Module 1 Happiness Unit 1 What is beauty ?
Reading --- Suffering to be beautiful
S2B Oxford
教授对象：高二学生
教授课型：阅读课
教授课时：单元教学第一课时
教材分析：
教学材料来自于高二牛津英语第二学期第一模块第一单元的阅读文章，文本
是关于“什么是美”的一篇议论文，文章的形式是一档电台节目的采访稿。在主
持人的引导下，两位嘉宾阐述了她们对于“什么是美”的看法，并陈述了各自的
理由和事例，观点表达清晰，理由充分，举例详实，尤其是第二段的观点交锋，
非常精彩，可以让学生学习和感受如何建立自己的观点并阐述自己的理由。文本
语料富足，篇幅较长，句式丰富，生词较多，但可以引导学生通过上下文来推测
词义。
学情分析：
本节课的教授对象是高二年级的学生，他们已掌握“略读”和“扫读”基本
的阅读技能，议论文阅读对他们来说也并不陌生，在前期的教学中，学生已掌握
如何在议论文中区分“观点”与“事实”。但是本文篇幅较长，观点分散，学生
可能会抓不到主题，另外学生对如何建立观点并阐述理由还需要进一步训练。
教学目标：
By the end of this period, students are expected to :
1. understand the general idea of the text by predicting, skimming, scanning and summarizing the
details.
2. learn some words on the topic of “beauty” through the context.
3. understand how to build up an opinion and supporting arguments.
4. have a critical thinking on “what is beauty？”.
教学重点：
Students are expected to find out people’s opinions and arguments.
教学难点：
1.Students are expected to guess the meaning of the words or expressions through the context.
2.Students are expected to express their preference on people’s views and give reasons.
教学资源：
课本；学案；多媒体设备（ppt）
教学设计说明：
本课是一堂阅读新授课，阅读材料是一篇关于“什么是美？” 的电台采访
稿。在阅读之前，先让学生理解标题“suffering to be beautiful”中“suffering”
的含义，并让学生们头脑风暴，为什么人们为了美会遭罪？ 人们为了美受了哪
些苦？希望引导学生从现代人进行整容手术，或者从前人们为了遵循社会对“美”
的标准而改变自己的身体的角度去思考，结合学生的生活，拓宽学生的思维。在
这一环节中，老师把关于“美”这一主题的关联词汇教授给学生，也把学生的词
汇摘录下来供大家分享。这一环节能有效地激发学生的阅读兴趣，让学生迅速进
入预测和渴求了解文本内容的阅读状态，也能通过师生间的交流互动，将阅读过
程中学生可能遇到的词汇让学生有个大致的了解，为阅读扫清词汇障碍。
阅读的第一环节是通过“略读” （skimming）找出两位嘉宾的身份和相关
背景，从而让学生预测她们可能表达的观点，对于学生“预测”的阅读微技能训
练，能提高学生的阅读兴趣和阅读有效性。接着让学生通过“扫读”（scanning）
仔细阅读课文的相关段落，找出两位嘉宾对于“什么是美？”的个人观点。然后
再找出两位嘉宾陈述的理由及相关事例，帮助学生理解和体会如何建立观点并阐
明理由，培养学生学会如何在阅读辩论类谈话文本中总结和表述不同的观点的技
巧。同时，在阅读以及学生的反馈中，教师将通过追问的形式让学生理解文中的
一些生词，将词汇教学结合具体的语境。
在最后的巩固和生成环节中，让学生与同伴分享他们同意哪位嘉宾对于“美”
的看法，并阐述理由，引发学生更多关于“美”的思考，表达观点，陈述理由。
教师也呈现给学生一些辅助表达的句型。鼓励学生在生生互动中碰撞思维，激发
表达欲望，让学生对本节课话题讨论的内容和传递的深层含义有更深刻的了解。
在作业环节，设计了两个任务，第一，让学生复习本课的相关词汇，并完成
书后的词汇练习。第二，阅读并理解书本上关于“美”的相关谚语和名言，学生
选择一条他们认同的谚语，表达他们的观点并陈述理由或事例。从词汇和语句表
达两个方面出发巩固和复习本课的内容。
学习评价：
评价目标 评价任务 评价方式
能建立自己的
观点并结合自
己的经历和本
课所学词汇论
与同桌分享你赞成文本中 Sue Leslie
对 于 “ 什 么 是 美 ” 的 观 点 还 是
Elizabeth Cade 的观点，并说明理
由。
他人评价（同伴、教师）
述理由。
教学过程：
Steps Teacher’s Activities Students’Activities Purposes
Pre-reading 1. Ask Ss1 to read the title
“Suffering to be beautiful”
and think about two
questions: ① What is the
meaning of suffering? ②
what suffering do people
endure to be beautiful?
