Unit 4 Looking Good,Feeling Good-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第一册

Unit 4 Looking Good,Feeling Good-Welcome to the unit 教学目标和重难点 1. 教学目标 The four-dimensional core literacy of this section focuses on language ability, cultural awareness, thinking quality and learning ability. Language ability is developed by guiding students to master words and sentences related to appearance and feelings, and to express their views fluently in English. Cultural awareness helps students understand the diverse views on beauty in different cultures, respect differences and establish a healthy aesthetic concept. Thinking quality is cultivated through discussions and debates, enabling students to dialectically analyze the relationship between external beauty and internal beauty and develop critical thinking. Learning ability is improved by encouraging students to participate in group cooperation, independent exploration and summary, so that they can master effective English learning methods and lay a foundation for lifelong learning. This section closely combines language learning with quality cultivation, reflecting the requirements of the new curriculum standard for senior high school English teaching. 2. 教学重难点 The key points of this section are: mastering core vocabulary such as appearance, figure, confidence, fitness, diet and anxiety, and functional sentence patterns for expressing views and feelings; understanding the theme of "looking good and feeling good" and the connection between external image and internal state. The difficult points are: using the learned vocabulary and sentence patterns to express personal views on beauty accurately and fluently; dialectically understanding the relationship between external beauty and internal beauty, breaking the misunderstanding that "beauty is only about appearance"; and effectively participating in English group discussions, being able to listen to others' opinions and put forward their own reasonable views. These key and difficult points are closely combined with students' cognitive characteristics and the teaching focus of the Welcome to the unit section, which is crucial for students to carry out subsequent unit learning. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class with a warm-up activity. First, the teacher shows a series of pictures on the screen, including a student who looks confident because of his kindness, an athlete who feels good because of his healthy figure, a person who is unhappy because he is too concerned about his appearance, and a student who is full of energy after taking exercise. Then the teacher asks the students two simple questions in English: "Look at these pictures. How do the people in the pictures feel? Why do they feel that way?" After asking the questions, the teacher gives the students 2 minutes to observe the pictures and think about the answers. Then, the teacher invites 3-4 students to share their views in English. The teacher does not correct the students' mistakes immediately, but encourages them to express themselves boldly. For example, if a student says "He feels happy because he is strong", the teacher can respond with "Good! You have a good observation. Can you use a better word instead of 'strong'? Maybe 'fit' or 'healthy'?" to guide the students to use more accurate vocabulary. After the students' sharing, the teacher summarizes: "From your sharing, we can find that people's feelings are closely related to their appearance, health and inner state. Some people feel good because of their healthy body, some because of their kind heart, and some feel bad because they pay too much attention to their appearance. Today, we will start our unit study - Looking Good, Feeling Good, and explore the relationship between looking good and feeling good together." Design Intention: The lead-in activity uses vivid pictures to create a real English learning situation, which is close to students' daily life and can quickly attract students' attention and arouse their learning interest. The simple and easy-to-understand questions lower the threshold of students' expression, encourage students to speak English actively, and help students activate their existing knowledge and experience related to "appearance and feelings". At the same time, through the teacher's appropriate guidance, students can initially contact the core vocabulary of the unit, laying a foundation for the subsequent teaching. In addition, the pictures intentionally avoid focusing only on external appearance, guiding students to pay attention to the connection between inner state and feelings, which is in line with the concept of cultivating students' correct aesthetic view. Step 2: Vocabulary Input (Core Vocabulary Learning) On the basis of the lead-in activity, the teacher introduces the core vocabulary of the Welcome to the unit section, focusing on the words and phrases related to appearance, feelings and health. The teacher presents the vocabulary on the screen one by one, including appearance (n. 外貌), figure (n. 身材), confident (adj. 自信的), fitness (n. 健康；健身), diet (n. 饮食；v. 节食), anxiety (n. 