高中英语 模块一 Unit 3 Looking good, feeling good基础语法精讲 牛津译林版
Unit 3 Looking good, feeling good非限制性定语从句及反意疑问句非限制性定语从句一、基础用法1.定义：对主句中的先行词进行附加描写或补充的定语从句称为非限制性定语从句，它前边通常用逗号与先行词分开。
My brother studies in the school which is the most beautiful in our city.我的弟弟在我们城市最美丽的学校读书。
(which引导限制性定语从句)Mo Yan won the Nobel Prize in Literature, which made him wellknown.莫言获得了诺贝尔文学奖，这使他名扬天下。
(which引导非限制性定语从句)I’ll never forget the day when my hometown was liberated.我将永远不会忘记我的家乡被解放的那一天。
(when引导限制性定语从句)We will put off the meeting until next week, when we won’t be so busy.我们将把会议推迟到下周举行，到那时我们就不会这么忙了。
(when引导非限制性定语从句) We don’t know the number of people who lost their homes in the earthquake.我们不知道这个城市在地震中失去家园的人们的数量。
(who引导限制性定语从句)This class, who have got tickets, will go to the theatre this morning.这个班级的同学都拿到了票，今天上午去看戏。
(who引导非限制性定语从句)二、重点突破1.as, which引导非限制性定语从句指代整个句子的区别正如今天的报纸上说的，我们必须改进工作作风。
(as引导非限制性定语从句，代指后句we must improve our style of work,放句首) Taiwan, as we all know, belongs to China.众所周知，台湾属于中国。
(as引导非限制性定语从句，代指整句意思，放句中)It rained hard yesterday, which prevented me from going to the park.昨天雨下得很大，这阻止了我去公园。
(which引导非限制性定语从句，代指前句It rained hard yesterday，放在主句之后)2.that不可以引导非限制性定语从句；3.介词+关系代词所引导的定语从句常常是非限制性定语从句。
反意疑问句一、基本知识1.反意疑问句的基本构成反意疑问句的基本构成形式是：陈述句＋附加问句。
You are a student, aren’t you?你是一个学生，是吗？2.反意疑问句的两种结构在反意疑问句中，如陈述句部分为肯定式，后一部分用否定式(前肯后否)；若陈述句部分为否定式，后一部分用肯定式(前否后肯)。
She was ill yesterday, wasn’t she？昨天她病了，是吗？Tom can’t use a computer, can he？他不会用电脑，是吗？3.反意疑问句的汉语理解前半部分为否定形式的反意疑问句的答语与汉语不同。
一Tom doesn’t know it, does he?汤姆不知道这事，对吧?一No, he doesn’t./Yes, he does.对，他不知道。
/不，他知道。
二、重点突破如何把握反意疑问句的“多样性”？重点掌握以下三大变化：(一)主语的变化1.陈述部分的主语是表示物的everything, nothing, something, anything, that, this等时，疑问部分的主语用it。
Everything is ready, isn’t it?一切就绪，对不对？2.陈述部分的主语是these或those时，疑问部分的主语用they。
These are very useful tools, aren’t they?这些工具很有用，不是吗？3.陈述部分的主语是表示人的不定代词everybody, anyone, somebody, nobody, no one等时，疑问部分的主语侧重全部时可用they，侧重个体时，也可用he。
No one knows the answer, do they (does he)?没人知道答案，对吗？4.陈述部分的主语是一个短语或从句时，疑问部分的主语用it。
Doing morning exercises is good for one’s health，isn’t it?做晨练对身体健康有益，不是吗？5.陈述部分是表示“存在”的there be句型时，其疑问部分必须再现there，但不可说there 是主语；不能用句中真正的主语。
There was a lot of snow here last year, wasn’t there?这儿去年下了很多雪，不是吗？6.在主从复合句的反意疑问句中，简短问句的主谓语须与主句的主谓语保持一致It doesn’t matter if they want to come to your party, does it?他们来不来参加你的晚会，没有什么要紧的，是吗？6.如果陈述部分是“I/We don’t think/believe/suppose/imagine+宾语从句”，则简短问句的主语要与宾语从句的主语保持一致。
I don’t think he is forty,is he?我认为他没有四十岁，是吗?I’m sure you’d rather she went to school by bus, wouldn’t you?我肯定你宁愿她乘公共汽车去上学，是吗？I don’t suppose anyone will volunteer, will they?我认为没有谁会是自愿的，是吗？但如果主句的主语不是第一人称时，就要特别注意：反意疑问句要与主句保持一致。
Mrs. Black doesn’t believe her son is able to design a digital camera, does she?(二)谓语的变化1.陈述部分谓语动词含有used to，疑问部分谓语可用didn’t或usedn’t。
Grandpa used to get up early, didn’t/usedn’t he?爷爷过去起得很早，不是吗？2.陈述部分谓语动词含有ought to，疑问部分谓语可用oughtn’t或shouldn’t。
He ought to know when to start out, oughtn’t/shouldn’t he?他应该知道何时出发，对不对？3.陈述部分谓语动词含有must，疑问部分谓语要根据实际情况而定。
如果must作“一定，必须”讲时，疑问部分谓语可用needn’t或mustn’t。
She must leave for Shanghai tomorrow, needn’t/mustn’t she?她明天一定去上海，对不对？/她明天必须到上海去，不是吗？如果must表示推测，疑问部分谓语要根据must后的动词或具体的时间状语来决定。
①对现在一般情况的推测You must be hungry now,aren’t you? =I’m sure you’re hungry now,aren’t you?你此刻一定很饿，对吧?②对现在进行情况的推测He must be helping the old man to water the flowers, isn’t he? =I’m sure he is helping…,isn’t he?他一定在帮助那位老大爷浇花，是吗？③对现在完成情况的推测Tom must have lived here for a long time,hasn’t he?=I’m sure Tom has lived here for a long time,hasn’t he?汤姆一定在这儿生活了很久，对吗?④对过去发生事情的推测She must have arrived yesterday,didn’t she? =I’m sure she arrived yesterday,didn’t she?她昨天一定到了，对吗?(三)特殊形式的变化1.陈述部分如含有“never/hardly/scarcely/seldom/little/few/nobody/nothing”等否定词或半否定词时，这部分应视为否定形式，简短问句就用肯定形式He was hardly twelve then,was he?他当时几乎不到十二岁，是吗?Few people knew the theory nowadays，did they?现在很少有人知道这个理论，对吗？2.陈述部分含有带“否定”前缀的词，则这部分应看做肯定形式，简短问句就用否定形式she dislikes the way you work, doesn’t she?3.陈述部分含有表示否定意义的too...to...结构时，疑问部分要用肯定形式。
The old lady was too moved to speak, was she?那位老太太感动得说不出话来，是吗？4.祈使句的反意疑问句肯定的祈使句，简短问句用“will you”或“won’t you”；否定的祈使句，简短问句用“will you”。
Have a little more coffee,will you/won’t you?再来点咖啡，好吗?D on’t forget to put it back on the shelf, will you?不要忘记把它放回到书架上，好吗？注意：在let’s 开头的句子中，反意疑问句中的助动词用shall。
在let us 开头的句子中，反意疑问句中的助动词用will，有时也可用may 或can，其他祈使句基本上都用will you。
Let’s be good friends, shall we?让我们做好朋友，好吗？Let us play computer games for an hour, will you?让我们玩一小时电脑游戏，好吗？4.如陈述部分的谓语动词是wish，则简短问句用可提前的情态动词mayI wish to call on you tonight,may I?随堂练习1.The girl finally decided to stay with her boyfriend in the capital, ________ she disliked for its bad air pollution and traffic.A. whoB. whereC. whichD. that【答案】C【解析】句意：女孩最终决定和她的男朋友一起留在首都，由于糟糕的空气污染和交通状况她并不喜欢那里。
