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

Unit 4 Looking Good,Feeling Good-Project 教学目标和重难点 1. 教学目标 It focuses on language competence by practicing integrated skills, cultivates cultural awareness through understanding diverse beauty views, develops thinking quality via critical discussion, and fosters learning ability by guiding autonomous and cooperative inquiry around healthy lifestyle design. 2. 教学重难点 Key: Mastering topic-related vocabulary and expressions, completing a healthy lifestyle design through group cooperation. Difficult: Using English accurately to present design ideas and reflecting on the relationship between appearance and inner health. 教学过程 1. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a free talk: “Boys and girls, when you look in the mirror every morning, what do you think about your appearance? Do you think looking good is the same as feeling good? ” Then, the teacher shows some pictures on the screen, including a student doing exercise, a student skipping meals to lose weight, a student smiling confidently, and a student feeling anxious about his appearance. After showing the pictures, the teacher asks a series of guiding questions: “Which of these students do you think are living a healthy life? Why? What problems do you think the student skipping meals may face? How can we achieve both looking good and feeling good? ” After the students answer the questions freely, the teacher summarizes: “Looking good is not just about a perfect appearance, but more about a healthy body and a positive attitude. Today, we will finish our Project—designing an app or a poster about a healthy lifestyle to help more people look good and feel good. ” Design Intention: The free talk and picture display are closely connected with students’ daily life, which can quickly activate their prior knowledge about appearance and health. The guiding questions guide students to think deeply about the core theme of the unit, help them establish the correct concept that “health is the foundation of beauty”, and lay a good emotional and cognitive foundation for the subsequent Project practice. At the same time, it naturally leads to the teaching content of the Project, arousing students’ interest and enthusiasm for participation. 2. Preparatory Stage: Input Language and Clarify Requirements 2.1 Vocabulary and Expression Consolidation First, the teacher reviews the key vocabulary and expressions of the unit related to the Project, such as “slim down”, “concentrate on”, “skip meals”, “faint”, “healthy diet”, “physical exercise”, “positive attitude”, “mental health” and so on. The teacher presents these words and expressions on the screen, and asks students to read them aloud and make sentences in pairs. For example, “It’s unhealthy to slim down by skipping meals.” “Doing physical exercise regularly can help us keep fit and feel good.” Then, the teacher supplements some extended expressions needed for the Project, such as “design an app for...”, “focus on...”, “provide suggestions on...”, “aim to do...”, “be beneficial to...”, “take measures to...”. The teacher explains the usage of these expressions with simple examples, and asks students to practice them in groups of three, ensuring that each student can use them flexibly in subsequent expression. Design Intention: Vocabulary and expressions are the foundation of language output. Reviewing the key contents of the unit can help students connect the previous learning with the current Project, forming a complete knowledge system. Supplementing extended expressions is to meet the needs of Project design and expression, reduce students’ language barriers in the process of practice, and lay a solid language foundation for their subsequent group work and presentation. 2.2 Clarify Project Requirements and Display Examples The teacher clarifies the specific requirements of the Project: Students will be divided into groups of 4-5, and each group will choose one form (designing an app or making a poster) to complete the task. The work should focus on “how to help teenagers achieve looking good and feeling good”, including at least three aspects: healthy diet, physical exercise and mental adjustment. Each group needs to write a 150-word introduction to their work, explaining the design concept, main contents and expected effects. After clarifying the requirements, the teacher shows two excellent examples on the screen: one is a simple app interface design (with clear modules such as “Diet Advice”, “Exercise Plan” and “Mental Comfort”), and the other is a poster (with vivid pictures and concise English slogans). The teacher analyzes the advantages of the examples: clear theme, complete content, accurate use of language and strong practicality. At the same time, the teacher reminds students to avoid being too simple or irrelevant to the theme, and encourages them to innovate on the basis of the examples. Design Intention: Clarifying the requirements can help students know what to do and how to do it, avoiding blindness in the process of practice. Showing excellent examples can provide students with specific reference, help them understand the standards of excellent works, inspire their creative inspiration, and reduce their anxiety about completing the task. At the same time, it guides students to pay attention to the practicality and innovation of the work, which is in line with the requirements of core literacy training. 