Unit 3 Fit for Life-Reading 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-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence by mastering health-related vocabulary and discourse logic, develops learning ability through reading strategies, cultivates cultural awareness of healthy lifestyles, and shapes thinking quality via critical discussion on medical and health issues. 2. 教学重难点 Key points: Grasp the main idea and details of the reading passage, master core vocabulary and sentence patterns about health and medical advances. Difficult points: Understand the logical structure of the discourse and express views on health issues in English. 教学过程 I. Pre-reading: Lead-in and Preparation Activity 1: Theme Lead-in The teacher starts the class by showing pictures of different lifestyles: some people doing regular exercise, eating balanced diets, and maintaining a positive attitude; others staying up late, eating junk food, and lacking physical activity. Then the teacher asks two questions: “What do you think a healthy lifestyle includes?” and “Why is it important for us to keep fit in daily life?” Students are invited to share their opinions freely in English. After several students’ responses, the teacher summarizes and leads to the unit theme “Fit for Life”, then introduces the reading passage: “Today we will read a passage about health and medical advances, which will help us have a deeper understanding of how to keep fit and the progress of medical science.” Design Intention: This activity connects students’ daily life with the unit theme, activating their prior knowledge and life experience about healthy lifestyles. By asking open-ended questions, it stimulates students’ interest in the topic and encourages them to express their views in English, laying a foundation for the subsequent reading activity. The visual pictures can help students quickly enter the theme and reduce the difficulty of understanding the reading passage. Activity 2: Vocabulary and Background Preview First, the teacher presents the core vocabulary of the reading passage on the screen, including “genome editing, designer baby, contract a disease, restore vision, abnormal gene” and so on. For each word, the teacher explains its meaning with simple English, combines it with pictures or short sentences to help students understand, and invites students to make simple sentences with the words. For example, when explaining “contract a disease”, the teacher says: “If you don’t keep warm in winter, you may contract a cold.” Then students try to make their own sentences. Next, the teacher briefly introduces the background knowledge of genome editing: “Genome editing is a new medical technology that can help correct abnormal genes and prevent diseases. It has brought great changes to medical care, but it also raises some ethical questions.” The teacher does not go into too much detail, just lets students have a basic understanding of the technology. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improving their reading speed and comprehension. The background introduction helps students understand the context of the reading passage, especially the professional content about genome editing, reducing the difficulty of understanding the professional knowledge in the passage. Making sentences with new words can also help students consolidate the vocabulary and lay a foundation for the application of language after reading. II. While-reading: Text Analysis and Comprehension Activity 1: Skimming for Main Idea The teacher asks students to read the passage quickly and answer the following question: “What is the main idea of the passage?” Students are given enough time to read, and then they are invited to share their answers. After that, the teacher summarizes the main idea: “The passage is a lecture about genome editing, introducing its principle, potential benefits and ethical questions it raises.” Then the teacher guides students to divide the passage into three parts according to the main idea: Part 1 (Paragraph 1) - Introduction of genome editing; Part 2 (Paragraphs 2-3) - The benefits and possibilities of genome editing; Part 3 (Paragraphs 4-5) - The ethical questions of genome editing. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main idea of the passage and establish the overall framework of the text. Dividing the passage into parts according to the main idea helps students understand the logical structure of the discourse, laying a foundation for the detailed reading of each part. This activity also cultivates students’ ability to extract key information quickly, which is an important part of learning ability. Activity 2: Scanning for Key Details The teacher asks students to read the passage again carefully, and complete the following table according to the content of each part. The table is presented on the screen: Parts Key Details Part 1 (Paragraph 1) The speaker’s attitude towards genome editing; the purpose of the lecture Part 2 (Paragraphs 2-3) The role of genes; the definition of genome; the function of genome editing; the potential benefits of genome editing Part 3 (Paragraphs 4-5) The ethical questions raised by genome editing; the concept of “designer baby”; the speaker’s warning about genome editing After students finish filling in the table, the teacher invites several students to present their answers, and corrects and supplements them. For example, in Part 2, the teacher emphasizes that “genes play a critical role in shaping our lives, and genome carries all the information needed for our growth and development”; the function of genome editing is “to correct, add, delete or replace specific parts of the genetic material”; the potential benefits include restoring blind people’s vision, helping deaf people regain hearing, and preventing diseases by correcting abnormal genes. Design Intention: Scanning is another important reading strategy that helps students extract specific details from the passage. The table is a visual tool that can help students sort out the key information of each part systematically, deepen their understanding of the text content. At the same time, this activity can check students’ reading comprehension, find out the parts they do not understand, and lay a foundation for the subsequent detailed analysis. Activity 3: Detailed Analysis of Difficult Sentences and Discourse Logic First, the teacher collects the difficult sentences that students encounter during reading (students can put forward their questions by raising hands). Then the teacher selects several key and difficult sentences to analyze in detail, such as: 1. “Over the course of my career, I have seen many wonderful scientific developments, but none are as game-changing as genome editing.” The teacher explains the structure “none are as...as...” and the meaning of “game-changing”, and asks students to translate the sentence into Chinese to ensure they understand. 2. “Our own personal genome carries all the information needed to make us grow and develop. It also contains information that helps determine our lifespan and affects our chances of contracting certain diseases.” The teacher analyzes the attributive clauses in the sentence, and explains the phrase “contract certain diseases” and “determine our lifespan”. 