天天资源网 / 高中英语 / 教学同步 / 外研版（2019） / 选择性必修第一册 / Unit 1 Laugh out loud! / 外研版高中英语选择性必修第一册Unit 1 Laugh out loud!教学设计
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Book4Unit1LaughoutLoud！教学设计单元主题本单元主题语境是“人与自我”，涉及的主题语境内容是积极的生活态度。本单元语篇类型丰富，包括问卷，记叙文，对话，论说文、博客等。从一段介绍喜剧历史的视频开始，本单元依次呈现了认识自我的问卷，小丑医生的故事，英国人的幽默故事，MarkTwain和林语堂生活中的幽默故事，CharlieChaplin的人物介绍等学习内容，从多个角度阐述了与积极的生活态度相关的话题，旨在帮助学生更好地管理自己的情绪，始终保持愉悦的心情，以积极的心态去面对生活，树立正确的人生态度。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的问卷、记叙文、对话、论说文、博客等多模态语篇，综合运用各种语言技能，读懂关于具有幽默精神的人物及其经历的介绍，听懂并谈论与幽默相关的话题，恰当使用所学词汇与表达讲述幽默故事，介绍喜剧演员，了解中外优秀人物的幽默品质，深化对单元主题意义的理解；同时要能够运用单元所学内容，通过比较、分析，联系自身实际，创作并表演脱口秀和幽默剧，培养自己积极乐观的生活态度，探索幸福的奥秘，树立积极向上的人生观，实现知识和思维能力的拓展与迁移；能够运用各种学习策略，在自主学习、合作学习、探究式学习过程中，结合单元提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）课型Viewing+Speaking主题语境人与自我——积极的生活态度内容分析本板块有两个活动，活动1呈现了一段关于喜剧的历史的视频，介绍了喜剧的起源、发展、代表人物、种类等，阐明了虽然喜剧受时代和不同文化的影响，但喜剧带给人们的欢乐亘古不变。活动2是一份问卷，请学生选择不同情景下自己的处理方式，帮助学生对自己的个体特征形成初步认识。教学目标在本板块学习结束时，学生能够：
1.理解视频的主旨大意，从视频中迅速提取关键信息，如喜剧的起源、发展、代表人物、种类等，引入主题；2.基于自身的日常生活发散思维，理解不同文化背景下不同的喜剧的笑点，激活学生已有的背景知识和语言知识，激发对话题的兴趣；3.通过做问卷了解自己，能根据“与自己”和“与他人”生活态度的维度，针对主题发表个人观点，总结不同情景下的不同处理方式分别体现了什么样的个体特征。教学重点引导学生初步了解喜剧的起源、发展、代表人物、种类等，并联系生活实际与自身经历，理解不同文化背景下不同的喜剧笑点，从而为整个单元的学习活动做铺垫和预热。教学难点引导学生了解自己，针对主题表达个人观点。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherplaysthevideoandasksstudentstopayattentiontothekeyinformation.2.Teacherplaysthevideoagainandasksstudentstoanswerthefirstquestion.3.Teacherasksstudentstochecktheanswerwiththeclass.4.Teacherasksstudentstoanswerthesecondquestion.1.Studentswatchthevideoandpayattentiontothekeyinformation.2.Studentsanswerthefirstquestionandchecktheanswer.3.Studentsanswerthesecondquestion.Toarousestudents’interestandhavestudentsthinkaboutthedifferencesofpeople’scognitionofcomedyindifferentculturesanddifferenttimes.
