Unit 3 Healthy Lifestyle-Reading A-Digging in 教案-2025-2026学年高中英语沪外版必修第三册

Unit 3 Healthy Lifestyle-Reading A-Digging in 教学目标和重难点 教学目标 It cultivates students’ language ability to grasp the text’s main idea and key expressions, cultural awareness to understand healthy lifestyle concepts at home and abroad, thinking quality to analyze logical relationships, and learning ability to master effective reading strategies. 教学重难点 Key points: Understand the text’s structure and core information about healthy living habits; master key words and phrases. Difficult points: Analyze the author’s implicit views and apply the learned knowledge to personal life. 教学过程 Step 1: Lead-in (Warm-up & Preview Review) The teacher starts the class with a question-and-answer activity: “What do you usually do to keep healthy? Do you have any good habits or bad habits in daily life?” Then, show some pictures about healthy and unhealthy lifestyles, such as doing exercise, eating junk food, staying up late and getting up early. Ask students to work in pairs to discuss the pictures, describe what they see and express their opinions on whether these behaviors are healthy or not. After 3 minutes of discussion, invite 2-3 pairs to share their ideas with the whole class. Finally, the teacher summarizes: “Healthy lifestyle is closely related to our physical and mental health. Today, we will learn Reading A Digging in, which will tell us more about how to develop a healthy lifestyle and the importance of sticking to it.” Design Intention: This lead-in activity is closely connected with students’ daily life, which can quickly activate their existing knowledge and life experience about healthy lifestyle. By asking questions and discussing pictures, students’ learning enthusiasm is aroused, and they can naturally enter the theme of the text. At the same time, it lays a foundation for students to understand the core content of the text, helps them establish a preliminary connection between their own life and the text, and reduces the difficulty of understanding the text. Step 2: Pre-reading (Vocabulary & Background Introduction) First, the teacher presents the key vocabulary and phrases in the text, including “dig in”, “balanced diet”, “physical activity”, “mental health”, “persevere”, “adjust”, “relieve stress” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with simple example sentences related to healthy lifestyle, and asks students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “balanced diet”, the teacher says: “A balanced diet means eating different kinds of food, such as vegetables, fruits, meat and grains, which can provide our body with enough nutrition.” Then, the teacher shows a short video (1-2 minutes) about the importance of balanced diet and proper physical activity, which introduces the basic knowledge of healthy lifestyle in a vivid way. After watching the video, the teacher asks a simple question: “What did you learn from the video? What are the two important aspects of a healthy lifestyle mentioned in the video?” to check students’ understanding. Next, the teacher briefly introduces the background of the text: “This text is a narrative article that tells the story of a student who used to have unhealthy habits, such as eating too much junk food and lacking exercise. Later, with the help of his teacher and family, he adjusted his lifestyle and finally became healthier and more energetic. Through this story, we can learn the methods and significance of developing a healthy lifestyle.” Design Intention: Vocabulary is the foundation of understanding the text. By explaining the key vocabulary and phrases in advance and combining them with example sentences and life scenarios, students can master the basic meaning and usage of the words, which avoids the situation that students are distracted by unknown words when reading the text. The short video not only enriches the teaching form, but also helps students further understand the background of the theme, and lays a solid foundation for the subsequent intensive reading. The background introduction enables students to have a preliminary understanding of the text structure and core content, which helps them form a preliminary reading expectation. Step 3: While-reading (Intensive Reading & Text Analysis) This step is divided into three parts: fast reading, careful reading and deep reading, to help students gradually understand the text from the surface to the deep. Fast Reading Ask students to read the text quickly and finish two tasks: Find out the main characters and the main idea of the text; Divide the text into several parts and summarize the main content of each part. After students finish reading, invite them to share their answers. The teacher summarizes and sorts out: The main character of the text is Li Ming, a senior high school student. The main idea is that Li Ming used to have unhealthy living habits, which made him feel tired and in low spirits. Later, with the guidance of his teacher and the support of his family, he adjusted his diet and exercise habits, and finally improved his physical and mental state. The text can be divided into three parts: Part 1 (Paragraph 1-2): Li Ming’s unhealthy habits and their influences; Part 2 (Paragraph 3-5): The process of Li Ming adjusting his lifestyle; Part 3 (Paragraph 6): The changes brought by the healthy lifestyle and Li Ming’s feelings. Design