Unit 3 Healthy Lifestyle-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版必修三册

Unit 3 Healthy Lifestyle-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on language competence via healthy-themed language input and output, cultivates cultural awareness by comparing health concepts, develops thinking quality through critical analysis, and fosters learning ability by guiding independent and cooperative exploration of healthy lifestyles. 教学重难点 Key: Master core vocabulary and sentence patterns about healthy habits; understand the logical connection between behaviors and health. Difficulty: Use target language to express personal health views and put forward practical healthy suggestions critically. 教学过程 Step 1: Lead-in (Warm-up and Preview Review) The teacher starts the class with a question-and-answer interaction: “Dear students, in our previous Reading B, we have learned about the impact of digital devices on our health, especially sleep and study. Who can briefly share one key point you have learned?” After 2-3 students answer, the teacher summarizes: “Great! We know that excessive screen time may lead to sleep deprivation and poor academic performance. Today, we will carry out Further Exploration to dig deeper into healthy lifestyles, find practical ways to balance digital life and health, and learn to use English to express and practice healthy habits.” Then, the teacher shows some pictures on the screen, including students staying up late playing phones, doing morning exercises, eating junk food, and having a balanced diet. Ask students to work in pairs to discuss: “Which of these behaviors are healthy? Which are unhealthy? What negative effects will the unhealthy behaviors bring? Try to use the words and sentences we learned in Reading B.” After 3 minutes of pair discussion, invite 2-3 pairs to present their opinions in class, and the teacher gives simple comments and supplements, focusing on guiding students to use words like “sleep deprivation”, “balanced diet”, “physical activity”, “digital detox” and sentences like “Excessive use of digital devices can lead to...” Design Intention: This link connects the content of Reading B to achieve the coherence of teaching. The question-and-answer interaction helps students review the learned knowledge and lay a foundation for the follow-up exploration. The picture display and pair discussion stimulate students’ interest in learning, combine the teaching content with students’ real life, let students feel that healthy lifestyle is closely related to themselves, and naturally lead to the theme of this lesson’s Further Exploration. At the same time, it provides students with opportunities to use the learned language, improving their oral expression ability in practice. Step 2: Text Analysis and Key Language Consolidation First, the teacher distributes the materials of Further Exploration (closely related to Reading B, focusing on how to achieve digital detox and develop healthy daily habits). Ask students to read the materials independently and complete two tasks: 1. Underline the core vocabulary and difficult sentences in the text; 2. Summarize the main idea of the text in 1-2 sentences. During students’ independent reading, the teacher walks around the classroom, observes students’ reading status, and provides timely help for students who have difficulties in reading, such as explaining the meaning of new words in context and guiding students to analyze the structure of difficult sentences. After independent reading, the teacher organizes the whole class to exchange and discuss. First, invite students to share the underlined core vocabulary and difficult sentences. The teacher writes the key vocabulary on the blackboard, including “detox”, “moderate”, “consistent”, “priority”, “adjust”, “beneficial” and difficult sentences like “To achieve digital detox, we should set clear boundaries for screen time and stick to them consistently.” Then, the teacher explains the usage of key vocabulary and difficult sentences, combining with the context of the text, and asks students to make sentences with the key vocabulary to consolidate their mastery. For example, ask students to make a sentence with “moderate”, and guide students to say “We should do moderate physical activity every day to keep healthy.” Next, invite students to share the main idea of the text, and the teacher summarizes and sorts out: “The text mainly introduces the importance of digital detox for a healthy lifestyle and puts forward specific and practical suggestions, such as setting screen time limits, arranging daily schedules reasonably, and developing good living habits. It also emphasizes that maintaining a healthy lifestyle requires persistence and self-discipline.” Then, the teacher guides students to analyze the text structure: the first part puts forward the problem (the harm of excessive digital device use), the middle part puts forward specific solutions, and the last part emphasizes the importance of persistence. Help students understand the logical structure of the text and improve their reading comprehension ability. Design Intention: Independent reading helps students develop the habit of independent learning and improve their ability to extract key information and summarize the main idea. The exchange and discussion link provides students with a platform to communicate and share, which is conducive to solving the difficulties in reading together. The explanation and sentence-making practice of key vocabulary and difficult sentences help students consolidate the language knowledge, lay a solid foundation for the follow-up language output, and at the same time, guide students to analyze the text structure, cultivate their logical thinking ability, which is in line with the requirements of thinking quality in core literacy. Step 3: Cooperative Exploration and Critical Thinking Training The teacher divides students into groups of 4-5, and assigns the group exploration task: “Based on the content of Reading B and Further Exploration, combined with your own daily life experience, discuss the following questions: 1. What are the common unhealthy habits of senior high school students besides excessive screen time? 2. What are the specific harms of these unhealthy habits to our physical and mental health? 