Unit 2 Healthy Lifestyle Period 6 Using language 教学设计-2025-2026学年高中英语人教版（2019）选择性必修第三册

Teaching and Learning Design Book3 Unit 2 Healthy Lifestyle 教学设计 Period 6 Teaching and learning contents: Using Language—Reading comprehension and language focus Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Read and comprehend two letters about healthy lifestyle issues; 2) Learn about the usage of the new language items in the two letters. Teaching and learning important points: 1) Reading comprehension of the two letters; 2) Learning about the usage of the new language items in the two letters. Teaching and learning difficult points: 1) Reading comprehension of the two letters; 2) Learning about the usage of the new language items in the two letters. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in 1. Lead in the learning topic by asking the following question and giving a presentation. If there is a summer camp organised by the magazine Healthy Life, would you like to join? Why or why not? What do you expect to learn there? Two students attended the summer camp organised by the magazine Healthy Life and wrote to the editor to talk about how they have changed their bad habits successfully. Let’s read the letters to find out how. 2. Introduce the teaching and learning objective of this period. Step 2 Reading comprehension Activity 2 Reading comprehension 1. Read the two letters, complete the table on page 21, and then check the answers. Information Wang Lu George Fielding Problem did not feel well felt sleepy and dizzy, lacked passion got flu easily, experienced many toothaches felt stressed out felt even more worn out after playing computer games Decision to eat no sugar to exercise regularly to take control of his life and find other ways to relax Action stopped buying sweets, biscuits, and sugary drinks exercises every day for at least 30 minutes goes rock climbing monthly with his dad Result more dynamic and stronger in both body and mind sleeps soundly, no longer suffers from a flu virus or toothaches feels like in control of her own life feels much more energetic feels he can change himself for the better 2. Complete the following reading comprehension exercises to understand the two letters better. 1) What’re the two letters mainly about? A. An introduction to the summer camp. B. Something about being sleepy. C. Something about some sports. D. Two students’ letters to the editor about the changes of their lifestyles. 2) Why did George think “It was a big struggle not to join my friends in playing online games”? A. Because he was too keen on the online games. B. Because he didn’t discourage his friends. C. Because he wanted to make new friends. D. Because he would like to study new game skills. 3) Who are most likely to be interested in the letters? A. Young students who have similar problems. B. Young couples who have children attending school. C. Journalists who want to cover the latest events. D. Editors who want to change their own lifestyles. 4) What order are the two letters written in? A. Time. B. Places. C. Feelings. D. The process of events. Step 3 Language Focus Activity 4 Learning about the new language items Learn about the new language items. 1. This stimulated my motivation. 这激发了我的动力。 stimulate vt. 激发；促进；刺激 stimulating adj.振奋人心的；增加活力的 stimulation n.刺激；激励，鼓舞 stimulate sb./sth. 刺激/激励某人/某事 stimulate sb. to do sth. 刺激/激励某人做某事 be stimulated by 被……激励 e.g. The article can be used to stimulate discussion among students. 这篇文章可用来活跃学生的讨论。 The government plans to cut taxes in order to stimulate the economy. 政府计划减税以刺激经济。 An inspiring teacher can stimulate students to succeed. 一个鼓舞人心的老师可以激励学生取得成功。 The exhibition stimulated interest in the artist’s work. 这次展览引起人们对这位艺术家的作品的兴趣。 I find his work very stimulating. 我觉得他的作品引人入胜。 Theory of stimulation is an important part of the organization management theory. 激励理论是组织管理理论的重要组成部分。 2. Whenever I went out with friends, I brought snacks from home,things that didn’t have any added sugar: fruit, nuts, dried meat, etc. 无论何时我和朋友出去，我都会从家里带一些零食，一些没有添加任何糖分的东西：水果、坚果、干肉等等。 句式结构：whenever引导让步状语从句。(1)whenever、wherever、however引导让步状语从句,相当于no matter when/where/how。(2)whatever、whoever、whichever、whomever既可引导名词性从句,也可引导让步状语从句。(3)“no matter+疑问词”只能引导让步状语从句。 e.g. Whenever I see someone in need,I will spare no effort to help him. 无论何时我见到有人需要帮助，我就会尽力去帮助他。 However/No matter how far away we are, we feel close to each other. 无论我们距离有多远，我们都感觉近在咫尺。 The truth is that we are lucky enough to have clean water whenever we want. Whatever difficulties we may meet, we’ll finish the task on time. We should make a reasonable choice about what to do wherever we go. Whenever I saw it, I couldn’t help thinking of my happy childhood. 无论何时我看到它，我都会情不自禁地想起我快乐的童年。 