Unit 3 Healthy Lifestyle-Reading B-Self-assessment 教案-2025-2026学年高中英语沪外版必修第三册

Unit 3 Healthy Lifestyle-Reading B-Self-assessment 教学目标和重难点 教学目标 It focuses on developing students’ language ability to express healthy lifestyle views, cultural awareness to respect diverse health concepts, thinking quality to analyze self-health status critically, and learning ability to reflect on and adjust personal learning strategies independently. 教学重难点 Key points: Mastering core vocabularies and sentence patterns about self-assessment of healthy lifestyle; understanding the text’s structure and core ideas. Difficult points: Using target language to conduct self-assessment and put forward practical improvement suggestions. 教学过程 Pre-reading: Lead-in and Activation (Lead-in and Warm-up) The teacher starts the class with a free talk, asking students open-ended questions related to healthy lifestyle and self-assessment. The questions are as follows: “Do you often think about whether your daily lifestyle is healthy? What aspects do you usually check when you assess your own health? What good or bad habits do you have in your daily life?” After asking the questions, the teacher gives students 2 minutes to think independently, and then invites 3-4 students to share their answers in English. During the sharing process, the teacher does not interrupt students’ expression, but only records the key words and sentences they use on the blackboard, especially the words related to healthy habits (such as exercise regularly, keep a balanced diet, stay up late, be addicted to mobile phones) and self-assessment (such as I think, in my opinion, I find that, I need to improve). After the sharing, the teacher summarizes briefly, connects the students’ answers with the theme of Reading B Self-assessment, and introduces the learning objectives of this class: “Today we will learn Reading B Self-assessment, which will help us learn how to assess our own healthy lifestyle scientifically, master the relevant English expressions, and put forward practical suggestions for ourselves.” Design Intention: The free talk is closely combined with students’ real life, which can quickly arouse students’ learning interest and activate their prior knowledge. By asking questions about self-assessment of healthy lifestyle, students can naturally enter the theme of the text, lay a foundation for the subsequent reading link. At the same time, recording students’ key expressions can help the teacher understand students’ existing language level, and also provide reference for the subsequent vocabulary and sentence pattern teaching, realizing the connection between prior knowledge and new knowledge. Next, the teacher presents the core vocabularies and key sentence patterns of this lesson through multimedia. The core vocabularies include self-assessment, lifestyle, nutrition, physical activity, mental health, adjust, balance, reflect, improve, routine, etc. For each vocabulary, the teacher gives simple English definitions and example sentences related to self-assessment, such as “Self-assessment means evaluating your own behavior or ability by yourself. For example, we need to do a self-assessment of our healthy lifestyle every month.” For key sentence patterns, such as “When I assess my own healthy lifestyle, I find that I have some good habits and some bad ones.” “I need to adjust my daily routine to keep a balance between study and rest.” “Reflecting on my recent life, I realize that I should do more physical exercise.” The teacher reads the example sentences aloud, and asks students to follow along twice, paying attention to the pronunciation and intonation. Then, the teacher invites students to make simple sentences with the new vocabularies and sentence patterns, and corrects their mistakes in pronunciation and grammar in time. Design Intention: Pre-teaching core vocabularies and key sentence patterns can reduce students’ difficulty in reading the text. Using simple English definitions and example sentences related to the theme helps students understand the meaning and usage of the words and sentences in context, rather than memorizing them mechanically. Asking students to follow and make sentences can strengthen their memory and initial application ability, laying a solid language foundation for the reading link. While-reading: Text Analysis and Comprehension (Fast Reading and Careful Reading) Fast Reading The teacher distributes the text materials of Reading B Self-assessment to students, and asks them to read the text quickly within 3 minutes, focusing on the main idea of the text and the structure of the text. After reading, the teacher asks two questions: “What is the main idea of this text?” “How is the text structured?” Then, the teacher invites students to answer. The correct answers are: The main idea of the text is to introduce how to conduct a self-assessment of healthy lifestyle, including the aspects that need to be assessed and the methods to improve unhealthy habits; the text is structured in three parts: the introduction of self-assessment significance, the specific aspects of self-assessment, and the suggestions for improving unhealthy lifestyle. After confirming the answers, the teacher helps students sort out the text structure on the blackboard, making the text structure clear at a glance. Design Intention: Fast reading aims to train students’ ability to grasp the main idea and text structure quickly. Limiting the reading time can urge students to read efficiently, avoid too much attention to details, and focus on the overall understanding of the text. Sorting out the text structure helps students establish a clear logical framework of the text, which is conducive to their in-depth understanding of the text content in the subsequent careful reading link. Careful Reading After fast reading, the teacher guides students to conduct careful reading, dividing the text into three parts according to the text structure, and designing targeted questions for each part to guide students to read in depth and grasp the key details. For the first part (Introduction: The significance of self-assessment), the teacher asks: “Why is it important to do a self-assessment of our healthy lifestyle?” Students are required to read this part carefully, find the key sentences in the text, and answer in their own words. The key sentence in the text is: “Doing a regular self-assessment of your healthy lifestyle can help you find out your strengths and weaknesses, and make timely