Unit3 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 内容导航 This section centers on the text "Going Positive", which tells a personal story about the author’s journey from pursuing a slim figure through extreme diets to realizing the true meaning of fitness. It guides students to understand the correct concept of health, master the writing skills of contrast and personal narrative, and learn to express their own views on fitness and health through writing, laying a foundation for practical English writing. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to fitness and health, and improve reading comprehension and practical writing skills. Cultural Awareness: Understand the differences in health concepts and cultivate a scientific and positive attitude towards physical and mental health. Thinking Quality: Develop logical thinking through analyzing the text structure and contrastive writing methods, and form the ability to think independently about health issues. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities, and master effective reading and writing strategies to lay a solid foundation for lifelong English learning. 2. 教学重难点 Key Points: Understand the main idea and structure of the text "Going Positive", master core vocabulary (such as fitness, diet, slim, push-up) and sentence patterns for expressing changes and attitudes; grasp the contrastive writing method and apply it to practical writing. Difficult Points: Distinguish the usage of present perfect tense and simple past tense in the text; effectively combine personal experiences with the theme of fitness in writing, and avoid mere fact listing to convey positive values. 教学过程 Step 1: Lead-in (Lead students into the theme and activate prior knowledge) The lead-in aims to arouse students’ interest in the theme of sports and fitness, connect their daily life with the teaching content, and lay a foundation for the subsequent reading and writing links. First, the teacher will show some pictures and short videos, including slim models on TV, people doing sports in the gym, students doing morning exercises on the playground, and some people who are in poor health due to improper diet. Then, the teacher will ask students to have a free discussion in pairs with the following questions: Do you care about your weight or figure? Have you ever tried to lose weight? What methods did you use? Do you think being slim is equal to being healthy? After 5 minutes of discussion, invite 3-4 groups to share their opinions. Some students may say they have tried dieting or exercising to lose weight, while others may think that health is more important than appearance. The teacher will make appropriate comments, guide students to realize that there may be misunderstandings about health and fitness, and then naturally lead to the text of this lesson: "Going Positive", which tells a story about the author’s misunderstanding of fitness and her final realization of the true meaning of health. In this link, the teacher should pay attention to encouraging students to speak actively, not to criticize their views, and create a relaxed and harmonious classroom atmosphere. At the same time, the teacher can properly present some simple core vocabulary related to the discussion, such as "slim", "diet", "fitness", "exercise", to help students express themselves more accurately and lay a foundation for the subsequent reading link. Step 2: Pre-reading (Guide students to predict the text and master key vocabulary) Before reading the text, the teacher will first introduce the background of the text briefly: The author of the text once had the same troubles as many teenagers—paying too much attention to her figure and trying various extreme weight-loss methods, which finally made her body unhealthy. Later, she changed her attitude and realized the importance of fitness. Then, the teacher will ask students to predict the content of the text according to the title "Going Positive": What do you think the text will talk about? What changes may the author have? Students can freely express their predictions, and the teacher will record the key points of their predictions on the blackboard, which will be verified in the subsequent reading link. Next, the teacher will focus on teaching the core vocabulary and phrases in the text to help students remove reading obstacles. The key vocabulary includes: slim, weight, diet, push-up, compare, positive, fitness, etc. For each vocabulary, the teacher will first read the pronunciation, let students follow along, then explain the meaning and usage, and give example sentences combined with students’ daily life. For example, for "slim", the teacher can say: "Many girls want to be slim, but we should remember that slim is not the same as healthy." For "diet", the teacher can distinguish "go on a diet" (diet to lose weight) and "balanced diet" (balanced diet), and remind students that a reasonable diet is very important for health. For phrases such as "cut out", "add... to...", "compare... with...", the teacher will explain their meanings and usages, and let students make sentences in pairs to consolidate their memory. In addition, the teacher will also briefly introduce the grammatical points involved in the text, such as the present perfect tense and simple past tense, focusing on the difference between them: the present perfect tense emphasizes the impact on the present, while the simple past tense only describes the actions that happened in the past. This will help students better understand the text content in the reading link. Step 3: While-reading (Guide students to read the text and grasp the core content) This link is the key part of the reading link, which aims to help students understand the main idea, structure and key details of the text, and master the reading strategies such as skimming and scanning. The teacher will arrange three reading tasks in turn, from shallow to deep, to guide students to read the