Unit 4 Looking good,feeling good Extended reading Don't judge a book by its cover 教学设计-2025-2026学年高一上学期英语译林版必修第一册

2026年道县优质教学资源评选活动 ---高一年级必修第一册第四单元Extended reading 《Don’t judge a book by its cover》教学设计 课程基本信息 主备人 李建英 课型 新授课 学科 英语 年级 高一 学段 高中 版本章节 译林版英语必修第一册第四单元 教学目标 (1) Language Competence： (a) Be able to sort out the narrative logic of "phenomenon - cause" in the text and identify the argument and structure of the article. (b) Be able to use the learned vocabulary and sentence patterns to express how to deal with appearance anxiety. (2) Cultural Awareness: Understand the universal value of the saying "Don't judge a book by its cover" in cross-cultural contexts, and recognize that "valuing inner qualities" is a common positive value in both Chinese and Western cultures. (3) Thinking Quality: Conduct critical thinking on issues such as "whether the perfect appearance standards shaped by the media are reasonable" and "whether the images shared on social media are real", put forward their own viewpoints, improve critical thinking, guide students to accept themselves, learn to appreciate themselves, and form a correct aesthetic attitude and values. (4) Learning Ability: Be able to sort out the core viewpoints of the text together and discuss methods to deal with "appearance anxiety" through group cooperative learning, so as to improve the abilities of cooperative learning and communication. 教学重难点 (1) Key Teaching Points: Identify the argument and structure of the article, initially cultivate critical thinking and understand the deep meaning of "Don't judge a book by its cover". (2) Difficult Teaching Points: Locate specific information related to the content and hold a positive attitude towards physical appearance. 学情分析 The teaching objects are senior one students. They are in adolescence, a critical period for the development of self-cognition. They pay high attention to their appearance and are prone to appearance anxiety under the influence of the media, friends, and social media. This highly aligns with the content of the text, which facilitates the generation of emotional resonance and lays a foundation for understanding the ideas of the text. In terms of English core literacy, students have basic reading comprehension abilities and can understand the surface information of the text, but they still have deficiencies in grasping the deep logic of the text (such as the in-depth analysis of causes) and the contextual application of complex words and phrases. In terms of thinking quality, they lack critical thinking about "the rationality of the media's aesthetic standards". In terms of cultural awareness, they have little knowledge of the cultural differences related to "appearance cognition" between China and the West. In terms of learning strategies, they have not yet proficiently used AI tools to assist in English text interpretation and problem exploration, which requires guidance and strengthening from teachers. 教学准备 (1) Basic tools: Multimedia courseware (PPT), blackboard, chalk. (2) AI-empowered tools: Doubao (an AI assistant), Jimeng AI , Jianying AI, WordArt.com. 教学过程 Step1 Lead-in (2) Welcome our assistant teacher named Wisdom. Step2 While reading (15) Fast reading 1. Read the magazine article and underline the topic sentence of each paragraph. 2. Read for structure. Para.1Problem ↓ ↓ ↓ Para.7 Conclusion Careful reading 1. Group work: Jigsaw Reading (拼读阅读) Read your assigned section carefully, think about your task questions and share key points. Student A: read para.1 Student B: read paras. 2-3 Student C: read paras.4-6 Student D: read para.7 Student A: The Problem Your Text: Paragraph 1 1　 Which three questions demonstrate these “dark thoughts”? Do I look fat in these jeans？ Do others think I am too short? Is everyone laughing at my new hairstyle behind my back? 2　 According to Para.1, what is the author’s key advice of dealing with “dark thoughts”? To guard against the causes behind the dark thoughts/ appearance anxiety. Student B：The Causes Your Text: Paragraphs 2 & 3 1　 What are the two main causes of teenagers’ negative thoughts about physical appearance? Standards of beauty in the social media and influences from friends. 