资源简介

U4 Looking good, feeling good
Welcome to the unit and reading 教案
教材分析：
本课时通过一篇新闻报道，介绍了女高中生Jennifer因为不健康的健身方式身体出现问题的新闻。重点表达主要涉及事件描述、问题分析、健康生活方式等话题。重点句式主要为新闻报道体裁特点。本文的价值取向在于学生通过学习，学习美的真正含义，学会树立正确的关于外貌与美丽的价值观。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得事件描述、问题分析、健康生活方式等话题的重点词组，如go on a diet；习得涉及新闻报道体裁的重点句式；能够写出新闻导语；口头表达出对于美的不同看法。
思维品质上，整理新闻报道体裁主要特征，梳理本语篇的文章发展逻辑结构，归纳对话涉及的主要信息；辩证看待节食的影响。
文化品格上，体会美的表象与内涵，感受美丽的真正含义，学会以正确积极的心态看待外表，学会如何合理的保持健康。
学习能力上，归纳与学习选词填空题目基本解题方法与步骤；形成词组搭配意识，提升语块意识。
教学重点：
学生读懂阅读文本大意，能就健康等关系话题进行相关输入与输出。
教学难点：
学生能认识熟悉新闻报道体裁的特点与结构。
学生能运用所学内容，写成时间的引导句部分。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up for the unit: Ss are asked to watch the video and share their feelings towards the appearances in the video. Lead Ss to think about make-up, accessories, hairstyle, body language etc. Suggested answers: I think both of them are beautiful because how they look is the outcome of the history and culture of the time and place. 利用视频，激活学生已有知识，引出主题。 3’ CW
Step 2 Warm-up for the unit: Ss are asked the question to think about the question “What is beauty ” Then, T could show answers from different resources to the question such as. Andrey Hepburn and introduces her. When reading the quotes, Ss are encouraged to think about the outside and inside of beauty. Suggested answers: I think the outside of beauty might be about a healthy body which is built by a healthy lifestyle… 加深上一步活动，引导学生学前思考美丽的含义。 5’ IW/CW
Step 3 Welcome to the unit: Ss are asked to look at the lifestyles. And ask Ss “What can you know from the lists ” Suggested answers: They’re about some daily routines of sleeping, eating and drinking habits, preferred activities. Then Ss are invited to discuss the following questions: What do you think of Carol’s and Tom’s lifestyles How can they improve their lifestyles What is your lifestyle like How can you improve it T could offer some hints if necessary. Suggested answers: Boy in the first picture might have a fight with his friends and he is all alone himself. He could talk with his parents who might tell him what to do and how to do to solve the problem. 创设语境，进一步导入主题。 5’ CW/GW
Step 4 Before your reading: T introduces the background of the reading material, especially the genre of news report. T could ask Ss to find different kinds of information in the presented news report. Ss check the answers of the questions together and know several key parts and information in a news report and their function. 介绍文章背景，引导学生发现新闻报道体裁特点，提升学生学习能力。 5’ CW/IW
Step 5 Before your reading: Ss are asked to answer the following questions before reading. Do you think high school students should pay much attention to their weight Why or why not 2. What do you think are healthy ways of losing weight Suggested answers: I agree that we need pay some enough attention to our weight as high school students since we are endowed with the rights to chase for the beauty and … According to my experience, eating less won’t really help a lot. Instead, working out regularly is a very good way of losing weight because … 回答读前问题，引导学生带着思考内容进行文本阅读。 5’ CW/GW
Step 6 Reading a news report: Ss read through the reading material and complete the chart. Before filling the blanks, T could introduce the skills for reading a news report. T asks Ss to recall the elements learned before and find them in the passage. Besides, Ss are also encouraged to list any other elements they haven’t list before. T leads Ss to check the answers together. 引导读文章完成表格任务，引导学生进一步总结归纳报道体裁结构与特点，提升学生思维品质。 10’ CW/IW
Step 7 Reading a news report: Ss are asked to answer the following questions and T could lead Ss to think about the key information that they need to grasp. Why was Jennifer rushed to hospital What did Laura do when she found Jennifer was skipping meals 3. What are some of the dangerous methods teenagers use to lose weight 4. What lifestyle tips does the expert give In checking the answers, T could lead Ss to explore complex sentences together. 引导学生根据问题关键词在阅读文本中提取信息，并解析文中长难句，提升学生语言能力。 10’ CW/IW
Step 8 Discuss the questions: Ss are asked to discuss the following questions. T could give some hints and tips one by one for answering them if necessary. Then Ss are encouraged to share their answers. A news report headline should tell readers what happened and draw their attention. Can you think of another headline for this report Jennifer is now in hospital. Suppose you are Jennifer’s best friend. What would you say to her Weight problems are common among teenagers. What are the possible causes Make a list. 巩固所学语言与内容，应用所学内容，向学生提供答题思路与技巧，提升学生学习能力以及思维能力。 10’ CW/GW
Step 9 Building your language: Ss are asked to complete the email with the correct forms of the words and phrases in the box. Before that, T could introduce several key words and the strategy in completing the passage. Then, T leads Ss to check the answers together. Tips: lead Ss to observe passage’s details and predict answers. Key words: diet; energetic: energy (n.); get into shape: get oneself into shape; side effect 介绍文中重点单词，引导学生总结归纳做题技巧，提升学生语言能力与学习能力。 10’ CW/IW
Step 10 Building your language: Ss are asked to fill in the blanks and figure out more collocations of the word “weight”. 引导学生学习词组搭配，熟悉不同词组搭配，提升语块意识，提升学生学习能力。 5’ CW/IW
Step 11 Building your language: T leads Ss to review the function and major parts of a lead in a news report. Ss are asked to recall the lead in the reading material first and find its parts of 5W. Then Ss are asked to write their own leads step by step according to the instruction. 引导学生回顾引导句的功能与组成部分，并逐步逐点使用所学内容进行引导句写作。 10’ CW/IW
Step 12 Homework: Search a news report on the internet and read it. Find the key elements or information in the report and tell the main content of the news to your friend according to what we have learned.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否理解阅读文本主要内容，并能逻辑清晰地梳理出新闻报道体裁主要特点与文本结构。
学生通过本课时学习，能否树立对美与健康的正确认识，并正确处理美与健康之间的关系与平衡。

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