Unit 4 Healthy Diet-Reading Actively 教案-2025-2026学年高中英语重大版必修第三册

Unit 4 Healthy Diet-Reading Actively 教学目标和重难点 教学目标 Language competence: Students will master core vocabulary such as “nutrient”, “calorie”, “balanced diet” and “processed food”, and understand the logical structure of the expository text “Why Grandma’s Recipes Beat Fad Diets”. They will improve their ability to obtain, sort out and summarize key information through reading. Cultural awareness: They will compare dietary differences between Mediterranean and East Asian diets, understand the connotation of traditional dietary wisdom and the impact of modern dietary trends, cultivate a respectful attitude towards diverse cultures and strengthen confidence in traditional Chinese diet. Thinking quality: They will analyze the author’s implied views and the logical chain of arguments supported by data, develop critical thinking and the ability to distinguish and evaluate dietary concepts. Learning ability: They will master skimming and scanning strategies, form the habit of autonomous reading and cooperative learning, and be able to actively adjust learning methods to improve reading efficiency. 教学重难点 Key points: Master the core vocabulary and phrases related to healthy diet, understand the main idea and structural characteristics of the Reading Actively text, including the phenomenon description, cause analysis and solution of fad diets. Master skimming and scanning reading strategies to accurately obtain and sort out key information. Difficult points: Understand the deep meaning of the text, accurately identify the author’s implied views (e.g., the correlation between processed food consumption and rising obesity rates), and analyze the logical relationship of the argument. Apply the learned vocabulary and reading strategies to express personal views on healthy diet in English, and break through the difficulty of combining reading input with language output. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures of different dietary styles, including traditional Chinese home-cooked meals, Mediterranean diet, fast food and fad diet foods. Then the teacher asks two questions: “What kind of diet do you usually have? Do you think it is a healthy diet?” Students are invited to share their own dietary habits freely. After 3-4 students finish sharing, the teacher summarizes briefly and leads to the topic: “Today we will learn a passage about healthy diet, which will help us understand why traditional dietary wisdom is better than fad diets and how to choose a healthy diet.” Design Intent: The lead-in activity is closely related to students’ daily life, which can quickly arouse students’ interest in the topic. By showing diverse dietary pictures, students can intuitively feel the differences between different diets, laying a foundation for understanding the subsequent text content. Asking open questions encourages students to actively participate in classroom interaction, activate their existing knowledge about healthy diet, and smoothly lead to the core content of the lesson. At the same time, it helps students establish a connection between their own life experience and the text, reducing the difficulty of understanding the text. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary of the text on the screen, including “nutrient”, “calorie”, “balanced diet”, “processed food”, “sustainable”, “holistic” and other words and phrases. For each word, the teacher explains its meaning and usage in combination with simple sentences and the context of the text. For example, when explaining “holistic approach”, the teacher says: “In the text, ‘holistic approach’ refers to the overall management of health, which not only pays attention to diet but also considers other factors affecting health.” Then, the teacher introduces the background knowledge of the text: Fad diets are very popular in modern society, which are often promoted by commercial marketing, but they may not be healthy. The text takes “Why Grandma’s Recipes Beat Fad Diets” as the title, comparing traditional home-cooked meals with fad diets, and guiding readers to think about the essence of healthy diet. After that, the teacher asks students to predict the content of the text according to the title and the background knowledge: “What do you think the author will talk about in the passage? Please make a prediction.” Students can discuss in pairs for a short time, and then share their predictions. The teacher affirms students’ reasonable predictions and guides them to pay attention to the structure of the text when reading. Design Intent: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students avoid obstacles in understanding the text and improve reading efficiency. Explaining vocabulary in combination with the text context enables students to better grasp the usage of words and lay a foundation for subsequent language output. Introducing background knowledge helps students understand the social background of the text, understand the author’s writing purpose, and improve their ability to understand the text in a broader context. Predicting the text content can stimulate students’ reading motivation, make them read with questions, and improve their reading pertinence. Step 3: While-reading (In-depth Reading and Strategy Training) This step is divided into three parts: skimming, scanning and intensive reading, to help students gradually deepen their understanding of the text and master relevant reading strategies. First, skimming. The teacher asks students to read the whole text quickly and answer two questions: 1. What is the main idea of the passage? 2. What is the structure of the passage? After students finish reading, they are invited to share their answers. The teacher summarizes: The main idea of the passage is to explain why traditional home-cooked meals (grandma’s recipes) are better than fad diets and put forward suggestions on healthy diet. The structure of the passage is clear: it first describes the phenomenon of the popularity of fad diets, then analyzes the reasons for the popularity of fad diets (commercial marketing drive), and finally puts forward the solution - returning to home cooking and adopting a holistic approach to health. Design Intent: Skimming is a basic reading strategy that helps students quickly grasp the main idea and structural characteristics of the text, cultivate their ability to grasp the overall content of the text. By asking targeted questions, students can read with clear goals, avoid blind reading, and improve the efficiency of skimming. Summarizing the main idea and structure by the teacher helps students sort out the logical context of the text and lay a foundation for subsequent intensive reading. Second, scanning. The teacher asks students to read the text again, focusing on finding specific information and completing the following tasks: 1. What are the characteristics of fad diets? 2. Why are fad diets popular? 3. What are the advantages of grandma’s recipes? 