Unit 4 Healthy Diet-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第三册

Unit 4 Healthy Diet-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This lesson focuses on the four-dimensional core literacy of English. Language competence is developed through listening to diet-related conversations, mastering key vocabularies and sentence patterns, and improving listening comprehension and oral expression. Cultural awareness is cultivated by understanding dietary habits at home and abroad and forming a scientific attitude towards different eating cultures. Thinking quality is promoted by guiding students to analyze listening materials, sort out information and put forward reasonable dietary suggestions. Learning ability is enhanced by encouraging students to use listening strategies independently, cooperate in group activities and summarize learning experience to lay a foundation for lifelong learning. 教学重难点 Key points include mastering core vocabularies (such as balanced diet, nutrition, junk food, supplement) and functional sentence patterns for asking about and suggesting dietary habits; accurately capturing gist and key details in listening materials. Difficult points lie in understanding implicit information and logical relationships in listening conversations, especially the speaker’s implied attitudes and suggestions; flexibly using the learned vocabularies and sentence patterns to carry out real and fluent oral communication, and correctly applying listening strategies to solve problems in listening tasks. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures of various foods, including healthy foods (fresh vegetables, fruits, whole grains, lean meat, milk) and unhealthy foods (fried chicken, potato chips, candies, carbonated drinks). Then the teacher asks students to work in pairs to discuss two questions: “What kinds of food do you usually eat every day?” and “Do you think your daily diet is healthy? Why or why not?” After 5 minutes of group discussion, several groups are invited to share their opinions with the whole class. During the sharing, the teacher guides students to use simple English to express their views and naturally leads out key vocabularies related to healthy diet, such as “balanced diet”, “nutrition”, “junk food” and “healthy staple food”, and helps students correct their pronunciation and expression errors in time. Design Intention: The lead-in links the lesson content with students’ daily life, which can quickly attract students’ attention and arouse their learning interest. By discussing their own dietary habits, students can activate their prior knowledge related to diet, lay a foundation for understanding listening materials. At the same time, through the teacher’s guidance, students can initially contact the core vocabularies of the lesson, reduce the difficulty of listening comprehension, and create a relaxed and active classroom atmosphere for the follow-up teaching. Pre-Listening: Preview Vocabularies and Master Listening Strategies First, the teacher sorts out the key vocabularies and functional sentence patterns involved in the listening materials, and explains them in detail. For vocabularies, the teacher uses pictures, examples and context to help students understand their meanings and usage. For example, when explaining “balanced diet”, the teacher says, “A balanced diet means eating different kinds of food, such as vegetables, fruits, meat and grains, so that our body can get enough nutrition.” For functional sentence patterns, such as “What do you usually eat for breakfast?” “I suggest you eat more vegetables and less junk food.” “It’s better to have a balanced diet every day”, the teacher demonstrates the pronunciation and usage, and asks students to read after the teacher and practice in pairs to ensure that students can understand and use these sentence patterns initially. Then, the teacher introduces common listening strategies to students: gist listening (grasping the main idea of the conversation), detail listening (capturing specific information such as time, place, people and opinions) and inference listening (judging the speaker’s attitude and implied meaning according to the context). The teacher combines simple examples to explain how to use these strategies. For example, when doing gist listening, students should focus on the key words and topic sentences of the conversation, not get stuck in individual new words; when doing detail listening, they should pay attention to numbers, names and other specific information and take simple notes if necessary. Finally, the teacher briefly introduces the background of the listening materials: the listening content is two conversations, one is a dialogue between two students discussing their daily dietary habits and problems, and the other is a dialogue between a student and a doctor asking for advice on healthy diet. The teacher asks students to predict the content of the listening materials according to the background introduction and the vocabularies they have just learned, and write down their predictions on the exercise book. Design Intention: Pre-listening preparation is an important link to improve listening effect. By previewing key vocabularies and sentence patterns, students can avoid being unable to understand the listening materials due to new words, and lay a solid