Unit 2 Healthy Lifestyle Reading and Thinking 教学设计-2025-2026学年高中英语人教版（2019）选择性必修第三册

Unit 2 Healthy Lifestyle Reading and Thinking 一、课程标准 依据《普通高中英语课程标准（2017年版2020年修订）》，本课时属于“人与自我”主题语境下的“健康生活”子主题。课标要求学生能阅读说明性文本，梳理逻辑结构，理解核心概念；能围绕健康话题表达观点，形成积极生活态度。本课时通过引导学生分析习惯形成机制、探讨健康习惯养成，落实语言能力、思维品质、文化意识与学习能力的培养，契合课标“发展学科核心素养，提升综合语言运用能力”的要求，帮助学生树立“健康是最大财富”的理念，做出理性生活选择。 二、教材分析 1.[What]主题语境和主要内容 本语篇主题语境为“人与自我”之“健康生活”子主题，文本围绕“健康生活习惯的养成与不良习惯纠正”展开。开篇提出青少年易形成不良习惯及烟酒滥用等行为的身心危害，接着引用亚里士多德名言说明习惯的形成逻辑，引入心理学“习惯循环”（提示、常规行为、奖励）模型阐释习惯形成机制，最后引导学生思考如何利用该模型培养健康习惯。配套的读前讨论与文本理解任务，帮助学生搭建认知框架，深化对健康生活的理解。 2.[Why]作者意图和价值取向 作者旨在引导青少年正视自身习惯问题，认识到不良习惯对长期健康的潜在危害，打破“坏习惯难以改变”的认知误区；借助名人名言与专业心理学理论，让学生明白习惯的可塑造性，树立主动培养健康习惯的意识；传递“健康是最大财富”的价值理念，鼓励学生从自身出发做出积极生活选择，为终身健康奠基，体现了对青少年成长的人文关怀与正向引导。 3.[How]文体特征和语言特点 文本属于说明性议论文，采用“提出问题-分析问题-给出思路”的递进式逻辑结构，层次清晰；语言兼具严谨性与通俗性，引用名人名言增强说服力，运用举例、定义等说明方法阐释观点；文中嵌入“习惯循环”图表，直观呈现核心概念；衔接词（如however、according to）使行文连贯，读前、读中问题的设置符合阅读教学认知规律，引导学生逐步深入解读文本。 三、学情分析 本节课的授课对象高二学生，已掌握与健康、习惯相关的基础词汇，具备初步的文本信息提取能力，能理解简单说明性文本；但对心理学相关学术概念接触较少，逻辑梳理与深层文本解读能力有待提升。学生思维活跃，对自身生活习惯话题兴趣浓厚，乐于参与小组讨论，但部分学生表达观点时缺乏精准的英语语言支撑。 学生的学习难点集中在两方面：一是准确理解“习惯循环”的内在逻辑，并能迁移应用到自身习惯的分析中；二是将文本理论与实际生活结合，用连贯的英语阐述个人培养健康习惯的具体计划，避免仅停留在理论层面，难以落实到实际表达与行动中。 四、教学目标 1.语言能力：能熟练掌握dominate、automatic、routine等核心词汇及相关句式，梳理文本“提出问题-分析机制-引导实践”的逻辑结构，能用英语清晰描述“习惯循环”的三个核心环节。 2.文化意识与思维品质：理解“健康是最大财富”的西方文化理念，对比中西方对健康生活的共同追求；培养批判性思维，学会分析自身不良习惯的形成原因，理性思考改变习惯的可行路径。 3.学习能力：掌握“读前预测-读中梳理-读后迁移”的阅读策略，能运用“习惯循环”模型分析并制定个人健康习惯养成计划，提升自主学习与知识迁移的能力。 五、教学重点和难点 1.教学重点 （1）掌握文本核心词汇与句式，梳理文本递进式逻辑结构； （2）理解“习惯循环”的三个环节及其内在联系； （3）能结合文本内容讨论不良习惯的危害与改变策略，清晰表达个人观点。 2.教学难点 （1）深入理解“习惯循环”模型并能迁移应用到自身习惯分析中； （2）用连贯、准确的英语阐述个人培养健康习惯的具体计划，实现理论到实践的转化。 六、教学方法 采用任务型教学法与问题链引导法，结合小组合作学习；学生运用读前预测、读中梳理、读后迁移的学习策略，提升阅读思辨能力。 七、教学准备 制作含文本、习惯循环图表、健康生活案例的多媒体课件，布置学生预习核心词汇，准备个人习惯相关话题素材。 八、教学过程 教学环节 教师活动 学生活动 设计意图 1. Lead in Display four contrasting photos: a teen dozing off in class after staying up late, a student jogging energetically in the park, a person gobbling greasy junk food, and another preparing a colorful balanced meal. Pose two guiding questions: “What emotions do you read from their faces? Do you think they’re living a healthy lifestyle? Explain your reasons.” Circulate among pairs to listen, offer hints like “Link their actions to long-term health effects” and select 2-3 pairs to present their views to the whole class. Work in pairs to analyze the photos and discuss the questions. First, observe facial expressions and actions to infer feelings—tired, lively, content, etc. Then debate whether the lifestyles are healthy, citing specific behaviors like sleep deprivation, regular exercise, unbalanced diet. After 5 minutes, share their group’s opinions with the class, listen attentively to others’ perspectives, and politely respond to disagreements by providing their own reasoning. 通过对比鲜明的图片激活学生生活经验，引发对健康生活的直观思考；小组讨论营造互动氛围，激发表达欲，搭建“习惯与健康”的话题认知框架，为后续文本聚焦不良习惯的危害与纠正做铺垫。 2.Pre - reading Distribute the text and assign a 3-minute skimming task. Tell students to first identify the text type, then match each paragraph with provided main idea options: teen bad habits’ potential harm, Aristotle’s view on habit formation, the habit cycle model, and applying the cycle to build good habits. Walk around to monitor progress, then lead a whole-class check, clarify ambiguous points, and summarize the text’s core theme of habit and health. Complete the skimming task: first glance at the title, embedded habit cycle diagram and topic sentences to confirm it’s an expository essay. Then read key lines of each paragraph to match with the given main idea options, jotting down short notes for reference. After finishing, share their answers in class, correct mistakes with the teacher’s guidance, and grasp the text’s overall logical structure. 通过略读策略训练学生快速抓取关键信息的能力，明确文本体裁与递进式逻辑框架，初步感知“习惯形成机制与健康习惯养成”的核心内容，为深度解读文本细节筑牢认知基础。 3.While-reading Lead students in careful reading with three targeted tasks: 1) Fill in a graphic organizer about the "habit cycle" (cue, routine, reward) using details from Paragraph 3. 2) Complete true-or-false questions about bad habits’ long-term harm and misconceptions of habit change (e.g., "Bad habits can be fixed in one day" is false). 