Unit 2 Healthy Lifestyle Reading and Thinking 导学案-2025-2026学年高中英语人教版选择性必修第三册

Unit 2 Healthy Lifestyle — Reading and Thinking Habits for a Healthy Lifestyle · Reading-class Study Guide · Answer key at the back Class ________ Name ________ Date ________ Type Reading class Period 1 Group ________ Learning Aims 1. Understand the main idea and text structure; trace how a choice becomes an automatic habit and master the cue – routine – reward cycle. 2. Use skimming and close reading to infer the writer’s purpose in using examples, two quotes (Aristotle and Laozi) and the they → we → you pronoun shift. 3. Apply the habit cycle to one of your own bad habits and plan one small change; build awareness of healthy living and self-discipline. Key Points & Difficulties • Key points: the cue–routine–reward cycle; the structure Problem (P1) → Mechanism (P2–4) → Solution (P5) → Encouragement (P6–7). • Difficult points: infer the purpose of the two quotes, the two examples and the pronoun shift; apply the cycle to your own life. Part Ⅰ Before Reading: Predict and Activate ★ Reading tip (finding the main idea): Read the first and last sentence of each paragraph. If no clear topic sentence stands out, look for the most important sentence, or summarise it with “What is it mainly about?” 1. Look at the title “Habits for a Healthy Lifestyle” and the picture. Before reading, tick the ideas you think will appear (you will check them later): ☐ A. How to change a bad habit and create good ones ☐ B. The cycle of how habits are formed ☐ C. Habits that help us study better ☐ D. Changing habits gradually ☐ E. No easy way to change bad habits ☐ F. What a habit is ☐ G. Why bad teenage habits should be changed Scaffold: note healthy / lifestyle in the title, then think about the topic of bad habits and guess which ideas the text may cover. (2) Is this text a story, an argument, or an explanation? How do you know? ________________ 2. Pair work (choose a level): Level A: Think of a habit you have. How did it start? Was it easy to keep? Level B: Was it easy to drop once you had it? Why do you think that is? Part Ⅱ Fast Reading: Get the Whole Picture ★ Task: read only the opening and closing sentence of each paragraph. 1. The text falls into three parts. Write the paragraph numbers and match each part’s job: Part Job Paragraph(s) Part 1 Raises the problem: teenage bad habits may grow serious ________ Part 2 Explains what a habit is and how to change it ________ Part 3 Draws the conclusion: change takes time, but teens have the power ________ 2. In five words, say what each part is really about. Part 1 ______________ Part 2 ______________ Part 3 ______________ 3. Check your guess in Part Ⅰ: which of A–G are actually covered in the text? (✓ / ✗) Part Ⅲ Close Reading: Paragraph by Paragraph Each question has three tiers: A = basic comprehension, B = inferential analysis, C = critical thinking. Do A first, then B, and C if you have time. Para 1 — The problem A. What problem does Paragraph 1 present, and who is it about? ________________ B1. Why does the writer give the example of tobacco and alcohol abuse, instead of just saying “bad habits are bad”? B2. “if left unchecked” — what does this phrase imply? Who does it put the responsibility on? What tone does it carry? B3. The writer says harmful habits “dominating a teenager’s life.” Why “dominating” rather than “affecting”? C. Is this paragraph mainly a warning to teenagers, or advice to parents and teachers? Find words to support your view. Para 2 — How a habit begins A. According to Para 2, how does a single choice become a habit? Number the steps (1–4): ____ you repeat it over and over again ____ the choice becomes automatic ____ you make a choice to do something ____ an even harder-to-change habit is formed B1. Why does the writer quote Aristotle — “We are what we repeatedly do”? How does it link to “our lifestyle is the sum of choices”? B2. “The good news is that we can change, if we understand how habits work.” What job does this sentence do in the whole text? (Hint: it opens Paras 3–5.) C. The writer calls a habit “much harder to change,” yet also says “we can change.” Is he contradicting himself? How does he balance the two? Para 3 — The habit cycle A. Write the three definitions: cue = ____________ routine = ____________ reward = ____________ B1. Why does the writer show a diagram (CUE → ROUTINE → REWARD) as well as the words? B2. Why “according to modern psychology” rather than “scientists say”? B3. The