1、2019外研版选择性必修一 Unit 1 Using language板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Listening + Speaking主题语境人与自我积极的人生态度内容分析本板块语法部分的主要内容为非限定性定语从句。两个小语段分别介绍了幸福的奥秘和一则幽默故事，帮助学生在具体语境中掌握非限定性定语从句的用法；词汇部分通过几个小对话呈现与“笑”相关的表达，帮助学生学会描述不同的“笑”；听说部分为一个广播节目，讲述了三个幽默小故事。本板块帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解
2、，全方位提升综合语言运用能力。教学目标在本板块学习结束时，学生能够：1. 理解限定性定语从句与非限定性定语从句的相同点和不同点，学会在语篇写作中正确使用非限定性定语从句；2. 学习并运用英语习语表达各种“笑”，找到更多的类似英语习语，理解这些英语习语的意义； 3. 引导学生思考如何在困境中保持健康、乐观的心态，让自己始终拥有积极向上的态度； 4. 引导学生关注语用功能，学会用英语讲幽默故事和进行评论，并能够在实际生活中运用所学的相关表达。教学重点1. 引导学生进一步了解限定性定语从句与非限定性定语从句的异同，掌握非限定性定语从句用法；2. 引导学生学会用更多的英语习语简单表达各种“笑”。教学难
3、点1. 引导学生在语篇写作中正确使用非限定性定语从句，学会用英语讲幽默故事和进行评论；2. 引导学生思考如何在困境中保持健康、乐观的心态，让自己始终拥有积极向上的态度。教学策略任务型教学法、发现教学法、交际教学法、听说教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to read the sentences in the first box and pay attention to the words in bold. Then
4、 asks students to answer Questions 1-2.2. Teacher asks students to read and compare the example sentences again to answer Question 3. 3. Teacher asks students to conclude the usage of non-defining attributive clauses and pay more attention to the similarities and differences of defining attributive
5、clauses and non-defining attributive clauses.4. Teacher asks students to look for more sentences with the similar structures in the reading passage, and helps students to summarise the uses of non-defining attributive clauses.1. Students read the sentences in the first box and answer Questions
6、 1-2.2. Students read and compare the example sentences again to answer Question 3.3. Students conclude the uses of non-defining attributive clauses and the similarities and differences of defining attributive clauses and non-defining attributive clauses.4. Students look for more sentences with the
7、similar structures in the reading passage, and summarise the uses of non-defining attributive clauses.1. To encourage students to discover the grammar usage by themselves.2. To further enhance students understanding of the functions and usage of non-defining attributive clauses.Activity
8、21. Teacher asks students to read the two simple sentences given in each advice and decide which sentence should be the main clause and which one should be the subordinate clause. 2. Teacher asks students to find out the relationship between the modified nouns or sentences and the conju
9、nctions of clauses.3. Teacher asks students to rewrite the tips with non-defining attributive clauses.4. Teacher asks some students to read the clauses they made and others check answers with the class.5. Teacher asks students to conclude how to make sentences using non-defining attributive cl
10、auses.1. Students read the two simple sentences given in each advice and decide which sentence should be the main clause and which one should be the subordinate clause. 2. Students find out the relationship between the modified nouns or sentences and the conjunctions of clauses.3. Stude
11、nts rewrite the tips with non-defining attributive clauses.4. Some students read the clauses they made and others check the answers.5. Students conclude how to make sentences using non-defining attributive clauses.To get students to practise using non-defining attributive clause.Activity 31. Teacher
12、 asks students to read the discourse and get its main idea by themselves.2. Teacher asks students to complete the joke with the sentence parts in the box using who/ which and commas where appropriate.3. Teacher asks some students to share their answers with the class.1. Students read the discourse a
13、nd get its main idea by themselves.2. Students complete the joke with the sentence parts in the box using who/ which and commas where appropriate.3. Some students share their answers with the class.To help students consolidate the application of non-defining attributive clauses in authentic co
14、ntext.Activity 41. Teacher asks students to work in groups and think of a joke they find funny and write it down using non-defining attributive clauses where appropriate.2. Teacher asks some students to share their jokes in front of the class. Teacher makes comments.1. Students think of a joke they
15、find funny and write it down using non-defining attributive clauses where appropriate.2. Some students share their jokes in front of the class.To enlarge students vocabulary and have them form an optimistic outlook on life.Activity 51. Teacher plays the audio and asks students to complete the conver
16、sations.2. Teacher asks students to read the conversations and write down the answers.3. Teacher checks the answers with the students.1. Students look at the six pictures, and guess the meanings of the idioms.2. Students listen to the audio and complete the conversations.3. Students check the answer
17、s with the teacher.To train students to grasp key information of the listening materials, and make key notes while listening.Activity 61. Teacher asks students to match the idioms to the explanations given individually.2. Teacher adds more words or phrases that can express “laugh” and asks students
18、to guess the meanings of them.3. Teacher asks students to explain the expressions in English by cooperating in groups.4. Teacher asks the groups to show their answers with the class.1. Students match the idioms to the explanations given individually.2. Students guess the meanings of the words
19、and phrases the teacher adds.3. Students explain the expressions in English by cooperating in groups.4. Some students share their answers with the class.1. To help students consolidate their vocabulary through explaining expressions in English.2. Train students to learn cooperative learning. A
20、ctivity 71. Teacher asks students to work in pairs and discuss what situations the expressions can be used.2. Teacher asks students to choose one situation and make a dialogue with the phrases about “laugh” theyve learnt. 3. Teacher invites some pairs to show their dialogues. 4. Teacher asks s
21、tudents to make comments and select the best pair. 1. Students work in pairs and discuss what situations the expressions can be used.2. Students choose one situation and make a dialogue with the phrases about “laugh” theyve learnt3. Some students show their dialogues. 4. Students make comments and s
22、elect the best pair.1. To have students use what they learnt in new situations .2. To train students abilities to use language.Activities 8-91. Teacher asks students to look at the four pictures, describe them and predict what the audio talks about.2. Teacher plays the audio and asks students to lis
23、ten and choose the pictures mentioned.3. Teacher checks the answers with the students.4. Teacher plays the audio again and asks students to complete the notes.5. Teacher asks some students to read the whole notes and others check the answers. 6. Teacher asks students work in pairs, discuss whi
24、ch of the practical jokes is the funniest and give reasons. 1. Students look at the four pictures, describe them and predict what the audio talks about.2. Students listen to the audio and choose the pictures mentioned.3. Students check the answers with the teacher.4. Students listen to the audio aga
25、in and complete the notes.5. Some students read the whole notes and others check the answers. 6. Students work in pairs, discuss which of the practical jokes is the funniest and give reasons.1. To help students grasp the main idea and understand the details of the listening materials.2. To str
26、engthen students ability to use theme-related language to express views after listening.Activities 10-111. Teacher asks students to read and understand the expressions from the radio programme.2. Teacher asks students to complete the boxes with the expressions according to their pragmatic function.3
27、. Teacher asks students to check the answers with class. 4. Teacher divides students into pairs and asks them to tell story and make comments in pairs.5. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments.1. Students read
28、 and understand the expressions from the radio programme.2. Students complete the boxes with the expressions according to their pragmatic function.3. Students check the answers with the class. 4. Students tell story and make comments in pairs.5. Some students act out their conversations in front of the class and other students make comments.1. To have students pay attention to the pragmatic function.2. To encourage students to make free and open communication under relevant topics using the vocabulary and expressions they have learnt.3. To have students make evaluation and reflection.