adjustments to keep healthy.” After students answer, the teacher summarizes and emphasizes the significance of self-assessment, guiding students to realize that self-assessment is an important way to maintain a healthy lifestyle. Design Intention: Through targeted questions, students are guided to focus on the key content of the first part, grasp the significance of self-assessment, and cultivate their ability to extract key information from the text. Asking students to answer in their own words can test their understanding of the text and exercise their language expression ability. For the second part (Specific aspects of self-assessment), the teacher first asks students to read this part carefully, and then asks: “What aspects does the text mention when conducting a self-assessment of healthy lifestyle?” Students are required to find and list the specific aspects in the text. The specific aspects mentioned in the text are: nutrition (diet habits), physical activity (exercise), mental health (mood and pressure), and daily routine (sleep and rest). After students list them, the teacher guides students to read the details of each aspect, such as “In terms of nutrition, we should check whether we have a balanced diet, whether we eat enough vegetables and fruits, and whether we eat too much junk food.” “In terms of physical activity, we should assess how often we exercise, what kind of exercise we do, and whether the amount of exercise is appropriate.” Then, the teacher divides students into 4 groups, each group is responsible for one aspect, and asks them to discuss the details of this aspect in the text, and then invite a representative of each group to introduce the details to the whole class. During the discussion, the teacher walks around the classroom, guides students who have difficulties in discussion, and helps them understand the text content. Design Intention: Dividing students into groups to discuss the specific aspects of self-assessment can stimulate students’ learning enthusiasm and participation, and make them deeply understand the details of each aspect. Letting each group introduce the details can not only test the effect of group discussion, but also help other students consolidate the key content, realizing the mutual learning and common progress of students. At the same time, it can cultivate students’ cooperative learning ability and expression ability. For the third part (Suggestions for improving unhealthy lifestyle), the teacher asks students to read this part carefully, and design a table to sort out the unhealthy habits mentioned in the text and the corresponding improvement suggestions. The teacher presents the table on the multimedia, and asks students to fill in the table while reading. After students finish filling in, the teacher invites a student to present the filled table, and corrects and supplements it. The main contents of the table are: Unhealthy habits (such as eating too much junk food, not exercising regularly, staying up late, being under too much pressure) and corresponding improvement suggestions (such as keep a balanced diet, exercise at least 3 times a week, go to bed before 11 o’clock every night, learn to relax themselves by listening to music or doing sports). Design Intention: Using a table to sort out the unhealthy habits and improvement suggestions can help students clarify the logical relationship between them, and make the key information more intuitive and easy to remember. Asking students to fill in the table by themselves can cultivate their ability to sort out and summarize information, and lay a foundation for the subsequent self-assessment practice. After the careful reading of each part, the teacher leads students to read the whole text aloud once. During the reading, the teacher guides students to pay attention to the pronunciation, intonation and pauses, and corrects their wrong pronunciation in time. After reading, the teacher asks students to put forward the difficult sentences they encounter in the text, and explains them in detail. For example, if students have difficulty in understanding the sentence “Reflecting on your daily life regularly can help you make better choices and keep a healthy lifestyle”, the teacher can parse the sentence structure: “Reflecting on your daily life regularly” is the gerund phrase as the subject, “can help” is the predicate, “you” is the object, “make better choices and keep a healthy lifestyle” is the object complement. Then, the teacher gives similar example sentences to help students understand the usage of gerund phrases as subjects. Design Intention: Reading the whole text aloud can help students consolidate the understanding of the text, improve their pronunciation and intonation, and enhance their sense of language. Explaining difficult sentences can help students solve the obstacles in understanding the text, deepen their understanding of the text content and sentence structure, and improve their language analysis ability. While-reading: Language Focus and Consolidation On the basis of understanding the text, the teacher focuses on explaining the key vocabularies and sentence patterns in the text, combining with the context of the text, to help students master their usage in depth. For key vocabularies, the teacher selects the words that are closely related to the theme and difficult for students to master, such as “reflect”, “adjust”, “balance”, “routine”, “nutrition”, etc. For each word, the teacher explains its part of speech, meaning, usage and collocation, and combines with the sentences in the text to help students understand. For example, for the word “reflect”, the teacher explains: “Reflect is a verb, which means to think carefully about something. Its common collocation is ‘reflect on/upon something’. In the text, there is a sentence ‘Reflecting on your daily life regularly can help you make better choices’, which uses the gerund form of ‘reflect’ as the subject. We can also make sentences like ‘I need to reflect on my mistakes and correct them’.” Then, the teacher asks students to make sentences with these words, and checks their mastery. For key sentence patterns, the teacher focuses on the sentence patterns related to self-assessment and suggestion, such as “When I assess..., I find that...”, “I need to... to...”, “Reflecting on..., I realize that...”, “It is important to...”, etc. The teacher parses the structure of each sentence pattern, explains its usage and function, and gives more example sentences. For example, for the sentence pattern “When I assess..., I find that...”, the teacher explains: “This sentence pattern is used to express what you find when you assess something. ‘When I assess...’ is the time adverbial clause, and ‘I find that...’ is the main clause. The ‘that’ in the main clause can be omitted. For example, ‘When I assess my study, I find that I am not good at English listening’.” Then, the teacher organizes students to do substitution exercises, replacing the content in the sentence pattern with their own actual situation, so as to strengthen their mastery and application ability. Design Intention: Focusing on the explanation and consolidation of key vocabularies and sentence patterns can help students master the core language knowledge, and lay a foundation for their subsequent language application. Combining with the context of the text and students’ actual situation, it can make the language teaching more targeted and practical, avoid mechanical memorization, and improve students’ language application ability. Post-reading: Practice and Application (Self-assessment Practice and Group Discussion) Individual Self-assessment Practice The teacher asks students to conduct a self-assessment of their own healthy lifestyle according to the aspects mentioned in the text (nutrition, physical activity, mental health, daily routine). The teacher provides a self-assessment form on the multimedia, which includes the assessment aspects, their own performance (good/needs improvement/bad), and improvement suggestions. Students are required to fill in the form independently in English, using the vocabularies and sentence patterns learned in this lesson. During the filling process, the teacher walks around the classroom, provides help for students who have difficulties, such as reminding them of the relevant vocabularies and sentence patterns, and correcting their mistakes in grammar and expression. Design Intention: The individual self-assessment practice is closely combined with the text content and students’ real life, which can let students apply the learned language knowledge to practice, and realize the transformation from knowledge to ability. Filling in the self-assessment form can help students clarify their own healthy lifestyle status, cultivate their self-reflection ability, and at the same time strengthen their mastery of the learned vocabularies and sentence patterns. Group Discussion After students finish the individual self-assessment, the teacher divides them into groups of 4-5 people, and asks them to share their self-assessment results in the group. The sharing requirements are: each student introduces their own healthy lifestyle status (advantages and disadvantages) and improvement suggestions, and other students in the group can put forward their own opinions and supplementary suggestions. During the group discussion, the teacher puts forward the following requirements: 1. All students must speak in English; 2. Listen carefully to others’ sharing and respect others’ opinions; 3. Focus on the theme and avoid irrelevant topics. The teacher walks around each group, observes the discussion situation, guides students to use the learned language knowledge to communicate, and corrects their mistakes in expression in time. For groups with poor discussion effect, the teacher gives appropriate guidance, such as asking questions to stimulate their thinking: “What do you think of his improvement suggestions? Do you have better suggestions?” Design Intention: Group discussion can provide students with more opportunities to speak English, improve their oral expression ability and communicative ability. Sharing self-assessment results can let students learn from each other, understand the healthy lifestyle status of their classmates, and put forward more practical improvement suggestions. At the same time, it can cultivate students’ cooperative learning ability, communication ability and respect for others. Class Presentation After the group discussion, the teacher invites 2-3 groups to present their group discussion results to the whole class. Each group selects a representative to introduce the group’s overall self-assessment situation and the key improvement suggestions put forward. After the presentation, the teacher makes comments, affirms the advantages of the group (such as fluent expression, correct use of vocabularies and sentence patterns, practical suggestions), and puts forward corresponding improvement opinions (such as paying attention to the accuracy of grammar, using more complex sentence patterns). At the same time, the teacher guides other students to listen carefully and put forward their own questions or supplementary suggestions. Design Intention: Class presentation can test the effect of group discussion and individual practice, and provide students with a platform to show themselves, which is conducive to enhancing their learning confidence. The teacher’s comments and other students’ questions and suggestions can help students find their own shortcomings, further improve their language application ability and thinking ability. Class Summary The teacher invites students to summarize the content of this class independently. First, ask 1-2 students to share what they have learned in this class, including the main idea of the text, the specific aspects of self-assessment, the key vocabularies and sentence patterns, and the experience of self-assessment. Then, the teacher makes a comprehensive summary: “In this class, we learned Reading B Self-assessment, understood the significance of self-assessment of healthy lifestyle, mastered the specific aspects of self-assessment and the corresponding improvement suggestions, and also learned the relevant vocabularies and sentence patterns. We also conducted individual self-assessment and group discussion, applying the learned knowledge to practice. I hope you can apply what you have learned in this class to your daily life, regularly assess your own healthy lifestyle, and make timely adjustments to keep healthy.” Design Intention: Letting students summarize independently can cultivate their ability to sort out and summarize knowledge, and test their mastery of the content of this class. The teacher’s comprehensive summary can help students sort out the knowledge system of this class, deepen their understanding and memory of the knowledge, and clarify the practical significance of the knowledge. 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 $