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

Unit 4 Healthy Diet-Exploring and Using 教学目标和重难点 教学目标 The Exploring and Using section of Unit 4 Healthy Diet focuses on four-dimensional key competencies. Language competence is developed through applying core vocabularies (e.g., nutrient, balanced diet, processed food) and sentence patterns (modal verbs for advice) in practical tasks. Cultural awareness is cultivated by comparing dietary habits at home and abroad, helping students understand diverse food cultures and respect cultural differences. Thinking quality is promoted via analyzing diet-related problems, making rational judgments and putting forward practical suggestions. Learning competence is enhanced by guiding students to independently explore diet knowledge, cooperate in groups and reflect on their own eating habits, laying a foundation for lifelong learning and healthy living. 教学重难点 Key points include mastering core vocabularies and sentence patterns related to healthy diet, being able to use English to talk about food nutrition, dietary habits and healthy suggestions, and understanding the basic principles of a balanced diet. Difficult points lie in flexibly applying modal verbs (should, must, had better) to put forward appropriate dietary advice in different contexts, distinguishing the advantages and disadvantages of different diets and expressing personal views logically, and correctly understanding and using complex sentences about diet and health, so as to achieve accurate and fluent communication in practical scenarios. 教学过程 Step 1: Lead-in and Warm-up The teacher starts the class by showing students pictures of different daily diets, including a balanced diet with vegetables, fruits, whole grains and lean meat, and an unhealthy diet with fried food, sugary drinks and processed snacks. Then the teacher asks open-ended questions: “What do you usually eat for three meals a day? Do you think your diet is healthy? Why or why not?” Students are invited to share their own dietary habits freely in English. After several students share, the teacher briefly comments and leads to the theme of this lesson: Exploring and Using knowledge about healthy diet to improve our eating habits and live a healthier life. Design Intention: This lead-in links the lesson content with students’ daily life, which can quickly arouse students’ interest and enthusiasm for learning. By asking questions and encouraging sharing, it activates students’ existing knowledge and vocabulary about food and diet, lays a foundation for the subsequent teaching activities, and helps students establish a connection between English learning and real life, reflecting the concept of “learning for use”. Step 2: Vocabulary and Sentence Pattern Consolidation First, the teacher reviews the core vocabularies of the unit related to the Exploring and Using section, such as nutrient, calorie, balanced diet, processed food, organic food, junk food, digest, nutrition and so on. The teacher presents the words with pictures and simple definitions, and invites students to read them aloud and make simple sentences. For example, when teaching “balanced diet”, the teacher says: “A balanced diet includes different kinds of food, such as vegetables, fruits and protein, which can provide us with enough nutrients.” Then students are asked to make sentences with the word combined with their own understanding. Next, the teacher focuses on the key sentence patterns needed for this section, mainly modal verbs used to put forward advice: should, must, had better, and their negative forms. The teacher gives typical examples in the context of healthy diet: “We should eat more vegetables and fruits every day.” “We must not eat too much junk food.” “You had better drink more water instead of sugary drinks.” After explaining the usage and differences of these modal verbs, the teacher organizes a pair work: students work in pairs to talk about what they should do, must do and had better not do to keep a healthy diet, using the new words and sentence patterns they have just reviewed. After the pair work, several groups are invited to present their dialogues to the whole class. The teacher corrects their pronunciation, grammar and expression errors in time, and affirms their positive performance, helping students consolidate and master the key vocabulary and sentence patterns, and laying a solid language foundation for the subsequent exploring activities. Design Intention: Vocabulary and sentence patterns are the basis of English communication. This step focuses on consolidating the core language points of the Exploring and Using section, combining pictures, definitions and practical sentences to help students understand and remember the words and sentence patterns. Pair work enables students to apply the learned knowledge in practice, improves their oral expression ability, and enhances their confidence in English communication. Step 3: Exploring Activities - Diet Analysis and Discussion This step is the core of the Exploring and Using section, which is divided into two parts: individual exploration and group discussion. In the individual exploration part, the teacher distributes a “Diet Record Form” to each student, which includes columns such as three meals a day, food types, food quantity and whether it is healthy. Students are asked to fill in the form according to their own actual dietary habits in the past three days. During the filling process, students can use the vocabulary and sentence patterns they have just reviewed, and the teacher walks around the classroom to provide guidance for students who have difficulties in expression or filling in the form, such as helping them choose appropriate words to describe food types and correct incorrect sentence structures. After completing the Diet Record Form, students are required to analyze their own diet independently: find out the advantages and disadvantages of their own diet, and think about how to improve the unhealthy parts. For example, if a student often eats fried food for breakfast, he needs to point out that fried food is high in fat and calories, which is harmful to health, and put forward improvement suggestions such as eating bread and milk instead. In the group discussion part, students are divided into groups of 4-5. Each student in the group shares his own Diet Record Form and diet analysis results with other members. Then the group discusses the following questions together: 1. What are the common unhealthy dietary habits among group members? 2. What are the harms of these unhealthy dietary habits to our body? 3. What practical suggestions can we put forward to help each other improve these habits? 