Unit 2 Healthy Lifestyle-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 2 Healthy Lifestyle-Reading and Thinking 内容导航 This section focuses on the theme of healthy lifestyle, mainly introducing the formation of bad habits among teenagers, the harm they may cause, the "habit cycle" (cue, routine, reward) based on modern psychology, and practical methods to change bad habits and develop good ones. It guides students to recognize the importance of healthy habits and master scientific ways to adjust their lifestyles, combining theoretical knowledge with real-life examples to enhance readability and practicality. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and expressions related to healthy lifestyle and habit change, and improve reading comprehension and expression skills. Cultural Awareness: Understand the value of healthy lifestyle in personal development, establish a positive attitude towards life, and respect the common pursuit of health across different cultures. Thinking Quality: Cultivate logical thinking through analyzing the habit cycle, and develop critical and innovative thinking by exploring ways to change bad habits. Learning Ability: Master effective reading strategies, enhance independent and cooperative learning abilities, and apply what they have learned to daily life to form sustainable learning awareness. 2. 教学重难点 Key Points: Understand the main idea and logical structure of the passage; master core vocabularies (e.g., abuse, dominate, cue, routine, reward) and key expressions (e.g., be involved in, leave unchecked, rely on, combine...with...); grasp the connotation and operation principle of the "habit cycle". Difficult Points: Comprehend the abstract psychological mechanism of the habit cycle and its specific application in changing bad habits; accurately use the learned language knowledge to express personal views on habit change; internalize the concept of healthy lifestyle into practical actions. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher starts with a question: “As teenagers, you are becoming more independent and making your own decisions. Do you have any habits that you think are good or bad? How do these habits affect your daily life?” Then, invite 3-4 students to share their own habits, such as staying up late, exercising regularly, eating snacks, or reading every day. The teacher listens carefully and gives simple comments, guiding students to focus on the impact of habits on physical and mental health. Activity 2: Picture and Video Presentation. Show students pictures of teenagers smoking, drinking, staying up late (bad habits) and running, eating vegetables, and getting up early (good habits). Play a short video (1-2 minutes) about the changes of a student who changed from having bad habits to developing good habits. After watching, ask: “What do you think of the student’s changes? Why is it important for us to develop healthy habits?” Design Intention: The warm-up discussion is closely connected to students’ real life, which can quickly arouse their interest and enthusiasm for participation, and activate their existing knowledge and experience about habits. The pictures and videos intuitively show the differences between good and bad habits, helping students initially realize the importance of healthy lifestyle, laying a emotional and cognitive foundation for the subsequent reading of the passage. At the same time, it implicitly leads to the theme of the passage, guiding students to enter the reading context naturally. Step 2: Pre-reading (Preparation for Reading) Activity 1: Vocabulary Preview. The teacher presents the core vocabularies and expressions of the passage on the blackboard or multimedia courseware, including nouns (abuse, tobacco, alcohol, psychology, cue, routine, reward), verbs (dominate, facilitate, examine, combine), adjectives (essential), and phrases (be involved in, leave unchecked, rely on, combine...with..., rather than). For each vocabulary, the teacher explains the meaning, pronunciation and usage with simple English, and gives example sentences related to the theme of healthy lifestyle. For example, for “abuse”, the teacher says: “Abuse means using something in a wrong or harmful way. For example, tobacco and alcohol abuse is bad for our health.” For “habit cycle”, the teacher briefly introduces that it is a cycle composed of three parts, which will be detailed in the passage. Then, ask students to read the vocabulary aloud twice and do a quick matching exercise (match the vocabulary with its meaning) to consolidate the memory of new words. Activity 2: Predict the Passage. Show the title of the passage “Habits for a Healthy Lifestyle” and the first sentence of each paragraph. Ask students to work in groups of 4 to discuss: “What do you think the passage will talk about? What aspects of healthy habits will it cover?” After 3 minutes of discussion, each group sends a representative to share their predictions. The teacher writes down the key points of the predictions on the blackboard, such as “bad habits of teenagers”, “how to change bad habits”, “the importance of good habits”, etc. Then, the teacher says: “Let’s read the passage to check whether your predictions are correct.” Design Intention: Vocabulary preview helps students remove language obstacles in reading, so that they can focus more on understanding the content of the passage instead of being distracted by new words. The example sentences closely related to the theme can help students connect vocabulary with the passage content, laying a foundation for the subsequent in-depth reading. Predicting the passage can stimulate students’ reading motivation, cultivate their ability of logical prediction based on clues, and help them form a good reading habit of active thinking before reading. Group discussion also enhances students’ cooperative learning ability. Step 3: While-reading (In-depth Reading) Stage 1: Skimming (Fast Reading) Ask students to read the passage quickly, without paying too much attention to details, and complete two tasks: 1. Find out the main idea of the passage. 