2023年7月18日发(作者：)

Unit 4 Looking Good

Unit Goals

1. Discuss appropriate dress

2. Comment on fashion and style

3. Evaluate ways to change one’s appearance

4. Describe what makes a person beautiful

5. Write a description of people

Lesson 1

Lead-in

TV Documentary: Selling Them Short

A. The report mentions some problems short men face. What are they?

buying clothes, getting a date, seeing around people in elevators, seeing a movie

screen, driving cars

B. Use words from the box to complete the statement. You will not use all of the

words.

1. mature and respected 2. submissive, childish, weak

Video Script

Lynn Sherr: Imagine a world where nothing fits. Where pants are too long.

Craig: The crotches are down to here, the seat’s down to here, the pants are up to

there.

Lynn Sherr: Where elevators are filled with giants.

Rob: You kind of get cramped. And you know, it’s kind of hard to breathe

sometimes.

Lynn Sherr: Where driving a car means your feet don’t reach the pedals.

David: You have to fumble down here, and some have bars underneath and some

have these little electronic things on the side you have to figure out.

Lynn Sherr: And where you can’t see the movie screen, let alone find a date to there.

lst woman: I don’t care hair color, eye color, skin color-they need to be tall. Sorry.

Lynn Sherr: Welcome to the world of short men. Ralph Keyes, 5’7”, wrote a book about

height.

Ralph Keyes: We just assume anybody we’re looking up to has power…has power over

us.

Lynn Sherr: We put Chris and Debbie, colleagues here at ABC News, in front of our

camera, posing at different heights. Half the shots showed Chris as the taller

of the pair.

Chris: The air’s kind of thin up here.

Lynn Sherr: In the other half, Debbie was taller. Then we gave the photos to students at

Fairleigh Dickinson University, and asked them to tell us a story about what

was going on. When Chris was taller, the adjectives used to describe him

were mature and respected. When Chris was shorter than Debbie, they

called him submissive, childish, weak. Andrea McGinty, who runs a dating service in Chicago, knows all the tricks. We asked her to help us construct

an experiment to test just how willing women are to date shorter men. And

we found three brave volunteers. Stu is the shortest. How tall are you?

Stu: I’m 5 foot. And 5’5” with the Afro.

Lynn Sherr: Rob is 5’3”. He prefers taller women.

Rob: I kind of enjoy it. I mean, I think there are some serious advantages to being a

little bit, having a woman who’s a little bit taller.

Lynn Sherr: David is getting married this fall.

David: She is 5 feet tall.

Lynn Sherr: And you are?

David: I am 5’6”.

Lynn Sherr: Oh, well.

David: Giant, right.

Lynn Sherr: We recruited other men about the same age as David, Stu, and Rob, but taller.

We asked them all to dress in jeans and a sweater, then we did something

cruel. We put them in lineups, five at a time, behind a two-way mirror. The

men couldn’t see or hear what was going on in the next room. That’s where

we invited groups of women to look at the men and choose a date. In this

case, we wanted to see if anyone would pick 5’3” Rob. When Andrea told us

women like doctors, we gave him an M.D. Their choice?

2nd

woman: Anderw.

3rd woman: I would say, Matt.

Lynn Sherr: No, Rob. We piled on some more assets. We said, besides being a doctor, he

was also a best–selling author and champion skier who just built his own ski

house.

Andrea McGinty: Does that affect your choices?

4th woman: He’s still short.

Lynn Sherr: Then we gave Rob a promotion. We made him chief of at a prestigious

hospital.

Andrea McGinty: Who would you pick, Kim?

5th woman: Andrew’s probably the closest to who I’d pick.

6th woman: I’d pick Matt.

7th woman: Jeffrey, the pilot.

Lynn Sherr: What would it take? Now, we said Rob was also a gourmet cook who loves

children.

8th woman: Oh, definitely I would take him in a minute, then. Height, no problem.

7th woman: I wouldn’t, because I would think I don’t want short, little kids. I was thinking

that!

