Unit 3 Mind and body-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 3 Mind and body-Reading and interaction 教学目标和重难点 教学目标 It focuses on developing students’ language competence by mastering mind-body related vocabulary and reading skills, cultivating thinking quality through analyzing text logic, shaping cultural awareness by understanding the connection between mind and body in different cultures, and improving learning ability via independent and cooperative learning. 教学重难点 Key points: Master core vocabulary and phrases about mind and body, understand the text’s main idea and structure. Difficult points: Analyze the logical relationship between mind and body, and use target language to express personal views on mental and physical health. 教学过程 Pre-reading: Lead-in and Preview (Lead-in + Vocabulary Preview) Lead-in Activity: The teacher starts the class with an interactive question: “Do you think your mental state will affect your physical health? Can you give an example from your daily life?” Then, show students two short pictures: one is a student looking tired and anxious with poor study status, and the other is a student with a positive attitude and energetic state. Ask students to discuss in pairs: “What’s the difference between the two students? What factors may lead to such differences?” After 3 minutes of pair discussion, invite 2-3 groups to share their views. Finally, the teacher summarizes: “Our mind and body are closely connected. A healthy mind can promote a healthy body, and vice versa. Today, we will read a passage about the relationship between mind and body and explore how to keep both healthy.” Design Intention: The lead-in activity is closely related to students’ daily life, which can arouse their interest in the topic quickly. By asking questions and showing pictures, students can initially perceive the connection between mind and body, lay a foundation for understanding the text. Pair discussion can also cultivate students’ oral expression ability and cooperative learning awareness, which is in line with the requirements of core literacy for language competence and learning ability. Vocabulary Preview: The teacher presents the core vocabulary and phrases of the text on the screen, including mental health, stress, anxiety, relax, balance, strengthen, physical exercise, emotional state, cope with, etc. For each word and phrase, the teacher provides simple English explanations and example sentences related to the topic of mind and body, instead of direct Chinese translation. For example, “mental health” is explained as “the state of being emotionally and psychologically healthy”, and the example sentence is “Keeping a positive attitude is good for our mental health.” Then, ask students to read the words and phrases aloud twice, and invite individual students to read them to check their pronunciation. After that, arrange a quick matching game: match the words and phrases with their corresponding explanations. Finally, the teacher checks the answers and emphasizes the key points of pronunciation and usage of difficult words, such as the difference between “stress” (n. stress) and “press” (v. press), and the collocation of “cope with + sth.”. While-reading: Text Analysis (Skimming + Scanning + Close Reading) Skimming: Ask students to read the passage quickly and answer two questions: (1) What is the main idea of the passage? (2) What are the two main parts of the passage? After students finish reading, invite them to share their answers. The teacher summarizes: The main idea of the passage is to introduce the close relationship between mind and body, and put forward some suggestions on how to keep both mind and body healthy. The passage is divided into two parts: the first part explains the connection between mind and body, and the second part gives practical suggestions. Design Intention: Skimming is a basic reading skill that helps students grasp the main idea and structure of the text quickly. By setting simple and direct questions, students can focus on the key information of the text, cultivate their ability to generalize and sort out information, which is an important part of thinking quality training. At the same time, it can help students form an overall understanding of the text and lay a foundation for in-depth reading. Scanning: Ask students to read the passage again, scan for specific information, and fill in the following table. The table includes two columns: “The connection between mind and body” and “Suggestions for keeping mind and body healthy”. Students need to find relevant sentences from the text and fill in the table briefly. During the process, the teacher walks around the classroom to guide students who have difficulties, reminds them to pay attention to key words and sentences, such as signal words like “firstly, secondly, finally” and “for example, in addition”. After students finish filling in the table, invite a student to present the table on the blackboard, and the teacher corrects and supplements it, emphasizing the key information. The connection between mind and body Suggestions for keeping mind and body healthy 1. Mental stress can cause physical problems, such as headaches and fatigue. 2. A positive emotional state can strengthen the body’s immunity. 3. Physical exercise can improve mental health and reduce anxiety. 1. Do regular physical exercise, such as running, yoga and swimming. 2. Learn to relax and cope with stress properly, such as listening to music and talking to friends. 3. Keep a balanced diet and enough sleep. 4. Maintain a positive attitude towards life. Design Intention: Scanning is a skill to find specific information quickly. By filling in the table, students can sort out the key information of the text systematically, deepen their understanding of the text content. The teacher’s guidance can help students master scanning skills, such as looking for key words and signal words, which is conducive to improving their reading ability. At the same time, the table can help students visualize the text content and cultivate their logical thinking ability. .Close Reading: Focus on the key paragraphs and sentences of the text, guide students to analyze in depth, and understand the logical relationship and language features of the text. (1) Analyze the first paragraph: “Our mind and body are not separate entities; they are closely connected and influence each other in many ways.” Ask students: “What does the sentence mean? What is the function of this sentence in the passage?” Guide students to realize that this sentence is the topic sentence of the passage, which puts forward the core viewpoint of the passage and lays the foundation for the following content. (2) Analyze the example in the second paragraph: “A study shows that students who are under great mental stress often have headaches and can’t sleep well.” Ask students: “What is the purpose of this example? How does it support the viewpoint of the paragraph?” Guide students to understand that the example can make the viewpoint more persuasive and specific. (3) Analyze the transition sentences in the passage, such as “In addition to the above points, we can also take some other measures to keep our mind and body healthy.” Ask students: “What is the function of this sentence? How does it connect the previous and following content?” Guide students to master the role of transition words and sentences in connecting the text and making the text structure more coherent. (4) Analyze the language features of the passage: the passage is an expository text, which uses clear logical structure, simple and accurate language, and a lot of examples and suggestions. Ask