2022_2023学年新教材高中英语Unit4LookingGoodFe教案牛津译林版必修第一册

Unit 4Looking good, feeling good

Welcome to the unit &Reading (I)

I. Learning objectives

By the end of the lesson, students will be able to:

1. understand the structure and content of the news report;

2. read the news report critically and rewrite the title;

3. express their opinions on how to deal with weight problems properly.

II. Key competence focus

1. Analyse the features of a news report.

2. Read the news report critically.

III. Predicted area of difficulty

Rewrite the title of the news report.

IV.Teaching procedures

Step 1 Brainstorming

T asks Ss to express their opinions on weight problems.

•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?

【设计意图：让学生自由表达对减肥的看法，为下文的新闻报道做铺垫。】

Step 2 Predicting

T asks Ss to predict what the news report will talk about according to the title and the pictures.

【设计意图：从文本的主题语境入手，让学生根据标题和图片推测文本内容，从而深度解读课文标题，培养学生预测性思维能力。】

Step 3 Analysing the structure

1.T asks Ss toanalyse the genre of the text.

2.T asks Ss to analyse the structure of the text.

3.T introduces the reading strategy of a news report.

T: A news report usually starts with a lead. It gives the most important information about an event. Then the following paragraphs give more detailed information about the event. Some news reports go on to provide background or supporting information.

4.T guides Ss to divide the news report into several parts and summarize the main idea of each point.

5.T introduces inverted-pyramid structure to Ss.

T: In news stories, the inverted pyramid refers to the structure where the most important information is presented first.The who, what, when, where and why appear at the start of a story, followed by supporting details and background information. The leadis an introductory paragraph and provides essential information for your communication to be successful (key messages such as who, what, when, where, why and how).

The bodycontains details that help readers to understand the news story better. The tailfocuses on the least important information that is interesting or nice for readers to have.

6.T guides Ss to think why a news story follows the structure of an inverted pyramid. T: This structurehelps readers get the key information quickly. Even those who have the time or intention to read only a single paragraph, or even single sentence will still know what the story is about. The inverted pyramid also helps editors when they need to cut a piece at a certain length to fit a publication: if the paragraphs get less and less important as you advance in the article, the article can easily be trimmed at practically any point.

【设计意图：通过指导学生分析体裁，帮助学生阅读文本。同时让学生关注新闻报道的特点：导语，通过阅读策略的介绍，让学生意识到导语在新闻报道里的重要性。引导学生对新闻报道分段也是为学生更深入地理解文章和后面讲解倒金字塔结构做铺垫。】

Step 4 Close reading

1. T asks Ss to focus on part.1(para. 1) and answer the following question. What is the function of the first paragraph?To introduce some key information.

2.T asks Ss to focus on part 2 (paras. 2－4).

(1)T guides Ss to find out the details of the story.

•Jennifer has struggled with eating problems for a long time. She has not eaten breakfast for the last few months and had trouble concentrating in class. •Jennifer missed breakfast that day and hardly touched her dinner the night before. •Jennifer said she was feeling unwell.

•Jennifer passed out and was rushed to hospital.

•Jennifer was found to have dangerously low blood sugar levels and was treated immediately.

•Jennifer is out of danger and will recover in one or two days.

T: We can see that from part 2, we know more details about the story: what happened to Jennifer before she fainted, how she is now, etc.

(2)T asks Ss the following questions.

•What is the relationship between the first and the second paragraph?(The second paragraph further illustrates the lead..)

•Why was Jennifer rushed to hospital? (Because she fainted in her morning PE lesson.) •Can you paraphrase “They say that she has struggled with eating problems for a long time.”? (She has been trying for a long time to lose weight through skipping meals.)

•What did Laura do when she found out Jennifer was skipping meals? (She warned Jennifer that it was unhealthy.)

3. T asks Ss to focus on part 3 (para. 5－7) and answer the following questions. •What are some of the dangerous methods teenagers use to lose weight? (Skipping meals, over-exercising and taking weight-loss medicine.)

•What numbers are given in para. 5? What’s the purpose of giving these numbers? (Almost one fifth of teenagers regularly skip meals, one in ten over-exercise and four per cent even take weight-loss medicine. Giving these numbers can help support

the topic sentence of the paragraph.)

•What lifestyle tips did the expert give? (Having a healthy balanced diet, keeping regular hours and getting plenty of exercise.)

【设计意图：通过第一部分分析导语，第二部分对导语进行更多的解说，第三部分提供其他相关信息。通过分析，让学生对新闻报道的题材特点有了更多的了解。设计的相关问题为了让学生对文章有更深刻的理解。】

Step 5 Critical reading

1.T guides Ss to think of an alternative title for the news report.

T: Do you think the title is attractive enough? Do you have a better version? 2.T asks Ss to analyse the problem on their own.

T: Why do some teenagers care so much about their weight? What are the possible causes?

3.T asks Ss to act in the role of Jennifer’s friend.

T: If you were Jennifer’s classmate, how would you persuade her not to skip meals?

Step 6 Thinking and sharing

T: If you were an expert on health and were invited to give a lecture on losing weight, what would you present to your audience? Prepare with your group members to deliver a speech.

【设计意图：通过对相关问题的进一步讨论，引导学生从微观走向宏观，使学生对语篇意义有深刻的了解。此部分的教学主要围绕学习理解和应用实践展开，培养学生的批判性思维和逻辑思维。】

V. Homework

Continue the news report within 150 words.

