Unit 2 Healthy Lifestyle Learning About Language 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-Learning About Language 内容导航 This lesson focuses on vocabulary and grammar related to healthy lifestyles. It helps students master core words, collocations, and the infinitive as the subject, enabling them to apply these language points flexibly in oral and written expressions about healthy living. 教学目标和重难点 1. 教学目标 Language Competence: Master healthy lifestyle-related words, collocations and the infinitive structure, and improve the accuracy of language expression. Cultural Awareness: Understand the similarities and differences of health concepts at home and abroad, and establish a scientific and rational health concept. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing language rules and solving practical language problems. Learning Ability: Master effective vocabulary and grammar learning strategies, and enhance the ability of independent learning and cooperative exploration. 2. 教学重难点 Key Points: Master core vocabulary (e.g., surgeon, cigarette, disturb) and collocations (e.g., take action, make up one’s mind, go on a diet) about healthy lifestyles; grasp the usage of the infinitive as the subject and its common structures. Difficult Points: Distinguish and use easily confused words; flexibly apply the infinitive as the subject in practical communication; correctly use relevant language points to express views on healthy lifestyles. 教学过程 Step 1: Lead-in (Warm-up and Revision) Activity 1: Daily Talk and Revision. The teacher greets students in English and starts a free talk: “Good morning, everyone. In our previous lessons, we talked about healthy lifestyles, bad habits and how to change them. Who can share one thing you did to keep healthy yesterday? And who can tell us one bad habit you want to get rid of?” Invite 3-4 students to speak freely. After their sharing, the teacher comments positively and leads to the new lesson: “Your sharing is great. Today, we will focus on learning the key vocabulary, collocations and grammar points in this unit, which will help us express our ideas about healthy lifestyles more accurately and fluently. This is our Learning About Language lesson.” Design Intention: The warm-up talk is closely connected with the previous teaching content, which not only helps students review the knowledge they have learned, but also activates their prior knowledge and learning enthusiasm. By inviting students to share their own experiences, it shortens the distance between the lesson content and students’ real life, makes students realize the practical significance of learning this lesson, and lays a good emotional and knowledge foundation for the subsequent vocabulary and grammar learning. Step 2: Vocabulary Learning (Core Vocabulary and Collocations) Activity 1: Present and Explain Core Vocabulary. The teacher presents the core vocabulary of this lesson with PPT, including words such as surgeon, surgery, cigarette, specialist, consultant, drug, skip, disturb, beard, liberation, compose. For each word, the teacher first reads the pronunciation clearly, and asks students to follow along to ensure that students master the correct pronunciation. Then, the teacher explains the meaning, part of speech and common collocations of the word with simple English, and gives typical examples closely related to the theme of healthy lifestyle. For example: 1. Surgeon: n. a doctor who does medical operations. Example: The surgeon spent three hours on the heart surgery, and finally saved the patient’s life. Collocation: a brain surgeon, perform surgery. 2. Cigarette: n. a thin roll of tobacco that people smoke. Example: Smoking cigarettes is harmful to our lungs and can cause many diseases. Collocation: smoke a cigarette, quit smoking cigarettes. 3. Disturb: vt. to interrupt someone or make them feel annoyed. Example: It is impolite to disturb others when they are working or resting. Collocation: disturb sb., disturb the peace. 4. Skip: vi. to move lightly and quickly; vt. to not do something that you usually do or that you should do. Example: Some students skip breakfast in the morning, which is bad for their health. Collocation: skip breakfast, skip class. After explaining each word, the teacher invites students to make one sentence with the word, and corrects their mistakes in pronunciation, grammar and collocation in time to ensure that students can understand and use the words correctly. Design Intention: Presenting vocabulary in combination with pronunciation, meaning, collocation and examples helps students form a comprehensive understanding of words. The examples are closely related to the theme of healthy lifestyle, which not only strengthens students’ memory of words, but also deepens their understanding of the unit theme. Asking students to make sentences in time can test their mastery of words and improve their ability to use words flexibly. Activity 2: Distinguish Easily Confused Words. The teacher groups the easily confused words in this lesson and guides students to distinguish them through group discussion. The groups are as follows: 1. accurate/precise/exact; 2. reputation/fame/popularity; 3. subsequent/later/latter. First, the teacher asks students to look up the dictionary in groups, sort out the differences in meaning, collocation and usage of each group of words, and make a “vocabulary distinction form”. Then, each group sends a representative to share their group’s results, and the teacher supplements and explains, emphasizing the key points of distinction. Finally, the teacher assigns fill-in-the-blank exercises to help students consolidate their understanding. For example: 1. The data we collected must be ______ (accurate/precise/exact) to ensure the validity of the experiment. 2. His ______ (reputation/fame/popularity) as a good doctor spread all over the city. After students finish the exercises, the teacher checks the answers and explains the reasons in detail, helping students master the correct usage of easily confused words. Design Intention: Easily confused words are one of the difficulties in vocabulary learning. By organizing group discussions, students can actively explore the differences between words, improve their independent learning ability and cooperative learning ability. The form of fill-in-the-blank exercises can test students’ mastery of words and help them consolidate the knowledge they have learned, thus breaking through the difficulty of distinguishing easily confused words. Activity 3: Learn Core Collocations. The teacher presents the core collocations related to healthy lifestyle in this unit with PPT, such as take action, make excuses, decide on, lose balance, begin with, be in control of, make choices, make up one’s mind, cut out, take up, go on a diet, stick to, turn to, be composed of. The teacher explains the meaning of each collocation with simple English, and gives examples to help students understand. For example: 1. Take action: to do something to deal with a problem. Example: We must take action to stop smoking in public places. 