Unit 2 Healthy Lifestyle-Video Time 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-Video Time 内容导航 This Video Time focuses on the theme of healthy lifestyle, introducing the relationship between laughter and health, explaining how laughter benefits physical and mental health, and guiding students to form positive and healthy living habits with vivid cases and scientific explanations. 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabularies and sentences related to laughter and health, and improve abilities in listening for key information, speaking and summarizing. Cultural Awareness: Understand the universal pursuit of healthy lifestyles across cultures and cultivate a positive attitude towards life. Thinking Quality: Develop logical thinking by analyzing the connection between laughter and health, and critical thinking by evaluating one’s own lifestyle. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities through video watching, group discussion and other activities. 2. 教学重难点 Key Points: Understand the main content and core information of the video, master key words and expressions about laughter and health, and be able to talk about the benefits of laughter and healthy lifestyle. Difficult Points: Comprehend the scientific principles in the video accurately, use the learned language to express personal views on healthy lifestyle fluently, and apply the video content to daily life to form healthy habits. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a question-and-answer interaction: “Do you often laugh in daily life? How do you feel after laughing? Do you think laughter can affect our health?” Then, the teacher shows some pictures of people laughing happily and some pictures of people in low spirits, and asks students to discuss in pairs for a short time: “What differences do you find between these two groups of pictures? What impact do you think laughter has on our body and mood?” After the discussion, invite 2-3 groups to share their views. Finally, the teacher summarizes: “Laughter is a common expression in our life, and it is also closely related to our health. Today, we will watch a video to explore the question: Did laughter evolve to make us healthy?” and lead in the Video Time part. Design Intention: The lead-in activity is closely combined with students’ daily life, using question-and-answer and picture display to arouse students’ interest in the theme of “laughter and health”. The pair discussion links students’ existing life experience with the video content, lays a foundation for understanding the video, and also cultivates students’ oral expression ability and cooperative communication awareness. At the same time, the question “Did laughter evolve to make us healthy?” directly points to the core of the video, guiding students to enter the learning state with a clear goal. Step 2: Pre-watching (Preparation Before Watching) First, the teacher introduces the background of the video briefly: “This video is an popular science clip, which invites experts to explain the relationship between laughter and health. It will help us understand how laughter benefits our body and mind from a scientific perspective.” Then, the teacher presents the key vocabularies and phrases that will appear in the video, including “laughter, evolve, benefit, physical health, mental health, reduce stress, strengthen immunity, relax, mood” and so on. For each word and phrase, the teacher explains the meaning briefly, gives simple example sentences, and guides students to read them aloud twice to ensure that students can recognize and understand these words when watching the video. For example, for “strengthen immunity”, the teacher explains: “Immunity is the ability of our body to resist diseases. To strengthen immunity means to make our body better at fighting diseases.” The example sentence is: “Eating more vegetables and exercising regularly can strengthen immunity.” Next, the teacher puts forward three pre-watching questions to guide students to watch the video with goals: 1. What is the main topic of the video? 2. What benefits does laughter bring to our physical health? 3. What benefits does laughter bring to our mental health? The teacher asks students to write down these three questions on their notebooks, and reminds them to pay attention to the key information related to the questions when watching the video. Design Intention: The brief introduction of the video background helps students understand the genre and core direction of the video, reducing the difficulty of understanding. The preview of key vocabularies and phrases solves the language barrier that students may encounter when watching the video, ensures that students can focus on the content of the video rather than unfamiliar words, and lays a solid language foundation for watching the video. The pre-watching questions clarify the watching goals for students, guide students to watch the video in a targeted way, avoid blind watching, and help students improve their ability of listening for key information. Step 3: While-watching (Watching the Video) The teacher plays the video for the first time in its entirety, and asks students to watch it carefully without taking notes, focusing on understanding the overall content of the video and answering the first pre-watching question: “What is the main topic of the video?” After playing the video, the teacher invites several students to answer the question, and summarizes: “The main topic of the video is the relationship between laughter and health, and it explains how laughter benefits our physical and mental health from a scientific perspective.” Then, the teacher plays the video for the second time, and asks students to watch it carefully and take notes, focusing on the key information related to the second and third pre-watching questions. The teacher reminds students to note down key words and simple sentences, such as the specific benefits of laughter to physical health and mental health mentioned in the video. During the video playing, the teacher can pause appropriately at the key points (such as when the video mentions the benefits of laughter to the body) to give students time to take notes. For example, when the video says “Laughter can reduce stress and lower blood pressure”, the teacher pauses for 10 seconds to let students write down the key information. After the second playing, the teacher organizes students to discuss in groups of 4, share their notes, and sort out the answers to the second and third pre-watching questions. The teacher walks around the classroom, listens to the discussions of each group, and provides guidance when students have difficulties. For example, if some students cannot accurately grasp the benefits of laughter to physical health, the teacher can remind them of the content in the video: “The video mentions that laughter can strengthen immunity, promote blood circulation, and reduce the risk of diseases.” After the group discussion, the teacher invites each group to send a representative to share their answers. The teacher writes down the key points on the blackboard, and supplements and corrects them. Finally, the teacher summarizes the key content of the video: The video mainly discusses that laughter is not only a kind of emotional expression, but also a way to keep healthy. It can bring many benefits to our physical health, such as strengthening immunity, promoting blood circulation, reducing stress and lowering blood pressure; it can also benefit our mental health, such as relieving anxiety, improving mood, and enhancing interpersonal relationships. Design Intention: Playing the video twice is designed to help students understand the video content step by step. The first full playing helps students grasp the overall idea of the video, and the second playing with note-taking and appropriate pauses helps students capture key information, which conforms to the law of students’ listening comprehension. Group discussion provides a platform for students to exchange and share information, helps students make up for the missing key points in their own notes, and cultivates students’ cooperative learning ability and ability to sort out and summarize information. The teacher’s guidance and summary ensure that students can accurately grasp the core content of the video, laying a foundation for the subsequent language output and application. Step 4: Post-watching (Consolidation and Extension After Watching) Activity 1: Vocabulary and Sentence Consolidation First, the teacher organizes a vocabulary consolidation activity. The teacher shows the key vocabularies and phrases learned in the pre-watching link on the screen, and invites students to take turns to read them aloud and make sentences. For example, the teacher points to “reduce stress” and asks a student to make a sentence. If the student says “Listening to music can reduce stress”, the teacher affirms and encourages him; if the student has difficulty making sentences, the teacher gives hints and guidance. Then, the teacher presents some sentences extracted from the video, and asks students to fill in the blanks with the key vocabularies and phrases. For example: 1. Laughter can ______ (增强免疫力) and promote blood circulation. 2. Laughter is a good way to ______ (缓解压力) and improve our mood. After students finish filling in the blanks, the teacher checks the answers together with the students, and explains the key points and difficulties in the sentences. Next, the teacher guides students to sort out the key sentences in the video. The teacher presents some key sentences on the screen, such as “Laughter evolved to help humans stay healthy.” “Laughter can not only make us feel happy, but also strengthen our body.” Then, the teacher asks students to analyze the structure of these sentences, such as the use of “not only...but also...” in the second sentence, and guides students to imitate these sentences to make their own sentences related to healthy lifestyle. For example, students can make sentences like “Doing exercise can not only strengthen our body, but also improve our mental state.” Design Intention: Vocabulary and sentence consolidation is an important link to consolidate the language knowledge learned in the video. The activities of reading aloud, making sentences and filling in the blanks help students master the key vocabularies and phrases proficiently. The analysis and imitation of key sentences help students understand the sentence structure and improve their ability of language expression, laying a foundation for the subsequent oral discussion and writing activities. Activity 2: Oral Discussion The teacher puts forward the following discussion topics to the students: 1. Combine your own experience, talk about a time when laughter helped you relieve stress or improve your mood. 2. What other ways can we keep a healthy lifestyle besides laughter? 3. Do you think it is important to keep a positive attitude towards life? Why? The teacher asks students to discuss these topics in groups of 4, and requires each student to speak at least once, using the key vocabularies and sentences learned in the video. During the discussion, the teacher walks around the classroom, listens to the discussions of each group, and provides guidance when students have difficulties in expression. For example, if some students cannot express their views fluently, the teacher can remind them of the key words and sentences, such as “reduce stress”, “improve mood”, “keep a balanced diet”, “take regular exercise” and so on. After the group discussion, the teacher invites several groups to share their discussions with the whole class. For each group’s sharing, the teacher gives positive comments and appropriate suggestions. For example, if a student shares his experience of relieving stress through laughter, the teacher can say: “Your experience is very real and touching, and you use the phrase ‘reduce stress’ correctly. If you can add more details, such as when and where it happened, your expression will be better.” After all groups finish sharing, the teacher summarizes the discussion: “We have shared many valuable experiences and views. Laughter is a simple and effective way to keep healthy, and there are many other ways, such as keeping a balanced diet, taking regular exercise, and maintaining a positive attitude. These are all important parts of a healthy lifestyle.” Design Intention: Oral discussion combines the video content with students’ daily life, providing students with a platform to use the learned language to express their own views. It not only improves students’ oral expression ability and language application ability, but also deepens students’ understanding of healthy lifestyle. The teacher’s guidance and comments help students correct their mistakes in expression and improve their language application level. At the same time, group discussion also cultivates students’ cooperative communication ability and critical thinking ability. Activity 3: Theme Expansion The teacher introduces some additional knowledge related to healthy lifestyle to students: “Besides laughter, there are many scientific ways to keep healthy. For example, keeping a balanced diet means eating more vegetables and fruits, less junk food; taking regular exercise can strengthen our body and improve our immunity; getting enough sleep is also very important for our physical and mental health, because it can help our body and brain rest and recover.” Then, the teacher shows some pictures and short videos about balanced diet, regular exercise and enough sleep, and briefly introduces the key points of each healthy lifestyle. Then, the teacher asks students to work in groups to design a “One-Day Healthy Lifestyle Plan” for themselves. The plan should include the time arrangement of diet, exercise, rest and entertainment, and explain the reasons for each arrangement, using the key vocabularies and sentences learned in the video. For example, students can design: “I will get up at 7 o’clock in the morning, do 15 minutes of morning exercise to strengthen my body; have a balanced breakfast with milk, eggs and bread; in the evening, I will watch a funny video to laugh and relieve the pressure of study, and go to bed at 10 o’clock to ensure enough sleep.” After students finish designing the plan, each group sends a representative to share their plan with the whole class. The teacher and other students listen carefully, and put forward suggestions for improvement. For example, if a student’s plan does not include entertainment activities, the teacher can suggest: “You can add some entertainment activities, such as listening to music or chatting with friends, which can help you relax and improve your mood, just like laughter does.” Design Intention: Theme expansion enriches students’ knowledge about healthy lifestyle, helps students understand that a healthy lifestyle is a comprehensive concept, not just laughter. The activity of designing a “One-Day Healthy Lifestyle Plan” guides students to apply the knowledge learned in the video to their own life, and helps students form a correct concept of healthy lifestyle. At the same time, this activity also cultivates students’ planning ability and logical thinking ability, and enhances students’ awareness of practicing healthy lifestyle. Activity 4: Summary and Reflection First, the teacher invites students to summarize what they have learned in this class. The teacher can ask: “What have you learned in this class? What do you think is the most important thing you have learned?” Invite 2-3 students to share their summaries, and then the teacher makes a comprehensive summary: “In this class, we watched a video about the relationship between laughter and health, mastered the key vocabularies and sentences related to laughter and healthy lifestyle, understood the benefits of laughter to physical and mental health, and discussed the ways to keep a healthy lifestyle. We also designed our own one-day healthy lifestyle plan, which helps us apply the knowledge we have learned to our daily life.” Then, the teacher guides students to reflect on their own lifestyle: “Think about your own daily life. Do you have a healthy lifestyle? What bad habits do you have? How can you improve them with the knowledge you have learned today?” Ask students to write a short reflection (3-5 sentences) on their notebooks, and then invite several students to share their reflections. For example, a student may reflect: “I often stay up late to play with my mobile phone, which is bad for my health. From today on, I will go to bed early and watch funny videos to laugh more, so as to keep a healthy lifestyle.” Design Intention: The summary link helps students sort out the knowledge learned in the class, deepen their understanding and memory of the knowledge. The reflection link guides students to connect the knowledge learned with their own life, find out their own bad habits, and put forward improvement measures, which helps students internalize the knowledge and form a conscious awareness of practicing healthy lifestyle. At the same time, writing a short reflection also improves students’ writing ability and self-awareness. Step 5: Homework Arrangement 1. Review the key vocabularies and sentences learned in this class, and copy each key word and phrase 3 times with example sentences. 2. Complete the “One-Day Healthy Lifestyle Plan” designed in class, and enrich it with more details (such as specific food for each meal, specific sports activities, etc.), and write a short passage (80-100 words) to introduce the plan. 3. Watch another English video about healthy lifestyle after class, and take notes of the key information, and share it with the class in the next class. 4. Try to laugh more in daily life, observe the changes in your mood and state, and write a short diary (50-80 words) to record it. Design Intention: The homework arrangement is closely combined with the content of the class, which is hierarchical and targeted. Copying vocabularies and sentences helps students consolidate the language knowledge learned. Completing and enriching the healthy lifestyle plan and writing a short passage helps students further apply the language knowledge and deepen their understanding of healthy lifestyle. Watching another English video and taking notes helps students improve their listening ability and expand their knowledge. Recording the changes after laughing helps students practice the healthy lifestyle they have learned and internalize the concept of healthy lifestyle. Step 6: Blackboard Design Unit 2 Healthy Lifestyle - Video Time Key Vocabularies & Phrases: laughter, evolve, benefit, physical health, mental health, reduce stress, strengthen immunity, relax, mood, balanced diet, regular exercise Key Sentences: 1. Laughter evolved to help humans stay healthy. 2. Laughter can not only make us feel happy, but also strengthen our body. 3. Doing exercise can help us reduce stress and improve our mood. Core Content: Benefits of laughter: Physical health (strengthen immunity, promote blood circulation, lower blood pressure); Mental health (relieve anxiety, improve mood, enhance interpersonal relationships) Ways to keep healthy: Laughter, balanced diet, regular exercise, enough sleep, positive attitude Design Intention: The blackboard design is concise and clear, highlighting the key points of the class, including key vocabularies, key sentences and core content. It helps students review and consolidate the knowledge learned in the class at any time, and also helps students sort out the knowledge system, improving the efficiency of learning. 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 $