Unit 4 Looking Good,Feeling Good-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 Language ability: Master key words and sentences to understand the argumentative text. Cultural awareness: Understand the diversity of beauty and respect individual differences. Thinking quality: Develop critical thinking to analyze the causes of negative appearance thoughts. Learning ability: Improve autonomous and cooperative reading skills. 2. 教学重难点 Key points: Grasp the structure of the argumentative text and the author’s views; master core vocabulary and expressions about appearance and self-identity. Difficult points: Analyze external influences on appearance cognition and form a positive attitude towards beauty. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a classic English saying: “Don’t judge a book by its cover.” Then, the teacher asks students two questions in English: “What does this saying mean to you?” and “Have you ever had negative thoughts about your physical appearance, such as ‘Do I look fat in this clothes’ or ‘Will others laugh at my hairstyle’?” After asking the questions, the teacher invites 2-3 students to share their answers freely. During the sharing process, the teacher gives positive feedback and guidance, such as “Your feeling is very real and many teenagers have the same experience” to narrow the distance with students. Then, the teacher naturally leads to the topic of the extended reading: “Today, we will read an article titled Don’t Judge a Book by Its Cover, which will help us understand the negative thoughts about appearance and how to deal with them.” Design Intention: The lead-in adopts a familiar English saying and combines students’ real life experiences, which can quickly attract students’ attention and arouse their emotional resonance. By asking questions related to their own appearance cognition, students can activate their existing knowledge and emotional experience, lay a foundation for the understanding of the text theme, and also create a relaxed and interactive classroom atmosphere, making students more willing to participate in the subsequent teaching activities. At the same time, it naturally leads to the title of the extended reading, realizing the smooth transition from daily life to text learning. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the extended reading on the screen, including “physical appearance, negative effect, media, beauty standards, blind, unique, value” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with simple example sentences related to the text theme, and guides students to read aloud twice to help them master the pronunciation and basic usage. For example, when explaining “physical appearance”, the teacher says: “Physical appearance refers to how a person looks, such as height, weight, hairstyle and so on. For example, many teenagers care too much about their physical appearance.” Then, the teacher briefly introduces the background of the text: “In modern society, teenagers are often influenced by the media and friends, and have some negative thoughts about their own appearance. This article analyzes the causes of these negative thoughts and puts forward practical suggestions, which is very helpful for us to establish a correct view of beauty.” Finally, the teacher asks students to predict the content of the article according to the title “Don’t Judge a Book by Its Cover” and the key vocabulary: “What do you think the author will talk about in this article? You can discuss with your deskmate for a while and then share your predictions.” After the discussion, the teacher invites several groups to share their predictions and writes down the key points of the predictions on the blackboard, such as “the influence of media on beauty standards”, “how to deal with negative thoughts about appearance” and so on. Design Intention: Pre-reading vocabulary preview helps students eliminate language obstacles in reading, so that they can focus more on understanding the content of the text instead of being troubled by new words. The simple background introduction enables students to have a preliminary understanding of the text’s background and theme, which is conducive to improving their reading efficiency. Predicting the text content can stimulate students’ reading interest and initiative, cultivate their ability of logical reasoning, and make them have a clear purpose in reading, so as to better grasp the key points of the text in the subsequent reading process. Step 3: While-reading (In-depth Reading and Text Analysis) This step is divided into three parts: fast reading, careful reading and intensive reading, which helps students understand the text from shallow to deep. 3.1 Fast Reading The teacher asks students to read the article quickly within a certain time (without specifying the time), and complete two tasks: first, find out the main idea of the article; second, divide the article into several parts and summarize the main idea of each part. After reading, the teacher organizes students to exchange and discuss their answers in groups of four. Then, the teacher invites representatives of each group to report their answers, and summarizes and corrects them. The main idea of the article is: The article analyzes the negative effects of teenagers’ wrong views on appearance, explores the causes of these negative thoughts (the influence of media and friends), and puts forward corresponding solutions to guide teenagers to establish a correct view of beauty. The article can be divided into three parts: Part 1 (Paragraph 1): Put forward the problem that teenagers often have negative thoughts about their own appearance; Part 2 (Paragraphs 2-3): Analyze the external influences (media and friends) that cause these negative thoughts; Part 3 (Paragraphs 4-6): Put forward suggestions to deal with these negative thoughts; Part 4 (Paragraph 