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外研版(2019)高中英語選擇性必修第一冊Unit1Laugh
outLoud!單元教學設計
UnitthemeThethemecontextofthisunitis〃manandself”,andthetheme
contextinvolvedisapositiveattitudetowardslife.Thisunit
hasavarietyofarticles,includingquestionnaire,narrative,
dialogue,essays,blogandsoon.Startingfromavideoofcomedy
history,thisunit,inturn,presentstheselfquestionnaire,the
storyoftheclowndoctor,theBritishhumorousstory,MarkTwain
andLinYutanglifehumorstory,CharlieChaplincharacters
introducelearningcontent,frommultipleanglesexpoundsthe
topicsrelatedtothepositiveattitudetowardslife,aimstohelp
studentstobettermanagetheiremotions,alwayskeephappymood,
withapositiveattitudetofacelife,setupthecorrectattitude
towardslife.
UnittargetStudentswereabletofollowaroundthethematiccontextcontent
ofthisunit,Basedonthequestionnaire,narrative,dialogue,
argumentativeessays,blogandothermultimodaldiscourse
providedbytheunit,Usingavarietyoflanguageskills,Read
theintroductiontothehumorouscharactersandtheir
experiences,Understandandtalkabouttopicsrelatedtohumor,
Useappropriatewordsandexpressionstotellhumorousstories,
Introducingthecomedians,Understandthehumorousqualitiesof
outstandingChineseandforeigncharacters,Deepenthe
understandingofthemeaningoftheunittheme;Alsobeableto
beabletousewhattheunithaslearned,Bycomparison,by
analysis,Withtheirownreality,Createandperformtalkshows
andhumdramas,Developapositiveandoptimisticattitudetowards
life,Explorethemysteriesofhappiness,Establishapositive
第1頁共33頁
outlookonlife,Realizetheexpansionandmigrationofknowledge
andthinkingability;Abilitytousevariouslearningstrategies,
Intheprocessofindependentlearning,cooperativelearningand
inquirylearning,Combinethereflectiveandevaluativeproblems
tocontinuouslymonitor,evaluate,reflectonandadjustthe
learningcontentandprocessprovidedbytheunit,Stimulatethe
interestinEnglishlearning,Improveyourabilitytoanalyzeand
solveproblems,Improveyourunderstandingandexpressionskills,
Finally,topromotethecomprehensiveimprovementoftheirown
languageability,culturalconsciousness,thinkingqualityand
learningability.
Startingout板塊教學設計
(建議時長10-15分鐘,教師可根據(jù)教學實際酌情調(diào)整。)
lessonViewing+Speaking
type
ThemePeopleandselfpositiveattitudetowardslife
context
閩Therearetwoactivitiesinthissection.Activity1presentsa
contentvideoaboutthehistoryofcomedy,whichintroducestheorigin,
analysisdevelopment,representativefiguresandtypesofcomedy,and
clarifiesthatalthoughcomedyisinfluencedbyTheTimesand
differentcultures,thejoybroughtbycomedytopeopleremains
unchanged.Activity2isaquestionnaire,askingstudentsto
choosetheirowntreatmentmethodsindifferentsituations,to
helpstudentstoformapreliminaryunderstandingoftheirown
individualcharacteristics.
2.Attheendofthissection,studentscan:
instruction3.Understandthegeneralideaofthethemeofthevideo,quicklyextractthe
第2頁共33頁
alkeyinformationfromthevideo,suchastheorigin,development,
objectivesrepresentativecharacters,types,etc.,andintroducethetheme;
4.Basedontheirowndailylifeanddivergentthinking,theycanunderstand
thejokesofdifferentcomediesunderdifferentculturalbackgrounds,activate
students'existingbackgroundknowledgeandlanguageknowledge,and
stimulatetheirinterestintopics;
5.Bymakingquestionnaires,Icanunderstandmyself,expressmypersonal
viewsonthetopicaccordingtothedimensionsof"withmyself*and"with
others",andsummarizewhatindividualcharacteristicsarereflectedin
differentprocessingmethodsindifferentsituations.
