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

Unit 4 Looking Good,Feeling Good-Reading 教学目标和重难点 1. 教学目标 It cultivates students’ language ability via text analysis, develops critical thinking on beauty, strengthens cultural awareness of diverse aesthetic standards, and improves autonomous and cooperative learning abilities. 2. 教学重难点 Key: Grasp the text’s theme and structure, master core vocabularies and expressions about appearance and feelings. Difficult points： Understand the deep meaning of true beauty and use language to express views. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) The teacher starts the class by showing two groups of pictures on the screen. The first group includes photos of celebrities with so-called "perfect appearance" in social media, and the second group shows ordinary people with confident smiles, doing sports or helping others. Then the teacher asks two open questions: "What do you think of these people? Which group makes you feel better and why?" After students think for 1-2 minutes, invite 3-4 students to share their opinions freely. The teacher doesn’t give any evaluation immediately, but just listens carefully and guides them to focus on the connection between "looking good" and "feeling good". For example, if a student says "The second group looks better because they are happy and confident", the teacher can reply "You are right. Confidence makes people more attractive. Today we will learn a text about how to achieve real ‘looking good and feeling good’." Then the teacher writes the unit title on the blackboard and leads students to enter the reading part. Design Intention: The visual pictures can quickly attract students’ attention and activate their prior knowledge and life experience. By comparing two groups of pictures, students can initially realize that "looking good" is not only about external appearance but also related to internal state such as confidence and happiness. The open questions provide a platform for students to express their views freely, reduce their anxiety in speaking English, and naturally lead to the theme of the text, laying a good foundation for the subsequent reading activities. Step 2: Pre-reading (Vocabulary Preview & Text Prediction) 1. Vocabulary Preview The teacher lists the core vocabularies and phrases related to the text on the blackboard or PPT, including appearance-related words (slim, overweight, attractive, facial features), feeling-related words (confident, anxious, depressed, energetic), and key phrases (care about, take exercise, be satisfied with, focus on). For each word or phrase, the teacher provides simple English definitions and short sentences closely related to students’ daily life to help them understand and remember. For example, for "slim", the teacher says "Slim means not fat, and it’s a positive word. For example, She keeps slim by taking exercise every day." For "anxious", the teacher explains "Anxious means worried and nervous. For example, Many teenagers feel anxious about their appearance." Then the teacher asks students to read these words and phrases aloud twice, and invites several students to make simple sentences with them to check their mastery. 2. Text Prediction The teacher shows the title of the reading text "Mirror, Mirror on the Wall" and the first sentence of the text. Then ask students to predict: "What do you think the text will talk about? Who may be the main character? What problems may he or she face?" Students can discuss in pairs for 3 minutes, then share their predictions with the whole class. The teacher records the key predictions on the blackboard, such as "The main character may be a teenager who cares too much about his/her appearance", "He/She may have trouble with body image", etc. Design Intention: Previewing core vocabularies helps students remove language obstacles in reading, so that they can focus more on understanding the text content. Using simple English definitions and daily sentences avoids the interference of mother tongue, which is conducive to cultivating students’ English thinking. Text prediction can stimulate students’ reading interest and curiosity, make them read the text with clear goals, and improve their reading efficiency. Step 3: While-reading (Intensive Reading & Text Analysis) 1. Skimming (Read for Gist) Ask students to read the text quickly without stopping at new words or difficult sentences, and finish two tasks: (1) Find out the main character of the text and her problem; (2) Summarize the main idea of the text in one sentence. After reading, invite students to share their answers. The teacher corrects and supplements them, and finally summarizes: The text tells a story of a high school student Emma, who suffers from eating disorders due to the pressure of social media and finally rebuilds her confidence with the help of psychological counseling. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the core content of the text. By setting simple and clear tasks, students can form a general understanding of the text structure and theme in a short time, laying a foundation for intensive reading. 2. Scanning (Read for Specific Information) Ask students to read the text again carefully, and complete the following table about Emma’s changes. The table is displayed on the PPT, including three columns: "Stages", "Emma’s Behavior" and "Emma’s Feelings". Stages Emma’s Behavior Emma’s Feelings Before being influenced by social media Living a normal life, eating regularly and doing some exercise Happy and confident Under the pressure of social media Skipping meals, taking weight-loss pills, checking her appearance in the mirror frequently Anxious, depressed and self-doubtful After psychological counseling Accepting her own appearance, keeping a healthy diet and doing exercise regularly Confident, relaxed and energetic Students can complete the table independently first, then discuss with their group members to check and supplement. After that, the teacher invites a group representative to present the group’s answers, and comments on their performance, focusing on guiding students to find key information from the text, such as "When Emma saw the ‘perfect’ photos on social media, her heart beat faster and her palms sweated", "She started skipping meals and taking weight-loss pills, hoping to look like those models". Design Intention: Scanning helps students accurately find specific information in the text, improve their ability to extract key information. The form is intuitive and clear, which is conducive to students sorting out the context of the story and understanding Emma’s psychological changes. Group discussion can promote students’ cooperative learning, help them learn from each other and improve their ability to communicate in English. 