（2021新教材）牛津译林版必修第一册英语Unit4 单元教案 (共8份打包).zip

第 1 页 共 3 页 Book 1 Unit 4 Looking good, feeling good Extended reading Dont judge a book by its cover 教学目标教学目标 By the end of this section, students will be able to: 1. summarize the argument, outline and information of the magazine article; 2. think rationally about physical appearance and strengthen ones self-esteem; 3. compare English and Chinese idioms of physical appearance. 教学重难点教学重难点 1. To establish a healthy attitude towards physical appearance; 2. To promote understandings of Western and Chinese cultures. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Lead-in Step 1 1. The teacher has students guess the name of a famous person according to the teachers descriptions and share what they think of this figure. (1) Who is he? (2) What do you think of Stephen Hawking? 2. Teacher has students read the title and discuss the following questions. (1) How do you judge a book? (2) How do you understand the title? (3) How do you judge your physical appearance? Are you satisfied with your appearance? 通过猜谜活 动激发学生的学 习兴趣，导入话 题；引导学生分 析文章标题中的 隐喻含义，并联 系自身的经历， 为理解该杂志文 章反映的价值观 做好铺垫。 7 Individual Work Reading 第 2 页 共 3 页 Step 2 1. The teacher has students read the article to analyze the structure and summarize the main idea of each part. Could you analyze the structure and summarize the main idea of each part? 2. The teacher has students read the article again and finish Part A on Page 54. Could you complete the chart with information from the magazine article? 训练学生概 括文章中的主要 观点和事实性信 息，掌握议论文 的基本语篇结构。 10 Individual Work Appreciation Step 3 1. The teacher has students discuss in groups about other causes of teenagers negative thoughts on their physical appearance as well as other effective ways to deal with them and finish Part B on Page 54. Can you think of other causes of teenagers negative thoughts on their physical appearance and other effective ways to deal with them? Make a list and explain briefly. 2. The teacher has students discuss in pairs the real meaning of beauty. (1) In Paragraph.2, the media put forward some standards of beauty. Can you think of some other standards? (2) Are you in favour of these standards? Why? (3) What are your standards of beauty? 3. The teacher has students discuss in pairs about the writing techniques of Paragraph 1 and Paragraph 7. What writing techniques are used in Paragraph 1 and Paragraph 7? 通过探讨青 少年对外在形象 持有某些消极观 点的原因，发展 学生的发散性及 批判性思维；赏 析该杂志文章中 包含的对“美” 这一主题的探讨， 启发学生从多个 角度表达对于 “美”的真谛的 见解；分析文本 中的写作手法及 达到的效果，探 讨文本的写作技 巧。 18 Pair Work Group Work 第 3 页 共 3 页 Discussion Step 4The teacher has students relate English idioms to Chinese ones, talk about their understandings of these idioms based on Chinese cultural background and finish Part C on Page 54. “Dont judge a book by its cover” is an English saying. What are some Chinese sayings about ones physical appearance? Choose one that you agree with and explain why. 鼓励学生比 较赏析中外关于 外表的谚语，有 效进行跨文化学 习。 8 Class Work Homework Read and appreciate the poem on Page 80. 2第 1 页 共 3 页 Book 1 Unit 4 Looking good, feeling good Grammar and usage Restrictive relative clauses with relative adverbs 教学目标教学目标 By the end of this section, students will be able to: 1. explain meanings and basic grammatical rules of restrictive relative clauses with relative adverbs; 2. properly apply restrictive relative clauses with relative adverbs in contexts; 3. learn more grammatical rules of restrictive relative clauses with relative adverbs; 4. increase the awareness of a good sleep as part of a healthy lifestyle. 教学重难点教学重难点 1. To distinguish restrictive relative clauses with relative adverbs and those with relative pronouns; 2. To learn special usages of where and when to introduce restrictive relative clauses. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Lead-in Step 1 1. The teacher has students define a restrictive relative clause, list relative pronouns and explain their rules. (1) What is a restrictive relative clause? (2) What can introduce a restrictive relative clause? (3) How do these words introduce a restrictive relative clause? (4) Could you split the underlined sentence into two simple sentences? (5) Could you join the two sentences above? 2. The teacher has students analyze the function of 联系第三 单元关于“由 关系代词引导 的限制性定语 从句”的语法 知识，结合第 四单元 Reading 语篇中的例句， 自主分析由关 系副词引导的 限制性定语从 3 Individual Work 第 2 页 共 3 页 why as a relative adverb to introduce a restrictive relative clause. 句的含义及基 本规则。 Exploring the rules Step 2 1. The teacher has students find out and rewrite all restrictive relative clauses with relative adverbs in the article on Page 48. (1) Could you find out all the restrictive relative clauses with relative adverbs in the article? (2) Could you rewrite all these restrictive relative clauses? 2. The teacher guides students to work out the rules on Page 48. 3. The teacher offers students more rules of restrictive relative clauses with relative adverbs. 在与单元 主题语境关联 的“世界睡眠 日”的新语篇 中理解关系副 词 when、where、 why 引导的限 制性定语从句， 在教师的引导 下自主归纳基 本规则，并拓 展学习相关语 法重难点。 10 Individual Work Pair Work Applying the rules Step 3 1. The teacher has students finish B1 on Page 49. Could you rewrite the sentences in B1 on Page 49 using a relative adverb or “preposition + which”? 2. Teacher has students finish B2 on Page 49. Could you complete the passage in B2 on Page 49 with correct relative pronouns or relative adverbs where necessary? 3. The teacher has students finish B3 on Page 49. Could you write a short paragraph about World Sleep Day based on the information in B3, using restrictive relative clauses where necessary? 以“睡眠” 为话题，通过 单句改写练习、 A 部分杂志文 章的续写填空、 话题写作，操 练 when、where、 why 引导的限 制性定语从句， 以期实现“形 20 Individual Work 第 3 页 共 3 页 式意义使 用”三者的统 一，形成健康 的生活方式、 积极的生活态 度。 Step 41. The teacher guides students to choose the proper preposition. 2. The teacher guides students to compare relative pronouns and relative adverbs after the same antecedent. 3. The teacher guides students to understand special usages of where and when. 针对限定 性定语从句中 的重难点，拓 展相关语法知 识，构建限定 性定语从句语 法体系。 10 Class Work Homework 1. Go through the grammar notes on Pages 99100. 2. Finish Part C on Page 76. 2第 1 页 共 2 页 Book 1 Unit 4 Looking good, feeling good Integrated skills 1 Expressing your opinion about plastic surgery 教学目标教学目标 By the end of this section, students will be able to: 1. analyze advantages and disadvantages of plastic surgery; 2. support ones attitudes towards plastic surgery with reasons. 教学重难点教学重难点 1. To practice ones listening, reading and speaking skills in contexts; 2. To form independent and critical attitudes towards plastic surgery. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Lead-in Step 1 The teacher has students share their previous knowledge of plastic surgery. How much do you know about plastic surgery? 创设情境， 引出主题，帮 助学生理解 “整形手术” 这一关键词汇。 5 Class Work Reading Step 2 The teacher has students read two news stories about plastic surgery in Part A on Page 50 and answer the following questions. (1) How did the plastic surgery help John Wilson? (2) What problems did the plastic surgery bring to Ella Edwards? 进一步巩 固阅读新闻语 篇的理解性技 能，提取两则 新闻故事中的 主要信息和观 12 Individual Work 第 2 页 共 2 页 点。 Viewing Step 3 The teacher has students listen to the audios about Alices news report on plastic surgery in Part B on Page 51 and finish B1 and B2. (1) Are the following statements true (T), false (F) or not mentioned (NG)? (2) Could you complete the following notes? 训练“听” 的理解性技能， 获取新闻报道 中的主要内容、 语篇结构和说 话意图。 