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

Unit 4 Healthy Diet-Reading Further 教学目标和重难点 教学目标 This section focuses on cultivating students’ four-dimensional core literacy based on the Reading Further text. Language competence is developed by guiding students to master diet-related vocabulary and complex sentences, and improve their ability to understand and express academic texts. Cultural awareness is fostered by comparing dietary cultures at home and abroad, helping students form a rational attitude towards different eating habits. Thinking quality is promoted through analyzing the logical structure of the text and exploring the relationship between diet and health, enhancing students’ critical and analytical thinking. Learning ability is strengthened by guiding students to use reading strategies independently and summarize learning experience, laying a foundation for lifelong learning. 教学重难点 Key points include mastering core vocabulary (e.g., nutrient, metabolism, processed food) and sentence patterns related to healthy diet, understanding the main idea and logical structure of the Reading Further text, and grasping the author’s views on the relationship between diet and health. Difficult points lie in interpreting long and complex sentences in academic texts, distinguishing between facts and opinions in the text, applying the learned knowledge to analyze practical dietary problems, and expressing personal views on healthy diet in fluent English with correct logic. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing students pictures of different dietary patterns, including traditional Chinese diet, Mediterranean diet, and fast food. Then, the teacher asks open-ended questions: “What do you usually eat in a day? Do you think your diet is healthy? What factors do you think affect a person’s health?” After that, the teacher invites 2-3 students to share their answers in English. Next, the teacher briefly introduces the theme of Reading Further: it is an academic text exploring the connection between diet, nutrition and human health, which helps students understand the value of healthy diet from a scientific perspective. Design Intention: This lead-in links students’ daily life with the teaching content, activating their prior knowledge about healthy diet and stimulating their interest in learning the text. By asking questions and encouraging students to express themselves, it not only exercises their oral expression ability but also lays a foundation for understanding the core content of the text. Showing different dietary patterns helps students initially perceive the differences in dietary cultures, paving the way for the cultivation of cultural awareness. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to sort out the new words and phrases in the Reading Further text, such as nutrient, metabolism, processed food, micronutrient, dietary balance, gut-brain connection, etc. For difficult words, the teacher provides context-based explanations, for example, “Micronutrients refer to substances like vitamins and minerals that are needed in small amounts but essential for our body’s normal function.” Then, the teacher supplements the background knowledge: the text is selected from a scientific journal, focusing on the latest research on diet and health, which helps students understand the academic characteristics of the text. After that, the teacher designs a quick matching task: match the new words with their corresponding definitions. This task is displayed on the screen, and students complete it independently first, then check the answers in groups. Finally, the teacher emphasizes the key words and their usage, such as the collocation of “dietary balance” and “maintain a dietary balance”, and the derivative of “metabolize” from “metabolism”. Design Intention: Vocabulary is the foundation of understanding the text. By letting students sort out new words in groups, it cultivates their cooperative learning ability and independent learning awareness. Context-based explanations help students master the meaning and usage of words in a specific context, avoiding mechanical memorization. The background introduction enables students to understand the genre and characteristics of the text, reducing the difficulty of reading academic articles. The matching task helps students consolidate the newly learned vocabulary quickly and lay a solid foundation for the subsequent reading link. Step 3: While-reading (Text Analysis and Skill Training) This step is divided into three sub-tasks to guide students to read the text step by step, from overall understanding to detailed analysis, and then to in-depth exploration, so as to improve their reading ability and thinking quality. Sub-task 1: Skimming for Main Idea. The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. What is the author’s main view on healthy diet? After students finish reading, they share their answers in groups, and the teacher summarizes and comments. The main topic of the text is the relationship between diet, nutrition and human health, and the author’s main view is that a balanced diet with rich nutrients is essential for maintaining physical and mental health, and people should avoid excessive intake of processed food. Design Intention: Skimming training helps students grasp the main idea of the text quickly, cultivate their ability to extract key information, and form an overall understanding of the text. Group sharing encourages students to exchange ideas and learn from each other, while the teacher’s summary helps students clarify the core content of the text and avoid misunderstandings. Sub-task 2: Scanning for Detailed Information. The teacher arranges students to read the text carefully and complete a table, which includes three columns: Key Paragraphs, Core Content, and Supporting Details. For example, Paragraph 2 mainly talks about the role of macronutrients (carbohydrates, proteins, fats), and the supporting details are their specific functions in the human body; Paragraph 4 focuses on the harm of processed food, with supporting details such as high sugar, high fat and low nutrition. Students complete the table independently first, then discuss and revise it in groups. Finally, the teacher checks the results and explains the difficult points in the text. In the process of checking, the teacher focuses on guiding students to analyze long and complex sentences. For example, “The study, controlling for variables such as socioeconomic status, demonstrated that a diet rich in fruits, vegetables and whole grains is associated with a lower risk of chronic diseases.” The teacher helps students split the sentence structure: the subject is “the study”, the predicate is “demonstrated”, the object is a that-clause, and “controlling for variables such as socioeconomic status” is a present participle phrase used as an attributive. This helps students understand the meaning of the sentence accurately. Design Intention: Scanning training helps students extract detailed information from the text and improve their ability to locate and sort out information. Completing the table enables students to sort out the logical structure of the text clearly, which is conducive to cultivating their logical thinking ability. Analyzing long and complex sentences focuses on solving the difficult points in reading, helping students break through the language barrier and improve their ability to understand academic texts. Sub-task 3: Deep Reading for Logical Analysis. The teacher asks students to read the text again and discuss the following questions in groups: 1. What is the logical structure of the text? 2. How