keyGuidestudentstoinitiallyunderstandtheorigin,development,
teachingrepresentatives,typesofcomedy,andcontacttheactuallifeandtheirown
points;experience,understandthedifferentcomedyjokesunderdifferentcultural
focalpointbackgrounds,soastopavethewayandwarmupforthelearningactivities
ofthewholeunit.
difficultGuidethestudentstoknowthemselvesandexpresstheirpersonalviewson
pointinthetopic.
teaching
Audio-visualteachingmethod,communicativeteachingmethod
instruction
al
strategies
TeachingProcedures
Purposes
contentsTeacher'sactivityStudents9activity
Activity11.Teacherplaysthe1.StudentswatchtheToarousestudents'
videoandasksvideoandpayinterestandhave
studentstopayattentiontothekeystudentsthinkabout
attentiontothekeyinformation.thedifferencesof
第3頁共33頁
information.2.Studentsanswerthepeople'scognitionof
2.Teacherplaysthefirstquestionandcomedyindifferent
videoagainandchecktheanswer.culturesanddifferent
asksstudentsto3.Studentsanswerthetimes.
answerthefirstsecondquestion.
question.
3.Teacherasks
studentstocheck
theanswerwiththe
class.
4.Teacherasks
studentstoanswer
thesecond
question.
Activity21.Teacherasks1.StudentsreadtheTomakestudents
studentstoreadthequestionnaire.reflectonthemselves
questionnaire.2.Studentscompleteandestablishacorrect
2.Teacherasksthequestionnaireattitudetowardslife.
studentstoanddiscussthe
completetheresults.
questionnaireand3.Studentscheck
discusstheresults.theirresultson
3.Teacheraskspage84tosee
studentstocheckwhethertheyare
theirresultsonthesamewiththeir
page84toseeanalyses.
whethertheyare
thesamewiththeir
analyses.
第4頁共33頁
Understandingideas板塊教學設計
(建議時長30-35分鐘,教師可根據(jù)教學實際酌情調(diào)整。)
課型Reading
主題語境Peopleandselfpositiveattitudetowardslife
內(nèi)容分析Thetypeofthetextinthissectionisnarrative,whichtellsthestoryofa
clowndoctorthroughmagic,singing,tellingstoriesandtellingjokesto
relievethepainofpatients.Whilereadingthetext,studentscanincrease
theirknowledge,enrichtheirlifeexperience,andrealizetheimportanceof
havingapositivelifeattitudeof"helpingothers0.Intheintroductionactivity
beforereading,pleaselookatthepicturesandfindoutwhereyoucanseethe
clown,aimingtoactivatethestudents'existingknowledgeoftheclownand
pavethewayfortheappearanceoftheclowndoctorinthetext.Inthe
readingactivity,pleasefindoutthespecialplaceoftheclowndoctor'swork,
andechowiththepre-readingactivity.Afterreading,theactivitieshelp
studentsthroughthematchingofparagraphsandquestions,explorethe
significanceofthetheme,cultivatestudents'logicalthinkingandcritical
thinking,andguidestudentstoconstructamulti-culturalperspective.
教學目標1.Attheendofthissection,studentscan:
2.Understandthejobresponsibilitiesandworkmethodsofthe
clowndoctor;
3.Masterthelanguageknowledgeinthetextthroughthecontext,
lookupthedictionaryandtheteacher,sexplanation,and
furtherunderstandthemeaningofthetext;
4.Throughunderstandingthecontentofthetext,deepenthe
understandingofthemeaningofthetheme,andformapositive,
optimisticandsmilingattitudetowardslife.
教學重點1.Guidethestudentstoreadthetext,understandtheauthor,s
writingintention,andtheclowndoctor,sjob
第5頁共33頁
responsibilitiesandworkmethods;
2.Guidestudentstomasterthelanguageknowledgeinthetext
throughthecontext,dictionaryandteacherexplanation,and
deeplyunderstandthemeaningofthetext.
