Unit 2 Healthy Lifestyle Reading for Writing 教案 -2025-2026学年高中英语人教版选择性必修第三册

Unit 2 Healthy Lifestyle — Reading for Writing Topic: Writing a Letter to the Editor — Change Your Habits, Change Your Life Type: Writing class Period: 2 of 2 Class: Senior 2 Duration: 45 min Text: Wang Lu's letter (diet/exercise) and George Fielding's letter (stress/rock climbing) 设计思路 本班上次写建议信，学生作业集中暴露三个问题：cue写“sometimes/I'm tired”太模糊；routine写“do exercise/use phone less”没有时间地点频率；结尾不写对读者的目的。本教案据此设计：Step 2工作表逼出具体触发时间和替代理由；Step 4要求new routine必须有时间+地点+动作+最低频率；Step 5量规把“具体度”单列打分。阅读环节用文本提示卡分层（弱班给关键词、普通班给首段、强化班自己回原文摘），写作环节分A/B/C三组支架，避免全班同句。 学情诊断（课前5分钟小测或上节课作业统计） • 统计三类常见问题：(1) cue模糊（sometimes/I'm tired）；(2) routine无频率（do exercise）；(3) 结尾无读者目的。 • 若本班＞50%属第(1)类，Step 2工作表增加“when/where”栏，Step 4巡堂多问“When exactly does it happen?”。 • 课中分组参考：A组（词汇写句弱）=半控制框架+提示卡；B组（能写但逻辑散）=工作表+自选语言块；C组（表达强但内容空）=不加框架，要求写上次失败经验+对读者建议。 Teaching Objectives • Analyse the two letters through the cue–routine–reward lens; distinguish short-term rewards from real (sustainable) rewards. • Use 5–6 functional chunks from the letters to describe a habit change with specific time, place and frequency. • Write a letter to the editor (120–150 words) with a clear cue, a specific new routine and a purpose to readers. Key & Difficult Points Key: applying the habit cycle to read the letters and to plan one's own writing. Difficult: (1) identify the real cue and the short-term vs long-term reward; (2) design a specific replacement routine with time/place/frequency; (3) explain why the new routine keeps the old reward. Teaching Procedure (45 minutes) Step 1 Activate: recall the cycle and predict (5 min) Teacher boards cue → routine → reward and asks what each means. Then: “Why can't you just stop?” Expected: the reward stays — replace, don't just remove. Think-pair-share: students read the first paragraph of each letter for 30 seconds. Each writes ONE word on what old routine the writer may replace. Pair-share (1 min). Teacher calls 2 students but does NOT confirm — says “Read on to check.” Everyone writes, not just talks. Step 2 Read and analyse with the cycle (15 min) Skim (3 min): match each letter to its topic. Wang Lu = health/diet; George = stress/relaxation. Close reading (8 min): pairs split the letters. Each completes the worksheet below. Worksheet — Cycle map for one letter: Old cue (when/where/what triggered it?) ________________ Old routine (what did they do? frequency?) ________________ Old reward — short-term payoff vs long-term cost Short-term: ______ Long-term: ______ Why was the old reward attractive but unsustainable? ________________ New routine (what did they replace it with?) ________________ What need did the new routine meet that the old one also met? ________________ New reward (what do they get now?) ________________ Text hint cards (hand out by level): • Wang Lu card: summer camp, analyse choices, sleepy/dizzy/no passion/flu/toothache, dentist, sugar, no added sugar, 30 min activity, ping-pong/badminton/skateboard/walk. • George card: high school stress, computer games day and night, worn out, replace not stop, bowling/comedies/basketball/climbing with dad. Class check (4 min): teacher boards up the cycle, following the text closely: • Wang Lu: After summer camp she realised she was sleepy, dizzy, lacked passion, caught colds easily and had toothaches. Her dentist said sugar was harming her teeth. Old routine: sweets, biscuits, sugary drinks. Short-term payoff: quick energy and pleasure. Long-term cost: unhealthy, toothaches, frequent flu. New routine: no added sugar + 30 min daily activity (ping-pong, badminton, skateboarding, walking). New reward: more dynamic and stronger, sounder sleep, fewer flu and toothaches. • George: High-school stress was the cue. Old routine: computer games. Short-term payoff: fun and escape. Long-term cost: worn out, even more tired. He tried bowling, comedies and basketball before settling on monthly rock climbing with his dad. New reward: real relaxation, father–child time, new friends. Pair discussion with follow-ups: • (a) Did they just stop, or did they replace? Follow-up: “If they had only stopped without a replacement, what would have happened? Use your own experience.” Expected: the old reward pulls them back; willpower runs out. • (b) George's gaming was a false reward — short-term relief, long-term harm. What false rewards do you see in daily life? (short videos, binge eating, online shopping.) • (c) Gradual change: What text details show this was not one-day willpower? (Wang Lu analysed choices after camp + dentist feedback; George tried several activities before climbing.) This links to Laozi's “a journey of a thousand miles” from Reading and Thinking — small steps, not instant success. • Cross-text task: Both writers “replace, not stop.” But one focuses on physical health, the other on stress control. How does each choose a replacement that fits their own