2019外研版高中英语选择性必修一Unit1 Developing ideas教学设计

Unit1 Developing ideas教学设计

Developing ideas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Mark

Twain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

Charlie Chaplin 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Mark Twain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Mark Twain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

Teaching

contents Procedures

Purposes

Teacher’s activity Students’ activity

Activity 1 1. Teacher asks two

students to read the

short introductions

to Mark Twain and

Lin Yutang

respectively and

helps students clear

the obstacles in

reading.

2. Teacher asks

students to read the

short introductions

and get the main 1. Students read the

short introductions

to Mark Twain and

Lin Yutang

respectively and

clear the obstacles

in reading.

2. Students read the

short introductions

and get the main

ideas of them.

3. Students share

what else they To activate students’

theme-related

background

knowledge and

prepare for the

following reading

activities. ideas of them.

3. Teacher asks some

students to share

what else they

know about Mark

Twain and Lin

Yutang with the

class. know about Mark

Twain and Lin

Yutang with the

class.

Activity 2 1. Teacher asks

students to read the

activity instruction

and make sure they

understand the

reading task.

2. Teacher asks

students to read the

passage to find out

Mark Twain and

Lin’s attitude

towards humour,

and refer to

dictionary when

necessary.

3. Teacher invites

some students to

present their

answers and other

students to make

supplements. 1. Students read the

activity instruction

and make sure they

understand the

reading task.

2. Students read the

text to find out

Mark Twain and

Lin’s attitude

towards humour,

and refer to

dictionary when

necessary.

3. Students present

their answers and

other students

make supplements. To train students to

read a passage with

tasks and find out the

key information.

Activity 3 1. Teacher asks

students to read

the passage

individually,

organise the

information from

the passage and

complete the

diagram.

2. Teacher asks

students to check

their answers and

learn from each

other in groups.

3. Teacher invites 1. Students read the

passage individually,

organise the

information from the

passage and complete

the diagram.

2. Students check their

answers and learn

from each other in

groups.

3. Some students retell

the passage and other

students make

supplements. To test students’

abilities to sort out the

structure and specific

information of a

passage

some students to

retell the passage

and other students

to make

supplements.

Think &

Share 1. Teacher asks students

to work in pairs to

discuss the four

questions.

2. Teacher asks students

to answer the

questions and other

students to make

supplements or free

discussion.

1. Students work in

groups to discuss

the four questions.

2. Some students

answer the

questions and other

students make

supplements or

free discussion.

1. To help students

further explore

the topic.

2. To improve

students’ critical

thinking ability.

3. To help students

apply what

they’ve learnt in

a real-life

context.

Activity 4 1. Teacher asks

students to read the

equation from the

passage, think of it

and try answering

the questions

individually.

2. Teacher asks

students to work in

groups to fully

express their own

opinions and give

reasons.

3. Teacher asks some

groups to share

their opinions of

the equation and

others make

comments.

4. Teacher asks

students to pay

close attention to

self-evaluation and

think about their

performances in

this activity.

Teacher makes

advice to improve 1. Students read the

equation from the

passage, think of it

and try answering

the questions

individually.

2. Students work in

groups to fully

express their own

opinions and give

reasons.

3. Some groups share

their opinions of

the equation and

others make

comments.

4. Students think

about their

performances in

this activity. To inspire students to

think the author’s

attitude and the value

of the passage and

cultivate students’

ability to think

creatively.