text step by step. Task 1: Skimming. Ask students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What is the author’s attitude towards fitness at the beginning and at the end? After students finish reading, invite them to answer. The main idea of the text is that the author used to pursue a slim figure through extreme diets, which made her unhealthy. Later, she realized that fitness is more important than weight, changed her lifestyle, and became happier and healthier. The author’s attitude changed from paying too much attention to weight to focusing on fitness and maintaining a positive attitude. The teacher will summarize and confirm, and guide students to grasp the core of the text. Task 2: Scanning. Ask students to read the text again carefully and fill in the following table, which records the author’s changes in ideas and behaviors before and after realizing the true meaning of fitness. The table includes three columns: "Before", "After" and "Changes". For example, in the "Before" column, students need to find the author’s behaviors and ideas, such as "worried about her weight", "tried every new diet online", "wanted to look like the slim girls on TV"; in the "After" column, they need to find "started thinking about fitness rather than weight", "added healthy foods to meals", "stopped comparing herself with actresses and models". After students finish filling in the table, the teacher will invite several students to show their answers, correct mistakes, and guide students to clearly see the author’s changes, which lays a foundation for understanding the contrastive writing method in the text. Task 3: Detailed reading. Ask students to read the text carefully again, and answer the following detailed questions to deepen their understanding of the text: 1. Why did the author try so many diets? 2. What made the author change her mind? 3. What specific changes did the author make in her lifestyle? 4. What can we learn from the author’s experience? For each question, the teacher will guide students to find the corresponding sentences in the text, analyze the key words and sentences, and help students understand the details of the text. For example, for the second question, the author changed her mind because she read an article that said instead of asking "Am I fat?" she should be asking "Am I fit?". The teacher will guide students to think about the significance of this sentence—it tells us that the core of health is fitness, not weight. For the fourth question, the teacher will guide students to summarize that we should establish a correct concept of health, pay attention to fitness rather than blind weight loss, maintain a positive attitude towards ourselves, and live a healthy and happy life. In the process of detailed reading, the teacher will also guide students to pay attention to the writing methods in the text, especially the contrastive writing method. The author contrasts her ideas and behaviors before and after, which makes the text structure clear and the theme prominent. The teacher will ask students to find the sentences that reflect the contrast in the text, such as "Instead of saying ‘I want to lose three kilos’, I would say ‘I want to run two kilometres in eight minutes’ or ‘I want to be able to do 30 push-ups’." "Rather than cutting out the foods I enjoyed, I added healthy foods to my meals." Then, the teacher will analyze the function of these contrastive sentences, which can highlight the author’s changes and make the content more convincing. At the same time, the teacher will also guide students to pay attention to the rhetorical devices in the text, such as metaphor ("I almost went bananas, too.") and antithesis ("Am I fat?" "Am I fit?"), which can enrich the language expression and make the text more vivid. After completing the three reading tasks, the teacher will lead students to sort out the structure of the text. The text is divided into three parts: the first part (Paragraph 1) introduces the author’s troubles and wrong practices—paying too much attention to her weight and trying various extreme diets; the second part (Paragraph 2) introduces the turning point of the author’s change—reading an article that made her realize the true meaning of fitness; the third part (Paragraph 3) introduces the author’s specific changes and the results—changing her lifestyle, maintaining a positive attitude, and becoming happier and healthier. By sorting out the structure, students can better grasp the logical relationship of the text and lay a foundation for the subsequent writing link. Step 4: Post-reading (Consolidate reading achievements and connect with writing) The post-reading link aims to help students consolidate the knowledge and skills learned in the reading link, deepen their understanding of the theme, and pave the way for the writing task. This link includes two parts: language consolidation and theme discussion. First, language consolidation. The teacher will arrange some exercises to help students consolidate the core vocabulary, phrases and grammatical points learned in the text. For example, fill in the blanks with the correct form of the given words: 1. She worried about her weight and tried every new diet she ______ (read) online. 2. Once I started thinking about fitness rather than weight, things began ______ (change). 