Unit 3 Period 1 Reading and interaction（课件）英语沪教版必修第三册

该高中英语课件围绕“个人特质与社会互动”主题，通过“Lead in提问激活经验、Pre-reading讨论搭建桥梁、While-reading文本探究、Post-reading实践应用”的学习支架，引导学生理解跨文化审美差异及人类行为与关系的主题。 其亮点在于融合文化意识与思维品质，通过对比不同文化美容实践（如非洲以胖为美、毛利人纹身）培养跨文化理解，深度阅读分析“bombard”等词汇隐含意义提升思辨能力。互动活动如校园大使推荐项目，既锻炼语言表达又强化学习能力，助力学生提升跨文化沟通与问题解决能力，为教师提供结构化教学流程与丰富互动素材。

高中英语沪教版必修第三册 Unit 3 The way we are Period 1 Reading and interaction Learning objectives 1. Acquire vocabulary about personal traits and social interactions. 2. Comprehend the text’s theme of human behavior and relationships. 3. Infer implied meanings from contextual details. 4. Exchange views on social phenomena in interactive activities. Contents 1. Lead in 2. Pre-reading 3. While-reading 4. Post-reading 5. Summary 6. Assessment 7. Homework 01. Lead in Lead-in Lead in People do different things to make themselves look more attractive. Have you ever tried the following things? Why or why not? • wearing make-up • dieting • having medical operations • taking physical exercise • wearing rings / earrings • others: ____________________ 02. Pre-reading Lead-in Pre-reading Work in pairs. Talk about people that you think are attractive and find out what characteristics they share. Do you share common ideas for judging beauty? What are they? I think my cousin is attractive. She is kind, optimistic and always ready to help others. My partner and I both agree that inner qualities like kindness and sincerity are more important than appearance when judging beauty. 03. While-reading Lead-in Comprehension work Read the passage and answer the questions. (1) What did Happiness Edem want to do? (2) What kind of images of beauty do the media promote? She wanted to put on weight and spent six months in a “fattening room” to achieve the aim. The media promote images of slim women with a fair complexion and handsome, broad-shouldered young men. Lead-in Comprehension work Read the passage and answer the questions. (3) Why do people in Borneo and New Zealand have tattoos on their bodies? (4) What beauty practices in Myanmar might Europeans find unacceptable? In Borneo, tattoos are a written record of a man’s important life events and places; for New Zealand’s Maoris, tattoos reflect a person’s position in society. Europeans might find the practice of using metal rings to stretch girls’ necks unacceptable. Lead-in Comprehension work Read the passage and answer the questions. (5) Why do people of different ages and cultures try to change the way they look? (6) What conclusion does the writer draw about the standards of beauty? They do so to look more beautiful, show their social position or display their group identity. The writer concludes that beauty standards vary across time and cultures, and everyone is beautiful in their own way. Lead-in Comprehension work Read the summary below and fill in each blank with a suitable word based on the language of the passage. You may change the form if necessary. time slim time attractiveness desirable odd/shocking elegant stretched identity pursue Lead-in Deep reading Study the sentences about different concepts of beauty. Discuss the following questions in pairs and complete the table. You may use the example below to help you. In some parts of Africa, being fat is desirable because it is a sign of attractiveness in women and power and wealth in men. Guiding questions: Is “fat” a positive word or a negative word in this context? Why? What do people in parts of Africa think of fat women or men? Lead-in Deep reading Study the sentences about different concepts of beauty. Discuss the following questions in pairs and complete the table. You may use the example below to help you. You may ask and respond like this: A: What do you think of the word “fat” here? Is it positive or negative? B: Though “fat” is often used as a negative adjective, in this context, it is not. As you can see from the sentence, “being fat in some parts of Africa” is described as attractive and desirable. A: That’s what I think too. Lead-in Deep reading Study the sentences about different concepts of beauty. Discuss the following questions in pairs and complete the table. You may use the example below to help you. (1) In magazines and in the media we are bombarded with images of slim women with a fair complexion and handsome, broad-shouldered young men. Guiding question: By using the word “bombard”, what does the writer imply about the images of men and women in the media? My understanding： The word “bombard” implies that the media provides people with an excessive number of these beauty images, which may have a strong and even overwhelming influence on people’s views of beauty. Lead-in Deep reading Study the sentences about different concepts of beauty. Discuss the following questions in pairs and complete the table. You may use the example below to help you. (2) It is fairly rare to see short-sighted, middle-aged models. Guiding question: Why does the writer mention this immediately after describing the types of images we see in magazines and in the media? My understanding： The writer mentions this to show that the media’s promoted beauty standards are narrow and unrealistic—they only focus on young, perfect-looking people and ignore the majority of ordinary people like short-sighted and middle-aged ones. Lead-in Deep reading Study the sentences about different concepts of beauty. Discuss the following questions in pairs and complete the table. You may use the example below to help you. (3) Western society used to have a very low opinion of tattoos. Guiding questions: Why does the writer use “used to” here? What is implied? My understanding： “Used to” indicates that Western society’s attitude towards tattoos has changed. It implies that Western society once looked down on tattoos, but now this view has changed and tattoos have become popular among the new generation. Lead-in Deep reading Study the sentences about different concepts of beauty. Discuss the following questions in pairs and complete the table. You may use the example below to help you. (4) Does this mean that we are all beautiful in our own way? Guiding questions: The writer uses a question to end the passage. Would the statement “I think we are all beautiful in our own way” be a better ending? Why or why not? My understanding： Using a question is a better ending. It can arouse readers’ thinking and make them reflect on their own views of beauty, while a direct statement would be