does the author support his view? 3. What is the difference between the dietary concepts mentioned in the text and your daily dietary habits? After the discussion, each group sends a representative to report the discussion results. The teacher summarizes: the text adopts the logical structure of “introduction - analysis - conclusion”, the author supports his view through scientific research results and specific examples, and there are some differences between the scientific dietary concepts in the text and students’ daily habits, such as excessive intake of snacks and fast food. Design Intention: Deep reading guides students to go beyond the surface meaning of the text and explore the logical structure and author’s argumentation methods, which helps improve their critical thinking and analytical ability. Group discussion encourages students to think actively and express their views, and comparing with daily dietary habits helps students connect the text with real life, laying a foundation for the subsequent application of knowledge. Step 4: Post-reading (Consolidation and Application) This step is designed to help students consolidate the knowledge learned, apply it to practical situations, and improve their language application ability and comprehensive literacy. Activity 1: Vocabulary and Sentence Pattern Application. The teacher provides some practical situations and asks students to complete sentences with the newly learned words and sentence patterns. For example: 1. To keep healthy, we should maintain a ______ (dietary balance) and eat more fruits and vegetables. 2. Excessive intake of ______ (processed food) is harmful to our health because it contains too much sugar and fat. 3. The research ______ (demonstrated) that regular exercise combined with a healthy diet can improve metabolism. Students complete the sentences independently and then check the answers with the teacher. After that, the teacher asks students to make 2-3 sentences by themselves using the newly learned words and sentence patterns, and share them with the class. Design Intention: This activity helps students consolidate the newly learned vocabulary and sentence patterns, and improve their ability to use language in specific contexts. Making sentences independently encourages students to flexibly apply the knowledge learned, and sharing helps students learn from each other and improve their oral expression ability. Activity 2: Group Discussion and Presentation. The teacher divides students into groups of 5 and assigns the task: “Suppose you are nutritionists, and you need to design a one-day healthy diet plan for senior high school students according to the content of the text. You should explain the reasons for your design based on the nutritional knowledge in the text.” Each group discusses and designs the diet plan, and prepares a 3-minute English presentation. After the discussion, each group sends a representative to make the presentation, and other groups can ask questions and put forward suggestions. Finally, the teacher comments on the presentations, focusing on the rationality of the diet plan and the fluency of English expression. Design Intention: This activity integrates the knowledge learned with practical life, enabling students to apply the nutritional knowledge and language skills in the text to solve practical problems, which improves their language application ability and practical ability. As nutritionists, students can better understand the importance of healthy diet and enhance their sense of responsibility for their own health. Group cooperation and presentation help cultivate students’ cooperative learning ability, oral expression ability and logical thinking ability. Activity 3: Critical Thinking Exploration. The teacher asks students to think about the following question: “Some people think that ‘going on a diet’ is the best way to keep healthy. Do you agree with this view? Why or why not? Please combine the content of the text and your own experience to express your views.” Students think independently first, then discuss in pairs, and finally share their views with the class. The teacher guides students to form a rational view: going on a diet is not the best way to keep healthy, and a balanced diet and regular exercise are more important. Excessive dieting will lead to nutritional deficiencies and affect physical health. Design Intention: This activity aims to cultivate students’ critical thinking ability, guide them to look at problems from a comprehensive perspective, and avoid one-sided understanding. Combining the text content and personal experience helps students deepen their understanding of healthy diet and form correct living habits. Step 5: Summary and Extension First, the teacher invites students to summarize the content of this class, including the key vocabulary, main idea of the text, and the knowledge of healthy diet. Then, the teacher makes a supplementary summary, emphasizing the importance of cultivating good eating habits and the connection between diet and health. The teacher also reminds students to apply the knowledge learned in this class to their daily life, form a balanced diet, and keep healthy. For the extension task, the teacher assigns homework: 1. Read the Reading Further text again and retell the main content in your own words (about 150 words). 2. Investigate the dietary habits of your family members, analyze whether they are healthy, and put forward corresponding improvement suggestions in English. 3. Search for relevant scientific research on healthy diet and share it with the class in the next class. Design Intention: Summarizing by students helps them sort out the knowledge learned in this class and strengthen their memory. The teacher’s supplementary summary helps students clarify the key points and difficulties of the class. The extension homework connects classroom learning with family life and extracurricular learning, guiding students to use the knowledge learned flexibly, expand their horizons, and cultivate their independent learning ability and information collection ability. At the same time, it further deepens students’ understanding of healthy diet and promotes the formation of good living habits. Step 6: Evaluation and Feedback During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in group discussions, the accuracy of answering questions, the fluency of oral expression, and the completion of tasks. For students who perform well, the teacher gives timely praise and encouragement, such as “Your presentation is very wonderful, and the diet plan is very reasonable.” For students who have difficulties, the teacher gives patient guidance and help, such as helping them correct the wrong use of words and guiding them to express their views clearly. After the class, the teacher collects students’ homework and conducts summative evaluation, focusing on the accuracy of students’ retelling, the rationality of the analysis of family dietary habits, and the comprehensiveness of the collected scientific research. The teacher summarizes the common problems and explains them in the next class, helping students make up for their deficiencies. Design Intention: Formative evaluation helps the teacher grasp students’ learning status in time, adjust the teaching progress and methods, and stimulate students’ learning motivation. Summative evaluation helps the teacher understand students’ mastery of the knowledge learned, find out the existing problems, and provide targeted guidance, which is conducive to improving the teaching effect and promoting students’ continuous progress. 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 $