2023新牛津译林版（2019）《高中英语》必修第一册Unit 4 Looking good, feeling good 单元教案（表格式）.doc

1、 Unit 4 Looking good, feeling goodWelcome to the unit教学目标By the end of this section, students will be able to:1. evaluate and compare lifestyles of different teenagers;2. offer practical suggestions to improve ones lifestyle;3. establish a healthy lifestyle and a positive outlook on beauty.教学重难点1. T

2、o compare and improve different lifestyles;2. To explain the relationship between outer beauty and inner beauty.教学过程步 骤教学活动设计意图互动时间&模式Lead-inStep 1 The teacher has students finish Question 1 on Page 43.What good habits do Carol and Tom have? Tick the boxes above.判断两位案例学生的日常生活习惯是否健康，引导学生的生活观，引出本课话题。3

3、Individual WorkDiscussionStep 2 The teacher has students compare Carols and Toms lifestyles and answer the following questions.1. How are their lifestyles different from each other? CarolTomEating(1) _(2) _Sleeping(3) _(4) _Relaxation(5) _(6) _2. How do you find Carols and Toms lifestyle respectivel

4、y and why? 3. How can Carol and Tom improve their lifestyles? (Question 2 on Page 43)从不同方面比较两位案例学生的日常生活习惯，讨论提高其生活质量的实际方案，为反思学生自身做好铺垫。10Pair WorkFree talkStep 3 The teacher has students answer Question 3 on Page 43 in groups.What is your lifestyle like? How can you improve it? 描述并反思个人生活习惯，虚心采纳同伴提出的改进

5、意见，加强形成更加健康的生活习惯的意识。15Group WorkClass WorkExtension Step 4The teacher has students discuss the following questions.1. Do you agree with the quotation of Audrey Hepburn on Page 43? Why or why not?2. How do you understand the title of this unit? Does “looking good” mean “feeling good”?通过品读名人名言，联系单元主题语

6、境，批判性地思考外在美感与内心感受之间的关系，加深对美的真正内涵的理解，树立积极向上的审美观。15Group WorkClass WorkHomework1. Make up an action plan of how to improve ones own lifestyle.2. Collect other quotes related to beauty.2Reading Teen faints after skipping meals教学目标By the end of this section, students will be able to: 1. predict and obta

7、in 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1. To infer the writers purpose of writing this news report;2. To adopt a positive attitude to

8、wards weight problems and beauty.教学过程步 骤教学活动设计意图互动时间&模式Pre-readingStep 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 skipp

9、ing 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；引导学生关注阅读新闻报道时需关注的语篇特征。5Pair WorkStep 2 The teacher has students predict the contents of the article according to the title and the illustrations.1. What do you pay attenti

10、on to first when reading a news report and why?2. According to the title and the illustrations, what is covered in the news report?培养根据语篇标题、插图等信息预测语篇主题与内容的理解性技能。4Individual WorkWhile readingStep 3 1. The teacher has students skim the news report to finish A1 on Page 46.What is the outline of the new

11、s report?2. The teacher has students scan the news report carefully to finish A2 on Page 46.(1) Why was Jennifer rushed to hospital?(2) What did Laura do when she found out Jennifer was skipping meals?(3) What are some of the dangerous methods teenagers use to lose weight?(4) What lifestyle tips did

12、 the expert give?提取新闻报道中的主要内容，梳理文本的语篇结构，把握该新闻事件中的基本事实性信息和受采访者的观点态度。8Individual WorkStep 4The teacher has students read the news report carefully and work in pairs to answer the following questions.(1) What could you infer from the sentence “In a society where being thin is often seen as being beauti

13、ful, teenagers sometimes turn to extreme methods to slim down quickly.” in Lines 2022? Could you think of an example to support your point?(2) Do you think there are “quick-fix methods” mentioned in Line 29? Why or why not? (3) Who are interviewed for this news report? Why are many people interviewe

14、d for a news report? Why does the news report include figures in Lines 2225?(4) What is the authors purpose of writing this news report?根据上下文线索推断青少年盲目减肥背后的社会背景，反思是否存在塑造形体的“速效法”；分析新闻中引用多方观点和数据的作用，批判性地审视语篇内容，理解作者的写作意图。10Pair WorkPost-readingStep 5 The teacher has students discuss in groups to answer t

