Unit 4 Looking good, feeling good 单元教案（表格式）-译林版（2019）必修第一册
文档属性
| 名称 | Unit 4 Looking good, feeling good 单元教案（表格式）-译林版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 34.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-08 23:28:01 | ||
图片预览
文档简介
1024890011950700Book 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?
Carol
Tom
Eating
(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’
Book 1 Unit 4 Looking good, feeling good
Reading 1
Teen faints after skipping meals
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 writer’s purpose;
3. express critical opinions of losing weight as a social trend.
教学重难点
1. To infer the writer’s purpose of writing this news report;
2. To adopt a positive attitude towards 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-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；引导学生关注阅读新闻报道时需关注的语篇特征。
5’
Pair Work
Step 2
The teacher has students predict the contents of the article according to the title and the illustrations.
1. What do you pay attention 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。
4’
Individual Work
While reading
Step 3
1. The teacher has students skim the news report to finish A1 on Page 46.
What is the outline of the news 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 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。
8’
Individual Work
Step 4
The 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 beautiful, teenagers sometimes turn to extreme methods to slim down quickly.” in Lines 20–22? 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 interviewed for a news report? Why does the news report include figures in Lines 22–25?
(4) What is the author’s 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。
10’
Pair Work
Post-reading
Step 5
The teacher has students discuss in groups to answer the 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 Jennifer's 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。
8’
Group Work
Step 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 Jennifer's case?
(3) What do 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。
8’
Group Work
Class Work
Homework
1. Finish B2 on Page 47.
2. Finish Part A on Pages 77–78 with your partner.
2’
Book 1 Unit 4 Looking good, feeling good
Reading 2
Teen faints after skipping meals
教学目标
By the end of this section, students will be able to:
1. accumulate collocations of “weight”;
2. identify typical features of a news report;
3. write an original news lead of a recent event.
教学重难点
1. To identify and analyze the “inverted pyramid structure” of a news report;
2. To apply the features of a news lead in a new context.
教学过程
步 骤
教学活动
设计意图
互动时间&模式
Revision
Step 1
The teacher has students review the news report and practice the use of new words and expressions by finishing B1 on Page 47.
回顾第一课时内容，在与课文意义关联的第一视角日记中训练学生运用本单元“青少年减肥与健康”这一主题语境词汇的能力。
5’
Individual Work
Appreciation
Step 2
The teacher has students share collocations of “weight” and finish B2 on Page 47.
积极选择词典等工具辅助积累与“体重”话题相关的习惯搭配。
10’
Class Work
Step 3
The teacher has students individually read the tip of “Understanding a news report” on Page 46 then learn key features of a news report and discuss the following questions in groups of four.
(1) Headline is the title of a newspaper report, which is printed in large letters above the report, such as “Teen faints after skipping meals” in this text. What are the functions of a news headline?
(2) A3 (1) on Page 46: A news report headline should tell the reader what happened and draw their attention. Can you think of another headline for this report?
(3) Which headline is better? Give your reasons.
(4) The?“inverted pyramid” is a?structure to illustrate how information should be prioritized and structured in a text (e.g. a news report). Could you fill in the following pyramid with different parts based on their definitions?
(5) Why is a news report written in an inverted pyramid structure?
(6) How will you read a news report from now on?
通过识别新闻报道的标题特征和常见“倒金字塔”式语篇结构，帮助学生形成新闻报道类的语篇意识，把握新闻的结构特征，提高迅速理解新闻语篇内涵的能力。
15’
Individual Work
Group Work
Application
Step 4
1. The teacher has students retell the news report with the help of the headline and the inverted pyramid structure.
Could you retell the news report with the help of the headline and the inverted pyramid structure?
2. The teacher has students learn the features of a news lead in B3 on Page 47 and work in groups to write an original news lead. Share their leads in class.
通过新闻标题和新闻报道的“倒金字塔”式语篇结构重新加工该新闻报道的内容；根据课外资源中获得的时事语料，在新语境中提炼新闻标题，强化新闻标题的语言特征。
13’
Individual Work
Group Work
Class Work
Homework
Finish Part B on Pages 78–79 with your partner.
2’
Book 1 Unit 4 Looking good, feeling good
Grammar and usage
Restrictive relative clauses with relative adverbs
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
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-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 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。
3’
Individual Work
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。
20’
Individual Work
Step 4
1. 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 99–100.
2. Finish Part C on Page 76.
2’
Book 1 Unit 4 Looking good, feeling good
Integrated skills 1
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. support one’s attitudes towards plastic surgery with reasons.
教学重难点
1. To practice one’s 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-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点。
12’
Individual Work
Viewing
Step 3
The teacher has students listen to the audios about Alice’s 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’
Book 1 Unit 4 Looking good, feeling good
Integrated skills 2
Expressing your opinion about plastic surgery
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 one’s writing individually and in pairs;
4. adopt a critical attitude towards plastic surgery.
教学重难点
1. To effectively integrate and analyze all materials;
2. To practice one’s writing skills in contexts;
3. To enhance one’s abilities of self-review and peer review.
教学过程
步 骤
教学活动
设计意图
互动时间&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
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 and reasons you give?
(2) How can you improve your writing?
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
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’
Book 1 Unit 4 Looking good, feeling good
Extended reading
Don’t 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 one’s self-esteem;
3. compare English and Chinese idioms 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-in
Step 1
1. The teacher has students guess the name of a famous person according to the teacher’s 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
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
Discussion
Step 4
The 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.
