Unit 3 Fit for Life-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivating students’ ability to use health-related words and expressions. It develops thinking quality, learning ability and cultural awareness, guiding students to care about health and form a scientific and healthy lifestyle. 2. 教学重难点 Key points: Master health-related vocabulary and expressions, and improve listening, speaking, reading and writing skills. Difficult points: Use English to clearly analyze health issues and put forward reasonable suggestions with logical thinking. 教学过程 1. Lead-in The teacher starts the class by showing students a set of pictures on the screen, including students doing eye exercises, eating healthy food, doing physical exercise, staying up late playing with mobile phones and being short-sighted. Then the teacher asks two questions in English: “What do you think of the behaviors in the pictures?” “What should we do to keep fit in daily life?” After that, the teacher invites 3-4 students to share their opinions freely. During the students’ sharing, the teacher listens carefully, gives positive comments in time, and naturally leads out the theme of this lesson — “Fit for Life”, and tells students that this lesson will help them master relevant English expressions and learn to use English to discuss health issues and put forward practical suggestions. Design Intention: The pictures are closely related to students’ daily life, which can quickly attract students’ attention and arouse their interest in learning. By asking questions and encouraging students to share, it can activate students’ existing life experience and English knowledge reserve, lay a foundation for the smooth development of subsequent teaching activities, and also initially cultivate students’ awareness of caring about their own health, which is in line with the requirements of cultural awareness in core literacy. 2. Pre-listening: Vocabulary and Background Preview First, the teacher presents the core vocabulary and expressions related to the listening material on the screen, including myopia, short-sightedness, eye-friendly environment, electronic products, outdoor activities, balanced diet, sufficient sleep, etc. For each word and expression, the teacher pronounces it standardly, and asks students to follow and read twice, then explains the meaning and usage of the words with simple English sentences combined with students’ life scenarios. For example, when explaining “myopia”, the teacher says: “Myopia is a common eye problem among students. Many of us wear glasses because of myopia.” When explaining “eye-friendly environment”, the teacher says: “An eye-friendly environment is good for our eyes, such as a bright classroom and not reading in the dark.” Then, the teacher briefly introduces the background of the listening material in simple English: “Today we will listen to a report about the myopia situation of Chinese students, including the proportion of myopia, the causes and the impacts. Please think about what factors may lead to myopia before listening.” The teacher guides students to discuss in pairs for a short time, and then invites several groups to share their ideas, such as using electronic products for a long time, not doing enough outdoor activities, bad reading habits, etc. Design Intention: Previewing core vocabulary and expressions can help students eliminate language barriers in listening, improve listening efficiency, and lay a solid foundation for language ability training. Introducing the background of the listening material and guiding students to predict the content can activate students’ thinking, cultivate their ability to predict and infer, and lay a foundation for the subsequent listening link. The pair discussion link can also cultivate students’ cooperative learning ability, which is in line with the requirements of learning ability in core literacy. 3. While-listening: Information Extraction and Comprehension The teacher plays the listening material for the first time, and asks students to listen carefully and get the main idea of the report: “What is the main content of this listening material?” After playing, the teacher invites students to answer, and summarizes: “This report mainly talks about the current situation, causes and impacts of myopia among Chinese students.” Then, the teacher plays the listening material for the second time, and asks students to fill in the blanks according to the listening content. The blanks mainly involve key data and core information, such as “The proportion of myopia among Chinese students is about ______.” “The main causes of myopia include using electronic products for a long time, ______ and bad reading habits.” “Myopia will affect students’ study and ______.” During the listening process, the teacher reminds students to focus on key words and sentences, such as numbers, conjunctions and modal verbs, and to take simple notes if necessary. After playing the listening material, the teacher checks the answers with students, explains the key points and difficult points in the listening material, such as the pronunciation of some numbers, the understanding of long sentences, and the discrimination of similar expressions. For students who have made mistakes, the teacher patiently guides them to listen to the relevant parts again, helps them find the reasons for the mistakes, and strengthens their understanding of the listening content. Design Intention: Playing the listening material twice, from getting the main idea to extracting key details, conforms to the law of students’ listening comprehension, and can gradually improve students’ listening ability. Filling in the blanks can help students focus on key information, improve their ability to extract and sort out information, and cultivate their careful listening habits. Checking answers and explaining difficulties can help students solve problems in time, consolidate their listening achievements, and lay a foundation for the subsequent oral and written expression links. 