7): Summarize the theme and emphasize that inner beauty is more important than external appearance. Design Intention: Fast reading aims to cultivate students’ ability of skimming, enabling them to quickly grasp the main idea of the text and the overall structure, which is an important reading skill for senior high school students. Organizing group discussion can let students exchange their ideas, complement each other’s shortcomings, and improve their ability of cooperation and communication. At the same time, it can also help the teacher understand the students’ initial understanding of the text and adjust the subsequent teaching focus in time. 3.2 Careful Reading On the basis of fast reading, the teacher asks students to read the article carefully, and answers the following questions in groups. The questions are designed according to the structure of the text, focusing on the key content of each part: 1. What negative thoughts do teenagers often have about their physical appearance? Please find the relevant sentences in the text. 2. How do the media influence teenagers’ views on their physical appearance? What’s the result of teenagers copying the looks of their favorite stars? 3. How do friends influence teenagers’ views on their physical appearance? Why does social media make this problem worse? 4. What suggestions does the author put forward to deal with the negative thoughts about physical appearance? 5. What’s the author’s final view on beauty? How to understand “your contents are much more important than your cover”? When students are discussing, the teacher walks around the classroom, guides students who have difficulties in answering questions, and reminds students to find the basis from the text. After the discussion, the teacher invites students to answer the questions one by one, and asks other students to supplement and correct them. For the key sentences in the text, such as “Dark thoughts about your physical appearance can hang over you all the time like a rain cloud.” and “These standards are simply impossible for most of the population to live up to.”, the teacher guides students to read aloud and analyze the rhetorical devices and their effects, helping students deepen their understanding of the text. Design Intention: Careful reading is the key link of text learning. By designing targeted questions, students can be guided to focus on the key content of the text, understand the details of the text, and master the author’s views and arguments. Group discussion can stimulate students’ thinking, let them actively participate in the learning process, and improve their ability of analyzing and solving problems. Analyzing key sentences and rhetorical devices can help students appreciate the language beauty of the text, improve their language sense and language appreciation ability, and lay a foundation for the subsequent language application. 3.3 Intensive Reading The teacher focuses on analyzing the difficult sentences and key paragraphs in the text, helping students break through the reading difficulties. For example, the sentence “Teens who try to copy the looks of their favourite stars are fighting a losing battle-these standards are simply impossible for most of the population to live up to.” The teacher parses the sentence structure: “Teens who... are fighting a losing battle” is the main clause, where “who try to copy the looks of their favourite stars” is an attributive clause modifying “Teens”; “these standards are simply impossible for most of the population to live up to” is an appositive clause explaining “a losing battle”. Then, the teacher explains the meaning of the sentence in detail, and guides students to understand that the media’s beauty standards are unrealistic, and blindly pursuing them will only make teenagers feel worse about themselves. In addition, the teacher guides students to analyze the author’s writing purpose and emotional attitude. The teacher asks: “What is the author’s purpose of writing this article? What kind of emotional attitude does the author hold towards teenagers’ negative thoughts about appearance?” Through discussion, students can understand that the author’s purpose is to help teenagers get rid of negative thoughts about appearance, establish a correct view of beauty, and the author holds a concerned and encouraging attitude towards teenagers. Design Intention: Intensive reading focuses on breaking through the difficult points in reading, helping students understand the difficult sentences and key paragraphs in the text, avoiding the situation that students only understand the general idea but not the details. Analyzing the author’s writing purpose and emotional attitude can help students deepen their understanding of the text theme, cultivate their ability of text appreciation and critical thinking, and let students feel the emotional connotation of the text, which is conducive to the cultivation of their emotional attitude and values. Step 4: Post-reading (Consolidation and Application) This step includes three activities: vocabulary consolidation, group discussion and writing practice, which helps students consolidate the knowledge learned and improve their language application ability. 4.1 Vocabulary Consolidation The teacher presents the key vocabulary and phrases learned in the text again, and designs a fill-in-the-blank exercise to help students consolidate their mastery of the vocabulary. The exercise is closely combined with the text content, such as: 1. Dark thoughts about your physical appearance can have a ________ (negative) effect on you. 2. The media’s standards of beauty can influence what you think of your ________ (physical appearance). 3. We should not follow popular beauty standards ________ (blindly). 