Unit 3 Be Active and Healthy! Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 It develops students’ language ability to use health-related words and sentences, cultivates cultural awareness of healthy lifestyles at home and abroad, improves thinking quality through logical analysis, and fosters autonomous learning ability via practice and cooperation. 教学重难点 Key: Mastering core vocabulary (e.g., sedentary, sufficient, diabetes) and sentence patterns about healthy activities; understanding the practice process of healthy lifestyles. Difficulty: Applying what is learned to express personal health plans in English. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing two groups of pictures on the screen: one group shows people with sedentary lifestyles (e.g., sitting in front of computers for a long time, eating fast food, rarely exercising) and their possible health problems (e.g., weight gain, fatigue), and the other group shows people with active lifestyles (e.g., running, playing ball games, eating a balanced diet) and their energetic states. Then the teacher asks two guiding questions: “What do you find from the pictures?” and “What kind of lifestyle do you have? Is it active or sedentary?” After asking the questions, the teacher invites 3-4 students to share their answers in simple English. During the sharing process, the teacher positively affirms their courage and expressions, and appropriately supplements and corrects their wrong words or sentences. For example, if a student says “I often sit and play phone”, the teacher can guide them to say “I often sit and play with my phone” and explain the correct collocation. Then the teacher naturally leads to the topic of this lesson: “Today we will learn how to keep active and healthy through practice, and master how to express healthy lifestyles in English.” Design Intention: The visual pictures can quickly attract students’ attention and arouse their interest in the topic. The guiding questions are closely related to students’ daily lives, making it easier for them to participate in the interaction and lay a foundation for the follow-up learning. Meanwhile, through students’ sharing, the teacher can initially understand their existing language level and living habits, which helps adjust the teaching rhythm and focus in the subsequent links. Step 2: Presentation (Vocabulary and Sentence Patterns Teaching) First, the teacher focuses on teaching the core vocabulary of this section. Combining the pictures shown in the lead-in link and the context of the textbook, the teacher presents the new words one by one: sedentary, sufficient, diabetes, illustrate, shock, transportation, rural, etc. For each word, the teacher pronounces it clearly twice, asks students to follow along, and then explains its meaning, part of speech, common collocations and example sentences. For example, when teaching “sedentary”, the teacher says: “Sedentary is an adjective, which means ‘spending a lot of time sitting and not doing much exercise’. Its common collocation is ‘sedentary lifestyle’. For example, A sedentary lifestyle may lead to diabetes and other health problems.” When teaching “sufficient”, the teacher combines the sentence in the textbook: “We need sufficient time to do exercise every day.” and explains its meaning of “enough” and collocation “be sufficient for sth.”. After teaching the vocabulary, the teacher moves on to the key sentence patterns. The key sentence patterns of this section include “It is important to do sth.”, “We should/shouldn’t do sth.”, “Doing sth. can help us...”, etc. The teacher presents these sentence patterns through specific examples related to healthy lifestyles. For example, “It is important to keep a balanced diet every day.” “We should take part in physical exercise regularly.” “We shouldn’t eat too much junk food.” “Running every morning can help us keep fit.” Then the teacher explains the structure and usage of each sentence pattern, and asks students to make simple sentences with the new vocabulary and sentence patterns. For example, the teacher asks: “Can you use ‘sedentary’ and ‘It is important to do sth.’ to make a sentence?” Guide students to say: “It is important to avoid a sedentary lifestyle.” During the teaching process, the teacher uses interactive methods such as asking and answering, group competition to mobilize students’ enthusiasm. For example, organize a vocabulary dictation competition: divide students into 4 groups, the teacher reads the word and its meaning, and the groups write it down quickly, and the group with the most correct words wins a small reward. For sentence making, invite students to write their sentences on the blackboard and comment on them together. Design Intention: Combining pictures and context to teach vocabulary and sentence patterns can help students understand and remember them better, avoiding isolated memory. The interactive activities such as group competition can stimulate students’ learning motivation, let them master the new knowledge in a relaxed atmosphere, and lay a solid language foundation for the follow-up reading and practice links. Step 3: Practice (Reading