焦虑), feel good (感觉良好), take exercise (锻炼), keep a balanced diet (保持均衡饮食), pay attention to (关注) and so on. For each word and phrase, the teacher first pronounces it clearly, and asks the students to follow along twice to ensure that the students master the correct pronunciation. Then, the teacher explains the meaning of the word and phrase in simple English, and combines the pictures in the lead-in activity to give examples, so that the students can understand the usage of the vocabulary in the specific context. For example, when explaining "confident", the teacher can point to the picture of the confident student and say: "The student in the picture is confident. He believes in himself and feels good about himself. We can say 'He is a confident boy.'". When explaining "diet", the teacher can say: "Some people diet to lose weight, but improper diet is bad for our health. We should keep a balanced diet." After explaining the vocabulary, the teacher designs a quick memory game to help students consolidate the learned vocabulary. The teacher says the Chinese meaning of the word or phrase, and the students stand up quickly and say the corresponding English; or the teacher shows the English word, and the students say the Chinese meaning and make a simple sentence. For example, the teacher says "外貌", and the students say "appearance", and then make a sentence like "Her appearance is very beautiful, but her kindness is more attractive." In the process of the game, the teacher pays attention to the performance of each student, and gives timely praise and encouragement to the students who respond quickly and accurately, such as "Great! You remember it very well." "Wonderful! Your sentence is perfect." For the students who have difficulties, the teacher gives patient guidance, helps them recall the vocabulary and use it correctly, and ensures that most students can master the core vocabulary. Design Intention: Vocabulary is the foundation of English learning. This link focuses on the core vocabulary related to the unit theme, and adopts the teaching method of "pronunciation - explanation - example - consolidation", which is in line with the cognitive law of senior one students. Combining the pictures in the lead-in activity to explain the vocabulary makes the abstract vocabulary concrete and easy for students to understand and remember. The quick memory game increases the interest of vocabulary learning, avoids the tediousness of mechanical memory, and can effectively help students consolidate the learned vocabulary. At the same time, through the teacher's praise and guidance, students' learning confidence is enhanced, and their enthusiasm for learning vocabulary is mobilized. The design also subtly integrates the concept of healthy diet and fitness, laying a foundation for the subsequent discussion on healthy lifestyle. Step 3: Textbook Activity Exploration (Welcome to the unit Textbook Task) After the vocabulary input, the teacher guides the students to open the textbook and focus on the Welcome to the unit part. First, the teacher asks the students to observe the four pictures in the textbook carefully and read the short prompts under each picture. Then, the teacher arranges a group discussion activity: divide the students into groups of 4-5, and each group discusses the two questions in the textbook: "1. What makes the people in the pictures feel good? 2. Do you think looking good is the same as feeling good? Why or why not?" Before the group discussion, the teacher puts forward clear requirements: 1. Each student in the group must speak English, and try to use the core vocabulary and sentence patterns learned just now; 2. Each student should listen carefully to others' opinions and not interrupt others at will; 3. The group should elect a recorder to record the key points of the group's discussion, and a reporter to share the group's views with the whole class after the discussion; 4. The discussion should focus on the questions, and avoid irrelevant topics. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and gives timely guidance. For groups that have difficulty starting the discussion, the teacher can give prompts, such as "You can talk about the first picture first. What does the girl in the picture look like? How does she feel? Why?" For groups that use simple vocabulary and sentence patterns, the teacher can guide them to use more complex expressions, such as "Instead of saying 'She feels good because she is beautiful', you can say 'She feels good not only because of her beautiful appearance but also because of her confident attitude'". For groups that have disputes, the teacher guides them to think dialectically, such as "Some of you think looking good is the same as feeling good, and some don't. Can you give more examples to support your views?" After the group discussion, each group's reporter takes turns to share the group's views with the whole class. When the reporter shares, the other students listen carefully, and can ask questions or put forward their own different views after the sharing. For example, if a group says "We think looking good is not the same as feeling good. Because some people look beautiful but feel unhappy, while some people look ordinary but are very confident and happy", other students can ask "Can you give an example to prove your point?" After all groups have shared, the teacher summarizes the students' views: "Different groups have different views, which are very reasonable. In fact, looking good and feeling good are closely related but not the same. Looking good usually refers to a good external appearance, while feeling good comes from a healthy body, a confident attitude and a kind heart. A good external appearance may make us feel good temporarily, but only a healthy body and a positive inner state can make us feel good for a long time. This is also the core theme we will explore in this unit." Design Intention: This link closely combines