2. Divide the passage into several parts and summarize the main idea of each part. After reading, invite students to share their answers. The teacher guides students to sort out the structure of the passage: Part 1 (Paragraph 1): It is easy for teenagers to form bad habits, which are harmful and need to be changed. Part 2 (Paragraph 2): Changing bad habits is not easy, but it is possible if we understand how habits work. Part 3 (Paragraphs 3-4): The “habit cycle” and its three stages (cue, routine, reward) with examples. Part 4 (Paragraph 5): Methods to change bad habits and develop good habits using the habit cycle. Part 5 (Paragraphs 6-7): The correct attitude towards changing habits — not to be pessimistic, to take small steps repeatedly, and to believe in the power of oneself. Design Intention: Skimming training helps students grasp the overall framework and main idea of the passage quickly, cultivate their ability of fast reading and information induction. Dividing the passage into parts and summarizing the main idea of each part can help students clarify the logical structure of the passage, understand the context and the connection between paragraphs, laying a foundation for in-depth understanding of details. Stage 2: Scanning (Detailed Reading) Ask students to read the passage carefully again, and complete the following tasks in groups of 4. The teacher assigns different tasks to each group to ensure that all details are covered. Group 1: Read Paragraph 1 carefully and answer the following questions: 1. Why is it easy for teenagers to form bad habits? 2. What harm can bad habits cause if left unchecked? 3. What is essential for teenagers? Group 2: Read Paragraph 2 carefully and answer: 1. What is the famous saying based on Aristotle’s philosophy? 2. What does the saying mean? 3. What is the good news about changing habits? Group 3: Read Paragraphs 3-4 carefully and complete the table about the “habit cycle”: Stages of Habit Cycle Meaning Example in the Passage Cue An action, event, or situation that acts as a signal to do something. Feeling unhappy. Routine The regular action taken in response to the cue. Eating lots of unhealthy snacks. Reward The good thing or feeling got from the routine. Feeling happy. Group 4: Read Paragraph 5 carefully and answer: 1. What should we do first to change bad habits? 2. How can we adapt the bad habit cycle? 3. How can we use the habit cycle to create good habits? Give an example in the passage. Group 5: Read Paragraphs 6-7 carefully and answer: 1. Why do many people give up changing bad habits? 2. What is the most successful way to change bad habits? 3. What does the passage tell us about the power of teenagers? After each group completes the task, invite a representative to present the answers. The teacher corrects mistakes and supplements key points, emphasizing the key sentences and difficult sentences in each paragraph. For example, in Paragraph 1, the sentence “These bad habits, if left unchecked, could lead to more serious ones when they become adults.” is explained: “‘If left unchecked’ is an elliptical clause, which means ‘if these bad habits are not checked’. ‘Lead to’ means ‘cause’.” In Paragraph 2, the sentence “We are what we repeatedly do.” is analyzed: “It means that our habits are formed by repeated actions, and our lifestyle is the sum of our repeated choices.” Design Intention: Scanning training focuses on details, helping students deeply understand the specific content of each part of the passage, master key information and difficult points. Assigning different tasks to each group can improve the efficiency of reading, ensure that every student participates in the activity, and avoid the phenomenon of some students being lazy. Group cooperation can also help students learn from each other, solve problems together, and enhance their cooperative learning ability. The teacher’s explanation of key and difficult sentences helps students break through reading obstacles and improve their ability to understand complex sentences. Stage 3: Close Reading (Deep Understanding) Activity 1: Analyze the Logical Relationship. Ask students to read the passage again, and discuss in groups: “What is the logical relationship between each part of the passage? How does the author develop the theme?” After discussion, the teacher guides students to summarize: The author first puts forward the problem (teenagers are easy to form bad habits and need to change them), then analyzes the problem (the difficulty of changing habits and the principle of habit cycle), and finally solves the problem (methods to change bad habits and correct attitude). This kind of “putting forward problem — analyzing problem — solving problem” structure makes the passage logical and coherent. Activity 2: Discuss Key Sentences. The teacher selects several key sentences in the passage and asks students to discuss their connotation and function. For example: 1. “To prevent harmful habits like these from dominating a teenager's life is essential.” (What is the function of this sentence? What attitude does it express?) 