life? (Wang Lu needs energy → exercise; George needs relaxation and company → climbing with dad.) A replacement must match the writer's real need. Step 3 Discover language chunks (7 min) First, students work alone for 2 minutes: in their own letter, highlight 1–2 sentences for each job — (1) showing the old problem/cue; (2) describing the old cycle; (3) announcing the new routine; (4) showing the result. Then the teacher collects on the board under four headings, removes duplicates, and adds the core chunks below (with Chinese gloss) if students miss them: Function Chunks (with Chinese gloss) Showing the old problem/cue After summer camp, I realised… (夏令营后我意识到…) / My cue was… (我的触发点是…) Describing the old cycle I used to… (我以前常常…) / It became a habit because… (它成了习惯因为…) Announcing the new routine Instead of…, I tried… (我没有…，而是…) / I replaced it with… (我用…替代了它) Showing the result Now I feel… (现在我感到…) / It took several attempts before… (试了好几次才…) Quotes to end on Gandhi: “Be the change you wish to see in the world.” / Laozi: “A journey of a thousand miles begins with a single step.” Level A: pick 1–2 from each function. Level B: use chunks freely, but for each chunk you use, say aloud whether it describes a cue, an old reward or a new routine. Step 4 Plan and write (15 min) Plan (2 min): use the cycle map to note your own habit — cue (when/where), old routine (frequency), old reward (short-term payoff vs long-term cost), new routine (time + place + action + minimum frequency), new reward. Write (10 min): a letter to the editor of Healthy Life, 120–150 words. Level A (semi-controlled frame, with example): I have a bad habit of ______. When I ______ (cue: e.g. after dinner around 9 p.m.), I usually ______ (old routine: e.g. watch short videos for one hour). It gave me ______ (short-term reward), but later I felt ______ (long-term cost). Now I replace it with ______ (new routine: must include time + place + action + frequency, e.g. a 20-minute walk near the playground after dinner). I hope ______ (purpose to readers). Level B (output checklist, no frame): • Last failed attempt — why willpower alone failed (no replacement reward). • Cue → old routine → false reward (short-term payoff vs long-term cost). • Two alternatives tried, then the final choice. • New routine for one week (time + place + action + minimum frequency). • One sentence to readers (purpose). • Optional quote: Gandhi or Laozi. Teacher circulates with tiered prompts: • Weak students: “When exactly does it happen? After what? Where?” • Mid-level: “What reward do you still want? Your new routine must give the same reward, not just say ‘stop’.” • Strong students: “Why is your new routine better than just stopping? What did you try before?” Step 5 Peer check and polish (3 min) Timing: 1 min exchange → 1 min tick/cross on the rubric → 1 min write one strength and one specific suggestion. Rubric (5 points): • Cue is specific (when/where) — 1 pt • New routine has time + place + frequency — 1 pt • New reward is real and concrete — 1 pt • Letter format correct — 1 pt • Purpose to readers clear — 1 pt Language chunks: do not deduct points; just note which chunk works well. Comment templates: • Strength: “Your cue is specific (after school, not ‘sometimes’).” • Suggestion: “Your new routine is still general; add time/place, e.g. ‘20-min walk near the playground after dinner.’” Homework • Polish the letter based on your partner's comments and hand in tomorrow. • Underline one chunk from the letters you want to keep. Blackboard Design cue → routine → reward Wang Lu: sugary snacks → quick energy (false) → no sugar + 30 min activity George: gaming → fun but false → rock climbing with dad Replace the routine — don't just stop the habit. Letter: Dear editor, … Yours sincerely, Li Hua 弹性预案 Weak class: • Step 2 skim extended to 5–6 min; pre-teach dizzy/passion/routine/reward. • Step 4: allow students to write cue–routine–reward in Chinese first, then translate; word count 100–120. Strong class: • Step 2 add a 1-min oral task: use the cycle to analyse one of your own bad habits aloud. • Step 4: ending must give advice to readers; may link to Aristotle (“we are what we repeatedly do”) or Laozi (“small steps”). If time runs short: • Keep Step 2 worksheet (5 min) + Step 4 plan (5 min) + write the first 60 words in class. • Full letter is homework; peer check becomes online message (class group). Reflection (after class) • If more than 1/3 of students still write vague new routines (“exercise more” / “use phone less”) with no time or place, next lesson start with a 10-min “vague vs specific” micro-practice. • If cue still says “sometimes” or “I'm tired,” the worksheet's “when/where” column did not take — re-drill with two contrasting examples. • If students skip the “what need does the new routine meet” row, they are still filling blanks, not explaining — add one more modelled example before writing. 学科网（北京）股份有限公司 $