students to find out the sentences that reflect these features and discuss with their partners. Design Intention: Close reading is the key link of text analysis, which can help students deeply understand the connotation of the text, master the logical relationship and language features of the text. By analyzing topic sentences, examples and transition sentences, students can improve their ability to analyze and appreciate texts, which is conducive to cultivating their thinking quality and language competence. Group discussion can also promote students’ cooperative learning and improve their ability to express and exchange views. During-reading: Interaction and Practice (Group Discussion + Language Practice) Group Discussion: Divide students into groups of 4-5, and assign the following discussion topics: (1) Combine the text and your own experience, talk about what kinds of mental stress high school students often face, and how these stresses affect their physical health. (2) Do you think the suggestions in the text are practical for high school students? Can you add some more suggestions according to your own experience? (3) How can we balance our study and rest to keep our mind and body healthy? Before the discussion, the teacher reminds students to use the core vocabulary and phrases learned in the class, such as stress, anxiety, relax, physical exercise, balance, etc., and encourages them to express their own views freely. During the discussion, the teacher walks around each group, listens to their discussion, guides students who have difficulties in expression, and helps them organize their language. After the discussion, each group sends a representative to make a 2-3 minute report, sharing the group’s views. After each report, other groups can ask questions or supplement their views. Finally, the teacher summarizes the discussion, affirms the positive views of each group, and supplements and improves the suggestions put forward by students. Design Intention: Group discussion is an important form of interactive teaching, which can stimulate students’ thinking, improve their oral expression ability and cooperative learning ability. The discussion topics are closely related to the text and students’ daily life, which can help students apply the knowledge learned in the class to practice, realize the connection between learning and life, and improve their language application ability. The teacher’s guidance and summary can help students sort out their views, correct their mistakes in expression, and deepen their understanding of the topic. Language Practice: Arrange two language practice activities to help students consolidate the core vocabulary and sentence patterns learned in the class. (1) Sentence Rewriting: Ask students to rewrite the following sentences using the core vocabulary and phrases learned. For example, “Stress can make us feel tired.” can be rewritten as “Mental stress can lead to physical fatigue.”; “We should exercise every day to keep healthy.” can be rewritten as “We should take regular physical exercise to maintain physical and mental health.” (2) Sentence Making: Ask students to make sentences with the following words and phrases: cope with, balance, strengthen, emotional state, physical exercise. Each student needs to make at least 3 sentences, and ensure that the sentences are related to the topic of mind and body. After students finish, invite some students to share their sentences, and the teacher corrects and evaluates them, emphasizing the correct usage of vocabulary and sentence patterns. Design Intention: Language practice is an important link to consolidate the knowledge learned. Sentence rewriting and sentence making can help students master the usage of core vocabulary and sentence patterns, improve their language expression ability. The practice content is closely related to the text topic, which can help students apply the knowledge to practice, realize the integration of knowledge and application, and lay a foundation for their future writing and oral expression. Post-reading: Summary and Extension (Text Summary + Theme Extension + Homework Arrangement) Text Summary: Ask students to summarize the main content of the passage in their own words, with the help of the table filled in during scanning. The summary should include the connection between mind and body and the suggestions for keeping healthy. Students can write the summary on their exercise books first, and then invite 2-3 students to share their summaries. The teacher comments on their summaries, points out the advantages and disadvantages, and guides students to make their summaries more concise and accurate. Finally, the teacher presents a standard summary on the screen, and asks students to check and correct their own summaries. Design Intention: Summarizing the text can help students sort out the key information of the text again, improve their ability to generalize and express, and deepen their understanding of the text content. The teacher’s comment and guidance can help students master the method of text summary, which is conducive to improving their reading and writing ability. Theme Extension: The teacher extends the topic of the text, introduces some common mental health problems of high school students, such as anxiety, depression, and puts forward some practical suggestions for students: (1) When facing stress, we should communicate with teachers, parents or friends in time, and don’t keep it to ourselves. (2) We should arrange our study and rest reasonably, and ensure enough sleep and physical exercise. (3) We should learn to adjust our emotional state, and keep a positive and optimistic attitude towards life. Then, play a short English video about mental health, which introduces the importance of mental health and some simple ways to relax. After watching the video, ask students to share their feelings and talk about which way they will use to adjust their emotional state when facing stress. Design Intention: Theme extension can help students expand their horizons, understand more knowledge about mind and body health, and pay more attention to their own mental and physical health. The short video can make the extension content more vivid and interesting, arouse students’ attention. Sharing feelings can help students express their inner thoughts, enhance their ability to adjust their emotions, and realize the educational significance of the course, which is in line with the requirements of core literacy for cultural awareness and emotional education. Homework Arrangement: Assign three types of homework to meet the needs of different students and consolidate the learning effect. (1) Basic Homework: Read the passage aloud for 15 minutes every day, memorize the core vocabulary and phrases, and copy the key sentences twice. (2) Practical Homework: Write a short passage (80-100 words) about how you keep your mind and body healthy, using the core vocabulary and sentence patterns learned in the class. (3) Extended Homework: Surf the Internet to find more information about the relationship between mind and body, and prepare a 3-minute English report for the next class. Design Intention: The homework is designed hierarchically, which can meet the learning needs of different students. Basic homework helps students consolidate the basic knowledge, practical homework helps students apply the knowledge to practice, and extended homework helps students expand their knowledge and improve their independent learning ability. This is conducive to cultivating students’ learning ability and promoting their all-round development. 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 $