language foundation for listening. The introduction of listening strategies can help students master scientific listening methods, improve their listening efficiency and ability, and cultivate their learning ability. Predicting the listening content can stimulate students’ initiative and enthusiasm, make them more focused in the listening process, and improve their ability to analyze and infer information. While-Listening: Listening Practice and Improve Comprehension Ability This link is divided into three layers: gist listening, detail listening and inference listening, which are carried out step by step to help students gradually improve their listening comprehension ability. First, gist listening. The teacher plays the listening material once, and asks students to listen carefully and answer two questions: “What are the two conversations mainly about?” After listening, students are allowed to discuss with their deskmates for 1 minute, and then the teacher invites several students to answer. The teacher summarizes and corrects, and guides students to grasp the main idea of the two conversations: the first conversation is about the discussion of daily dietary habits between students, and the second is about asking the doctor for advice on healthy diet. If students have difficulty answering, the teacher can play the listening material again appropriately to help them grasp the key points. Second, detail listening. The teacher distributes the listening exercise sheet, which includes detailed questions about the two conversations. For example, for the first conversation: “What does Tom usually eat for lunch?” “Why does Lucy think Tom’s diet is unhealthy?” For the second conversation: “What’s wrong with Mary’s diet?” “What advice does the doctor give Mary?” The teacher plays the listening material twice. For the first time, students listen and underline the key information; for the second time, students complete the exercise sheet according to the listening content. After completing, students check their answers in pairs, and the teacher explains the key and difficult questions in detail, especially the places where students are easy to make mistakes, such as the distinction between similar pronunciations and the understanding of long sentences. At the same time, the teacher guides students to use the listening strategies learned earlier, such as taking notes to record key information, and analyzing the context to confirm the answers. Third, inference listening. On the basis of mastering the gist and details, the teacher asks students to listen to the listening material again and answer inferential questions: “What’s Lucy’s attitude towards Tom’s diet?” “Does Mary agree with the doctor’s advice?” “What can we infer about the importance of a balanced diet from the two conversations?” Students are asked to think independently first, then discuss in groups, and finally share their ideas with the whole class. The teacher guides students to analyze the speaker’s tone, intonation and the context of the conversation to infer the implied meaning, and helps students form a logical thinking mode. Design Intention: The hierarchical listening practice conforms to the law of students’ cognitive development, from easy to difficult, which can reduce students’ learning pressure and enhance their confidence in learning. Gist listening helps students grasp the overall content of the listening materials, detail listening helps students consolidate the key information and improve their ability to capture specific information, and inference listening helps students improve their logical thinking ability and the ability to understand implicit information, which is conducive to the cultivation of students’ thinking quality. At the same time, through pair discussion and group cooperation, students’ cooperative learning ability and communication ability are improved. Post-Listening: Consolidate and Extend, Realize Language Application This link is divided into three parts: language consolidation, oral communication and expansion and extension, to help students consolidate the learned knowledge and realize the application of language. First, language consolidation. The teacher plays the listening material again, and asks students to follow the recording to read aloud, paying attention to the pronunciation, intonation and rhythm of the speaker, so as to improve their oral expression ability. Then, the teacher asks students to sort out the key vocabularies and sentence patterns in the listening materials, and make sentences with them independently. For example, students can make sentences with “I suggest...”, “It’s better to...”, “A balanced diet is important for...”, etc. After completing, students share their sentences with the whole class, and the teacher comments and corrects them to ensure that students can flexibly use the learned language knowledge. Second, oral communication. The teacher designs a situational communication task: “Suppose you are a nutrition consultant, and your partner is a student who has unhealthy dietary habits (such as eating too much junk food, not eating breakfast, etc.). Please have a dialogue, ask about his/her dietary habits, point out the problems and give reasonable advice.” Before the task, the teacher gives students some tips, such as using the functional sentence patterns