Lynn Sherr: Well, at least someone liked Rob. But if it was this harsh for him at 5’3”, what

would it take to get a date for Stu at just 5 feet? Listening

Part 1

A. Sound Bites

Read and listen to a conversation between a couple about dressing up and

dressing down.

Teaching Suggestions

 Have students look only at the photos. Ask:

What’s the man wearing in the first photo? (a suit and tie)

What’s he wearing in the second one? (jeans and a T-shirt)

Where do you think the people are going?





Say You are going to hear a conversation about dressing up and dressing down. Ask

What do you dressing up and dressing down mean?

Have students read and listen to the conversation

Language note: Students may need help with the following words or expressions:

T39

B. Pair Work

Use the following words to tell the story of what happened in the conversation.

Teaching suggestions

 To check comprehension of the words in the box, ask:

In which photo is Paul wearing formal clothing? (the first)

In which is he wearing casual clothing? (the second)

In which photo is Paul overdressed? (the first) Why?

Why is he underdressed in the second photo?







In pairs, have students tell the story of what happened in the conversation using the

words in the box.

Circulate to offer help with the new words as needed.

To review, have a volunteer tell the story to the class.

Part 2

Evaluate Ways to Change One’s Appearance

A. Listening Comprehension

Listen to Part 1 of a radio program about men’s hairstyles. Then read the

statements and listen again. Complete the statements, according to the information

in the program.

1. a 2. b 3. a

Script T44

Part 1 [C = Chuck Sims, host; S = Susan Yiga1, Australia]

C: Chuck Sims here, and you’re listening to In Style. Today we welcome Susan Yiga1, a

hairstylist who does a lot of work for the film industry. Susan has won numerous

awards for her beautiful work.

S: Oh, thanks. C: Susan, I love your work. So many movies. So many gorgeous actors.

S: Thank you, Chuck. Great to be here.

C: Susan is an expert on the history of hairstyles, and today we’re going to focus on men’s

hairstyles. Susan, tell us something about how men’s hairstyles changed in the

twentieth century.

S: Absolutely. But before I do, let’s not forget some of the styles that were in fashion

before the twentieth century. Remember that back in the seventeenth and eighteenth

centuries, among the European upper classes, the wig was a fashion must. Everyone

wore one.

C: Think wigs will ever come back?

S: These days, you never know. Do you know why they became so fashionable?

C: Not really.

S: Well, you see, in the seventeenth century, King Louis XIV of France was going bald –

so he had a staff of about forty wig makers working on long curly wigs for him to wear.

C: Forty wig makers!

S: Yes. And of course it then became the rage for all men to wear long curly wigs – until

the nineteenth century. At that time, the style changed, and men stopped wearing wigs

by the beginning of the nineteenth century. After that, they generally wore their own

hair fair fairly long, and most men wore very long beards or sideburns.

C: Which we see in some of the very early photos from that time.

S: Right. But by the early twentieth century, that had changed. The norm for men was to

wear their hair cut very, very short. And beards were something only grandfathers wore.

If a man wore a mustache at all, it was cut very short.

C: Until the 1960s and’70s, of course.

S: Of course.

B. Read the following statements and listen to Part 2 again. Complete the

statements, according to the information in the program.

1. b 2. a 3. c

Script

Part 2

S: By the 1960s, in Europe and throughout the Americas, men began to wear their hair

long, and they grew beards and mustaches – pretty much as a protest against decades

of what they saw as a very conservative culture.

C: I remember that.

S: At that time there had been an unwritten fashion code that said any man who didn’t

wear

his hair very short – or who had a beard – was a radical.

C: That’s hard to believe today.

S: But that’s how it was. In the UK and the U.S., rock musicians led the way with hair, and

mustaches seeming to get longer each year.

C: Men today don’t always realize what an incredible change that was. Isn’t that true?

S: Absolutely. How a man wore his hair was a social and political statement. But today, men’s hair fashions are all over the place – which was certainly not true back then.

Men can wear their hair either long or short. Anything goes.

C: Ponytails. Braids.

S: Yup. A short beard or moustache.

C: The goatee has been the beard of choice for a number of years now.

S: And, of course, the bald look has become very popular now. Who would have thought

twenty years ago that men would actually choose to shave off all their hair! No way!

