Unit 3 Fit for Life-Project 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-Project 教学目标和重难点 1. 教学目标 Language Competence: Students can master and flexibly use vocabulary and sentence patterns related to healthy lifestyles, medical science and health promotion, and accurately express views, put forward suggestions and complete project reports in English. Cultural Awareness: Students understand and respect health concepts and living habits in different cultures, realize the value of traditional Chinese medicine such as acupuncture and the progress of modern medical technology, and enhance cross-cultural communication awareness. Thinking Quality: Students develop critical thinking and innovative thinking through investigating health conditions, analyzing problems and designing promotion plans, and improve their ability to solve practical problems. Learning Ability: Students cultivate autonomous learning, cooperative inquiry and resource integration abilities, form effective learning strategies, and lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Master core vocabulary (e.g., diet, exercise, acupuncture, genetic engineering) and functional sentence patterns for expressing suggestions and analyzing problems; understand the requirements of the project and be able to complete the investigation, data analysis and promotion plan design in groups. Difficult Points: Flexibly applying learned language knowledge to practical project activities; combining creativity and practicality in designing health promotion plans; expressing views clearly and logically in English group discussions and presentations. 教学过程 Step 1: Lead-in (Lead-in and Topic Introduction) The teacher starts the class by showing students a set of contrast pictures and short videos. The pictures include scenes of healthy lifestyles (such as regular exercise, balanced diet, adequate sleep) and unhealthy lifestyles (such as staying up late, overeating, lack of exercise). The short video briefly introduces the impact of different lifestyles on physical and mental health, including a brief mention of the application of acupuncture in health maintenance and the development of genetic technology. After watching, the teacher asks guiding questions in English: “What do you think are the differences between the two kinds of lifestyles? How do these lifestyles affect our health? Have you ever tried any healthy living methods or understood any medical health knowledge?” Then, the teacher invites 3-4 students to share their views in English. During the sharing process, the teacher appropriately guides and supplements, such as prompting students to use words like “balanced diet”, “regular exercise”, “mental health” and sentence patterns like “I think... because...”, “It is important to...”. Finally, the teacher summarizes the students’ answers, leads to the theme of this lesson — the Project of Unit 3 Fit for Life, and clarifies the core task of this lesson: working in groups to investigate the health status of teenagers around them, analyze existing problems, and design a practical and creative health promotion plan, then complete the presentation and report. Design Intention: The lead-in link uses multi-modal materials such as pictures and videos to stimulate students’ interest in learning and arouse their existing knowledge reserve about healthy lifestyles. The guiding questions and student sharing activities help students quickly enter the English communication context, review the vocabulary and sentence patterns related to the unit learned before, and lay a solid language foundation for the smooth development of subsequent project activities. At the same time, by involving the medical and health elements involved in the unit, it paves the way for the integration of knowledge and practice in the project. Step 2: Project Task Interpretation and Knowledge Preparation 1. Task Interpretation The teacher distributes the project task sheet (in English) to each student, and explains the specific requirements of the project in detail in English. The task is divided into four parts: first, group investigation — investigating the living habits, physical condition and health awareness of teenagers in the class or grade, and collecting relevant data; second, data analysis — sorting out and analyzing the collected data, finding out the common health problems of teenagers and their causes; third, plan design — designing a targeted health promotion plan, including the theme, content, form and implementation steps of the plan; fourth, presentation and evaluation — each group presents their investigation results and promotion plan in English, and other groups and teachers conduct evaluation. During the explanation, the teacher emphasizes the key points of each link, such as the rationality of the investigation content, the scientificity of data analysis, the practicality and creativity of the promotion plan, and the fluency and accuracy of English expression in the presentation. At the same time, the teacher answers the questions raised by students in English to ensure that each student understands the task requirements and knows how to carry out the project step by step. 2. Knowledge Preparation In order to help students better complete the project task, the teacher carries out targeted knowledge review and expansion. First, review the core vocabulary and sentence patterns of the unit: list the key vocabulary related to health and medical care on the blackboard or PPT, such as diet, exercise, sleep, stress, acupuncture, genetic engineering, resistance, adjust, affect, relate, debate, equip, etc., and explain their usage and collocations with simple English examples. For example, “adjust to sth.” (adapt to something), “be related to sth.” (be related to something), “have a debate on sth.” (hold