Activity21.Teacherasksstudentstoreadthequestionnaire.2.Teacherasksstudentstocompletethequestionnaireanddiscusstheresults.3.Teacherasksstudentstochecktheirresultsonpage84toseewhethertheyarethesamewiththeiranalyses.1.Studentsreadthequestionnaire.2.Studentscompletethequestionnaireanddiscusstheresults.3.Studentschecktheirresultsonpage84toseewhethertheyarethesamewiththeiranalyses.Tomakestudentsreflectonthemselvesandestablishacorrectattitudetowardslife.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与自我——积极的生活态度内容分析本板块课文的语篇类型为记叙文，讲述了一位小丑医生通过变魔术、唱歌、讲故事、讲笑话等方式辅佐专业医生治疗，减轻病人痛苦的故事。学生在阅读课文的同时可以增长知识，丰富生活经验，并体会到拥有“助人度己”的积极生活态度的重要性。读前的导入活动请学生看图片，找出能够看到小丑的地方，旨在激活学生对小丑的已有知识，为课文中小丑医生的出现做铺垫。读中活动请学生找出小丑医生工作的特殊所在，与读前活动形成呼应。读后活动通过完成段落和问题的匹配、招工广告、小丑医生和专业医生的对比图表和回答开放性问题等活动，帮助学生深入理解课文信息，探究主题意义，同时培养学生的逻辑思维和批判性思维，引导学生建构多元文化视角。教学目标在本板块学习结束时，学生能够：1.了解小丑医生的工作职责和工作方法；2.通过上下文、查词典及教师讲解等方式掌握课文中的语言知识，进一步理解语篇意义；
1.通过理解课文内容，加深对主题意义的认识，形成积极乐观、笑对人生的生活态度。教学重点1.引导学生读懂语篇，理解作者的写作意图，并了小丑医生的工作职责和工作方法；2.引导学生通过上下文、查词典及教师讲解等学习方式掌握课文中的语言知识，深度理解语篇意义。教学难点引导学生深度思考小丑医生的工作，形成积极乐观、笑对人生的生活态度。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstolookatthepicturesandpredictwhereaclowncanbeseen.2.Teacherinvitessomestudentstosharewhattheyknowaboutclowns.3.Teacherasksstudentstopredictthecontentofthetextaccordingtothepicturesandthetitle.1.Studentslookatthepicturesandpredictwhereaclowncanbeseen.2.Somestudentssharewhattheyknowaboutclownswiththeclass.3.Studentspredictthecontentofthetextaccordingtothepicturesandthetitle.1.Tohavestudentsgettoknowthebackgroundinformationaboutclowns.2.Topreparestudentsforreading.Activity21.Teacherasksstudentstoreadthepassagequicklyandfindoutwhatisspecialabouttheclown’sjob.2.Teacherasks1.Studentsreadthepassagequicklyandfindoutwhatisspecialabouttheclown’sjob.2.Studentsanswerthequestions.Toleadstudentstothereadingofthepassage.
studentstoanswerthequestions.Activity31.Teacherasksstudentstoreadtheoptionsindividuallyandmatchthequestionstotheparagraphs.2.Teacherasksstudentstoreadthepassageagainandmakenoteswhilefindingouttheanswers.3.Teacherasksstudentstochecktheiranswersingroups.4.Teacherinvitestherepresentativestosharetheiranswerswiththeclass.1.Studentsreadtheoptionsindividuallyandmatchthequestionstotheparagraphs.2.Studentsreadthepassageagainandmakenoteswhilefindingouttheanswers.3.Studentschecktheiranswersingroups.4.Therepresentativessharetheiranswerswiththeclass.1.Totrainstudents’abilitytoextractinformation.2.Tohavestudentsgatherinformationandcomprehendthepassage.Activity41.Teacherasksstudentstoreadtheinformationgiveninthechartandmakecleartheintentionoftheactivity.2.Teacherasksstudentstoreadthepassagecarefullyagainandcompletethejobadvertisement.3.Teacherasksstudentstoreadtheadvertisementand1.Studentsreadtheinformationgiveninthechartandmakecleartheintentionoftheactivity.2.Studentsreadthepassagecarefullyagainandcompletethejobadvertisement.3.Studentsreadtheadvertisementandchecktheanswerswiththeteacher.Toexaminehowmuchstudentshavegraspedthedetailedinformation,andcultivatestudents’abilitytoreaddeeply.
