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

WORKBOOK-UNIT 2 HEALTHY LIFESTYLE 内容导航 This workbook section centers on healthy lifestyle themes, covering listening, vocabulary, grammar (infinitive as subject), reading, and writing tasks. It consolidates key topic lexis, reinforces grammar application, and guides students to reflect on bad habits and build positive living routines through practical exercises and situational activities. 教学目标和重难点 1. 教学目标 1. Language competence: Master core vocabulary and collocations about healthy lifestyles, use infinitive as the subject correctly in context, and improve listening, reading and practical writing skills for topic-related communication. 2. Cultural awareness: Understand global healthy living concepts, distinguish healthy and bad habits, and foster positive lifestyle values. 3. Thinking quality: Cultivate logical and critical thinking by analyzing habit formation and analyzing problem-solving approaches. 4. Learning ability: Develop autonomous and cooperative learning habits via independent exercises and group discussions, and summarize learning strategies for topic-based English learning. 2. 教学重难点 Key points: Master core vocabulary and fixed collocations related to healthy lifestyles and bad habits; grasp the usage and sentence structure of infinitive as the subject; obtain specific information from listening and reading materials, and write coherent advice or reflective paragraphs on healthy lifestyles. Difficult points: Distinguish the collocation and pragmatic usage of topic vocabulary in different contexts; use infinitive structures flexibly in speaking and writing; express personal views and suggestions on lifestyle issues logically and fluently in English. 教学过程 Step 1: Warm-up & Lead-in The teacher starts the class by showing several sets of pictures: one group shows students staying up late, playing games excessively and eating junk food, and the other group shows regular exercise, balanced diet and reasonable work-rest schedules. Then the teacher puts forward two open questions: “What unhealthy behaviors can you see in the pictures?” and “What should we do to keep a healthy lifestyle?” The teacher invites students to share their answers in pairs freely, and then selects 2-3 groups to present their ideas in class. After students’ sharing, the teacher leads in the topic of this workbook lesson: Today we will further consolidate what we have learned about healthy lifestyles through various exercises in the workbook, and improve our English skills while forming correct lifestyle concepts. Design Intention: The visual impact of picture contrast can quickly attract students' attention and arouse their emotional resonance. Open-ended questions encourage students to combine real life to think about the topic, activating their existing vocabulary and knowledge related to healthy lifestyles. It creates a relaxed classroom atmosphere, lays a emotional and cognitive foundation for the subsequent formal learning of the workbook content, and connects the main text knowledge with the workbook exercises naturally. Step 2: Listening Comprehension & Consolidation The teacher first guides students to read the listening task questions quickly, circle the key information in the questions such as people, problems and suggestions, and predict the possible content of the listening material. Then the teacher plays the first listening audio, asking students to grasp the main idea of the audio and complete the general question tasks. After listening, the teacher checks the answers briefly and lets students talk about the core theme of the audio. Next, the teacher plays the audio for the second time, requiring students to catch detailed information such as specific reasons for unhealthy habits and concrete solutions, and fill in the blanks or choose the correct answers. For the wrong questions, the teacher plays the corresponding audio clips repeatedly, guides students to listen to the key sentences, and analyzes the reasons for errors. After finishing the listening tasks, the teacher leads students to sort out the useful topic expressions in the audio, such as “stay up late”, “unbalanced diet”, “form a good habit” and so on, and asks students to read them aloud to consolidate memory. Design Intention: Guiding students to preview questions and predict content cultivates their pre-listening strategies and improves the efficiency of listening comprehension.分层 listening tasks (general idea first and then details) conform to the cognitive law of listening comprehension, helping students gradually grasp the listening material and build up confidence in listening. Sorting out topic expressions connects listening input with language output, consolidating key vocabulary while improving students' listening ability, and laying a foundation for subsequent speaking and writing links. Step 3: Vocabulary & Collocation Practice The teacher first lists the core vocabulary of this unit on the blackboard, such as “abuse”, “dominate”, “negative”, “discipline”, “pessimistic” and collocations like “break a bad habit”, “form a good routine”, “rely on oneself”, “facilitate healthy growth”. Then the teacher assigns the vocabulary exercises in the workbook, including word form transformation, collocation matching and blank filling according to the context. Students complete the exercises independently first, and then check the answers in groups of four. During group discussion, students are encouraged to explain the reasons for their choices, especially the collocation rules and contextual usage of words. For the confusing words and collocations, such as the difference between “negative” and “pessimistic”, the collocation of “facilitate” and “promote”, the teacher conducts centralized explanation, combines example sentences to analyze their semantic differences and pragmatic scenarios, and lets students make new sentences by themselves to deepen their understanding. After that, the teacher designs a quick vocabulary game: gives a scene related to healthy lifestyle, and asks students to use the learned vocabulary and collocations to describe it, testing students' flexible application ability. Design Intention: Independent practice allows students to find their own vocabulary weaknesses, and group discussion promotes peer learning and mutual help, enhancing students' autonomous and cooperative learning ability. Targeted explanation of confusing points breaks through the key and difficult points of vocabulary learning, helping students accurately master word usage. The situational game connects vocabulary with real life, stimulating students' interest in learning and transforming passive memory into active application, so as to improve students' ability to use topic vocabulary correctly. Step 4: Grammar Focus: Infinitive as the Subject The teacher first reviews the basic structure of infinitive as the subject by asking students to recall the sentences learned in the main text, such as “To change bad habits is never easy” and “It is important to keep a balanced diet”. The teacher summarizes two common structures: “To do + predicate + other parts” and the formal subject structure “It is + adj./n. + to do sth.”. Then the teacher assigns the grammar exercises in the workbook, including sentence transformation, blank filling and error correction. Students finish the exercises independently, and then the teacher checks the answers collectively. For each exercise, the teacher invites students to analyze the sentence structure and explain the usage rules of infinitive as the subject. For the error correction questions, the teacher guides students to find out the grammatical errors, such as missing the formal subject “it”, wrong predicate verb form and incorrect collocation, and summarizes the common error types. After completing the exercises, the teacher organizes students to conduct a small training: lets students write 3-5 sentences about healthy lifestyles using the two structures of infinitive as the subject, and then exchanges and modifies them in pairs. Design Intention: Reviewing old knowledge before new practice helps students connect what they have learned and consolidate the basic grammar rules. Combining various exercise forms (sentence transformation, blank filling, error correction) can comprehensively test students' mastery of grammar points and deepen their understanding of sentence structures. Guiding students to analyze sentences and summarize rules cultivates their logical thinking ability. The small training of sentence writing promotes the transformation from grammar understanding to language output, helping students use the grammar point flexibly in topic-related contexts. Step 5: Reading Comprehension & Deep Thinking The teacher distributes the reading passage in the workbook, which tells a personal story of getting rid of computer game addiction and forming a healthy lifestyle. First, the teacher asks students to read the passage quickly by skimming, and complete the task of matching paragraphs with main ideas, grasping the general idea of the passage and the author's emotional changes. Then students conduct intensive reading, and answer detailed questions set by the teacher: How did the author get addicted to computer games? What negative impacts did the addiction bring to the author? How did the author get rid of the bad habit? What did the author learn from this experience? Students can mark the key sentences in the passage while reading, and answer the questions in complete sentences. After finishing the basic reading tasks, the teacher puts forward deep thinking questions: “What bad habits do you have in daily life?” “What methods can we use to get rid of bad habits effectively?” Students discuss these questions in groups, and each group sends a representative to share their group's views. The teacher comments on students' sharing and guides students to establish a positive attitude towards changing bad habits and maintaining a healthy lifestyle. Design Intention:分层 reading (skimming for main idea and intensive reading for details) conforms to the cognitive law of reading comprehension, helping students gradually understand the passage and improve their reading skills. Deep thinking questions connect the reading content with students' real life, guiding students to reflect on their own lifestyles and cultivating their critical thinking and cultural awareness. Group discussion enhances students' oral expression ability and cooperative learning awareness, and realizes the integration of language learning and value guidance. Step 6: Writing Guidance & Drafting The teacher first analyzes the writing task in the workbook:要求 students write a short paragraph or a letter to the editor, talking about their own lifestyle, including healthy and unhealthy habits, and putting forward plans to improve unhealthy habits. The teacher guides students to analyze the writing structure: opening part (introduce the topic of lifestyle), main body part (describe specific habits and their impacts), closing part (put forward improvement plans and express expectations). Then the teacher lists useful sentence patterns and expressions for writing, combining the vocabulary and grammar learned before, such as “I have a bad habit of... which affects my...” “It is necessary for me to... to form a healthy lifestyle” “To get rid of this bad habit, I will...”. Next, the teacher asks students to outline their writing independently, list the key points of each part, and then draft the full text. During the drafting process, the teacher walks around the classroom to provide individualized guidance for students with difficulties, helping them solve problems in vocabulary, grammar and sentence organization. After drafting, students exchange their writings in pairs, modify each other's errors in vocabulary, grammar and logic, and put forward improvement suggestions. Design Intention: Clear writing structure guidance helps students master the logical framework of the composition and avoid messy writing. Providing useful sentence patterns and expressions reduces students' writing obstacles and enhances their writing confidence. Independent outlining and drafting cultivate students' autonomous writing ability, and peer modification promotes mutual learning, helping students find their own writing errors and improve the quality of writing. This link realizes the integration of listening, reading input and writing output, comprehensively improving students' comprehensive language application ability. Step 7: Summary & Extension The teacher leads students to review the key content of this class together: the core vocabulary and collocations of healthy lifestyles, the usage of infinitive as the subject, the skills of listening and reading comprehension, and the writing methods of topic-related paragraphs. The teacher asks students to summarize what they have gained in this class and the parts that need to be strengthened. Then the teacher assigns homework: 1. Review the vocabulary, grammar and expressions learned in this class; 2. Revise the writing draft carefully and hand it in; 3. Conduct a small survey: ask family members or friends about their healthy living habits, and write a short report in English, which will be shared in the next class. Finally, the teacher ends the class with a positive slogan: “A healthy lifestyle is the foundation of a happy life. Let's take action to stay healthy and keep improving ourselves.” Design Intention: Classroom summary helps students sort out the knowledge system, consolidate what they have learned, and reflect on their own learning effects. Hierarchical homework design takes into account both knowledge consolidation and practical extension, guiding students to apply what they have learned to real life. The small survey task extends classroom learning to after-class life, enhancing students' practical application ability of English and deepening their understanding of healthy lifestyle concepts. The closing slogan sublimates the theme of the unit, realizing the integration of language teaching and value education. Step 8: Assessment & Feedback In the whole teaching process, the teacher carries out process-based assessment, paying attention to students' performance in pair discussion, group cooperation, independent practice and oral sharing. The teacher gives timely positive feedback to students' active participation and correct answers, encouraging students to express themselves bravely. For students' mistakes and deficiencies, the teacher gives patient guidance and targeted suggestions to help students find improvement directions. After class, the teacher carefully corrects students' writing assignments, marks the key errors, writes detailed feedback comments, and points out the advantages of the writing and the parts that need to be revised. In the next class, the teacher selects excellent writings to share in class, and conducts targeted review for the common problems in homework, further consolidating the teaching effects. Design Intention: Process-based assessment pays attention to students' learning process rather than just results, stimulating students' learning motivation and enhancing their learning confidence. Timely feedback helps students understand their own learning situation in a timely manner, adjust learning strategies, and improve learning efficiency. Correcting homework carefully and sharing excellent writings play a guiding and exemplary role, helping students further improve their language application ability and consolidate the key and difficult points of this unit. 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 $