外研选择性必修一Unit1_Using_language_板块教学设计
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Unit1 Using language板块教学设计
Using language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
Teaching
contents Procedures
Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher asks
students to read the
sentences in the
first box and pay
attention to the
words in bold. Then
asks students to 1. Students read the
sentences in the
first box and
answer Questions
1-2.
2. Students read and
compare the 1. To encourage
students to
discover the
grammar usage by
themselves.
2. To further
enhance students’ answer Questions
1-2.
2. Teacher asks
students to read and
compare the
example sentences
again to answer
Question 3.
3. Teacher asks
students 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,
and helps students
to summarise the
uses of
non-defining
attributive clauses. 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
non-defining
attributive clauses.
understanding of
the functions and
usage of
non-defining
attributive
clauses.
Activity 2 1. Teacher asks
students to read the
two simple
sentences given in
each advice and
decide which
sentence should be
the main clause and
which one should
be the subordinate
clause.
2. Teacher asks 1. Students read the
two simple
sentences given in
each advice and
decide which
sentence should be
the main clause
and which one
should be the
subordinate clause.
2. Students find out
the relationship To get students to
practise using
non-defining
attributive clause. students to find out
the relationship
between the
modified nouns or
sentences and the
conjunctions of
clauses.
3. Teacher asks
students to rewrite
the tips with
non-defining
attributive clauses.
4. Teacher asks some
students to read the
clauses they made
and others check
answers with the
class.
5. Teacher asks
students to
conclude how to
make sentences
using non-defining
attributive clauses. between the
modified nouns or
sentences and the
conjunctions of
clauses.
3. Students rewrite
the tips with
non-defining
attributive clauses.
4. Some students read
the clauses they
made and others
check the answers.
5. Students conclude
how to make
sentences using
non-defining
attributive clauses.
Activity 3 1. Teacher asks
students to read the
discourse and get
its main idea by
themselves.
2. Teacher asks
students to
complete the joke
with the sentence
parts in the box
using who/ which
and commas where
appropriate.
3. Teacher asks some
students to share
their answers with
the class. 1. Students read the
discourse and get
its main idea by
themselves.
2. Students complete
the joke with the
sentence parts in
the box using who/
which and
commas where
appropriate.
3. Some students
share their answers
with the class. To help students
consolidate the
application of
non-defining
attributive clauses in
authentic context.
Activity 4 1. Teacher asks
students to work in
groups and think of 1. Students think of a
joke they find
funny and write it To enlarge students’
vocabulary and have
them form an