Intention: Fast reading aims to train students’ ability to obtain key information quickly. By setting simple and clear tasks, students can grasp the main framework of the text in a short time, understand the overall context of the text, and lay a foundation for careful reading. At the same time, it helps students master the fast reading strategy, which is conducive to improving their reading efficiency in daily learning. Careful Reading Ask students to read the text carefully paragraph by paragraph, and finish the following tasks in groups of 4: Task 1: Read Paragraph 1-2 and answer the questions: What unhealthy habits did Li Ming have? What influences did these habits have on him? Task 2: Read Paragraph 3-5 and fill in the blanks: Li Ming adjusted his lifestyle from two aspects: diet and exercise. In terms of diet, he gave up ______ and began to eat ______; in terms of exercise, he started to ______ every morning and ______ after school. Task 3: Read Paragraph 6 and answer the question: What changes did Li Ming have after adjusting his lifestyle? After students finish the tasks, each group sends a representative to share their answers. The teacher checks and corrects the answers, and emphasizes the key sentences and expressions in each paragraph, such as “Li Ming used to skip breakfast and eat a lot of junk food every day, which made him feel tired easily and couldn’t concentrate in class.” “He began to have a balanced diet, including vegetables, fruits, whole grains and lean meat.” “He also started running for 20 minutes every morning and playing basketball with his friends after school.” At the same time, the teacher guides students to analyze the sentence structure of some complex sentences, such as attributive clauses, to help students understand the meaning of the sentences more accurately. Design Intention: Careful reading is the key link to understand the details of the text. By dividing the text into paragraphs and setting targeted tasks, students can carefully read each part of the text and grasp the key details. Group cooperation can stimulate students’ learning initiative, let them exchange ideas with each other, and solve problems together, which not only improves their reading ability, but also cultivates their cooperative learning ability. Emphasizing key sentences and analyzing complex sentences helps students deepen their understanding of the text and master the language points in the text. Deep Reading On the basis of careful reading, the teacher guides students to carry out deep reading and think about the following questions: Why did Li Ming decide to change his unhealthy lifestyle? What role did Li Ming’s teacher and family play in his lifestyle change? What can we learn from Li Ming’s experience? What is the author’s purpose of writing this text? The teacher gives students 5 minutes to think independently first, then discusses with their group members, and sorts out their own views. After the discussion, invite students to share their ideas. The teacher guides and summarizes: Li Ming decided to change his lifestyle because his unhealthy habits made him feel tired and affected his study and life. His teacher gave him professional guidance and suggested that he adjust his diet and exercise habits; his family supported him and prepared healthy food for him, which gave him the motivation to persist. From Li Ming’s experience, we can learn that developing a healthy lifestyle requires determination and perseverance, and we need to adjust our habits according to our own situation. The author’s purpose of writing this text is to tell us the importance of a healthy lifestyle and encourage us to develop good living habits. At the same time, the teacher guides students to analyze the author’s emotional attitude in the text. For example, through the description of Li Ming’s changes, the author expresses a positive attitude towards healthy lifestyle, and hopes that readers can learn from Li Ming and pay attention to their own health. Design Intention: Deep reading aims to cultivate students’ critical thinking and analytical ability. By setting in-depth questions, students are guided to think beyond the surface of the text, understand the implicit meaning of the text and the author’s writing purpose. Independent thinking and group discussion help students form their own views, improve their ability to express their opinions in English, and at the same time, let students deeply understand the theme of the text, which lays a foundation for the subsequent application and migration of knowledge. Step 4: Post-reading (Consolidation & Application) This step includes three activities: vocabulary consolidation, text retelling and group discussion, to help students consolidate the knowledge learned and apply it to practice. Vocabulary Consolidation The teacher presents some sentences with blanks, and asks students to fill in the blanks with the key words and phrases learned in the text. For example: It is important for us to have a ______ (balanced diet / junk food) to keep healthy. Doing more ______ (physical activity / staying up late) can help us relieve stress. We should ______ (persevere / give up) in developing good living habits. After students finish filling in the blanks, the teacher checks the answers and asks students to make their own sentences with these key words and phrases, and invite several students to share their