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

Unit 3 Healthy Lifestyle-Reading A-Moving Forward 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master health-related vocabulary, understand cultural differences in healthy lifestyles, develop logical thinking and form autonomous learning habits. 教学重难点 Key: Grasp the main idea and structure of the passage, master core vocabulary and sentence patterns about healthy lifestyles. Difficulty: Understand the logical relationship in the text and apply what they’ve learned to express personal views. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing students a set of pictures on the screen, including scenes of students staying up late to play with mobile phones, eating junk food, doing morning exercises, and keeping a balanced diet. Then the teacher asks two questions: “What do you think of the lifestyles in these pictures? Which one is a healthy lifestyle and why?” After that, the teacher invites 3-4 students to share their opinions freely in English. During the students’ sharing, the teacher listens carefully, corrects minor grammatical mistakes gently, and guides students to use simple and appropriate expressions related to health, such as “junk food”, “regular exercise”, “balanced diet” and “stay up late”. Finally, the teacher summarizes the students’ answers, leads out the unit theme “Healthy Lifestyle” and introduces the title of Reading A “Moving Forward”, explaining briefly that this passage will talk about how to move forward to a healthier lifestyle by overcoming difficulties and forming good habits. Design Intention: The lead-in activity is designed based on students’ daily life, which can quickly arouse students’ interest in the topic. The pictures are intuitive and vivid, helping students connect the new lesson with their own life experience, reduce the difficulty of understanding the new text. By asking questions and inviting students to share, the teacher can not only activate students’ existing knowledge reserve about healthy lifestyles, but also create a relaxed and active classroom atmosphere, laying a good foundation for the subsequent reading teaching. Meanwhile, correcting students’ mistakes gently can protect their enthusiasm for speaking English and improve their language expression ability imperceptibly. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases of the passage on the screen, including “motivation”, “perseverance”, “overcome”, “obstacle”, “routine”, “commitment”, “adjust”, “fitness”, “nutrition” and “mental health”. For each word and phrase, the teacher pronounces it clearly and slowly, asks students to follow along, and then explains its meaning and usage in combination with simple sentences related to healthy lifestyles. For example, for “perseverance”, the teacher says: “Perseverance means the quality of continuing to do something even when it is difficult. If you have perseverance, you can keep doing exercise every day to keep healthy.” For “obstacle”, the teacher gives the sentence: “Lack of time is a common obstacle for many people to keep a healthy lifestyle.” Then, the teacher arranges a small activity: divide students into groups of 4, and each group is given 3 words or phrases to make simple sentences related to healthy lifestyles. After 3 minutes of preparation, each group sends a representative to share their sentences with the whole class. The teacher comments on the sentences, affirms the correct ones, and helps correct the inappropriate ones. Next, the teacher briefly introduces the background of the passage: In modern society, many teenagers are facing various problems in their lifestyle, such as irregular work and rest, unbalanced diet, lack of exercise and heavy study pressure, which affect their physical and mental health. This passage takes the experience of a teenager as an example, telling us how to overcome these obstacles and move forward to a healthier lifestyle. It aims to guide students to pay attention to their own health and form good living habits. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce the difficulty of understanding the text, avoid being blocked by new words during reading, and improve reading efficiency. By explaining words in combination with sentences related to the topic, students can not only remember the words better, but also understand their usage in context. The group activity of making sentences can stimulate students’ enthusiasm for learning vocabulary, promote mutual learning and communication among students, and deepen their memory of vocabulary. The brief introduction of the background helps students understand the purpose and significance of the passage, establish a connection between the text and real life, and lay a foundation for in-depth understanding of the text content. Step 3: While-reading (In-depth Reading and Skill Training) This step is divided into three parts: skimming, scanning and intensive reading, which aims to help students grasp the text from the overall to the local, and gradually improve their reading ability. Skimming (Grasp the Main Idea) The teacher asks students to read the passage quickly, without paying too much attention to details, and then answer two questions: “What is the main idea of this passage? Who is the writer of the passage and what is his/her experience?” After students finish reading, the teacher invites several students to answer the questions. Then the teacher summarizes the main idea of the passage: The passage is a personal narrative. The writer shares his/her experience of overcoming obstacles such as lack of motivation and time, forming good living habits, and moving forward to a healthier lifestyle, and encourages readers to take action to pursue a healthy life. At the same time, the teacher helps students sort out the overall structure of the passage: the beginning introduces the problems faced by the writer (unhealthy lifestyle), the middle describes the process of the writer overcoming obstacles and changing his/her lifestyle, and the end expresses the writer’s feelings and expectations. Design Intention: Skimming is an important reading skill, which helps students quickly grasp the main idea and overall structure of the text, and cultivate their ability to extract key information from the text. By asking targeted questions, the teacher can guide students to focus on the core content of the text during skimming, avoid aimless reading, and improve the efficiency of skimming. 