资源简介

一、教学基本信息
二、教学目标
学完本课后，学生能够
掌握pass out、concentrate on、take in、make a full recovery等重点短语和词汇，理解prove、function等核心单词的用法，能完成词汇填空、句型转换等基础练习。
读懂关于青少年不当减肥的新闻报道，理清倒金字塔式新闻文体结构，提取文本关键信息，回答阅读理解问题。
能围绕健康生活方式、减肥观进行口语讨论；能模仿新闻导语写法撰写简单新闻开头；能结合所学知识完成英语小短文写作。
树立正确的审美与健康观念，拒绝极端减肥方式，理解健康美、内外兼修的内涵，养成良好的生活作息与饮食习惯。
三、教学重难点
教学重点
梳理新闻报道的倒金字塔篇章结构，精准获取新闻细节信息。
掌握本课核心词汇、短语及重点句型的含义与用法，并能灵活运用。
引导学生运用英语讨论生活方式、健康减肥等话题，锻炼口语表达能力。
教学难点
理解并模仿新闻导语的写作技巧，把握新闻导语写作要素。
区分pass、take相关短语的不同含义，在语境中正确运用。
结合文本内容，形成独立观点，辩证探讨 “颜值与健康” 的关系。
四、教学方法
情景教学法：结合学生日常作息、饮食场景创设话题情境，激发学生表达欲望。
讲授法：针对重点词汇、短语、语法及文体知识进行精讲点拨。
任务型教学法：设置分层阅读、问答、填空、讨论等课堂任务，层层推进教学内容。
小组合作法：组织结对讨论、小组交流，提升学生合作探究与口语交际能力。
五、教学准备
1. 教师准备：课堂练习题、词汇清单、新闻文体结构讲解素材。
2. 学生准备：提前预习单元标题，思考自身生活习惯，初步了解 “健康减肥” 相关话题。
六、教学过程
StepⅠ Lead-in
Activity 1: Quote sharing & Free talk
Present the quote by Audrey Hepburn: Beauty is being the best possible version of yourself on the inside and out. Ask students to read and understand the meaning.
Put forward the question: What makes a teenager healthy and energetic Invite students to give examples freely, such as doing exercise, eating more vegetables.
（设计意图：借用名人名言引入 “美” 的主题，快速拉近学生与单元话题的距离；通过开放式自由讨论，激活学生已有词汇，营造轻松的课堂氛围。）
Activity 2: Compare two students’ lifestyles (Carol & Tom)
Show the lifestyle information of Carol and Tom, including sleeping time, meals, diet and spare time activities.
Task 1: Ask students to tick out their good habits individually.
Task 2: Pair work: Discuss How can Carol and Tom improve their lifestyles Invite several pairs to share their ideas.
Task 3: Individual sharing: Talk about Your own lifestyle and improvement plans.
（设计意图：借助对比人物生活习惯的任务，衔接 “健康生活” 核心话题，从他人习惯过渡到自身习惯，实现话题落地，同时锻炼学生口语描述能力。）
Step Ⅱ Pre-reading
Activity 1: Discussion questions
Raise two discussion questions for students to think and answer:
Do you think senior high school students should pay much attention to their weight Why or why not
What do you think are healthy ways of losing weight
Collect students’ answers and give proper guidance, lead in the reading material about a girl’s weight-loss experience.
（设计意图：在读前设置思辨类问题，铺垫阅读背景，引发学生对“体重、减肥”的思考，自然过渡到新闻阅读环节。）
Step Ⅲ While-reading
Activity 1: Analyze text structure
Tell students the feature of news reports: inverted pyramid structure (lead, body, tail).
Ask students to read the whole news report quickly and complete the chart: match paragraphs with main ideas.
Para.1: A teenage girl fainted at school yesterday after skipping meals.
Paras.2-4: The girl skipped meals to get slim and is now recovering in hospital.
Para.5: A survey shows many teenagers are using extreme methods to lose weight.