sentences. This activity helps students consolidate the usage of key vocabulary and phrases, and improve their ability to use language. Design Intention: Vocabulary consolidation is an important link to strengthen students’ memory of vocabulary. By filling in the blanks and making sentences, students can flexibly use the key words and phrases learned in the text, which avoids the situation that students only remember the meaning of words but cannot use them. At the same time, it helps students connect the vocabulary with specific contexts, improving their language application ability. Text Retelling Ask students to retell the text according to the framework of the text and the key information they have grasped. The teacher provides some prompts to help students, such as “Li Ming used to...”, “His unhealthy habits made him...”, “With the help of...”, “He adjusted his...”, “Finally, he...”. Students can retell the text individually or in pairs. After retelling, invite 2-3 students to retell the text in front of the whole class, and the teacher gives comments and guidance, pointing out the advantages and areas that need improvement, such as the accuracy of language, the fluency of expression and the completeness of content. Design Intention: Text retelling can help students consolidate the main content and key details of the text, and improve their ability to organize language and express in English. The prompts provided by the teacher can reduce the difficulty of retelling, help students build confidence, and at the same time, let students review the text again, deepening their understanding of the text structure and content. Group Discussion The teacher puts forward a discussion topic: “Combined with Li Ming’s experience and your own life, what healthy habits can we develop in our daily life? How can we stick to these habits when we encounter difficulties?” Ask students to discuss this topic in groups of 4, and each group sorts out 3-4 specific suggestions. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance and help when necessary. After 8 minutes of discussion, each group sends a representative to share their suggestions with the whole class. For example, some groups may put forward suggestions such as “We should have breakfast on time every day, avoid skipping breakfast”, “We should exercise for 30 minutes every day, such as running, swimming or playing ball games”, “We should go to bed early and get up early, avoid staying up late to play with mobile phones”, “When we want to give up, we can ask our friends or family for help and encourage each other”. The teacher summarizes the students’ suggestions, affirms their positive ideas, and emphasizes that developing a healthy lifestyle requires perseverance and persistence, and we should start from small things in daily life. Design Intention: Group discussion connects the text content with students’ real life, which helps students apply the knowledge learned in the text to practice, and realizes the migration and application of knowledge. Through discussion, students can exchange their own experiences and ideas, learn from each other, and form a correct understanding of healthy lifestyle. At the same time, it cultivates students’ ability to express their opinions in English, cooperate with others and solve problems together. Step 5: Summary & Homework Summary The teacher summarizes the whole class: “In today’s class, we learned Reading A Digging in, which tells us the story of Li Ming changing his unhealthy lifestyle. We have mastered the key vocabulary and phrases in the text, understood the main content and structure of the text, and analyzed the author’s writing purpose and emotional attitude. Through group discussion, we also put forward many practical suggestions on developing a healthy lifestyle. I hope everyone can keep in mind the importance of a healthy lifestyle, and try to develop good living habits in daily life, so as to keep healthy physically and mentally.” Design Intention: The summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their understanding of the theme of the text. At the same time, it guides students to connect the text content with their own life, and achieves the teaching goal of guiding students to develop a healthy lifestyle. Homework Assign two levels of homework to meet the needs of different students: Basic homework: Read the text aloud for 15 minutes every day, and recite the key sentences in each paragraph. Copy the key words and phrases learned in the class, and make 5 sentences with them. Improved homework: Write a short passage (80-100 words) about your own healthy lifestyle or the healthy habits you want to develop, using the key words and phrases learned in the class. Talk with your family about healthy lifestyle, and write down their suggestions. Design Intention: The hierarchical homework takes into account the differences of students’ learning level, so that every student can complete the homework according to their own situation, and achieve the purpose of consolidating the knowledge learned. The basic homework focuses on consolidating vocabulary and text reading, while the improved homework focuses on training students’ writing ability and connecting with real life, which helps students further apply the knowledge learned in the class and improve their comprehensive language 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 $