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 intensive reading. Scanning (Extract Key Details) The teacher asks students to read the passage again, scan for specific information, and fill in the following table. The table is presented on the screen, including three columns: “Obstacles the writer faced”, “Measures the writer took” and “Effects of the measures”. Students are required to find relevant information in the text and fill in the table independently. After students finish filling in, the teacher invites a student to present his/her table on the screen, and then checks and corrects it together with the whole class, emphasizing the key information and the corresponding sentences in the text. For example, the obstacles the writer faced include “lack of motivation to exercise”, “no time to prepare healthy meals” and “feeling stressed and anxious”; the measures taken include “setting small and achievable goals”, “making a daily routine”, “preparing meals on weekends” and “doing meditation to relieve stress”; the effects include “gradually forming the habit of exercising”, “eating more healthily”, “feeling more relaxed and energetic”. Design Intention: Scanning is a reading skill that focuses on extracting specific information. Through this activity, students can improve their ability to find key details quickly and accurately in the text. Filling in the table can help students sort out the key information in the text systematically, clarify the logical relationship between obstacles, measures and effects, and deepen their understanding of the text content. The process of checking and correcting together with the whole class can help students find their own mistakes, consolidate the key information, and promote mutual learning among students. Intensive Reading (Analyze Sentence Patterns and Logical Relationships) First, the teacher selects several key sentences in the passage, presents them on the screen, and guides students to analyze their sentence structures and meanings. For example, the sentence: “At first, I found it difficult to stick to a regular exercise routine, but with small goals and constant encouragement from my friends, I gradually made progress.” The teacher helps students analyze that “it” in the sentence is a formal object, and the real object is the infinitive phrase “to stick to a regular exercise routine”; “but” is a conjunction, indicating a turning relationship. Then the teacher asks students to translate the sentence into Chinese, and explains the usage of “find it + adj. + to do sth.”. Another example: “By preparing healthy meals on weekends and storing them in the refrigerator, I can save time on weekdays and avoid eating junk food.” The teacher analyzes that “by doing sth.” is a prepositional phrase, indicating the way or method, and guides students to use this structure to make sentences related to healthy lifestyles. Then, the teacher guides students to analyze the logical relationship in the text. The teacher asks students to find the transition words in the passage, such as “at first”, “however”, “then”, “finally”, “besides”, “in addition” and so on, and explains their functions. For example, “however” indicates a turning relationship, “then” indicates a sequential relationship, and “besides” indicates an additional relationship. Then the teacher asks students to discuss in groups: “How do these transition words help the writer organize the text? What is the role of logical connection in the passage?” After the discussion, each group sends a representative to share their views. The teacher summarizes: These transition words make the text structure clear and the logic smooth, helping readers better understand the process of the writer’s change and the connection between different parts of the text. In addition, the teacher guides students to pay attention to the author’s emotional changes in the passage. The teacher asks questions: “What was the writer’s mood at the beginning? How did it change in the process? What was his/her mood at the end? What words or sentences in the text can show these emotional changes?” Students are required to find relevant words and sentences in the text and analyze them. For example, the writer’s mood at the beginning was “discouraged” and “anxious”, which can be seen from the sentence “I felt discouraged and anxious because I couldn’t keep up with a healthy lifestyle”; in the process of change, the writer’s mood became “hopeful” and “confident”, which can be seen from “I felt hopeful when I achieved my first small goal”; at the end, the writer was “proud” and “grateful”, which can be seen from “I am proud of my progress and grateful for the support from my friends and family”. Design Intention: Intensive reading is the key link of reading teaching, which aims to help students understand the details of the text, master key sentence patterns and logical relationships, and improve their language analysis ability. By analyzing key sentences, students can master the usage of important sentence patterns, accumulate language materials, and lay a foundation for their own language expression. Analyzing transition words and logical relationships helps students improve their ability to understand the text structure and logical thinking, which is in line with the requirements of cultivating students’ thinking quality in core literacy. Guiding students to pay attention to the author’s emotional changes can help students better understand the author’s intention and the theme of the passage, and cultivate their ability to perceive and experience emotions in the text. Step 4: Post-reading (Consolidation and Application) This step includes three activities: group discussion, role-play and writing practice, which aims to help students consolidate what they have learned, apply it to practical communication and writing, and improve their comprehensive language application ability. Group Discussion The teacher divides students into groups of 5, and assigns the discussion topic: “What obstacles do you face in keeping a healthy lifestyle? What measures can you take to overcome these obstacles and move forward to a healthier lifestyle?” Each group is required to discuss the topic fully, and each student should express their own views. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, provides guidance and help when necessary, and reminds students to use the vocabulary, phrases and sentence patterns learned in the passage. After 10 minutes of discussion, each group sends a representative to share the group’s views with the whole class. The teacher comments on each group’s sharing, affirms the good points, puts forward suggestions for improvement, and guides students to use more accurate and appropriate language to express their views. Design Intention: Group discussion is an effective way to promote students’ cooperative learning and communication. Through discussing the topic closely related to their own life, students can not only consolidate the vocabulary and sentence patterns learned in the passage, but also combine the text content with their own experience, deepen their understanding of the theme of healthy lifestyle. In the process of discussion, students can learn from each other, improve their language expression ability and cooperative learning ability. The teacher’s guidance and comments can help students find their own shortcomings and improve their language application ability. Role-play The teacher arranges a role-play activity. Each group is assigned a scenario: “One student is a student who is troubled by an unhealthy lifestyle (such as staying up late, eating junk food, lack of exercise), and the other students are his/her friends, who give him/her advice on how to overcome the obstacles and form a healthy lifestyle.” Students are required to design the dialogue according to the scenario, and use the vocabulary, phrases and sentence patterns learned in the passage. After 5 minutes of preparation, each group performs their role-play in front of the whole class. The teacher evaluates each group’s performance from the aspects of language accuracy, fluency, plot design and emotional expression, and gives positive feedback and suggestions. Design Intention: Role-play can make students put themselves in the scenario, apply the knowledge they have learned to practical communication, and improve their oral expression ability and communication ability. The scenario is closely related to the text theme and students’ life, which can stimulate students’ enthusiasm for participation and make the classroom more vivid and interesting. Through role-play, students can not only consolidate the knowledge they have learned, but also deeply understand the practical significance of a healthy lifestyle, and cultivate their ability to solve practical problems. Writing Practice The teacher assigns a writing task: “Write a short passage of about 100 words, talking about your own experience of keeping a healthy lifestyle, including the obstacles you faced, the measures you took and the effects. Try to use the vocabulary, phrases and sentence patterns learned in the passage.” Before writing, the teacher gives a brief guidance: first, determine the structure of the passage (beginning: introduce the background; middle: describe the obstacles, measures and effects; end: express feelings or expectations); second, pay attention to the use of transition words to make the logic smooth; third, use the key vocabulary and sentence patterns learned in the passage. Students write independently, and the teacher walks around the classroom, providing help to students who have difficulties. After students finish writing, the teacher collects some students’ works, presents them on the screen, and comments on them together with the whole class, pointing out the advantages and shortcomings, and guiding students to revise their works. Design Intention: Writing practice is an important link to consolidate students’ language knowledge and improve their writing ability. By asking students to write about their own experience, we can combine the text content with students’ real life, stimulate their writing enthusiasm, and make their writing more real and vivid. The teacher’s guidance helps students master the writing structure and skills, and the comments and revisions can help students find their own mistakes, improve their writing level, and achieve the goal of applying what they have learned. Step 5: Summary The teacher summarizes the whole lesson: In this lesson, we have learned Reading A “Moving Forward”, grasped the main idea and structure of the passage, mastered the core vocabulary and key sentence patterns related to healthy lifestyles, and analyzed the logical relationship and the author’s emotional changes in the text. Through group discussion, role-play and writing practice, we have applied what we have learned to practical communication and writing. At the same time, we have also realized the importance of a healthy lifestyle and learned how to overcome obstacles to move forward to a healthier life. The teacher encourages students to apply the knowledge and methods learned in this lesson to their daily life, form good living habits, and pay attention to their own physical and mental health. Design Intention: Summarizing the lesson helps students sort out the knowledge they have learned in this lesson, form a systematic knowledge framework, and consolidate the key points of the lesson. Encouraging students to apply what they have learned to daily life can realize the connection between classroom teaching and real life, and achieve the teaching goal of guiding students to form a healthy lifestyle. 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 $