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

Unit 4 Looking Good,Feeling Good-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on language ability, cultivates cultural awareness of healthy beauty, develops logical thinking through grammar exploration, and improves autonomous learning ability via independent and cooperative activities. 2. 教学重难点 Key: Master restrictive relative clauses guided by relative adverbs when, where and why. Difficult: Distinguish relative adverbs from relative pronouns and use them correctly in context. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing some pictures related to the unit theme—Looking Good, Feeling Good. The pictures include a student doing morning exercises in the park, a teenager reading books in the library, and a girl talking to her friend about why she keeps a healthy diet. Then the teacher asks students to describe the pictures in simple English. For example, “The student does morning exercises in the park. The park is near his home.” “The girl keeps a healthy diet. The reason is that she wants to keep fit.” After students finish their descriptions, the teacher says, “These simple sentences are correct, but we can make them more coherent and concise by using a kind of grammar structure. Today, we will learn restrictive relative clauses guided by relative adverbs when, where and why, which can help us connect sentences and express our ideas more clearly.” Design Intention: The lead-in is closely linked to the unit theme, which can arouse students’ interest in learning and activate their prior knowledge. By asking students to describe pictures with simple sentences, the teacher naturally leads to the grammar point to be learned, laying a foundation for the subsequent teaching. At the same time, it connects the grammar learning with real life, making students realize the practical value of grammar. Step 2: Grammar Exploration (Observation and Induction) First, the teacher presents 6 typical sentences on the screen, all related to the unit theme of health and beauty, so that students can observe and explore the rules of relative adverbs. 1. In a society where being thin is often seen as being beautiful, teenagers sometimes turn to extreme methods to slim down quickly. 2. It is normal for teenagers to be slightly overweight and there is no reason why they should be worried. 3. They are still growing, and night is the time when their bodies grow faster. 4. The park where people do tai chi is very popular among the elderly. 5. The reason why he exercises every day is to improve his physical fitness. 6. I still remember the day when I started to keep a balanced diet. Then the teacher divides students into groups of 4 and asks them to discuss the following questions: ① Underline the relative clauses in each sentence. ② Find the antecedents of the relative clauses. ③ What words are used to guide the relative clauses? ④ What functions do these guiding words serve in the relative clauses? After 5 minutes of group discussion, the teacher invites representatives from each group to share their findings. The teacher summarizes and supplements based on students’ answers: The guiding words in these sentences are when, where and why, which are called relative adverbs. They guide restrictive relative clauses to modify the antecedents before them. Specifically, when is used to modify antecedents that refer to time (such as time, day, moment), and it acts as a time adverbial in the relative clause; where is used to modify antecedents that refer to place (such as park, society, library) and some abstract place nouns (such as situation), and it acts as a place adverbial in the relative clause; why is used to modify the antecedent reason, and it acts as a reason adverbial in the relative clause. Next, the teacher further explains the key points: Relative adverbs can be replaced by “preposition + which” structures. For example, “the day when” can be replaced by “the day on which”; “the park where” can be replaced by “the park in which”; “the reason why” can be replaced by “the reason for which”. The teacher gives more examples to help students understand, such as “He will always remember the day when/on which his father returned from Beijing.” “This is the town where/in which I was born.” Design Intention: This link adopts the inquiry-based teaching method, allowing students to discover grammar rules through observation, discussion and summary, which is more conducive to students’ understanding and memory than direct explanation by the teacher. Group discussion can cultivate students’ cooperative learning ability and communication ability. The examples are closely related to the unit theme, which can help students integrate grammar learning with theme learning and deepen their understanding of the unit content. The explanation of the “preposition + which” structure lays a foundation for students to further master the flexible use of relative clauses. Step 3: Key and Difficult Points Breakthrough (Practice and Consolidation) This link is divided into three levels of exercises, from easy to difficult, to help students consolidate the key points and break through the difficult points. All exercises are closely combined with the unit theme of “Looking Good, Feeling Good” to ensure the pertinence and practicality of the exercises. Level 1: Fill in the blanks with proper relative adverbs (when, where, why). This level mainly focuses on the basic use of relative adverbs, helping students master the matching rules between relative adverbs and antecedents. 1. This is the gym ______ I usually do exercise after school. 2. Do you remember the time ______ we first talked about healthy eating habits? 3. The reason ______ many teenagers want to lose weight is that they are influenced by social media. 4. She often goes to the bookstore ______ there are many books about health and beauty. 5. The moment ______ I saw her smile, I knew she felt good about herself. After students finish the exercises independently, the teacher checks the answers and explains the key points. For example, in the third sentence, the antecedent is “the reason”, so we use “why”; in the fourth sentence, the antecedent is “the bookstore”, a place noun, so we use “where”. Level 2: Distinguish between relative adverbs and relative pronouns (who, whom, which, that). This level focuses on breaking through the difficult point—distinguishing the use of relative adverbs and relative pronouns. The teacher presents the following sentences and asks students to choose the correct guiding words. 1. The girl ______ is talking to the teacher is my classmate. (who/where) 2. The park ______ we visited last week is very beautiful. (which/where) 3. The reason ______ he gave for being late is not convincing. (which/why) 4. The day ______ we spent together was very happy. (that/when) After students finish, the teacher explains the key to distinction: The choice between relative adverbs and relative pronouns depends on the function of the guiding word in the relative clause. If the guiding word acts as a subject, object or predicative in the relative clause, we use relative pronouns; if it acts as an adverbial (time, place, reason), we use relative adverbs. For example, in the second sentence, the guiding word is the object of “visited” in the relative clause, so we use “which” instead of “where”. Level 3: Combine two simple sentences into one sentence with relative adverbs. This level focuses on the comprehensive application of relative adverbs, helping students master how to use relative clauses to connect sentences and improve the coherence of expression. 1. I often go to a café. I can read books and relax there. (where) 2. He missed the bus. The reason was that he got up late. (why) 3. We will hold a speech contest. The time is next Friday. (when) 4. There is a hospital near our school. Many students go there to see a doctor. (where) The teacher asks students to complete the exercises in pairs, then invites several pairs to share their answers and corrects mistakes. For example, the first sentence can be combined into “I often go to a café where I can read books and relax.” Design Intention: The three-level exercises are designed in a progressive way, which conforms to the law of students’ cognitive development. From filling in the blanks to distinguishing and combining sentences, students can gradually consolidate their mastery of relative adverbs and break through the difficult point of distinguishing relative adverbs from relative pronouns. Pair work and individual work are combined to ensure that every student can participate in the learning process and improve their language application ability. The exercises are closely related to the unit theme, which can help students apply grammar knowledge to the expression of theme-related content. Step 4: Contextual Application (Integration and Migration) In this link, the teacher designs a practical task—“Share Your Healthy Lifestyle” to help students integrate grammar knowledge into real communication and realize the migration and application of knowledge. The task requires students to talk about their own healthy lifestyle, including the time when they exercise, the place where they exercise, and the reason why they keep a healthy lifestyle, using at least 3 sentences with relative adverbs guided by when, where and why. First, the teacher gives a sample to guide students: “I have a healthy lifestyle. Every morning, I go to the playground where I do morning exercises. The time when I start exercising is 7 o’clock. The reason why I keep exercising every day is that it can make me feel energetic and keep fit.” Then, students prepare their own speeches in groups of 3 for 5 minutes. During the preparation process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them choose appropriate relative adverbs and correct incorrect sentences. After preparation, each group invites one student to present their speech in front of the class. The teacher evaluates students’ performances from three aspects: the correct use of relative adverbs, the fluency of expression, and the relevance to the theme. For students who use relative adverbs correctly and express themselves fluently, the teacher gives affirmation and praise; for students who have mistakes, the teacher corrects them patiently and encourages them to try again. In addition, the teacher designs another extended task: Ask students to write a short passage (about 80 words) about “My Healthy Lifestyle” after class, using relative adverbs when, where and why. This task can help students further consolidate the grammar knowledge and improve their writing ability. Design Intention: The practical task “Share Your Healthy Lifestyle” closely combines grammar learning with real life, making students realize that grammar is not an isolated knowledge point but a tool for communication. Group preparation can help students learn from each other and improve their cooperative learning ability. The teacher’s evaluation and guidance can help students find their own shortcomings and improve their language application ability. The after-class writing task can extend the learning from class to after class, further consolidating the learning effect and improving students’ writing ability. Step 5: Summary and Reflection (Sorting and Improvement) First, the teacher invites students to summarize what they have learned in this class. Students can share their understanding of relative adverbs, key points and difficult points, and their gains in the learning process. Then the teacher makes a comprehensive summary: In this class, we have learned restrictive relative clauses guided by relative adverbs when, where and why. We have mastered the matching rules between relative adverbs and antecedents, the distinction between relative adverbs and relative pronouns, and how to use them in context. We also know that relative adverbs can make our expression more coherent and concise, and they are very useful in daily communication. Next, the teacher guides students to reflect on their learning process: “Did you master the use of relative adverbs? Which part is the most difficult for you? What problems did you encounter in the group discussion and speech task? How can you improve them?” Students can think independently and share their reflections with their deskmates. The teacher listens to students’ reflections and gives targeted suggestions, such as suggesting students do more exercises to consolidate the difficult points, and practice speaking more to improve their language fluency. Finally, the teacher assigns after-class homework: 1. Finish the short passage “My Healthy Lifestyle” as required. 2. Do the related exercises in the workbook to consolidate the grammar knowledge. 3. Observe the sentences with relative adverbs in daily life or English materials and take notes. Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned and deepen their understanding. Reflection can help students find their own shortcomings and put forward improvement measures, which is conducive to improving their learning ability. The after-class homework is designed to consolidate the knowledge learned in class, extend the learning context, and help students form a good learning habit of observing and accumulating grammar knowledge in daily life. Step 6: Cultural Extension (Cultural Awareness Cultivation) At the end of the class, the teacher introduces the cultural differences in the understanding of “looking good and feeling good” between Chinese and Western cultures. The teacher says: “In Western culture, people pay more attention to individual appearance and personal feelings, and they are more willing to express their pursuit of beauty directly. In Chinese culture, we pay more attention to the harmony between internal beauty and external beauty, and we believe that a healthy body and a good mentality are more important than a perfect appearance.” Then the teacher asks students to discuss: “What do you think is real beauty? How can we achieve ‘looking good and feeling good’?” After a short discussion, students share their views. The teacher summarizes: “Real beauty is not only a good appearance, but also a healthy body, a positive attitude and a kind heart. We should establish a correct view of beauty, keep a healthy lifestyle, and pursue the harmony between internal and external beauty.” Design Intention: This link combines grammar teaching with cultural education, which is in line with the requirements of core literacy. By introducing cultural differences, students can broaden their cultural horizons and cultivate their cultural awareness. The discussion on the view of beauty can guide students to establish a correct view of beauty, which is conducive to their physical and mental health and the development of positive values. At the same time, it further deepens students’ understanding of the unit theme “Looking Good, Feeling Good”. 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 $