three are defined differently: cue = “a signal”; routine = “the regular action”; reward = “the good thing or feeling.” Why? C. Think of one of your own habits. What are its cue, routine and reward? Para 4 — The snack example A. Map the example onto the cycle: unhappy (cue) → ____________ (routine) → ____________ (reward). B1. Why is this short example placed right after the three definitions? B2. “The reward makes us much more likely to continue the cycle.” According to this, why is a habit so hard to break? (What does the brain keep wanting?) C. In the example, is the real reward the tasty snacks, or the good feeling? Does it matter? Para 5 — How to change it A. What moves does the writer suggest for changing a bad habit? B1. Two examples are given: (a) feeling unhappy → favourite music → feeling relaxed; (b) arriving at an escalator (cue) → taking the stairs. How are they DIFFERENT? B2. “Aside from changing bad habits, we can also use the habit cycle to create good habits.” How does this sentence broaden the argument? B3. Why replace the ROUTINE rather than just use willpower? (Hint: keep the cue and the reward, only change the behaviour.) C. If you replace the routine but the new reward feels weaker, what might happen? What could you do? Para 6 — Change takes time A. Why do many people fail to change? What is the “most successful way”? B1. Why does the writer quote Laozi AFTER quoting Aristotle? What is gained by putting a Greek thinker and a Chinese thinker together? B2. “not suddenly, but over a period of time” and “One step seems small, but it is essential.” What effect does this contrast have? B3. What does “discipline” mean here? Is it the same as strong willpower? C. Do you agree that lasting change must be slow? Can you imagine a case where a sudden change works? Para 7 — The writer’s message A. What is the final message to young people? B1. “There is no ‘magic pill’ or delete button.” What kind of expression is this, and what does it refuse? B2. Track the pronouns: Para 1 says “teenagers / they”; Paras 2–6 say “we”; Para 7 says “you / your.” Why switch to “you” at the end? B3. “You have the power to build a happy and healthy life full of good habits!” Is this mainly a fact or a call to action? What feeling does it end on? C. Who is the real reader of this text? Use the “you,” the “teenagers,” and the “delete button” as evidence. Part Ⅳ How the Writer Makes His Point Complete the table by finding evidence and explaining the writer’s purpose: Writer’s device Example in the text Effect / purpose Two quotes Aristotle (P2); Laozi (P6) Western and Eastern authority combined: repeated choices make us; a long journey starts with one step. Two examples snacks (P4); stairs (P5) snacks = replace a routine to break a bad habit; stairs = use the same cycle to build a good habit. Pronoun shift they (P1) → we (P2–6) → you (P7) from description → shared experience → direct address and a call to action. Diagram CUE → ROUTINE → REWARD (P3) makes the abstract cycle visible and shows it loops. Structure Problem P1 → Mechanism P2–4 → Solution P5 → Encouragement P6–7 present the problem → explain the mechanism → give the solution → end with encouragement. Part Ⅴ Think and Share: Produce (Tiered) 1. Personal task: pick one of your own bad habits and fill in the table. My habit My cue (trigger) My routine My reward One small replacement routine ________ ________ ________ ________ ________ 2. Discussion: Why do many people give up halfway? What would help them stick with a small change? 3. Choose one level to produce: Level A: In 3 sentences, write your cue–routine–reward and your one small change. Level B: Write about 50 words advising a friend who wants to break a bad habit. Use the habit cycle and “A journey of a thousand miles…” ★ Scaffold (if you get stuck): My habit is… When I feel… (cue), I usually… (routine) because it makes me… (reward). This time, I will… instead, and take it… step by step. A journey of a thousand miles begins with a single step! Answer Key and Explanations Part Ⅰ 1.(1) Covered: A, B, D, E, F, G. C is not covered — the text does not focus on study habits. 1.(2) An explanation — it explains how habits form and change, using definitions, examples and quotes, rather than telling a story or debating two sides. 2. Open. Reference: A — I bite my nails when nervous; it started without noticing. B — hard to drop because it became automatic and the reward came at once. Part Ⅱ 1. Part 1 = Para 1; Part 2 = Paras 2–5; Part 3 = Paras 6–7. (Part 3 runs through Para 7, the closing message.) 