Unit 3 Sports and Fitness Reading for Writing 教学设计-2025-2026学年高中英语人教版必修第一册

Unit 3 Sports and Fitness Reading for Writing Write a page in a wellness book Teaching design 1. Textbook Analysis This lesson is from Unit 3 of the PEP compulsory textbook for Senior High School English (Book1), titled Sports and Fitness. The "Reading for Writing" section focuses on the theme of healthy lifestyles, using a sample text about personal transformation to guide students in writing a well-structured wellness book entry. The textbook emphasizes the use of comparative structures and linking words, following a clear "problem–change–result" framework. It conforms to the New Curriculum Standard’s principle of promoting writing through reading and fostering critical thinking. 2. Student analysis The students are the first-year high school students. Their overall English proficiency is at a basic level, as reflected in their scores of the senior high school entrance examination. Many students struggle with vocabulary, sentence structure, and organizing coherent paragraphs. Therefore, the teaching approach should prioritize scaffold language input, guided writing practice, and differentiated tasks to build confidence and ensure gradual progress. 3. Teaching Objectives By the end of this lesson, students will be able to: (1) Language Skills: 1 Use key expressions related to healthy lifestyles (e.g., balanced diet, concentrate on, stay up late, do exercise). 2 Apply comparative structures and linking words (e.g., instead of, rather than, both…and…). (2) Thinking Skills: 1 Compare past and present lifestyles through reflective thinking. 2 Organize ideas logically in writing. (3) Learning Strategies: 1 Analyze a model text and imitate its structure. 2 Use outlines and sentence patterns to support writing. (4) Affective Attitude: 1 Develop health awareness and a positive attitude toward self-improvement. 2 Build confidence in expressing personal experiences in English. Learning targets After this class, we will: 1. Master some useful expressions about healthy lifestyles . 2. know about the structure of the passage and can use comparison and link words. 3. Enhance health awareness and develop a healthy lifestyle. 教学重难点： 提升写作能力并掌握体育健身主题写作规范； 引导学生分析写作结构、语言风格与逻辑衔接，积累主题词汇句型。 4. Assessment Tasks Aspect Method Criteria Language Use Q&A, sentence analysis Use of key vocabulary and comparative structures Organization Matching, outline completion Clear "problem–change–result" structure Writing Output In-class writing task Coherent and logical passage of about 80 words Collaboration Peer evaluation, sharing Active participation and constructive feedback 5. Learning Activities Step 1: Lead-in (5 mins) (1) Show a video about Liu Genghong’s exercise and let students do exercise together. Then ask students why we need to do exercise. (2) Show picture of actress and make a comparison by asking questions: 1 Is she beautiful? 2 Why? 3 Healthy or unhealthy? (3) Show pictures of A4 waist, low fat and small size to answer: Are you anxious about your body? (4) Show pictures of excessive diet and liposuction to discuss: Are they right ways to keep figure? (5) Introduce the concept of a Wellness Book. And introduce the main task of today’s class. Cultural note Do you know what a wellness book is? A Wellness Book is a book that shows readers how to create and control their own health. Step 2: Reading & Structure Analysis (10 mins) (1) Students look at the picture and predict： 1 What is she doing? 2 What’s the meaning of “ing”? (2) Students read Kayla’s story and match main ideas of each paragraph. para.1 A. The results. para.2 B. Her problems in the past. para.3 C The changes she made . And teacher guides students to identify the structure: Problem → Change →Result (problem-solving pattern). (3) Students read to find the order of the passage and teacher will emphasize the linking words. (4) Students read to find changes of Kayla, fill in the blanks and retell it In the past At present Thinking worried about ___________and tried_________. think about __________. Actions 1.wanted to__________ three kilos 2. __________the foods 3. she enjoyed__________ herself with actresses and models. 1. want to ____or do 30____ 2. ______healthy foods to her meals 3. ______of things she likes about herself Results She almost __________ She became both__________ Step 3: Language Focus (10 mins) (1) Teacher will highlight expressions that describe differences: instead of, rather than, compare…with…,and but to let students know the function of these words. (2) Teacher will highlight expressions that describe similarities: still, both...and... Step 4: Outline Writing (5 mins) (1) Teacher give pictures to help students accumulate some useful expressions. (see PPT). 你校英语健康手册举行以“Healthy Lifestyle”为主题的征文活动，请你写一份稿件，分享自己生活方式的转变，内容包括： 1．简述过去存在的问题（过于关注分数，上课注意力不集中，肥胖等）； 2．利用对比方式详述转变过程（对比过去和现在，包括思想转变和行动转变等）；     3．分享转变成果。 注意：(1)词数80左右；(2)可适当增加细节，以使行文连贯。 Healthy Lifestyle ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (2) Teacher provides a writing template according to the structure of problem-solving pattern. 第一段：problem （问题） worry about grades；can’t concentrate on class；put on weight... 第二段：changes （变化） In the past At present fall asleep in class; stay up late; eat junk food; do little exercise; play computer games listen carefully; sleep early; have a balanced diet; do more exercise; turn off phones 第三段：results （结果） happier and healthier Step 5: Writing & Peer Review (15 mins) At first, I worried about (n/doing). I always wanted to but I failed. After (doing), I began to change. Then I started (doing) instead of (doing) sth, because . Rather than (doing) sth, I would (do), because . I could still (do) now and then, but I . Finally/ As a result, I . (1) Students write a draft (about 80 words). (2) Students exchange and give feedback using a simple checklist. Step 6: Sharing & Summary (5 mins) (1) Teacher will show a writing on the blackboard in front of students and let one student find mistakes in grammar, spelling and sentences. Sample Writing Healthy Lifestyle At first, I worried about my grades. I always wanted to concentrate on class but I failed. I was also overweight. After realizing the problem, I began to change. Then I started listening carefully in class instead of falling asleep, because it helps me learn better. Rather than staying up late playing computer games, I would sleep early, because enough sleep is important. I also began to have a balanced diet instead of eating junk food and do more exercise. I could still play games now and then, but I control the time. Finally, I became happier and healthier. My grades have also improved a lot. (2) Teacher leads students assess the writing according to the standards. The simple checklist is as follows: Criteria(标准) for your composition Yes No Did you start with general statement of the problem? Did you describe the changes in thinking and actions? Did you tell the reader how the changes improve your life? Did you make a comparison with useful expressions learned in class? Did you make the text well-organised with linking words? 6. Homework Must do: Revise and rewrite the wellness book entry. Choose to do: Research one tip for a healthy lifestyle and prepare to share it in the next class. 学科网（北京）股份有限公司 $