Unit-3-Looking-good--feeling-good教学设计-教案
如何将核心素养与我们的学科联系起来是一个很重要的问题。
我认为，首先我们应该了解核心素养的本质。
核心素养,是指学生表现在学习和创新中的综合能力,它是人才必备的内在需求。
英语学科核心素养的内涵可以概括为三个方面：语言能力、思维品质、文化意识以及学习能力和情感态度两个关键。
依据这种分类，课堂教学可以从情境、问题和交际三个切入点展开，以“融合”为主线，贯穿学习能力和情感态度的培养与发展，最终促成英语学科核心素养的养成。
众所周知，课堂教学是学习的主阵地。
课程改革的核心环节是课程实施，而课堂是教师专业发展、学生综合素养的平台。
其次，要打造“出彩”的英语课堂，就要充分发挥学生的主体作用。
活泼的学生，非常乐意在教学活动中表达自己的看法，通过生活情境、动画视频、歌谣等形式，烘托出热烈、有趣又具有亲和力的活动氛围，让学生们情不自禁地加入到我们的英语实践中，把学生们这种不由自主的“踊跃”发展为他们良好的学习习惯。
第三，优质高效课堂教学在教学效益方面要求教学目标紧紧围绕实现三维目标和促进学生核心素养发展。
课堂教学效益精准化，一方面需要教师仔细研读相关指导文件，如核心素养框架、学科课程标准及其解读文本，吃透核心素养和学科核心素养的本意，特别是要把握住体现学科本质特征的知识、能力和品格；另一方面，教师需要具备整体的课程观，了解某一阶段学生（学科）核心素养发展的脉络，能够准确定位每堂课的教学内容在学生（学科）核心素养发展中所起的作用，析取出主要的教学目标，并将其作为课堂教学设计和实施的重心。
Unit 3 Looking good, feeling goodLearning aimsKnowledge （知识）：Learn the new words and phrases and learn to use the Present Perfect and the Present Perfect Continuous lense1.Ability （能力）:Improve （he abilities of reading and writing.2.Emotion （情感）：Know the importance of health.Period 1 ReadingStep 1 Pre-classReading1）R ead the text quickly and do part A. on page2）Reading strategy. （Try to answer the questions with your own words.）When we come across 'however' or 'but' between two sentences, we can guess thatCan you make some sentences connected with 4however? or 'bui'?1._________________________________________________________________________2._________________________________________________________________________ 3）Read the article again carefully. Underline （下划线）new words and difficult sentences while reading and then do part C1, C2 and DI on page44 and part D2. and E on page 45What's the meaning of the title “dying to be ihin..."?4）Which method would you prefer, if you are to lose weight? What are the advantages and disadvantages?Going on a dietExercising in a gym1) stay停留，暂住；逗留vi f n.练：医生告诉他，病人还得在医院住两个星期。
[推荐学习]高中英语 Module 1 Unit 3 Looking good,feeling go
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6)压力_____________ 12）节食_______________________
自我评价我一共默写对了____________个
Learning connection(知识链接):
方法引导 :通过图片，激发学生的兴趣，引入讨论四种减肥方法优缺点话题
1)锻炼____________ 7）衷退,失败,失灵n. _________
2)保持苗条___________ 8）含有有害化学物质__________
3)一副苗条的身材_________ 9）精确匹配__________________
4)减肥_____________ 10）损害健康__ ________________
重点
1.get the general idea of the text.
难点
Learn how to balance lose weight and put weight.
教法及教具
Practice reading strategy and discuss
教
学
过
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教ห้องสมุดไป่ตู้学 内 容
个案调整
教 师主导活动
Learning Procedures (学习过程):
Step 1Reading
1.Skim the text（方法导引 ：浏览阅读，忽略不懂的句子和生词，快速阅读全文。目的只是为了了解阅读材料的内容大意，不求甚解。有时文章的题目是最好的暗示）（C级）：
Please read t he t ext fast and answer the three questions on page 42.
高中英语 Module 1 Unit 3 Looking good,feeling good Gra
⑵ 非限制性定语从句不是先行词必不可少的修饰语，因此如果去掉从句，主句的意思仍然清楚。
⑶ 从句和主句之间往往用逗号分开，翻译时复合句通常译成两句话。
类别
语法意义及特征
例句
限制性定语从句
对先行词起修饰限制作用，如果去掉，主句意思就不完整明确，这种从句与主句的关系十分密切，写时不用逗号分开。
The accident happened at the time when I left.
教
学
过
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教 学 内 容
个案调整
教师主导活动
学生主体活动
非限制性定语从句
Module 1 Unit 3 Looking good,feeling good Grammar（2）
课题
M1U3 Grammar(2)
课型
New
教学目标
Enable the Ss to grasp the non-restrictive attributive clauses and do more grammar exercises
对先行词作附加的说明，与主句的关系不十分密切，较松散。从句和主句之间用逗号分开，相当于一个插入语，不能用that引导，关系代词做宾语时也不能省略。
His mother, whom he loved deeply, died ten years ago.
非限制性定语从句主要在以下方面不同于限制性定语从句：
教
学
过
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教 学 内 容
个案调整
教师主导活动
牛津高中英语教案 模块一 Unit3 Looking Good, Feeling Good
Unit 3 Looking good, feeling good单元规划内容预览Focused on the topic of “beauty and health”, this unit tries to reveal the relationship between beauty and health. Also the unit makes it clear to the students how to look good and feel good. The reading material intends to convince that health is priceless, which is considered as the most valuable treasure. It is not worth obtaining the temporary beauty at the cost of damaging health. Also, it shows the students the harmful side effects of taking weight-loss pills blindly. The part of Word power teaches students vocabulary concerning sports. The part of Grammar continues talking about non-restrictive attributive clauses and question tags. In conclusion, the unit tries to convince the students that the most effective way to lose weight is a balanced diet as well as regular exercise.Welcome to the unitIn this part, students will be presented with several pictures representing different people’s current situations and their states of mind about looking good and feeling good.ReadingThe reading material of the unit is made up of three letters written by two good friends who exchange their opinions about appearance and