3. “However, as the technology continues to develop at a fast pace, questions arise about how to use it appropriately.” The teacher explains the adverbial clause of time “as...” and the noun clause “how to use it appropriately”, and guides students to understand the logical relationship between this sentence and the previous content (transition from benefits to ethical questions). Then, the teacher guides students to analyze the discourse logic of the passage. The teacher asks: “How does the speaker organize the lecture? What is the logical relationship between each part?” Students discuss in groups for a few minutes, then share their views. The teacher summarizes: “The speaker first introduces the importance of genome editing and expresses his excitement, then explains the role of genes and the function of genome editing, and finally puts forward the ethical questions raised by this technology. The logical relationship is from introduction to detailed explanation, then to reflection, which is clear and logical.” Design Intention: Difficult sentences are the key and difficult points of reading comprehension. Analyzing difficult sentences in detail can help students break through the language barrier and understand the text more accurately. The analysis of discourse logic helps students grasp the overall structure of the passage and the connection between each part, cultivating their logical thinking ability. Group discussion can encourage students to communicate and cooperate, and improve their ability to express and discuss in English. III. Post-reading: Consolidation, Application and Extension Activity 1: Text Retelling The teacher asks students to retell the passage according to the framework of the passage and the key details in the table. Students can work in pairs first, and each pair discusses and prepares for 5 minutes. Then the teacher invites several pairs to present their retelling in front of the class. The teacher evaluates their performance, affirms their advantages, and puts forward suggestions for improvement, such as adding more details or using more complex sentences. For example, if a student only retells the main idea of each part, the teacher suggests: “You can add some key sentences or examples from the passage to make your retelling more complete.” Design Intention: Text retelling is an effective way to consolidate reading comprehension. It can help students review the key content of the passage, strengthen their memory of vocabulary and sentence patterns, and improve their oral expression ability. Pair work can reduce the pressure on students to express individually, encourage them to help each other, and improve their cooperative learning ability. The teacher’s evaluation can help students find their own shortcomings and improve their oral expression level. Activity 2: Group Discussion The teacher puts forward the discussion topic: “What do you think of genome editing? Should we use it to create ‘designer babies’? Why or why not?” Students are divided into groups of 4-5, and each group discusses the topic for 10 minutes. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps them solve the language problems they encounter. For example, if a student does not know how to express “ethical problems” in English, the teacher reminds them of the word “ethical questions”. After the discussion, each group sends a representative to present their group’s views. The teacher summarizes the different views of each group, and guides students to realize that genome editing is a double-edged sword: it can bring benefits to human health, but it also needs to be used under appropriate restrictions to avoid ethical problems. Design Intention: Group discussion is an important activity to cultivate students’ critical thinking and language application ability. The discussion topic is closely related to the content of the reading passage and combines with real social issues, which can stimulate students’ thinking and encourage them to express their views in English. During the discussion, students can practice their oral expression and listening ability, and learn from each other’s views. The teacher’s guidance can help students solve language difficulties and ensure the smooth progress of the discussion. This activity also helps students cultivate a dialectical view of things, which is an important part of thinking quality. Activity 3: Language Application The teacher asks students to write a short passage (about 100 words) titled “My View on Genome Editing” according to the reading passage and the group discussion. The teacher reminds students to use the vocabulary and sentence patterns they have learned in the reading passage, such as “play a critical role in”, “contract a disease”, “as...as...”, and express their own views clearly. After students finish writing, the teacher collects some students’ works, reads them in front of the class, and makes comments, pointing out their advantages and shortcomings. For example, if a student uses the sentence “Genome editing is a game-changing technology that can help people prevent diseases”, the teacher affirms this sentence and suggests adding a sentence about ethical questions to make the passage more comprehensive. Design Intention: Writing is an important way to test students’ language application ability. Combining the reading content and group discussion to carry out writing activities can help students consolidate the vocabulary and sentence patterns they have learned, and improve their writing ability. The teacher’s comments can help students find their own problems in writing and improve their writing level. This activity also connects reading and writing, realizing the integration of listening, speaking, reading and writing skills. Activity 4: Summary and Extension The teacher summarizes the content of this class: “In this class, we read a lecture about genome editing, mastered the core vocabulary and sentence patterns related to it, understood the main idea and logical structure of the passage, and discussed the ethical questions raised by genome editing. We also practiced our reading, speaking and writing abilities.” Then the teacher puts forward the extension task: “After class, please search for more information about genome editing or other medical advances, and share it with your classmates in the next class. You can also write a short passage about a medical advance you are interested in.” Design Intention: The summary helps students sort out the content of the class and consolidate the knowledge they have learned. The extension task encourages students to learn independently after class, expand their knowledge, and connect classroom learning with real life. Searching for information can cultivate students’ ability to collect and sort out information, and sharing with classmates can improve their oral expression ability. This activity also lays 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 $