C: Any other trends worth looking at?

S: Well, we haven’t said anything yet about men dyeing their hair. Over the last decade

some men have chosen to dye their hair bright blond, red, yellow – even green or

purple.

C: Yeah, as a matter of fact, I saw that last time I was in Tokyo.

S: That’s right. I’ve heard that in Japan this is a kind of social statement in response to

strict school dress codes.

C: Well, thank you, Susan, for … ahem … letting your hair down about a very interesting

subject.

S: Good one, Chuck. Thanks for having me.

Teaching suggestions

Step 1

Have a volunteer read the statements and answer choices out loud. If necessary, explain

the meanings of unfamiliar terms.

Step 2

Review answers as a class.

Step 3

To have students support their choices, ask What were man protesting against when they

changed their hairstyles? What would it have been considered eccentric? Why do they

want to express their individuality?

Option:

Form small groups. To personalize the activity, have male students tell their group

members which styles they have worn or would like to wear.

C. Discussion

Do you agree with the hair stylist that “anything goes” today for men’s hairstyles? Are

there any hairstyles that you really don’t like on a man? Do you think men’s hairstyles

have improved or gotten worse in recent times?

Teaching suggestions

Step 1

To prepare for the discussion, have students look at the photos depicting hairstyles and

decide which they like and which they don’t like on a man.

Step 2

Have students discuss the questions in small groups.

Step 3

To review, take a class poll. With a show of hands, determine which hairstyles depicted in the photos are the least popular on a man. Then have students vote on whether they think

hairstyles have improved or gotten worse in recent times. Write the results on the board.

Step 4

To finish, have volunteers summarize the results of the poll.

Speaking

Comment on Fashion and Style

A. Conversation snapshot

Teaching Suggestions

Step 1

Before students read and listen, have them look at the photo. Ask What do the man’s

clothes say about him? (Possible response: that he likes fashion; that he wants to

attract attention)

Step 2

After students read and listen, check comprehension by asking What does the first woman

think about what the man is wearing? What does the second woman think? (that the man

is in style; that his shirt is loud.)

Language note:

Check out is used in spoken English to tell someone to look at someone or something.

Can you believe……? Shows you are surprised or shocked by something.

Rhythm and Intonation Practice

Teaching Suggestions

Have students repeat chorally.

STRESS PATTERN

(Student Book Answer Key T42)

（请将这部分内容复制下来）

B. Vocabulary

Describing fashion and style. Listen and practice.

Teaching Suggestions

Step 1

Have students listen to the words and study the definitions. Then have students listen and

repeat chorally.

Step 2

Say Use words that are informal (hot, tacky, flashy) with friends or other people you know

well.

Step 3

To provide practice, have pairs use the words or phrases to give their own opinions of the

clothes the man in the conversation snapshot picture is wearing.

C. Listening Comprehension Listen to the conversations about fashion and style. Choose the adjective that best

summarizes each speaker’s point of view.

1． a 2. b 3. c 4. a 5. a

Script

Conversation 1

F1: What magazine are you reading?

F2: Metropolitan. Want to have a look?

F1: Do you mind?

F2: Not at all.

F1: These purses are fantastic!

F2: Which ones? Oh yeah. Everybody’s getting those now.

F1: I’ve got to have one.

F2: Better hurry before they go out of style!

Conversation 2

M1: Hey, Jim.

M2: Hey, Carl. Whoa! That’s some jacket you’ve got on.

M1: Oh, Yeah. It’s my “Look at me” jacket.

M2: It’s very … yellow.

M1: Hey, Yellow gets attention.

M2: Ok, if you say so.

Conversation 3

F1: Oh, look at that. I don’t believe it.

F2: Where?

F1: That kid over there. What on earth on earth has she done to her hair?

What is she, thirteen?

F2: Sounds about right. Oh, that hair!

F1: I just can’t believe it.

F2: Me neither.

Conversation 4 [M2 = U.S., New York]

M1: Mr. Spano! How can I help you today?

M2: I want to get my wife something nice, you know, for her birthday.

M1: Of course! What did you have in mind?