4. What is the author’s suggestion on healthy diet? Students can complete the tasks independently first, and then check and correct them in groups. The teacher walks around the classroom to guide students who have difficulties, and after the group discussion, invites each group to send a representative to share the answers, and comments and supplements them. Design Intent: Scanning is a strategy to find specific information quickly. Through this task, students can further understand the details of the text, improve their ability to locate and extract specific information. Completing the task independently first can cultivate students’ autonomous learning ability, and group discussion can promote the exchange and cooperation between students, help students solve problems encountered in reading, and deepen their understanding of the text content. The teacher’s guidance and comments can help students correct mistakes in time and master the method of scanning. Third, intensive reading. The teacher guides students to read the key paragraphs of the text intensively, focusing on analyzing the author’s implied views and the logical chain of arguments. For example, the teacher asks students to read the paragraph about “processed food consumption correlates with rising obesity rates” and asks: “What does the author want to express by this sentence? What evidence does the author use to support this view?” Students are invited to discuss in groups, analyze the author’s writing intention and the logical relationship of the argument. Then, the teacher focuses on explaining the difficult sentences in the text, such as “The holistic approach to health means paying attention to all aspects of our life, including diet, exercise and mental state.” The teacher parses the sentence structure, explains the meaning of the sentence, and guides students to understand the connotation of the “holistic approach”. In addition, the teacher guides students to pay attention to the connection words in the text, such as “however”, “therefore”, “for example”, and analyzes how these connection words help to form the logical structure of the text. Students are asked to find other connection words in the text and explain their functions. Design Intent: Intensive reading is the key link to deepen the understanding of the text. By analyzing the author’s implied views and the logical chain of arguments, students can develop critical thinking ability and improve their ability to understand the deep meaning of the text. Parsing difficult sentences helps students break through the language barriers in reading and accurately grasp the meaning of the text. Analyzing connection words helps students understand the logical relationship between paragraphs and sentences, master the writing skills of expository texts, and lay a foundation for their own writing. Step 4: Post-reading (Consolidation, Application and Expansion) This step includes three activities: vocabulary consolidation, group discussion and writing practice, to realize the transformation from reading input to language output, and consolidate the knowledge and skills learned in the class. First, vocabulary consolidation. The teacher designs a fill-in-the-blank exercise, using the core vocabulary and phrases learned in the class. For example: 1. A ______ diet can provide all the nutrients our body needs. 2. Eating too much ______ food is bad for our health because it contains a lot of salt and fat. 3. We should adopt a ______ approach to health, not just focus on diet. Students complete the exercise independently, and then the teacher checks the answers and explains the key points. Design Intent: Vocabulary consolidation exercises can help students consolidate the core vocabulary and phrases learned in the class, improve their ability to use vocabulary flexibly, and lay a foundation for subsequent language output. The exercises are closely combined with the text content, which can help students connect vocabulary with context and deepen their memory of vocabulary. Second, group discussion. The teacher puts forward the discussion topic: “Combined with the text and your own life experience, what suggestions can you put forward for teenagers to keep a healthy diet?” Students are divided into groups of 4-5, and discuss the topic freely. Each group is required to put forward at least 3 specific suggestions and explain the reasons. During the discussion, the teacher walks around the classroom to guide students, help them use the vocabulary and sentences learned in the class, and ensure that each student participates in the discussion. After the discussion, each group sends a representative to make a report, and the teacher comments and summarizes, affirming the reasonable suggestions put forward by students and supplementing relevant content. Design Intent: Group discussion can stimulate students’ thinking, promote the exchange and cooperation between students, and improve their oral expression ability. The discussion topic is closely related to students’ daily life, which can help students apply the knowledge learned in the class to practical life, realize the connection between learning and application, and at the same time cultivate their awareness of healthy diet. The teacher’s guidance can help students standardize their oral expression and improve their ability to use English to express personal views. Third, writing practice. The teacher asks students to write a short passage of 80-100 words, with the title “My Healthy Diet Plan”. The requirements are: 1. Use at least 5 core vocabulary and phrases learned in the class. 2. Put forward specific and reasonable suggestions for your own diet. 3. The logic is clear and the expression is correct. Students complete the writing independently, and then exchange their works in pairs, put forward revision suggestions for each other. The teacher selects several representative works, comments on them in class, affirms the advantages and points out the problems that need to be improved, such as vocabulary use, sentence structure and logical coherence. Design Intent: Writing practice is an important way to test students’ language output ability. Through writing, students can consolidate the vocabulary, phrases and sentence structures learned in the class, improve their writing ability. Exchanging works in pairs can help students learn from each other, find their own problems, and improve their ability to revise and improve their works. The teacher’s comments can help students understand their own advantages and disadvantages, master writing skills, and improve their writing level. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of the lesson: “Today we learned the passage ‘Why Grandma’s Recipes Beat Fad Diets’, mastered the core vocabulary and phrases related to healthy diet, understood the main idea and structure of the text, and mastered skimming, scanning and other reading strategies. We also discussed the suggestions for healthy diet and completed the writing practice.” Then, the teacher asks students to reflect on their own learning: “What have you learned in today’s class? What difficulties have you encountered? How can you solve these difficulties?” Students are invited to share their reflection freely, and the teacher encourages and guides them. Finally, the teacher assigns after-class homework: 1. Recite the core vocabulary and key sentences of the text. 2. Polish the short passage written in class and hand it in the next class. 3. Collect information about traditional Chinese dietary culture and prepare to share it in the next class. Design Intent: Summarizing the lesson helps students sort out the knowledge and skills learned in the class, form a systematic knowledge framework, and deepen their memory. Asking students to reflect on their own learning can help them understand their own learning situation, find their own problems, and improve their learning ability. Assigning after-class homework can consolidate the knowledge and skills learned in the class, expand students’ learning content, and lay a foundation for the next class. Collecting information about traditional Chinese dietary culture can also help students strengthen their confidence in traditional culture and cultivate their cultural awareness. 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 $