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教学设计Book4Unit1Laugh outLoud!The themecontext of this unitis manand self”,and the theme contextUnitthemeinvolved is a positive attitude towards life.This unithas avarietyof articles,including questionnaire,narrative,dialogue,essays,blogand soon.Starting froma videoof comedyhistory,this unit,in turn,presents theself questionnaire,the story of the clown doctor,theBritish humorous story,Mark Twain and Lin Yutang lifehumor story,Charlie Chaplincharacters introducelearning content,from multipleanglesexpounds the topics related to thepositive attitude towards life,aims to help students to bettermanage theiremotions,always keephappymood,with a positive attitudeto facelife,set upthe correctattitudetowards life.Unit targetStudentswere able to followaround thethematic contextcontent ofthisunit,Based on the questionnaire,narrative,dialogue,argumentativeessays,blog and other multimodaldiscourse provided by the unit,Usinga varietyof languageskills,Read theintroduction to the humorouscharactersand theirexperiences,Understand andtalk abouttopicsrelated tohumor,Use appropriatewords and expressions totell humorousstories,Introducing thecomedians,Understand the humorous qualitiesofoutstanding Chineseand foreigncharacters,Deepen the understandingof the meaning of the unittheme;Also be able tobe ableto usewhatthe unithas learned,By comparison,by analysis,With their own reality,Create andperform talkshows andhumdramas,Develop a positive andoptimistic attitude towards life,Explore themysteries ofhappiness,Establish a positive outlook on life,Realize theexpansion andmigrationof knowledge and thinkingability;Ability to use variouslearningstrategies,In theprocess ofindependent learning,cooperative learningandinquiry learning,Combine thereflective andevaluative problemstocontinuously monitor,evaluate,reflect onand adjustthe learningcontentand processprovidedbythe unit,Stimulate theinterest inEnglishlearning,Improve yourability toanalyze andsolve problems,Improve yourunderstanding andexpression skills,Finally,to promotethe comprehensive improvementof their own languageability,culturalconsciousness,thinking qualityand learningability.板块教学设计Starting out(建议时长分钟,教师可根据教学实际酌情调整)10-15using who/which andappropriate.commas where
3.Some studentsshareappropriate.their answers with the
3.Teacher askssomeclass.students to share theiranswers with theclass.
1.Teacher asks students
1.Students think of aTo enlargestudents9Activity4to work in groupsand joke they findfunny vocabularyand havethink of ajoketheyand write it downthem form an optimisticfindfunny and writeitusing non-defining outlook on life.down usingattributive clausesnon-defining where appropriate.attributive clauses
2.Some studentssharewhere appropriate.their jokesin front of
2.Teacher askssome the class.students toshare theirjokesin front of theclass.Teacher makescomments.
1.Teacher playsthe
1.Students lookat the To train students tograspActivity5audio and asks sixpictures,and keyinformation of thestudents to complete guessthe meaningsof listening materials,andthe conversations.the idioms.make keynotes while
2.Teacher asksstudents
2.Students listento thelistening.to read the audio and completeconversationsand theconversations.write downthe
3.Students checktheanswers.answers with the
3.Teacher checksthe teacher.answerswith thestudents.
1.Students matchtheActivity
61.Teacher asksstudents idioms to the
1.To help studentsto matchthe idioms to explanationsgiven consolidatetheirthe explanationsgiven individually.vocabulary throughindividually.
2.Students guessthe explaining
2.Teacher addsmore meaningsof the expressions inwordsor phraseswords andphrases English.the teacheradds.
2.Train students to learn
3.Students explain the cooperativethatcan expressexpressionsin learning.“laugh and asksEnglish bystudents to guessthecooperating inmeaningsof them.groups.
3.Teacher asksstudents
4.Some studentsshareto explain thetheir answerswith theexpressionsin Englishclass.by cooperatingingroups.
4.Teacher asksthegroups toshow theiranswerswith theclass.
1.Students workin
1.To havestudents useActivity
71.Teacher asksstudentspairs anddiscuss what they learnt in newtoworkin pairs andwhatsituations thesituations.discuss whatexpressions can be
2.To trainstudentssituations theused.abilities to use language.expressionscanbe
2.Students chooseoneused.situation and make a
2.Teacher asksstudentsdialogue with theto chooseonephrases aboutsituationand makea“laugh”theyve learntdialoguewith the
3.Some studentsshowphrases about“laugh”their dialogues.theyve learnt.