health after one of them has suffered after trying to lose weight in an unsafe way.Word powerThis part focuses on types of sports with relevant exercises designed to expand vocabulary.Grammar and usageThis part is made up of two sections: non-restrictive attributive clauses and question tags.TaskThis section deals with inviting a friend to join a gym. Integrated relevant tasks and activities about finding information about a gym and recommending one to a friend by note-taking and writing an e-mail are presented.ProjectIn this part, understanding how to keep health and fit, and making a booklet about fitness is the main assignment.Self-assessmentThe self-assessment section at the end of the unit aims to allow the students to determine what they have achieved, and what else they can do to improve their study.课时安排Period 1 Welcome to the unitPeriods 2-3 ReadingPeriod 4 Word powerPeriods 5-6 Grammar and usagePeriods 7-8 TaskPeriods 9-10 ProjectPeriod 1 Welcome to the unit整体设计教材分析This unit presents the topic of “beauty and health”. Beauty is an eternal theme. The whole unit tries to reveal the dialectical relationship between beauty and health and various ways of keeping healthy as well as beautiful. “Welcome to the unit” is the introduction to the unit, which discusses the topic “Beauty and health”. The “Welcome to the unit” part is comp osed of four pictures showing four common but effective ways to look good and keep good at the same time. In this section, some pictures describing people’s current situations and their opinions on looking good and feeling good are presented for the students to think about and discuss. Following the four pictures are three questions for students to discuss. These three questions are so designed that students are able to share with each other their knowledge and ideas concerning the topic in the unit “Looking good, feeing good”. In this way, students are well prepared for the further study later in the unit. In this part, students are expected to express their own opinions by comparing the importance of beauty and health in order to practice their spoken English. Considering the function and features of “Welcome to the unit”, this part is usually designed as a speaking lesson. Generally speaking, teachers are supposed to put forward more questions besides the ones in the text book so that students are able to have a free discussion centered on the topic “beauty and health”.三维目标1. Encourage the students to discuss about the essence of beauty and how to make them more attractive.2. Make the students to pay attention to their health and work out their own idea of living an ideal life.3. Arose their interest in learning this unit through activities. And convince them that the real beauty is based on health.4. Encourage the students to express their own ideas by meanings of pair work and class discussing and debating.5. Help the students to learn to talk about various ways to keep one looking good and feeling good.6. Learn some important words and expressions make me look slimmer, feel strong, get enough sleep to stay/remain healthy, an other way to stay slim(Print out these words and expressions and hand them out to the students. The students are supposed to get familiar with these words and expressions before coming into the unit. )7. Learn some key sentence patternsWhat do you think of beauty and health, which is more important?Do you think looking good is as important as feeling good?In your opinion, how a person can both look good and feel good?重点难点1. The students are supposed to express their own ideas by comparing the importance of beauty and health.2. The students are encouraged to carry out a debate and competition about what is beautyand how to become beautiful.3. Ask the students to collect some information about Audrey Hepburn, Princess Diana, Christopher Reeve and David Beckham and get ready for the discussion before class.教学方法1. Discussion in pairs or in groups.2. Task-based in-class activities.3. Explanations of some language points.教具准备A tape recorder and the multimedia课前准备1. Ask the students to prepare for a free-talk for about two or three minutes on the following topic: what is beauty? The students may have various opinions on the topic. Encourage them to form a proper idea on the real meaning of beauty, which obviously contains not only physical beauty but also spiritual beauty as well. If the students can realize that the eternal beauty comes inside from the person, they will not try to lose weight blindly.2. They are supposed to search for the information in the library or on the Internet about four famous people: the film star Audrey Hepburn, the football player David Beckham, Princess Diana and the legend actor who once acted as the superman so that they can carry out a brainstorming about the four people in the class.3. Divide the whole class into several groups, with four to six students in a group so that they can share what they have found and their ideas.