15、he following questions:(1) If you had a weight problem like Jennifer Jones, would you skip meals? Why or why not?(2) A3 (2) on Page 46: Jennifer is now in hospital. Suppose you are Jennifers best friend. What would you say to her?将新闻报道的内容与学生自身的经历联系起来，理性思考如何对待青春期肥胖问题，引导学生形成健康的自我认知和审美情趣，积极实践健康的生活方式。8G

16、roup WorkStep 6 The teacher has students discuss in groups and share their answers to the following questions in class:(1) A3 (3) on Page 46: Weight problems are common among teenagers. What are the possible causes of weight problems? Make a list.(2) What can we learn from Jennifers case?(3) What do

17、 you think of the trend of exercising for fitness today?引导学生探讨造成低龄化肥胖现象的多种原因，理性看待健身热潮等当下社会热点现象，树立健康的人生观和价值观。8Group WorkClass WorkHomework1. Finish B2 on Page 47.2. Finish Part A on Pages 7778 with your partner.2Grammar and usageRestrictive relative clauses with relative adverbs教学目标By the end of this

18、 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 adve

19、rbs;4. increase the awareness of a good sleep as part of a healthy lifestyle.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. 教学过程步 骤教学活动设计意图互动时间&模式Lead-i

20、nStep 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 t

21、he underlined sentence into two simple sentences?(5) Could you join the two sentences above?2. The teacher has students analyze the function of why as a relative adverb to introduce a restrictive relative clause.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句的含义及基本规则。3Individu

22、al WorkExploring the rulesStep 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 restrict

23、ive 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。10Individual WorkPair WorkApplying t

24、he 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 a

25、dverbs 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“形式意义使用”三者的统一，形成健康的生活方

26、式、积极的生活态度。20Individual WorkStep 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

27、关语法知识，构建限定性定语从句语法体系。10Class WorkHomework1. Go through the grammar notes on Pages 99100.2. Finish Part C on Page 76. 2Integrated skills Expressing your opinion about plastic surgery教学目标By the end of this section, students will be able to:1. analyze advantages and disadvantages of plastic surgery;2. s

28、upport ones attitudes towards plastic surgery with reasons.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.教学过程步 骤教学活动设计意图互动时间&模式Lead-inStep 1 The teacher has students share their previous knowledge of

29、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。5Class WorkReadingStep 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 prob

30、lems 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点。12Individual WorkViewingStep 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 (

31、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。13Individual WorkSpeakingStep 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) Wha

32、t 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。13Pair WorkHomework1. Preview Part D on Page 52.2. Find more evidence to support your opinion. 2ProjectDesigning an app about a healthy lifestyle教学目标By the end of this section, students will be able to

33、: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To enhance ones abilities of innovative and cooperative learning.教学过程步 骤教学活动设计意图互动时间&模式Prepa

34、rationStep 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

35、 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. What aspec

36、ts of a healthy lifestyle is your group going to research into?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。10Class WorkGroup WorkImplementationStep 2 1. The teacher has students reflect on their lifestyles by answering the

37、 following questions:(1) What is your lifestyle? Can you list your daily routine on the table?ItemsTimeDetails1. get up2. exercise3. have breakfast4. go to school5. have lunch6. go home7. do homework8. have dinner9. go to bed(2) Which habits of you or your group members are good? And which are bad o

38、nes? 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?(1) Wh

39、at 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

40、?(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.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

41、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。20Group WorkEvaluationStep 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 th

42、e 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。13Class WorkHomework1. Polish up the app design based on the assessment.2. Finish Part A, B, D on Pages 7

43、576. 2Extended reading Dont judge a book by its cover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 idiom

44、s of physical appearance.教学重难点1. To establish a healthy attitude towards physical appearance;2. To promote understandings of Western and Chinese cultures.教学过程步 骤教学活动设计意图互动时间&模式Lead-inStep 1 1. The teacher has students guess the name of a famous person according to the teachers descriptions and share

45、 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

46、 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。7Individual WorkReadingStep 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。10Individual WorkAppreciationStep 3 1. The teacher has students discuss in groups ab