4. Post-listening: Oral Practice and Thinking Expansion First, the teacher divides students into groups of 4, and arranges the group discussion task: “According to the listening material, discuss the causes of myopia among students, and put forward at least 3 practical suggestions to prevent myopia. Each group should assign a recorder to record the key points of the discussion, and a speaker to prepare for the class presentation.” During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, provides timely help for students who have difficulties in expression, such as reminding them to use the newly learned vocabulary and expressions, guiding them to organize language logically, and encouraging shy students to participate in the discussion actively. After the discussion, each group’s speaker takes turns to present the group’s discussion results. For example, one group may say: “We think the main causes of myopia are using mobile phones for a long time, not doing enough outdoor activities and reading in bed. We suggest that students should reduce the time of using electronic products, do outdoor activities for at least one hour every day, and keep a correct reading posture.” After each group’s presentation, the teacher makes comments, affirms the advantages of the group, such as clear logic and accurate use of vocabulary, and puts forward suggestions for improvement, such as adding more specific details to the suggestions. Then, the teacher raises an extended question: “In addition to the causes mentioned in the listening material, what other factors may lead to myopia? How can we help our classmates who are short-sighted to protect their eyes better?” Guide students to think deeply and expand their thinking. Students can combine their own life experience to answer, such as genetic factors, insufficient light in the classroom, etc. The teacher encourages students to put forward different opinions, and guides them to analyze the rationality of each opinion, so as to cultivate their critical thinking ability. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability, and let students apply the newly learned vocabulary and expressions in practice, which is conducive to the consolidation and application of language knowledge. Class presentation can exercise students’ public expression ability, and teacher’s comments can help students find their own advantages and disadvantages, and improve their oral expression level. Extended questions can guide students to think deeply, expand their thinking scope, cultivate their critical thinking ability and problem-solving ability, which is in line with the requirements of thinking quality in core literacy. 5. Pre-reading: Text Prediction and Question Guidance The teacher presents the title of the reading text on the screen — “Measures to Protect Students’ Eyes in a High School”, and asks students to predict the content of the text according to the title: “What measures do you think this high school will take to protect students’ eyes?” Students can freely express their opinions, such as arranging eye exercises on time, adjusting the lighting of the classroom, limiting the time of using electronic products in class, etc. Then, the teacher puts forward 3 guiding questions: 1. What is the main purpose of the measures taken by the high school? 2. What specific measures does the high school take to protect students’ eyes? 3. What effects have these measures achieved? The teacher asks students to read the text carefully and find the answers to these questions, and reminds students to mark the key sentences and words in the text while reading. Design Intention: Predicting the text content according to the title can activate students’ thinking, arouse their interest in reading, and help them form a preliminary understanding of the text. Guiding questions can help students clarify the reading purpose, focus on the key content of the text, improve reading efficiency, and cultivate students’ ability to find and extract information from the text, which is conducive to the training of learning ability. 6. While-reading: Text Analysis and Vocabulary Consolidation Students read the text independently, and the teacher walks around to guide them. For students who have difficulties in understanding the text, the teacher gives appropriate hints, such as explaining the meaning of difficult words and analyzing the structure of complex sentences. After students finish reading, the teacher invites students to answer the guiding questions raised earlier, and checks their understanding of the text. Then, the teacher leads students to analyze the structure of the text together: the first paragraph introduces the background and purpose of the high school taking eye protection measures; the middle paragraphs list the specific measures in detail, such as arranging eye exercises twice a day, adjusting the classroom lighting, carrying out eye health lectures, etc.; the last paragraph introduces the effects of these measures. Through the analysis of the text structure, students can have a clearer understanding of the logical relationship of the text, and learn the writing structure of expository text (background → measures → effects). At the same time, the teacher combs the key vocabulary and expressions in the reading text again, such as carry out, adjust, prevent...from..., have a positive effect on..., etc., and asks students to make sentences with these words and expressions combined with their own life, so as to consolidate the vocabulary and improve their ability to use language flexibly. Design Intention: Independent reading can cultivate students’ independent learning ability and reading comprehension ability. Guiding students to analyze the text structure can help them master the writing characteristics of expository text, lay a foundation for subsequent writing, and cultivate their logical thinking ability. Consolidating vocabulary through sentence making can help students master the usage of words and expressions, improve their language application ability, and achieve the goal of language ability training. 