learned in the lesson, combining the knowledge of healthy diet, and keeping the dialogue natural and fluent. Students work in pairs to prepare for 8 minutes, and then several groups are invited to perform their dialogues in front of the class. The teacher evaluates the performance of each group from the aspects of language accuracy, fluency, logicality and the rationality of suggestions, and puts forward suggestions for improvement. Third, expansion and extension. The teacher introduces the dietary habits of different countries and regions, such as the Mediterranean diet (rich in olive oil, vegetables and seafood), the Chinese traditional diet (paying attention to balanced collocation), and the Western diet (rich in meat and dairy products). Then the teacher asks students to discuss in groups: “What are the differences between Chinese and Western dietary habits? What can we learn from each other to form a healthier diet?” After the discussion, each group sends a representative to share their views. The teacher guides students to respect different dietary cultures, understand the advantages of various dietary habits, and form a scientific and healthy dietary concept. Design Intention: Language consolidation helps students deepen their memory and understanding of the learned vocabularies and sentence patterns, and lay a foundation for language application. Situational oral communication tasks enable students to apply the learned language knowledge to real communication scenarios, improve their oral expression ability and communication ability, and reflect the concept of “learning English to use English”. The expansion and extension link helps students understand different dietary cultures, broaden their horizons, cultivate their cultural awareness, and guide students to form a scientific and healthy dietary concept, which is in line with the educational purpose of the unit. Summary and Homework: Sort Out Knowledge and Promote Independent Learning First, summary. The teacher invites students to summarize the key points of this lesson, including core vocabularies, functional sentence patterns, listening strategies and the main content of the listening materials. The teacher supplements and improves the summary, and emphasizes the importance of mastering listening strategies and applying language knowledge to communication. At the same time, the teacher guides students to reflect on their own learning process, summarize their gains and deficiencies, and put forward improvement methods. Second, homework. The teacher assigns three levels of homework to meet the needs of different students: ① Basic homework: Listen to the listening material of this lesson again, copy the key vocabularies and sentence patterns, and make 5 sentences with them; ② Improved homework: Record a short speech (about 1 minute) in English, introducing your own dietary habits and putting forward suggestions for healthy diet; ③ Extended homework: Surf the Internet to find more information about healthy diet in different countries, and write a short report (about 150 words) to share in the next class. Design Intention: Summary helps students sort out the knowledge of the whole lesson, form a systematic knowledge framework, and improve their ability to summarize and sort out knowledge. The hierarchical homework takes into account the differences of students’ learning levels, so that every student can gain something and improve. Basic homework helps students consolidate the basic knowledge, improved homework helps students improve their oral expression ability, and extended homework encourages students to learn independently, expand their knowledge, and enhance their learning ability. Teaching Evaluation: Diversified Evaluation to Promote All-Round Development In the whole teaching process, the teacher adopts diversified evaluation methods, including formative evaluation and summative evaluation. Formative evaluation is mainly carried out in the links of lead-in, while-listening, post-listening, etc., such as evaluating students’ performance in group discussion, answering questions, oral communication and other activities, affirming their advantages and putting forward suggestions for improvement. Summative evaluation is carried out through homework and the next class’s sharing, evaluating students’ mastery of knowledge and the application of language ability. At the same time, the teacher encourages students to carry out self-evaluation and peer evaluation. Self-evaluation requires students to reflect on their own learning process, evaluate their own learning attitude, learning effect and deficiencies; peer evaluation requires students to evaluate each other’s performance in group activities and oral communication, learn from each other’s advantages and put forward improvement suggestions. Design Intention: Diversified evaluation can comprehensively and objectively reflect students’ learning status and progress, not only pay attention to students’ mastery of knowledge, but also pay attention to the development of their core literacy such as language ability, thinking quality, cultural awareness and learning ability. Self-evaluation and peer evaluation can help students enhance their self-awareness and cooperative awareness, and promote their all-round development. 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 $