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

该教案聚焦健康生活方式主题，整合听、说、读、写技能，核心知识点包括相关词汇（如“adjust one's lifestyle”“suffer from”）及建议类句型。课堂导入通过日常习惯讨论激活学生经验，结合词汇预览搭建语言支架，为后续活动奠定基础。 特色在于多技能融合与核心素养培养，听力分预听预测、抓主旨细节、模仿练习提升语言能力，口语通过情景对话和小组讨论培养思维品质，写作结合同伴互评发展学习能力。例如口语活动用关键句型模拟给建议场景，助力学生灵活运用语言，既提升综合语言能力，又为教师提供系统教学方案。

Unit 2 Healthy Lifestyle-Using Language 内容导航 This section of Using Language focuses on the theme of healthy lifestyle, integrating listening, speaking, reading and writing activities. It guides students to explore ways to change bad living habits, learn to ask for and give advice on lifestyle issues politely, distinguish facts from opinions in communication, and apply the learned language knowledge to practical scenarios, so as to deepen their understanding of physical and mental health and lay a foundation for forming a scientific and healthy lifestyle. 教学目标和重难点 1. 教学目标 Language Competence: Master key phrases and sentence patterns related to healthy lifestyle, and be able to use them flexibly in listening, speaking, reading and writing to complete communication tasks. Cultural Awareness: Understand the common concept of healthy lifestyle in different cultures, establish a correct view of physical and mental health, and enhance the awareness of caring for one's own and others' health. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing the causes of bad habits and exploring solutions, and form the ability to think independently and solve problems. Learning Ability: Master effective learning methods such as cooperative inquiry and situational application, and develop the awareness of autonomous learning and lifelong learning in the process of exploring healthy lifestyle. 2. 教学重难点 Key Points: Master key vocabulary and phrases such as "adjust one's lifestyle", "take control of", "suffer from" and sentence patterns like infinitive as subject; be able to skillfully ask for, give and respond to advice on healthy lifestyle in English; understand the main idea and details of listening and reading materials related to healthy habits. Difficult Points: How to use appropriate language to give practical and polite advice according to different scenarios; how to apply the principle of habit cycle to analyze bad habits and put forward reasonable improvement plans; how to integrate listening and speaking skills into practical communication and writing. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Daily Discussion. The teacher starts the class with a question: “Do you think you have a healthy lifestyle? What good or bad habits do you have in your daily life?” Then, invite 3-4 students to share their own living habits, such as sleeping late, eating too much junk food, doing exercise regularly, or being addicted to computer games. After each student shares, the teacher gives simple comments, focusing on guiding students to realize the impact of habits on physical and mental health. For example, if a student says he often stays up late playing games, the teacher can ask: “How do you feel after staying up late? Do you think it is good for your health?” Activity 2: Vocabulary Preview. Show 10 key vocabulary and phrases related to the lesson on the screen, including “attend a summer camp”, “feel stressed out”, “make up one's mind”, “replace...with...”, “get refreshed”, “suffer from”, “in control of”, “within one's own power”, “adjust one's lifestyle” and “succeed in doing sth.”. Ask students to read the words and phrases aloud after the teacher, and then match each word or phrase with its corresponding English explanation. After the matching, check the answers together, and explain the usage of difficult words and phrases briefly, such as the collocation of “suffer from” (suffer from + illness/habit) and the structure of “make up one's mind to do sth.”. Design Intention: The lead-in activity is closely connected with students' daily life, which can quickly arouse students' interest in the topic and activate their existing knowledge and experience about healthy lifestyle. The vocabulary preview helps students lay a solid language foundation for the subsequent listening, speaking, reading and writing activities, avoiding the situation that students are hindered by unfamiliar words in the learning process. At the same time, through the discussion of personal habits, students can initially realize the importance of healthy lifestyle, laying an emotional foundation for the in-depth study of the lesson. Step 2: Listening Practice (Listening Training) Activity 1: Pre-listening Prediction. Before playing the listening material, show the following questions on the screen: ① What is the main topic of the listening material? ② What problem does the speaker have? ③ How does the speaker plan to solve the problem? Ask students to read the questions carefully and predict the content of the listening material based on the vocabulary they just previewed and their own experience. Then, invite several students to share their predictions, and the teacher writes down the key points of the predictions on the blackboard. Activity 2: First Listening - Get the Main Idea. Play the listening material for the first time, and ask students to focus on the main content and complete a simple task: Choose the main idea of the listening material from the three options given (A. The speaker talks about his experience of changing bad eating habits; B. The speaker introduces the benefits of doing exercise; C. The speaker shares his experience of adjusting his lifestyle to relieve stress). After listening, ask students to raise their hands to answer, and explain the reasons for their choices. The teacher checks the answers and summarizes the main idea of the listening material: The speaker used to be addicted to computer games, felt stressed out and worn out, and then he made