3. By being positive about myself and my body, I became both ______ (happy) and ______ (healthy). Students will complete the exercises independently, and then the teacher will check the answers and explain the key points. For example, the first question uses the simple past tense "read" because it describes the action that happened in the past; the second question uses "to change" because of the structure "begin to do sth."; the third question uses the comparative forms "happier" and "healthier" to show the change. In addition, the teacher will also arrange a sentence-making exercise: ask students to make sentences with the phrases "compare... with...", "add... to...", "rather than", so as to consolidate the usage of these phrases. Then, theme discussion. The teacher will ask students to have a group discussion with the topic "What is true fitness? How can we keep fit in our daily life?". Each group has 4-5 students, and they will discuss freely combined with their own experiences and the content of the text. During the discussion, the teacher will walk around the classroom, guide students to express their views actively, and help them solve the problems encountered in the discussion. For example, some students may put forward that true fitness includes both physical health and mental health; some students may share their own fitness methods, such as running, doing push-ups, and keeping a balanced diet. After the discussion, each group will send a representative to share their group’s views. The teacher will make appropriate comments, affirm the reasonable views of the students, and supplement and improve them. Finally, the teacher will summarize: True fitness is not about being slim, but about having a healthy body and a positive attitude. To keep fit, we should do more exercise, keep a balanced diet, stop comparing ourselves with others, and maintain a positive attitude towards life. This discussion not only deepens students’ understanding of the theme, but also provides rich materials for the subsequent writing task. Step 5: Pre-writing (Guide students to sort out writing ideas and master writing skills) The pre-writing link is the key to improving students’ writing ability. It aims to help students clarify the writing task, sort out the writing ideas, and master the writing skills needed for the task. First, the teacher will introduce the writing task: Write a page in a wellness book, sharing your own experience or views on fitness and health, referring to the structure and writing methods of the text "Going Positive". The requirements are: 1. Clear theme, logical structure; 2. Use the contrastive writing method appropriately; 3. Use the core vocabulary and phrases learned in this lesson; 4. Express your own true feelings and views. Then, the teacher will guide students to sort out the writing ideas. Combined with the structure of the text "Going Positive", the teacher will help students determine the structure of their own writing: 1. Introduction: Briefly introduce your past views or behaviors on fitness (such as paying too much attention to weight, wrong fitness methods, etc.); 2. Body: Introduce the turning point that made you change your views (such as reading an article, listening to others’ suggestions, your own experience, etc.), and describe your specific changes in ideas and behaviors; 3. Conclusion: Summarize your understanding of true fitness and put forward suggestions on how to keep fit. Next, the teacher will focus on guiding students to master the contrastive writing method. The teacher will review the contrastive sentences in the text, and then ask students to try to list their own contrastive points in pairs, such as their past and present views on fitness, past and present fitness behaviors, etc. For example, a student may list: Past: I thought being slim is healthy, so I went on a diet and refused to eat my favorite foods. Present: I realize that fitness is more important than weight, so I exercise every day and keep a balanced diet. The teacher will check the contrastive points listed by students, guide them to make the contrast more clear and reasonable, and remind them to use contrastive conjunctions such as "instead of", "rather than", "however" in the writing to make the logical relationship clearer. In addition, the teacher will also provide some key sentence patterns for students to refer to, such as: 1. I used to... but now I... 2. Instead of..., I... 3. It was not until... that I realized... 4. By doing..., I became... These sentence patterns can help students express their ideas more smoothly and accurately. At the same time, the teacher will remind students to use the core vocabulary and phrases learned in this lesson, such as "fitness", "diet", "exercise", "positive", "compare... with...", to enrich the language expression of the composition. Finally, the teacher will invite 1-2 students to share their writing ideas, and make appropriate comments and guidance to help them improve their ideas. For example, if a student’s turning point is not clear, the teacher will guide him to supplement the specific details; if a student’s contrastive points are not prominent, the teacher will guide him to adjust the expression. Step 6: While-writing (Guide students to complete the writing task independently) In this link, students will complete the writing task independently according to the sorted writing ideas and the mastered writing skills. The teacher will remind students of the following points before writing: 1. Pay attention to the structure of the composition, ensure that the introduction, body and conclusion are clear; 2. Use the contrastive writing method appropriately, and use contrastive conjunctions to connect the content; 3. Use the core vocabulary and phrases learned in this lesson, and try to use the key sentence patterns provided; 4. Pay attention to the correct use of grammar, avoid grammatical mistakes such as wrong tense and wrong word order; 5. Express your own true feelings and views, and make the composition more authentic and touching. During the writing process, the teacher will walk around the classroom, observe the writing situation of students, and provide timely help for students who have difficulties. For example, some students may not know how to express a certain idea, and the teacher will guide them to use appropriate words and sentences; some students may have grammatical mistakes, and the teacher will remind them to correct them; some students may have unclear logical structure, and the teacher will guide them to sort out their ideas again. At