教學難點Guidestudentstothinkdeeplyabouttheworkoftheclowndoctor,
andformapositiveandoptimisticattitudetowardslife.
教學策略P-W-P模式
TeachingProcedures
Purposes
contentsTeacher'sactivityStudents9activity
Activity11.Teacherasks1.Studentslookatthe1.Tohavestudents
studentstolookatpicturesandpredictgettoknowthe
thepicturesandwhereaclowncanbackground
predictwhereabeseen.informationabout
clowncanbeseen.2.Somestudentsclowns.
2.Teacherinvitessharewhatthey2.Toprepare
somestudentstoknowaboutclownsstudentsfor
sharewhattheywiththeclass.reading.
knowaboutclowns.3.Studentspredictthe
3.Teacheraskscontentofthetext
studentstopredictaccordingtothe
thecontentofthepicturesandthe
textaccordingtotitle.
thepicturesandthe
title.
Activity21.Teacherasks1.StudentsreadtheToleadstudentstothe
studentstoreadthepassagequicklyandreadingofthe
passagequicklyandfindoutwhatispassage.
findoutwhatisspecialaboutthe
第6頁共33頁
specialabouttheclown'sjob.
clown'sjob.2.Studentsanswerthe
2.Teacherasksquestions.
studentstoanswer
thequestions.
Activity31.Teacherasks1.Studentsreadthe1.Totrainstudents?
studentstoreadtheoptionsabilitytoextract
optionsindividuallyindividuallyandinformation.
andmatchthematchthe2.Tohavestudents
questionstothequestionstothegather
paragraphs.paragraphs.informationand
2.Teacherasks2.Studentsreadthecomprehendthe
studentstoreadthepassageagainandpassage.
passageagainandmakenoteswhile
makenoteswhilefindingoutthe
findingouttheanswers.
answers.3.Studentscheck
3.Teacheraskstheiranswersin
studentstocheckgroups.
theiranswersin4.Therepresentatives
groups.sharetheiranswers
4.Teacherinvitesthewiththeclass.
representativesto
sharetheiranswers
withtheclass.
Activity41.Teacherasks1.StudentsreadtheToexaminehowmuch
studentstoreadtheinformationgivenstudentshavegrasped
informationgiveninthechartandthedetailed
inthechartandmakecleartheinformation,and
第7頁共33頁
makecleartheintentionofthecultivatestudents9
intentionoftheactivity.abilitytoreaddeeply.
activity.2.Studentsreadthe
2.Teacheraskspassagecarefully
studentstoreadtheagainandcomplete
passagecarefullythejob
againandcompleteadvertisement.
thejob3.Studentsreadthe
advertisement.advertisementand
3.Teacheraskschecktheanswers
studentstoreadthewiththeteacher.
advertisementand4.Studentsdiscussthe
checkstheanswersformandstructure
withtheclass.ofthejob
4.Teacherdirectsadvertisementand
studentstodiscusstrytowriteone.
theformand
structureofjob
advertisementand
trytowriteone.
Activity51.Teacherdividesthe1.StudentsworkinTohelpstudentsto
classintogroupsgroupstodiscussthemakeadeep
andasksstudentsdifferencesbetweencomprehensionofthe
todiscusstheclowndoctorsandthemeofthepassage
differencesmedicaldoctors.andsolveproblemsin
betweenclown2.Studentsgathermorerealsituation.
doctorsandinformationand
medicaldoctorsoncompletethe
thebasisofthediagram.
第8頁共33頁
passage.3.Somestudentsshare
2.Teacheraskstheirgroupopinions
studentstogatherandexplainthe
moreinformationreasons.
andcompletethe
diagram.
3.Teacherinvites
somestudentsto
sharetheirgroup
opinionand
explainthe
reasons.
