned before, laying a foundation for the following learning. B. Pre - reading (10 minutes) Vocabulary Teaching Present the new vocabulary and phrases related to a healthy lifestyle on the PPT, such as "balanced diet", "regular exercise", "junk food", etc. Explain the meaning and pronunciation of each word or phrase, and let students read after the teacher several times. Use some simple examples to help students understand how to use these words and phrases in sentences. For example, for "balanced diet", the teacher can say, "Eating a lot of different kinds of foods, like vegetables, fruits, grains, and proteins, is a balanced diet." Conduct a small vocabulary game. Divide the class into several groups. The teacher says a word or phrase in Chinese, and the groups race to say the corresponding English word or phrase. The group that answers correctly and quickly gets one point. At the end, the group with the most points wins. Prediction Show the title of the reading text "How to Keep Healthy" to the students. Let them think and discuss in groups: "What aspects do you think will be mentioned in the text to keep healthy?" After a few minutes of discussion, invite some groups to share their predictions with the class. Purpose: Vocabulary teaching can help students overcome vocabulary barriers in reading. The prediction activity can stimulate students' thinking and curiosity, and make them more actively involved in the reading process. C. While - reading (15 minutes) Skimming Let students quickly read the whole text for about 2 - 3 minutes. Ask them to try to get the main idea of the text and answer the question: "What is the main idea of this passage?" After reading, ask several students to share their answers. The teacher summarizes and clarifies the main idea of the text: The passage mainly talks about several important aspects of keeping healthy, including healthy eating, regular exercise, and good living habits. Scanning Ask students to read the text carefully again and scan for specific information. Present some detailed questions on the PPT, such as: "What are the examples of healthy food mentioned in the text?" "How often should we do exercise according to the text?" "What bad habits should we avoid?" Let students read the text to find the answers to these questions. After they finish, ask them to answer the questions one by one. Detailed Reading Select some difficult sentences or key sentence patterns in the text, such as "Eating a balanced diet means choosing a variety of foods from each food group." "We should exercise at least three times a week to keep fit." Write them on the blackboard or show them on the PPT. Explain the grammar, sentence structure, and meaning of these sentences to the students. Let students analyze and imitate these sentences. Ask students to underline the new vocabulary and phrases they have learned in the text again to strengthen their memory. Purpose: Through skimming, scanning, and detailed reading, students can gradually improve their reading skills and understand the text comprehensively and deeply. D. Post - reading (10 minutes) Group Discussion Divide the students into groups of 4 - 5. Give each group a topic related to a healthy lifestyle, such as "The Most Important Aspect of Keeping Healthy", "My Own Healthy Lifestyle", or "Advice on How to Keep Healthy for Your Classmates". Let the groups discuss the topic for about 5 minutes. Each group member should express their own opinions, and one member in the group is responsible for taking notes. After the discussion, invite each group to send a representative to the front of the class to report their group's discussion results. The other groups can listen carefully and ask questions or make comments. Writing Guidance Based on the reading text and the group discussion, give students some writing guidance. Review the basic structure of a passage about a healthy lifestyle with the students: Introduction: Briefly introduce the importance of a healthy lifestyle. Main Body: List different aspects of a healthy lifestyle, such as healthy eating, regular exercise, and good living habits. For each aspect, give some examples or details. Conclusion: Summarize the main points and restate the importance of a healthy lifestyle, or give a simple call to action. Show some sample sentences and useful expressions on the PPT that can be used in writing, such as "There is no doubt that a healthy lifestyle is essential for us." "To begin with, a balanced diet plays a vital role in keeping us healthy." "In conclusion, let's take action to lead a healthy life from now on." Purpose: The group discussion can let students further exchange their ideas and experiences, and improve their communication and cooperation skills. The writing guidance can help students clarify their writing ideas and master the basic writing method. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including the new vocabulary and phrases, reading skills, and the structure of a passage about a healthy lifestyle. Review the main content of the reading text and the important points in the group discussion and writing guidance. Ask students to recall what they have learned in this lesson and share their biggest gains with the class. Homework Ask students to write a passage about "My Healthy Lifestyle" according to the writing guidance in class. The passage should be at least 80 - 100 words. They need to include their own healthy habits in eating, exercise, and daily life. Let students search for more information about healthy lifestyles on the Internet or in books and collect some interesting facts or tips. They can share this information with the class in the next lesson. Purpose: The summary can help students review and consolidate the knowledge they have learned in class. The homework can further improve students' writing ability and expand their knowledge about healthy lifestyles. 教学反思 After this class, I need to reflect on the following aspects. First, in terms of teaching methods, the combination of vocabulary games, group discussions, and writing guidance seems to be effective in arousing students' interest and participation. However, some students may still have difficulties in using new vocabulary and sentence patterns accurately in writing. In the future, more in - class writing practice and individual guidance can be provided. Second, regarding students' performance, most students actively participated in group discussions and showed a strong interest in the topic. But a few students were relatively passive. I should pay more attention to these students and encourage them to participate more. Third, in the teaching process, the time control of each part can be further optimized. For example, the group discussion part may take a little longer than expected, which affects the time for some detailed explanations. I need to be more flexible in time management in the next class. Overall, through this reflection, I will adjust my teaching strategies and methods to make the teaching more effective and meet the learning needs of different 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 $$