4.Students make
3.Teacher invitessomecomments andselectpairs toshow theirthe best pair.dialogues.
4.Teacher asksstudentsto make commentsand selectthe bestpair.
1.Teacher asksstudentsActivitiesto lookat the four
1.Students lookat the8-9pictures,describe fourpictures,
1.To help studentsthem and predict describe them andgrasp themain ideawhat the audio talks predictwhat the and understand theabout.audiotalksabout.details of the
2.Teacher playsthe
2.Students listento thelisteningmaterials.audioandasks audioand choosethe
2.To strengthenstudents to listenpictures mentioned.students9ability to
3.Students checkthe use theme-relatedanswers withthe languageto expressteacher.views afterlistening.and choosethe
4.Students listento thepicturesmentioned.audio again and
3.Teacher checksthe complete the notes.answerswiththe
5.Some studentsreadstudents.the wholenotes and
4.Teacher playsthe others check theaudioagain andasks answers.students tocomplete
6.Students workinthe notes.pairs,discuss whichof
5.Teacher askssome thepractical jokesisstudents to read thethe funniestand givewholenotes andreasons.others checktheanswers.
6.Teacher asksstudentswork inpairs,discusswhich of the practicaljokesis thefunniestand givereasons.
1.To havestudents payActivitiesattention to the10-
111.Students readand pragmaticfunction.understand the
2.To encourageexpressions from the students tomake
1.Teacher asksstudents radio programme.free andopento readand understand
2.Students complete the communicationtheexpressionsfromboxes withtheunderrelevantthe radioprogramme.expressions according topics using the
2.Teacher asksstudents to their pragmaticvocabulary andtocompletethe boxes function.expressions theywiththeexpressions
3.Students checkthe havelearnt.according to their answerswiththe
3.To havestudentspragmatic function.class.make evaluation
3.Teacher asksstudents
4.Students tell story and and reflection.to checkthe answersmake comments inwith class.pairs.
4.Teacher divides
5.Some studentsact outstudentsinto pairsand theirconversations inasksthem totellstoryfrontof the class andand makecomments other students makeinpairs.comments.
5.Teacher invitesseveralpairs toact out theirconversations in frontof the classandasksother students to makecomments.板块教学设计Developing ideas(建议时长分钟,教师可根据教学实际酌情调整)80-90Reading+Writinglesson typeThemePeople and self positiveattitude towards lifecontext曲]contentanalysis This section presentsthe textreflecting the theme of the unitfrom anotherAngle,and the discourse typeis theessay.The titleof the text isThe ImportanceofHumor,which is an importantpart ofhuman behavior,which isnot onlyaway oflife,but alsoa toolused toclarify theworld.The textexpounds thehumorousstoryofMark Twain and Mr.LinYutang,discusses the importance ofhumor,and brieflyintroduces andevaluates CharlieChaplin andhis works.At theend ofthis section,students can:instruction alBy extractingthe general idea of the text,combing the structure of the text,toobjectivesbetter understand the importanceof humor;Through analyzing,summarizing andintegrating Mark Twain and Lin Yutangshumorin hisworks andlife,they canunderstand their life wisdom,learn theiropen-minded outlookon life,and establisha positive and healthy world outlook,outlookon life andvalues;
3.By observingthe discourse,I canfind the basic content,stylistic characteristicsandwriting techniques of the character introduction,and I can use the knowledgetointroduce a familiar and favorite comedian.key
1.Guide thestudents tohave acomprehensive understanding of the twoteaching mastersand deeply understand thediscourse throughreading;;
2.Train students to discoverthe basiccontent,stylistic characteristicsandpoints focalwritingtechniquesofcharacter introduction,and touse the knowledge topointintroduceafamiliarandfavoritecomedian.
1.Guide thestudents to write about thecharacterintroduction;difficult point
2.Learn Mark Twainand Lin Yutangshumorous wayin theirworks andlife,in teachingunderstand theirlifewisdom,open-minded outlookonlife,and establishapositive andhealthyworldoutlook,outlookonlife andvalues;模式P-W-Pinstruction alstrategiesTeachingProceduresPurposescontentsTeachers activity Students9activity
1.Students read the ToactivateActivity1short introductionsto students^heme-relatedMark TwainandLinbackground knowledge
1.Teacher askstwo Yutangrespectively andprepare for thestudents to read the and clear the followingreadingshort introductionsto obstaclesin reading.activities.MarkTwainandLin
2.Students read theYutang respectivelyshort introductionsand helps students and getthe mainclear the obstaclesin ideas of them.reading.
