Unit 3 Fit for Life-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 3 Fit for Life-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on language ability by practicing health-related expression; cultivates cultural awareness by comparing health concepts; develops thinking quality through critical discussion on lifestyles; and fosters learning ability by guiding autonomous and cooperative exploration. 2. 教学重难点 Key points: Master health-related vocabulary and phrases, and talk about healthy lifestyles in simple English. Difficult points: Use correct sentence structures to express personal views and conduct in-depth discussions on health issues. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of contrastive pictures on the screen. The first group of pictures shows people with healthy living habits: a student doing morning exercises in the playground, a family having a balanced breakfast with vegetables, fruits and whole grains, and an old man meditating quietly in the yard. The second group of pictures shows people with unhealthy habits: a teenager staying up late playing mobile phones, a person eating a lot of fried food and snacks, and someone sitting in front of the computer for a long time without exercise. After showing the pictures, the teacher asks two simple and direct questions: “What do you think of the people in the two groups of pictures?” “Which kind of lifestyle do you prefer and why?” Then, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher does not interrupt or correct mistakes immediately, but only listens carefully and gives positive feedback, such as “That’s a good point.” “I agree with you.” After the students finish sharing, the teacher makes a brief summary: “As we can see, healthy lifestyles bring us energy and happiness, while unhealthy ones may harm our bodies. Today, we will start our journey of Unit 3 Fit for Life and explore how to live a healthy life together.” Design Intention: The contrastive pictures can quickly attract students’ attention and arouse their emotional resonance, because the content of the pictures is closely related to their daily life. The simple and easy-to-answer questions lower the threshold of students’ participation, encourage them to open their mouths to speak English, and lay a good foundation for the subsequent teaching activities. At the same time, it naturally leads to the theme of the unit, letting students have a preliminary understanding of the core content of “Fit for Life”. Step 2: Vocabulary Preview (Vocabulary Input) Based on the lead-in activity, the teacher introduces the core vocabulary and phrases related to the unit’s theme. First, the teacher writes the key words on the blackboard: fitness, diet, exercise, balanced, nutrition, sleep, stress, relax, workout, junk food, keep fit, take exercise, have a balanced diet. For each word and phrase, the teacher explains its meaning in simple English, combines it with the pictures shown in the lead-in, and gives example sentences to help students understand and remember. For example, when explaining “balanced diet”, the teacher points to the picture of a balanced breakfast and says: “A balanced diet means eating different kinds of food, such as vegetables, fruits, grains and meat. It can provide us with enough nutrition. For example, we should have a balanced diet every day to keep healthy.” When explaining “junk food”, the teacher points to the picture of fried food and says: “Junk food is food that is not healthy, like fried chicken, potato chips and cola. Eating too much junk food is bad for our health.” After explaining all the words and phrases, the teacher organizes a quick memory game: “I say Chinese, you say English; I say English, you say Chinese.” For example, the teacher says “健康饮食”, students reply “balanced diet”; the teacher says “take exercise”, students reply “锻炼”. Then, the teacher invites students to make simple sentences with the new words and phrases, and asks other students to judge whether the sentences are correct. For example, a student says “I take exercise every morning to keep fit.”, and the teacher asks the class: “Is this sentence correct?” The students reply “Yes.”, and the teacher gives praise: “Very good! You use the phrase correctly.” Design Intention: Vocabulary is the foundation of language communication. Previewing the core vocabulary before the formal discussion can help students avoid language barriers in subsequent activities, so that they can focus more on expressing their views. The combination of pictures and example sentences makes the vocabulary teaching more vivid and intuitive, which is conducive to students’ understanding and memory. The quick memory game increases the interest of vocabulary learning, mobilizes students’ enthusiasm, and helps them consolidate the newly learned words and phrases in a relaxed atmosphere. Step 3: Group Discussion (Interactive Exploration) The teacher divides the students into groups of 4-5, and assigns a discussion task: “Work in groups to discuss the following two questions. 1. What are the common healthy living habits around you? 2. What are the bad living habits that students often have, and what harm do they bring?” The teacher writes the two questions on the blackboard and reminds the students: “When discussing, try to use the new words and phrases we just learned. Each group should choose a recorder to take notes and a speaker to share the group’s views later.” During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides appropriate guidance when necessary. For groups that are not active in discussion, the teacher asks guiding questions, such as “Do you have the habit of drinking milk every day?” “Do your classmates often stay up late to do homework?” For groups that have difficulty expressing in English, the teacher helps them organize their language, such as reminding them to use “I think…” “We think…” “It’s bad for… because…” and other sentence structures. At the same time, the teacher encourages students to listen to their group members’ views carefully and put forward their own opinions. After the discussion, each group sends a speaker to share the group’s views. When sharing, the teacher asks other students to listen carefully and take notes. For example, a speaker says: “In our group, we think common healthy habits are taking exercise every day, having a balanced diet and going to bed early. The bad habits of students are staying up late, eating too much junk food and not doing enough exercise. Staying up late is bad for our eyes and brain.” After each group finishes sharing, the teacher makes a brief comment, affirms the advantages of the group’s sharing, such as “You list many healthy habits and use a lot of new words correctly.”, and puts forward appropriate suggestions if there are mistakes, such as “It’s better to say ‘eating too much junk food is bad for our health’ instead of ‘eating too much junk food is not good’.” Design Intention: Group discussion is an important way to cultivate students’ cooperative learning ability and