Think&TeacherasksstudentstoStudentsthinkaboutTodevelopstudents5
Sharethinkaboutandanswerandanswertheabilitiestodigthe
thequestions.questions.themeandthinkabout
caringandhelping
others.
Usinglanguage板塊教學設計
(建議時長80-90分鐘,教師可根據(jù)教學實際酌情調(diào)整。)
lessonReading+Listening+Speaking
type
ThemePeopleandselfpositiveattitudetowardslife
context
[電]Themaincontentofthegrammarpartofthissectionistheunqualified
contentattributiveclauses.Twosmallparagraphsrespectivelyintroducethemystery
analysisofhappinessandahumorousstorytohelpstudentsmastertheusageof
clausesinspecificcontext;thevocabularypartpresents"laugh"andhelps
studentslearntodescribedifferent"laugh";andthespeakingpartisaradio
第9頁共33頁
programthattellsthreehumorousstories.Thissectionhelpsstudentsto
deeplyfocusonthemeaningandfunctionoflanguage,deepenthe
understandingofunittopicsthroughthecomprehensivetrainingofskillsin
realcontext,andimprovetheall-roundcomprehensivelanguageapplication
ability.
1.Attheendofthissection,studentscan:
instruction2.Understandthesimilaritiesanddifferencesofrestrictiveattributive
alclausesandnon-restrictiveattributiveclauses,andlearntouse
objectivesnon-restrictiveattributiveclausescorrectlyindiscoursewriting;
3.LearnanduseEnglishidiomstoexpressallkindsof"laughter",findmore
similarEnglishidioms,understandthemeaningoftheseEnglishidioms;
4.Guidestudentstothinkabouthowtomaintainahealthyandoptimistic
attitudeindifficultsituations,sothattheycanalwayshaveapositive
attitude;
5.Guidestudentstopayattentiontothepragmaticfunction,learntotell
humorousstoriesandmakecommentsinEnglish,andbeabletousethe
relevantexpressionstheyhavelearnedinreallife.
key1.Guidestudentstofurtherunderstandthesimilaritiesanddifferences
teachingbetweenrestrictiveattributiveclausesandnon-restrictiveattributiveclauses,
points;andmastertheusageofnon-restrictiveattributiveclauses;
focalpoint2.GuidestudentstolearntousemoreEnglishidiomstosimplyexpressa
varietyof''laughter*'.
difficult1.Guidestudentstocorrectlyusenon-qualifiedattributiveclausesin
pointindiscoursewriting,learntotellhumorousstoriesandmakecommentsin
teachingEnglish;
2.Guidestudentstothinkabouthowtomaintainahealthyandoptimistic
attitudeindifficulties,sothattheycanalwayshaveapositiveattitude.
Task-basedteachingmethod,discoveryteachingmethod,
instructioncommunicativeteachingmethod,listeningandspeakingteaching
第10頁共33頁
almethod
strategies
TeachingProcedures
Purposes
contentsTeacher'sactivityStudents9activity
Activity11.Teacherasks1.Studentsreadthe1.Toencourage
studentstoreadthesentencesinthestudentsto
sentencesinthefirstboxanddiscoverthe
firstboxandpayanswerQuestionsgrammarusageby
attentiontothe1-2.themselves.
wordsinbold.Then2.Studentsreadand2.Tofurther
asksstudentstocomparetheenhancestudents9
answerQuestionsexamplesentencesunderstandingof
1-2.againtoanswerthefunctionsand
2.TeacherasksQuestion3.usageof
studentstoreadand3.Studentsconcludenon-defining
comparethetheusesofattributive
examplesentencesnon-definingclauses.
againtoanswerattributiveclauses
Question3.andthesimilarities
3.Teacherasksanddifferencesof
studentstodefiningattributive
concludetheusageclausesand
ofnon-definingnon-defining
attributiveclausesattributiveclauses.
andpaymore4.Studentslookfor
attentiontothemoresentences
similaritiesandwiththesimilar
differencesofstructuresinthe
第11頁共33頁
definingattributivereadingpassage,
clausesandandsummarisethe
non-definingusesof
attributiveclauses.non-defining
4.Teacherasksattributiveclauses.
studentstolookfor
moresentences
withthesimilar
structuresinthe
readingpassage,
andhelpsstudents
tosummarise由e
usesof
non-defining
attributiveclauses.
Activity21.Teacherasks1.StudentsreadtheTogetstudentsto
studentstoreadthetwosimplepractiseusing
twosimplesentencesgiveninnon-defining
sentencesgivenineachadviceandattributiveclause.
eachadviceanddecidewhich
decidewhichsentenceshouldbe
sentenceshouldbethemainclause
themainclauseandandwhichone
whichoneshouldshouldbethe
bethesubordinatesubordinateclause.
clause.2.Studentsfindout
2.Teacheraskstherelationship
studentstofindoutbetweenthe
therelationshipmodifiednounsor
第12頁共33頁
betweenthesentencesandthe
modifiednounsorconjunctionsof
sentencesandtheclauses.
conjunctionsof3.Studentsrewrite
clauses.thetipswith
3.Teacherasksnon-defining
studentstorewriteattributiveclauses.
thetipswith4.Somestudentsread
non-definingtheclausesthey
attributiveclauses.madeandothers
4.Teacheraskssomechecktheanswers.
studentstoreadthe5.Studentsconclude
clausestheymadehowtomake
andotherschecksentencesusing
answerswiththenon-defining
class.attributiveclauses.
5.Teacherasks
studentsto
concludehowto
makesentences
usingnon-defining
attributiveclauses.
Activity31.Teacherasks1.StudentsreadtheTohelpstudents
studentstoreadthediscourseandgetconsolidatethe
discourseandgetitsmainideabyapplicationof
itsmainideabythemselves.non-defining
themselves.2.Studentscompleteattributiveclausesin
2.Teacherasksthejokewiththeauthenticcontext.
studentstosentencepartsin
第13頁共33頁
completethejoketheboxusingwho/
withthesentencewhichand
partsintheboxcommaswhere
usingwho/whichappropriate.
andcommaswhere3.Somestudents
appropriate.sharetheiranswers
3.Teacheraskssomewiththeclass.
studentstoshare
theiranswerswith
theclass.
Activity41.Teacherasks1.StudentsthinkofaToenlargestudents9
studentstoworkinjoketheyfindvocabularyandhave
groupsandthinkoffunnyandwriteitthemforman
ajoketheyfinddownusingoptimisticoutlookon
funnyandwriteitnon-defininglife.
downusingattributiveclauses
non-definingwhereappropriate.
attributiveclauses2.Somestudents
whereappropriate.sharetheirjokesin
2.Teacheraskssomefrontoftheclass.
studentstoshare
theirjokesinfront
oftheclass.
Teachermakes
comments.
Activity51.Teacherplaysthe1.StudentslookatTotrainstudentsto
audioandasksthesixpictures,graspkeyinformation
studentstoandguesstheofthelistening
第14頁共33頁
completethemeaningsofthematerials,andmake
conversations.idioms.keynoteswhile
2.Teacherasks2.Studentslistentolistening.
studentstoreadthetheaudioand
conversationsandcompletethe
writedowntheconversations.
answers.3.Studentscheckthe
3.Teachercheckstheanswerswiththe
answerswiththeteacher.
students.
Activity61.Teacherasks1.Studentsmatchthe1.Tohelpstudents
studentstomatchidiomstotheconsolidatetheir
theidiomstotheexplanationsgivenvocabulary
explanationsgivenindividually.through
individually.2.Studentsguesstheexplaining
2.Teacheraddsmoremeaningsoftheexpressionsin
wordsorphraseswordsandphrasesEnglish.
thatcanexpresstheteacheradds.2.Trainstudentsto
“l(fā)augh“andasks3.Studentsexplainlearncooperative
studentstoguesstheexpressionsinlearning.
themeanin
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