“Don’t judge a book by its cover” is an English saying. What are some Chinese sayings about one’s 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’
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?
Carol
Tom
Eating
(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’
Book 1 Unit 4 Looking good, feeling good
Reading 1
Teen faints after skipping meals
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 writer’s purpose;
3. express critical opinions of losing weight as a social trend.
教学重难点
1. To infer the writer’s purpose of writing this news report;
2. To adopt a positive attitude towards 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-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；引导学生关注阅读新闻报道时需关注的语篇特征。
5’
Pair Work
Step 2
The teacher has students predict the contents of the article according to the title and the illustrations.
1. What do you pay attention 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。
4’
Individual Work
While reading
Step 3
1. The teacher has students skim the news report to finish A1 on Page 46.
What is the outline of the news 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 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。
8’
Individual Work
Step 4
The 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 beautiful, teenagers sometimes turn to extreme methods to slim down quickly.” in Lines 20–22? 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 interviewed for a news report? Why does the news report include figures in Lines 22–25?
(4) What is the author’s 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。
10’
Pair Work
Post-reading
Step 5
The teacher has students discuss in groups to answer the 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 Jennifer's 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。
8’
Group Work
Step 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 Jennifer's case?
(3) What do 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。
8’
Group Work
Class Work
Homework
1. Finish B2 on Page 47.
2. Finish Part A on Pages 77–78 with your partner.
2’
Book 1 Unit 4 Looking good, feeling good
Reading 2
Teen faints after skipping meals
教学目标
By the end of this section, students will be able to:
1. accumulate collocations of “weight”;
2. identify typical features of a news report;
3. write an original news lead of a recent event.
教学重难点
1. To identify and analyze the “inverted pyramid structure” of a news report;
2. To apply the features of a news lead in a new context.
教学过程
步 骤
教学活动
设计意图
互动时间&模式
Revision
Step 1
The teacher has students review the news report and practice the use of new words and expressions by finishing B1 on Page 47.
回顾第一课时内容，在与课文意义关联的第一视角日记中训练学生运用本单元“青少年减肥与健康”这一主题语境词汇的能力。
5’
Individual Work
Appreciation
Step 2
The teacher has students share collocations of “weight” and finish B2 on Page 47.
积极选择词典等工具辅助积累与“体重”话题相关的习惯搭配。
10’
Class Work
Step 3
The teacher has students individually read the tip of “Understanding a news report” on Page 46 then learn key features of a news report and discuss the following questions in groups of four.
(1) Headline is the title of a newspaper report, which is printed in large letters above the report, such as “Teen faints after skipping meals” in this text. What are the functions of a news headline?
(2) A3 (1) on Page 46: A news report headline should tell the reader what happened and draw their attention. Can you think of another headline for this report?
(3) Which headline is better? Give your reasons.
(4) The?“inverted pyramid” is a?structure to illustrate how information should be prioritized and structured in a text (e.g. a news report). Could you fill in the following pyramid with different parts based on their definitions?
(5) Why is a news report written in an inverted pyramid structure?
(6) How will you read a news report from now on?
通过识别新闻报道的标题特征和常见“倒金字塔”式语篇结构，帮助学生形成新闻报道类的语篇意识，把握新闻的结构特征，提高迅速理解新闻语篇内涵的能力。
15’
Individual Work
Group Work
Application
Step 4
1. The teacher has students retell the news report with the help of the headline and the inverted pyramid structure.
Could you retell the news report with the help of the headline and the inverted pyramid structure?
2. The teacher has students learn the features of a news lead in B3 on Page 47 and work in groups to write an original news lead. Share their leads in class.
通过新闻标题和新闻报道的“倒金字塔”式语篇结构重新加工该新闻报道的内容；根据课外资源中获得的时事语料，在新语境中提炼新闻标题，强化新闻标题的语言特征。
13’
Individual Work
Group Work
Class Work
Homework
Finish Part B on Pages 78–79 with your partner.
2’
Book 1 Unit 4 Looking good, feeling good
Grammar and usage
Restrictive relative clauses with relative adverbs
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
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-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 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。
3’
Individual Work
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。
20’
Individual Work
Step 4
1. 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 99–100.
2. Finish Part C on Page 76.
2’
Book 1 Unit 4 Looking good, feeling good
Integrated skills 1
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. support one’s attitudes towards plastic surgery with reasons.
教学重难点
1. To practice one’s 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-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点。
12’
Individual Work
Viewing
Step 3
The teacher has students listen to the audios about Alice’s 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’
Book 1 Unit 4 Looking good, feeling good
Integrated skills 2
Expressing your opinion about plastic surgery
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 one’s writing individually and in pairs;
4. adopt a critical attitude towards plastic surgery.
教学重难点
1. To effectively integrate and analyze all materials;
2. To practice one’s writing skills in contexts;
3. To enhance one’s abilities of self-review and peer review.
教学过程
步 骤
教学活动
设计意图
互动时间&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
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 and reasons you give?
(2) How can you improve your writing?
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
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’
Book 1 Unit 4 Looking good, feeling good
Extended reading
Don’t 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 one’s self-esteem;
3. compare English and Chinese idioms 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-in
Step 1
1. The teacher has students guess the name of a famous person according to the teacher’s 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
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
Discussion
Step 4
The 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.
“Don’t judge a book by its cover” is an English saying. What are some Chinese sayings about one’s 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’