Unit 4 Looking good, feeling good_Welcome to the unit 教案
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| 名称 | Unit 4 Looking good, feeling good_Welcome to the unit 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 44.7KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-23 08:34:36 | ||
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Book 1 Unit 4 Looking good, feeling good
Welcome 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 one’s lifestyle;
3. establish a healthy lifestyle and a positive outlook on beauty.
教学重难点
1. To 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-in
Step 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’ Individual Work
Discussion
Step 2 The teacher has students compare Carol’s and Tom’s 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 Carol’s and Tom’s lifestyle respectively 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。 10’ Pair Work
Free talk
Step 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意见，加强形成更加健康的生活习惯的意识。 15’ Group Work Class Work
Extension
Step 4 The 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。 15’ Group Work Class Work
Homework 1. Make up an action plan of how to improve one’s own lifestyle. 2. Collect other quotes related to beauty. 2’
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Book 1 Unit 4 Looking good, feeling good
Welcome 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 one’s lifestyle;
3. establish a healthy lifestyle and a positive outlook on beauty.
教学重难点
1. To 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-in
Step 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’ Individual Work
Discussion
Step 2 The teacher has students compare Carol’s and Tom’s 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 Carol’s and Tom’s lifestyle respectively 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。 10’ Pair Work
Free talk
Step 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意见，加强形成更加健康的生活习惯的意识。 15’ Group Work Class Work
Extension
Step 4 The 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。 15’ Group Work Class Work
Homework 1. Make up an action plan of how to improve one’s own lifestyle. 2. Collect other quotes related to beauty. 2’
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