2. “The good news is that we can change, if we understand how habits work.” (What role does this sentence play in connecting the preceding and the following?) 3. “The most successful way to change is not suddenly, but over a period of time.” (What does this sentence tell us about the attitude towards changing habits?) Each group chooses one sentence to discuss, and then shares their views. The teacher comments and summarizes, guiding students to understand the author’s intention and the deep meaning of the passage. Activity 3: Identify the Rhetorical Devices. Ask students to find the rhetorical devices used in the passage, such as example, quotation, etc. For example, the author uses the example of “feeling unhappy — eating unhealthy snacks — feeling happy” to explain the habit cycle, which makes the abstract concept more specific and easy to understand. The quotation of Aristotle’s famous saying enhances the persuasion of the passage. The teacher explains the function of these rhetorical devices, helping students understand the author’s writing skills and improve their reading appreciation ability. Design Intention: Close reading helps students go beyond the surface meaning of the passage, understand the logical structure, author’s intention and writing skills, and realize in-depth learning. Analyzing the logical relationship can cultivate students’ logical thinking ability; discussing key sentences can help students grasp the core ideas of the passage and improve their ability of text analysis; identifying rhetorical devices can enhance students’ reading appreciation ability and lay a foundation for their own writing. Step 4: Post-reading (Consolidation and Application) Stage 1: Vocabulary and Sentence Consolidation Activity 1: Vocabulary Exercise. The teacher designs fill-in-the-blank exercises using the core vocabularies and expressions of the passage. For example: 1. Some teenagers may become involved in tobacco or alcohol ______ (abuse), which is harmful to their health. 2. If bad habits are left ______ (unchecked), they will become more serious. 3. We should ______ (combine) our own experience with the habit cycle to change bad habits. 4. When we feel unhappy (cue), we can listen to music instead of eating snacks (routine), which will bring us a ______ (reward). Students complete the exercises independently, and then the teacher checks the answers and explains the key points. Activity 2: Sentence Rewriting. Ask students to rewrite the following sentences using the learned expressions and sentence structures. 1. It is very important for us to develop good habits. (Use “It is essential that...” or “To...is essential”.) 2. He eats snacks when he feels unhappy. (Use the structure of “cue — routine — reward”.) 3. Changing bad habits is not easy, but we can do it if we try hard. (Refer to the sentence “To change bad habits is never easy, but the good news is that we can change, if we understand how habits work.”) Students complete the rewriting and share their answers in pairs. The teacher selects several typical answers to comment, emphasizing the correct use of language and sentence structures. Design Intention: Vocabulary and sentence consolidation exercises help students consolidate the knowledge they have learned, improve their ability of language application, and ensure that they can flexibly use the core vocabularies and sentence structures in the passage in different contexts. Independent completion and pair sharing can not only check the learning effect, but also enhance students’ communication and cooperation ability. Stage 2: Discussion and Expression Activity 1: Group Discussion. Divide students into groups of 4-5, and give the discussion topic: “Combined with the passage and your own experience, discuss: What bad habits do you have? What is the ‘habit cycle’ of your bad habits? How can you change them using the methods mentioned in the passage?” Each group appoints a recorder to record the key points of the discussion, and a reporter to present the group’s views. The discussion lasts for 5-6 minutes. When each group presents, the teacher listens carefully, gives positive comments, and guides students to use the learned language knowledge and methods to express their views. For example, if a student says: “I often stay up late to play with my mobile phone. The cue is feeling bored at night, the routine is playing mobile phone, and the reward is feeling relaxed. I can change it by replacing playing mobile phone with reading books.” The teacher can praise: “Your analysis is very clear, and you correctly use the ‘habit cycle’ to analyze your bad habits. It is a good method to replace the routine with a positive one.” Activity 2: Class Debate. Set the debate topic: “Is it more important to develop good habits or to change bad habits?” Divide the class into two groups: the positive side (developing good habits is more important) and the negative side (changing