a debate on something), “equip oneself with sth.” (equip oneself with something). Then, expand the functional sentence patterns needed for the project, such as sentence patterns for putting forward suggestions (“We suggest that...”, “It is advisable to...”, “Why not...?”), sentence patterns for analyzing causes (“The main reason is that...”, “It arises from...”), and sentence patterns for expressing views (“From our point of view...”, “We believe that...”). In addition, the teacher briefly introduces some basic investigation methods in English, such as questionnaire survey, interview, observation, etc., and explains how to design simple questionnaires and record interview contents. At the same time, the teacher shares some cases of health promotion plans (simplified English version), so that students can have a clearer understanding of the form and content of the plan, and draw on relevant experiences. Design Intention: The clear interpretation of the project task helps students clarify the direction and requirements of their efforts, avoid blindness in the process of completing the task. The knowledge preparation link not only reviews the learned knowledge of the unit, but also expands the necessary language materials and practical skills for the project, solving the possible language and method obstacles for students in the process of completing the task. The sharing of cases helps students establish a clear cognitive framework for the project, which is conducive to stimulating their creative thinking and laying a foundation for the smooth development of group cooperation. Step 3: Group Cooperation and Project Implementation First, the teacher divides the students into groups of 4-5 people, and requires each group to elect a group leader. The group leader is responsible for coordinating the division of labor within the group, organizing group discussions and supervising the progress of the task. Then, the teacher gives guidance on the division of labor within the group, and suggests that each group divide the members into four roles according to the project task: investigator, data analyst, plan designer and presenter. The investigator is responsible for designing questionnaires, conducting interviews and collecting data; the data analyst is responsible for sorting out, classifying and analyzing the collected data and summarizing the existing problems; the plan designer is responsible for designing the health promotion plan according to the analysis results; the presenter is responsible for sorting out the investigation results and the plan, and preparing for the English presentation. After the division of labor, each group starts to carry out project activities under the guidance of the teacher. The teacher walks around the classroom, observes the progress of each group, and provides timely guidance and help. For groups with unclear investigation direction, the teacher guides them to determine the key points of the investigation, such as focusing on the living habits of teenagers (diet, sleep, exercise) or mental health status; for groups with difficulties in data analysis, the teacher teaches them simple data sorting and analysis methods, such as making statistical tables and summarizing common problems; for groups with insufficient creativity in plan design, the teacher puts forward guiding suggestions, such as combining online and offline forms, or integrating traditional Chinese medicine health knowledge into the promotion plan; for groups with poor English expression, the teacher helps them correct grammatical errors and improve the fluency and accuracy of language. During the group cooperation process, the teacher emphasizes that all members should actively participate in the discussion, express their views in English as much as possible, and cultivate their cooperative awareness and communication ability. At the same time, the teacher reminds students to record the process of group cooperation and the key points of discussion, which will be used as part of the final evaluation. Design Intention: Group cooperation is the core of the Project module. Through reasonable division of labor, each student can give full play to their strengths and participate in the project actively, avoiding the phenomenon of individual students doing nothing. The teacher’s on-site guidance can timely solve the problems encountered by students in the process of completing the task, ensure the smooth progress of the project, and help students improve their problem-solving ability. Encouraging students to communicate in English during group cooperation can effectively improve their oral expression ability and language application ability, and at the same time cultivate their team spirit and cooperative learning ability. Step 4: Group Presentation and Interactive Evaluation 1. Group Presentation Each group’s presenter takes turns to present the group’s project results in English. The presentation time is appropriately controlled, and each group is required to focus on introducing the investigation process, data analysis results, health promotion plan and implementation ideas. During the presentation, the presenter can use PPT, posters, questionnaires and other materials to assist the explanation, so as to make the presentation more intuitive and clear. The teacher reminds the presenter to speak clearly, fluently and confidently, use the learned vocabulary and sentence patterns flexibly, and interact with the audience appropriately, such as asking questions to other students. When other groups are presenting, the teacher requires students to listen carefully, record the key points of the presentation, and prepare questions or suggestions for the presenting group. At the same time, the teacher reminds students to respect the efforts of each group and maintain a good classroom order. 