外研版（2019）高中英語選擇性必修第一冊Unit 1 Laugh out Loud!單元教學設計

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

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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

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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

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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.

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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

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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

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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

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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.

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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

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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

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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

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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

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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

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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

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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