more forceful but less thought-provoking. Lead-in Deep reading Work in pairs and discuss the question. Look at the factors below. How would they influence our views on beauty? Give at least one example for each of these factors. age gender social trends occupation social class social environment • Age: Teenagers may think that trendy clothes and a slim figure are beautiful, while the elderly may value a healthy body and a kind face more. For example, a teenager may spend a lot of money on fashionable clothes, but an old man may prefer comfortable and simple clothes. Lead-in Deep reading Work in pairs and discuss the question. Look at the factors below. How would they influence our views on beauty? Give at least one example for each of these factors. age gender social trends occupation social class social environment • Social trends: In recent years, the trend of “natural beauty” has become popular, so many people think that a fresh and plain look is more attractive than heavy make-up. Lead-in Deep reading Work in pairs and discuss the question. Look at the factors below. How would they influence our views on beauty? Give at least one example for each of these factors. age gender social trends occupation social class social environment • Social class: In Elizabethan England, pale skin was considered beautiful because only rich people could afford the expensive make-up to achieve it, while poor people had to work outdoors and had tanned skin. 04. Post-reading Lead-in Mini-project The Students’ Union is launching a voting campaign for a campus ambassador. You are required to recommend a student in your class as a candidate. ■ Discuss the questions below in groups. Who would you like to recommend? What do you think the requirements for a campus ambassador are? Do you prefer to consider internal characteristics such as character, personality or social skills, or external characteristics such as appearance or clothes? ■ Share ideas within your group. ■ Select one person to report on behalf of your group. Voting for a campus ambassador Lead-in Mini-project I would like to vote for Li Ping. I prefer to consider her internal characteristics first and then her external characteristics. Li Ping meets all the requirements for a campus ambassador. First of all, she has a good personality. She is sociable and kind, and she never hesitates to praise others for their achievements. She is also helpful and hard-working. It’s always a relief to have her on my team. Furthermore, she is elegantly dressed and always gives a good impression. In short, I think Li Ping would make an excellent campus ambassador. I would like to recommend Zhang Yu as our campus ambassador. We think the requirements for a campus ambassador include a friendly personality, good communication skills and a positive image. We prefer to consider internal characteristics first. Zhang Yu is outgoing and can get along well with all kinds of people. He is also very responsible—he often organizes class activities successfully. Besides, he dresses neatly and has a good appearance. So he is the most suitable candidate for the campus ambassador. 05. Summary Lead-in Focus on language Read the passage again. Find some language points in the passage and list them in the blanks. Compound adjectives for describing appearances (e.g. broad-shouldered) overweight; plump; pale-skinned; short-sighted; broad-shouldered Lead-in Focus on language Complete the passage with the suitable words below. broad-shouldered overweight pale-skinned middle-aged dressed stunning fashionable short-sighted It is unusual for a ¹__________ man to start modelling, but for the physics teacher Simon Thompson, age is just a number. His story is a ²__________ example of what a change in habits can do. middle-aged stunning Lead-in Focus on language broad-shouldered overweight pale-skinned middle-aged dressed stunning fashionable short-sighted Simon used to feel bad about his appearance: being ³_______________ and wearing thick glasses, he was often teased as a student. All this changed when Simon’s car broke down early last year. He couldn’t afford to fix it, so he had to bike to work every day. Simon began to lose weight and discovered that he really liked exercising. He also began doing strength training. A year and a half later, the results are impressive: ⁴______________ and powerfully built, Simon now looks more like a gym instructor than a physics teacher. overweight broad-shouldered Lead-in Focus on language Complete the passage with the suitable words below. broad-shouldered overweight pale-skinned middle-aged dressed stunning fashionable short-sighted A suntanned⁶ Simon greets me when I meet him at a café. “I went biking around Spain during my holidays, so I got to be out in the sun all day,” he explains. “It’s quite a difference from the ⁵__________ man I was 18 months ago. Exercising made me feel a lot better about myself,” he adds. With the newly found confidence, Simon also started caring about his appearance a lot more. He has become interested in fashion and is always neatly ⁶__________. pale-skinned dressed Lead-in Focus on language Complete the passage with the suitable words below. broad-shouldered overweight pale-skinned middle-aged dressed stunning fashionable short-sighted Simon still wears glasses, but nowadays, he gets paid for it. On his way to work one morning, he was noticed by a talent spotter from an Italian eyewear company, and he was hired as a model. “It’s not fun being ⁷__________________, but now I get to try on lots of ⁸__________ glasses, and I really enjoy that. I’m not going to quit my job, though—I love teaching!” short-sighted fashionable 06. Assessment Lead-in Assessment Learning Objectives Score(1-5) 1.Comprehend the text’s theme of human behavior and relationships. 2.Acquire vocabulary about personal traits and social interactions. 3.Exchange views on social phenomena in interactive activities. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 Learning objectives 1. Acquire vocabulary about personal traits and social interactions. 2. Comprehend the text’s theme of human behavior and relationships. 3. Infer implied meanings from contextual details. 4. Exchange views on social phenomena in interactive activities. 07. Homework Lead-in Homework 1. Copy and translate the key sentences from the reading passage. 2. Prepare a short dialogue about personal traits with a partner. Thank you for your listening $