Unit 2 Healthy Lifestyle Period 1 Opening Page + Reading and Thinking 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 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：健康生活方式 词汇：能正确使用下列单词和词块。 单词：tobacco, alcohol, abuse, dominate, psychology, reward, rely, facilitate, examine, negative, pessimistic, discipline, pill, delete, compose, surgeon, surgery, liberation, shave, beard, disturb, cigarette, specialist, consultant, drug, skip, dizzy, flu, stimulate, dentist, nut, skateboard, dynamic, bowling, comedy, monthly, enhance, refresh, absorb 词块：in response to, rely on, straight away, decide on, make up one’s mind, be composed of, People’s Liberation Army (PLA), shave off, stressed out, worn out 语法：能够理解动词不定式用作主语的功能和意义，并能结合语境正确运用动词不定式进行表达。 语篇：1. 阅读一篇有关习惯的说明文，理解习惯形成的原因，以及如何运用习惯循环原理改变不良习惯、培养健康习惯。 2. 阅读两封写给杂志社编辑的信，了解两位读者改变不健康生活方式的经过，掌握语篇结构和叙事方法。 表达：1.能够就生活习惯问题征求或给予别人建议。 2. 能够礼貌得体地接受意见、建议，或委婉拒绝别人的建议。 3. 能够给编辑写一封信，叙述自己想要改变的一种生活方式。 学习能力 1. 能够抓住文章段落大意，把据文章脉络。 2. 在听对话的过程中，能够区分事实和观点。 3. 能够进一步学习主题词块，有效拓展主题词汇网络。 文化意识 1. 能够理解中外生活方式的差异和共性，识别不同文化背景下健康的生活方式和不良的生活方式。 2. 能够理解中外不同文化背景下压力管理方式的独特性和共同性。 3.能够理解不良生活方式是全球人类共同面对的问题，在坚定文化自信的同时学会尊重和包容不同文化习惯，加深文化理解。 思维品质 能够探究改变不良生活习惯的方式和方法；能够区分事实和观点，了解观点产生的事实基础和推导过程，批判性地接受意见或建议；能够依据已有的知识和经验，归纳、概括、整合所获信息；能够按照逻辑顺序组织信息；能够分析和改变自己的不良习惯，增强分析问题和解决问题的能力。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6、7) 课时7 Using language—Writing (写作语篇8) 课时8 Assessing Your Progress(综合运用语篇9、10) + Project (综合运用语篇11) Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the pictures and the saying on the Opening Page related to the theme of this unit—healthy lifestyle; 2) Read and comprehend the text to understand why habits are formed and how to use the Habit Cycle to stay away from changing bad habits and developing healthy habits; 3) Improve their thinking quality by thinking and talking about how to use the Habit Cycle to stay away from changing bad habits and developing healthy habits. Teaching and learning important points: 1) Reading comprehension of the text to understand how to develop healthy habits; 2) Improving the students’ thinking quality by thinking and talking about how to develop healthy habits. Teaching and learning difficult points: 1) Reading comprehension of the text to understand how to develop healthy habits; 2) Improving the students’ thinking quality by thinking and talking about how to develop healthy habits. Teaching and learning procedure: Step 1 Leading in and introduction (Opening Page) Activity 1 Leading-in 1. Lead in the topic of this unit by talking about the title of this unit—healthy lifestyle. What is a healthy lifestyle for a senior high school student? Do you think you have a healthy lifestyle? Why or why not? 2. Talk about the quote—The greatest wealth is health. –Virgil (an ancient Roman poet) 1) What does it mean in Chinese?　健康是最重要的财富。 2) What do you think Virgil wants to emphasise by comparing health to the greatest wealth? Do you agree with him? Why? 3. Look at the pictures and discuss the following questions. 1) What are they doing? How do you think the people feel in the photos? Suggested answers: The photos show young people doing several different activities. Some are playing music, some are exercising in a gym, and some are having a barbecue. I think these people feel happy and healthy, as they look active and cheerful. 2) Do you think they are all leading a healthy lifestyle? Why or why not? Suggested answer: I think they are leading a healthy lifestyle because they are not by themselves and are outside and doing exercise as well as creative activities. 3) What can you learn from these photos about healthy living activities? Suggested answer: The photos may suggest that a healthy lifestyle is connected to being physically active, having hobbies and interests and socializing with friends in person rather than through technology. Activity 2 Introduction 1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 2. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 3 Pre-reading 1. Before you read, discuss these questions in groups and share answers. 1) Are bad habits easy to change? Why or why not? Have you ever tried to correct one bad habit? How? What was the result? Bad habits are hard to change because we are usually doing something we really like, but we are doing it too much. 2) What habits do you think are unhealthy? Unhealthy habits include smoking, eating too much, playing too much on your computer or phone, and not doing enough exercise. 3) What can you do to correct these bad habits? I think people can correct these bad habits by thinking about them more and deciding they will feel better and happier if they stop them. And then take actions to stop them. 2. Learning about the reading strategy—Finding the main idea of a paragraph. Tips about how to find the main idea of a paragraph: The main idea is sometimes stated in either the opening or closing sentence. If not, look for another “standout” sentence, or summarise the paragraph in your mind by asking yourself, “What is it mainly about?” Step 3 While-reading Activity 4 Reading comprehension of the main content 1. Read for the main idea. Read the text and find out what main ideas are included in it. Tick the correct ones and match them with the paragraphs. And then summarize the main idea of the passage. 