M2: Well, actually I was thinking about-I don’t know-a nice dress.

M1: Oh, I see! Are you thinking about a party dress?

M2: Sounds good.

M1: May I suggest this simple black silk dress?

M2: Hmm, nice. very tasteful.

M1: Very nice. I think your wife will find it very attractive.

M2: Yeah, I like it very much. But I want to look around and see what else you’ve got.

Conversation 5 [F2 = U.S., Midwest]

F1: Stacy, thanks so much for coming over to help. You’re a real friend.

F2: Hey, I understand. It’s hard to clean out your closet alone.

F1: Ok. Let’s start with this blouse.

F2: All right then. Hold it up so I can see it … Whoa!

When did you get that?

F1: Must have been a bout … oh, maybe eight years ago.

F2: Uh, think that one can go.

F1: Toss it?

F2: Yup. No one’s wearing that anymore.

Reading

Text A

Background Information 少

Key Words and Expressions

devious adj. 不正当的

Achieve success by devious means or get rich by devious ways.

Let's take the devious route home to avoid the crowds in the main roads.

使整洁

Jack groomed himself carefully in front of the mirror.

Xiao Liu cares for hisr appearance and often well groomed.

攻击性的

The offensive troops gained ground quickly.

The general led a massive military offensive attack.

保守的

The president always wears a conservative dark suit.

We agree with the conservative use of natural resources.

1.克制

Subdued my excitement about the upcoming holiday.

2.开垦

Farmers subdued the arid lands of Australia.

self-confidence 自信

Without self-confidence we are as babes in the cradle.

Jenny showed her self-confidence in fighting against the illegal affairs..

Teaching Suggestions 少

Reference Translation

从骇人听闻到引人注目

纹身获得认同

正如时尚的此起彼伏，穿着打扮的标准也在继续改变。这个变化通常是少数人接受起来比别人更快。是什么原因导致了在一种形势下被视为骇人听闻和俗气的事物在另一种形势下成为引人注目和时髦的呢。在西方社会，纹身就是这样一个例子。

groom v.

offensive

conservative

adj.

Subdue v. 在50年前，纹身是离经叛道的象征。有纹身的人被认为是误入歧途和令人讨厌的。这个情况在20世纪60年代之后，随着服饰，美容和行为的诸多标准的变化才开始好转。摇滚音乐家最先刺纹身作为对社会规则的反抗。后来，运动员，模特，以及影星也逐渐的开始刺纹身了。

今天，纹身拥有各种类型，可以适合所有的人。对许多青少年来说，纹身可以表达自己的个性和自信。一些更小更柔和类型的纹身甚至很难被察觉。

现在说纹身已被全社会所接受还言之过早。在较为保守的行业，例如银行或财务，纹身可能仍是一个"职业杀手"。然而，现在正进入商业世界的很多人，他们在学生时代都有纹身。最终，当这些人将成为商界领袖之后，这种风格就会更容易被接受了。当我们看到一个拥有纹身的总统或总理时，我们将会知道，纹身时代终于来到了。

Exercises

A. Read the magazine article. Then read it again and circle the letter of the answer

that correctly completes each sentence.

1. b 2. a 3. b 4. a 5. b 6. c

B. Complete each sentence in your own way. Write sentences about fashion and

style.

1. A majority of employees enjoy casual Fridays.

2. Most of the time, I wear jeans to school.

3. Several of my friends wear contact lenses.

Text B

Background Information 少

Key Words and Expressions

cosmetic adj. 装饰的

Laura likes the cosmetic fenders on cars.

The boss made a few cosmetic changes when he took over the company.

使相等

We should not equate inexperience with youth.

Politics cannot be equated with art.

medium n. 媒介

The train was the usual medium of transportation in those days.

Water is the medium in which fish can live.

自尊

It’s too cruel to injure one's self-esteem.

Someone regards his self-esteem as his weak personality.

Teaching Suggestions

Step 1

Point to the photo. Ask Do you think the woman in the photo is beautiful? Why do you

think so?

Step 2

equate v.

self-esteem After students read the title and song lyrics out loud, have them make predictions. Ask

What issues do you think the article will discuss?