oral expression ability. By discussing topics closely related to their own lives, students can fully express their views and exercise their ability to use English in real communication. The teacher’s guidance and help can ensure that each student participates in the discussion, avoid the situation that some students are left out, and at the same time help students correct their language mistakes in time and improve their language accuracy. The sharing link allows students to learn from each other, expand their ideas, and deepen their understanding of healthy lifestyles. Step 4: Picture Analysis (Deep Understanding) The teacher shows the pictures in the textbook’s “Welcome to the unit” part on the screen. There are four pictures in total: Picture 1 shows students doing morning exercises; Picture 2 shows a student eating fruits; Picture 3 shows a student meditating to relax; Picture 4 shows a student staying up late playing computer games. The teacher asks students to look at the pictures carefully and answer the following questions one by one: 1. What is the student doing in Picture 1? Is it a healthy habit? Why? 2. What is the student doing in Picture 2? What are the benefits of eating fruits? 3. Why is the student meditating in Picture 3? How can meditation help us keep fit? 4. What is the student doing in Picture 4? What harm will it bring to his body and study? For each question, the teacher first asks students to answer individually, then invites other students to supplement, and finally makes a summary. For example, when answering the question about Picture 3, a student says: “The student is meditating. Meditation can help us relax.” The teacher then asks: “What else can meditation do?” Another student says: “It can help us reduce stress.” The teacher summarizes: “Yes, meditation is a good way to relax and reduce stress. It can help us keep a calm mind and improve our mental health.” After analyzing all the pictures, the teacher asks students to discuss with their deskmates: “Which picture do you think is the most important for students’ health? Why?” After a short discussion, the teacher invites several students to share their views. Some students may say Picture 1 is the most important because exercise can strengthen the body; some may say Picture 3 is the most important because mental health is as important as physical health. The teacher affirms all the students’ views and says: “All these pictures are related to our health. Physical health and mental health are both important for us to live a healthy life.” Design Intention: The pictures in the textbook are the core content of “Welcome to the unit”, and analyzing these pictures can help students connect the textbook content with their daily life. The step-by-step questions guide students to observe and think carefully, and cultivate their ability to extract information and express their views. The discussion with deskmates further deepens students’ understanding of the importance of different healthy habits, and helps them establish a comprehensive concept of health (including physical health and mental health). Step 5: Role-Play (Application Practice) The teacher organizes a role-play activity. The teacher assigns two roles to each group: Role A is a student with many bad living habits (such as staying up late, eating junk food, not exercising), and Role B is a good friend who cares about Role A and advises him/her to develop healthy habits. The teacher gives a sample dialogue to guide the students: Role A: I feel tired every day. I don’t want to study. Role B: Why? Do you have a good rest? Role A: No, I often stay up late to play mobile phones. And I only eat fried food for lunch. Role B: Oh, that’s not good. Staying up late is bad for your health. You should go to bed early and get up early. And you should have a balanced diet, eat more vegetables and fruits. Role A: You’re right. But I don’t know how to change my habits. Role B: Let’s make a plan together. We can take exercise every afternoon after school, and I will remind you to go to bed on time. After showing the sample dialogue, the teacher asks the students to prepare for 5 minutes in groups, and then invites 2-3 groups to perform their role-play in front of the class. During the performance, the teacher asks other students to listen carefully and evaluate the performance of the groups, such as “Do they use the new words and phrases correctly?” “Is their dialogue natural?” After each group’s performance, the teacher makes a comment, affirms their advantages, and puts forward suggestions for improvement. For example, “Your dialogue is very natural, but you can use more phrases like ‘keep fit’ ‘take exercise’ to make it better.” Design Intention: Role-play is a practical language application activity that can let students apply the learned vocabulary, phrases and sentence structures to real communication scenarios. By simulating the scene of advising friends to develop healthy habits, students not only consolidate the learned knowledge, but also cultivate their ability to communicate and solve problems in English. The evaluation link allows students to learn from each other’s strengths and find their own shortcomings, which is conducive to improving their oral expression ability. Step 6: Summary and Extension (Summary and Consolidation) First, the teacher leads the students to summarize the content of this class: “Today, we have learned some core vocabulary and phrases related to healthy lifestyles, discussed common healthy and bad living habits, analyzed the pictures in the textbook, and practiced role-play. We know that a healthy life includes physical health and mental health, and we should develop good living habits to keep fit.” Then, the teacher puts forward an extension task: “After class, please observe your own living habits, make a personal health plan, and write down 3-5 healthy habits you will develop and 2-3 bad habits you will give up. Next class, we will share our health plans and discuss how to stick to them.” At the same time, the teacher recommends some English materials related to healthy lifestyles, such as English short videos about fitness, English articles about balanced diet, etc., and encourages students to read and watch them after class to expand their vocabulary and knowledge. Finally, the teacher ends the class with a positive sentence: “Health is the foundation of happiness. Let’s work together to develop healthy living habits and live a happy and healthy life. See you next class!” Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic cognitive structure, and consolidate the learning results. The extension task connects the classroom learning with the after-class life, encourages students to apply the learned knowledge to practice, and helps them develop good living habits. The recommended English materials can expand students’ learning channels, improve their interest in learning English, and lay a foundation for the subsequent learning of the 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 $