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1、Unit 4 Looking good, feeling goodWelcome to the unit & Reading (I)L Learning objectivesBy the end of the lesson, students will be able to:1. understand the structure and content of the news report;read the news report critically and rewrite the title;2. express their opinions on how to deal with wei
2、ght problems properly.IL Key competence focusAnalyse the features of a news report.1. Read the news report critically.111. Predicted area of difficultyRewrite the title of the news report.IV Teaching proceduresStep 1 BrainstormingT asks Ss to express their opinions on weight problems. Do you think s
3、enior high school students should pay much attention to their weight? Why or why not? What do you think are healthy ways of losing weight?【设计意图：让学生自由表达对减肥的看法，为下文的新闻报道做铺垫。】T: Hello, everyone. In Unit 3 we learned restrictive relative clauses with relative pronouns. Now lets have a revision with some
4、exercise.T: Look at these similar sentences and try to understand the differences.2. T explains some rules and asks and introduces the target grammar of this lesson. A restrictive relative clause is used to modify a noun, pronoun or noun phrase before it. The noun, pronoun or noun phrase is the ante
5、cedent. We can use relative adverbs to introduce restrictive relative clauses.【设计意图：学生己经学习了定语从句关系代词的具体用法，所以首先通过复习回顾的方式 给学生提供相对熟悉的语境，然后在学生相对熟悉的语境中呈现新的语法知识一一关系副词 引导的限制性定语从句，帮助学生了解新的语法知识。】Step 2 Exploring the rules1. T asks Ss to find out the restrictive relative clauses with relative adverbs in a pass
6、age.T: Below is a part of a magazine article about sleep problems. Find the sentences with restrictive relative clauses in the article and fill in the box below. The first one has been done for you.T: Please find out all the restrictive relative clauses.T: When you had no worries stopping you from g
7、etting a good night s rest is the restrictive relative clause to modify the pronoun time.Time is the antecedent. When is the relative adverb to introduce the restrictive relative clause. And the restrictive relative clause is rewritten as two sentences. They are: Do you remember a time? You had no w
8、orries stopping you from getting a good nights rest at the time.T: Now lets analyze the structure and components of the other restrictive relative clauses and try to rewrite each of them as two sentences, following the example above.【设计意图：在学生认识定语从句关系副词的基本形式后，引导学生在关系代词的基础之上 了解关系副词在具体语境中的用法，同时让学生了解定语从
9、句可以由两个句子合并而成，帮 助学生初步理解定语从句关系副词的一些基本规则。】T asks Ss to work out some rules according to the above sentences. We have relative adverbs: where, when and why. The relative adverb where refers to a place, the relative adverb when refers to a time, and the relative adverb why refers to a reason. Restrictive
10、 relative clauses can be rewritten as two sentences.2. T asks Ss to imitate the examples above to make sentences with restrictive relative clauses with relative adverbs.T: Please complete the sentences using restrictive relative clauses. Night is the time when . Teenagers may experience situations w
11、here . One of the reasons why . is pressure from school/work.3. T shows Ss three groups of sentences and leads Ss to work out the rules. In more formal English, the relative adverbs where, when and why can be replaced by preposition + which”. The antecedents are usually the words related to place, t
12、ime and reason.【设计意图：通过层层深入的应用实践类活动，在学生了解定语从句关系副词的基本规则之 后，指导学生尝试在熟悉的语境中模仿使用定语从句，来加深对定语从句的理解。】Step 3 Applying the rules1. Apply the rules in sentence exercise.(1) T asks Ss to fill in the blanks with proper relative pronouns or adverbs.(2) T asks Ss to translate the sentences using restrictive relati
13、ve clauses with relative adverbs.T: Now lets try to translate some sentences with restrictive relative clauses with relative adverbs.(3) T asks Ss finish Bl in the textbook to rewrite sentences using restrictive relative clauses.(4) T asks Ss to rewrite more sentences.2. Apply the rules in passage e
14、xercise.T asks Ss to finish B2 in the textbook.T: Please complete the passage with correct relative pronouns, relative adverbs or preposition +which where necessary. You can follow these steps: find the antecedent; complete the clause with the antecedent; use the right relative pronoun, relative adv
15、erb or preposition + which to replace the antecedent.3. Apply the rules in writing.T asks Ss to finish B3 in the textbook.T: Write a short passage paragraph using restrictive relative clauses where necessary.【设计意图：用定语从句来改写句子，在实践活动中，让学生进一步了解定语从句的构成和 关系副词的具体使用。然后为学生提供更多的练习，旨在让学生在感受、熟悉定语从句后 再通过模仿和操练加强知
16、识的内化过程。】V. HomeworkExchange your writing with your partners and correct the mistakes if there is any.Integrated skills (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. read for key information of a news report and accumulate expressions relating to plastic surgery;liste
