Unit 4 Healthy Diet-Reading, Speaking and Writing 讲义-2025-2026学年高中英语重大版必修第三册

Unit 4 Healthy Diet-Reading, Speaking and Writing 教学目标和重难点 教学目标 This lesson focuses on the theme of Healthy Diet, aiming to cultivate students’ four-dimensional core literacy. Language competence is developed through reading for key information, speaking about dietary habits and writing a proposal. Cultural awareness is fostered by comparing dietary cultures at home and abroad and understanding the importance of a balanced diet in different cultures. Thinking quality is improved by guiding students to analyze unhealthy diets critically and put forward reasonable suggestions. Learning ability is enhanced by encouraging autonomous exploration, group cooperation and summarizing effective learning strategies in the process of reading, speaking and writing. 教学重难点 The key points are mastering core vocabulary and phrases related to healthy diet (such as balanced diet, nutrient, calorie, processed food), understanding the main idea and details of the reading passage, and being able to express personal dietary habits and views on healthy diet fluently in English. The difficult points are using complex sentences and connecting words correctly in speaking and writing, analyzing the logical structure of the reading passage critically, and applying the learned knowledge to practical communication and writing to put forward targeted suggestions on healthy diet. 教学过程 Pre-Class Preparation (Pre-Task) Before the class, students are required to finish two tasks: first, list the foods they usually eat every day and classify them into different categories (such as grains, vegetables, fruits, meat, dairy products); second, search for simple information about healthy diet on the Internet or consult their parents, and write down 2-3 points they think are important for a healthy diet. The teacher prepares teaching aids, including pictures of various foods, audio of the reading passage, video clips about healthy and unhealthy diets, and worksheets for group activities. Design Intent: This link aims to activate students’ prior knowledge and life experience. By listing their own dietary habits, students can quickly connect with the theme of the lesson and arouse their learning interest. Searching for relevant information independently helps cultivate students’ autonomous learning ability and lays a foundation for the smooth development of in-class reading, speaking and writing activities. The teacher’s preparation of rich teaching aids can provide intuitive support for students’ learning and help them understand the content more vividly. Lead-In (Lead-In Task) The teacher starts the class by showing pictures of various foods on the screen, including fresh vegetables, fruits, whole grains, as well as fried food, sugary drinks and processed snacks. Then the teacher asks two questions in English: “Which of these foods do you often eat? Do you think they are healthy?” Students are invited to answer the questions freely. After that, the teacher plays a short video clip (about 3 minutes) showing the effects of healthy and unhealthy diets on people’s bodies—for example, people who insist on a balanced diet are energetic, while those who often eat junk food are easy to feel tired and get sick. Finally, the teacher leads to the theme of the lesson: “Today we will learn about Healthy Diet through reading, speaking and writing activities, and find out how to keep a healthy diet.” Design Intent: The lead-in link uses intuitive pictures and video materials to attract students’ attention quickly and stimulate their thinking. By asking questions closely related to students’ daily life, it reduces the difficulty of English communication and encourages students to speak actively. The video clip helps students intuitively understand the importance of a healthy diet, strengthens their awareness of healthy eating, and naturally leads to the core content of the lesson, laying a good emotional and cognitive foundation for the following teaching activities. Reading Activity (Reading Task) Pre-Reading The teacher introduces the background of the reading passage briefly: “The passage we are going to read is about the importance of a balanced diet and the harm of unhealthy diets. It introduces different types of nutrients and how they affect our bodies.” Then the teacher presents the core vocabulary and phrases of the passage, such as balanced diet, nutrient, protein, carbohydrate, vitamin, mineral, calorie, processed food, junk food, digest, energy-giving food, body-building food, protective food. The teacher explains the pronunciation and meaning of these words and phrases with simple English and combines them with the food pictures shown before, helping students understand and remember them. For example, when explaining “protein”, the teacher says: “Protein is a kind of nutrient that helps us build our body. Meat, eggs and beans are rich in protein.” Design Intent: Pre-reading activities help students remove language barriers in reading. By introducing the background of the passage, students can have a preliminary understanding of the reading content and improve their reading efficiency. The explanation of core vocabulary and phrases combines pictures and simple English, which is in line with the cognitive level of senior high school students, helps them master the key words quickly and lays a foundation for understanding the passage. While-Reading First, students read the passage quickly (skimming) and answer two questions: What is the main idea of the passage? What are the three types of foods mentioned in the passage? After students finish reading, the teacher invites several students to share their answers and corrects them. The main idea of the passage is to introduce the importance of a balanced diet, the types of nutrients and the harm of unhealthy diets. The three types of foods are energy-giving food, body-building food and protective food. Then, students read the passage carefully (scanning) and finish the following tasks in groups of 4: Underline the key sentences about the functions of each type of food; Fill in the table about the types of food, their main nutrients and functions; Find out the sentences that introduce the harm of unhealthy diets and analyze their logical relationship. During the process, the teacher walks around the classroom, observes students’ performance, and provides help for students who have difficulties in reading—for example, explaining difficult sentences in simple English, guiding students to find key information, and encouraging students to discuss with their group members. After the group discussion, the teacher invites each group to send a representative to share their results. For the table-filling task, the teacher checks the answers