3. As I took part in the summer camp about personal life choices, I started to analyse my choices, especially what I did to relax and how it was affecting my whole life. 自从参加了有关个人生活选择的夏令营后，我开始分析自己的选择，尤其是我做了些什么来放松自己，以及它是如何影响我的整个生活的。 句式结构分析：as引导时间状语从句，what和how都引导的是同位语从句，作choices的同位语。 4. After starting high school, I felt stressed out and always relaxed by playing computer games. 高中开始后，我感到压力重重，总是通过玩电脑游戏来放松自己。 stressed out 焦虑不安；心力交瘁 stress n. 压力；紧张 vt.强调；重读 stressed adj. 焦虑不安的；心力交瘁的；重音的；受压的 stressful adj. 紧张的；压力大的 stress the importance of sth. 强调某事的重要性 under stress 在压力之下 under the stress of 在……压力下；为……所迫 lay/put/place stress on 强调；把重点放在……上 e.g. I feel stressed out, so would you be kind enough to offer me some advice on how to relieve stress? 我感到压力很大，所以你能好心地给我一些关于如何缓解压力的建议吗? Thankfulness has a lot of benefits: Research shows it makes us happier, less stressed and even more optimistic. After a week of stressful work, all the employees were extremely stressed and worn out. Faced with the approaching stressful senior high school life, not only are you stressed out but you also are under great stress. Personally, I can’t stress/lay/put/place stress on the importance/significance of a good state of mind too much. 面对即将到来的紧张的高中生活，你不仅焦虑不安而且你也处在巨大压力之下。在我个人看来,再怎么强调良好心态的重要性也不为过。 5. Playing was fun, but I felt even more worn out afterwards! 打游戏很好玩，但过后我却感到更加疲惫不堪！ worn out疲惫不堪的；破旧的；不能再用的 e.g. Before the race, he is fine. But afterwards he is worn out. I’ve been working all night and I’m worn out. This is a pair of old worn out walking boots. You need to get another pair. 6. So I thought about what to try. 所以我想了想该尝试什么。 “疑问词+动词不定式” 句式结构：(1)可用于“疑问词+动词不定式”结构的疑问代词有who、whom、what、which；疑问副词有when、where、how。该结构相当于一个由疑问词引导的名词性从句,在句中可作主语、宾语和表语。 (2)常接“疑问词+动词不定式”结构的动词有：know、see、decide、tell、ask、consider、explain、learn、wonder等。 e.g. There was nothing to it. Jenna and Jeff knew exactly what to do. 这没什么。詹娜和杰夫知道该怎么办。 We haven’t decided when to discuss the question again. We haven’t decided who to search for the missing painting. Last Thursday,we had a class meeting to discuss where to go for our spring outing. 上周四，我们开了一个班会，讨论春游去哪里。 7. It has enhanced the quality of my life, improving my health and increasing my happiness. 这提高了我的生活质量，改善了我的健康，增加了我的快乐。 1) 句式结构：现在分词短语作状语。一般来说,现在分词(短语)作状语可用来表示时间、条件、原因、让步、结果、方式、伴随等情况。现在分词(短语)作结果状语常表示自然而然的结果。不定式(短语)常表示出乎意料的结果，并且常和only搭配出现。 e.g. I need to know whether you are available in advance,making adjustment accordingly. 我需要提前知道您是否有空，并作出相应的调整。 After all, we senior high students are too tired with long periods of learning, needing to get relaxed. 毕竟，我们高中生长时间学习太累了，需要放松。 He slowly opened his eyes,only to see the whole town from a brand-new dimension! At last, all the runners managed to cross the finish line, receiving cheers from all the directions. 2) enhance vt. 提高(某人的身分、声望、地位)；改进；增强 e.g. Those clothes do nothing to enhance her appearance. They’ll be keen to enhance their reputation abroad. 8. I get refreshed through climbing, spend more time with my dad, and get to meet new friends. 攀岩使我精神焕发，与爸爸共度了更多的时光，而且结交了新的朋友。 1) refresh vt.使恢复精力；使凉爽；刷新 refreshed adj.感到振奋的；神清气爽的 refreshing adj.提神的；使清爽的；使人重新振作的 refreshment n.精力恢复；点心 refresh oneself 使自己精神振作，恢复活力 refresh oneself with... 用……提神 be/feel refreshed 感到精神振作/神清气爽 e.g. The wind blew against my face and I felt alive and refreshed from it. He refreshed himself with a cool shower. Often,I just want a break from schoolwork,which can refresh myself. Also, I did some exercise every morning and every evening to strengthen my body and refresh my mind. 此外，我每天早上和晚上都做一些锻炼，以强身健体，提神醒脑。 2) 常见的 get +过去分词结构： get broken破了 get punished受到惩罚 get hurt受伤 get admitted 被录取 get married结婚 get annoyed生气 get excited 激动 get separated被分开 e.g. You’d better take a map with you,just in case! Even experienced travelers get lost. 你最好带着地图，以防万一！即使最有经验的旅行者也会迷路。 Tom got so annoyed that he stormed out of the room,slamming the door angrily behind him. 汤姆如此生气以至于他冲出房间，生气地摔门而去。 After participating in the summer camp, my confidence got enhanced. Learning that you got admitted to Peking University,I am writing to congratulate you. 得知你被北京大学录取，我写信祝贺你。 Step 4 Summary and evaluation Activity 5 Discussion and text reconstruction 1. Discuss the following questions to improve the students’ thinking quality. 1) Do you have the similar experience? If you have, share it with the class. 2) What can you learn from the two letters to change your bad habits? 2. Summarize the new language items and main content to reconstruct the text. Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor) 3. What will you do to consolidate the new language items after class? Homework: 1. Complete the reading comprehension exercises in the reference book. 2. Complete the vocabulary and other exercises in the reference book. 学科网（北京）股份有限公司 $