bad habits is more important). Each group prepares for 3 minutes, then starts the debate. Each side sends 2-3 representatives to speak, and the other side can refute. The teacher presides over the debate and summarizes at the end, emphasizing that both developing good habits and changing bad habits are important for a healthy lifestyle, and they are complementary. Design Intention: Group discussion combines the passage content with students’ real life, making the knowledge learned more practical and helping students internalize the methods of changing bad habits into their own actions. The debate activity can stimulate students’ critical thinking ability, improve their oral expression ability and logical reasoning ability, and at the same time deepen their understanding of the theme of healthy lifestyle. Stage 3: Extension and Application Activity 1: Case Analysis. The teacher presents a case: “Tom is a senior high school student. He often skips breakfast and eats a lot of fast food at noon and evening. He feels tired in class every day and can’t concentrate. He wants to change this bad habit but doesn’t know how.” Ask students to work in groups to analyze Tom’s bad habit cycle (cue, routine, reward) and design a specific plan for him to change the bad habit, using the methods mentioned in the passage. Each group presents their plan, and the teacher comments and selects the best plan. Activity 2: Write a Short Passage. Ask students to write a short passage (80-100 words) titled “My Plan to Develop a Healthy Habit”. The passage should include: 1. The healthy habit you want to develop. 2. The “habit cycle” of this good habit. 3. How you will insist on it. Students write independently, and then the teacher collects some passages to comment, focusing on the use of language, the clarity of ideas and the connection with the passage content. Design Intention: Case analysis and short passage writing are the extension and application of reading. Case analysis helps students apply the learned methods to solve practical problems, improving their problem-solving ability. Short passage writing can consolidate students’ writing ability, and at the same time let students further clarify their own plans for healthy habits, realizing the integration of language learning and life practice. Step 5: Summary and Reflection Activity 1: Class Summary. The teacher invites students to summarize what they have learned in this class, including the main idea of the passage, the “habit cycle”, the methods to change bad habits, and the core vocabularies and expressions. Then, the teacher makes a comprehensive summary, emphasizing the key points and difficult points, and guiding students to realize that healthy lifestyle is very important for their growth, and they should apply the methods learned to daily life to develop good habits and get rid of bad ones. Activity 2: Self-reflection. Ask students to reflect on their own learning in this class: 1. What have I learned in this class? 2. What do I understand best? 3. What are my difficulties? 4. How can I improve my learning in the future? Students write down their reflections on a piece of paper, and they can choose to share their reflections with the class if they are willing. The teacher collects the reflection papers to understand students’ learning situation and adjust the teaching plan for the next class. Design Intention: Class summary helps students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their memory and understanding. Self-reflection can help students realize their own advantages and disadvantages in learning, cultivate their ability of self-evaluation and self-improvement, and lay a foundation for their sustainable learning. Step 6: Homework Arrangement 1. Review the passage and recite the core vocabularies and key sentences. 2. Complete the short passage “My Plan to Develop a Healthy Habit” and revise it according to the teacher’s comments. 3. Observe your own habits for a day, record the “habit cycle” of one of your habits (good or bad), and write a 50-word analysis. 4. Share the methods to change bad habits with your family and discuss how to develop a healthy family lifestyle together. Design Intention: Homework is the extension of classroom teaching, which can help students consolidate the knowledge and skills learned in class. Reciting vocabularies and sentences helps to strengthen memory; completing and revising the short passage improves writing ability; recording the habit cycle helps students apply the learned knowledge to real life; sharing with family expands the influence of the theme, realizing the integration of school education and family education, and helping students and their families establish a healthy lifestyle together. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, takes the theme of healthy lifestyle as the guide, and combines reading training with language application, thinking training and life practice. Each activity has a clear design intention, which not only helps students improve their English language ability, but also cultivates their four-dimensional core literacy, making them realize the importance of healthy lifestyle and master the scientific methods to develop good habits, laying a solid foundation for their physical and mental health and lifelong development. 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 $