1. Read the title of the text
and think about two
questions.
2. Share their answers with
the whole class.
● Ss will get to know the
topic.
● Ss will be encouraged to
have a wide thinking on the
topic. (e.g. cosmetic
surgery; some painful
traditions on body beauty)
● Ss will be equipped with
some relevant vocabulary
on this topic, such as
cosmetic surgery, alter,
horrendous, ridiculous,
endure,etc.
While-reading 1. Ask Ss to skim the text
and tell what the two
speakers are.
2. Encourage Ss to predict
two speakers’ opinions on
“What is beauty?”.
1. Skim the text and tell
what the two speakers are.
2. Predict two persons’
opinions.
● Ss will train reading
ability of skimming.
● Ss will train the reading
ability of predictions about
the content as they read.
1 凡教案中出现的“Ss”均为“students”的缩写。
3. Ask students to read
para2~4 and find out two
speakers’ opinions on
“what is beauty?” as well
as the supporting details.
4. Ask Ss to read para 5 to
para 10, and figure out
how the two speakers
argue with each other by
completing the chart.
3. Read para 2 ~4 and find
out the opinions of two
speakers as well as the
details.
4. Read para 5 to para 10
and try to find out more
different views of two
speakers on “Beauty”.
● Ss will guess the meaning
of some words in their
answers such as regardless
of; keep fit; look your best,
be obsessed with, etc.
● Ss will understand how to
build up one’s opinions and
supporting arguments.
● Ss will have a full
understanding of the text.
Post- reading 1. Ask Ss to work in pairs
and share their ideas on
who they agree or disagree
with about the viewpoints
on “beauty” and present
their reasons.
1. Work in pairs and
express their ideas on who
they agree or disagree with
and give the reasons.
● Ss will consolidate what
they have learned from
reading.
● Ss will have a critical
thinking of “what is
beauty?”
Homework 1. Review the new words in the text and complete D1&D2 in the textbook.
2. Read the proverbs on page 5, tell which one you agree with, and present your
arguments.
板书设计：
Suffering to be beautiful SL V.S. EC
cosmetic surgery (prediction) .... ...
go on extreme diet look one’s best too much emphasis on
eating disorders watch what you eat the obsession with
painful quaint customs keep fit eating disorder
overdo exercise have cosmetic surgery feel unhappy
附：
Work Sheet
Activity 1 : Brainstorming: What suffering do people endure to be beautiful?
Activity 2: Skim the text, find out what SL and EC are, and try to predict the opinions they may
have on “Beauty”
Activity 3: Read para2~4 and get SL’s and EC’s points of view.
Persons Viewpoints Details
Sue Leslie
Elizabeth Cade
Activity 4: Read the text from para 5 to para 10, and try to figure out how two speakers argue with
each other by completing the chart below.
EC SL
Viewpoints:
For example:
Viewpoints:
Old customs are irrelevant because:
Viewpoints:
What do people do today?
Viewpoints:
Activity 5: Work in pairs and share your ideas on which guest of honour’s viewpoints on “beauty”
you agree or disagree with, and present your reasons.
Guidelines:
Agreement Exactly.
I couldn’t agree more.
That’s just what I was thinking.
You know, that’s exactly what I think.
That’s a good point.
Disagreement Yes, that’s quite true, but...
I’m not sure it if I agree...
Well, you have a point there, but...
Maybe, but don’t you think that...
Word Bank: You may collect some useful words and expressions here:
Words and Expressions Usage or examples
Viewpoints:
Why?
Homework:
1. Review the new words in the text and complete D1&D2 in the textbook.
2. Read the proverbs on page 5, tell which one you agree with, and present opinions and
arguments.
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