Step 3

Have students think about the meaning of the lyrics as they read and listen to the

magazine article.

Language note:

Students may need help with the following words:

outspoken (expressing your opinions honestly, even when it is not popular to do so);

see right through someone (know what someone is really like, especially what their bad

qualities are);

billboard sign (a large sign used for advertising).

Reference Translation

是谁定义了美?

什么使一个女孩变得美丽？这句话来自于澳大利亚摇滚民谣歌手兼作曲家Kasey

Chambers 创作并演唱的歌曲"Not Pretty Enough "。这些辞藻向我们讲述了在一个就像电视，电影，杂志这样的媒体定义了什么是美的社会里面女人是什么样子的。

在一种成功和快乐等同于"就像模特或者电影明星"那样的苗条和性感的文化范围里面，很多年轻女性只感觉到自己被忽略了或者很胖并且不可以别接受。

我们也许不能理解，美国75%的女性认为她们自己"过于肥胖"。但是很多人不能意识到这些关于体型的思想是如何影响到青少年和儿童的。当你看到广告牌、杂志广告还有流行电视秀是如何展现女孩和女人以及如何影响她们，你不会看起来更像一个父亲。

美国8岁以上的儿童每天看电视、玩电子游戏、读杂志的时间平均超过 7个小时。而调查显示出来了这样的状况：

● 如果只能实现一个梦想， 11到 17岁的女生会说她们希望变得更瘦一些。

● 10 到14岁范围内认为"我自己的生活方式很快乐"的女生比例从 60%下降到 29%

● 10 岁的女孩中有80%的人在节食

● 500 万到1000万的 10几岁的女生在进行着对她们的健康有危险的极度无序的饮食。

● 青少年整容手术的数字比过去十年间这个数字的两倍还要多，并且还在疯狂的增长。

● 70% 的女生说她们希望看起来像女演员，并且30%的人实际上已经这么去努力了。

如果年轻人意识到在多大程度上他们被定位为消费群体，以及媒介信息是如何被用来卖给他们产品或者传递那些关于体型、自尊、世界观还有行为的信息，他们将会从中受益。

Comprehension Exercises

A. True or False Statements

1. F 2. T 3. T 4. F 5. T 6. T 7. T 8. F

B. Discussion

Answers may vary.

Vocabulary Exercise

Fill in the blanks in the following sentences with the words to be chosen from the

box. Change the forms where necessary.

1. affect

2. disorder

3. extreme

4. target

5. double

6. reveal

7. present

8. invisible

9. alarm

10. equating

Vocabulary Activity

Use a dictionary to find other words with the prefix self-

Words using the prefix self-

self-confidence

self-esteem

self-image

self-pity

self-conscious

self-centered

self-critical

self-confident

Self-consciousness

Self-esteemed

Self-focus

Writing

Compare Two People’s Tastes in Fashion

Teaching suggestions

Step 1

Call on students to read the explanation and examples out loud.

Step 2

To make students aware of the correct punctuation for each connective, Ask Which

connectives can be preceded by a comma? Which connectives are followed by a comma?

What punctuation mark is necessary before similarly and however?

Step 3

Photocopy and distribute this exercise or write it on the board

有图

(Student Book Answer Key T48)

（请将这部分内容复制下来） Step 1 Prewriting

 Read the topics list out loud. Have students choose one.

 Point to the Venn diagram. Ask What tastes in fashion do both people have? What

tastes does the brother have?

 Ask students draw their own diagrams, circulate to help students organize their ideas

as needed.

Step 2 Writing







Before students write, have them read the writing model and identify the topic

sentence in each paragraph.

Point out that the first paragraph is about the difference in tastes and second is about

similarities.

As students write, circulate to offer help with the use of connecting words.

Step 3 Self-Check





Read the Self-Check questions as a class.

Before students submit their paragraphs for correction, have them self-check their

work and make any necessary changes.

Option: Step 4. Peer Review. Have students exchange papers with a partner and read

their partner’s article to check if there are any fragments. If there are, encourage them to

suggest corrections.

Lesson two 没做吗？？？