up his mind to adjust his lifestyle and finally succeeded in changing himself. Activity 3: Second Listening - Catch Key Details. Play the listening material for the second time, and ask students to complete a detailed information table. The table includes the following columns: The speaker's bad habits, the problems caused by the bad habits, the speaker's improvement plan, and the changes after adjustment. Students need to fill in the blanks according to the listening material. After listening, organize students to check the answers in pairs, and then invite a group of students to present their answers to the whole class. The teacher corrects the mistakes and supplements the key details that students may miss, such as “The speaker used to play computer games day and night, which made him feel worn out and suffer from sleep problems” and “He decided to replace playing computer games with doing exercise, such as playing table tennis and taking long walks”. Activity 4: Third Listening - Imitate and Practice. Play the listening material sentence by sentence, and ask students to imitate the pronunciation, intonation and rhythm of the speaker. Focus on the sentences that express emotions and suggestions, such as “I really want to change” and “I think you should try to take control of your life”. After imitation, invite several students to read the sentences aloud, and the teacher gives guidance on their pronunciation and intonation, helping students improve their oral expression ability. Design Intention: The listening practice is carried out in three steps: pre-listening prediction, while-listening (main idea and details) and post-listening imitation, which conforms to the law of students' listening learning. Pre-listening prediction can activate students' thinking and improve their listening efficiency; focusing on the main idea and details in turn helps students gradually deepen their understanding of the listening material; imitation practice can not only help students master the correct pronunciation and intonation, but also lay a foundation for the subsequent oral communication. At the same time, the content of the listening material is closely related to the theme of healthy lifestyle, which can further strengthen students' understanding of the importance of adjusting lifestyle. Step 3: Speaking Practice (Oral Communication) Activity 1: Language Support. Show the key sentence patterns for asking for and giving advice on the screen, including: ① Asking for advice: “I have a problem with... What should I do?” “Could you give me some advice on how to...?” “I don't know how to... Can you help me?” ② Giving advice: “You should try to... ” “Why not...?” “It's a good idea to... ” “You'd better not... ” ③ Responding to advice: “Thank you for your advice. I will try it.” “That sounds like a good idea.” “I'm not sure if that will work, but I'll give it a try.” The teacher explains the usage of these sentence patterns and gives examples, such as “I have a problem with sleeping. What should I do?” “You should try to go to bed early and avoid using mobile phones before sleep.” Activity 2: Pair Work. Divide students into pairs, and ask each pair to create a dialogue based on the following scenarios (choose one): Scenario 1: Student A often eats junk food and is overweight. He/She asks Student B for advice on how to develop healthy eating habits. Scenario 2: Student A stays up late every day to do homework and feels sleepy in class. He/She asks Student B for advice on how to arrange time reasonably. Scenario 3: Student A feels stressed out because of exams and doesn't know how to relax. He/She asks Student B for advice on relieving stress. Students need to use the key sentence patterns and vocabulary learned in the lesson to complete the dialogue, and pay attention to the politeness and appropriateness of the language. The teacher walks around the classroom, observes students' communication, and gives guidance to students who have difficulties, such as helping them organize sentences or choose appropriate words. Activity 3: Class Presentation. Invite 2-3 pairs of students to present their dialogues to the whole class. After each presentation, the teacher makes comments, focusing on the accuracy of vocabulary and sentence patterns, the fluency of the dialogue, and the appropriateness of the advice. At the same time, encourage other students to put forward their own opinions and suggestions, such as “I think Student B's advice is very good, and we can also add that Student A should drink more water every day”. Activity 4: Group Discussion. Divide students into groups of 4-5, and ask them to discuss the following question: “What are the common bad living habits among senior high school students? What advice can you give to help them change these habits?” Each group needs to list at least 3 bad habits and corresponding advice, and appoint a recorder to write down the key points of the discussion. After the discussion, each group sends a representative to report the discussion results to the whole class. The teacher summarizes the common bad habits and practical advice, and guides students to realize that changing bad habits requires perseverance and correct methods. Design Intention: Oral practice is carried out from sentence pattern learning to pair dialogue and group discussion, which is gradual and in line with students' oral learning rules. Providing language support helps students overcome the difficulty of not knowing how to express themselves, and enables them to use the learned language knowledge flexibly. Pair work and group discussion can fully mobilize students' enthusiasm and participation, let students practice oral expression in real communication scenarios, and improve their communication ability. At the same time, through discussing the bad habits of senior high school students, students can reflect on their own habits and enhance their awareness of changing bad habits. Step 4: Reading Practice (Reading Comprehension) Activity 1: Pre-reading. Show a short passage title on the screen: “My Journey to a Healthy Lifestyle” and a picture of a student who has changed from being overweight to healthy. Ask students to predict the content of the passage based on the title and picture, such as “The passage may talk about the author's experience of changing his/her lifestyle and the changes he/she has made”. Then, introduce the background of the passage briefly: The author is a senior high school student who used to have many bad habits and suffered from health problems, and then he/she made up his mind to change his/her lifestyle and finally achieved a healthy life. Activity 2: Fast Reading - Get the Structure. Ask students to read the passage quickly and complete the following task: Divide the passage into three parts and summarize the main idea of each part. Part 1 (Paragraph 1): The author's bad habits and the health problems caused by them. Part 2 (Paragraphs 2-3): The author's improvement plan and the process of changing his/her habits. Part 3 (Paragraph 4): The changes after the author changed his/her lifestyle and his/her feelings. After reading, organize students to share their answers, and the teacher sorts out the structure of the passage on the blackboard, helping students grasp the overall framework of the passage. Activity 3: Careful Reading - Analyze Details. Ask students to read the passage carefully and answer the following questions: ① What bad habits did the author have? ② What health problems did the author suffer from? ③ What was the author's improvement plan? ④ What changes did the author have after changing his/her lifestyle? ⑤ What can we learn from the author's experience? Students need to find the answers in the passage and underline the key sentences. After answering, the teacher checks the answers and explains the difficult sentences in the passage, such as “To make choices about myself is within my own power.” (Infinitive as subject) and “I no longer suffer from a flu virus or toothaches, and I feel much more energetic.” Activity 4: Vocabulary and Sentence Analysis. Ask students to find the key vocabulary and phrases in the passage, such as “damage my teeth and health”, “make up one's mind”, “eat nothing with sugar”, “take part in”, “get refreshed”, and analyze their usage in the context. Then, ask students to pick out 2-3 key sentences from the passage, such as “I was walking past a shop window the other day when I saw my reflection.” and “Best of all, I feel in control of my life now.”, and analyze their sentence structures and meanings. The teacher gives guidance and supplements, helping students deepen their understanding of the vocabulary and sentence patterns. Activity 5: Post-reading Discussion. Ask students to discuss the following question in pairs: “What do you think is the most important thing for changing bad habits? Why?” After the discussion, invite several students to share their opinions, such as “I think perseverance is the most important thing, because changing bad habits is not easy and we need to stick to it.” or “I think making a reasonable plan is the most important thing, because a good plan can help us arrange our time and actions better.” The teacher summarizes the students' opinions and emphasizes that changing bad habits requires perseverance, reasonable plans and positive attitudes. Design Intention: Reading practice is carried out in the order of pre-reading prediction, fast reading (structure) and careful reading (details), which helps students gradually deepen their understanding of the passage. Fast reading helps students grasp the overall structure of the passage, while careful reading enables students to understand the details and key information. Vocabulary and sentence analysis helps students consolidate the learned language knowledge and improve their ability to analyze and understand sentences. Post-reading discussion can stimulate students' thinking, let them combine the passage content with their own experience, and deepen their understanding of the theme of healthy lifestyle. Step 5: Writing Practice (Writing Training) Activity 1: Writing Guide. Show the writing task on the screen: Suppose you are Li Hua, a senior high school student. You have a friend named Tom who has some bad living habits (such as eating too much junk food, not doing exercise, staying up late). Write a letter to Tom, asking about his recent situation, pointing out his bad habits and their harms, and giving him some practical advice on how to develop a healthy lifestyle. The letter should be about 120 words, and include the following points: ① Greet Tom and ask about his recent situation; ② Point out his bad habits and their harms; ③ Give advice on changing the bad habits; ④ Express your hope for his change. Then, the teacher guides students to analyze the writing requirements: ① Genre: Letter (informal letter); ② Audience: Friend (Tom); ③ Content: Greeting, pointing out bad habits and harms, giving advice, expressing hope; ④ Language: Polite, sincere, and using the key vocabulary and sentence patterns learned in the lesson. Then, show a writing outline on the screen to help students organize their ideas: Paragraph 1: Greet Tom and ask about his recent situation. Paragraph 2: Point out Tom's bad habits and their harms. Paragraph 3: Give practical advice on changing the bad habits. Paragraph 4: Express your hope for Tom's change and send best wishes. Activity 2: Language Support for Writing. Show the key vocabulary, phrases and sentence patterns that can be used in the letter, such as: ① Greeting: “I haven't heard from you for a long