the textbook content, and takes group discussion as the main form, which conforms to the requirements of the new curriculum standard for student-centered teaching. The group discussion can not only improve students' oral expression ability and cooperative learning ability, but also enable students to use the learned vocabulary and sentence patterns in practice, realizing the transformation from "input" to "output". The teacher's on-site guidance can help students solve the difficulties in the discussion process, ensure the smooth progress of the discussion, and guide students to think in depth about the relationship between looking good and feeling good. Through the sharing and interaction of each group, students can understand different views, broaden their horizons, and initially establish a correct view of beauty, which lays a foundation for the subsequent learning of the unit. At the same time, the discussion activity also cultivates students' listening ability and critical thinking ability, which is in line with the requirements of core literacy cultivation. Step 4: Theme Expansion (Theme-related Discussion and Practice) On the basis of exploring the textbook activities, the teacher carries out theme expansion activities to further deepen students' understanding of the theme "Looking Good, Feeling Good" and improve their English expression ability. The teacher designs three progressive activities. Activity 1: "My Good Moment" Sharing. The teacher asks the students to think about a moment when they felt good about themselves, and share it with their deskmates in English. The requirements are: 1. Clearly state when and where the moment happened; 2. Explain why they felt good (it can be related to appearance, health, inner state, etc.); 3. Try to use the core vocabulary and sentence patterns learned in this class. After the deskmate sharing, the teacher invites 2-3 students to share their "good moment" with the whole class. For example, a student can say: "Last week, I participated in the school sports meeting and won the first prize in the 800-meter race. I felt very good because I kept exercising and kept a healthy body. At that moment, I was very confident and proud of myself." Activity 2: "Advice for a Happy Life" Discussion. The teacher puts forward a question to the students: "In our daily life, what can we do to make ourselves look good and feel good?" The students are asked to discuss in groups again, and put forward specific suggestions. The teacher reminds the students to use the phrases such as "we should", "we can", "it's important to" to put forward suggestions, and combine the learned knowledge such as fitness and diet. After the discussion, each group shares 2-3 suggestions, and the teacher writes the key suggestions on the blackboard, such as "We should take exercise regularly to keep fit.", "We should keep a balanced diet and not diet blindly.", "We should be confident and accept our own appearance.", "We should help others and be kind to others." Activity 3: Sentence Making Competition. The teacher divides the students into two teams, and each team takes turns to make sentences according to the given words and themes. The given words include the core vocabulary of this class, such as confident, fitness, diet, appearance, and the theme is "Looking Good, Feeling Good". Each correct sentence gets 1 point, and the team with the highest score at the end wins. For example, the teacher says "confident", and a student can make a sentence: "Being confident makes us feel good and look more attractive." The teacher gives timely comments on the students' sentences, corrects the wrong expressions, and encourages students to make more creative sentences. Design Intention: The theme expansion activities are designed in a progressive way, from personal experience sharing to group advice discussion, and then to sentence making competition, which conforms to the cognitive law of students and can gradually improve students' English expression ability. The "My Good Moment" sharing activity is close to students' real life, which can arouse students' emotional resonance, let students deeply understand the connotation of "feeling good", and at the same time exercise their oral expression ability. The "Advice for a Happy Life" discussion activity guides students to combine the learned knowledge with daily life, and puts forward practical suggestions, which not only consolidates the learned vocabulary and sentence patterns, but also helps students establish a healthy lifestyle. The sentence making competition increases the interest of the activity, mobilizes the enthusiasm of all students, and can effectively test the effect of students' vocabulary and sentence pattern mastery. Through these activities, students' language ability, thinking quality and learning ability are further improved, and the core literacy of English is fully reflected. Step 5: Summary and Reflection (Summary and Reflection) First, the teacher leads the students to summarize the content of this class. The teacher asks the students to recall: "What did we learn in this class? What key vocabulary and sentence patterns did we master? What did we discuss about 'Looking Good, Feeling Good'?" The students take turns to answer, and the teacher supplements and sorts out, and finally makes a systematic summary: "In this class, we learned the core vocabulary related to appearance, feelings and health, such as appearance, confident, fitness, diet, etc., and mastered the sentence patterns for expressing views