2. Interactive Evaluation After each group’s presentation, the interactive evaluation is carried out in three links: student evaluation, group mutual evaluation and teacher evaluation. First, students can ask questions to the presenting group, such as “Why did you choose this investigation method?”, “Do you think your promotion plan is practical?”, and the presenting group answers in English. Then, other groups conduct mutual evaluation, and each group selects one representative to put forward 1-2 advantages and 1-2 suggestions for the presenting group, focusing on the rationality of the investigation, the scientificity of data analysis, the creativity and practicality of the plan, and the fluency of English expression. Finally, the teacher makes a summary evaluation. The teacher affirms the advantages of each group, such as full preparation, clear logic, creative plans and fluent English expression, and points out the areas that need improvement, such as insufficient data analysis, unreasonable plan design, or inappropriate English expression. At the same time, the teacher makes targeted guidance and supplements, such as guiding students to improve the details of the plan and correct grammatical errors in English expression. During the evaluation process, the teacher uses the evaluation criteria (in English) to guide the evaluation, ensuring the fairness and rationality of the evaluation. The evaluation criteria include four aspects: investigation and data analysis (30%), plan design (30%), English presentation (30%), and group cooperation (10%). Design Intention: Group presentation is an important link to test the effect of project implementation and the comprehensive ability of students. It can not only improve students’ oral expression ability and logical thinking ability, but also enhance their self-confidence. Interactive evaluation can let students learn from each other’s strengths and make up for their own shortcomings. Student evaluation and group mutual evaluation can cultivate students’ critical thinking ability and evaluation ability, while teacher evaluation can provide professional guidance and help students further improve their project results. The clear evaluation criteria help students clarify the direction of improvement and enhance the effectiveness of the evaluation. Step 5: Summary and Reflection 1. Lesson Summary The teacher summarizes the whole lesson in English. First, the teacher reviews the core task and implementation process of the project, affirms the efforts and achievements of each group, and emphasizes the key points and difficulties in the process of completing the project. Then, the teacher sorts out the key knowledge and skills mastered in this lesson, including the core vocabulary and sentence patterns related to health and medical care, the methods of investigation and data analysis, the skills of group cooperation and English presentation. Finally, the teacher emphasizes the practical significance of the project: through this project, students not only improve their English application ability, but also understand the importance of healthy lifestyles, master relevant health knowledge, and cultivate the awareness of caring for their own and others’ health. 2. Student Reflection The teacher asks students to carry out individual reflection in English, and writes down their gains, difficulties and deficiencies in the process of completing the project. The reflection content includes three aspects: first, the gains in language learning, such as mastering new vocabulary and sentence patterns, improving oral expression ability; second, the gains in practical ability, such as learning investigation methods, improving cooperative communication ability and problem-solving ability; third, the deficiencies and areas needing improvement, such as insufficient English expression ability, unreasonable division of labor in group cooperation, or insufficient creativity in plan design. After writing, students can voluntarily share their reflection results in English, and the teacher gives appropriate encouragement and guidance. 3. Homework Arrangement The teacher assigns after-class homework in English, which is closely combined with the project results: first, each group revises and improves their health promotion plan according to the evaluation suggestions, and completes a formal English project report, including the investigation report, data analysis, promotion plan and implementation plan; second, each student writes an English composition about “My Healthy Lifestyle”, using the vocabulary and sentence patterns learned in this unit, and combining their own experience and the gains from the project; third, students are encouraged to practice the health promotion plan in daily life, such as propagating healthy living knowledge to their family and friends, and record their practice process in English (in the form of a diary or short video). Design Intention: The lesson summary helps students sort out the knowledge and skills learned in this lesson, form a systematic cognitive framework, and deepen their understanding of the theme of the unit. Student reflection can help students realize their own advantages and deficiencies, and form the awareness of self-examination and self-improvement, which is conducive to the improvement of their learning ability. The after-class homework is closely combined with the project results, which not only consolidates the language knowledge and practical skills learned in the class, but also extends the teaching content to daily life, realizing the integration of knowledge learning and practical application, and helping students form a good healthy lifestyle and lifelong learning 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 $