3. Practice Stage: Group Cooperation and Task Completion 3.1 Group Division and Topic Selection The teacher divides the students into groups of 4-5 according to their English level and personality, ensuring that each group has students with different strengths (such as students who are good at writing, students who are good at designing, students who are good at speaking). Then, each group selects a group leader, who is responsible for organizing the group discussion and coordinating the division of labor. The teacher asks each group to discuss and determine the form of their work (app design or poster making) and the key content they want to focus on. For example, some groups may focus on “how to lose weight healthily”, some may focus on “how to relieve pressure and keep a positive attitude”, and some may focus on “the combination of diet and exercise for teenagers”. During the discussion, the teacher walks around the classroom, listens to the opinions of each group, and gives appropriate guidance to groups with unclear ideas. For example, if a group is hesitant about the theme, the teacher can suggest: “You can focus on the problems that teenagers often encounter, such as skipping meals to lose weight or feeling inferior because of their appearance, and design practical solutions. ” Design Intention: Reasonable group division can give full play to the advantages of each student, realize complementary advantages, and cultivate students’ cooperative ability. Letting students choose the theme independently can stimulate their enthusiasm and initiative, make the work more in line with their interests and cognitive level, and lay a foundation for the smooth completion of the task. The teacher’s guidance can help students solve problems in time, ensure that each group can determine the direction of the task smoothly, and avoid the stagnation of the task. 3.2 Division of Labor and Independent Inquiry After determining the theme and form, each group carries out division of labor under the organization of the group leader. The teacher suggests the following division of labor: one student is responsible for collecting information (such as healthy diet recipes, scientific exercise plans, methods to relieve pressure), one student is responsible for designing the app interface or poster layout, one student is responsible for writing the introduction text, and the remaining students are responsible for revising and improving the work. During the process, students can use textbooks, reference books, or search for relevant information online (with the teacher’s guidance) to ensure the scientificity and richness of the content. The teacher reminds students to pay attention to the accurate use of English vocabulary and expressions, and encourages them to use the words and expressions reviewed and supplemented in the preparatory stage. For students who have difficulty in writing the introduction, the teacher can provide simple sentence patterns for reference, such as “Our app/poster aims to help teenagers...”, “It includes three main parts: first..., second..., third...”, “We hope that through our work, teenagers can...”. At the same time, the teacher encourages students to put forward their own ideas and innovate the form and content of the work. For example, the app can add a “communication area” for teenagers to share their experiences, and the poster can add some English proverbs about health. Design Intention: Clear division of labor can make each student have a clear task, avoid laziness or confusion, and improve the efficiency of task completion. Encouraging students to conduct independent inquiry and collect information can cultivate their learning ability and information processing ability. Providing appropriate help and guidance for students with difficulties can ensure that all students can participate in the task, and avoid the phenomenon that some students are left behind. At the same time, emphasizing innovation can cultivate students’ thinking quality and creative ability. 3.3 Group Discussion and Revision Improvement After each student completes their own part, the group leader organizes a group discussion to check the completeness and rationality of the work. For example, the group members discuss whether the content of the app/poster is closely related to the theme, whether the language of the introduction is accurate and fluent, whether the design is practical and attractive, and so on. During the discussion, each student can put forward their own opinions and suggestions, and the group leader summarizes and organizes everyone to revise and improve the work. The teacher walks around the classroom, participates in the discussion of each group, and gives targeted guidance. For example, if a group’s introduction is too simple, the teacher can suggest: “You can add specific examples to make your introduction more vivid, such as ‘We suggest teenagers eat more vegetables and fruits, such as apples and carrots, which are rich in vitamins.’ ” If a group’s app design is not practical, the teacher can remind: “You can design some simple and easy-to-operate functions, such as a one-click query of daily exercise plans, which is more suitable for teenagers’ use habits. ” Design Intention: Group discussion and revision can help students find the problems in their work and improve the quality of the work. Each student’s participation in the discussion can exercise their expression ability and critical thinking ability, and let them learn from each other and make progress together. The teacher’s targeted guidance can help students solve the problems that are difficult to solve in the group, ensure that the work meets the requirements, and further improve students’ language ability and thinking quality. 4. Display and Evaluation Stage: Show Achievements and Promote Improvement 4.1 Group Presentation Each group selects one representative to present their work in front of the whole class. The presentation time is 3-5 minutes, including the introduction of the design concept, main contents, and expected effects of the app/poster. The representative can use PPT to show the app interface or poster, and read the introduction text aloud. During the presentation, other students listen carefully and take notes, and can ask questions after the presentation (such as “Why did you design this function? ” “Do you have any specific suggestions for teenagers to keep healthy? ”). The teacher reminds the presenting students to speak clearly and confidently, use English accurately and fluently, and interact with the audience actively. For students who are nervous or have difficulty in expression, the teacher gives encouragement and appropriate prompts, such as “Don’t be nervous, you can speak slowly. ” “You can use the sentence pattern we practiced before to answer this question. ” Design Intention: Group presentation is an important link of language output, which can exercise students’ oral expression ability and communication ability. Letting students show their works can enhance their sense of achievement and confidence, and stimulate their enthusiasm for learning English. The interaction between students can deepen their understanding of the theme, and also exercise their listening ability and ability to put forward questions. 4.2 Multi-Dimensional Evaluation The evaluation adopts a multi-dimensional mode, including student self-evaluation, group mutual evaluation and teacher evaluation, to ensure the fairness and comprehensiveness of the evaluation. First, student self-evaluation: Each student fills in a self-evaluation form, reflecting on their performance in the group work, such as whether they completed their own task seriously, whether they actively participated in the discussion, whether they made progress in language use, and so on. Second, group mutual evaluation: Each group evaluates the works of other groups according to the evaluation criteria (theme relevance, content completeness, language accuracy, design innovation, presentation effect), and scores them (1-10 points). Then, each group sends a representative to express their evaluation opinions, pointing out the advantages and shortcomings of the works, and putting forward suggestions for improvement. For example, “We think their poster is very attractive, but the introduction is a little short, and they can add more specific suggestions. ” Finally, teacher evaluation: The teacher summarizes the presentation of each group, affirms the advantages of each group’s works (such as innovative design, accurate language, clear theme), and points out the common problems (such as incorrect use of some expressions, insufficient practicality of the design). The teacher gives targeted suggestions for improvement, and evaluates the performance of each group in the whole process (such as cooperation ability, inquiry ability, expression ability). At the same time, the teacher praises the groups and students who performed well, and encourages the groups with shortcomings to continue to improve. Design Intention: Multi-dimensional evaluation can let students fully understand their own advantages and shortcomings, and also learn from the strengths of other groups. Student self-evaluation can cultivate their self-reflection ability, group mutual evaluation can cultivate their critical thinking ability and communication ability, and teacher evaluation can provide professional guidance and help students further improve their ability. The combination of the three evaluations is in line with the requirements of process evaluation, which can comprehensively reflect students’ learning effect and core literacy development. 5. Summary and Extension: Consolidate Knowledge and Expand Vision 5.1 Class Summary The teacher summarizes the whole class: “Today, we completed the Project task through group cooperation. Each group designed excellent apps or posters, and showed their works confidently. We not only practiced our English language skills, but also had a deeper understanding of the relationship between looking good and feeling good. We know that a healthy body, a positive attitude and a scientific lifestyle are the key to looking good and feeling good. ” Then, the teacher reviews the key points of the class: the key vocabulary and expressions related to healthy lifestyle, the requirements and methods of completing the Project, and the importance of cooperation and innovation. The teacher emphasizes that English is a tool for communication and practice, and encourages students to use English to solve practical problems in daily life. Design Intention: Class summary can help students sort out the knowledge and skills learned in the class, consolidate the learning effect, and deepen their understanding of the theme. Emphasizing the practicality of English can help students establish the concept of “using English to do things”, and lay a foundation for their subsequent English learning. 5.2 Extension and Homework The teacher arranges the following homework: 1. Revise and improve the group work according to the evaluation opinions, and submit the final version (including the app design/poster and the introduction text) to the teacher. 2. Write a short passage (100-120 words) about your own healthy lifestyle, using the vocabulary and expressions learned in the unit. 3. Share the group work with your family or friends, and introduce the design concept in English. In addition, the teacher recommends some English materials related to healthy lifestyle for students, such as English articles about healthy diet and exercise, and English videos about mental health, encouraging students to read and watch them after class to expand their vision and accumulate more language materials. Design Intention: The extension homework is closely connected with the class content, which can help students consolidate the knowledge and skills learned, and further improve their language output ability. Sharing the group work with others can exercise students’ oral expression ability and communication ability, and let them feel the practical value of English. Recommending relevant materials can cultivate students’ autonomous learning ability and expand their cultural vision, which is conducive to the all-round development of their core literacy. 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 $