2. P1: bad habits must be faced; P2: what a habit is and how to change it; P3: change is slow, but teens have the power. 3. Covered: A, B, D, E, F, G; not C. Para 1 A. Teenage bad habits that, if left unchecked, may grow into more serious ones. B1. It shows habits can escalate (tobacco/alcohol → physical and mental problems), making the danger real and urgent; it shows rather than just tells. B2. “Left unchecked” means left without being controlled; it puts the watching and changing on teenagers themselves, with a warning tone. B3. “Dominating” means controlling or overpowering, stronger than “affecting”; it shows a habit can take over a life. C. Mainly to teenagers (they “must learn to recognise…”), though the warning can also be read by parents or teachers. Open answer with evidence. Para 2 A. Order: make a choice (1) → repeat (2) → automatic (3) → habit formed (4). (“The good news…” is a transition, not a step.) B1. Aristotle’s line sums up that repeated choices make us who we are; it supports “lifestyle = sum of choices” and adds authority. B2. It is the thesis/transition: habits are hard, but change is possible once we understand the cycle — it opens Paras 3–5. C. No contradiction: a habit is far harder to change than one choice, but not unchangeable once you understand the cycle. Para 3 A. cue = the signal that starts a habit; routine = the regular action in response; reward = the good thing or feeling it brings. B1. The diagram makes the abstract cycle visual and shows the loop cue → routine → reward → cue. B2. “Modern psychology” sounds evidence-based and scientific, adding credibility. B3. The roles differ: cue = trigger/situation, routine = behaviour, reward = outcome/feeling. C. Open, e.g. cue = phone buzzes; routine = check it; reward = feel connected. Para 4 A. cue = unhappy; routine = eat unhealthy snacks; reward = feel happy. B1. A concrete example makes the three dry definitions immediately understandable. B2. The reward trains the brain to expect the cue again, so the behaviour repeats — that is why sheer willpower fails. C. The real reward is the good feeling, not the food; knowing this, you can keep the feeling while changing the food. Para 5 A. Examine and adapt bad habit cycles; replace a negative routine with a positive one; also use the cycle to build good habits. B1. (a) replaces a bad routine (snacks → music) to break a bad habit; (b) uses the same cycle to create a good habit (stairs instead of the escalator) — the cycle works both ways. B2. It widens the argument from “stopping bad habits” to “building good habits,” making it positive and practical. B3. The cue and reward stay; only the routine changes, which is more realistic than forcing willpower. C. Open; if the new reward is too weak the cycle may break — pair the new routine with a clear reward. Para 6 A. People try to change quickly, fail, feel pessimistic and give up; the most successful way is gradual, over a period of time. B1. Aristotle (the West) and Laozi (the East) give two cultural authorities; the message feels timeless, universal and close to Chinese students. B2. The contrasts “not suddenly…but over time” and “small…but essential” stress slow, persistent, small-step change against quick fixes. B3. “Discipline” means repeatedly taking small action over time; it is action, not just feeling strong willpower. C. Open, with reasoning (e.g. some habits need a sudden break, but the text argues gradual change lasts). Para 7 A. Young people have plenty of time; there is no instant fix, but they can choose changes and build a healthy life. B1. “Magic pill” and “delete button” are metaphors for an instant, easy fix; they reject quick solutions and echo Para 6. B2. “They” keeps distance, “we” shares the experience, and the closing “you” speaks directly to the reader — a personal call to action. B3. It is persuasive and encouraging rather than neutral fact; it ends on hope and personal power. C. The reader is teenagers or young people; evidence: “as teenagers grow up,” “you have the power,” and the relatable “delete button.” Part Ⅳ and Ⅴ Part Ⅳ: see the right-hand “Effect / purpose” column of the table. Part Ⅴ: open. Level B reference: When you feel down (cue), don’t reach for snacks — listen to a favourite song instead; it still makes you relaxed. Remember, a journey of a thousand miles begins with a single small step, so be patient and keep going. 学科网（北京）股份有限公司 $