checkstheanswerswiththeclass.1.Teacherdirectsstudentstodiscusstheformandstructureofjobadvertisementandtrytowriteone.1.Studentsdiscusstheformandstructureofthejobadvertisementandtrytowriteone.Activity51.Teacherdividestheclassintogroupsandasksstudentstodiscussthedifferencesbetweenclowndoctorsandmedicaldoctorsonthebasisofthepassage.2.Teacherasksstudentstogathermoreinformationandcompletethediagram.3.Teacherinvitessomestudentstosharetheirgroupopinionandexplainthereasons.1.Studentsworkingroupstodiscussthedifferencesbetweenclowndoctorsandmedicaldoctors.2.Studentsgathermoreinformationandcompletethediagram.3.Somestudentssharetheirgroupopinionsandexplainthereasons.Tohelpstudentstomakeadeepcomprehensionofthethemeofthepassageandsolveproblemsinrealsituation.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestodigthethemeandthinkaboutcaringandhelpingothers.Usinglanguage板块教学设计
（建议时长80–90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，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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity
Activity11.Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1-2.2.TeacherasksstudentstoreadandcomparetheexamplesentencesagaintoanswerQuestion3.3.Teacherasksstudentstoconcludetheusageofnon-definingattributiveclausesandpaymoreattentiontothesimilaritiesanddifferencesofdefiningattributiveclausesandnon-definingattributiveclauses.4.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudentstosummarisetheusesofnon-definingattributiveclauses.1.StudentsreadthesentencesinthefirstboxandanswerQuestions1-2.2.StudentsreadandcomparetheexamplesentencesagaintoanswerQuestion3.3.Studentsconcludetheusesofnon-definingattributiveclausesandthesimilaritiesanddifferencesofdefiningattributiveclausesandnon-definingattributiveclauses.4.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andsummarisetheusesofnon-definingattributiveclauses.1.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhancestudents’understandingofthefunctionsandusageofnon-definingattributiveclauses.
Activity21.Teacherasksstudentstoreadthetwosimplesentencesgivenineachadviceanddecidewhichsentenceshouldbethemainclauseandwhichoneshouldbethesubordinateclause.2.Teacherasksstudentstofindouttherelationshipbetweenthemodifiednounsorsentencesandtheconjunctionsofclauses.3.Teacherasksstudentstorewritethetipswithnon-definingattributiveclauses.4.Teacheraskssomestudentstoreadtheclausestheymadeandotherscheckanswerswiththeclass.5.Teacherasksstudentstoconcludehowtomakesentencesusingnon-definingattributiveclauses.1.Studentsreadthetwosimplesentencesgivenineachadviceanddecidewhichsentenceshouldbethemainclauseandwhichoneshouldbethesubordinateclause.2.Studentsfindouttherelationshipbetweenthemodifiednounsorsentencesandtheconjunctionsofclauses.3.Studentsrewritethetipswithnon-definingattributiveclauses.4.Somestudentsreadtheclausestheymadeandotherschecktheanswers.5.Studentsconcludehowtomakesentencesusingnon-definingattributiveclauses.Togetstudentstopractiseusingnon-definingattributiveclause.Activity31.Teacherasksstudentstoreadthe1.StudentsreadthediscourseandgetTohelpstudentsconsolidatethe
discourseandgetitsmainideabythemselves.1.Teacherasksstudentstocompletethejokewiththesentencepartsintheboxusingwho/whichandcommaswhereappropriate.2.Teacheraskssomestudentstosharetheiranswerswiththeclass.itsmainideabythemselves.1.Studentscompletethejokewiththesentencepartsintheboxusingwho/whichandcommaswhereappropriate.2.Somestudentssharetheiranswerswiththeclass.applicationofnon-definingattributiveclausesinauthenticcontext.Activity41.Teacherasksstudentstoworkingroupsandthinkofajoketheyfindfunnyandwriteitdownusingnon-definingattributiveclauseswhereappropriate.2.Teacheraskssomestudentstosharetheirjokesinfrontoftheclass.Teachermakescomments.1.Studentsthinkofajoketheyfindfunnyandwriteitdownusingnon-definingattributiveclauseswhereappropriate.2.Somestudentssharetheirjokesinfrontoftheclass.Toenlargestudents’vocabularyandhavethemformanoptimisticoutlookonlife.Activity51.Teacherplaystheaudioandasksstudentstocompletetheconversations.2.Teacherasksstudentstoreadthe1.Studentslookatthesixpictures,andguessthemeaningsoftheidioms.2.StudentslistentotheaudioandTotrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.