7. Post-reading: Discussion and Writing Preparation First, the teacher organizes students to have a class discussion: “Do you think the measures taken by the high school are effective? What other measures can we take in our school to protect students’ eyes? Please combine the listening and reading materials to express your opinions.” During the discussion, the teacher guides students to use the vocabulary and expressions learned in this lesson, and encourages students to put forward practical and feasible suggestions. For example, some students may suggest that the school should set up eye health corners, or organize students to do outdoor sports regularly. Then, the teacher introduces the writing task: “Write an expository article about myopia among senior high school students, including the current situation, causes of myopia and suggestions for preventing myopia. The article should be logical, and use the vocabulary and expressions learned in this lesson as much as possible.” The teacher guides students to sort out the writing ideas: first, briefly introduce the current situation of myopia among senior high school students; then, analyze the main causes of myopia; finally, put forward specific and feasible suggestions. At the same time, the teacher reminds students of the key points of writing, such as the logical connection between paragraphs, the accurate use of vocabulary and expressions, and the correct use of sentence patterns. Design Intention: Class discussion can further expand students’ thinking, let students apply the knowledge learned in this lesson to practice, and cultivate their ability to analyze and solve problems. Introducing the writing task and guiding students to sort out the writing ideas can help students clarify the writing direction, reduce the difficulty of writing, and lay a foundation for the subsequent writing link. At the same time, it can also connect listening, speaking and reading with writing, realize the integration of four skills, and improve students’ comprehensive language application ability. 8. Writing Practice Students start to write independently, and the teacher walks around the classroom to provide timely guidance. For students who have difficulties in starting to write, the teacher gives appropriate hints, such as helping them sort out the first paragraph; for students who have problems in language expression, the teacher guides them to use the correct vocabulary and sentence patterns; for students who have problems in logical structure, the teacher reminds them to pay attention to the connection between paragraphs, such as using conjunctions like first, second, finally, besides, etc. During the writing process, the teacher encourages students to use the newly learned vocabulary and expressions, and try to use complex sentence patterns, such as attributive clauses and adverbial clauses, to improve the quality of the article. At the same time, the teacher reminds students to pay attention to the spelling, grammar and punctuation of words, and to check their articles after finishing writing. Design Intention: Independent writing practice can help students consolidate the knowledge learned in this lesson, improve their writing ability, and realize the output of language. Teacher’s on-site guidance can help students solve problems in writing in time, improve their writing confidence, and ensure that each student can complete the writing task smoothly. Paying attention to the details of writing can help students form a good writing habit, which is conducive to the long-term development of their language ability. 9. Writing Evaluation and Feedback First, the teacher selects 2-3 students’ articles (including excellent articles and articles with common problems) and displays them on the screen, and organizes students to evaluate them together. The evaluation criteria include: whether the content is complete, whether the logic is clear, whether the vocabulary and expressions are used accurately, whether the sentence patterns are diverse, and whether there are spelling and grammar mistakes. Students express their opinions freely, and the teacher makes comments and summaries, affirms the advantages of the articles, such as rich content and accurate use of vocabulary, and points out the problems that need to be improved, such as unclear logic and incorrect grammar. Then, students revise their own articles according to the evaluation opinions and the teacher’s guidance. During the revision process, students can discuss with their deskmates and help each other revise, so as to improve the quality of their articles. After the revision, students hand in their articles, and the teacher checks them carefully after class, writes targeted comments for each student, points out their advantages and deficiencies, and puts forward specific improvement suggestions. Design Intention: Peer evaluation can help students learn from each other, find their own problems in writing, and improve their ability to evaluate and revise articles. Teacher’s evaluation and feedback can help students have a clear understanding of their own writing level, and targeted suggestions can help students improve their writing ability effectively. The revision link can let students deepen their understanding of the writing knowledge and skills, and further consolidate the language knowledge learned in this lesson. 10. Summary and Homework The teacher summarizes the content of this lesson: “In this lesson, we have learned a lot of health-related vocabulary and expressions, improved our listening, speaking, reading and writing skills, understood the current situation and causes of myopia among students, and learned to put forward practical suggestions to prevent myopia. At the same time, we have also realized the importance of protecting our eyes and forming a healthy lifestyle.” Then, the teacher assigns homework: 1. Recite the core vocabulary and expressions learned in this lesson, and make 5 sentences with them. 2. Revise the article written in class and hand it in the next class. 3. Discuss with your family about the ways to protect eyes, and write a short report (about 80 words) to introduce the discussion results. 4. Watch an English video about eye protection and take notes of the key points. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, consolidate the learning achievements, and deepen their understanding of the theme of the lesson. Assigning hierarchical homework can meet the needs of different students, help students consolidate the knowledge learned in class, expand their learning scope, and connect classroom learning with daily life, so as to achieve the goal of cultivating students’ learning ability and cultural awareness. 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 $