Unit3 Healthy Lifestyle-Reading A-Listening and Viewing 讲义-2025-2026学年高中英语沪外版必修第三册

Unit 3 Healthy Lifestyle-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Language Competence: Master core vocabulary and sentence patterns about healthy lifestyles, and improve abilities in reading comprehension, listening discrimination and information extraction. Cultural Awareness: Understand healthy lifestyle concepts in different cultures and form a cross-cultural perspective. Thinking Quality: Develop logical thinking through analyzing reading and listening materials, and cultivate critical thinking in evaluating lifestyle choices. Learning Ability: Master effective reading and listening strategies, and form autonomous and cooperative learning habits to promote lifelong learning. 教学重难点 Key Points: Grasp the main idea and structural framework of Reading A, master key vocabulary (e.g., diet, exercise, stress, nutrition) and sentence patterns related to healthy lifestyles; accurately extract key information from Listening and Viewing materials and understand their contextual meanings. Difficult Points: Understand the logical connections in Reading A and infer implied meanings; accurately identify and distinguish key information in listening materials with different accents or speeds, and apply what they have learned to express personal views on healthy lifestyles. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a warm-up activity: show students a set of pictures about different lifestyles, including a student who stays up late to play with mobile phones, a person who exercises regularly, a person who eats a lot of junk food, and an elderly person who keeps a balanced diet and meditates. Then the teacher asks guiding questions in English: “Look at these pictures. Which lifestyle do you think is healthy? What habits do you have in your daily life? Are they healthy?” After asking the questions, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher positively responds to the students’ answers, guides them to use simple English to express their daily habits, and naturally leads out core vocabulary such as “healthy lifestyle”, “balanced diet”, “regular exercise” and “adequate sleep”. Finally, the teacher summarizes: “Today we will learn Reading A and listen to relevant materials about healthy lifestyles, which will help us better understand how to keep healthy and form good living habits.” Design Intention: The warm-up activity using pictures is intuitive and vivid, which can quickly attract students’ attention and activate their prior knowledge about healthy lifestyles. By asking open-ended questions, students are encouraged to express themselves actively, creating a relaxed English communication atmosphere. Meanwhile, core vocabulary is naturally introduced, laying a foundation for the subsequent reading and listening activities. This link also conforms to the requirements of learning ability, guiding students to connect new knowledge with their own life experience and cultivate the awareness of applying English in real life. Reading A: Comprehend the Text and Master Key Knowledge Pre-reading: Predict the Text Content First, the teacher shows the title of Reading A “Take Charge of Your Health” and the pictures in the text to the students. Then the teacher asks: “What do you think this passage will talk about according to the title and pictures? What aspects of healthy lifestyles may it involve?” The students are divided into groups of 4 to discuss for a few minutes, and each group sends a representative to share their predictions, such as “It may talk about how to keep healthy through diet and exercise”, “It may introduce the importance of sleep to health” and so on. After the students share their predictions, the teacher briefly comments on their ideas, affirms the reasonable parts, and then introduces the reading strategy of this lesson: “When reading, we can first predict the content according to the title and pictures, which can help us better understand the text. Today we will use this strategy to read the passage.” Design Intention: Pre-reading prediction is an important reading strategy. By guiding students to predict the text content according to the title and pictures, it can stimulate students’ reading interest and make them have a clear purpose in reading. Group discussion can cultivate students’ cooperative learning ability, and the introduction of reading strategies can help students master scientific reading methods, which is conducive to improving their reading ability and learning ability. While-reading: Comprehend the Text in Layers Step 1: Fast Reading. The teacher asks students to read the passage quickly, ignore the new words they don’t know temporarily, and finish two tasks: (1) Confirm their predictions and find out the main idea of the passage; (2) Divide the passage into several parts and summarize the main content of each part. After students finish reading, the teacher invites students to share their answers. The main idea of the passage is: It introduces the importance of a healthy lifestyle and puts forward specific suggestions on how to take charge of one’s health from the aspects of diet, exercise, sleep and stress management. The passage can be divided into three parts: the first part (Paragraph 1) emphasizes the importance of taking charge of one’s health; the second part (Paragraphs 2-5) puts forward specific suggestions on healthy lifestyles from four aspects; the third part (Paragraph 6) summarizes and calls on everyone to stick to a healthy lifestyle. The teacher combs the structure of the passage on the blackboard (or PPT) to help students form a clear framework of the text. At the same time, the teacher explains a few key new words that affect the understanding of the main idea, such as “take charge of”, “vital”, “nutrition” and so on. Design Intention: Fast reading focuses on training students’ ability to extract the main idea and grasp the text structure. Ignoring new words temporarily can help students avoid being distracted by individual words and improve reading speed. Combing the text structure can help students understand the logical connection of the passage, cultivate their logical thinking ability, and lay a foundation for in-depth reading. Step 2: Intensive Reading. The teacher guides students to read the passage carefully paragraph by paragraph, focusing on key sentences, new words and sentence patterns, and completing the following tasks: Paragraph 1: Ask students to find the topic sentence of the paragraph