the same time, the teacher will remind students to control the length of the composition, ensure that the content is sufficient and not redundant, and pay attention to the neatness of the writing. For students with better English foundation, the teacher will encourage them to use more complex sentence patterns and rhetorical devices, such as compound sentences, attributive clauses, metaphors, etc., to improve the quality of the composition. For students with poor English foundation, the teacher will guide them to express their ideas clearly first, use simple and correct sentences, and then try to use the learned vocabulary and phrases to enrich the content. Step 7: Post-writing (Guide students to revise and evaluate the composition) The post-writing link aims to help students find the problems in their own compositions, improve their writing level through revision, and cultivate their ability to evaluate compositions. This link includes three parts: self-revision, peer revision and teacher evaluation. First, self-revision. The teacher will provide a self-revision checklist for students to revise their own compositions according to the checklist. The checklist includes the following items: 1. Is the theme clear? 2. Is the structure logical? 3. Is the contrastive writing method used appropriately? 4. Are the core vocabulary and phrases used correctly? 5. Are there any grammatical mistakes? 6. Are the sentences smooth? 7. Is the content true and touching? Students will check their own compositions item by item, correct the mistakes found, and improve the content. The teacher will guide students to focus on checking the key points, such as the use of contrastive writing method and the correct use of vocabulary and grammar. Then, peer revision. Students will exchange their compositions with their deskmates, and revise each other’s compositions according to the self-revision checklist. During the peer revision, students need to put forward positive suggestions, such as "You can use the phrase ‘rather than’ to make the contrast more prominent", "There is a grammatical mistake here, you should use the present perfect tense", etc. At the same time, students can learn from each other’s advantages, such as good sentence patterns and rich vocabulary. After the peer revision, students will get their own compositions back, and revise them again according to the suggestions put forward by their deskmates. This link not only helps students find the problems they can’t find by themselves, but also cultivates their cooperative learning ability and ability to evaluate compositions. Finally, teacher evaluation. The teacher will collect some representative compositions, including excellent compositions and compositions with common problems, and comment on them in class. For excellent compositions, the teacher will read them aloud, analyze their advantages, such as clear structure, appropriate use of contrastive writing method, rich vocabulary and smooth sentences, and encourage other students to learn from them. For compositions with common problems, the teacher will point out the existing problems, such as unclear theme, incorrect use of grammar, insufficient contrast, etc., and guide students to correct them. At the same time, the teacher will summarize the common problems in students’ compositions, and give targeted guidance, such as how to use the contrastive writing method better, how to avoid common grammatical mistakes, etc. After the class evaluation, the teacher will collect all the compositions, correct them carefully, write targeted comments, point out the advantages and disadvantages of each composition, and put forward suggestions for improvement. After correcting, the teacher will return the compositions to the students, and ask them to revise their compositions again according to the teacher’s comments, so as to further improve their writing level. Step 8: Summary and Extension (Consolidate the teaching content and extend the theme) At the end of the class, the teacher will summarize the content of this lesson. First, review the main content of the text "Going Positive", emphasizing the author’s changes and the correct concept of health. Then, review the core vocabulary, phrases and grammatical points learned in this lesson, and the contrastive writing method. Finally, summarize the writing task, emphasizing the key points of writing a wellness book page. The teacher will remind students that the theme of this unit is sports and fitness, which is closely related to their daily life. They should apply the knowledge and skills learned in this lesson to their daily life, establish a correct concept of health, keep fit, and maintain a positive attitude towards life. In the extension link, the teacher will assign an after-class task: 1. Revise the composition according to the teacher’s comments and the suggestions of peers, and hand it in the next class; 2. Collect information about famous athletes’ fitness stories, and share them in the next class; 3. Make a personal fitness plan in English, including daily exercise, diet and other aspects. This after-class task not only helps students consolidate the knowledge and skills learned in this lesson, but also extends the theme of the unit, encourages students to pay more attention to fitness and health, and improves their practical ability of English. In addition, the teacher can also recommend some English articles and videos about fitness and health to students, such as English reports about the Olympic Games, fitness guides, etc., to expand students’ reading scope and improve their English reading ability. At the same time, the teacher can organize a class activity about fitness, such as "My Fitness Story" speech contest, to provide students with more opportunities to practice their oral English and writing ability, and deepen their understanding of the theme of sports and fitness. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $