研版（2019）选择性必修第一册Unit 1 Laugh out loud! Developing ideas教学设计（表格式）
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| 名称 | 研版（2019）选择性必修第一册Unit 1 Laugh out loud! Developing ideas教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 126.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-31 15:29:07 | ||
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文档简介
教学设计
课程基本信息
课题 Unit 1 Laugh out loud! -Developing ideas 课型 新授课
学科 英语 年级 高二
学段 秋季 版本章节 外研版选必一Unit 1 Laugh out loud!-Developing ideas
教学目标 Language competence: Identify argumentative essay as the text genre and summarize the structural framework. Thinking capacity: Use humour to make wise and proper responses in various daily situations. Cultural awareness: Learn from Mark Twain and Lin Tang's positive life attitudes to enhance cross-cultural awareness. Learning ability: Understand the importance of humour and develop autonomous learning skills during text analysis and practical application.
教学重难点 教学重点： Identify argumentative essay as the text genre and summarize the structural framework； Understand the importance of humour and learn from the two famous writers’ positive attitudes towards life 教学难点： Use humour to make wise and proper response in various daily situations Develop autonomous learning skills during text analysis and practical application.
学情分析 Senior two students have some English foundation and preliminary knowledge of argumentative essays, but need systematic guidance in identifying their structural framework. They can understand humor but lack experience in using it for proper daily responses. They know Mark Twain and Lin Yutang, but lack in-depth understanding of their life attitudes and cross-cultural humorous styles. They have autonomous learning awareness but need improvement in text analysis depth and practical application autonomy, requiring cultivation through task-driven methods.
教学准备 Blackboard, PPT, textbook
教 学 过 程
教学 任务 教 学 内 容 设 计 意 图 创 新 设 计（含AI应用）
Step 1 Lead in Teacher asks students to watch the video and answer the questions. To create the context with the aid of the video, so as to arouse students’ learning interest and lead in the topic. Multimedia - Driven Context Creation: Uses video in the lead - in to create context, arousing students' interest and engaging them visually.
Step 2 Pre- reading Teacher asks students to read the short introductions to Mark Twain and Lin Yutang and fill in the blanks. 2. Teacher asks students to find the similarity between them. 1.To activate students’ theme-related background knowledge and prepare for the following reading activities. 2.To guide students to identify the similarities between Mark Twain and Lin Yutang, helping them build connections between the two figures. Cross-cultural Figure Association: Compares Mark Twain and Lin Yutang to foster cross-cultural thinking and understanding of their similar life attitudes and styles. -Pre-reading Background Activation: Engages students in filling blanks about the two writers to activate prior knowledge and prepare for reading.
Step 3 While- reading 1.Teacher asks students to skim briefly the first two sentences in the first two paragraphs to find the genre. 2-Teacher asks students to read for the structure. 3.Teacher asks students to read the passage to find out Mark Twain and Lin’s attitude towards humour. 4-Teacher asks students to organize information from the passage and complete the diagram. 1.To train students to read a passage with tasks and find out the key information. 2.To skim and get the genre and attitude of the passage. 3.To test students’ abilities to sort out the structure and specific information and inspire students to get further understanding of the theme value. 4.To help students organize and integrate the information and clarify the key points of the passage about humour. - Layered Reading Training: Guides students to skim for genre, analyze structure, explore authors' attitudes, and organize information into diagrams, systematically developing reading skills from comprehension to integration. - Task - Driven Deep Comprehension: Each reading task targets specific abilities (identifying genre, sorting structure, grasping attitudes), making abstract reading skills concrete and promoting in - depth text understanding. - Visual Information Integration: Uses diagram completion to help students visualize and integrate information, enhancing memory and comprehension of key points about humour in the text.
Step 4 Post- reading Teacher asks students to answer the first two questions. Teacher asks students to work in groups to discuss the equation. Teacher asks students to think about how to answer the following situations in a humorous way. To help students further explore the topic. 2. To improve students’ critical thinking ability. 3. To train student’s creative ability. -Multi-dimensional Post-reading Tasks: Combines Q&A, equation group discussions and humorous responses to train topic exploration, critical thinking and creativity. - Group-based Critical Thinking: Equation discussions prompt students to think critically and exchange ideas, beyond individual understanding. - Real-scenario Humor Application: Humorous situation responses link knowledge to practice, fostering daily creative use of humor.
Step 5 Self- reflection Teacher ask students to have self-evaluation based on their performances. To have students evaluate and reflect on their own performances. -Student-Led Self-Evaluation: Promotes autonomous reflection on performance, fostering meta-cognitive and self-directed learning skills.
作业设计 Teacher asks students to work out the meaning of “Reality+Dreams+Humour=Wisdom” and write their understanding down with no less than 80 words. 2.Teacher asks students to rewrite the Importance of Humour. Reference for the importance of humour： Humour is the best way to relieve stress. Humour makes our relationship better. Humour makes our life more enjoyable and meaningful. Humour makes tough news easier to swallow, like an “emotional buffer”. Humour boosts memory-funny moments stick in the brain longer. Humour improves mood faster than a cup of tea on a Monday. Humour defuses conflicts: a joke can cool down heated arguments. Humour makes boring tasks bearable. Humour breaks awkward silences like a social “icebreaker”. Humour helps people see the bright side when life feels “too serious”. …
板书设计/课堂小结
教学反思 I. Objective Achievement Students grasp essay structure and writers' humor styles, but need better complex text analysis, proper humor expression and in-depth independent learning. II. Pros & Cons - Pros: Systematic links; cross-cultural comparison and multimedia boost engagement. - Cons: Short group discussion time; less innovative homework; poor focus on individual differences. III. Improvements Optimize discussion time/question levels; design open homework (e.g., essays with Chinese-Western humor); strengthen differentiated guidance and add resources.
课程基本信息
课题 Unit 1 Laugh out loud! -Developing ideas 课型 新授课
学科 英语 年级 高二
学段 秋季 版本章节 外研版选必一Unit 1 Laugh out loud!-Developing ideas
教学目标 Language competence: Identify argumentative essay as the text genre and summarize the structural framework. Thinking capacity: Use humour to make wise and proper responses in various daily situations. Cultural awareness: Learn from Mark Twain and Lin Tang's positive life attitudes to enhance cross-cultural awareness. Learning ability: Understand the importance of humour and develop autonomous learning skills during text analysis and practical application.
教学重难点 教学重点： Identify argumentative essay as the text genre and summarize the structural framework； Understand the importance of humour and learn from the two famous writers’ positive attitudes towards life 教学难点： Use humour to make wise and proper response in various daily situations Develop autonomous learning skills during text analysis and practical application.
学情分析 Senior two students have some English foundation and preliminary knowledge of argumentative essays, but need systematic guidance in identifying their structural framework. They can understand humor but lack experience in using it for proper daily responses. They know Mark Twain and Lin Yutang, but lack in-depth understanding of their life attitudes and cross-cultural humorous styles. They have autonomous learning awareness but need improvement in text analysis depth and practical application autonomy, requiring cultivation through task-driven methods.
教学准备 Blackboard, PPT, textbook
教 学 过 程
教学 任务 教 学 内 容 设 计 意 图 创 新 设 计（含AI应用）
Step 1 Lead in Teacher asks students to watch the video and answer the questions. To create the context with the aid of the video, so as to arouse students’ learning interest and lead in the topic. Multimedia - Driven Context Creation: Uses video in the lead - in to create context, arousing students' interest and engaging them visually.
Step 2 Pre- reading Teacher asks students to read the short introductions to Mark Twain and Lin Yutang and fill in the blanks. 2. Teacher asks students to find the similarity between them. 1.To activate students’ theme-related background knowledge and prepare for the following reading activities. 2.To guide students to identify the similarities between Mark Twain and Lin Yutang, helping them build connections between the two figures. Cross-cultural Figure Association: Compares Mark Twain and Lin Yutang to foster cross-cultural thinking and understanding of their similar life attitudes and styles. -Pre-reading Background Activation: Engages students in filling blanks about the two writers to activate prior knowledge and prepare for reading.
Step 3 While- reading 1.Teacher asks students to skim briefly the first two sentences in the first two paragraphs to find the genre. 2-Teacher asks students to read for the structure. 3.Teacher asks students to read the passage to find out Mark Twain and Lin’s attitude towards humour. 4-Teacher asks students to organize information from the passage and complete the diagram. 1.To train students to read a passage with tasks and find out the key information. 2.To skim and get the genre and attitude of the passage. 3.To test students’ abilities to sort out the structure and specific information and inspire students to get further understanding of the theme value. 4.To help students organize and integrate the information and clarify the key points of the passage about humour. - Layered Reading Training: Guides students to skim for genre, analyze structure, explore authors' attitudes, and organize information into diagrams, systematically developing reading skills from comprehension to integration. - Task - Driven Deep Comprehension: Each reading task targets specific abilities (identifying genre, sorting structure, grasping attitudes), making abstract reading skills concrete and promoting in - depth text understanding. - Visual Information Integration: Uses diagram completion to help students visualize and integrate information, enhancing memory and comprehension of key points about humour in the text.
Step 4 Post- reading Teacher asks students to answer the first two questions. Teacher asks students to work in groups to discuss the equation. Teacher asks students to think about how to answer the following situations in a humorous way. To help students further explore the topic. 2. To improve students’ critical thinking ability. 3. To train student’s creative ability. -Multi-dimensional Post-reading Tasks: Combines Q&A, equation group discussions and humorous responses to train topic exploration, critical thinking and creativity. - Group-based Critical Thinking: Equation discussions prompt students to think critically and exchange ideas, beyond individual understanding. - Real-scenario Humor Application: Humorous situation responses link knowledge to practice, fostering daily creative use of humor.
Step 5 Self- reflection Teacher ask students to have self-evaluation based on their performances. To have students evaluate and reflect on their own performances. -Student-Led Self-Evaluation: Promotes autonomous reflection on performance, fostering meta-cognitive and self-directed learning skills.
作业设计 Teacher asks students to work out the meaning of “Reality+Dreams+Humour=Wisdom” and write their understanding down with no less than 80 words. 2.Teacher asks students to rewrite the Importance of Humour. Reference for the importance of humour： Humour is the best way to relieve stress. Humour makes our relationship better. Humour makes our life more enjoyable and meaningful. Humour makes tough news easier to swallow, like an “emotional buffer”. Humour boosts memory-funny moments stick in the brain longer. Humour improves mood faster than a cup of tea on a Monday. Humour defuses conflicts: a joke can cool down heated arguments. Humour makes boring tasks bearable. Humour breaks awkward silences like a social “icebreaker”. Humour helps people see the bright side when life feels “too serious”. …
板书设计/课堂小结
教学反思 I. Objective Achievement Students grasp essay structure and writers' humor styles, but need better complex text analysis, proper humor expression and in-depth independent learning. II. Pros & Cons - Pros: Systematic links; cross-cultural comparison and multimedia boost engagement. - Cons: Short group discussion time; less innovative homework; poor focus on individual differences. III. Improvements Optimize discussion time/question levels; design open homework (e.g., essays with Chinese-Western humor); strengthen differentiated guidance and add resources.