3.Students share what
2.Teacher asksstudents elsethey knowaboutto read the shortMarkTwainand Linintroductionsand getYutang withthethe main ideasofclass.them.
3.Teacher askssomestudents toshare whatelsethey knowaboutMark Twainand LinYutangwiththe class.To trainstudents toreadActivity
21.Students read the apassage withtasks and
1.Teacher asksstudents activityinstruction find out the keyto read the activityand makesure theyinformation.instruction and make understand thesure theyunderstand readingtask.the readingtask.
2.Students readthe text
2.Teacher asksstudents to find out Markto readthe passageto Twainand LinsfindoutMarkTwain attitude towardsand Linsattitude humour,and refertotowards humour,and dictionarywhenrefer todictionary necessary.when
3.Students presenttheir answers andnecessary.other studentsmake
3.Teacher invitessomesupplements.students to presenttheiranswers andother students to makesupplements.
1.Students readthe Totest studentsabilitiesActivity3passage individually,to sortout thestructureorganise the information andspecific information
1.Teacher asksstudents fromthe passage and of a passagetoreadthe passagecomplete the diagram.individually,
2.Students checktheirorganise theanswersand learnfrominformation fromtheeach otherin groups.passage and complete
3.Some studentsretell thethediagram.passage andother
2.Teacher asksstudentsstudents maketo check theirsupplements.answersand learnfrom eachother ingroups.
3.Teacher invitessomestudents to retellthe passage andotherstudents tomakesupplements.
1.Teacher asksstudents to
1.Students workinThink
1.To help studentswork inpairs to discuss groups to discuss theSharefurther explore thethe four questions.fourquestions.topic.
2.Teacher asksstudents to
2.Some students answer
2.To improveanswer the questionsthe questionsandstudents5criticaland otherstudents tootherstudentsmakethinking ability.make supplementsor supplementsor free
3.To helpstudentsfree discussion.discussion.apply what theyvelearnt ina real-lifecontext.
1.Students readtheActivity
41.Teacher asksstudents toequation fromthe Toinspire students toread theequation frompassage,think ofit thinkthe authorsattitudethe passage,thinkofit andtry answeringthe and the valueof theandtry answeringthe questionspassageand cultivatequestions individually.students9ability to think
2.Students workin creatively.groups tofullyexpress their ownopinions andgiveindividually.reasons.
2.Teacher asksstudents
3.Some groupsshareto workin groups totheir opinions of thefullyexpress their ownequation andothersopinions andgivemake comments.reasons.
4.Students think about
3.Teacher askssometheir performancesingroups toshare theirthisactivity.opinionsof theequation andothersmake comments.
4.Teacher asksstudentsto payclose attentiontoself-evaluation andthinkabout theirperformancesin thisactivity.Teachermakes advicetoimprove studentsperformances.
1.Students sharethe To trainstudents9readingActivity5information aboutskills.
1.Teacher asksstudentsCharlie Chaplinthatto sharethethey haveknown.information about
2.Read the blog postCharlieChaplin thatquicklyand matchthethey haveknown.headings to the
2.Teacher asksstudentsparagraphs.toreadtheblogpost
3.Students checkthequickly andmatch theanswers with theheadingsto theteacher.paragraphs.
3.Teacher checkstheanswerswiththestudents.Activity
61.Teacher asksstudents to
1.Students readthe To teach studentshow toreadthepassageagain passageagain andanalyse apassage,andand findout the specific findout thespecific prepare for thefollowinginformation in this informationin thiswriting activity.activity.activity.
2.Teacher asksstudents to
2.Students workinwork in groupstogroupsto discuss thediscussthespecificspecific informationinformationand howand howthe authortheauthor presents it.presentsit.
3.Teacher asksstudents to
3.Some studentscheck the answerswith answerthe questionsthe class.andotherstudentscheckthe answers.
1.Students readthe Toprovide opportunitiesActivitiespassageinactivity5and forstudents topresent7-
81.Teacher asksstudentsanalyse thestructure of their writing and dotoreadthepassageit.evaluation.inactivity5and
2.Students choose aanalyse thestructurecomedian andcompleteof it.the notes.
2.Teacher asksstudents
3.Students write a shortto choose acomedianintroduction of theand completethecomedian according tonotes.the notesthey made.
3.Teacher asksstudents
4.Some studentswork into writeashortpairs andmakeintroduction of theimprovements toeachcomedian according toothers introductions.the notesthey made.
5.Some studentsshare
4.Teacher asksstudentstheir introductionswithto workinpairsandthe class.Others makemakeimprovements tocomments.each others
6.Students polishtheirintroductions.writingandpost them
5.Teacher asksstudents on their socialmedia.tosharetheirintroductions withtheclass.Teacher andotherstudents makecomments.
6.Teacher asksstudentsto polishtheir writingandpostthem ontheirsocial media.板块教学设计Presenting ideasReflection(建议时长分钟,教师可根据教学实际酌情调整)4X5课型Speaking主题语境People andself positiveattitude towards life内容分析Presenting ideasThe sectionrequires students to discussthe contentand formofstand-up comedyin groups,and thencreate their own stand-up comedyandperform it.The purposeofthis section isto promotestudents toreview and masterthe content they have learned byunderstanding andcreating stand-up comedy,sothat students can comprehensivelyuse the contenttheyhave learned in realsituations,and atthe sametime,helpstudents to internalizethe unittheme,develop thequality ofthinking,andcompletethe transferand innovationof thelearnedcontent.Reflection Thesection guidesstudents toself-evaluate andsummarizefrom many aspects,such astext,language,culture,learning strategiesandmethods,and theability toanalyze andsolve problems,and writeaself-reflection log.
1.At theend ofthis section,students can:
2.Understand the stand-up comedy,so thatstudents canunderstand andappreciateinstruction althis art form;objectives
3.Through thecompletion ofthis comprehensiveactivity,deepen theunderstandingand understanding of the meaning of the unittheme,understand andlearna humorous way ofdoing things;
4.Through groupcooperation,cultivate thesense ofteamwork,and cancooperatewith the group memberstocompletethe performancetasks.key
1.Guide thestudents to understand thestand-up comedy,understand andteaching;appreciate thisart form and learnthehumorousway ofdoing things;points focal
2.Guide studentsto evaluatetheir learningperformance according to thepointevaluationcontent inthestudentsbook.
1.Guide studentsto dealwith problemsin lifeinahumorouswayand establishadifficult pointpositiveand optimisticattitude towardslife;in teaching
2.Guide studentsto determinetheirownaspects to improve and improve onthebasis ofself-evaluation analysis.Task-based teachingmethod,communicative teachingmethodinstruction alstrategiesTeachingProcedures PurposescontentsTeachersactivity Students9activityPresenting ideas
1.Students previewthe Toencourage studentstoActivity1stand-up comedy acts knowthe featuresof thethroughthe Internet.stand-up comedy acts
2.Students discusstheandpreparefor the
1.Teacher asksstudents fourquestions infollowing activities.to previewthegroups.stand-up comedy acts
3.Some studentsanswerthrough theInternet.the questionsand
2.Teacher asksstudentsintroduce thefeaturesto discussthe fourof thestand-upquestions in groups.comedyacts.
3.Teacher askssome
4.The wholeclassstudents to answer thesummarisethequestions andfeaturesof theintroduce thestand-up comedyacts.characteristics of thestand-up comedyacts.
4.Teacher asksthewhole classtosummarise thefeaturesof thestand-up comedyactsand makessupplements.To helpstudents makeActivities
1.Students thinkof theirdeep learning and2-
31.Teacher asksstudents comedyact transformabilities intoto thinkof their consideringthe fourcompetences.comedyactclues given in activityconsideringthefour
2.clues given in activity
2.Students write the
2.scripts for their acts
2.Teacher asksstudents accordingto thetowritethescripts forstructure givenintheir actsaccordingtoactivity
3.thestructuregivenin
3.Students write theiractivity
3.comedyacts,using
3.Teacher asksstudents theexpressions andtowrite their comedy sentencestructuresacts,usingtherelatedtothe themeexpressionsandasmanyas possible.Viewing+Speakinglesson typeThemePeople andself positiveattitude towardslifecontext[电]There aretwo activitiesin this section.Activity1presents avideocontentabout thehistory of comedy,which introducesthe origin,development,representative figuresand typesof comedy,and clarifiesthat althoughanalysiscomedyis influencedby TheTimes and different cultures,the joybroughtby comedyto peopleremains unchanged.Activity2isaquestionnaire,asking studentstochoosetheirowntreatment methodsin differentsituations,to helpstudentsto formapreliminary understanding of theirownindividual characteristics.
2.At theend ofthis section,students can:
3.Understand thegeneralideaof the theme ofthe video,quickly extractthe keyinstruction alinformation fromthe video,such asthe origin,development,representativecharacters,types,etc.,and introducethe theme;objectives
4.Based ontheirowndaily life and divergentthinking,they canunderstand thejokesof differentcomedies underdifferent culturalbackgrounds,activatestudents*existing backgroundknowledgeandlanguage knowledge,and stimulatetheirinterest intopics;
5.By makingquestionnaires,Icanunderstand myself,express mypersonal viewsonthetopicaccordingtothe dimensionsof nwithmyself*and withothers*,andsummarize whatindividual characteristicsare reflectedin differentprocessingmethods indifferent situations.keyGuide studentsto initiallyunderstand theorigin,development,representatives,teachingtypes ofcomedy,and contactthe actuallifeandtheirownexperience,understand;points focalthedifferent comedyjokes underdifferent culturalbackgrounds,so asto pavethepointway andwarm upfor thelearning activitiesofthewhole unit.Guide thestudentsto know themselvesandexpresstheir personalviews onthedifficult pointtopic.in teachingAudio-visual teachingmethod,communicative teachingmethodinstruction alstrategiesTeachingProceduresPurposescontentsTeachersactivity Students9activitysentence structuresrelatedtothe theme asmanyaspossible.
1.Each groupchooses aTo trainstudents toActivitiesbest script anda performtheirown4-
51.Teacher askseach groupmember tobe aacts.group tochooseastand-up comedian,bestscript andaand improvesthe actsgroupmember tobeain groups.stand-up comedian,
2.Students thinkofand improvethe actsactions andprops toin groups.include andprepare to
2.Teacher asksstudents perform.to thinkof actions
3.Each groupperformsand propsto includeinfrontofthewholeand prepareto class,and otherperform.groups make
3.Teacher askseach commentsand votegroup to performin forthe bestact.frontofthe wholeclass,and othergroupsto makecommentsand voteforthebestact.ReflectionStudents summarisewhat To helpstudentsevaluateReflectiontheyve learntandwritea theirperformance,
1.Teacher asksstudentsreflection basedonthesix reviewthe unit,and thinktorecall what theyvetips.about waystoimprove.learntinthis unit.
2.Teacher asksstudentsto writea reflectionbasedonthesix tips..板块教学设计Project(此部分教帅可根据教学实际酌情处理)lessonSpeakingtypeTheme People andself positiveattitude towardslifecontext[电]The projectpractice inthis unitrequires studentstowritea comedy sketchand performit.Through theprocess ofco-creating andperforming comedycontentsketches,it helps studentsto deeplyunderstand the significance of apositiveanalysisattitude towardslife,constantly findthe pleasantside oflife,and improvetheoverall happinesslevel.Under theguidance ofteachers,students makecomprehensiveuse oftheknowledge learnedintheunit,carry outindependentcooperation,effectively completethe opentask,further explorethe themecontextof positiveattitude towardslife,and developthecomprehensivelanguage useability.
1.At theend ofthis section,students can:instruction al
2.Through thesearch andunderstanding ofcomedy sketches,master thebasicobjectivescharacteristics ofthisartform,understand thecontent itconveys,and cultivatetheability toanalyze andintegrate information;
3.Through groupcooperation,select theirown comedy sketch themes,create theirown comedysketch stories,and feelthe differencesbetween Chineseand Englishlanguageand culture;
4.Through cooperativeperformance,we candeepen theunderstanding ofthetheme meaning oftheunit,establish positivevalues,andcultivatea humorousattitudetowardslife.key
1.Guide studentstounderstandthebasiccharacteristics ofcomedysketch,andteaching thecontent itconveys;points;focal
2.Guide studentsto learncomedy stories,establish positivevalues,cultivate lifehumorousattitude.point
1.Guide studentsto comprehensivelyusetheknowledgelearnedinthisunit todifficult pointcreate theirowncomedysketchstories;in teaching
2.Guide thestudentsto further explorethethemeof humorous,optimistic andpositiveattitude inlife.Task-based teachingmethodinstruction alstrategiesTeachingProceduresPurposescontentsTeachersactivity Students9activityTo getstudents preparedInvestigateIn the previous class
1.In thepreviousclassfortheproject,andTeacher asks
1.Students go online todevelop theirindividualstudents togoonlineexplore informationlearningandexploringto findmore aboutabout comedyact,and abilities.comedy sketches,and geta generalgeta generalunderstandingofit.understandingofit.
2.Some groups
2.Teacher askssomeintroduce thefeaturesgroups tointroduceof comedyact andthefeatures ofotherstudents makecomedyact andothersupplements.studentstomakesupplements.
1.Students workTo helpstudents preparePlantogether toforthe comedyacts.brainstorm thesubjectand setting oftheir comedy.
2.Students assign roles
1.Teacher asksstudentsto eachmember oftowork togethertothe group.brainstorm thesubject
3.Each groupdecidesand thesettingoftheirhow theymightcomedy.present thesketch on
2.Teacher asksstudentsstage,thinking abouttoassignrolesto eachthecharacters,themember ofthegroup.setting andthe key
3.Teacher askseachactions.group todecide howtheymight presentthesketch onstage,thinking aboutthecharacters,the settingandthekeyactions.
1.Each groupwritesToteachstudents toCreatetheirscriptandcooperate witheach
1.Teacher askseachpolishes it.other.grouptowritetheir
2.Students workscriptand polishit.togethertopractise
2.Teacher asksstudentssaying thelines,andto worktogether todecidewhen andpractisesaying thewherethe actorslines,and decidewhenshould appearonand wherethe actorsstage.should appearon
3.Each grouprehearsesstage.with everyone
3.Teacher askseachtogether morethangroup torehearse withonce.everyone togethermorethan once.Present
1.Teacher encourages
1.Each groupTo helpstudents learnperformstheircomedyfrom eachother.sketch fortheclass.each grouptopresent
2.Students votefor thetheircomedy sketchbestsketch andthefor theclass.best performance.
2.Teacher asksstudents tovoteforthebestsketch andthe bestperformance.
1.Students watchthe Toarouse students5Activity1video andpay interestand haveattention tothekey studentsthinkaboutthe
1.Teacher playstheinformation.differences ofpeoplesvideo andasks
2.Students answerthe cognitionofcomedyinstudents to payfirst questionanddifferentcultures andattentiontothekeycheck theanswer.different times.information.
3.Students answerthe
2.Teacher playsthesecond question.video again and asksstudentsto answerthefirst question.
3.Teacher asksstudentsto checkthe answerwiththeclass.
4.Teacher asksstudentsto answerthe secondquestion.
1.Students readthe Tomake studentsreflectActivity2questionnaire.on themselvesand
1.Teacher asksstudents
2.Students completethe establisha correcttoreadthequestionnaire andattitudetowardslife.questionnaire.discusstheresults.
2.Teacher asksstudents
3.Students checktheirto completetheresults onpage84toquestionnaire andseewhether they arediscuss theresults.the samewith their
3.Teacher asksstudentsanalyses.tochecktheir resultsonpage84to seewhethertheyarethesame withtheiranalyses.板块教学设计Understanding ideas(建议时长分钟,教师可根据教学实际酌情调整)30-35课型Reading主题语境People andself positiveattitudetowardslife内容分析The typeofthe text inthis sectionis narrative,which tellsthe storyofaclowndoctor throughmagic,singing,telling stories and tellingjokes torelieve thepainof patients.While readingthe text,students canincrease theirknowledge,enrichtheir lifeexperience,and realizetheimportanceofhaving apositive lifeattitude ofhelping othersn.In theintroduction activitybeforereading,please lookatthepictures andfindoutwhere youcan seetheclown,aiming toactivate thestudents*existing knowledgeoftheclown andpavethe wayfortheappearance oftheclown doctor inthetext.Inthereading activity,please findoutthespecial placeoftheclown doctorswork,and echowith thepre-reading activity.After reading,the activitieshelpstudentsthrough thematchingof paragraphsand questions,explorethesignificanceofthetheme,cultivate studentslogical thinkingand criticalthinking,and guidestudents toconstructa multi-cultural perspective.
1.At theend ofthis section,students can:教学目标
2.Understand thejob responsibilities and workmethods ofthe clowndoctor;
3.Master the language knowledge inthetext throughthe context,lookup thedictionary andthe teachersexplanation,and furtherunderstandthe meaning ofthetext;
4.Through understandingthecontent ofthetext,deepen theunderstandingofthemeaningofthetheme,and formapositive,optimistic andsmiling attitudetowardslife.
1.Guide thestudentstoreadthetext,understandtheauthors writing教学重点intention,andtheclown doctor,s jobresponsibilitiesandworkmethods;
2.Guide studentsto masterthelanguageknowledgeinthetextthroughthe context,dictionary andteacher explanation,and deeplyunderstandthemeaningofthetext.Guide studentsto thinkdeeply aboutthe workoftheclowndoctor,and教学难点formapositiveand optimisticattitudetowardslife.模式教学策略P-W-PTeachingProceduresPurposescontentsTeachers activityStudents9activity
1.To havestudents getActivity
11.Teacher asksstudents
1.Students lookatthetoknowtheto lookatthepictures picturesandpredictbackgroundand predictwhere awhereaclown canbe informationaboutclown canbe seen.seen.clowns.
2.Teacher invitessome
2.Some studentsshare
2.To preparestudentsstudents tosharewhatwhatthey know aboutforreading.theyknowabout clownswiththeclass.clowns.
3.Students predictthe
3.Teacher asksstudents contentofthetextto predictaccordingtothethe contentofthetext picturesandthe title.accordingtothepictures andthetitle.
1.Students readtheTolead studentsto theActivity
21.Teacher asksstudentspassage quicklyand readingofthepassage.toreadthe passagefindout whatisquickly andfind outspecialabout thewhatis specialaboutclowns job.the clownsjob.
2.Students answerthe
2.Teacher asksstudentsquestions.toanswerthequestions.
1.Students readthe
1.Totrainstudents9Activity3options individuallyability toextractand matchthe information.
1.Teacher asksstudentsquestions tothe
2.Toto readthe optionsparagraphs.havestudentsgathe rindividuallyand
2.Students readtheinformationandmatch the questions topassageagain andcomprehend thetheparagraphs.make noteswhile passage.
2.Teacher asksstudentsfinding outtheto readthe passageanswers.againandmake notes
3.Students checktheirwhile findingout theanswersingroups.answers.
4.The representatives
3.Teacher asksstudentsshare theiranswersto checktheir answerswith theclass.ingroups.
4.Teacher invitestherepresentatives tosharetheir answerswith theclass.To examinehow muchActivity
41.Teacher asksstudents
1.Students readthestudents havegrasped theto readtheinformation givenindetailed information,andinformation giveninthechart andmake cultivatestudents9abilitythe chartandmakecleartheintention ofto read deeply.cleartheintention ofthe activity.the activity.
2.Students readthe
2.Teacher asksstudents passagecarefullyto readthepassageagainandcompletecarefully thejobadvertisement.
3.Students readtheadvertisement andagainand completecheckthe answerswiththejob advertisement.the teacher.
3.Teacher asksstudents
4.Students discussthetoreadtheform andstructure ofadvertisementandthe jobadvertisementchecks theandtry towrite one.answerswiththeclass.
4.Teacher directsstudentstodiscusstheform andstructure ofjobadvertisement andtrytowriteone.
1.Students workingroupsTo helpstudentstomakeActivity5todiscusstheadeep comprehensionofdifferences betweenthethemeofthepassage
1.Teacher dividestheclown doctorsandandsolve problemsinclass intogroups andmedicaldoctors.real situation.asksstudentsto
2.Students gathermorediscuss theinformationanddifferences betweencompletethediagram.clown doctorsand
3.Some studentssharemedical doctorsontheir groupopinions andthebasis oftheexplain the reasons.passage.
2.Teacher asksstudentsto gathermoreinformation andcompletethediagram.
3.Teacher invitessomestudents toshare theirgroupopinion andexplainthereasons.Teacher asksstudentstoStudents thinkabout andThinkTo developstudentsthink aboutand answertheanswerthequestions.Shareabilities todig thethemequestions.and thinkabout caringandhelping others.板块教学设计Using language(建议时长分钟,教!币可根据教学实际酌情调整)80-901Reading+Listening+Speakinglesson typeThemePeopleandselfpositiveattitudetowardslifecontext曲]contentThe maincontentofthe grammarpart ofthissectionis theunqualified attributiveanalysisclauses.Two smallparagraphs respectivelyintroducethemystery ofhappinessand ahumorousstorytohelpstudents masterthe usageof clauses in specificcontext;the vocabularypart presentslaugh andhelps studentslearn todescribedifferent“laugh”;andthespeaking partisaradioprogramthat tellsthreehumorous stories.Thissectionhelpsstudentstodeeplyfocus onthemeaningandfunction oflanguage,deepen theunderstandingofunit topicsthrough thecomprehensivetraining ofskills in real context,andimprovethe all-roundcomprehensive languageapplication ability.instructional
1.At theend ofthissection,studentscan:objectives
2.Understand thesimilarities and differences ofrestrictive attributive clauses andnon-restrictive attributive clauses,andlearn touse non-restrictive attributiveclausescorrectly indiscourse writing;
3.Learn anduse English idiomstoexpress allkinds oflaughter,find moresimilarEnglishidioms,understandthemeaningofthese Englishidioms;
4.Guide studentstothinkabout how to maintaina healthyand optimisticattitudein difficultsituations,so thatthey canalways haveapositiveattitude;
5.Guide studentstopay attentiontothe pragmaticfunction,learn totell humorousstoriesandmakecommentsin English,and beabletousetherelevant expressionstheyhavelearnedinreallife.
1.Guide studentstofurtherunderstandthesimilarities anddifferences betweenkeyrestrictive attributiveclausesand non-restrictive attributiveclauses,andmastertheteachingusage of non-restrictiveattributiveclauses;;points focal
2.Guide studentsto learntousemore Englishidiomstosimply expressa varietypointof“laughter”.difficultpoint
1.Guide studentsto correctlyusenon-qualified attributiveclauses indiscoursein teachingwriting,learntotell humorousstoriesandmakecommentsinEnglish;
2.Guide studentstothinkabout howto maintaina healthyandoptimisticattitudein difficulties,so thatthey canalways haveapositiveattitude.Task-based teachingmethod,discovery teachingmethod,communicativeteaching method,listening andspeaking teachingmethodinstruction alstrategiesTeachingProceduresPurposescontentsTeachersactivityStudents9activity
1.Students readthe
1.To encourageActivity1sentences inthe firststudentstodiscoverbox andanswerthegrammar usageQuestions1-
2.by themselves.
2.Students readand
2.To furtherenhancecompare theexample students9understasentences again to ndingofthe
1.Teacher asksstudentsanswerQuestion
3.functions andusageto readthe sentences
3.Students conclude the ofnon-definingin thefirst boxand usesofnon-defining attributiveclauses.payattentiontothe attributive clauseswordsin bold.Then andthe similaritiesasksstudentstoanddifferencesofanswer Questions1-
2.defining attributive
2.Teacher asksstudents clausesandto readand comparenon-definingthe examplesentences attributiveclauses.againtoanswer
4.Students lookforQuestion
3.more sentenceswith
3.Teacher asksstudents thesimilar structurestoconcludetheusage inthe readingofnon-defining passage,andattributive clausesand summarisethe usesofpay moreattentiontonon-definingthe similaritiesand attributiveclauses.differences ofdefiningattributiveclauses andnon-definingattributive clauses.
4.Teacher asksstudentsto lookfor moresentenceswith thesimilarstructures inthereading passage,andhelpsstudents tosummarisethe usesofnon-definingattributive clauses.
1.Students readthetwoTo getstudentsto
1.Teacher asksActivity2simple practiseusingstudents toread thesentencesgiveninnon-defining attributiveeach advice andclause.decide whichsentence should bethemain clause andtwo simplesentences whichone shouldbegiven ineachadvicethe subordinateanddecide whichclause.sentenceshouldbe the
2.Students findout themainclauseandrelationship betweenwhichone shouldbethemodified nounsorthe subordinatesentences andtheclause.conjunctions of
2.Teacher asksstudents clauses.tofindoutthe
3.Students rewritetherelationship betweentips withthemodified nounsor non-definingsentences andtheattributiveclauses.conjunctions of
4.Some studentsreadclauses.the clausesthey made
3.Teacher asksstudentsandothers checktheto rewritethe tipswith answers.non-defining
5.Students concludeattributiveclauses.howtomake
4.Teacher askssome sentencesusingstudents toreadthenon-definingclauses theymade andattributiveclauses.otherscheckanswerswiththeclass.
5.Teacher asksstudentsto concludehow tomakesentences usingnon-definingattributive clauses.TohelpstudentsActivity
31.Students readthe consolidatethe
1.Teacher asksstudents discourseand get its applicationoftoreadthediscoursemain ideaby non-defining attributiveandgetitsmainideathemselves.clausesinauthenticby themselves.
2.Students completethe context.
2.Teacher asksstudents jokewith thetocompletethejoke sentenceparts inthewith thesentence boxusing who/whichparts intheboxand commaswhere。