conversationsandwritedowntheanswers.1.Teachercheckstheanswerswiththestudents.completetheconversations.1.Studentschecktheanswerswiththeteacher.Activity61.Teacherasksstudentstomatchtheidiomstotheexplanationsgivenindividually.2.Teacheraddsmorewordsorphrasesthatcanexpress“laugh”andasksstudentstoguessthemeaningsofthem.3.TeacherasksstudentstoexplaintheexpressionsinEnglishbycooperatingingroups.4.Teacherasksthegroupstoshowtheiranswerswiththeclass.1.Studentsmatchtheidiomstotheexplanationsgivenindividually.2.Studentsguessthemeaningsofthewordsandphrasestheteacheradds.3.StudentsexplaintheexpressionsinEnglishbycooperatingingroups.4.Somestudentssharetheiranswerswiththeclass.1.TohelpstudentsconsolidatetheirvocabularythroughexplainingexpressionsinEnglish.2.Trainstudentstolearncooperativelearning.Activity71.Teacherasksstudentstoworkinpairsanddiscusswhatsituationstheexpressionscanbeused.2.Teacherasksstudentstochoose1.Studentsworkinpairsanddiscusswhatsituationstheexpressionscanbeused.2.Studentschooseonesituationandmakeadialogue1.Tohavestudentsusewhattheylearntinnewsituations.2.Totrainstudents’abilitiestouselanguage.
onesituationandmakeadialoguewiththephrasesabout“laugh”they’velearnt.1.Teacherinvitessomepairstoshowtheirdialogues.2.Teacherasksstudentstomakecommentsandselectthebestpair.withthephrasesabout“laugh”they’velearnt1.Somestudentsshowtheirdialogues.2.Studentsmakecommentsandselectthebestpair.Activities8-91.Teacherasksstudentstolookatthefourpictures,describethemandpredictwhattheaudiotalksabout.2.Teacherplaystheaudioandasksstudentstolistenandchoosethepicturesmentioned.3.Teachercheckstheanswerswiththestudents.4.Teacherplaystheaudioagainandasksstudentstocompletethenotes.5.Teacheraskssomestudentstoreadthewholenotesandotherschecktheanswers.6.Teacherasks1.Studentslookatthefourpictures,describethemandpredictwhattheaudiotalksabout.2.Studentslistentotheaudioandchoosethepicturesmentioned.3.Studentschecktheanswerswiththeteacher.4.Studentslistentotheaudioagainandcompletethenotes.5.Somestudentsreadthewholenotesandotherschecktheanswers.6.Studentsworkinpairs,discusswhichofthepracticaljokesisthefunniestandgivereasons.1.Tohelpstudentsgraspthemainideaandunderstandthedetailsofthelisteningmaterials.2.Tostrengthenstudents’abilitytousetheme-relatedlanguagetoexpressviewsafterlistening.
studentsworkinpairs,discusswhichofthepracticaljokesisthefunniestandgivereasons.Activities10-111.Teacherasksstudentstoreadandunderstandtheexpressionsfromtheradioprogramme.2.Teacherasksstudentstocompletetheboxeswiththeexpressionsaccordingtotheirpragmaticfunction.3.Teacherasksstudentstochecktheanswerswithclass.4.Teacherdividesstudentsintopairsandasksthemtotellstoryandmakecommentsinpairs.5.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.1.Studentsreadandunderstandtheexpressionsfromtheradioprogramme.2.Studentscompletetheboxeswiththeexpressionsaccordingtotheirpragmaticfunction.3.Studentschecktheanswerswiththeclass.4.Studentstellstoryandmakecommentsinpairs.5.Somestudentsactouttheirconversationsinfrontoftheclassandotherstudentsmakecomments.1.Tohavestudentspayattentiontothepragmaticfunction.2.Toencouragestudentstomakefreeandopencommunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearnt.3.Tohavestudentsmakeevaluationandreflection.
Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自我——积极的生活态度内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为论说文。课文标题是《幽默的重要性》，幽默是人类行为的重要组成部分，它不仅是一种生活方式，还是一种用来阐明世界的工具。课文通过阐述MarkTwain和林语堂先生的幽默故事，论说了幽默的重要性，读写部分对CharlieChaplin及其作品进行了简要介绍和评价。教学目标在本板块学习结束时，学生能够：1.通过提取课文大意，梳理课文结构，更好地了解幽默的重要性；2.通过分析、概括、整合MarkTwain和林语堂在作品和生活中的幽默方式，领悟他们的生活智慧，学习他们豁达的人生观，树立积极健康的世界观、人生观和价值观；3.通过观察语篇，发现人物介绍的基本内容、文体特征和写作手法，并能运用所学知识介绍一位熟悉和喜爱的喜剧人。教学重点1.引导学生通过阅读来全面了解两位大师，深入理解语篇；2.培养学生发现人物介绍的基本内容、文体特征和写作手法，并能运用所学知识介绍一位熟悉和喜爱的喜剧人。教学难点1.引导学生进行人物介绍的写作；2.学习MarkTwain和林语堂在作品和生活中的幽默方式，领悟他们的生活智慧，豁达的人生观，树立积极健康的世界观、人生观和价值观；教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacheraskstwostudentstoreadtheshortintroductionstoMarkTwainand1.StudentsreadtheshortintroductionstoMarkTwainandLinYutangToactivatestudents’theme-relatedbackgroundknowledgeand
LinYutangrespectivelyandhelpsstudentscleartheobstaclesinreading.1.Teacherasksstudentstoreadtheshortintroductionsandgetthemainideasofthem.2.TeacheraskssomestudentstosharewhatelsetheyknowaboutMarkTwainandLinYutangwiththeclass.respectivelyandcleartheobstaclesinreading.1.Studentsreadtheshortintroductionsandgetthemainideasofthem.2.StudentssharewhatelsetheyknowaboutMarkTwainandLinYutangwiththeclass.prepareforthefollowingreadingactivities.Activity21.Teacherasksstudentstoreadtheactivityinstructionandmakesuretheyunderstandthereadingtask.2.TeacherasksstudentstoreadthepassagetofindoutMarkTwainandLin’sattitudetowardshumour,andrefertodictionarywhennecessary.3.Teacherinvitessomestudentstopresenttheiranswersandotherstudentstomakesupplements.1.Studentsreadtheactivityinstructionandmakesuretheyunderstandthereadingtask.2.StudentsreadthetexttofindoutMarkTwainandLin’sattitudetowardshumour,andrefertodictionarywhennecessary.3.Studentspresenttheiranswersandotherstudentsmakesupplements.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.
Activity31.Teacherasksstudentstoreadthepassageindividually,organisetheinformationfromthepassageandcompletethediagram.2.Teacherasksstudentstochecktheiranswersandlearnfromeachotheringroups.3.Teacherinvitessomestudentstoretellthepassageandotherstudentstomakesupplements.1.Studentsreadthepassageindividually,organisetheinformationfromthepassageandcompletethediagram.2.Studentschecktheiranswersandlearnfromeachotheringroups.3.Somestudentsretellthepassageandotherstudentsmakesupplements.Toteststudents’abilitiestosortoutthestructureandspecificinformationofapassageThink&Share1.Teacherasksstudentstoworkinpairstodiscussthefourquestions.2.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.1.Studentsworkingroupstodiscussthefourquestions.2.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.1.Tohelpstudentsfurtherexplorethetopic.2.Toimprovestudents’criticalthinkingability.3.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity41.Teacherasksstudentstoreadtheequationfromthepassage,thinkofitandtryansweringthequestions1.Studentsreadtheequationfromthepassage,thinkofitandtryansweringthequestionsindividually.Toinspirestudentstothinktheauthor’sattitudeandthevalueofthepassageandcultivatestudents’abilitytothink
individually.1.Teacherasksstudentstoworkingroupstofullyexpresstheirownopinionsandgivereasons.2.Teacheraskssomegroupstosharetheiropinionsoftheequationandothersmakecomments.3.Teacherasksstudentstopaycloseattentiontoself-evaluationandthinkabouttheirperformancesinthisactivity.Teachermakesadvicetoimprovestudents’performances.1.Studentsworkingroupstofullyexpresstheirownopinionsandgivereasons.2.Somegroupssharetheiropinionsoftheequationandothersmakecomments.3.Studentsthinkabouttheirperformancesinthisactivity.creatively.Activity51.TeacherasksstudentstosharetheinformationaboutCharlieChaplinthattheyhaveknown.2.Teacherasksstudentstoreadtheblogpostquicklyandmatchtheheadingstotheparagraphs.3.Teachercheckstheanswerswiththe1.StudentssharetheinformationaboutCharlieChaplinthattheyhaveknown.2.Readtheblogpostquicklyandmatchtheheadingstotheparagraphs.3.Studentschecktheanswerswiththeteacher.Totrainstudents’readingskills.
