牛津版高一新教材分析 Unit 3-新课标
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Unit Three
I. the whole unit arrangement:
1. topic: beauty and health
This unit introduces and develops the theme of looking good and feeling good. Students are provided a chance to debate which is more important, beauty or health.
2. structure:
(1) welcome to the unit:
In 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.
(2) reading:
The 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.
(3) word power:
This part focuses on types of sports with relevant exercises designed to expand vocabulary.
(4) grammar and usage:
This part is made up of two sections: non-restrictive attributive clause and question tags.
(5) task:
This 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.
(6) project:
In this part, making a booklet about fitness is the main assignment.
(7) self-assessment
II. class hour arrangement:
1 – 3 grammar and usage (since we have learned restrictive attributive clause in the first two units, we can learn this part first)
4 welcome to the unit + reading (part A)
5 – 8 reading (part B -- F)
9 word power
10 – 11 task
12 – 13 project + self-assessment
Class 1 – 3: Grammar and Usage
Step one: non-restrictive attributive clause
1. goal:
(1) learn that a non-restrictive attributive clause is used to add extra information to the main clause of a sentence
(2) learn how to form a non-restrictive attributive clause and when to use it
2. 主从句之间用逗号隔开，起补充说明作用，可译成两个句子。
(1) study the five sentences on the book, and compare the differences between the restrictive attributive clause and non-restrictive attributive clause
e.g. He came to see his wife, who works in Shanghai. (只有一个妻子)
He came to see his wife who works in Shanghai. (不止一个妻子)
(2) 关系代词：which / who / whom / whose / as ( 没有that )
关系副词：when / where
Attention: which 可指代前面整个句子
e.g. He passed the exam, which made me happy.
He married Helen, which is natural. = As is natural, he married Helen.
which 指代整句时，不可以放在句首，必须用as 替代
(3) all / some of + which / whom to express a complete or partial quantity
3. finish the exercises on page 48 – 49 & part C1 on page 96
4. If possible, find out all the attributive clauses in the reading part.
Step two: question tags
1. function: asking for agreement or confirmation
2. different ways to form question tags:
(1) 肯定的陈述句 + 否定的附加疑问句
否定的陈述句 + 肯定的附加疑问句
(2) 当陈述部分的主语是everybody, everyone, someone, somebody, nobody, no one等指人的合成词时，附加问句的主语在正式语体中用he, 非正式语体用they。如果陈述部分的主语是everything, anything, something, nothing 等指物的合成词时，附加问句的主语只能是it。如果陈述部分的主语是one, 附加问句部分的主语正式用one, 非正式用you。
(3) 当陈述部分是there be 句型时，附加问句部分的主语也用there
(4) 陈述部分带有seldom, hardly, never, rarely, few, little, nowhere, nothing 等表示否定的词时，附加问句的动词用肯定式
(5) 附加问句一般与主句的主谓保持一致，但当陈述部分的主语是I suppose, I think, I believe, I suspect, I imagine, I guess (主语还可以是we) 等结构时，附加问句往往与that 从句中的主谓保持一致。
(6) 当陈述部分带有情态动词must 时，如表示“必须”，附加问句用must；如表示猜测，附加问句根据具体语境用适当的形式：
e.g. He must be very tired, isn’t he?
He must have finished the work, hasn’t he?
He must have been here last night, wasn’t he?
(7) 祈使句：
e.g. Don’t move the chair, will you?
Give me some paper, can you?
Let’s go shopping, shall we?
Let us have a look at your book, will you?
3. Since the students have learned how to form a question tag, ask them to finish the exercises on page 42, and part C2 on page 96 in workbook. If time is limited in class, it can be assigned as their homework.
Class 4: Welcome to the unit
Beauty is an eternal theme. In this section, some pictures describing people’s current situations and their opinions on looking good and feeling good are presented for students to think about and discuss. 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.
Step one: presentation
Ask students some questions: (unnecessary to answer immediately)
(1) Are you particular about your appearance?
(2) Do you think appearance plays an important part in your life? In your opinion, is a person’s ability judged by their appearance?
(3) Which do you think is more important, looking good or feeling good?
(4) Do you usually go to a gym to do sports or exercise?
(5) From your point of view, is doing sport regularly beneficial to your health and to your outlook on life?