3. Intensive Reading (Analyze the Text in Depth) The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, rhetorical devices and the author’s intention, and solving the difficult points in reading. First, focus on Paragraph 2: "The mirror became my enemy. Every time I looked at it, I only saw a fat girl with ugly facial features." The teacher asks: "Why did Emma regard the mirror as her enemy? What does the mirror symbolize here?" Guide students to think and discuss, and finally summarize: The mirror is not only a physical object, but also a symbol of social norms and external evaluation. Emma’s dissatisfaction with her reflection in the mirror reflects her anxiety about her appearance and her lack of self-acceptance. Then, analyze Paragraph 5: "The counselor told me that true beauty is not about having a perfect body, but about having a healthy mind and a kind heart. She advised me to focus on my inner qualities rather than my external appearance." The teacher asks: "What is the counselor’s view on true beauty? Do you agree with it? Why?" Invite students to share their opinions, and guide them to realize that true beauty comes from inner health and kindness, not just external appearance. In addition, the teacher points out the rhetorical devices used in the text, such as metaphor (the mirror is an enemy) and personification, and explains their functions, helping students understand the vividness and expressiveness of the text language. At the same time, the teacher explains the difficult sentences in the text, such as "I was so anxious that I couldn’t sleep at night, and I even started to avoid talking to my friends", helping students grasp the meaning of the sentences and the emotional color contained in them. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key sentences and rhetorical devices, students can not only improve their language ability, but also understand the deep meaning of the text. The questions designed can stimulate students’ critical thinking, guide them to think about the theme of true beauty, and integrate the cultivation of thinking quality into the reading teaching. 4. Text Structure Analysis The teacher guides students to sort out the structure of the text and summarize the main content of each part. The text adopts a classic framework of "Problem Presentation — Conflict Upgrade — Solution Path — Reflection Sublimation". The teacher helps students sort out as follows: · Part 1 (Paragraphs 1-2): Problem Presentation — Emma is influenced by social media and begins to be dissatisfied with her appearance, and regards the mirror as her enemy. · Part 2 (Paragraphs 3-4): Conflict Upgrade — Emma’s condition worsens, she skips meals, takes weight-loss pills, and even has eating disorders, which affects her study and life. · Part 3 (Paragraphs 5-6): Solution Path — Emma seeks psychological counseling, and the counselor guides her to establish a correct view of beauty and a healthy lifestyle. · Part 4 (Paragraph 7): Reflection Sublimation — Emma rebuilds her confidence, realizes the true meaning of beauty, and lives a positive and healthy life. After sorting out the structure, the teacher asks students to retell the text briefly according to the structure, which can be done in pairs or individually. Design Intention: Analyzing the text structure helps students understand the logical relationship of the text, improve their ability to sort out and organize information. Retelling the text based on the structure can not only consolidate students’ understanding of the text content, but also exercise their oral expression ability, and realize the integration of reading and speaking. Step 4: Post-reading (Consolidation & Extension) 1. Vocabulary and Sentence Consolidation The teacher designs two exercises to help students consolidate the core vocabularies and sentences learned in the text. Exercise 1: Fill in the blanks with the correct form of the given words. The words include slim, anxious, confident, focus on, be satisfied with. For example: (1) She is trying to keep ______ by doing yoga every day. (2) Many teenagers feel ______ about their appearance because of social media. (3) We should ______ our inner qualities rather than our external appearance. Exercise 2: Rewrite the following sentences using the key structures in the text. For example: (1) Emma was very anxious, so she couldn’t sleep at night. → Emma was so anxious that she couldn’t sleep at night. (2) True beauty is not having a perfect body. True beauty is having a healthy mind and a kind heart. → True beauty is not about having a perfect body, but about having a healthy mind and a kind heart. Students complete the exercises independently, then the teacher checks the answers and explains the key points, focusing on the usage of key words and sentence structures, and helping students master how to use them in specific contexts. Design Intention: Vocabulary and sentence consolidation is an important link to consolidate the learning results. Through filling in the blanks and rewriting sentences, students can flexibly use the core vocabularies and sentence structures learned in the text, improving their language application ability. 