and Comprehension) First, the teacher distributes the reading materials of Section 2 to students (the content is about how a group of students practice healthy lifestyles, including their daily exercise plans, diet arrangements and the changes they have made). Then the teacher guides students to carry out three-level reading activities. The first level is fast reading. The teacher asks students to read the passage quickly and answer two questions: “What is the main idea of the passage?” and “How many aspects of healthy lifestyles are mentioned in the passage?” After students finish reading, the teacher invites several students to answer the questions, and summarizes the main idea of the passage: The passage mainly talks about the practice process of a group of students to keep active and healthy, including exercise and diet. The aspects mentioned are exercise and diet. The second level is careful reading. The teacher asks students to read the passage carefully and complete the following tasks: 1. Underline the core vocabulary and key sentence patterns learned in the passage; 2. Fill in the table about the students’ exercise plans and diet arrangements (the table includes two columns: Exercise Plans and Diet Arrangements). After students finish the tasks, the teacher checks the results with the whole class. For the underlined vocabulary and sentence patterns, the teacher randomly selects students to read them and explain their usage in the context. For the table, invite a student to fill it in on the blackboard, and correct and supplement it together to ensure that students understand the details of the passage. The third level is deep reading. The teacher puts forward some critical thinking questions: “What changes have the students made after practicing healthy lifestyles?” “Do you think their practice methods are suitable for you? Why or why not?” “What other healthy lifestyle practices can you think of?” Then the teacher organizes students to discuss these questions in groups of 4. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides appropriate guidance and help for students who have difficulty expressing themselves. For example, if a student doesn’t know how to express “I think their methods are suitable because they are simple and easy to insist on”, the teacher can guide them to use the sentence patterns they have learned: “I think their methods are suitable because they are simple and easy to keep doing.” After the group discussion, each group selects a representative to share their discussion results with the whole class. The teacher makes comments on each group’s sharing, affirms their positive views and unique insights, and guides students to form a correct understanding of healthy lifestyles. Design Intention: The three-level reading activities (fast reading, careful reading, deep reading) are designed to help students gradually deepen their understanding of the passage, from grasping the main idea to mastering the details, and then to thinking deeply about the theme. Group discussion can cultivate students’ cooperative learning ability and critical thinking ability, and let them apply the learned language knowledge to the discussion, improving their language expression ability. Step 4: Consolidation (Language Application) This link is divided into two parts: oral practice and written practice, to help students comprehensively apply the knowledge they have learned. In the oral practice part, the teacher designs a role-play activity. The task is: Suppose you and your partner are talking about your own healthy lifestyle plans. You need to use the core vocabulary and key sentence patterns learned in this lesson to discuss your daily exercise, diet, rest and other arrangements. The teacher first shows a sample dialogue on the screen: “A: What do you usually do to keep healthy? B: I usually go running every morning and eat a lot of vegetables and fruits. A: That’s a good habit. I think it is important to avoid a sedentary lifestyle. B: You are right. What about you? Do you have any other good suggestions? A: We should also go to bed early and get up early, and not stay up late.” Then the teacher asks students to practice the dialogue in pairs. During the practice, the teacher walks around to check, corrects the wrong expressions in time, and encourages students to add their own ideas to enrich the dialogue. After the pair practice, the teacher invites 2-3 pairs of students to perform their dialogues in front of the class. The teacher and other students make comments on their performance, focusing on whether they use the correct vocabulary and sentence patterns, whether their expressions are fluent, and whether the content is in line with the theme. For the students who perform well, the teacher gives full affirmation; for the students who have deficiencies, the teacher gives patient guidance and encouragement. In the written practice part, the teacher asks students to write a short passage entitled “My Healthy Lifestyle Plan”. The requirements are: 1. Use at least 5 core vocabulary and 3 key sentence patterns learned in this lesson; 2. The content should include