2　 How does social media make teenagers’ negative thoughts about appearance worse? Teenagers’ friends may post endless photos online to show off their beautiful dresses or strong bodies, which makes it easier for teenagers to compare themselves to others and thus feel worse about their own appearance. Student C: The Solutions Your Text: Paragraphs 4 & 6 How to deal with the negative thoughts? • Stop following popular beauty standards blindly. • Remind yourself that you are unique. ☆ Keep in mind that your family and friends love you just the way you are. ☆ Focus on your strengths. • Direct your attention from negative thoughts. Student D: The Conclusion Your Text: Paragraph 7 1　 What is the author’s conclusion？ Your contents are much more important than your cover. 2　 What “good things” about ourselves should we learn to see? Our individuality, our value to others, and our achievements. 2. Work in groups and draw a mind map of the passage. 3. Teacher evaluation and peer evaluation (among students) Step3 Post-reading (16) 1. Activity 1 Discussion Do you think “a book's cover” is important? Share your opinion and give reasons or examples to support it. 2. Activity 2 A praise meeting Use the words from the word bank to praise your classmates. Word bank: kind, compassionate, honest, trustworthy, sincere, optimistic, warm-hearted, patient, tolerant, humble, modest, gentle, warm-hearted, considerate, intelligent, wise, bright, talented, skilled, creative, innovative, productive, diligent, hardworking, ambitious Example: Teacher: "Let's start our Praise Meeting. Wisdom, I think you're very thoughtful and a good listener." Wisdom (Video): "Thank you! Teacher, I think you're very wise and creative. Your class is always engaging." Teacher: "Thanks! Now everyone, please praise your classmates using our word bank." Activity 3 Self Confidence Manifesto (宣言) Each of you create a "Self Confidence Manifesto"—one that encourages yourselves when you feel anxious about your appearance. Example: Teacher: "Now let's write our confidence manifestos. Wisdom, will you share yours?" Wisdom (Video): "My manifesto is: 'I am unique and valuable, inside and out.'" Teacher: "Great! Now please write your own short, powerful manifesto." Step4 Summary (5) Listen to the song Try and make a summary. Example: Teacher: "As we finish, any final words, Wisdom?" Wisdom (Video): "Remember, you're all incredible just as you are. Keep being your true selves!" Teacher: "Great! Thank you, Wisdom, and thank you everyone for sharing today." Step5 Homework (2) 1. Compulsory task: Write down at least 5 good things about yourselves. 2. Optional task: Design an electronic poster with the theme of "Don't Judge a Book by Its Cover". You can use tools like Canva and incorporate a self-created or AI-assisted " self confidence manifesto". 板书设计/课堂小结 教学反思 本次执教B1U4拓展阅读课Don’t judge a book by its cover，旨在引导学生跨越表层文本，深入探讨外貌焦虑这一社会议题，并最终实现自我接纳与内在价值肯定的情感升华。回顾整个教学过程，有成有得，有思有悟，现将教学反思总结如下： 一、 教学亮点：聚焦核心素养，实现多维目标 1. 结构化阅读，培养逻辑思维与信息整合能力。 本节课以“问题-原因-对策-结论”的清晰逻辑线贯穿始终。通过“快速阅读抓主题句”和“拼图阅读（Jigsaw Reading）”两个核心环节，学生被有效引导去梳理文章脉络、定位关键信息。尤其在拼图阅读中，学生各司其职，深入研读指定段落，再通过小组分享将碎片化信息整合成完整的思维导图。这一过程不仅锻炼了学生的阅读理解能力，更培养了他们的合作探究与逻辑建构能力，将语言能力与学习能力的培养落到了实处。 2. 创设真实情境，激发批判性思维与文化意识。 本课的主题与高一学生正值青春期、高度关注自我形象的心理特点高度契合。在“讨论（Discussion）”环节，我抛出“‘书的封面’是否重要？”这一开放性问题，成功激发了学生的思辨热情。学生们的观点纷呈，有的援引“第一印象”的重要性，有的则坚定认为内在品质决定长远。在观点的碰撞中，他们自然而然地开始批判性审视媒体塑造的“完美标准”和社交媒体上的“虚假形象”，这与教学重点中的批判思维培养紧密相连。同时，通过对谚语“Don‘t judge a book by its cover”在中西方文化中共通价值的探讨，学生理解了“重内轻外”是跨越文化的普世智慧，有效提升了文化意识。 3. 情感升华活动，促进价值内化与积极人格构建。 本课最难能可贵之处在于实现了从“知”到“情”的跨越。“赞美会（Praise Meeting）”和“自信宣言（Self Confidence Manifesto）”两个活动，将课堂氛围推向高潮。在赞美会上，学生们使用丰富的词汇（Word Bank）真诚地赞美同伴，课堂充满了温暖与正能量。撰写自信宣言则是一个强有力的自我肯定过程，当学生们写下“I am unique and valuable”这样的句子时，他们不仅在运用语言，更是在进行积极的心理暗示。这些活动直指教学难点，有效地帮助学生将“保持积极外貌观”这一抽象要求，内化为真实可感的自我认同与情感态度。 4. 融合AI工具，赋能个性化学习与课堂互动。 本节课巧妙引入了“智慧（Wisdom）”AI助教。它在导入、示范和互动环节的出现，不仅激发了学生的新奇感，更起到了示范和穿针引线的作用。课后可选作业“设计电子海报”，鼓励学生使用Canva等工具并融合AI创作的宣言，体现了对学生数字素养和创新能力的培养，与当下智慧教育的趋势相接轨。 二、 不足与改进：深化思维层次，关照个体差异 1. 批判性思维的深度有待进一步挖掘。 学生在讨论媒体影响时，观点仍多停留在“媒体标准不真实”“不要盲目追随”的层面，对于媒体运作机制、商业利益驱动以及如何构建自身媒体辨识力等更深层的分析稍显不足。未来教学中，可以提前提供一些关于“修图软件”、“网红经济”的简短阅读材料或视频，为学生提供更充分的论据和更广阔的思考视角，推动批判性思维向纵深发展。 2. 对学情差异的关照可以更加精细化。 在小组合作中，虽然任务进行了分工，但英语基础较弱的学生在表达复杂观点时仍存在困难。在“赞美会”活动中，部分性格内向的学生参与度相对较低。今后，可以设计更具梯度的任务单，为不同层次的学生提供语言支架（如句型模板）。在活动形式上，除了口头表达，也可以增加书面便签、匿名点赞墙等，让每一位学生都能找到安全、舒适的方式参与其中，确保情感教育的全覆盖。 3. 课堂节奏与时间分配可以更优化。 由于读后环节的活动较为丰富，导致“总结（Summary）”部分略显仓促，歌曲Try的深意未能充分引导学生品味。可以考虑将绘制思维导图的任务调整为预习或课后作业，或将“赞美会”与“自信宣言”融合为一个综合性活动，为核心观点的总结升华留出更充分的时间。 三、 总结与展望 总而言之，本节课基本达成了预设的教学目标，在语言、思维、文化和情感多个维度上给予了学生引导和启发。它让我深刻体会到，一堂好的英语课，不仅仅是语言的传授，更是思想的启迪和人格的滋养。如何在未来的教学中，更精准地把握“工具性”与“人文性”的平衡，更巧妙地设计活动以引发深度思考，更细致地关注每一个学生的成长需求，将是我持续探索的方向。我将带着这些思考，继续在英语教学的道路上砥砺前行，让课堂真正成为学生语言发展和生命成长的沃土。 — - 1 - — 学科网（北京）股份有限公司 $