3. What practical and feasible suggestions can we put forward to help ourselves and our classmates develop a healthy lifestyle? 4. Do you think it is easy to develop a healthy lifestyle? What difficulties may we encounter? How to solve these difficulties?” Before the group discussion, the teacher clarifies the requirements: each group should assign a recorder, a speaker, a timekeeper and a questioner. The recorder is responsible for recording the key points of the group’s discussion; the speaker is responsible for presenting the group’s opinions in class; the timekeeper is responsible for controlling the discussion time to ensure that the discussion is carried out efficiently; the questioner is responsible for putting forward questions about the group’s discussion content and guiding the group members to think in depth. During the group discussion, the teacher walks around each group, listens to the discussion situation, guides students to think critically, such as when students put forward suggestions, asks them: “Do you think this suggestion is suitable for all senior high school students? Why? Are there any deficiencies? How to improve it?” After 10 minutes of group discussion, each group sends a speaker to present the group’s discussion results in class. The teacher listens carefully, records the key points of each group’s presentation, and gives comments and guidance after all groups finish presenting. For example, if a group puts forward the suggestion of “exercising for 1 hour every day”, the teacher can ask: “It is a good suggestion, but senior high school students have heavy academic tasks. Do you think it is realistic to exercise for 1 hour every day? How to adjust it to make it more feasible?” Guide students to think in depth and put forward more practical suggestions, such as “exercising for 20-30 minutes every day, such as doing morning exercises, running between classes, or doing stretching exercises after studying.” At the same time, the teacher guides students to compare the healthy lifestyle concepts mentioned in the text with their own living habits, and encourages students to put forward their own different views. For example, the text mentions that “we should avoid eating junk food”, some students may think that “occasionally eating a little junk food will not have a great impact on health”, and the teacher should affirm this view, guide students to understand that a healthy lifestyle is not absolute, but needs moderation, and cultivate students’ critical thinking ability. Design Intention: Group cooperative exploration conforms to the learning characteristics of senior high school students, which can stimulate students’ learning enthusiasm, improve their cooperative learning ability and communication ability. The design of the exploration questions combines the text content with students’ real life, which is conducive to guiding students to pay attention to their own healthy lifestyle and cultivate their awareness of caring for their own health. The teacher’s guidance in the discussion process helps students develop critical thinking ability, avoid one-sided understanding of problems, and guide students to put forward practical and feasible suggestions, which reflects the requirements of thinking quality and learning ability in core literacy. Step 4: Language Output and Practical Application On the basis of group discussion, the teacher assigns the individual writing task: “Write a short passage (80-100 words) about ‘My Healthy Lifestyle Plan’. The passage should include the following points: 1. The unhealthy habits I used to have; 2. The harms of these habits; 3. The healthy lifestyle plan I made for myself; 4. My determination to stick to the plan.” Before writing, the teacher gives some tips: use the key vocabulary and sentence patterns learned in this lesson, such as “detox”, “moderate”, “consistent”, “I used to...”, “From now on, I will...”, “I believe that...”. At the same time, the teacher shows a sample passage on the screen for students to refer to, but reminds students not to copy, and to write combined with their own actual situation. During students’ writing, the teacher walks around the classroom, provides timely help for students who have difficulties in writing, such as guiding students to organize their ideas, correcting grammatical mistakes, and helping students choose appropriate words and sentences. After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems), displays them on the screen, and comments on them. For excellent works, the teacher affirms and praises them, and asks other students to learn from them; for works with problems, the teacher points out the problems gently, guides students to correct them, and helps students improve their writing ability. Then, the teacher organizes a “Healthy Lifestyle