exercise, diet and rest arrangements; 3. The logic is clear and the expression is fluent. Before writing, the teacher gives some tips: first, list the outline of the passage (e.g., opening: the importance of healthy lifestyle; body: exercise, diet, rest plans; closing: determination to keep the plan), and then fill in the content according to the outline. During the writing process, the teacher provides help for students who have difficulty, such as reminding them of the correct collocation of vocabulary and the usage of sentence patterns. After students finish writing, the teacher collects some students’ works, reads them out in class, and comments on them. The comments focus on the correctness of vocabulary and sentence patterns, the fluency of expression and the rationality of content. At the same time, the teacher selects excellent works to show to the whole class, letting students learn from each other. Design Intention: Oral practice and written practice are combined to help students apply the learned language knowledge in both listening and speaking and reading and writing, improving their comprehensive language application ability. The role-play activity can stimulate students’ interest in oral expression, and the writing task can help students sort out their ideas and consolidate the knowledge they have learned. The comments and demonstrations can let students find their own deficiencies and learn from others’ advantages. Step 5: Expansion (Cultural Extension and Emotional Education) First, the teacher introduces the differences in healthy lifestyles between Chinese and Western teenagers. For example, Western teenagers pay more attention to outdoor sports, such as playing basketball, football, riding bicycles, etc., while Chinese teenagers are more likely to be affected by the pressure of study and have a sedentary lifestyle; Western families pay more attention to a balanced diet, with more vegetables, fruits and protein, while some Chinese families have the habit of eating too much staple food and oily food. The teacher uses simple English to introduce these differences, and asks students: “What can we learn from Western teenagers’ healthy lifestyles?” Then the teacher leads students to discuss the importance of keeping active and healthy. The teacher says: “Nowadays, more and more teenagers have health problems due to sedentary lifestyles and unhealthy eating habits, such as myopia, obesity, diabetes, etc. Keeping active and healthy is not only good for our physical health, but also helps us keep a clear mind and improve our study efficiency.” Then the teacher invites students to share their own experiences: “Have you ever had health problems caused by unhealthy lifestyles? What did you do to improve them?” Finally, the teacher makes a summary: “Health is the foundation of everything. We should develop a good living habit, keep active, eat healthily, and try our best to keep our bodies and minds healthy. At the same time, we should also encourage our family and friends to keep a healthy lifestyle together.” Design Intention: Cultural extension can broaden students’ horizons, let them understand the differences in healthy lifestyles between different cultures, and cultivate their cultural awareness of respecting and learning from each other. Emotional education can let students realize the importance of healthy lifestyles, help them establish a correct health concept, and guide them to put the learned knowledge into practice, which is in line with the requirements of key competencies. Step 6: Summary and Homework First, the teacher summarizes the content of this lesson with the students. The teacher guides students to review the core vocabulary, key sentence patterns and the main content of the reading passage, and emphasizes the key and difficult points of this lesson: mastering the vocabulary and sentence patterns related to healthy lifestyles, and being able to apply them to oral and written expression. The teacher also affirms the performance of the students in this class, praises the active participants and the students who have made progress, and encourages all students to continue to work hard. Then the teacher assigns homework: 1. Recite the core vocabulary and key sentence patterns of this lesson, and write 5 sentences with each sentence pattern; 2. Revise the short passage written in class according to the teacher’s comments, and hand it in the next class; 3. Interview your family members about their healthy lifestyles, and write a short interview report (in English, 80-100 words); 4. Try to keep a healthy lifestyle according to your own plan and record your changes for a week. Design Intention: The summary link helps students sort out the knowledge they have learned in this class, strengthen their memory and form a systematic knowledge framework. The homework is designed to consolidate the knowledge learned in class, extend the learning content to daily life, and let students apply the knowledge to practice, which not only helps improve their language ability, but also guides them to develop good living habits. 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 $