students.Activity61.Teacherasksstudentstoreadthepassageagainandfindoutthespecificinformationinthisactivity.2.Teacherasksstudentstoworkingroupstodiscussthespecificinformationandhowtheauthorpresentsit.3.Teacherasksstudentstochecktheanswerswiththeclass.1.Studentsreadthepassageagainandfindoutthespecificinformationinthisactivity.2.Studentsworkingroupstodiscussthespecificinformationandhowtheauthorpresentsit.3.Somestudentsanswerthequestionsandotherstudentschecktheanswers.Toteachstudentshowtoanalyseapassage,andprepareforthefollowingwritingactivity.Activities7-81.Teacherasksstudentstoreadthepassageinactivity5andanalysethestructureofit.2.Teacherasksstudentstochooseacomedianandcompletethenotes.3.Teacherasksstudentstowriteashortintroductionofthecomedianaccordingtothenotestheymade.4.Teacherasksstudentstoworkinpairsandmake1.Studentsreadthepassageinactivity5andanalysethestructureofit.2.Studentschooseacomedianandcompletethenotes.3.Studentswriteashortintroductionofthecomedianaccordingtothenotestheymade.4.Somestudentsworkinpairsandmakeimprovementstoeachother’sintroductions.5.SomestudentsshareToprovideopportunitiesforstudentstopresenttheirwritinganddoevaluation.
improvementstoeachother’sintroductions.1.Teacherasksstudentstosharetheirintroductionswiththeclass.Teacherandotherstudentsmakecomments.2.Teacherasksstudentstopolishtheirwritingandpostthemontheirsocialmedia.theirintroductionswiththeclass.Othersmakecomments.1.Studentspolishtheirwritingandpostthemontheirsocialmedia.Presentingideas&Reflection板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与自我——积极的生活态度内容分析Presentingideas板块要求学生先分组讨论单口喜剧的内容和形式，然后自主创作自己的单口喜剧并进行表演。本板块旨在通过了解和创作单口喜剧，促进学生对所学内容的复习与掌握，使学生能够在真实的情境下对所学内容加以综合运用，同时帮助学生内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。Reflection板块引导学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。教学目标在本板块学习结束时，学生能够：1.对单口喜剧进行了解，使学生能够理解和欣赏这种艺术形式；2.通过完成这个综合性的活动，加深对单元主题意义的理解和认识，领悟并学会一种幽默风趣的处事方式；3.通过小组合作，培养团队合作意识，能够与小组成员一起协作完成表演任务。
教学重点1.引导学生了解单口喜剧，理解和欣赏这种艺术形式并学会幽默风趣的处事方式；2.引导学生根据学生用书中的评价内容评估自己的学习表现。教学难点1.引导学生以幽默风趣的方式处理生活中的问题，树立积极乐观的生活态度；2.引导学生在自我评价分析的基础上确定自己要改进和提高的方面。教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherasksstudentstopreviewthestand-upcomedyactsthroughtheInternet.2.Teacherasksstudentstodiscussthefourquestionsingroups.3.Teacheraskssomestudentstoanswerthequestionsandintroducethecharacteristicsofthestand-upcomedyacts.4.Teacherasksthewholeclasstosummarisethefeaturesofthestand-upcomedyactsandmakes1.Studentspreviewthestand-upcomedyactsthroughtheInternet.2.Studentsdiscussthefourquestionsingroups.3.Somestudentsanswerthequestionsandintroducethefeaturesofthestand-upcomedyacts.4.Thewholeclasssummarisethefeaturesofthestand-upcomedyacts.Toencouragestudentstoknowthefeaturesofthestand-upcomedyactsandprepareforthefollowingactivities.
supplements.Activities2-31.Teacherasksstudentstothinkoftheircomedyactconsideringthefourcluesgiveninactivity2.2.Teacherasksstudentstowritethescriptsfortheiractsaccordingtothestructuregiveninactivity3.3.Teacherasksstudentstowritetheircomedyacts,usingtheexpressionsandsentencestructuresrelatedtothethemeasmanyaspossible.1.Studentsthinkoftheircomedyactconsideringthefourcluesgiveninactivity2.2.Studentswritethescriptsfortheiractsaccordingtothestructuregiveninactivity3.3.Studentswritetheircomedyacts,usingtheexpressionsandsentencestructuresrelatedtothethemeasmanyaspossible.Tohelpstudentsmakedeeplearningandtransformabilitiesintocompetences.Activities4-51．Teacheraskseachgrouptochooseabestscriptandagroupmembertobeastand-upcomedian,andimprovetheactsingroups.2．Teacherasksstudentstothinkofactionsandpropstoincludeandpreparetoperform.3．Teacheraskseachgrouptoperforminfrontofthe1.Eachgroupchoosesabestscriptandagroupmembertobeastand-upcomedian,andimprovestheactsingroups.2.Studentsthinkofactionsandpropstoincludeandpreparetoperform.3.Eachgroupperformsinfrontofthewholeclass,andothergroupsmakecommentsTotrainstudentstoperformtheirownacts.
