高一英语译林版必修第一册Book1 Unit4 Looking good, feeling good Welcome + Reading(1) 第1课时

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高一英语译林版必修第一册Book1 Unit4 Looking good, feeling good Welcome + Reading(1) 第1课时

第1课时

Book1 Unit4 Welcome + Reading(1) --- Looking good, feeling good

1.教材分析

What：2个高中生的不同生活习惯；一篇关于一女学生节食减肥以致校园晕倒的新闻报道。
How：分析不同生活方式的好与坏，讨论及介绍自己的生活方式，并与他人互相交流；文本内容以报道事件为依托，分析当前青少年减肥的错误做法，给出合理建议并倡议学生积极健康生活。
Why：认识健康生活方式；观察过度追求外在美的错误做法，树立正确的审美观念。

2.学情分析

学生为新进校的高一新生，正处在身体发育和树立正确价值观的关键时期，开始有了对美好形象的追求。同时，基于学生初中三年的英语积累，学生在交际过程中能结合个人经历，用英语谈论“健康”和“美”的话题，得体地与他人交流沟通，正确表达个人观点。可能会存在个别生词表达困难的情况。

3.教学目标

During this period, students will be able to:
1. understand the meaning of pictures, images, sounds and other non-text resources in topics such as “lifestyle”, “weight loss”, and “beauty”;
2. combine personal experience, analyze the good and bad of different lifestyles when discussing topics of “health” and “beauty” in the communication process, communicate with others appropriately, and express personal opinions correctly;
3. grasp the characteristics of news report in terms of text structure and expression;
4. have a positive and healthy understanding of the true meaning of beauty, and establish a correct aesthetic concept.

4.*重点难点

In this lesson, it is important for students to:
1. combine personal experience, analyze the good and bad of different lifestyles when discussing topics of “health” and “beauty” in the communication process, communicate with others appropriately, and express personal opinions correctly;
2. grasp the characteristics of news report in terms of text structure and expression;
3. have a positive and healthy understanding of the true meaning of beauty, and establish a correct aesthetic concept.

5. 教学过程

教学目标	教学活动与步骤	评价要点	时间与互动模式
学生能够结合个人经历，介绍个人的生活习惯。	Step 1. 1. Ask the students a few questions about their new school life and living habits.	学生能够了解自己的生活方式并能准确表达。	IW 2'
设计意图：通过了解学生实际生活习惯，创设情境，引入主题，激发思考，铺垫语言。
学生在交际过程中谈论“健康”的话题时，能够分析不同生活方式的好与坏,并得体地与他人交流沟通，正确表达个人观点	Step 2. Lead the students to know about Carol and Tom and their living habits. Students are supposed to discuss the following questions: (1)What good habits do Carol and Tom have? What are the benefits of these good habits? (2)What problems will they have if they keep on these bad habits?	学生能够判断不同生活习惯的好坏，并能分析不同习惯所带来的好处和可能导致的问题。	IW/GW 15'
设计意图：结合学生实际生活经历，引入主题，激发思考，引导学生简单地分析并表达不同生活方式的好与坏，从而树立起培养健康生活方式的意识，并呼应单元主题----只有坚持健康生活方式，才能让我们既能look good，也能feel good。
学生能够理解有关“生活方式”“减肥”“美”等话题中的画面、图像、声音等非文字资源传达的意义；对美的真谛有积极健康的认识，树立正确的审美观念。	Step 3. 1. Look at the illustrations carefully and appreciate a quotation from Audrey Hepburn: “Beauty is being the best version of yourself on the inside and out.” 2. Lead the students to think about the following questions: (1) What do you think is the inner beauty? (2) Which one do you think is more important, inner beauty or outer beauty? 3. Watch a video about the change of popular hairstyles in China over the past 100 years. Students are supposed to think: Why are there different hairstyles in different periods of history? Students can share their opinions with others.	学生对于美的认识能更加全面，并能客观辩证地看待内在美与外在美。同时对于内在美和外在美的标准的定义，能有自己的理解，从而树立正确的审美观念。	IW/PW 6'
设计意图：通过赏析奥黛丽赫本的这句名言，能让学生了解到美的定义并不局限于外在，内在的美好同样重要。同时，通过一系列图片、视频等非文本材料的呈现，引发学生思考美的定义。
学生能够理解有关“减肥”“美”等话题中的画面、图像、声音等非文字资源传达的意义。	Step 4. 1. Get to know the opinion that we are living in a society where being thin is often seen as being beautiful. Ask the students whether they agree with it or not. 2. Look at some illustrations about some extreme methods of losing weight. 3. Lead the students to focus on the passage in the reading part.	学生能够通过图像和视频，理解追求外在美的极端方式的不妥，从而更好地理解所学文章。	IW 2'
设计意图：通过过度追求外在美的案例，引发思考，导入文本阅读。
学生能够把握新闻报道类语篇在文本结构和表达方式等方面的特征。	Step 5. 1. Ask the students to look through the passage quickly, and try to find out what writing style the passage is. 2. Present the students a piece of newspaper, and then students are supposed to observe the headlines and think about the features of a headline of a news report. 3. Lead the students to focus on the headline of the passage, and find out the information mentioned in it. 4. Lead the students to read the Tip on Page 46, and try to find the structure of a news report. 5. Ask the students to read the passage, and try to find out the structure of it.	学生能够在教师的引导下，通过观察、对比了解新闻报道的特点，标题的特点，以及新闻报道的基本文本结构。	IW/GW 13'
设计意图：引导学生观察文本及报纸上的新闻报道，对比、分析新闻报道的特点。同时带领学生了解新闻报道的基本结构，引导学生自主阅读，归纳结构。
学生对美的真谛有积极健康的认识，树立正确的审美观念。	Step 6. 1. Watch a video and draw a conclusion: Put your beauty in your identity, not your identity in your beauty. 2. Homework: Preview each part of the news report, and think about the following questions: (1). what is the process of Jennifer’s passing out? (2). what are the extreme methods often taken by teenagers? (3). what good methods does the expert suggest?	学生能够强化对美的真谛的认识，树立健康正确的审美观念。	IW 2'
设计意图：通过观看视频，引导学生思考----到底什么是美，怎样看待美。帮助学生树立正确审美观念。通过设置作业，为下节课的学习设置铺垫。

6.板书设计

7.作业布置

Preview each part of the news report, and think about the following questions:
(1). what is the process of Jennifer’s passing out?
(2). what are the extreme methods often taken by teenagers?
(3). what good methods does the expert suggest?

8.教学反思

学生能够结合自身胜过经历和习惯，判断不同生活习惯的好坏，并能分析不同习惯所带来的好处和可能导致的问题，能有话可说，准确表达。同时，学生对于内在美和外在美的思考能够被激发，对于养成健康生活习惯、树立正确的审美观能够起到一定的作用。此外，学生对于新闻报道的基本结构能够有所了解。与此同时，在实践过程中，迫于当前学生的学习压力和状况，如何改善不好的学习生活习惯可能难以落实。

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