and suggestions. Through group discussions and theme activities, we understood that looking good is not the same as feeling good. A good external appearance is important, but a healthy body, a confident attitude and a kind heart are more important to make us feel good. We also learned how to put forward suggestions to make ourselves look good and feel good in daily life." Then, the teacher guides the students to carry out self-reflection. The teacher asks the students two questions: "1. What did you do well in this class? (For example, actively participating in discussions, mastering vocabulary well, etc.) 2. What do you need to improve? (For example, not daring to speak English, not using vocabulary flexibly, etc.)" The students think quietly for 1 minute, and then share their self-reflection with their deskmates. The teacher invites 1-2 students to share their reflection with the whole class, and gives positive comments and guidance, such as "You did very well in the group discussion, and you spoke English actively. If you can use more complex sentence patterns next time, it will be better." "It's normal that you are not daring to speak English. As long as you practice more, you will make progress." Finally, the teacher assigns the after-class task: 1. Recite the core vocabulary and sentence patterns learned in this class, and make 5 sentences with the vocabulary; 2. Think about your own lifestyle, and write a short passage (about 50 words) in English, introducing what you do to make yourself look good and feel good; 3. Discuss with your family members about their views on "looking good and feeling good", and take notes on the key points, which will be shared in the next class. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and consolidate the learning effect. The self-reflection link guides students to understand their own advantages and disadvantages in learning, which is conducive to students' self-improvement and the cultivation of learning ability. The after-class task is closely combined with the content of this class, which not only consolidates the knowledge learned in class, but also extends the learning to daily life, enabling students to apply the learned English knowledge to practice, realizing the connection between classroom learning and real life. At the same time, the task of discussing with family members helps students understand different views on beauty, further deepen their understanding of the theme, and cultivate their communication ability and cultural awareness. The short passage writing also lays a foundation for the subsequent writing teaching of the unit. Step 6: Emotional Guidance and Value Shaping (Emotional and Value Guidance) After the summary and reflection, the teacher carries out emotional guidance and value shaping to help students establish a correct view of beauty and a positive attitude towards life. The teacher says to the students in English: "In our life, many people pay too much attention to their external appearance, and even feel anxious because they are not satisfied with their appearance. Some people even go on a blind diet or take slimming pills, which is very bad for their health. We should know that true beauty is not only about appearance, but also about inner quality. A confident, kind and healthy person is the most beautiful. We should accept our own appearance, love ourselves, keep a healthy lifestyle, and make ourselves feel good from the inside out. This is the true meaning of 'Looking Good, Feeling Good'." Then, the teacher plays a short English video (about 3 minutes) for the students. The video tells the story of a girl who was once anxious because of her appearance, but with the encouragement of her friends and teachers, she began to pay attention to her inner cultivation and keep exercising, and finally became confident and happy. After watching the video, the teacher asks the students to share their feelings, and guides them to realize that inner beauty is more important than external beauty, and that a healthy body and a positive attitude are the foundation of feeling good. Finally, the teacher encourages the students: "I hope that through this class, you can not only master English knowledge, but also establish a correct view of beauty. In the future, you should love yourself, keep healthy, be confident and kind, and let yourself look good and feel good every day. Remember, you are unique and beautiful in your own way." Design Intention: The emotional guidance and value shaping link is an important part of core literacy cultivation, which combines language teaching with moral education. The teacher's words and the short video can arouse students' emotional resonance, help students get rid of the misunderstanding of "external beauty is everything", and establish a correct view of beauty and self-identity. This link not only pays attention to students' language learning, but also cares about their physical and mental health, which is in line with the concept of "people-oriented" teaching. It helps students develop positive values and good character, and lays a solid foundation for their lifelong development. At the same time, the English video also improves students' listening ability and enriches the forms of classroom teaching, making the classroom more vivid and meaningful. This link also responds to the theme of the unit and the requirements of the new curriculum standard for cultivating students' cultural awareness and thinking quality. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $