外研版（2019）高中英语选择性必修第一册 Unit1 Laugh out loud! Understanding ideas 板块教学设计（表格式）
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| 名称 | 外研版（2019）高中英语选择性必修第一册 Unit1 Laugh out loud! Understanding ideas 板块教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 18.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-02 09:10:38 | ||
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Unit1 Understanding ideas板块教学设计
Understanding ideas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： 了解小丑医生的工作职责和工作方法； 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； 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 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； 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
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the pictures and predict where a clown can be seen. Teacher invites some students to share what they know about clowns. Teacher asks students to predict the content of the text according to the pictures and the title. Students look at the pictures and predict where a clown can be seen. Some students share what they know about clowns with the class. Students predict the content of the text according to the pictures and the title. To have students get to know the background information about clowns. To prepare students for reading.
Activity 2 Teacher asks students to read the passage quickly and find out what is special about the clown’s job. Teacher asks students to answer the questions. Students read the passage quickly and find out what is special about the clown’s job. Students answer the questions. To lead students to the reading of the passage.
Activity 3 Teacher asks students to read the options individually and match the questions to the paragraphs. Teacher asks students to read the passage again and make notes while finding out the answers. Teacher asks students to check their answers in groups. Teacher invites the representatives to share their answers with the class. Students read the options individually and match the questions to the paragraphs. Students read the passage again and make notes while finding out the answers. Students check their answers in groups. The representatives share their answers with the class. To train students’ ability to extract information. To have students gather information and comprehend the passage.
Activity 4 Teacher asks students to read the information given in the chart and make clear the intention of the activity. Teacher asks students to read the passage carefully again and complete the job advertisement. Teacher asks students to read the advertisement and checks the answers with the class. Teacher directs students to discuss the form and structure of job advertisement and try to write one. Students read the information given in the chart and make clear the intention of the activity. Students read the passage carefully again and complete the job advertisement. Students read the advertisement and check the answers with the teacher. 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 5 Teacher divides the class into groups and asks students to discuss the differences between clown doctors and medical doctors on the basis of the passage. Teacher asks students to gather more information and complete the diagram. Teacher invites some students to share their group opinion and explain the reasons. Students work in groups to discuss the differences between clown doctors and medical doctors. Students gather more information and complete the diagram. 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 real situation.
Think & Share Teacher 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.
Understanding ideas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： 了解小丑医生的工作职责和工作方法； 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； 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 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； 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
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the pictures and predict where a clown can be seen. Teacher invites some students to share what they know about clowns. Teacher asks students to predict the content of the text according to the pictures and the title. Students look at the pictures and predict where a clown can be seen. Some students share what they know about clowns with the class. Students predict the content of the text according to the pictures and the title. To have students get to know the background information about clowns. To prepare students for reading.
Activity 2 Teacher asks students to read the passage quickly and find out what is special about the clown’s job. Teacher asks students to answer the questions. Students read the passage quickly and find out what is special about the clown’s job. Students answer the questions. To lead students to the reading of the passage.
Activity 3 Teacher asks students to read the options individually and match the questions to the paragraphs. Teacher asks students to read the passage again and make notes while finding out the answers. Teacher asks students to check their answers in groups. Teacher invites the representatives to share their answers with the class. Students read the options individually and match the questions to the paragraphs. Students read the passage again and make notes while finding out the answers. Students check their answers in groups. The representatives share their answers with the class. To train students’ ability to extract information. To have students gather information and comprehend the passage.
Activity 4 Teacher asks students to read the information given in the chart and make clear the intention of the activity. Teacher asks students to read the passage carefully again and complete the job advertisement. Teacher asks students to read the advertisement and checks the answers with the class. Teacher directs students to discuss the form and structure of job advertisement and try to write one. Students read the information given in the chart and make clear the intention of the activity. Students read the passage carefully again and complete the job advertisement. Students read the advertisement and check the answers with the teacher. 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 5 Teacher divides the class into groups and asks students to discuss the differences between clown doctors and medical doctors on the basis of the passage. Teacher asks students to gather more information and complete the diagram. Teacher invites some students to share their group opinion and explain the reasons. Students work in groups to discuss the differences between clown doctors and medical doctors. Students gather more information and complete the diagram. 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 real situation.
Think & Share Teacher 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.