1、外研版（2019）高中英语选择性必修第一册Unit 1 Laugh out Loud! 单元教学设计Unit themeThe theme context of this unit is man and self, and the theme context involved is a positive attitude towards life. This unit has a variety of articles, including questionnaire, narrative, dialogue, essays, blog and so on. Starting from a v
2、ideo of comedy history, this unit, in turn, presents the self questionnaire, the story of the clown doctor, the British humorous story, Mark Twain and Lin Yutang life humor story, Charlie Chaplin characters introduce learning content, from multiple angles expounds the topics related to the positive
3、attitude towards life, aims to help students to better manage their emotions, always keep happy mood, with a positive attitude to face life, set up the correct attitude towards life.Unit targetStudents were able to follow around the thematic context content of this unit, Based on the questionnaire,
4、narrative, dialogue, argumentative essays, blog and other multimodal discourse provided by the unit, Using a variety of language skills, Read the introduction to the humorous characters and their experiences, Understand and talk about topics related to humor, Use appropriate words and expressions to
5、 tell humorous stories, Introducing the comedians, Understand the humorous qualities of outstanding Chinese and foreign characters, Deepen the understanding of the meaning of the unit theme; Also be able to be able to use what the unit has learned, By comparison, by analysis, With their own reality,
6、 Create and perform talk shows and humdramas, Develop a positive and optimistic attitude towards life, Explore the mysteries of happiness, Establish a positive outlook on life, Realize the expansion and migration of knowledge and thinking ability; Ability to use various learning strategies, In the p
7、rocess of independent learning, cooperative learning and inquiry learning, Combine the reflective and evaluative problems to continuously monitor, evaluate, reflect on and adjust the learning content and process provided by the unit, Stimulate the interest in English learning, Improve your ability t
8、o analyze and solve problems, Improve your understanding and expression skills, Finally, to promote the comprehensive improvement of their own language ability, cultural consciousness, thinking quality and learning ability.Starting out板块教学设计（建议时长1015分钟，教师可根据教学实际酌情调整。） lesson typeViewing + SpeakingTh
9、eme contextPeople and self positive attitude towards life 电 content analysis There are two activities in this section. Activity 1 presents a video about the history of comedy, which introduces the origin, development, representative figures and types of comedy, and clarifies that although comedy is
10、influenced by The Times and different cultures, the joy brought by comedy to people remains unchanged. Activity 2 is a questionnaire, asking students to choose their own treatment methods in different situations, to help students to form a preliminary understanding of their own individual characteri
11、stics. instructional objectives 2. At the end of this section, students can:3. Understand the general idea of the theme of the video, quickly extract the key information from the video, such as the origin, development, representative characters, types, etc., and introduce the theme;4. Based on their
12、 own daily life and divergent thinking, they can understand the jokes of different comedies under different cultural backgrounds, activate students existing background knowledge and language knowledge, and stimulate their interest in topics;5. By making questionnaires, I can understand myself, expre
13、ss my personal views on the topic according to the dimensions of with myself and with others, and summarize what individual characteristics are reflected in different processing methods in different situations. key teaching points；focal pointGuide students to initially understand the origin, develop
14、ment, representatives, types of comedy, and contact the actual life and their own experience, understand the different comedy jokes under different cultural backgrounds, so as to pave the way and warm up for the learning activities of the whole unit. difficult point in teachingGuide the students to
15、know themselves and express their personal views on the topic. instructional strategies Audio-visual teaching method, communicative teaching methodTeaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher plays the video and asks students to pay attention to the key
16、information.2. Teacher plays the video again and asks students to answer the first question.3. Teacher asks students to check the answer with the class.4. Teacher asks students to answer the second question.1. Students watch the video and pay attention to the key information.2. Students answer the f
17、irst question and check the answer.3. Students answer the second question.To arouse students interest and have students think about the differences of peoples cognition of comedy in different cultures and different times.Activity 21. Teacher asks students to read the questionnaire.2. Teacher asks st
18、udents to complete the questionnaire and discuss the results.3. Teacher asks students to check their results on page 84 to see whether they are the same with their analyses.1. Students read the questionnaire.2. Students complete the questionnaire and discuss the results.3. Students check their resul
19、ts on page 84 to see whether they are the same with their analyses.To make students reflect on themselves and establish a correct attitude towards life.Understanding ideas板块教学设计（建议时长3035分钟，教师可根据教学实际酌情调整。）课型Reading主题语境People and self positive attitude towards life内容分析The type of the text in this sect
20、ion is narrative, which tells the story of a clown doctor through magic, singing, telling stories and telling jokes to relieve the pain of patients. While reading the text, students can increase their knowledge, enrich their life experience, and realize the importance of having a positive life attit
21、ude of helping others. In the introduction activity before reading, please look at the pictures and find out where you can see the clown, aiming to activate the students existing knowledge of the clown and pave the way for the appearance of the clown doctor in the text. In the reading activity, plea
22、se find out the special place of the clown doctors work, and echo with the pre-reading activity. After reading, the activities help students through the matching of paragraphs and questions, explore the significance of the theme, cultivate students logical thinking and critical thinking, and guide s
23、tudents to construct a multi-cultural perspective.教学目标1. At the end of this section, students can:2. Understand the job responsibilities and work methods of the clown doctor;3. Master the language knowledge in the text through the context, look up the dictionary and the teachers explanation, and fur
24、ther understand the meaning of the text;4. Through understanding the content of the text, deepen the understanding of the meaning of the theme, and form a positive, optimistic and smiling attitude towards life.教学重点1. Guide the students to read the text, understand the authors writing intention, and
25、the clown doctors job responsibilities and work methods;2. Guide students to master the language knowledge in the text through the context, dictionary and teacher explanation, and deeply understand the meaning of the text.教学难点Guide students to think deeply about the work of the clown doctor, and for
26、m a positive and optimistic attitude towards life.教学策略P-W-P模式Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to look at the pictures and predict where a clown can be seen.2. Teacher invites some students to share what they know about clowns.3.