教学过程In the new English textbook, many activities have been designed on the basis of a coordination of topic, function and structure. By means of taking part in all kinds of language activities, students have more opportunities to improve their ability of using simple English to express their feelings and ideas towards different problems. In this way, students are supposed to develop receptive ability including listening and reading skills as well as productive ability including speaking and writing skills. In terms of the “welcome to the unit” part, emphasis is usually focused on the training of speaking ability, which is basically in the form of task-based teaching methods, such as discussion in pairs or groups, oral presentation, debate and so on. All the activities should be centered on students and be used to develop their skills of both independent thinking and cooperative communication.→Step 1 Lead-in1. Playof the song on the blackboard and ask the student to listen and sing together). An English song might be an enjoyable start of a lesson of Welcome to the Unit, which can help the students to have a better understanding of beauty. Also, if the students in the class are to some extent introverted, such a happy and strong song will get students to become excited. It will be a good warm up which can make students more relaxed and interested in what they are going to learn in the part of Welcome to the Unit, preparing them for the coming lessons in this unit.2. Ask the students to think about the following questions which should be presented on the blackboard:1)What is the real beauty?2)Do you think beauty is totally determined by appearance?3)Will good looking have a great impact on one’s confidence?(These three questions will help the students have a consideration of the meaning of beauty and its impact on people’s life, th oughts, value and psychology, which will help to make good preparations for the study later. )The teacher can divide the whole class into several groups with four students in a group and ask the students to have a discussion with their partners in the groups so that they can share with one another the information they have searched for before they come to the front of the whole class to give a presentation.→Step 2 BrainstormingShow the pictures of some famous and attractive people. Ask students to talk about them. Present such questions as follows on the blackboard:1. Do you think the people look good?2. What do you think has made them so attractive that they are in people’s memory all the time?Then ask the students to discuss with their partners for two minutes and share ideas with all of the students. Start a competition in the following way. Divide the whole class into four groups—G1, G2, G3, and G4. After the discussion, anyone in the four groups can stand up directly and say whatever he knows about the person in the pictures. Make the rules clear to the students: one good idea will get one star. And the first student to stand up will be given two stars.These pictures are famous film star Audrey Hepburn, football player David Beckham, Princess Diana who is known as the England rose and the legend actor who is a real “superman”. The reason for choosing these pictures lies in that all of them are popular with the students. Students know something or even a lot about them. Also, they like them so much that they are to some extent the idols or, in other words the heroes in their heart. They have something to say and they are willing to say. The following are some possible answers.Possible answers:1. They are among the most attractive people around the world in history.(The teacher can give some encouragement and give the first student to stand up two starsbecause it would be a good start and set a very good example to other students. Other students become excited. Most of them want to win a star for their groups. Also, in this way the teacher can encourage other groups to catch up.2. Audrey Hepburn has always been my idol. She stands for elegance, benevolence and beauty. She has set an excellent example for all women who want to become beautiful. And even her hairstyle and dress became a fashion after she starred in the romantic movie Rome Holiday.(The teacher should give her a star too and a good remark. Such kind of answer shows that the student is very interested in the person and has made good preparations as the teacher has required. )3. There is no doubt that Audrey Hepurn is beautiful. To me, Audrey Hepurn is very charming. There’s something very special in her eyes, in her smiles, in her timeless and natural elegance. Also, she was not only known for her beauty and acting talent but also for her selfless love for the suffering children around the world and set up a fund to help those African children in need.(As the teacher asks for other ideas about other famous people, students will compete with each other in stating their opinions. )4. The people in the three pictures have amazing appearance and perfect figure which attract people’s attention. I want to say something about Diana. She was called the Rose o f England. She was beautiful of course; also she has made a great contribution to the control of AIDS, which made her loved and respected by the people all around the world.(Such answers are considered wonderful. Encourage the students to say whatever they know about the pictures and thus try to create a warming atmosphere. As is often the case, boys are more interested in football. So there is no wonder that some of the students maybe say something very interesting about David Beckham, who seems to be one of their best football players. Since David Beckham is so handsome and fashionable that there are millions of fans throughout the world who are crazy about him. Students believe that it is his great skills in playing football that make them crazy, which can hardly be matched by other players. )And the last one is the ‘superman’. Some students know he is Christopher Reeve and he starred in the series movie Superman and became world famous due to his amazing performance. However, other students think what attracts people most was not his handsome appearance or great acting but his strong mind, his bravery, his love for life as well as his contributions to the medicine after he became seriously hurt in an accident.In conclusion, it has been proved by the speaking activity that the students has searched for a lot of information. Now present the question on the blackboard (with the competition continuing. ) as is often the case, some groups are in the lead, while others are behind. The teacher should give some encouragement so that those lagging behind can catch up.→Step 3 Discussion and sharing opinions and information.With discussion and competition going on, the teacher can present the following questions on the blackboard.1. So in your opinion, which is more important? Health or beauty?2. Do you think it really worth losing weight in as many ways as you can think of?Give the students two or three minutes to discuss the questions. Then when time is up, ask them to state their opinions freely.Then the te acher can draw students’ attention to the problem of losing weight. If the multimedia is available, show the students a segment of the movie. (瘦身男女or the teacher can use some pictures) Ask the students to describe what the actress is doing. Give students some minutes to prepare.Possible answers: The leading actress is struggling to lose weight by taking some exercise. It is common today for people to lose weight with different methods. In my opinion, taking exercise is the most effective way to lose weight. The problem is whether you can stick to it or not. The actor in the movie also tries many other ways. But they obviously have little use.Now the teacher can ask the students to have a brainstorm and think of as many ways as possible to lose weight. Then the teacher should list the answers suggested by students on the blackboard. Students are supposed to create their own ways to lose weight. Even some unusual way of losing weight should be considered acceptable. For example, it is important to have mental support in the process of losing weight. So the students should be encouraged to come up with such ideas as not to be too hard on yourself at the beginning of losing weight and to give yourself some little presents if you manage to lose some weight. In this activity, competition, which has been carried out, can still be used to stimulate students’ interest (show the pictures to give students some inspiration)Possible answers:1. The first way is doubtlessly taking some exercise. Instead of sitting around watching TV or playing computer games, we should get out and do some physical activity. It is very useful to play outdoor games, such as riding a bike, going skating, taking swimming lessons, climbing a mountain, going walking, playing basketball, long-distance running and trying to get faster