together with the whole class and supplements the key points. For the analysis of the harm of unhealthy diets, the teacher guides students to sort out the logical relationship: unhealthy diets (such as eating too much junk food, lacking nutrients) lead to various health problems (such as obesity, malnutrition, digestive diseases). Design Intent: Skimming helps students grasp the main idea of the passage quickly and cultivate their ability to obtain key information in a short time. Scanning and group tasks guide students to read carefully, find details and analyze the logical structure of the passage, which is conducive to improving their reading comprehension ability and critical thinking ability. Group cooperation encourages students to communicate and share, improves their cooperative learning ability, and makes students who have difficulties in reading get help from their peers. The teacher’s guidance and help ensures that all students can participate in the reading activity and master the key content of the passage. Post-Reading First, the teacher leads students to review the key content of the passage, including the main idea, the types of foods and their functions, and the harm of unhealthy diets. Then, students are asked to discuss the following questions in pairs: Do you think your own dietary habits are healthy? Why or why not? What changes should you make to keep a healthy diet? During the discussion, students are required to use the vocabulary and sentences learned in the passage, such as “I often eat... which is a kind of... food. It is good for my body because...”, “My dietary habits are not healthy because I eat too much... I should...”. After the pair discussion, the teacher invites several students to share their views with the whole class and gives positive comments and guidance—for example, affirming students’ correct views, putting forward reasonable suggestions for their incorrect views, and encouraging students to insist on healthy dietary habits. Then, the teacher arranges a retelling activity: students retell the main content of the passage in their own words, using the key vocabulary and sentences learned. The teacher can give a simple outline to help students, such as “The passage mainly talks about... It introduces three types of foods:... Each type of food has different functions... Unhealthy diets can lead to... So we should...”. Students can retell the passage individually or in pairs, and the teacher listens carefully and corrects their mistakes in pronunciation, grammar and expression. Design Intent: Post-reading activities aim to help students consolidate the content of the passage and apply the learned knowledge to oral expression. The pair discussion connects the reading content with students’ own life experience, making the knowledge learned more practical and enhancing students’ awareness of healthy eating. The retelling activity helps students deepen their understanding of the passage, improve their oral expression ability and memory of key vocabulary and sentences. The teacher’s comments and guidance can help students find their own problems and improve their English expression ability. Speaking Activity (Speaking Task) The speaking activity is carried out in the form of a group discussion and a role-play. First, the teacher divides students into groups of 5 and assigns a topic to each group: “Design a one-day healthy menu for senior high school students”. The requirements are: The menu should include three meals (breakfast, lunch and dinner) and a snack; The menu should be balanced, including different types of foods (energy-giving food, body-building food, protective food); Each group member should introduce one part of the menu and explain why it is healthy, using the vocabulary and sentences learned in the reading passage. The teacher provides a sample menu on the screen to guide students, such as “Breakfast: milk, eggs and whole-wheat bread (milk and eggs are rich in protein, whole-wheat bread is a kind of energy-giving food, which can provide energy for our study)”. During the group discussion, each group member is assigned a task: one student is responsible for designing breakfast, one for lunch, one for dinner, one for snacks, and one for summarizing and preparing to report. The teacher walks around the classroom, participates in the discussion of each group, guides students to use the learned knowledge correctly, and helps students solve problems in designing the menu. For example, if a group does not know how to match the food, the teacher can give suggestions: “You can add some vegetables to lunch to get more vitamins, and choose fruit as a snack instead of sugary snacks.” After the group discussion, each group sends a representative to report their menu to the whole class. The representative should introduce the menu in detail and explain the reasons for the matching. Other students can ask questions after the report, such as “Why do you choose apples as a snack?”, and the representative of the group answers the questions. The teacher gives comments on each group’s report, focusing on the rationality of the menu, the correctness of English expression and the cooperation of the group. The teacher affirms the advantages of each group and puts forward suggestions for improvement—for example, “Your menu is very balanced, but you can add some whole grains to dinner to get more fiber.” Then, the role-play activity is carried out: students in each group play different roles, including a nutritionist, a student who has unhealthy dietary habits, and two classmates. The scenario is: the student with unhealthy dietary habits feels tired and often gets sick, so he goes to consult the nutritionist, and the two classmates give suggestions to him. The requirements are: Each role should speak in English fluently; The nutritionist should use the knowledge learned to put forward reasonable suggestions for the student; The student and his classmates should communicate naturally and use the vocabulary and sentences related to healthy diet. The teacher provides a sample dialogue to guide students, such as: Nutritionist: “You often feel tired because you eat too much junk food and lack nutrients. You should eat more vegetables and fruits, and drink more milk.” Student: “Thank you for your suggestion. I will try to change my dietary habits.” After the role-play, the teacher invites several groups to perform their dialogues in front of the whole class and gives comments and guidance. The teacher focuses on the fluency and correctness of students’ oral expression, and encourages students to speak boldly and naturally. Design Intent: The speaking activity is designed to improve students’ oral expression ability and practical communication ability. The group discussion of designing a healthy menu combines the learned knowledge with practical life, which not only consolidates the key vocabulary and sentences, but also cultivates students’ ability to apply knowledge to practice. The role-play activity creates a real communication scenario, which helps students adapt to oral communication in real life, improve their fluency and confidence in speaking English. Group cooperation in the activity also enhances students’ cooperative learning ability and communication ability. Writing Activity (Writing Task) Pre-Writing The teacher first introduces the writing task: “Write a proposal about keeping a healthy diet for all students in our school. The proposal should include the importance of a healthy diet, the problems of students’ unhealthy dietary habits in our school, and practical suggestions.” Then, the teacher guides students to sort out the writing ideas: Opening: Introduce the importance of a healthy diet; Body: List the common unhealthy dietary habits of students (such as skipping breakfast, eating too much junk food, drinking too many sugary drinks) and analyze their harms; put forward practical suggestions (such as keeping a balanced diet, eating regularly, choosing healthy snacks); Closing: Call on all students to keep a healthy diet. Then, the teacher presents some key sentences and connecting words that can be used in writing, such as: “A balanced diet is very important for our health, because it can provide us with enough nutrients and energy.” “Some students have unhealthy dietary habits, such as... These habits are harmful to our bodies because...”. “To keep a healthy diet, we should... First... Second... Besides...”. The teacher also shows a sample proposal on the screen, analyzing its structure and language features, helping students understand how to write a proposal. Design Intent: Pre-writing activities help students clarify the writing task and ideas, and remove language barriers in writing. The guidance of writing ideas helps students organize their thoughts logically and write a coherent proposal. The presentation of key sentences and connecting words provides language support for students, helping them use the learned knowledge correctly and improve the quality of their writing. The sample proposal helps students understand the structure and writing skills of a proposal, which is conducive to improving their writing ability. While-Writing Students start to write the proposal independently. The teacher walks around the classroom, observes students’ writing situation, and provides help for students who have difficulties. For example, if a student does not know how to express a certain sentence, the teacher can give guidance; if a student has problems in logical structure, the teacher can help him sort out his ideas. The teacher reminds students to pay attention to the correctness of grammar, spelling and punctuation, and the fluency and coherence of the passage. Students can also consult their group members if they have questions, but they must write independently. Design Intent: Independent writing helps students cultivate their independent thinking ability and writing ability. The teacher’s guidance and help ensures that all students can complete the writing task smoothly and solve the problems encountered in writing. Allowing students to consult their group members appropriately encourages communication and cooperation, but independent writing ensures that each student can apply the learned knowledge to writing and improve their own writing ability. Post-Writing First, students exchange their proposals with their deskmates and correct each other’s mistakes in grammar, spelling, punctuation and expression. They also comment on each other’s proposals from the aspects of structure, logical coherence and practicality, and put forward suggestions for improvement. For example, a student can say: “Your proposal is very good, but you can add more specific suggestions, such as ‘we should eat breakfast before 7:30 every morning’.” Then, the teacher collects some typical proposals (including good ones and those with common problems) and displays them on the screen. The teacher analyzes the advantages of the good proposals, such as clear structure, correct language, practical suggestions, and points out the common problems in the proposals, such as incorrect grammar, unclear logical structure, lack of specific suggestions. The teacher guides students to correct these problems together and improves their writing ability. Finally, students revise their own proposals according to their deskmates’ comments and the teacher’s guidance, and submit their revised proposals to the teacher. The teacher will check the proposals after class and give targeted comments and suggestions to each student. Design Intent: Post-writing activities aim to help students find their own problems in writing and improve their writing ability. Peer correction encourages students to communicate and learn from each other, and improves their ability to find and correct mistakes. The teacher’s analysis of typical proposals helps students understand the advantages and disadvantages of their own writing, and guides them to master better writing skills. Revising the proposal helps students consolidate the writing knowledge and skills learned, and improve the quality of their writing. Summary and Extension The teacher summarizes the content of the lesson: “In today’s class, we have learned about healthy diet through reading, speaking and writing activities. We have mastered the core vocabulary and phrases related to healthy diet, understood the main idea and details of the reading passage, practiced speaking about healthy diet and designing a healthy menu, and written a proposal about keeping a healthy diet. We also realized the importance of a healthy diet and the harm of unhealthy diets.” Then, the teacher arranges the after-class extension task: Share the proposal written in class with your family and introduce the knowledge of healthy diet to them in English; Keep a one-week dietary diary, record your daily diet, and analyze whether it is healthy. Next class, students will share their dietary diaries and exchange their experiences of keeping a healthy diet. Design Intent: The summary helps students sort out the key content of the lesson and consolidate the knowledge and skills learned. The after-class extension task connects the in-class learning with family life and daily life, making the knowledge learned more practical and sustainable. Sharing the proposal with family helps students improve their oral expression ability and spread the concept of healthy diet. Keeping a dietary diary helps students form good dietary habits and deepen their understanding of healthy diet. 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 $