and understand the meaning of “Taking charge of your health is one of the most important things you can do for yourself.” The teacher explains the sentence pattern “It is one of the most important things that you can do...” and asks students to make sentences with this pattern, such as “It is one of the most important things that we can do to protect the environment.” Paragraph 2 (Diet): Guide students to find the key suggestions about a healthy diet: eat a variety of foods, include plenty of fruits and vegetables, avoid too much junk food and sugary drinks. The teacher explains key words and phrases such as “a variety of”, “plenty of”, “avoid doing sth.”, and asks students to talk about their own diet habits and whether they are healthy. Paragraph 3 (Exercise): Let students find the benefits of regular exercise and the specific suggestions: exercise for at least 30 minutes a day, three to five times a week, choose activities they enjoy. The teacher introduces the phrase “regular exercise” and “benefit from”, and organizes students to share the sports they usually do and their benefits. Paragraph 4 (Sleep): Guide students to understand the importance of adequate sleep and the suggestions: sleep for 7-9 hours a night, establish a regular sleep schedule, avoid using electronic devices before going to bed. The teacher explains “adequate”, “establish a schedule” and other expressions, and discusses with students why using electronic devices before going to bed affects sleep. Paragraph 5 (Stress Management): Let students find the ways to manage stress mentioned in the passage: do things they enjoy, talk to friends or family, practice relaxation techniques such as meditation or deep breathing. The teacher explains “stress management”, “relaxation techniques”, “meditation” and other words, and asks students to share how they deal with stress in daily life. Paragraph 6: Ask students to read the paragraph carefully and understand the author’s call: stick to a healthy lifestyle, and it will bring long-term benefits. The teacher guides students to realize that a healthy lifestyle is a long-term habit, not a temporary behavior. During the intensive reading process, the teacher encourages students to ask questions about the content they don’t understand, and solves the students’ doubts in time. For key sentence patterns, the teacher gives examples to help students understand and master them, and organizes simple oral practice to consolidate the knowledge they have learned. Design Intention: Intensive reading is the key link to master the text content and key knowledge. By guiding students to read paragraph by paragraph, focusing on key words, sentences and sentence patterns, it can help students deeply understand the text content and lay a solid foundation for language application. The combination of explanation and oral practice can help students master the key language points flexibly, and the discussion link can connect the text content with students’ real life, improving their ability to use English to solve practical problems. At the same time, encouraging students to ask questions can cultivate their critical thinking ability and autonomous learning ability. Post-reading: Consolidate and Extend Activity 1: Text Retelling. The teacher divides the students into groups of 4 again, and asks each group to retell the passage according to the text structure and key points they have learned. Each student in the group is responsible for retelling one part of the passage, and the group members cooperate with each other to complete the retelling task. After the groups finish preparing, the teacher invites 1-2 groups to present their retelling in front of the class, and gives comments and guidance, pointing out the advantages and areas that need improvement. Activity 2: Discussion. The teacher puts forward the discussion topic: “Combined with the suggestions in the passage and your own life experience, what changes can you make to improve your lifestyle?” The students discuss in groups, and each student shares their own ideas, such as “I will eat more fruits and vegetables and reduce the intake of junk food”, “I will exercise for 30 minutes every day after school” and so on. After the discussion, the teacher invites some students to share their views with the whole class, and gives positive affirmation and guidance. Design Intention: Text retelling can help students consolidate the text content and key knowledge, and improve their oral expression ability and logical thinking ability. Group cooperation in retelling can further strengthen students’ cooperative learning ability. The discussion activity can guide students to apply the knowledge they have learned to real life, help them form correct health concepts, and realize the integration of language learning and moral education. This link also conforms to the requirements of cultural awareness, guiding students to pay attention to their own health and form a scientific and healthy lifestyle. Listening and Viewing: Improve Listening Ability and Extract Key Information Pre-listening: Preview and Predict First, the teacher introduces the theme of Listening and Viewing: it is about the lifestyle of super-agers (from the listening material) and the healthy lifestyle in Okinawa (from the viewing material). Then the teacher shows the key vocabulary and phrases related to the listening and viewing materials, such as “super-agers”, “longevity”, “community”, “traditional diet”, “active lifestyle” and so on, and explains their meanings and pronunciations to help students eliminate language barriers. Next, the teacher guides students to predict the content of the listening and viewing materials: “What do you think super-agers’ lifestyles are like? What may be the reasons for their longevity? What healthy habits may people in Okinawa have?” Students can share their predictions freely, and the teacher briefly comments on their ideas. In addition, the teacher introduces the listening and viewing strategies for this lesson: when listening, focus on key information such as time, place, people and events; when viewing, combine the pictures, subtitles and audio to understand the content, and pay attention to the connection between the content and the theme of the unit. Design Intention: Pre-listening preview of key vocabulary can help students eliminate language barriers and improve listening and viewing efficiency. Predicting the content can stimulate students’ interest and make them have a clear purpose in listening and viewing. The