Paras.6-7: Experts give advice on how to lose weight properly.
（设计意图：训练学生快速略读能力，帮助学生掌握新闻文体典型结构，建立篇章整体认知。）
Activity 2: Scan for detailed information
Ask students to read the passage carefully and answer the following questions one by one:
Why was Jennifer rushed to hospital
What did Laura do when she found out Jennifer was skipping meals
What are some of the dangerous methods teenagers use to lose weight
Why do many teenagers choose extreme ways to lose weight
What lifestyle tips did the expert give
Why is a balanced diet vital for teenagers
（设计意图：通过精读设问，引导学生定位文本细节，检验阅读理解效果，同时梳理新闻核心情节与观点。）
Step Ⅳ Post-reading
Activity 1: Deep thinking
Question 1: What lessons can we learn from Jennifer’s story
Question 2: Do you agree that “thin equals beautiful” Why
Activity 2: Pair discussion
Think of a new headline for the news report.
Suppose you are Jennifer’s best friend, what would you say to her
Make a list of possible causes of weight problems.
（设计意图：由文本情节延伸至价值思考，深化单元主题；多角度讨论任务锻炼学生逻辑思维、语言组织与情景表达能力。）
Activity 3: Language building
Diary filling: Complete the diary entry with the correct forms of the words and phrases in the box.
Vocabulary collocation: Learn collocations about the word weight, classify and add more collocations:
v. + weight: lose weight, gain weight
weight + n.: weight loss, weight problem
n. + weight: body weight
adj. + weight: healthy weight
（设计意图：归纳词汇搭配，丰富学生词汇储备，提升词汇运用能力。）
Activity 4: Lead writing
Learn the 5W elements of a news lead (who, what, when, where, why). Ask students to write a short news lead by imitating the given example.
（设计意图：分层设置语言输出任务，从单句练习过渡到仿写创作，循序渐进提升学生写作能力。）
Step Ⅴ Language points & Exercises
Activity 1: Key words and phrases learning
Explain the usage of core language points one by one, combine sentences and examples to consolidate:
pass out, make a full recovery, concentrate, prove, function, take in
（设计意图：系统讲解本课重难点语言知识，结合例句帮助学生理解词义与用法，夯实语言基础。）
Activity 2: Exercises
Students finish 3 multiple-choice questions independently, then check answers and analyze mistakes.
Complete the sentences according to Chinese hints to consolidate phrases.
（设计意图：通过随堂习题即时检测学生对短语、固定搭配的掌握情况，查漏补缺。）
Step Ⅵ Summary
Guide students to review the key points:
Main theme: The harm of unhealthy weight-loss methods and the importance of health.
Text type: News report (inverted pyramid structure).
Core vocabulary, phrases and sentence patterns.
七、板书设计
Unit 4 Looking good, feeling good
Welcome to the Unit & Reading
1. Text Structure
Lead (Para.1): Main event → A girl fainted for skipping meals
Body (Paras.2-5): Details & survey
Tail (Paras.6-7): Experts’ advice
2. Core Vocabulary & Usages
pass out 昏倒；分发
make a full recovery 完全康复
concentrate on 集中注意力
take in 摄入；理解；欺骗
balanced diet 均衡饮食
八、作业布置
Write a short passage (80 words) titled My Healthy Eating Habits with the learned expressions.
Make an English poster warning about unsafe weight-loss methods.
九、教学反思
本节课以“健康与审美”为主线，按照“导入 — 读前 — 读中 — 语言讲解 — 练习 — 总结”的顺序开展教学，整体流程流畅。学生参与口语讨论、小组活动的积极性较高，基本能够掌握新闻文体结构和核心语言知识点。但教学中仍存在不足：
1. 部分基础薄弱学生对pass、take系列易混短语区分不清晰，课堂练习时出错较多；
2. 新闻导语仿写环节，部分学生无法完整涵盖 5W 要素，写作能力有待加强。

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