each day. In a word, it is of great necessity to do something active to burn up that fat. What is more, doing outside activity makes you get close to nature and other people as well.2. We should pay attention to what we eat. First of all, we should control what we eat in aproper amount. We need food to stay alive. If we don’t eat, we die. But if we eat more than our body needs, the extra food turns into body fat and we become overweight. Secondly, we should try to eat the food that makes us slimmer and healthier, such as all kinds of fruits and vegetables. Also the healthier way to cook food is also helpful. For example, we can avoid the fried meat and other fried food.Suggested answers:1. To cause you to feel weak2. Can work in a short time but will do harm to health in the long term3. Very dangerous to health4. Very expensive5. An effective way to lose weight6. Of little useSince the students have mentioned that exercising is a good idea. Look at these pictures. Taking exercise really helps people to lose weight healthily. The teacher can now show some pictures of people doing different kinds of sports.The teacher can point out that a balanced diet and regular exercise are decisive for losing weight, and then present the following question on the blackboard.Do you have any idea about how to eat healthily?(Show the pictures and ask the students to discuss in groups. )Mayo Foundation for Medical Education and Research. See your doctor before you begin any healthy weight plan.According to the picture, the teacher can point out the fact to them that the most important food we should eat is vegetables and fruits, which are at the base of the pyramid, then the carbohydrates and protein or dairy and then the fats the last one are sweets which they can see from the healthy weight pyramid. Ask the students to compare their diet in their everyday life with the above diet pyramid, and then make a research whether the students in the class have a healthy and proper diet. Most students may realize that they do not have a healthy diet. And the teacher can ask them to pay more attention to what they eat in daily life, which without any doubt is of great importance for them to keep fit.Then the teacher can require the students to imagine themselves as an actor or an actress and think over how to keep looking good? Ask them whether they will take some pills to keep slim? The teacher can present some sentence patterns on the blackboard:‘If I were an actor/actress, I would ’Remind the students that they are still going on with the competition.Now it’s time for the teacher to raise another question:Do you think that only appearance can make people look attractive?Suggested answers:1. I think confidence makes people look attractive. If you are confident of yourself, you are beautiful.2. I think both body health and mental health are important to make people attractive.→Step 4 AccumulationThe teacher can ask the students to enjoy some sayings on how to keep healthy.(Play some beautiful music and ask some students to read the quotations out. )An apple a day keeps the doctor away.Better to be poor and healthy rather than rich and sick.Early to bed, early to rise, makes you healthy, wealthy & wise.After dinner rest a while, after supper walk a mile.→Step 5 Language points1. look slimmer/stay healthyHere, both the words “look” and “stay” are link verbs—系动词+形容词作表语系动词可以分为三类:1)表感觉: be, feel, look, sound, taste, smell, seem, appeareg. smell nice, appear friendly, sound frightened, look surprised2)表变化: become, grow, turn, go, geteg. get stressed, grow dark, turn yellow, go hungry/unpunished/crazy3)表状态: remain, continue, stay, keep, prove, turn outeg. turn out a success, prove useful, stay young, keep slim2. You must get enough sleep to stay healthy. In this sentence, the word “enough” should be discussed in detail.⎪⎪⎩⎪⎪⎨⎧”敁“,,,充足足够作代词或动词不定式复合结构后可接动词不定式作副词放在它们后面副词修饰形容词作副词置于名词前或后面修饰名词作形容词，，，，、enough I don’t have enough money to pay for a taxi.我没有足够的钱打的了。
高中英语Module1Unit3Lookinggood,feelinggood(1)教案牛津泽林版必修1
10. Such b____________ is unacceptable in public.
11. Your suggestion d______________ considering
●Keep records of the sources just in (8) _________.
●(9) __________ your information with others via proper format.
●Make all decisions by promise and agree ment.
Title
Working Together
Theme
Effective performance needs highly cooperated (1) __________.
General rules
●Keep an open mind to everyone’s (2)_________.
●Divide the group task among group members.
●Take (6) __________ for one’s own learning.
●pare your ow n observations with those of others.
Explore
an issue
●Break the (7) ________ into several areas.