17、n for the key information and focus on the attitude of the reporter;2. show opinions on plastic surgery and cultivate correct values.IL Key competence focusFind key information of a news report,1. Listen and make notes.2. Accumulate expressions about plastic surgery.IIL Predicted area of difficultyF
18、ind key information of a given passage.1. Accumulate useful expressions.IV. Teaching proceduresStep 1 Free talkT asks Ss to talk about the following two questions: Is physical appearance important to you? Why? Ifl want to change my looks, what can I do?【设计意图：询问学生如何看待外表问题，由老师进行brainstorming,并对听力材料内容的
19、 预测做铺垫。】Step 2 Reading and understanding1. T asks Ss to read the news in part A on page 50 and try to describe it in one sentence.T ask Ss to think about the way to summarize a news report in one sentence by asking the following questions: Whats the news about? How did you get your sentence?2. T ask
20、s Ss to read the news in part A on page 50 again and try to find more detailed informationabout the news. How did the plastic surgery help Mr Wilson? (By repairing some of his burnt skin.) What problems did the plastic surgery bring to Miss Edwards? (She suffered from daily pain and had to take pain
21、killers to stop it. The surgery made her look unnatural and unable to make some facial expressions.)Step 3 Accumulating expressions1. T divides Ss into several groups (four Ss a group) and asks them to circle some useful expressions in page 50 about the causes, results and emotions about the plastic
22、 surgery.2. Ss share their opinions in front of the whole class.CausesResultsEmotions be caught by be badly hurt live with terrible burnmarks a great success go out like a normal guy feel more confident be pleased with want to become morebeautiful not turn out well at all suffer from daily pain stop
23、 her from returning to a normal life (the pain) be unlikely to stop make her look unnatural be unable to make certain facial expressions be unhappy with regret doing【设计意图：引导学生阅读新闻导语概括文章内容，进一步在整形手术这一话题下提取相关 语块，为听力做铺垫，聚焦写作。】Step 4 Discussing and sharingT asks Ss the following question:Since plastic su
24、rgery has both advantages and disadvantages, what is your attitude towards this behaviour? Why?【设计意图：引导学生思考现象背后的根源，培养学生分析问题解决问题的能力，并为下一 阶段的听力做好准备。】Step 5 Listening and circlingT asks the Ss to look through part B1 in page 51 and then listen to a news report from Alice.T: Now that you have shown your
25、 opinion on plastic surgery,lets listen to a news report on this topic. From this news report, you may get more ideas about whether it is wise for people to have plastic surgery.【设计意图：训练学生从听中抓取关键信息的能力】Step 6 Listening and making notes1. T asks Ss to listen to the news report again and finish part B2
26、 on page 51.2. T checks answers with Ss.3. T asks Ss the following questions: What is the structure of the news report? Why do the doctors strongly advise against plastic surgery for teenagers?Asa news reporter, what is Alices attitude towards plastic surgery?【设计意图：一方面训练学生听取主要信息的微技能，另一方面构建学生的语篇逻辑能力,
27、 为议论文的写作提供语言基础。】Step 7 Having a debate1. T divides Ss into several groups (four Ss a group) and asks them to choose their side, T asks the following questions: Are you for or against plastic surgery? Why? What examples can you think of to support your opinion?2. T offers Ss some ideas to help them p
28、repare for the debate.T: Here are some ideas to help you when you prepare for the debate. You can come up with more reasons and evidence to support your opinion. You have five minutes for preparation.Plastic surgery is a good idea.1. Plastic surgery enhances your appearance.2. Plastic surgery can gi
29、ve you more career opportunities.3. Plastic surgery can help the people with physical trauma such as burnPlastic surgery is a bad idea.1. Plastic surgery costs a lot of money.2. Plastic surgery may do harm to peoples health if the operations fail.3. Plastic surgery operations often fail to make peop
30、le look the way they have expected.4. Plastic surgery warps the value of beauty. It is harmful for people to focus on “outer beauty” instead of “inner beauty”.【设计意图：引导学生梳理、巩固关于整容手术的信息，在讨论中整合他们的观点，为下一 阶段的输出阶段做储备。】V. HomeworkWith the help of dictionaries and the Internet, accumulate more expressions a
31、nd ideas to supportor oppose plastic surgery.Integrated skills (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. express their opinions about plastic surgery by using the given expressions;master the way to write an argument essay.IL Key competence focusExpress their op
32、inions appropriately.1. Master the way to write an argument essay.III. Predicted area of difficultyExpress opinions appropriately.1. Write an argument essay.IV Teaching proceduresStep 1 Revision1. T asks Ss to review what they learnt by asking the following questions:What are the advantages and disa
33、dvantages of plastic surgery?2. T helps Ss to review by filling the blanks.【设计意图：让学生回顾上节课有关整容手术的优缺点，迅速地进入本课的主题，并能为下来的讨论提供铺垫。】Step 2 Talk in pairsT asks Ss to discuss with the partner about the following two questions: Are you for or against plastic surgery? Why? What examples can you think of to sup
34、port your opinion?1. T presents Ss some useful expressions for their reference and illustrates the way to begin the discussion.【设计意图：为学生提供有用的短语和开头方式，引导学生对整容手术这一话题进行有效的 讨论。】Step 3 Presentation1. T asks some pairs to present their discussion and remind them to use the useful expressions learned before
35、.2. T asks the rest of the students to listen carefully to collect creative idea as many as possible. 【设计意图：鼓励学生积极地表达自己对整容手术的看法，巩固相关短语的应用，同时培养 学生的英语表达能力和逻辑思维能力。】T asks Ss to write down their reasons for or against plastic surgery.Step 4 WritingT explains the information about the argument essay, inc
36、luding the text type, the structure and the language.1. T gives Ss some tips on writing an argument essay. Give a clear thesis statement.T: Your thesis statement will be a concise idea that sums up your view on the issue. It is not merely a statement of a fact; instead, it sums up your views on the
37、issue. You need to make the thesis statement clear and concise. It usually appears at the end of the introductory paragraph. Having this idea in mind early on will help guide your reader through the rest of the argument essay. Give a mix of evidence.T: We can use reasoning, facts, quotes of experts,
38、 statistics from studies or surveys and examples to support our points. Remember that your evidence should be relevant. That is, your evidence should be able to support your argument. Also, your evidence should be reliable and believable. Use convincing language.T: Here are some sentence structures
39、for showing opinion, for reasoning and for giving examples and drawing a conclusion.2. T asks the students to write an argument essay by using the collected ideas. Meanwhile, remind the students to pay attention to following three aspects: StructureLanguage Handwriting【设计意图：介绍议论文的定义，结构与语言特点，让学生对议论文有
40、所了解，并为接下来 的写作打下基础。让学生写一篇对整容手术的看法的议论文。】Step 5 Presentation1. T invites several Ss to show their writings to the whole class.2. T evaluates their writing in terms of structure and language and handwriting.3. T asks Ss to give some suggestions to improve the writings.【设计意图：通过展示与评价，让学生对议论文的写作有更进一步的了解，并发
41、现自己的问 题所在。】Step 6 Appreciation1. T presents the possible version to students and appreciates the argument essay with Ss.2. T asks Ss to find out the authors opinion in the passage.3. T asks Ss to figure out the structure of the argument essay.Para. 1:1 think people should never have plastic surgery.
42、 (Main point)Para. 2: First, people do not always get satisfactory results from plastic surgery. (Reason 1)Para. 3: In addition, plastic surgery can be dangerous. (Reason 2)Para. 4: Moreover, people may get addicted to plastic surgery. (Reason 3)Para. 5: For these reasons, people should never have p
43、lastic surgery. (Summary)【设计意图：分析范例，回顾议论文的写法，进一步感知议论文的结构和语言特点。】Step 2 PredictingT asks Ss to predict what the news report will talk about according to the title and the pictures.【设计意图：从文本的主题语境入手，让学生根据标题和图片推测文本内容，从而深度解读 课文标题，培养学生预测性思维能力。】Step 3 Analysing the structure1. T asks Ss to analyse the genre
44、 of the text.2. T asks Ss to analyse the structure of the text.3. T introduces the reading strategy of a news report.T: A news report usually starts with a lead. It gives the most important information about an event. Then the following paragraphs give more detailed information about the event. Some
45、 news reports go on to provide background or supporting information.4. T guides Ss to divide the news report into several parts and summarize the main idea of each point.5. T introduces inverted-pyramid structure to Ss.T: In news stories, the inverted pyramid refers to the structure where the most i
46、mportant information is presented first. The who, what, when, where and why appear at the start of a story, followed by supporting details and background information.The lead is an introductory paragraph and provides essential information for your communication to be successful (key messages such as
47、 who, what, when, where, why and how).The body contains details that help readers to understand the news story better.The tail focuses on the least important information that is interesting or nice for readers to have.6. T guides Ss to think why a news story follows the structure of an inverted pyra
48、mid.T: This structure helps readers get the key information quickly. Even those who have the time or intention to read only a single paragraph, or even single sentence will still know what the story is about. The inverted pyramid also helps editors when they need to cut a piece at a certain length toStep 7 Checking1. T asks Ss to check their own writing in terms of the six aspects: punctuation, spelling, grammar, choice of words, style (formal/informal) and struct