Step two: procedures
1. Ask students to invent a situation that fits the pictures on page 41 following the example:
Jane is a high school student and she is extremely happy, because she has been admitted to the university she wanted to go to. Tonight her parents will hold a party to celebrate her success and achievements and all her friends and relatives are invited to share her happiness. But now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She is constantly worried about being too fat. Now she has spent at least half an hour selecting clothes without success.
2. After students have finished discussing the picture, the teacher can design the following questions for them to discuss:
Do you think looking good is as important as feeling good? If you do think the two aspects are of equal importance, can you tell me how a person can both look good and feel good?
(Hints: confident, healthy mentally and physically, exercise regularly, healthy diet)
3. Give students several minutes to talk about the three questions listed under the pictures. Teachers can organize students into pairs or small groups.
Class 5 – 8: reading
Goal:
(1) talking about different opinions about beauty and health in western countries
(2) discussing problems
(3) to be able to read three e-mails about health and beauty and a magazine article about healthy eating and exercising
Step one:
1. Teach the new words on page 65 (from P42-43). Add some more new words which are not listed in vocabulary.
2. Ask students to read the title, and encourage theme to predict, what might be talked about in the article.
3. The reading material consists of three letters written by two good friends. Ask students to read the three question in part A, then find out the answers when listening to the tape.
4. Ask students to find out what the title of the article “Dying to be thin…” means. (It has two meanings: a. Amy wanted to be thin very much. / b. Amy was going to die because she had taken some weight-loss pills.)
5. Ask students to read the three e-mails again and focus on part C1 and C2.
(1) ask students to find out the main idea of each e-mail. (part C2)
(2) finish the exercises of part C1
Step two:
1. If possible, introduce some opinions about beauty and health in western countries. Then explain the text sentence by sentence.
Acceptance, Respect and Love
Jorge Cruise reveals the first secret to weight loss success
by Jorge Cruise
Inner Change Equals Outer Change
My sister, Marta, tried and tried to stick to a weight-loss plan but didn't succeed until she learned to accept and respect herself and her body and then aim for a realistic weight.
Countless numbers of clients have told me that the same held true for them. No matter how simple the weight-loss program, they couldn't seem to find the motivation to stick with it until they first made a change deep inside, a change that affected their entire outlook on weight loss.
Anne Armstrong was one of those clients. She hated her body. When you hate something, how do you treat it? Think about it. Well, in Anne's case, she ignored it. "My body and I didn't get along," she told me in retrospect. "I didn't accept it. In fact, I hated the way it fit in clothes. I hated the way it looked. I hated the image that stared back at me every time I looked in the mirror. I hated it so much that I ignored it completely. I focused all of my attention on other things, mostly work."
Anne worked such long hours that she never ate true meals. Her food life revolved around two food groups: the candy she ate at her desk and the fast food she ate during her commute. As a result, her weight became out of control. At her heaviest, she weighed 222 pounds.
When Anne came to me for help, I told her about the power of acceptance. I told her that she needed to stop hating her body and instead learn to treat it with love and respect. Once she learned this important secret to weight-loss success, she lost 32 pounds! And the weight is still coming off.
"The moment I unconditionally accepted my body, I began to feel free," she said. "I began to treat my body with more honesty and respect. The moment I accepted my body for what it was, I felt a huge weight lift from my shoulders, and my life became mine and not a lie."
Make Friends with Your Scale
Rather than seeing your bathroom scale as your nemesis, make it your best weight loss weapon.
by Lynn Snowden Picket
Intro
If you're like me, you haven't exactly been friends with your scale. Let's face it: If a scale were a person, it would be that tactless co-worker who thinks being "honest" is more important than being polite. A scale is like the cop who gave you a ticket instead of a warning, or the math teacher who lowered your test score because you misspelled isosceles.
Personally, I don't like scales because none of them say I weigh 124 pounds. There, I've said it: my secret magic number, the one that would make me happiest to see. I know you have one, too. Chances are, it's not what your scale is saying, and that's why you don't like scales, either.
Ask women what they weigh, and they're evasive--even when they are enviably thin. My friend Nora, who is both a gourmand and a weekend warrior, considers her weight "too personal" and won't weigh herself at the gym if anyone--including me--is within 50 feet, because we might be able to see the number.
This same woman, mind you, cheerfully pays $60 for a Brazilian bikini wax every 2 months. Apparently, exposing one's privates to a stranger so she can dab hot wax on them is nothing compared to the pain and humiliation involved if one's weight is revealed to the guy stacking the fresh towels.
But I can see her point, which is probably why we're friends. And also why, when I dare to weigh myself on the gym scale, I step off, then surreptitiously (and childishly) slide the weights down to 124 for the next woman to see.
As is the case with most dysfunctional relationships, I've gone from indifference toward my scale to love, and back again. Now that I'm past 40, we're in the loathing stage, but I'm trying to make amends. To that end, I've decided to finally rid myself of the 10 extra pounds that are needlessly, rudely, wrongly packed around my hips and waist.
As it happens, science says I'm wise to buddy up to my scale: According to the National Weight Control Registry, which tracks dieters' ups and downs, the majority of people who successfully lose weight and keep it off for more than a year weigh themselves at least once a week, and 38 percent hit the scales daily. I want to be one of those people.
For more information, you can visit the following website:
http://www.womangt.com/weightloss/exercise-to-get-trim.htm
2. language points:
1. dying to do sth /dying for sth 渴望非常需要某物：
1) 不及物动词 vi. 消逝；结束
2) 及物动词 vt. 死
3) 相关的短语：
die away逐渐停止，逐渐消失
die down逐渐减弱，逐渐模糊
die off相继死去
die out逐渐消失；灭绝
die of 因[患]…而死 He died of cancer.
die from 由于…而死，因…致死 He died from a wound.
2. work n. 1.工作 2.职业 3.产品 4.著作 5.工厂
v. 1.工作 2.运转 3.起作用
(1) n.劳动；操作；作业；工作；职业;功课; 著作;作品
(2) (pl) （机器的）活动部;工厂 a gas works煤气厂
(3) v.起作用；操作：
(4) 相关的短语：
work out 算出（总数）运动; 带来好结果;有预期的结果
at work忙于劳动；在工作：
out of work没有工作的；未被雇用的
do its work发生效力, 起作用
It won't work. [口]那不行, 那不起作用。
work at从事, 致力于, 钻研
3. stay vi.停留 link. v.持续不变；保持
辨析：remain / stay / leave
都指“继续停留”或“继续保持某种状态、关系或行动。”
remain 常可与stay 互换, 但它强调“继续停留于一处或保持原状态、情况性质而不改变”, 如: This place remains cool all summer. 这个地方整个夏天都凉爽。
stay强调“某人[物]继续留在原地而不离开”, 如: He stayed to see the end of the game. 他一直呆到比赛结束。
leave主要指把某物留在某处或留给某人。
4. try n.[C] 尝试;努力. 审理,审判[(+for)]
vt. 试图;努力[+to-v];尝试,试行[+v-ing];试验,试用[(+out)][+v-ing];试着推(或开)(门,窗等);
5. weight n. 1.重量，体重 2.砝码 3.负担 4.重要性
a great weight of care (sorrow,etc.) 心事重重；忧心忡忡
gain weight = put on weight 增加体重
lose weight 减少体重
6. shame n.羞愧，耻辱；可耻的人（或事物）
v. 使羞愧，玷辱
be ashamed of以为...是耻辱
feel ashamed for sb.替某人感到羞愧
be ashamed to do sth.以干...为耻
7. regret
动词进行时： regretting 过去式： regretted 过去分词： regretted
v./n. 遗憾，懊悔，抱歉
It is to be regretted that …..
使人遗憾的是...; 真可惜...
I regret to say/tell I cannot come.
I regret spending so much money on a car.
8. fail
vi.1.失败 2.不及格 3.失灵
vt.1.未能 2.使失望 3.未通过（考试等）
n. failure
fail to do没有(做某事); 疏忽; 忘记(做某事)
He failed to come. 他未能来。
9. worth
(1) adj.值…的；价值…的
(2) adj.值得……的。一般用于be (well) worth (doing)结构。
(3) n.“价值，财产”
比较
worth /worthy/worthwhile
都可以作形容词，作表语。
1） worth其后常接名词（代词），动名词和what从句，但不能接动词不定式。
Eg1.This book is worth reading.这本书值得一读。此句中的reading 是主动形式表达被动意义，这种结构中的动名词不可用被动形式。
2） worthy 其后不能直接接名词或动名词充当宾语，而必须加上of，且其后可直接接动词不定式或动名词，如果和句子的主语存在逻辑上的动宾关系，则不定式或动名词应用被动形式。
of sth.
即：be worthy of being done
to be done
3) worthwhile 常用于It’s worthwhile doing /to do. 值得做某事
10. amazed
adj. 大吃一惊的, 大为惊异的, 深为惊愕的 [对…]大为惊讶的,感到惊骇的[at]
adj. <因…而>深感惊讶的
adj. <对于…一事> 深感惊讶的
amazing adj. 令人惊异的·
amaze n.惊愕
11. as adv. 1.一样地，同样地 2.如同，例如
prep.作为，如同;以…为职业
conj. 像…一样；当…时；随着；因为；虽然; 被认为；作为
pron. 象…那样的人（或事物）；由…知道
Step three:
1. Since we have learned the letters carefully, ask students to finish the table:
Emotions of Amy Reasons for losing weight Results (successful / unsuccessful))
happyfrustratedhopeful Prepare for a new roleBeauty is important by taking pillsBe ashamed of her body Have lost 7 kgFeel tired and weakBecome slimmer
Reasons for frustration Reactions to illness
Liver failureBe in hospital Regret taking pillsRealize the importance of health
Reasons for hope Lessons Amy has learnt
Find an exact match for herLi Dong’s donation of more than half of his liver to save her life Don’t damage your health for a slim and attractive figure.Learn to be confident
Zhou Ling’s reply to Amy: be sorry to hear about her problem; feel happy at her recovery; a really touching story; shouldn’t be embarrassed about our weight.
2. Divert students’ attention to the reading strategy. Try to make stud3nts understand and distinguish the differences between however and but.
(1) Read through the reading strategy together with students. Ask them: “What can you anticipate in the following sentences or passage whenever you see the two words in an article?”
(2) Ask students to underline all the sentences which have the word but and however in the text.
3. Finish Part D1 & D2 on Page 44-45
4. Have students do Parts A1 & A2 on page 94 in workbook, so they can distinguish the different meanings between each of the words.
Step four: reading (part F) – speaking
Talk about healthy diets and healthy lives of teenagers.
1. Ask students to prepare some questions before class: (they can ask their classmates or relatives these questions and discuss with them)
(1) Are there any safety warnings or assurances printed on bottles of weight-loss pills?
(2) Has the producer marked clearly which ingredients are used in the pills?
(3) Do you think young people should go to a doctor before buying weight-loss pills?
(4) Are there any relatives of yours who are taking the weight-loss pills? Are these pills safe and effective?
(5) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?
(6) What do you think is the best way to keep healthy (or to lose weight)? Why?
Some suggested measures to stay healthy:
l Don’t eat junk food. Try and eat a healthy diet.
l Don’t go to bed too late. Make sure you get sufficient sleep.
l Get regular exercise.
l Go to see the doctor if you are not feeling well.
l Don’t spend too much time using computers or watching TV, as it is bad for your eyes.
If you’d like to find more information, visit the following website:
http://www.prevention.com/cda/cda2002/0,,sl-999,00.html
2. Discuss the questions on Page 45 with the partner, and make up a dialogue
3. Show students some useful expressions:
That’s exactly what I was thinking.
That’s a good point.
That’s worth thinking about.
Well, it depends.
I’m afraid I don’t agree.
Why …?
As a result of …
It will cause …
If …, then …
It will lead to …
In my opinion, we should …
I don’t think it is necessary to …
If I were you, …
As far as I can see the best thing would be to …
Wouldn’t it be better if …?
4. Show students an example:
W: Do you think young people should go to a doctor before buying weight-loss pills?
M: Yes, because it would be safer if they listen to the doctor’s advice first.
W. Well, I don’t think so.
M: Why not?
W: Because many people are taking such kind pills, and it seems that these pills really help. Besides, doctors always say that it is better not to take pills unless you are too fat, and I feel well, so I don’t think it is necessary to go to the doctor to ask for advice.
5. If possible, the teacher can organize a debate discussing which is more important, feeling good or looking good.
Class 9: word power
There are many different ways to lose weight. The most important thing is that you have to burn more calories than you consume. Simply eating less is not always the best way to lose weight. A better way is to take regular exercise every day. Here, word power deals with words and expressions related to types of sports. Students are expected to not only expand related vocabulary but apply them practically.
1. Ask students to think about the following topics:
Are you interested in sports? What kind of sports are you particularly fond of?
Are there any school clubs in your school? Have you ever joined one of them? If not, are you planning to join one?
How many different kinds of sports can you name?
2. Introduce the new words about sports (by showing the pictures of the sports)
http://www.rateitall.com/t-822-types-of-sports.aspx
3. Ask students to talk to each other about their favourite sports and also give the reason why.
4. Ask students to focus on Part C and finish it individually first. If possible, the teacher can design the following questions to check students’ comprehension of the letter:
What kinds of suggestions does Zhou Ling give to Amy?
Zhou Ling gives specific advice to Amy about the exercises she can do after the operation. First, if Amy wants to get strong and have some fun with her friends, _____________. If Amy just wants to build her strength up by herself, Zhou Ling advises her to ____________. If Amy only wants to have some fun and exercise with some of her friends, she can try ____________.
5. Ask students to do Part D1 on page 97 in workbook.
6. Finish Part D on page 47. (the teacher can offer more kinds of sports)
Class 10 – 11: Task
This section consists of a series of activities which provide students opportunities to learn and practice their language skills of listening, reading, speaking and writing.
Step one: skills building 1
1. Ask students to read the two points on page 52 in order to let students know what is main idea and key words.
2. Ask students to read the letter on page 45. Underline the main idea and circle the key word. (The teacher can show students some examples, then students will know how to do it.)
Step two: step 1
1. Let students read the guidelines in Part A and know what information they are going to look for. They should look for the information about a gym membership that their friends can apply for. Have students read the two ads carefully, and underline the main idea and circle the key words.
2. Ask students to use the information they have found to complete the note in Part B on page 53. (The teacher should tell them that they cannot finish the whole part, and they will get more details after they listen to the tape.)
3. Let students do Part C by listening to the tape to finish the rest of the note sheet in Part B.
4. Have students read the guidelines in Part D. Let them work in pairs and discuss why Wu Tong should join Better Body Gym according to the note. Then ask them to write a letter to Wu Tong.
Step three: skill building 2
Here students will learn how to take notes while listening.
1. Ask students to read the guidelines and the three points on page 54, then show them more examples:
e.g. CMHS = Central Manchester High School
WHO = World Trade Organization
Nov = November
Sat = Saturday
2. Before doing the listening part, the teacher can show students several examples to practice. Have students listen to the tape and write down what they have heard using the skills they have just learned.
Step four: step 2
In this part students will improve their listening and speaking abilities by listening to an introduction to a gym and asking and answering questions about how to keep fit.
1. Tell students that in a passage, people usually use abbreviations and contractions when there are long words, or some words appear again and again.
2. Ask students to do Part A by listening to the speech about the facilities available in the gym and take notes while listening.
3. Have students work in pairs to go over Part B, talking about how they keep fit. Ask them to take notes while others are talking. (This exercise can be done after class, and then communicate the notes in class. )
4. Ask some students to say what exercise their partners do according to the notes they have made. Then let them try to find what the most popular exercise is in the class.
Step five: skills building 3
Here students will know how to use correct punctuation to make their writing clear and easy to read.
1. Let students know the English words used to refer to the most common punctuation marks. And ask them to pay special attention to comma because it is not used as often in English as it is in Chinese.
2. Ask students to read the e-mail on page 57 and try to add the missing punctuation mark in each line.
Step six: step 3
In this part students are asked to write an e-mail to a friend recommending Better Body Gym. They should use not only what they have learned in Step 1 & 2, but also the correct punctuation marks to write the e-mail.
Ask them to read the guidelines in Step 3 and write the e-mail as the homework, then hand in their work.
l Before do the writing, the teacher can help students to review Step 1 & 2 briefly.
l Besides the words given on the book, the teacher can offer some more useful expressions to students. (e.g. keep fit; have a nice figure; free membership; improve one’s shape; from time to time)
Class 12—13: project
This part is designed to help students learn English through doing a project. The reading material in this part is for students to learn the importance of living a healthy life and how to keep fit. The purpose of this section is to make students use what they have learned to finish a project by working together.
Step one:
1. Let students read the article which is from a magazine for teenagers, and ask them to find out the main idea of each paragraph.
2. Read the article again, and try to find out key words in each paragraph which convey useful or important information.
3. find out the main idea of the whole article
4. do Parts B1 & B2 on page 95
5. do Part D2 on page 97
Step two:
Let students read the guidelines in Part B on page 59. They will then know what they are going to write.
1. Divide the class into 6 groups and have each one make a survey in one of the grades in the school. Let them decide which grade they will survey.
2. Read the guidelines of preparing and producing together with students. Make sure that students know how to make a survey clearly.
3. Ask students to make a survey after class, and then report their result to the whole class. Then the whole class will put all the results together to form a booklet.
l This part may be a little difficult for students to finish, so the teacher should help them when they do the survey after class.

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