3) Match habit-adjustment strategies to related text paragraphs. Circulate to assist, then conduct a whole-class answer check, explain key terms like "dominate" and "automatic", and clarify the text’s logical progression. Engage in careful reading to finish the tasks: First, scan Paragraph 3 to extract specific examples for each part of the habit cycle and fill the organizer. Then read Paragraphs 1-2 and 4 to tackle the true-or-false exercises, noting text evidence for each judgment. Next, match the strategies to corresponding sections. Discuss answers in small groups, share how the habit cycle relates to their own habits, and ask the teacher about confusing points during the class review. 通过图表填空、正误判断、细节匹配等多元任务，精准训练学生提取文本细节的能力，深化对“习惯循环”核心机制及习惯改变逻辑的理解，同时联结自身经验搭建文本与生活的桥梁，落实语言与思维素养的提升。 4. Post-reading 1.Distribute a structured template "My Habit Transformation Blueprint" with sections: Target Bad Habit, Cue-Routine-Reward Breakdown (aligned with the text’s habit cycle), Step-by-Step Adjustment Strategies, and 4-Week Measurable Outcomes. 2.Instruct students to complete the blueprint independently within 8 minutes, reminding them to strictly apply the habit cycle theory from the text (e.g., replacing unhealthy routines with positive alternatives, designing rewards that reinforce new habits). 3.Organize students into 4-person groups, assigning each member a 2-minute presentation slot. Provide peer evaluation guiding questions: "Does the plan accurately use the habit cycle model? Is the adjustment strategy practical? Can the outcomes be easily tracked?" Summarize key features of effective plans, emphasizing that the text’s theoretical framework is a practical tool for real-world health improvement. 1.Fill in the blueprint carefully, using the text’s habit cycle to analyze their own bad habit and design specific, actionable changes. For example, targeting "staying up late scrolling phones", they might write: Cue = feeling restless after finishing homework; Routine = scrolling social media for 2 hours; Reward = feeling entertained; Adjustment = replacing scrolling with 15 minutes of listening to podcasts, rewarding myself with early sleep and a morning walk if I stick to it. 2.In groups, take turns presenting blueprints, listen attentively to peers, and give constructive feedback using the guiding questions, such as "Your plan is clear, but maybe you can add a daily checkmark to track your progress more easily". 3.Participate in whole-class sharing, take notes on excellent peer ideas, and revise their own blueprint based on feedback. 该活动紧扣文本核心的“习惯循环”模型，将学术理论转化为可落地的个人实践计划，落实新课标“语言运用与生活迁移”的要求。通过同伴互评，既培养学生的批判性思维与合作交流能力，又让学生在真实语境中活用文本核心词汇与句式，强化语言输出能力。最终引导学生深刻领会文本“健康习惯可通过科学方法逐步养成”的内涵，将“健康是最大财富”的理念转化为具体行动。 5. Summary Guided students through a structured reading journey: activated prior knowledge with contrasting photo discussions, led skimming/scanning tasks to decode the expository text’s structure, unpacked the habit cycle model via graphic organizers, facilitated peer evaluation of personalized habit plans, and hosted a debate on habit change approaches. Explained core vocabulary (dominate, automatic) in context, clarified logical connectors, and summarized how text theory applies to real-life health improvement, offering targeted language support throughout. Engaged in pair/group discussions to share health-related experiences, completed skimming/scanning tasks to map the text’s logical framework, extracted details to visualize the habit cycle, designed actionable habit transformation blueprints and gave constructive peer feedback, and participated actively in the debate by citing text evidence and personal examples. Practiced using core vocabulary and logical connectors to express ideas clearly, revising plans based on class feedback. 整合阅读策略训练与主题探究，以“习惯循环”为载体联结文本与生活，通过多元任务落实语言能力提升，培养批判性思维与健康意识，实现学科核心素养的融合落地。 6. Homework 1.Mandatory: Use the habit cycle model to outline a 1-week healthy habit-building journal. Include your target bad habit, its cue-routine-reward breakdown, a specific replacement plan, and daily check-in prompts. (80-100 words) Blackboard design 教学反思 学科网（北京）股份有限公司 $