Unit 3 Be Active and Healthy!-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第二册

Unit 3 Be Active and Healthy!-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Master health-related words and reading skills. Cultural Awareness: Understand health concepts in different cultures. Thinking Quality: Develop logical and critical thinking through reading. Learning Ability: Cultivate autonomous and cooperative learning habits. 教学重难点 Key Points: Grasp the main idea and details of the reading passage; master core words like sedentary, sufficient and phrases related to healthy life. Difficult Points: Analyze the author’s purpose and infer implied meanings. 教学过程 Step 1: Lead-in The teacher starts the class by showing a set of pictures on the screen, including students sitting in front of computers for a long time, people doing sports, a table with balanced diet and a person looking tired due to lack of rest. Then the teacher asks two questions: “What do you see in these pictures?” and “Which kind of lifestyle do you think is healthy? Why?” After students give their answers freely, the teacher summarizes: “Nowadays, many people have a sedentary lifestyle, which brings health problems. Today, we will read a passage to learn how to keep active and healthy.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the topic. The open questions provide students with opportunities to express their own opinions in English, activating their existing knowledge about healthy life. Meanwhile, it naturally leads to the theme of the reading passage, laying a good foundation for the following reading activities. Step 2: Pre-reading First, the teacher presents the core new words and phrases of the passage on the screen, including sedentary, sufficient, illustrate, shock, diabetes, sedentary lifestyle, be sufficient for, suffer from, take measures. For each word and phrase, the teacher explains its meaning, pronunciation and usage with simple English, and gives example sentences related to daily life. For example, when explaining “sedentary”, the teacher says: “Sedentary means sitting or not moving much. A sedentary lifestyle is bad for our health because it can make us fat.” Then the teacher asks students to make simple sentences with these words and phrases in pairs, and invites several pairs to share their sentences with the whole class. Next, the teacher introduces the background of the passage briefly: “This passage is taken from a health magazine. It mainly talks about the harm of a sedentary lifestyle and gives some suggestions on how to keep active and healthy. Now, let’s predict what the passage will talk about according to the title ‘Be Active and Healthy!’” Students are encouraged to predict freely, such as “It may talk about different kinds of sports”, “It may tell us how to have a healthy diet” or “It may explain why being active is important for our health.” Design Intention: Pre-reading vocabulary teaching helps students remove language barriers in reading, enabling them to understand the passage more smoothly. Making sentences in pairs not only helps students master the usage of new words and phrases, but also improves their oral expression ability. Predicting the content of the passage can stimulate students’ reading desire and help them form a preliminary understanding of the passage, which is conducive to improving their reading efficiency. Step 3: While-reading Activity 1: Skimming The teacher asks students to read the passage quickly and answer two questions: 1. What is the main idea of the passage? 2. How many parts can the passage be divided into? After students finish reading, the teacher invites some students to answer the questions. Then the teacher summarizes: “The main idea of the passage is to introduce the harm of a sedentary lifestyle and provide some practical suggestions to keep active and healthy. The passage can be divided into two parts: the first part talks about the harm of a sedentary lifestyle, and the second part gives suggestions on keeping active and healthy.” Design Intention: Skimming is a basic reading skill that helps students grasp the main idea of the passage quickly. By dividing the passage into parts, students can have a clearer structure of the passage, which lays a foundation for the detailed reading of the next step. Activity 2: Scanning The teacher asks students to read the passage again carefully and complete the following table. The table includes two columns: “Harm of sedentary lifestyle” and “Suggestions to keep active and healthy”. Students need to find the key information from the passage and fill in the table. During the process, the teacher walks around the classroom to help students who have difficulties. After students finish filling in the table, the teacher invites a student to present his/her table on the screen, and corrects and supplements it together with the whole class. Design Intention: Scanning helps students find specific information quickly, improving their ability to obtain key details from the passage. Completing the table can help students sort out the information of the passage systematically, deepen their understanding of the content, and cultivate their ability to summarize and sort out information. Activity 3: Detailed Reading The teacher divides the passage into two parts and guides students to read them in detail. For the first part (the harm of sedentary lifestyle), the teacher asks the following questions: 1. What health problems can a sedentary lifestyle cause? 2. How does the author illustrate the harm of sedentary lifestyle? 3. What does the word “shock” mean in the sentence “It may shock you to know that...”