Speech” activity. Invite 3-4 students to read their own short passages in front of the class, and after each student finishes reading, ask other students to comment on their works, such as “What do you think is the advantage of this passage? What can be improved?” Through this activity, not only improve students’ oral expression ability, but also let students learn from each other and deepen their understanding of healthy lifestyle. Design Intention: Writing and speech activities are important forms of language output, which can test students’ mastery of language knowledge and improve their language expression ability. The writing task combines the text content with students’ own actual situation, which is conducive to students’ practical application of the learned language, reflecting the requirements of language competence in core literacy. The sample passage provides a reference for students, helping students reduce the difficulty of writing. The comment link helps students find their own advantages and deficiencies, and improve their writing and oral expression ability in mutual learning. Step 5: Cultural Awareness Cultivation and Theme Elevation The teacher shows some materials about the differences in healthy lifestyle concepts between Chinese and Western cultures on the screen, such as “Chinese people pay attention to balanced diet and health preservation through traditional Chinese medicine, while Western people pay more attention to physical exercise and a low-fat diet; Chinese people advocate moderation in all things, while Western people pay more attention to scientific and quantitative health management.” Then, ask students to discuss in groups: “What are the differences in healthy lifestyle concepts between Chinese and Western cultures? What are the advantages of each? How can we learn from each other to form a more scientific and healthy lifestyle?” After 5 minutes of group discussion, invite students to share their views. The teacher summarizes: “There are some differences in healthy lifestyle concepts between Chinese and Western cultures, which are closely related to their respective cultural backgrounds and living habits. Both Chinese and Western healthy lifestyle concepts have their own advantages. We should respect the differences between different cultures, learn from the advantages of Western scientific health management, and inherit and carry forward the excellent traditional Chinese health concepts, so as to form a scientific and healthy lifestyle suitable for ourselves.” Then, the teacher guides students to think about the significance of developing a healthy lifestyle: “A healthy lifestyle is not only beneficial to our physical and mental health, but also helps us improve our learning efficiency and live a better life. As senior high school students, we are in a critical period of physical and mental development. Developing a healthy lifestyle is our responsibility to ourselves and our families. We should not only pay attention to our own health, but also encourage our classmates and family members to develop healthy habits together.” Design Intention: This link helps students understand the differences in healthy lifestyle concepts between Chinese and Western cultures, cultivate their cultural awareness, guide students to respect cultural differences, learn from each other, and form a correct cultural view. The theme elevation helps students realize the importance of developing a healthy lifestyle, stimulate their sense of responsibility, and integrate the education of life and responsibility into the English teaching, which reflects the requirements of cultural awareness and emotional attitude in core literacy. Step 6: Summary and Homework Arrangement First, the teacher organizes students to summarize the content of this lesson together: “Today, we have carried out Further Exploration on healthy lifestyle, reviewed the key knowledge of Reading B, mastered the core vocabulary and sentence patterns about healthy habits, explored the common unhealthy habits of senior high school students and their harms, put forward practical healthy suggestions, completed the writing and speech tasks, and understood the differences in healthy lifestyle concepts between Chinese and Western cultures. I hope everyone can apply what they have learned to their daily life and develop a healthy lifestyle.” Then, the teacher arranges the homework: 1. Revise the short passage written in class and hand it in the next day; 2. Make a “Healthy Lifestyle Handbook” with pictures and texts in English, which includes healthy habits, unhealthy habits and their harms, and practical suggestions. It can be completed independently or in pairs; 3. Observe the living habits of your family members, and put forward 2-3 practical healthy suggestions to them in English; 4. Preview the next part of the unit and collect relevant materials about healthy lifestyle. Design Intention: The summary link helps students sort out the knowledge of this lesson, deepen their understanding and memory of the teaching content. The homework arrangement is diverse and practical, combining written work, hands-on work and practical communication, which is conducive to students’ further consolidation of the learned knowledge, improvement of their comprehensive language application ability, and guidance students to apply the knowledge learned in class to real life, realize the connection between teaching and life, and cultivate their learning ability and practical ability. 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 $