4. You should remind yourself that you are ________ (unique) and your family and friends love you just the way you are. Students complete the exercise independently, and then the teacher checks the answers and explains the key points. For students who make mistakes, the teacher helps them analyze the reasons and strengthen their memory. Design Intention: Vocabulary is the foundation of language learning. Through fill-in-the-blank exercises, students can consolidate the key vocabulary and phrases learned in the text, master their usage in context, and avoid the mechanical memory of vocabulary. This activity is simple and easy to operate, which can help students quickly consolidate the knowledge learned and lay a foundation for the subsequent language application. 4.2 Group Discussion The teacher puts forward a discussion topic closely related to the text and students’ real life: “In our daily life, what other factors will influence our views on appearance? What should we do to establish a correct view of beauty and avoid being troubled by negative thoughts about appearance?” Then, the teacher divides students into groups of 5-6, and asks them to discuss the topic in English. During the discussion, the teacher requires students to use the vocabulary and sentences learned in the text as much as possible, such as “physical appearance, negative effect, unique, blind” and so on. The teacher walks around the classroom, listens to the discussion of each group, guides students to express their views clearly, and corrects their wrong expressions in time. After the discussion, each group selects a representative to make a 2-3 minute report in English, introducing the group’s views. After the report, the teacher makes comments, affirms the advantages of each group, such as fluent expression and correct use of vocabulary, and puts forward suggestions for improvement, such as “You can add more specific examples to make your report more persuasive”. Design Intention: Group discussion combines the text content with students’ real life, which can not only consolidate the language knowledge learned, but also improve students’ oral expression ability and cooperative communication ability. Letting students express their views on the view of beauty can help them deepen their understanding of the text theme, establish a correct view of beauty, and realize the integration of language learning and value guidance. The teacher’s guidance and comments can help students find their own shortcomings and improve their oral expression ability. 4.3 Writing Practice The teacher asks students to write a short passage of 80-100 words, with the topic “My View on Beauty”. The teacher requires students to combine the content of the extended reading and their own views, and use the key vocabulary and sentences learned in the text. Before writing, the teacher gives a simple outline for students’ reference: 1. What is your view on beauty? (Inner beauty is more important than external appearance) 2. Why do you hold this view? 3. What should we do to establish a correct view of beauty? Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties in writing, such as helping them sort out their ideas and correct wrong sentences. After writing, the teacher collects some students’ works, reads them aloud in class, and makes comments, pointing out the advantages and shortcomings of each work. For excellent works, the teacher affirms and praises them, and invites the students to share their writing ideas; for works with problems, the teacher guides students to correct them together. Design Intention: Writing practice is an important way to test students’ language application ability. By writing a short passage on the topic of “My View on Beauty”, students can consolidate the language knowledge learned, improve their writing ability, and at the same time express their own views on beauty, further deepen their understanding of the text theme, and realize the integration of language learning and emotional education. The teacher’s guidance and comments can help students improve their writing level and enhance their confidence in writing. Step 5: Summary and Extension First, the teacher leads students to summarize the content of this class: “Today, we read the extended reading article Don’t Judge a Book by Its Cover. We learned about the negative thoughts that teenagers often have about their appearance, analyzed the causes of these thoughts and the solutions put forward by the author, and mastered the key vocabulary and sentences in the text. More importantly, we realized that inner beauty is more important than external appearance, and we should establish a correct view of beauty.” Then, the teacher makes an extension: “After class, you can read more articles about beauty and self-identity, and write a reading diary to record your feelings. You can also discuss with your family and friends about their views on beauty, and share what you have learned in this class with them. In addition, you can also pay attention to your own words and deeds in daily life, and try to be a person with both inner and outer beauty.” Finally, the teacher assigns after-class homework: 1. Recite the key vocabulary and sentences in the extended reading; 2. Finish the writing task and revise it according to the teacher’s comments; 3. Read an extra-curricular article about beauty and write a 50-word reading note. Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding. The extension activity connects classroom learning with extra-curricular life, expands students’ learning scope, cultivates their autonomous learning ability, and enables students to apply the knowledge and concepts learned in the class to real life, realizing the goal of “learning for use”. The after-class homework is designed to consolidate the knowledge learned, improve students’ reading and writing ability, and lay a foundation for the subsequent learning. 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 $