time. How are you recently?” ② Pointing out bad habits: “I heard that you often eat junk food and don't do exercise. I'm worried about you.” ③ Harms of bad habits: “Eating too much junk food will damage your health and make you overweight. Staying up late will make you feel sleepy in class and affect your study.” ④ Giving advice: “You should try to replace junk food with healthy food, such as fruits and vegetables. You'd better do exercise every day, like playing basketball or taking a walk. Why not go to bed early and get up early?” ⑤ Expressing hope: “I hope you can make up your mind to change your bad habits and live a healthy life. I believe you can succeed.” Activity 3: Independent Writing. Ask students to write the letter independently according to the writing guide and language support. The teacher walks around the classroom, observes students' writing, and gives guidance to students who have difficulties, such as helping them organize sentences, choose appropriate words, or correct grammatical mistakes. Remind students to pay attention to the format of the letter (salutation, body, closing, signature) and the coherence of the content. Activity 4: Peer Evaluation. After students finish writing, ask them to exchange their letters with their deskmates and evaluate each other's letters according to the following evaluation criteria: ① Whether the content covers all the required points; ② Whether the vocabulary and sentence patterns are used correctly and flexibly; ③ Whether the letter is coherent and logical; ④ Whether the format is correct. Students need to put forward suggestions for improvement, such as “You can add more specific advice, like 'You should eat an apple every day'” or “There is a grammatical mistake here. It should be 'I hope you will change' instead of 'I hope you change'”. Activity 5: Sample Display and Comment. Select 2-3 students' letters (one excellent letter and one letter with common problems) to display on the screen. For the excellent letter, the teacher affirms its advantages, such as correct vocabulary and sentence patterns, coherent content, and sincere emotion, and asks other students to learn from it. For the letter with common problems, the teacher points out the mistakes and gives suggestions for improvement, such as correcting grammatical mistakes, supplementing missing content, or improving the coherence of the letter. Then, ask students to revise their own letters according to the peer evaluation and teacher's comments. Design Intention: Writing practice is carried out from writing guide, language support, independent writing to peer evaluation and revision, which helps students gradually improve their writing ability. The writing task is closely related to the theme of the lesson and students' daily life, which can stimulate students' writing interest and make them apply the learned language knowledge to practical writing. Peer evaluation and teacher's comment can help students find their own mistakes and deficiencies, and improve their ability to evaluate and revise their writing. At the same time, writing a letter to a friend can cultivate students' sense of care and communication ability. Step 6: Summary and Extension (Summary and Extension) Activity 1: Lesson Summary. Invite students to summarize what they have learned in this lesson, including key vocabulary, phrases, sentence patterns, and the main content of listening, speaking, reading and writing activities. Then, the teacher makes a comprehensive summary: In this lesson, we have learned key vocabulary and sentence patterns related to healthy lifestyle, and carried out listening, speaking, reading and writing activities around the theme of changing bad habits and developing a healthy lifestyle. We have learned how to ask for, give and respond to advice on healthy lifestyle, how to understand listening and reading materials about healthy habits, and how to write a letter to give advice to friends. Through this lesson, we have deepened our understanding of healthy lifestyle and enhanced our awareness of forming good living habits. Activity 2: Extension Activity. Assign an after-class task: Ask students to keep a “Healthy Lifestyle Diary” for a week. Every day, they need to record their own living habits (such as diet, sleep, exercise, study) and their feelings, and put forward improvement suggestions for their own bad habits. At the same time, ask students to share their diaries with their classmates in the next class. In addition, recommend some English materials about healthy lifestyle to students, such as English articles, videos or podcasts, and ask them to read or watch them after class to expand their knowledge and improve their English ability. Activity 3: Emotional Sublimation. The teacher ends the class with a short speech: “Health is the foundation of everything. A healthy lifestyle can not only make us physically and mentally healthy, but also help us study better and live a happier life. Changing bad habits is not easy, but as long as we have perseverance and correct methods, we can definitely succeed. I hope all of you can form good living habits, take care of your own health, and pursue a better life.” Design Intention: The lesson summary helps students sort out the knowledge they have learned in this lesson, consolidate the key points, and form a systematic knowledge framework. The extension activity connects the classroom learning with after-class life, enables students to apply the learned knowledge to practical life, and cultivates their ability of autonomous learning and lifelong learning. The emotional sublimation helps students establish a correct view of health, enhance their awareness of caring for their own health, and achieve the educational goal of the lesson. 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 $