6. I'm_____________(害怕的) of walking home alone in the dark.
高中英语 模块一 Unit 3 Looking good, feeling good单元知识清单 牛津译林版
Unit 3 Looking good, feeling good一、重点词汇一览1. 词性(词形)变化painful adj.令人头疼的，痛苦的→pain n. 疼，痛苦 equipment n.器材；设备→equip v.给……装备including prep.包括→include v.包括 sadness n.悲伤→sad adj.悲伤的peaceful adj.平静的；和平的→peace n.和平prefer v. 更喜欢→preference n. 偏爱，爱好achievement n.成就→achieve v.取得，完成，达到，赢得suffer v.受苦；遭受(磨难)→suffering n. 受苦；遭受attractive adj.有吸引力的，有魅力的→attract v. 吸引treatment n.治疗；待遇；处理→treat v. 治疗；对待；处理comfort n.安慰；舒适→comfortable adj. 安慰的；舒适的useless adj.无用的，无效的→e用，使用→e用途failure n.衰退，衰竭；失败；故障，失灵→v.fail失败concentrate v. 集中(注意力、思想等)；全神贯注→concentration n. 集中chemical adj.化学的，n.化学物质→n.chemistry化学→n.chemist化学家，药剂师embarrassed adj.难为情的，尴尬的→embarrassing adj.令人难为情的→embarrassment n. 尴尬ashamed adj.惭愧的，羞愧的→shame n.羞耻，惭愧；遗憾的事→shameful adj.不体面的→shameless adj.不知羞耻的2.重要单词work v.起作用，有效果，奏效contain v. 包含；容纳recover v.复原，重新获得，恢复(健康) damage v.&n.损害，伤害affect v.影响；(病毒)感染count v.认为，算作；重要；数数gain v.增加；获得，赢得skip v.跳过，略过；蹦跳着走figure n. 体形，身材；数字；人物effect n.效果，作用；影响mostly adv.主要地；通常energetic adj.精力充沛的，充满活力的pressure n.压力expert n.专家properly adv.适当地loss n.丧失，丢失，损失amount n.量，数量slim adj.苗条的，纤细的weight-loss n.减肥，瘦身pill n.药丸，药片kilogram n.千克，公斤overweight adj.肥胖的，体重超标的post n.(在网上发布的)帖子branch n.分支；分部；树枝downtown adv.在市中心，往市中心(尤指商业中心区) freeway n. <美>高速公路midnight 午夜approximately adv.大约system n.身体，(器官)系统；体系；制度skin n.皮肤athlete n.运动员waist n.腰，腰部；腰围3.重要词组go on a diet节食fall out(头发等)脱落get into shape强身健体in the long term/run从长远角度看as a matter of fact事实上，其实make the most of充分利用have a side effect on….对……有副作用do/cause damage to…给……带来损伤，损害end in failure以失败而告终cheer sb. up使某人高兴起来be/feel ashamed of…对……感到羞愧follow/take one’s adv ice听从某人的劝告put on /gain weight发胖，增肥in no time /right now/right away/at once立刻，很快stay healthy/keep fit保持健康build up one’s strength增强体力recover from从……收回(取回)；恢复，痊愈W hat’s mo re此外，而且get hurt受伤on one’s own单独，独自，无需帮忙的，靠自己take a risk /risks冒险(take the risk of冒……的险，at risk处于危险之中)work out锻炼，制定出，解决(问题)，计算出，进(发)展suffer from患(某种病)，受(某种病痛)折磨；因……而受罚(受苦，受损)a good/great/large amount of＋不可数名词(作主语时，谓语用单数) 大量的，许多large amounts of ＋不可数名词(作主语时，谓语用复数) 大量的，许多4.教材原句Welcome to the unit & reading(Ps41-45)1.【教材原句】Dying to be thin… (P42)非常想苗条……2.【教材原句】I used to go the gym three times a week, but I don’t work out any more.(P42)我过去一周去三次健身房，但我现在不再出去锻炼了。
高中英语 模块一 Unit 3 Looking good, feeling good基础语法精讲 牛津译林版1
Unit 3 Looking good, feeling good非限制性定语从句及反意疑问句非限制性定语从句一、基础用法1.定义：对主句中的先行词进行附加描写或补充的定语从句称为非限制性定语从句，它前边通常用逗号与先行词分开。
My brother studies in the school which is the most beautiful in our city.我的弟弟在我们城市最美丽的学校读书。
(which引导限制性定语从句)Mo Yan won the Nobel Prize in Literature, which made him wellknown.莫言获得了诺贝尔文学奖，这使他名扬天下。
(which 引导非限制性定语从句)I’ll never forget the day when my hometown was liberated.我将永远不会忘记我的家乡被解放的那一天。
(when 引导限制性定语从句)We will put off the meeting until next week, when we won’t be so busy.我们将把会议推迟到下周举行，到那时我们就不会这么忙了。
(when 引导非限制性定语从句) We don’t know the number of people who lost their homes in the earthquake. 我们不知道这个城市在地震中失去家园的人们的数量。
(who 引导限制性定语从句)This class, who have got tickets, will go to the theatre this morning.这个班级的同学都拿到了票，今天上午去看戏。
(who 引导非限制性定语从句)二、重点突破1.as, which 引导非限制性定语从句指代整个句子的区别正如今天的报纸上说的，我们必须改进工作作风。
Unit3. Looking good feeling goodtask教案
Unit3. Looking good feeling goodtask教案一、教学目标1、知识目标学生能够掌握与外貌和健康相关的词汇和短语，如“fit”“diet”“figure”等。
理解并能够运用关于保持良好形象和身心健康的句型和表达方式。
2、能力目标提高学生的阅读和听力理解能力，能够准确获取有关信息。
培养学生的口语表达能力，能够用英语谈论如何保持良好的形象和健康。
3、情感目标引导学生树立正确的审美观念，关注自身的身心健康。
培养学生积极向上的生活态度，注重内在品质的提升。
二、教学重难点1、教学重点重点词汇和短语的掌握及运用。
理解课文中关于保持良好形象和健康的观点和建议。
2、教学难点如何引导学生用英语清晰地表达自己对于外貌和健康的看法。
帮助学生理解并区分不同的健康观念和方法。