? Students discuss these questions in groups of four. After the discussion, each group sends a representative to share their answers. The teacher explains and supplements the key points: The sedentary lifestyle can cause weight gain, diabetes, heart disease and other health problems. The author illustrates the harm by giving specific data and examples. The word “shock” here means “to make someone feel very surprised and upset”. For the second part (suggestions to keep active and healthy), the teacher asks students to find out the specific suggestions given by the author and discuss whether these suggestions are practical and suitable for them. Then the teacher invites some students to share their opinions. For example, some students may think that “taking public transportation instead of driving” is practical, while others may think that “doing exercise for 30 minutes every day” is easy to insist on. In addition, the teacher focuses on some difficult sentences in the passage, such as “A sedentary lifestyle may lead to weight gain and other health problems, which in turn can increase the risk of diabetes and heart disease.” The teacher explains the sentence structure (non-restrictive attributive clause) and the meaning of the sentence, and asks students to translate the sentence into Chinese to check their understanding. Design Intention: Detailed reading helps students deeply understand the content of each part of the passage, grasp the key sentences and difficult points. Group discussion can stimulate students’ thinking, let them learn from each other, and improve their cooperative learning ability and critical thinking ability. Analyzing difficult sentences can help students break through the language difficulties in reading, improve their ability to understand complex sentences. Step 4: Post-reading Activity 1: Retelling The teacher asks students to retell the passage with the help of the key words and phrases they have learned. The key words and phrases are presented on the screen, including sedentary lifestyle, harm, weight gain, diabetes, heart disease, suggestions, take public transportation, do exercise, balanced diet, sufficient sleep. Students can retell the passage individually or in pairs. The teacher invites several students to retell the passage in front of the class, and gives positive comments and suggestions for improvement. Design Intention: Retelling the passage can help students consolidate the content of the passage, improve their ability to organize language and express in English. The key words and phrases provide support for students, reducing the difficulty of retelling, and enhancing their confidence in speaking English. Activity 2: Group Discussion The teacher puts forward a discussion topic: “What other suggestions can you give to keep active and healthy? How can you put these suggestions into practice in your daily life?” Students discuss the topic in groups of four. During the discussion, students need to use the words and phrases they have learned in this class. After the discussion, each group sends a representative to make a report to the whole class, introducing their group’s suggestions and practice plans. The teacher listens carefully to each group’s report and gives comments and guidance. Design Intention: Group discussion on practical topics can connect the knowledge learned in class with students’ daily life, making the English learning more practical. It can also improve students’ oral expression ability, cooperative learning ability and problem-solving ability. At the same time, it can guide students to pay more attention to their own health and develop good living habits. Activity 3: Reading Extension The teacher provides a short English passage about healthy lifestyle, which is related to the theme of this class but has some new words and expressions. Students read the passage and answer the following questions: 1. What is the main idea of the extension passage? 2. What new suggestions does it give? After students finish reading and answering the questions, the teacher explains the new words and expressions in the extension passage and summarizes the main content. Then the teacher asks students to compare the two passages and find out their similarities and differences. Design Intention: Reading extension can expand students’ reading scope, improve their reading ability. Comparing the two passages can help students deepen their understanding of the theme of healthy lifestyle, and cultivate their ability to analyze and compare information. At the same time, it can lay a foundation for students’ future autonomous reading. Step 5: Summary and Homework Summary The teacher summarizes the content of this class with the help of students: “In this class, we have learned a passage about keeping active and healthy. We have mastered some core words and phrases related to healthy lifestyle, grasped the main idea and details of the passage, and discussed how to keep active and healthy in our daily life. We also improved our reading and speaking abilities through various activities.” Design Intention: Summarizing the class content can help students sort out the knowledge learned in this class, consolidate the key points, and form a systematic knowledge structure. Homework 1. Read the passage again and recite the key words and phrases learned in this class. 2. Write a short passage (about 100 words) to introduce your own healthy lifestyle or your plan to keep active and healthy. 3. Find one more English passage about healthy lifestyle and read it, and write a short summary (about 50 words). Design Intention: The homework is designed to consolidate the knowledge learned in class. Reciting words and phrases helps students master the basic language knowledge. Writing a short passage can improve students’ writing ability and apply the knowledge learned in class to practice. Reading an extra passage can expand students’ reading scope and improve their autonomous reading 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 $