2. Group Discussion The teacher puts forward a discussion topic: "In modern society, many teenagers are troubled by appearance anxiety. What do you think are the causes of appearance anxiety? How can we deal with it and establish a correct view of beauty?" Divide students into groups of 4-5, and let them discuss for 8 minutes. Each group appoints a recorder to record the key points of the discussion and a speaker to present the group’s views to the whole class. During the discussion, the teacher walks around the classroom, provides guidance and help for students who have difficulties in expression, and reminds students to use the vocabularies and expressions learned in the text. After the discussion, each group’s speaker presents their views in turn. For example, some groups may point out that the causes of appearance anxiety include the influence of social media, the evaluation of peers and the wrong view of beauty. The solutions include keeping a healthy lifestyle, focusing on inner qualities, and accepting their own imperfections. After all groups finish presenting, the teacher makes a summary, affirms the positive views put forward by the students, and emphasizes that everyone is unique, and true beauty lies in a healthy body, a kind heart and a confident attitude. We should not be trapped by appearance anxiety, but should love ourselves and pursue a positive and healthy life. Design Intention: Group discussion can stimulate students’ thinking, let them combine the text content with their own life experience, and deepen their understanding of the theme of the text. At the same time, it can exercise students’ oral expression ability and cooperative learning ability, and guide students to establish a correct view of beauty, which is in line with the requirements of cultivating students’ cultural awareness and thinking quality. 3. Role-play Arrange a role-play activity. The roles include Emma, Emma’s friend Laura, and the counselor. The task is to simulate the scene where Emma talks to her friend about her troubles and the scene where Emma receives psychological counseling. Students can choose roles freely in groups, and prepare for 5 minutes. Then invite 2-3 groups to perform in front of the whole class. During the performance, the teacher encourages students to use the language learned in the text, and pays attention to their emotional expression and language fluency. After the performance, the teacher comments on their performance, affirms their advantages, and puts forward suggestions for improvement, such as using more emotional language to show Emma’s anxiety and later confidence. Design Intention: Role-play is a vivid and interesting language practice activity. It can make students integrate into the scene of the text, deepen their understanding of the characters’ emotions and the text content, and at the same time exercise their oral expression ability and emotional performance ability, making the language learning more practical and interesting. 4. Writing Extension Ask students to write a short passage with the title "My View on True Beauty". The requirements are: (1) Use at least 5 core vocabularies and 2 key sentence structures learned in the text; (2) Express your own views on true beauty clearly; (3) The passage is coherent and logical, with about 80-100 words. Students write independently, and the teacher walks around to provide guidance for students who have difficulties in writing. After writing, invite several students to read their passages aloud, and the teacher comments on them, focusing on the use of vocabularies and sentence structures, the coherence of the passage and the correctness of the views. Design Intention: Writing extension is an important way to realize the integration of reading and writing. It can help students consolidate the language knowledge learned in the text, improve their writing ability, and at the same time let students express their own views on true beauty, further deepening their understanding of the theme of the text, and realizing the sublimation of emotional attitude and values. Step 5: Summary & Homework 1. Summary The teacher leads students to summarize the content of this class: First, we learned a story about Emma, who overcame appearance anxiety and rebuilt her confidence; second, we mastered the core vocabularies and expressions about appearance and feelings; third, we understood the true meaning of beauty — true beauty comes from a healthy body, a kind heart and a confident attitude. Finally, the teacher encourages students to apply what they have learned in this class to their daily life, love themselves, pursue a healthy and positive lifestyle, and not be trapped by appearance anxiety. Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class, consolidate the learning results, and form a systematic understanding of the knowledge. The teacher’s encouragement can guide students to apply the knowledge learned to life, realize the practical significance of language learning, and achieve the goal of cultivating students’ emotional attitude and values. 2. Homework Assign two types of homework to meet the needs of different students: Homework 1 (Basic): Review the core vocabularies and key sentences of this lesson, and copy them twice; retell the text to your partner or family in English. Homework 2 (Improvement): Complete the short passage "My View on True Beauty" written in class, and revise it according to the teacher’s comments; find an article about "true beauty" on the Internet or in English magazines, read it and write a short reading report (about 50 words). Design Intention: The layered homework takes into account the differences of students’ learning levels, so that students with different levels can get exercise and improvement. The basic homework helps students consolidate the basic knowledge, and the improvement homework helps students expand their reading and writing ability, and further deepen their understanding of the theme of true beauty. 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 $