三、教学方法1、任务驱动法通过布置各种任务，如阅读、听力、讨论等，让学生在完成任务的过程中学习和运用知识。
2、情景教学法创设与教学内容相关的情景，让学生在真实的语境中感受和理解语言。
3、合作学习法组织学生进行小组合作学习，共同完成任务，培养学生的合作精神和交流能力。
四、教学过程1、导入（5 分钟）展示一些明星或普通人的图片，让学生讨论他们的外貌，并引导学生思考外貌与健康的关系。
提问学生对于“Looking good feeling good”的理解。
2、词汇学习（10 分钟）呈现与外貌和健康相关的词汇和短语，如“fit”“diet”“figure”“balanced diet”“work out”等。
通过图片、例句等方式帮助学生理解和记忆这些词汇。
3、阅读（15 分钟）让学生阅读课文，理解文章的主要内容。
设计一些阅读理解问题，如“What are the suggestions for keeping fit?” “Why is a balanced diet important?”等，检查学生的理解情况。
4、听力（10 分钟）播放一段与健康和外貌相关的听力材料。
高中英语Module1Unit3Lookinggood,feelinggoodWelcome教案牛津泽林版必修1
Module 1 Unit 3 Looking good,feeling good Wele课题M1Unit 3 Wele 课型New教学目标(1) Make studen ts pay attention to their health, and how to keep healthy.(2) Get the Ss to improve oral English by talking about the pictures.重点Students are expected to express theirown opinions by paring the importance ofbeauty and health.难点Encourage students tospeak freely.教法及教具Discussion ,Practice and Exercise教学过程教学内容个案调整教师主导活动学生主体活动Step 1 Lead-in(1) Look at pictures about some famous people, and th ink of thequestion “Is a person’s ability judged by their appearance?”(2) Some questions about yourself:•Do you think appearance plays an important part in yourlife?•Which do you think is more important, looking good orfeeling good?•Step 2 Talk about the picturesPicture1.“Wow! I think this blouse will make me lookslimmer.”Picture2. “This is really d ifficult but I feel so strong.”Picture3. “You must get enough sleep to stay healthy.”Picture4. “Eating more fruit makes me feel better.”Step 3 Discussion:Choose one picture an d have a free talk.(1) Who is the person?(2) The reason why he/she does so as the picture shows(3) Give some details about the picture(An example： Jane is a high school student and she is extremelyhappy, because she has been admitted to university. Tonight herparents will hold a party to celebrate her success andachievements. All their friends and relatives are invited toshare her happiness.However, now she is at a loss about the clothes she is goingto wear tonight. She is confident about everything except herweight. She always worries about being too fat. At this mom ent,she has spent at least half an hour selecting clothes withoutsuccess.)教学过程教学内容个案调整教师主导活动学生主体活动Step4 Talk about questions on P41(1) Do you think we can change our appearance by wearingdifferent clothes?(2) Which do you think is more important, eating well or doingexercises?(3) What do you do to keep yourself looking good and feelinggood?Step 5 Further discussion:Looking good Feeling goodAdvantagesDisadvantagesStep 6 Homework(1) Preview the reading text.(2) Choose one picture on P41, and write down the details aboutit.板书设计（用案人完成）当堂作业课外作业教学札记。
[推荐学习]高中英语 Module 1 Unit 3 Looking good,feeling go
在你已经理解全文的基础上进一步拓展自已的思维空间，培养自已阅读方面的概括能力和语言表达能力。通过问题的设置检验学生对文章细节以及文中各角色的观点行为的理解，通过小组活动要求学生就某一问题提出看法并展开讨论，加深学生对阅读内容的理解，培养学生的语言运用能力。
难点
Make students understand the importance of health.
教法及教具
Detailed reading, speaking
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教学内容
个案调整
教师主导活动
学生主体活动
Scan the passage(方法导引：采用扫描式阅读进行有选择有目的阅读，寻找某些资料或信息，对于无关部分可以忽略。)（B级）
E-mail 2
Recovering
Amy was recovering from liver _____thanks to Li Dong, who selflessly ________part of hisliver _____ her.
教
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教学内容
个案调整
教师主导活动
学生主体活动
E-mail 3
Re: Recovering
Zhou was sorry to hear about Amy’s problems and hoped that she as well as all the others who’d like lose weight could_______ the _______of health.
Ple ase read the first two emails paying attention to some detailed informationand then finish some exercises.