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視頻課題：高一英語譯林版必修第一冊Book1 Unit4 Looking good, feeling good Welcome + Reading(1) 第1課時

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高一英語譯林版必修第一冊Book1 Unit4 Looking good, feeling good Welcome + Reading(1) 第1課時

第1課時

Book1 Unit4 Welcome + Reading(1) --- Looking good, feeling good

1.教材分析

What：2個高中生的不同生活習慣；一篇關于一女學生節食減肥以致校園暈倒的新聞報道。
How：分析不同生活方式的好與壞，討論及介紹自己的生活方式，并與他人互相交流；文本內容以報道事件為依托，分析當前青少年減肥的錯誤做法，給出合理建議并倡議學生積極健康生活。
Why：認識健康生活方式；觀察過度追求外在美的錯誤做法，樹立正確的審美觀念。

2.學情分析

學生為新進校的高一新生，正處在身體發育和樹立正確價值觀的關鍵時期，開始有了對美好形象的追求。同時，基于學生初中三年的英語積累，學生在交際過程中能結合個人經歷，用英語談論“健康”和“美”的話題，得體地與他人交流溝通，正確表達個人觀點。可能會存在個別生詞表達困難的情況。

3.教學目標

During this period, students will be able to:
1. understand the meaning of pictures, images, sounds and other non-text resources in topics such as “lifestyle”, “weight loss”, and “beauty”;
2. combine personal experience, analyze the good and bad of different lifestyles when discussing topics of “health” and “beauty” in the communication process, communicate with others appropriately, and express personal opinions correctly;
3. grasp the characteristics of news report in terms of text structure and expression;
4. have a positive and healthy understanding of the true meaning of beauty, and establish a correct aesthetic concept.

4.*重點難點

In this lesson, it is important for students to:
1. combine personal experience, analyze the good and bad of different lifestyles when discussing topics of “health” and “beauty” in the communication process, communicate with others appropriately, and express personal opinions correctly;
2. grasp the characteristics of news report in terms of text structure and expression;
3. have a positive and healthy understanding of the true meaning of beauty, and establish a correct aesthetic concept.

5. 教學過程

教學目標	教學活動與步驟	評價要點	時間與互動模式
學生能夠結合個人經歷，介紹個人的生活習慣。	Step 1. 1. Ask the students a few questions about their new school life and living habits.	學生能夠了解自己的生活方式并能準確表達。	IW 2'
設計意圖：通過了解學生實際生活習慣，創設情境，引入主題，激發思考，鋪墊語言。
學生在交際過程中談論“健康”的話題時，能夠分析不同生活方式的好與壞,并得體地與他人交流溝通，正確表達個人觀點	Step 2. Lead the students to know about Carol and Tom and their living habits. Students are supposed to discuss the following questions: (1)What good habits do Carol and Tom have? What are the benefits of these good habits? (2)What problems will they have if they keep on these bad habits?	學生能夠判斷不同生活習慣的好壞，并能分析不同習慣所帶來的好處和可能導致的問題。	IW/GW 15'
設計意圖：結合學生實際生活經歷，引入主題，激發思考，引導學生簡單地分析并表達不同生活方式的好與壞，從而樹立起培養健康生活方式的意識，并呼應單元主題----只有堅持健康生活方式，才能讓我們既能look good，也能feel good。
學生能夠理解有關“生活方式”“減肥”“美”等話題中的畫面、圖像、聲音等非文字資源傳達的意義；對美的真諦有積極健康的認識，樹立正確的審美觀念。	Step 3. 1. Look at the illustrations carefully and appreciate a quotation from Audrey Hepburn: “Beauty is being the best version of yourself on the inside and out.” 2. Lead the students to think about the following questions: (1) What do you think is the inner beauty? (2) Which one do you think is more important, inner beauty or outer beauty? 3. Watch a video about the change of popular hairstyles in China over the past 100 years. Students are supposed to think: Why are there different hairstyles in different periods of history? Students can share their opinions with others.	學生對于美的認識能更加全面，并能客觀辯證地看待內在美與外在美。同時對于內在美和外在美的標準的定義，能有自己的理解，從而樹立正確的審美觀念。	IW/PW 6'
設計意圖：通過賞析奧黛麗赫本的這句名言，能讓學生了解到美的定義并不局限于外在，內在的美好同樣重要。同時，通過一系列圖片、視頻等非文本材料的呈現，引發學生思考美的定義。
學生能夠理解有關“減肥”“美”等話題中的畫面、圖像、聲音等非文字資源傳達的意義。	Step 4. 1. Get to know the opinion that we are living in a society where being thin is often seen as being beautiful. Ask the students whether they agree with it or not. 2. Look at some illustrations about some extreme methods of losing weight. 3. Lead the students to focus on the passage in the reading part.	學生能夠通過圖像和視頻，理解追求外在美的極端方式的不妥，從而更好地理解所學文章。	IW 2'
設計意圖：通過過度追求外在美的案例，引發思考，導入文本閱讀。
學生能夠把握新聞報道類語篇在文本結構和表達方式等方面的特征。	Step 5. 1. Ask the students to look through the passage quickly, and try to find out what writing style the passage is. 2. Present the students a piece of newspaper, and then students are supposed to observe the headlines and think about the features of a headline of a news report. 3. Lead the students to focus on the headline of the passage, and find out the information mentioned in it. 4. Lead the students to read the Tip on Page 46, and try to find the structure of a news report. 5. Ask the students to read the passage, and try to find out the structure of it.	學生能夠在教師的引導下，通過觀察、對比了解新聞報道的特點，標題的特點，以及新聞報道的基本文本結構。	IW/GW 13'
設計意圖：引導學生觀察文本及報紙上的新聞報道，對比、分析新聞報道的特點。同時帶領學生了解新聞報道的基本結構，引導學生自主閱讀，歸納結構。
學生對美的真諦有積極健康的認識，樹立正確的審美觀念。	Step 6. 1. Watch a video and draw a conclusion: Put your beauty in your identity, not your identity in your beauty. 2. Homework: Preview each part of the news report, and think about the following questions: (1). what is the process of Jennifer’s passing out? (2). what are the extreme methods often taken by teenagers? (3). what good methods does the expert suggest?	學生能夠強化對美的真諦的認識，樹立健康正確的審美觀念。	IW 2'
設計意圖：通過觀看視頻，引導學生思考----到底什么是美，怎樣看待美。幫助學生樹立正確審美觀念。通過設置作業，為下節課的學習設置鋪墊。

6.板書設計

7.作業布置

Preview each part of the news report, and think about the following questions:
(1). what is the process of Jennifer’s passing out?
(2). what are the extreme methods often taken by teenagers?
(3). what good methods does the expert suggest?

8.教學反思

學生能夠結合自身勝過經歷和習慣，判斷不同生活習慣的好壞，并能分析不同習慣所帶來的好處和可能導致的問題，能有話可說，準確表達。同時，學生對于內在美和外在美的思考能夠被激發，對于養成健康生活習慣、樹立正確的審美觀能夠起到一定的作用。此外，學生對于新聞報道的基本結構能夠有所了解。與此同時，在實踐過程中，迫于當前學生的學習壓力和狀況，如何改善不好的學習生活習慣可能難以落實。

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