4. What should a balanced and healthy daily diet include? During the group discussion, the teacher guides students to express their views clearly and logically, encourages students to listen to others’ opinions carefully, and helps students solve the problems encountered in the discussion, such as how to use English to express complex views and how to put forward reasonable suggestions. The teacher also reminds students to take notes of the key points of the discussion, which will be used in the subsequent presentation and summary. Design Intention: Individual exploration enables students to combine the learned knowledge with their own actual situation, cultivate their ability of independent thinking and analysis, and make them realize their own dietary problems. Group discussion not only improves students’ cooperative learning ability and oral expression ability, but also enables students to learn from each other, exchange ideas and put forward practical suggestions together, which reflects the core requirement of the Exploring and Using section to apply knowledge to practice. Step 4: Using Activities - Role-play and Practical Application On the basis of the previous exploration and discussion, this step focuses on guiding students to use the learned knowledge to solve practical problems, and carries out role-play activities to improve their comprehensive language application ability. The teacher divides the students into groups of 3, and assigns different roles to each group member: Role 1 is a nutritionist, Role 2 is a student with unhealthy dietary habits (such as often skipping breakfast, eating too much junk food, drinking too many sugary drinks), and Role 3 is an observer who records the key points of the communication between the nutritionist and the student. The task of the group is to carry out a role-play: the student with unhealthy dietary habits consults the nutritionist about how to improve his diet, and the nutritionist puts forward specific and reasonable suggestions according to the student’s situation, using the vocabulary and sentence patterns learned in this lesson. The observer records the key advice and language points used in the communication. Before the role-play, the teacher gives a sample dialogue to guide students to understand the task requirements and communication skills. For example: Student: “I often skip breakfast because I get up late. What should I do?” Nutritionist: “You must not skip breakfast, because breakfast can provide you with energy for the whole morning. You had better go to bed early and get up early, and prepare a simple breakfast, such as bread, milk and an egg. It is good for your health.” After the groups complete the role-play preparation, several groups are invited to perform in front of the whole class. After each performance, the teacher and other students comment together: point out the advantages of the performance (such as fluent expression, appropriate use of sentence patterns, reasonable suggestions) and areas that need improvement (such as incorrect pronunciation, inappropriate word choice), and the observer of the group reports the recorded key points. The teacher summarizes and supplements, emphasizing the correct use of modal verbs and the rationality of dietary suggestions. After the role-play, the teacher arranges an individual practical task: each student writes a short passage (about 80-100 words) titled “My Healthy Diet Plan”, which includes his own dietary problems, improvement suggestions and specific daily diet arrangements. Students need to use the vocabulary, sentence patterns and ideas learned in this lesson to complete the passage. The teacher walks around to provide guidance for students who have difficulties in writing, such as helping them sort out their ideas and correct grammar errors. Design Intention: Role-play activities create a real communication scenario for students, enabling them to flexibly apply the learned knowledge to solve practical problems, improve their oral communication ability and comprehensive language application ability. The writing task helps students consolidate the learned knowledge, improve their writing ability, and at the same time, let students make clear their own healthy diet plan, which realizes the integration of English learning and healthy life education. The observer role enables students to pay more attention to the details of language use and improve their ability of observation and summary. Step 5: Summary and Extension First, the teacher invites several students to summarize the key content of this lesson, including the core vocabulary, sentence patterns, the principles of healthy diet and the methods of putting forward dietary advice. Then the teacher makes a comprehensive summary: this lesson focuses on exploring and using the knowledge of healthy diet, through vocabulary consolidation, diet analysis, group discussion and role-play, we have mastered the language skills of talking about healthy diet, and also realized the importance of a balanced diet to our health. The teacher emphasizes that learning English is not only to master language knowledge, but also to use it to solve practical problems and improve our quality of life. Next, the teacher arranges the extension task: 1. Interview your family members about their dietary habits, use English to record their answers, and put forward appropriate healthy diet suggestions for them; 2. Surf the Internet to find information about the dietary habits of different countries, and prepare a short report to share in the next class. The teacher reminds students to use the vocabulary and sentence patterns learned in this lesson when completing the extension task, and pay attention to the authenticity and rationality of the information. Design Intention: The student-led summary helps students sort out the knowledge system of this lesson and deepen their understanding and memory of the key content. The extension task extends the teaching content from the classroom to daily life and extracurricular learning, which not only helps students consolidate the learned knowledge, but also cultivates their ability of independent exploration and information collection, and expands their vision, realizing the connection between classroom learning and extracurricular practice. Step 6: Evaluation and Feedback The evaluation of this lesson adopts a combination of formative evaluation and summative evaluation. Formative evaluation is carried out in the whole teaching process: when students share their dietary habits, complete the Diet Record Form, carry out group discussion and role-play, the teacher evaluates their performance in terms of participation, language expression, cooperative ability and thinking ability, and gives timely affirmation and guidance. Summative evaluation is carried out through the writing task and extension task: the teacher evaluates students’ mastery of vocabulary, sentence patterns and writing ability through the short passage “My Healthy Diet Plan”, and evaluates students’ independent exploration ability and information collection ability through the extension task. After the class, the teacher sorts out the common problems of students in this lesson, such as incorrect use of modal verbs, insufficient vocabulary reserve, unclear expression of views, etc., and will focus on explaining and consolidating these problems in the next class. At the same time, the teacher collects students’ feedback on this lesson, understands their difficulties and suggestions, and adjusts the teaching methods and content for the next teaching. Design Intention: The combination of formative evaluation and summative evaluation can comprehensively and objectively reflect students’ learning effect and progress, help students find their own problems and deficiencies, and also help teachers understand the teaching effect, adjust the teaching strategy in time, and improve the quality of teaching. Timely feedback and guidance can enhance students’ learning confidence and promote their continuous progress in English learning and healthy life 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 $