13 Individual Work Speaking Step 4 The teacher has students work in pairs to discuss plastic surgery, using the expressions in Part C on Page 52. (1) Are you for or against plastic surgery? Why? (2) What examples can you think of to support your opinion? 借助词汇 衔接手段，运 用得体的语言 表达个人关于 整形手术利弊 的态度，增加 语用知识，提 高表达性技能。 13 Pair Work Homework 1. Preview Part D on Page 52. 2. Find more evidence to support your opinion. 2第 1 页 共 3 页 Book 1 Unit 4 Looking good, feeling good Integrated skills 2 Expressing your opinion about plastic surgery 教学目标教学目标 By the end of this section, students will be able to: 1. identify an argument essay as a text type, PRE structure and language features; 2. write an argument essay on plastic surgery with PRE structure; 3. review and improve ones writing individually and in pairs; 4. adopt a critical attitude towards plastic surgery. 教学重难点教学重难点 1. To effectively integrate and analyze all materials; 2. To practice ones writing skills in contexts; 3. To enhance ones abilities of self-review and peer review. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Revision Step 1 The teacher has students in pairs answer the following questions to review and analyze information in Part A and B: (1) What information in Parts A and B support the opinion that plastic surgery is good? (2) What information in Parts A and B support the opinion that plastic surgery is bad? (3) What other evidence have you found to support your opinion? 引导学生分 析并整合第一课 时中的多模态语 篇输入和课前自 主收集的信息， 为之后的议论文 写作训练做好铺 垫。 3 Pair Work Writing 第 2 页 共 3 页 Step 2 The teacher has students answer the following questions to learn about the text type, the structure and the language of the argument essay they are to write: (1) What is an argument essay? (2) What is the PRE structure made of? (3) What kind of language can make your argument more convincing? 检测课前预 习情况，学习议 论文语篇类型、 PRE 结构、语 言特征，搭建议 论文写作框架。 5 Individual Work Step 3 1. The teacher has students work in groups to answer the following questions: (1) What is your point about plastic surgery? (2) What are your reasons to prove your point? (3) What personal experiences or evidence do you have to make your argument convincing? 2. The teacher has students write individually and offers help when necessary. 承接第一课 时 Speaking 环 节的讨论内容， 逐步引导学生运 用 PRE 结构明 确议论文的论点、 论据、论证部分， 进行课内独立限 时写作。 20 Group Work Individual Work Step 4 1. The teacher has students review their drafts themselves by answering the following questions: (1) Do you use the PRE structure effectively in your writing? (2) Do you pay attention to the following aspects: punctuation, spelling, grammar, choice of words, style (formal/informal) and structure? (3) What is the hardest part when you write the argument essay? 2. The teacher has students review their drafts in pairs by answering the following questions: (1) What does your partner think of the opinion 指导学生进 行自我评价和同 伴评价，培养学 生的主动反思、 合作学习的意识 与能力。 10 Individual Work Pair Work 第 3 页 共 3 页 and reasons you give? (2) How can you improve your writing? Step 5 1. The teacher invites students to share their drafts in class. 2. The teacher and other students assess and help improve the shared drafts. 3. The teacher guides students to learn from a sample essay. 鼓励学生积 极争取练习和运 用英语的机会， 培养乐于分享个 人观点、虚心向 同伴学习的态度。 5 Class Work Homework Polish up your argument essay. 2第 1 页 共 3 页 Book 1 Unit 4 Looking good, feeling good Project Designing an app about a healthy lifestyle 教学目标教学目标 By the end of this section, students will be able to: 1. design an app about a healthy lifestyle through exploration and cooperation; 2. present the design rationale and the outcome of each groups work in class; 3. evaluate and help improve each groups work. 教学重难点教学重难点 To enhance ones abilities of innovative and cooperative learning. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Preparation Step 1 1. The teacher has students discuss in class various apps about healthy lifestyle in smart phones and explain their favourite ones with reasons. What apps about healthy lifestyle have you used? Which is your favourite one and why? 2. The teacher has students work in groups to review what they have learned about the theme of “a healthy lifestyle” using a mind-map. What have you learned about “healthy lifestyle”? 3. The teacher has students form groups of four to pick one aspect about a healthy lifestyle to research into. Students can turn to Part A on Page 55 for reference. 创设语境， 激活学生已有的 关于健康生活手 机应用程序的认 知和经验；复习 单元话题“青少 年身体与心理健 康”下的词汇知 识、语法知识、 语篇知识和语用 知识，帮助学生 构建单元学习与 应用框架；引导 10 Class Work Group Work 第 2 页 共 3 页 What aspects of a healthy lifestyle is your group going to research into? 学生共同决定手 机应用程序的研 究重点，培养学 生合作学习的意 识与能力。 Implementation Step 2 1. The teacher has students reflect on their lifestyles by answering the following questions: (1) What is your lifestyle? Can you list your daily routine on the table? (2) Which habits of you or your group members are good? And which are bad ones? Why? (3) How do you determine a lifestyle is healthy? (4) Have you ever turned to any app to help manage your life? Does it work? 2. The teacher has students decide what app about a healthy lifestyle they are going to design. What app about a healthy lifestyle are your group going to design? ItemsTimeDetails 1. get up 2. exercise 3. have breakfast 4. go to school 5. have lunch 6. go home 7. do homework 8. have dinner 9. go to bed 呼应 Welcome to the unit 课时内容， 进一步启发学生 反思个人及同伴 的生活习惯，激 发学生通过设计 手机应用程序帮 助改善生活方式 的积极性；指导 学生细化设计过 程，在批判性地 学习案例与提出 改进建议的基础 上，创造性地合 作完成小组方案。 20 Group Work 第 3 页 共 3 页 (1) What is the name of the app? (2) What functions does it serve? (3) Who are your target users? (4) How does it work? (5) How many sections does it contain? (6) How do you make its design attractive? 3. The teacher has students critically study the sample design on Page 55. What can you learn from this example? (1) What aspect of a healthy lifestyle is included? (2) What elements does this app design contain? (3) Whats the highlight of the sample? How can you improve it? 4. Teacher inspires and guides students to create their own app design as a team. Evaluation Step 3 1. The teacher has each group orally present their outcome and design rationale to the whole class. 2. The teacher encourages other groups to assess the app design, ask questions and put forward suggestions at the end of each presentation. 3. The teacher has students vote on the best app design and summarizes the unit. Shall we vote on the best app design and give reasons? 鼓励学生分 享设计成果与思 路，积极进行同 伴学习与评价， 并总结单元内容。 13 Class Work Homework 1. Polish up the app design based on the assessment. 2. Finish Part A, B, D on Pages 7576. 2第 1 页 共 3 页 Book 1 Unit 4 Looking good, feeling good Reading 1 Teen faints after skipping meals 教学目标教学目标 By the end of this section, students will be able to: 1. predict and obtain the outline, facts and opinions of the news report; 2. analyze reasons why teenagers blindly lose weight and infer the writers purpose; 3. express critical opinions of losing weight as a social trend. 教学重难点教学重难点 1. To infer the writers purpose of writing this news report; 2. To adopt a positive attitude towards weight problems and beauty. 教学过程教学过程 步步 骤骤教学活动教学活动设计意图设计意图互动时间互动时间&模式模式 Pre-reading Step 1 The teacher has students work in pairs to answer the following questions. 1. Question 1 on Page 44: Do you think senior high school students should pay much attention to their weight? Why or why not? 2. What do you think of skipping meals to lose weight? 3. Question 2 on Page 44: What do you think are healthy ways of losing weight? 激活学生已 有的关于青少年 减肥的认知和经 验，引出主题； 引导