introduction of listening and viewing strategies can help students master scientific learning methods, improve their listening and viewing ability, and cultivate their learning ability. While-listening and While-viewing: Extract Key Information Step 1: Listening (Super-agers). The teacher plays the listening material twice. For the first time, students listen carefully to understand the main idea of the listening material: it introduces the characteristics of super-agers and the reasons for their longevity, such as keeping a healthy diet, doing regular exercise, maintaining a positive attitude and having a close community relationship. For the second time, students listen again and complete the following listening tasks: (1) Fill in the blanks with the key information extracted from the listening material (the blanks are related to the characteristics of super-agers and the reasons for their longevity); (2) Answer the following questions: What do super-agers usually eat? How do they keep active? What role does the community play in their lives? After the students finish the tasks, the teacher checks the answers with the whole class, explains the key points and difficult points in the listening material, and helps students understand the content deeply. For the parts that students find difficult to understand, the teacher plays the relevant parts again to help students catch the key information. Step 2: Viewing (Old Age in Okinawa). The teacher plays the video twice. For the first time, students watch the video to understand the main content: it introduces the healthy lifestyle of people in Okinawa, Japan, including their traditional diet, active lifestyle and the concept of community. For the second time, students watch the video again and complete the following tasks: (1) Make notes of the key information about the healthy lifestyle in Okinawa; (2) Discuss with their deskmates: What are the similarities and differences between the lifestyle of Okinawa people and the suggestions in Reading A? After watching the video, the teacher invites students to share their notes and the results of their discussions. The teacher summarizes the key information of the video, such as the traditional diet of Okinawa people (mainly vegetables, fruits, whole grains and fish), their active lifestyle (doing housework, gardening, walking) and their close community relationship. At the same time, the teacher guides students to find the similarities between the lifestyle of Okinawa people and the suggestions in Reading A, such as keeping a balanced diet and doing regular exercise, and helps students understand the commonality of healthy lifestyles in different cultures. Design Intention: Playing the listening and viewing materials twice conforms to the law of listening and viewing teaching. The first time focuses on understanding the main idea, and the second time focuses on extracting key information, which can help students gradually improve their listening and viewing ability. The listening and viewing tasks are designed to be targeted, which can guide students to focus on key information and improve their ability to extract information. The discussion link after viewing can help students connect the viewing content with the previous reading content, deepen their understanding of the unit theme, and cultivate their logical thinking ability and cross-cultural awareness. Post-listening and Post-viewing: Consolidate and Apply Activity 1: Information Consolidation. The teacher organizes students to sort out the key information of the listening and viewing materials, and asks them to complete a mind map about “Healthy Lifestyles Around the World” in groups. The mind map should include the suggestions in Reading A, the characteristics of super-agers and the lifestyle of Okinawa people. Each group completes the mind map and presents it in front of the class, and the teacher gives comments and guidance. Activity 2: Oral Expression. The teacher asks students to make a short speech (about 1-2 minutes) with the topic “My Healthy Lifestyle Plan”, combining the knowledge learned from Reading A, Listening and Viewing. Students need to talk about their current lifestyle, the problems existing in it, and the improvements they plan to make. Before the speech, students can prepare in groups for a few minutes. After the preparation, the teacher invites 3-4 students to give speeches in front of the class, and gives positive comments and suggestions on their pronunciation, intonation and content. Design Intention: Making a mind map can help students sort out and consolidate the key information they have learned, and improve their ability to summarize and sort out information. The oral speech activity can help students apply the key vocabulary and sentence patterns they have learned to practical oral expression, improve their oral expression ability, and at the same time guide students to combine the knowledge they have learned with their own life, form a scientific and healthy lifestyle plan, and realize the goal of moral education. This link also conforms to the requirements of language competence and learning ability, helping students improve their comprehensive language application ability and autonomous learning ability. Summary The teacher summarizes the content of this lesson: “In this class, we have learned Reading A ‘Take Charge of Your Health’, which puts forward specific suggestions on healthy lifestyles from diet, exercise, sleep and stress management. We have also listened to the material about super-agers and watched the video about the healthy lifestyle in Okinawa, which let us understand the commonality and characteristics of healthy lifestyles in different cultures. At the same time, we have mastered some key vocabulary and sentence patterns related to healthy lifestyles, and improved our reading, listening and oral expression abilities.” Then the teacher emphasizes again: “A healthy lifestyle is very important for our physical and mental health. I hope everyone can apply the knowledge learned in this class to their daily life, form good living habits, and take charge of their own health.” Design Intention: The summary can help students sort out the knowledge they have learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the unit theme. Emphasizing the importance of a healthy lifestyle can guide students to pay attention to their own health and achieve the integration of language learning and moral education. 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 $