27、 Teacher asks students to predict the content of the text according to the pictures and the title.1. Students look at the pictures and predict where a clown can be seen.2. Some students share what they know about clowns with the class.3. Students predict the content of the text according to the pict
28、ures and the title.1. To have students get to know the background information about clowns.2. To prepare students for reading.Activity 21. Teacher asks students to read the passage quickly and find out what is special about the clowns job.2. Teacher asks students to answer the questions.1. Students
29、read the passage quickly and find out what is special about the clowns job.2. Students answer the questions.To lead students to the reading of the passage. Activity 31. Teacher asks students to read the options individually and match the questions to the paragraphs.2. Teacher asks students to read t
30、he passage again and make notes while finding out the answers.3. Teacher asks students to check their answers in groups.4. Teacher invites the representatives to share their answers with the class.1. Students read the options individually and match the questions to the paragraphs.2. Students read th
31、e passage again and make notes while finding out the answers.3. Students check their answers in groups.4. The representatives share their answers with the class.1. To train students ability to extract information.2. To have students gather information and comprehend the passage.Activity 41. Teacher
32、asks students to read the information given in the chart and make clear the intention of the activity.2. Teacher asks students to read the passage carefully again and complete the job advertisement.3. Teacher asks students to read the advertisement and checks the answers with the class.4. Teacher di
33、rects students to discuss the form and structure of job advertisement and try to write one. 1. Students read the information given in the chart and make clear the intention of the activity.2. Students read the passage carefully again and complete the job advertisement.3. Students read the advertisem
34、ent and check the answers with the teacher.4. Students discuss the form and structure of the job advertisement and try to write one. To examine how much students have grasped the detailed information, and cultivate students ability to read deeply. Activity 51. Teacher divides the class into groups a
35、nd asks students to discuss the differences between clown doctors and medical doctors on the basis of the passage.2. Teacher asks students to gather more information and complete the diagram.3. Teacher invites some students to share their group opinion and explain the reasons. 1. Students work in gr
36、oups to discuss the differences between clown doctors and medical doctors.2. Students gather more information and complete the diagram.3. Some students share their group opinions and explain the reasons. To help students to make a deep comprehension of the theme of the passage and solve problems in
37、real situation.Think & ShareTeacher asks students to think about and answer the questions.Students think about and answer the questions.To develop students abilities to dig the theme and think about caring and helping others. 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。） lesson typeReading + Liste
38、ning + SpeakingTheme contextPeople and self positive attitude towards life 电 content analysis The main content of the grammar part of this section is the unqualified attributive clauses. Two small paragraphs respectively introduce the mystery of happiness and a humorous story to help students master
39、 the usage of clauses in specific context; the vocabulary part presents laugh and helps students learn to describe different laugh; and the speaking part is a radio program that tells three humorous stories. This section helps students to deeply focus on the meaning and function of language, deepen
40、the understanding of unit topics through the comprehensive training of skills in real context, and improve the all-round comprehensive language application ability. instructional objectives 1. At the end of this section, students can:2. Understand the similarities and differences of restrictive attr
41、ibutive clauses and non-restrictive attributive clauses, and learn to use non-restrictive attributive clauses correctly in discourse writing;3. Learn and use English idioms to express all kinds of laughter, find more similar English idioms, understand the meaning of these English idioms;4. Guide stu
42、dents to think about how to maintain a healthy and optimistic attitude in difficult situations, so that they can always have a positive attitude;5. Guide students to pay attention to the pragmatic function, learn to tell humorous stories and make comments in English, and be able to use the relevant
43、expressions they have learned in real life. key teaching points；focal point1. Guide students to further understand the similarities and differences between restrictive attributive clauses and non-restrictive attributive clauses, and master the usage of non-restrictive attributive clauses;2. Guide st
44、udents to learn to use more English idioms to simply express a variety of laughter. difficult point in teaching1. Guide students to correctly use non-qualified attributive clauses in discourse writing, learn to tell humorous stories and make comments in English;2. Guide students to think about how t
45、o maintain a healthy and optimistic attitude in difficulties, so that they can always have a positive attitude. instructional strategies Task-based teaching method, discovery teaching method, communicative teaching method, listening and speaking teaching methodTeaching contentsProceduresPurposes Tea
46、chers activityStudents activityActivity 11. Teacher asks students to read the sentences in the first box and pay attention to the words in bold. Then 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 s
47、tudents to conclude the usage of non-defining attributive clauses and pay more attention to the similarities and differences of defining attributive clauses and non-defining attributive clauses.4. Teacher asks students to look for more sentences with the similar structures in the reading passage, an
48、d helps students to summarise the uses of non-defining attributive clauses.1. Students read the sentences in the first box and answer Questions 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 similar structures in the reading passage, and summarise the uses of n