1) Main idea of each paragraph: Para. 1—G Why bad teenage habits should be changed Para. 2—F What a habit is Para. 3—B The cycle of how habits are formed Para. 4—A How to change a bad habit and create good ones Para. 5—D Changing habits gradually Para. 6—E No easy way to change bad habits □C Habits that can help us study better 2) Main idea of the text: How to change bad habits and create good ones. 3) The text can be divided into 3 parts. Part 1—(Para. 1) Why bad teenage habits should be changed Part 2—(Paras.2 to 5) What a habit is and how to change bad habits Part 3—(Para.6) No easy way to change bad habits 2. Read the text again for details and answer the following questions and complete the reading comprehension exercises in reference book. Questions and answers in the textbook. 1) How can a choice lead to a habit? A choice can lead to a habit if we make the same choice over and over again. 2) What are the three stages of the habit cycle? The three stages of the habit cycle are the cue, routine, and reward. 3) What should we do to change a bad habit? To change a bad habit, we should examine our habit cycles and then try to adapt them. 4) How can a person use discipline to help change a bad habit? A person can use discipline to change a bad habit by taking many small steps to reach the goal of change. 5) Will you use the habit cycle to break your bad habits? Why or why not? I will use the habit cycle to break a bad habit of using my phone too much because I want to spend more time reading books and playing sports. Activity 5 Reading comprehension of the textual features 1. Talk about the ways used in the text to illustrate the topic and give examples. Giving example. (for example, Para.1 & 3)      Using chart.   (The habit cycle)  Using quote.  (There is a famous saying… “We are what we repeatedly do.” Para.2)   Giving explanations.   (Which works like this:… Para. 3)  Using metaphor (暗喻；隐喻). (However, there is no “Magic pill” or delete button…, Para.6) 2. Guide the students to analyse the textural structure of the text. 1) What is the purpose of the text? To tell the readers how to change bad habits and create good ones. (To solve a problem.) 2) What are the basic steps of solving a problem? Identify and define the problem. Analyze the problem to find root causes. Generate possible solutions. Evaluate and select the best solution. Implement the chosen solution. Monitor the results and adjust as needed. 3) How is the text organized, based on the steps of problem solving? Raise the problem.( Identify and define the problem.) Para. 1 Why bad teenage habits should be changed Analyze the problem to find root causes. Para. 2 What a habit is Para. 3 The cycle of how habits are formed Solve the problem. Para. 4 How to change a bad habit and create good ones Para. 5 Changing habits gradually Conclusion Para. 6 No easy way to change bad habits 4) What are some signpost marks of in this “Problem-solution” text? (Optional) Problem, concern, challenge, difficulty, trouble, lead to, solution, change, measure, approach, action, method, answer, response, result, develop, find, overcome, prevent, facilitate, deal with, come up with, effective, successful, practical and so on. Step 4 Post-reading Activity 6 Thinking and discussion Discuss the following questions in groups and share answers. 1. Think of one bad habit and write down the cue, routine, and reward. Then come up with an idea of how to break the bad habit. An example: The habit cycle Bad habit New habit Cue finished lunch finish lunch Routine went back to the office and went to bed immediately go to the playground and walk for 10 minutes Reward felt relaxed but worried about its bad effect on health feel relaxed and healthier 2. Do you know any alternative ways to better habits? Discuss with your partner which way you think is most effective. Alternative ways to better habits: Tell someone else what you want to change. Peer pressure from someone else will help. Fine yourself. Every time you do the bad habit, put a small amount of money in a box. Make it harder to do the habit. For example, hide your favourite apps on your phone so it is more of a hassle to get to them. Change your environment. If the habit happens in certain places or with certain people, avoid them! Activity 7 Text reconstruction Reconstruct the text by summarizing the text from the perspective of text content and textual features, using the information above. Step 5 Evaluation and summary Activity 8 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the textual features? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) 4. What will you do to stop your bad habits inspired by this text? Activity 9 Summary Summarize what has been learned in this period, especially the content and the textual features. At the same time encourage the students to break some bad habits and form good ones. Homework: 1. Read the text to comprehend it better and complete the rest reading comprehension exercises in the reference book. 2. Preview the new language items in the text by reading the explanations in the reference book. 学科网（北京）股份有限公司 $