When Jennifer came back to her class, all the classmates were very glad to see her back.________

_______________________________________________________________________________ _______________________________________________________________________________

Jennifer’s mom was delighted that Jennifer could recover so

quickly._______________________

_______________________________________________________________________________ _______________________________________________________________________________

2022_2023学年新教材高中英语Unit4LookingGoodFe教案牛津译林版必修第一册

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Unit 4 Natural Disasters Discovering Useful Structures 限制性定语从句(1) that, which, who, whom, whose引导的定语从句 观察以下课文原句并思考黑体部分的功能与构成: 1. There were deep cracks that appeared in the well walls. 2. Two thirds of the people who lived there were dead or injured. 3. Workers built shelters for survivors whose homes had been destroyed. 【归纳填空】 限制性定语从句的功能: 修饰或限定主句中的某个名词或代词(先行词) 一、定义 定语从句可以分为限制性定语从句和非限制性定语从句。 1. 限制性定语从句 它是先行词在意义上不可缺少的定语, 如果去掉, 主句的意思就不完整或失去意义。这种从句与主句的关系十分密切, 书写时不可用逗号分开。如果关系代词在限制性定语从句中作宾语, 关系代词通常可以省略。 *(2020·全国Ⅰ卷)Here’s a handful of ways that will set you in the right direction. 这里有些可以让你回到正轨的方法。 *Everything comes to him who waits. 功夫不负有心人。 2. 非限制性定语从句 它只是对先行词作附加补充说明, 如果去掉, 主句的意思仍然清楚、完整。这种从句与主句的关系不是很密切, 书写时往往用逗号分开。非限制性定语从句不用that引导。 *(2020·浙江高考)The hungry bear followed his nose to our camp, which was surrounded by a high wire fence.

Unit4LookinggoodfeelinggoodPeriod4Integratedskills

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强调 [语法初识] 原句感知自主探究①It was Mary who did the experiment in the lab yesterday evening. ②It was in the park that I met my old teacher yesterday. ③It is a pity that you didn't see the film yesterday evening. ④It was seven o'clock when we reached the mountain village. ⑤It was yesterday that I met my old teacher in the park. ⑥It was my old teacher that I met in the park yesterday. ⑦Maria, do tell us a little about the Venice Film Festival. ⑧It is a good idea that we will have a swim this Sunday. (1)以上各句中，句①②⑤⑥⑦ 表示强调。 (2)上述句子中表示强调有两 种表现形式。一种是用do/does/did＋动词原形表示；另一种是用强调句型表示。 (3)句③中的that引导主语从句，it是形式主语。同样用法 的还有句⑧。 (4)句④中的it是代词；when 引导时间状语从句。 [语法剖析] 强调的功能和作用 在表达中，强调是对句中的主语、宾语、状语或状语从句进行充分强调而接受的一种特殊的表达结构，强调是一种修辞方法，能起到突出信息的作用。 语法点一强调句型 1.强调句型的基本结构 I came across Jim in the park yesterday. →It was I that/who came across Jim in the park yesterday.(强调主语) →It was Jim that/who I came across in the park yesterday.(强调宾语) →It was in the park that I came across Jim yesterday.(强调地点状语) →It was yesterday that I came across Jim in the park.(强调时间状语) 昨天我在公园偶然遇到了吉姆。 [名师点津]强调主语时，that/who后的谓语与被强调的主语在人称和数上保持全都。 [即时演练1] (1)单句语法填空 ①(2022·天津高考改编)You are waiting at a wrong place. It is at the hotel that the coach picks up tourists. (2)请对下列句子中加黑的部分进行强调 ②I was reading English this morning. →It_was_English_that_I_was_reading_this_morning. →It_was_this_morning_that_I_was_reading_English. ③I met Tom in the reading room yesterday afternoon. →It_was_Tom_that_I_met_in_the_reading_room_yesterday_afternoon. 2．强调句型的“多变”形式 (1)一般疑问式：Is/Was ＋it ＋被强调部分＋that ＋句子的其他部分(陈述语序)? Is it the dictionary that you are looking for? 这是你在找的字典吗？ Was it yesterday that he found my pen in the classroom? 是昨天他在教室里找到了我的钢笔吗？

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2022-2021学年高中英语【云南】同步教案：Unit4（共5课时）（人教新课标必修3） Unit 4 Astronomy: the science of the stars Period 1 and 2: Warming up and reading I.Warming up: Lead-in Good morning, class! Today, w are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 97 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words. Play a game to learn the names and positions of the planets: Venus is next to Mercury. Earth is the third planet. Mars is between Earth and Jupiter. Neptune is the furthest planet from the sun. Saturn is between Uranus and Jupiter. Mercury is closest to the sun. II. Pre-reading 1. Looking and saying Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting. 科学家透露：宇宙可能有两个 我们的宇宙和一个"隐蔽的"宇宙共同"镶嵌"在"五维空间"中。在我们的宇宙早 期，这两个宇宙发生了一次相撞事故，相撞产生的能量生成了我们宇宙中的物 质和能量。 2. Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope. He made two mind-boggling(unbelievable) discoveries. First, Hubble figured out that the Milky Way isn’t the only galaxy. He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. The Milky Way is just one of billions of galaxies. Second, Hubble discovered that the galaxies are constantly moving away from each other. In other words, the universe is expanding. The biggest thing that we know about is getting bigger all the time. A few years later, Belgian astronomer Georges Lemaître used Hubble‘s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?” III. Reading 1. Listening and reading aloud Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too. 2.Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.