2. Make up one’s mind: to decide something firmly. Example: I have made up my mind to keep a balanced diet and take regular exercise. 3. Go on a diet: to eat less food, especially to lose weight. Example: She went on a diet because she wanted to keep a healthy figure. Then, the teacher organizes a “collocation matching” activity. The teacher writes the verbs and prepositions/ nouns of the collocations on separate cards, and invites students to come to the front of the classroom to match them. After the matching is completed, the whole class reads the collocations together to strengthen memory. Finally, the teacher asks students to make short dialogues in pairs using at least 2 collocations, and invites several pairs to present their dialogues to the class. Design Intention: Collocations are an important part of English language learning. Mastering collocations can help students improve the fluency and accuracy of language expression. The “collocation matching” activity makes the learning process more interesting and active, which is conducive to stimulating students’ learning interest. The pair dialogue activity enables students to apply collocations in practical communication, improving their ability to use language comprehensively. Step 3: Grammar Learning (Infinitive as the Subject) Activity 1: Grammar Perception. The teacher asks students to look back at the reading text of this unit and find sentences with the infinitive as the subject. After students find the sentences, the teacher writes them on the blackboard, such as “To change bad habits is never easy.” “It took the surgeon three hours to finish my mother’s lung surgery.” Then, the teacher guides students to analyze the structure and function of the infinitive in these sentences: the infinitive (to + verb原形) is used as the subject of the sentence, indicating an action or a thing. When the infinitive as the subject is long, we usually use “it” as the formal subject, and put the real subject (infinitive) at the end of the sentence, which makes the sentence structure more balanced. Design Intention: Letting students perceive grammar rules through the familiar text can reduce the difficulty of grammar learning. By analyzing the sentences in the text, students can understand the usage of the infinitive as the subject in a real language context, which is more conducive to their mastery and application of grammar rules. Activity 2: Summarize Grammar Rules. On the basis of students’ perception, the teacher summarizes the usage of the infinitive as the subject in detail: 1. Basic structure: To + verb原形 + predicate; 2. Formal subject structure: It + be + adjective/noun/verb phrase + to + verb原形 (it is the formal subject, and the infinitive is the real subject); 3. Common adjectives used in the formal subject structure: important, necessary, difficult, easy, polite, impolite, useful, helpful, etc.; 4. Common verb phrases used in the formal subject structure: take sb. some time, cost sb. some money, etc. The teacher gives more examples for each structure to help students understand. For example: 1. To learn English well is important. (Basic structure) 2. It is important to learn English well. (Formal subject structure) 3. It took me two hours to finish my homework. (Formal subject structure with verb phrase) After summarizing the rules, the teacher asks students to read the examples aloud to deepen their memory of the structure. Design Intention: Summarizing grammar rules systematically helps students form a clear cognitive framework of grammar knowledge. Giving a variety of examples can help students understand the application scenarios of grammar rules more comprehensively, laying a foundation for their subsequent practice and application. Activity 3: Grammar Practice. The teacher designs three levels of practice exercises to help students consolidate the grammar rules, from easy to difficult, step by step. Level 1: Rewrite sentences. Ask students to rewrite the sentences using the infinitive as the subject, and use “it” as the formal subject when necessary. For example: 1. Learning about healthy lifestyles is useful. → It is useful to learn about healthy lifestyles. 2. Keeping a balanced diet is necessary. → It is necessary to keep a balanced diet. 3. We should take regular exercise. → To take regular exercise is necessary. / It is necessary to take regular exercise. After students finish, the teacher checks the answers and corrects the mistakes in structure and grammar, ensuring that students can master the basic rewriting method. Level 2: Complete sentences. Ask students to complete the sentences with the infinitive form of the given verbs. For example: 1. It is important for us ______ (form) a good habit of getting up early. 2. It took the doctor two hours ______ (perform) the surgery. 3. ______ (quit) smoking is good for your health. 4. It is impolite ______ (disturb) others when they are sleeping. This level of exercise focuses on testing students’ ability to use the infinitive as the subject in different contexts, and helps students further consolidate the grammar rules. Level 3: Creative writing. Ask students to write 3 sentences about healthy lifestyles using the infinitive as the subject, and require each sentence to use a different structure (basic structure or formal subject structure). After students finish writing, they exchange their sentences with their deskmates for mutual correction, and then the teacher invites several students to share their sentences and comments on them. Design Intention: Designing hierarchical practice exercises conforms to the law of students’ cognitive development. From rewriting sentences to completing sentences and then to creative writing, the difficulty gradually increases, which can help students consolidate grammar rules step by step and improve their ability to use grammar rules flexibly. The mutual correction activity between deskmates can not only help students find their own mistakes, but also improve their ability to check and correct mistakes. Step 4: Comprehensive Application (Integrate Vocabulary and Grammar) Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “What should we do to keep a healthy lifestyle? Please talk about your opinions using the vocabulary, collocations and grammar points we learned today.” The teacher gives some tips to guide students’ discussion, such as diet, exercise, sleep, stress management, giving up bad habits, etc. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides help and guidance in time, such as correcting their mistakes in vocabulary, collocation and grammar, and guiding them to use the learned knowledge flexibly. Design Intention: The group discussion activity integrates vocabulary, collocations and grammar knowledge, which can test students’ comprehensive application ability of the knowledge they have learned. The discussion topic is closely related to students’ real life, which can stimulate students’ enthusiasm for participation and make them realize the practical value of language learning. The teacher’s guidance and help can ensure the effectiveness of the discussion and help students solve the problems encountered in the application process. Activity 2: Group Presentation. After the discussion, each group sends a representative to present the group’s opinions to the whole class. The presentation time of each group is 2-3 minutes, and the representative is required to speak fluently and clearly, and use at least 5 core vocabulary, 3 collocations and 2 sentences with the infinitive as the subject. After each group’s presentation, the teacher and other students comment positively, pointing out the advantages and areas that need improvement, such as the accuracy of vocabulary and grammar, the fluency of expression, etc. Design Intention: The group presentation activity can not only improve students’ oral expression ability, but also enhance their sense of cooperation and confidence. The evaluation link can help students learn from each other, find their own shortcomings, and further improve their comprehensive language application ability. At the same time, it can also test the effect of the whole lesson’s teaching. Activity 3: Short Writing. Ask students to write a short passage of 80-100 words about “My Healthy Lifestyle Plan” using the vocabulary, collocations and grammar points learned today. The teacher reminds students to pay attention to the accuracy of vocabulary and grammar, the fluency of sentences and the clarity of ideas. During the writing process, the teacher walks around the classroom to provide personalized guidance for students who have difficulties in writing, such as helping them sort out their ideas, correct grammar mistakes, etc. After students finish writing, the teacher collects some compositions, comments on them in class, and shows excellent compositions for students to learn from. Design Intention: The short writing activity is a comprehensive test of students’ vocabulary, grammar and writing ability. It can help students integrate the knowledge they have learned into written expression, improving their written expression ability. The personalized guidance of the teacher can help students solve their individual problems, and the evaluation and display of compositions can stimulate students’ writing enthusiasm and improve their writing level. Step 5: Summary and Consolidation Activity 1: Lesson Summary. The teacher invites students to summarize the key points of this lesson, including core vocabulary, collocations and grammar rules. The teacher supplements and improves on the basis of students’ summary, and emphasizes the key and difficult points of this lesson again: 1. Master the core vocabulary and collocations related to healthy lifestyles, and be able to distinguish easily confused words; 2. Grasp the usage of the infinitive as the subject and its common structures; 3. Be able to apply the learned knowledge flexibly in oral and written expressions. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned, deepen their memory and understanding, and improve their ability to summarize and sort out knowledge. The teacher’s supplement and emphasis can help students further clarify the key and difficult points of the lesson, ensuring that students can grasp the core content of the lesson. Activity 2: Assign Homework. The teacher assigns the following homework: 1. Review the core vocabulary, collocations and grammar rules learned in this lesson, and make a study note; 2. Complete the exercises in the textbook related to this lesson to consolidate the knowledge learned; 3. Write a short passage of 100-120 words about “How to Help a Friend Get Rid of Bad Habits”, using the vocabulary, collocations and grammar points learned today; 4. Preview the next lesson’s content. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content, and lay a foundation for the next lesson. The combination of review, exercise and creative writing can help students consolidate and apply the knowledge in an all-round way, improving their comprehensive language ability. Previewing the next lesson can help students better adapt to the next lesson’s teaching and improve the efficiency of learning. Step 6: Feedback and Reflection (Teacher’s Post-class Work) After the class, the teacher sorts out the students’ performance in class, including their participation in activities, mastery of vocabulary and grammar, and the situation of homework completion. The teacher analyzes the problems existing in students’ learning, such as the confusion of easily confused words, the improper use of the infinitive as the subject, and the lack of flexibility in language application. According to these problems, the teacher adjusts the teaching plan and prepares targeted review and consolidation activities for the next lesson to ensure that every student can master the knowledge learned in this lesson. Design Intention: Post-class feedback and reflection are an important part of teaching. By sorting out and analyzing students’ learning situation, the teacher can timely find the problems in teaching and learning, adjust the teaching strategy, and improve the teaching effect. At the same time, it can also provide targeted help for students with learning difficulties, ensuring the comprehensiveness and effectiveness of teaching. 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 $