wholeclass,andothergroupstomakecommentsandvoteforthebestact.andvoteforthebestact.ReflectionReflection1.Teacherasksstudentstorecallwhatthey’velearntinthisunit.2.Teacherasksstudentstowriteareflectionbasedonthesixtips..Studentssummarisewhatthey’velearntandwriteareflectionbasedonthesixtips.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计(此部分教师可根据教学实际酌情处理。)课型Speaking主题语境人与自我——积极的生活态度内容分析本单元的项目实践活动要求学生写一个喜剧小品并将其表演出来。通过共同创作和表演喜剧小品的过程，帮助学生深入了解积极的生活态度的重要意义，不断寻找生活中令人愉快的一面，提高整体幸福水平。学生在教师的指导下，综合运用单元所学知识，开展自主合作，有效完成开放型任务，进一步探索积极的生活态度这一主题语境，发展综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.通过对喜剧小品的搜索和了解，掌握这一艺术形式的基本特征,了解它所传达的内容,培养分析和整合信息的能力；2.通过小组合作的方式，选出自己的喜剧小品主题，创作自己的喜剧小品故事，感受中英语言文化的差异；3.通过合作表演，加深对单元主题意义的理解，树立积极向上的价值观，培养幽默的人生态度。
教学重点1.引导学生了解喜剧小品的基本特征，以及它所传达的内容；2.引导学生通过学习喜剧小品故事，树立积极向上的价值观，培养幽默的人生态度。教学难点1.引导学生综合运用本单元所学知识，创造自己的喜剧小品故事；2.引导学生对幽默乐观积极的人生态度这一主题做进一步探索。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate(Inthepreviousclass)1.Teacherasksstudentstogoonlinetofindmoreaboutcomedysketches,andgetageneralunderstandingofit.2.Teacheraskssomegroupstointroducethefeaturesofcomedyactandotherstudentstomakesupplements.(Inthepreviousclass)1.Studentsgoonlinetoexploreinformationaboutcomedyact,andgetageneralunderstandingofit.2.Somegroupsintroducethefeaturesofcomedyactandotherstudentsmakesupplements.Togetstudentspreparedfortheproject,anddeveloptheirindividuallearningandexploringabilities.Plan1.Teacherasksstudentstoworktogethertobrainstormthesubjectandthesettingoftheircomedy.2.Teacherasksstudentstoassignrolestoeachmemberofthe1.Studentsworktogethertobrainstormthesubjectandsettingoftheircomedy.2.Studentsassignrolestoeachmemberofthegroup.3.EachgroupdecideshowtheymightTohelpstudentsprepareforthecomedyacts.
group.1.Teacheraskseachgrouptodecidehowtheymightpresentthesketchonstage,thinkingaboutthecharacters,thesettingandthekeyactions.presentthesketchonstage,thinkingaboutthecharacters,thesettingandthekeyactions.Create1.Teacheraskseachgrouptowritetheirscriptandpolishit.2.Teacherasksstudentstoworktogethertopractisesayingthelines,anddecidewhenandwheretheactor(s)shouldappearonstage.3.Teacheraskseachgrouptorehearsewitheveryonetogethermorethanonce.1.Eachgroupwritestheirscriptandpolishesit.2.Studentsworktogethertopractisesayingthelines,anddecidewhenandwheretheactor(s)shouldappearonstage.3.Eachgrouprehearseswitheveryonetogethermorethanonce.Toteachstudentstocooperatewitheachother.Present1.Teacherencourageseachgrouptopresenttheircomedysketchfortheclass.2.Teacherasksstudentstovoteforthebestsketchandthebestperformance.1.Eachgroupperformstheircomedysketchfortheclass.2.Studentsvoteforthebestsketchandthebestperformance.Tohelpstudentslearnfromeachother.
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