Unit 3 Be healthy, be happy-B Reading and critical thinking 教学设计 2025-2026学年沪外教版英语七年级上册

Unit 3 Be healthy, be happy-B Reading and critical thinking 1. Content Overview The reading material in this unit is a magazine article about a student's healthy life. It details various aspects of a healthy lifestyle, such as a balanced diet, regular exercise, sufficient sleep, and positive mental attitude. Through vivid descriptions and real - life examples, students will have a comprehensive understanding of what constitutes a healthy lifestyle. This reading not only enriches students' vocabulary related to health but also helps them develop reading skills like skimming, scanning, and critical thinking. 教学目标 2.1 Knowledge Objectives Students will be able to understand and master new words and phrases related to a healthy lifestyle, such as "balanced diet", "junk food", "work out", "get enough sleep", etc. They can recognize and correctly use sentence structures used to describe healthy living, like "It is important to...", "We should...", "When we..., we can...". 2.2 Ability Objectives Improve students' reading skills, including skimming to get the main idea, scanning for specific information, and inferring meaning from context. Develop students' critical thinking ability, enabling them to analyze and evaluate the content of the reading, and form their own opinions about a healthy lifestyle. Enhance students' oral and written communication skills by discussing and writing about the topic of a healthy lifestyle. 2.3 Emotional Objectives Cultivate students' awareness of the importance of a healthy lifestyle and encourage them to adopt healthy habits in their daily lives. Foster students' positive attitude towards learning English and exploring knowledge about health. 教学重难点 3.1 Key Points New words, phrases, and sentence structures related to a healthy lifestyle. Teaching students reading strategies like skimming, scanning, and making inferences. Guiding students to understand the main idea and key details of the reading passage about a healthy lifestyle. 3.2 Difficult Points Helping students to think critically about the content, for example, analyzing the pros and cons of different lifestyle choices described in the passage. Encouraging students to express their own views on a healthy lifestyle clearly and accurately in English. 4.1 New Words and Phrases balanced diet: A diet that includes a variety of foods in the right amounts. E.g., "Having a balanced diet is the key to good health." junk food: Unhealthy food that is high in calories, sugar, salt, or fat. E.g., "We should avoid eating too much junk food like hamburgers and chips." work out: Exercise or do physical activities. E.g., "I work out at the gym three times a week." get enough sleep: Have an adequate amount of sleep. E.g., "It's necessary to get enough sleep for our body to rest and recover." keep fit: Stay in good physical condition. E.g., "She runs every morning to keep fit." 4.2 Sentence Structures It is + adj. + (for sb.) + to do sth. E.g., "It is important for us to eat a balanced diet." We should/ought to/must... E.g., "We should exercise regularly to stay healthy." When we + do sth., we can... E.g., "When we get enough sleep, we can feel energetic during the day." 教学过程 5.1 Lead - in (5 minutes) Show some pictures on the PPT, including pictures of healthy food (such as fruits, vegetables, whole grains) and unhealthy food (such as fried chicken, pizza, soft drinks), as well as pictures of people exercising and people lying on the couch watching TV. Ask students to look at the pictures and discuss in pairs: "What kind of lifestyle do you think is healthy? Why?" Invite several pairs to share their opinions with the class. 5.2 Pre - reading (10 minutes) Present the title of the reading passage "A Student's Healthy Life" on the blackboard. Ask students to predict what the passage might be about based on the title. Write down their predictions on the blackboard. Introduce some new words and phrases related to the topic. Teach the pronunciation, meaning, and usage of words and phrases like "balanced diet", "junk food", "work out", etc. Use examples and simple explanations to help students understand. For example, when teaching "junk food", show pictures of junk food and say, "Look at these pictures. These are junk food. They are not good for our health." Let students read the new words and phrases after the teacher several times to practice pronunciation. 5.3 While - reading (15 minutes) Skimming: Ask students to quickly read the whole passage within 2 minutes. While reading, they should try to find out the main idea of the passage. After reading, ask students to share their understanding of the main idea. Guide them to summarize the main idea in one or two sentences, such as "The passage is mainly about a student's healthy lifestyle, including his diet, exercise, and sleep habits." Scanning: Present some detailed questions on the PPT, such as "What does the student usually eat for breakfast?", "How often does he exercise?", "How many hours of sleep does he get every night?". Let students read the passage again carefully to find the answers to these questions. They can underline the relevant sentences in the passage. Check the answers with the class. Ask students to read out the sentences where they found the answers. Intensive Reading: Select some difficult sentences or key sentences from the passage, such as "It is not only important to eat a balanced diet, but also to exercise regularly." Analyze the sentence structure and explain the meaning. Let students understand how to use "not only... but also...". Encourage students to ask questions if they don't understand any parts of the passage. Answer their questions and clarify any misunderstandings. 5.4 Post - reading (10 minutes) Group Discussion: Divide students into groups of four or five. Give each group a discussion topic, such as "Do you think the student's lifestyle in the passage is perfect? What would you change if it were yours?" or "What are the most difficult things for you to do in maintaining a healthy lifestyle?". Let students discuss in their groups for about 5 minutes. Encourage every student to express their opinions. Each group selects a representative to report their discussion results to the class. Critical Thinking Activity: Present some statements related to healthy lifestyles on the PPT, some of which are correct and some are wrong, such as "Eating only vegetables can make you healthy." or "Doing exercise for a long time every day is always good for you." Ask students to think critically and decide whether these statements are true or false. They need to give reasons for their judgments. Invite students to share their thoughts with the class. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students, including new words, phrases, sentence structures, and the main idea of the reading passage. Review the reading strategies used in class. Emphasize the importance of a healthy lifestyle again and encourage students to apply what they have learned to their daily lives. Homework: Ask students to write a short passage about their own healthy or unhealthy lifestyle. They should include at least three aspects, such as diet, exercise, and sleep. Require students to preview the next part of the unit, which may be related to grammar or listening. 教学反思 After this class, it is necessary to reflect on the teaching process and effectiveness. During the teaching, the use of pictures and group discussions can effectively arouse students' interest and enthusiasm, but some students may be shy and not actively participate in the discussion. In future teaching, more ways should be explored to encourage these students to participate. In terms of reading skills training, students have a certain improvement in skimming and scanning, but still need more practice in making inferences and critical thinking. For the knowledge part, most students can master new words and basic sentence structures, but there are still a few students who need more individual tutoring. Overall, continuous improvement of teaching methods and more attention to individual differences are needed to make the teaching more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $