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1、Book 4 Unit 1 Laugh out Loud!教学设计单元主题本单元主题语境是“人与自我”，涉及的主题语境内容是积极的生活态 度。本单元语篇类型丰富，包括问卷，记叙文，对话，论说文、博客等。 从一段介绍喜剧历史的视频开始，本单元依次呈现了认识自我的问卷， 小丑医生的故事，英国人的幽默故事，Mark Twain和林语堂生活中的幽 默故事，Charlie Chaplin的人物介绍等学习内容，从多个角度阐述了 与积极的生活态度相关的话题，旨在帮助学生更好地管理自己的情绪， 始终保持愉悦的心情，以积极的心态去面对生活，树立正确的人生态度。单元目标学生能够围绕本单元的主题语境内容，基于单元提
2、供的问卷、记叙文、 对话、论说文、博客等多模态语篇，综合运用各种语言技能，读懂关于 具有幽默精神的人物及其经历的介绍，听懂并谈论与幽默相关的话题， 恰当使用所学词汇与表达讲述幽默故事，介绍喜剧演员，了解中外优秀 人物的幽默品质，深化对单元主题意义的理解；同时要能够运用单元所 学内容，通过比较、分析，联系自身实际，创作并表演脱口秀和幽默剧， 培养自己积极乐观的生活态度，探索幸福的奥秘，树立积极向上的人生 观，实现知识和思维能力的拓展与迁移；能够运用各种学习策略，在自 主学习、合作学习、探究式学习过程中，结合单元提供的反思性和评价 性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语 学
3、习兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能 力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提 升。Starting out板块教学设计（建议时长10-15分钟，教帅可根据教学实际酌情调整。）课型Viewing + Speaking主题语境人与自我一一积极的生活态度内容分析本板块有两个活动，活动1呈现了一段关于喜剧的历史的视频，介绍了 喜剧的起源、发展、代表人物、种类等，阐明了虽然喜剧受时代和不同 文化的影响，但喜剧带给人们的欢乐亘古不变。活动2是一份问卷， 请学生选择不同情景下自己的处理方式，帮助学生对自己的个体特征形 成初步认识。教学目标在本板块学习结束时，学
4、生能够：1 .理解视频的主旨大意，从视频中迅速提取关键信息，如喜剧的起源、 发展、代表人物、种类等，引入主题；2 .基于自身的日常生活发散思维，理解不同文化背景下不同的喜剧的笑 点，激活学生已有的背景知识和语言知识，激发对话题的兴趣；3 .通过做问卷了解自己，能根据“与自己”和“与他人”生活态度的维 度，针对主题发表个人观点，总结不同情景下的不同处理方式分别体现 了什么样的个体特征。教学重点引导学生初步了解喜剧的起源、发展、代表人物、种类等，并联系生活Activity 71. Teacher asks students to work in pairs and discuss what sit
5、uations the expressions can be used.2. Teacher asks students to choose one situation and make a dialogue with the phrases about “laugh” theyve learnt.3. Teacher invites some pairs to show their dialogues.4. Teacher asks students to make comments and select the best pair.1. Students work in pairs and
6、 discuss what situations the expressions can be used.2. Students choose one situation and make a dialogue with the phrases about “laugh” theyve learnt3. Some students show their dialogues.4. Students make comments and select the best pair.1. To have students use what they learnt in new situations .2
7、. To train students9 abilities to use language.Activities8-91. Teacher asks students to look at the four pictures, describe them and predict what the audio talks about.2. Teacher plays the audio and asks students to listen and choose the pictures mentioned.3. Teacher checks the answers with the stud
8、ents.4. Teacher plays the audio again and asks students to complete the notes.5. Teacher asks some students to read the whole notes and others check the answers.1. Students look at the four pictures, describe them and predict what the audio talks about.2. Students listen to the audio and choose the
9、pictures mentioned.3. Students check the answers with the teacher.4. Students listen to the audio again and complete the notes.5. Some students read the whole notes and others check the answers.6. Students work in pairs,discusswhich of the practical jokes is the funniest and1. To help students grasp
10、 the main idea and understand the details of the listening materials.2. To strengthen students9 ability to use theme-related language to express views after listening.6. Teacher asks students work in pairs, discuss which of the practical jokes is the funniest and give reasons.give reasons.Activities
11、10-111. Teacher asks students to read and understand the expressions from the radio programme.2. Teacher asks students to complete the boxes with the expressions according to their pragmatic function.3. Teacher asks students to check the answers with class.4. Teacher divides students into pairs and
12、asks them to tell story and make comments in pairs.5. Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments.1. Students read and understand the expressions from the radio programme.2. Students complete the boxes with the expressio
13、ns according to their pragmatic function.3. Students check the answers with the class.4. Students tell story and make comments in pairs.5. Some students act out their conversations in front of the class and other students make comments.1. To have students pay attention to the pragmatic function.2. T
14、o encourage students to make free and open communication under relevant topics using the vocabulary and expressions they have learnt.3. To have students make evaluation and reflection.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主题语境人与自我一一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
15、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：L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
16、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 contentsProceduresPurposesTeacher 9s activityStudents9 activityActivity 11. Teacher asks
17、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 ideas of them.3. Teacher asks some students to share what else they know about Mark Twain
18、 and Lin Yutang with the1. 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 know about Mark Twain and Lin Yutang with the class.T
19、o activate students theme-related background knowledge and prepare for the following reading activities.class.Activity 21. 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
20、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
21、 and Lins 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 31. Teacher asks students to read the passage individually, organis
22、e 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 some students to retell the passage and other students to make1. Students read the passage individually, organise the information from th
23、e 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 students9 abilities to sort out the structure and specific information of a passagesupplements.Think &Share1. Teacher
24、 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
25、or free discussion.1. To help students further explore the topic.2. To improve students9 critical thinking ability.3. To help students apply what theyve learnt in a real-life context.Activity 41. Teacher asks students to read the equation from the passage, think of it and try answering the questions
26、 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 performa
27、nces in this activity.Teacher makes advice to improve students9 performances.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
28、 the equation and others make comments.4. Students think about their performances in this activity.To inspire students to think the authors attitude and the value of the passage and cultivate students ability to think creatively.Activity 51. Teacher asksstudents to share1. Students share the informa
29、tion aboutTo train students9 reading skills.the information about Charlie Chaplin that they have known.2. Teacher asks students to read the blog post quickly and match the headings to the paragraphs.3. Teacher checks the answers with the students.Charlie Chaplin that they have known.2. Read the blog
30、 post quickly and match the headings to the paragraphs.3. Students check the answers with the teacher.Activity 61. Teacher asks students to read the passage again and find out the specific information in this activity.2. Teacher asks students to work in groups to discuss the specific information and
31、 how the author presents it.3. Teacher asks students to check the answers with the class.1. Students read the passage again and find out the specific information in this activity.2. Students work in groups to discuss the specific information and how the author presents it.3. Some students answer the
32、 questions and other students check the answers.To teach students how to analyse a passage, and prepare for the following writing activity.Activities7-81. Teacher asks students to read the passage in activity 5 and analyse the structure of it.2. Teacher asks students to choose a comedian and complet
33、e the notes.3. Teacher asks students to write a short introduction of the comedian1. Students read the passage in activity 5 and analyse the structure of it.2. Students choose a comedian and complete the notes.3. Students write a short introduction of the comedian according to the notes they made.4.
34、 Some students workTo provide opportunities for students to present their writing and do evaluation.according to the notes they made.4. Teacher asks students to work in pairs and make improvements to each others introductions.5. Teacher asks students to share their introductions with the class.Teach
35、er and other students make comments.6. Teacher asks students to polish their writing and post them on their social media.in pairs and make improvements to each others introductions.5. Some students share their introductions with the class. Others make comments.6. Students polish their writing and po
36、st them on their social media.Presenting ideas & Reflection 板块教学设计 （建议时长40-45分钟，教帅可根据教学实际酌情调整。）课型Speaking主题语境人与自我一一积极的生活态度内容分析Presenting ideas板块要求学生先分组讨论单口喜剧的内容和形式，然后 自主创作自己的单口喜剧并进行表演。本板块旨在通过了解和创作单口 喜剧，促进学生对所学内容的复习与掌握，使学生能够在真实的情境下 对所学内容加以综合运用，同时帮助学生内化单元主题思想，发展思维 品质，完成对所学内容的迁移和创新。Reflection板块引导学生从文本、
37、 语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自 我评价和总结，并写出自我反思日志。教学目标在本板块学习结束时，学生能够：1 .对单口喜剧进行了解，使学生能够理解和欣赏这种艺术形式；2 .通过完成这个综合性的活动，加深对单元主题意义的理解和认识，领 悟并学会一种幽默风趣的处事方式；3 .通过小组合作，培养团队合作意识，能够与小组成员一起协作完成表 演任务。教学重点1 .引导学生了解单口喜剧，理解和欣赏这种艺术形式并学会幽默风趣 的处事方式；2 .引导学生根据学生用书中的评价内容评估自己的学习表现。教学难点1.引导学生以幽默风趣的方式处理生活中的问题，树立积极乐观的生Teachi
38、ng contentsProceduresPurposesTeachers activityStudents9 activityPresenting ideasActivity 11. Teacher asks students to preview the stand-up comedy acts through the Internet.2. Teacher asks students to discuss the four questions in groups.3. Teacher asks some students to answer the questions and intro
39、duce the characteristics of the stand-up comedy acts.4. Teacher asks the whole class to summarise the features of the stand-up comedy acts and makes supplements.1. Students preview the stand-up comedy acts through the Internet.2. Students discuss the four questions in groups.3. Some students answer
40、the questions and introduce the features of the stand-up comedy acts.4. The whole class summarise the features of the stand-up comedy acts.To encourage students to know the features of the stand-up comedy acts and prepare for the following activities.Activities2-31. Teacher asks students to think of
41、 their comedy act considering the four clues given in activity 2.2. Teacher asks students to write the scripts for their acts according to the structure given in activity 3.1. Students think of their comedy act considering the four clues given in activity 2.2. Students write the scripts for their ac
42、ts according to the structure given in activity 3.3. Students write their comedy acts, usingTo help students make deep learning and transform abilities into competences.活态度；2.引导学生在自我评价分析的基础上确定自己要改进和提高的方面。教学策略任务型教学法、交际教学法活态度；2.引导学生在自我评价分析的基础上确定自己要改进和提高的方面。教学策略任务型教学法、交际教学法3. Teacher asks students to w
43、rite their comedy acts, using the expressions and sentence structures related to the theme as many as possible.the expressions and sentence structures related to the theme as many as possible.Activities4-51. Teacher asks each group to choose a best script and a group member to be a stand-up comedian
44、, and improve the acts in groups.2. Teacher asks students to think of actions and props to include and prepare to perform.3. Teacher asks each group to perform in front of the whole class, and other groups to make comments and vote for the best act.1. Each group chooses a best script and a group mem
45、ber to be a stand-up comedian, and improves the acts in groups.2. Students think of actions and props to include and prepare to perform.3. Each group performs in front of the whole class, and other groups make comments and vote for the best act.To train students to perform their own acts.ReflectionR
46、eflection1. Teacher asks students to recall what theyve learnt in this unit.2. Teacher asks students to write a reflection based on the six tips.Students summarise what theyve learnt and write a reflection based on the six tips.To help students evaluate their performance, review the unit, and think
47、about ways to improve.Project板块教学设计（此部分教师可根据教学实际酌情处理。）课型Speaking主题语境人与自我一一积极的生活态度内容分析本单元的项目实践活动要求学生写一个喜剧小品并将其表演出来。通过 共同创作和表演喜剧小品的过程，帮助学生深入了解积极的生活态度的 重要意义，不断寻找生活中令人愉快的一面，提高整体幸福水平。学生 在教师的指导下，综合运用单元所学知识，开展自主合作，有效完成开 放型任务，进一步探索积极的生活态度这 主题语境，发展综合语言运 用能力。教学目标在本板块学习结束时，学生能够：1 .通过对喜剧小品的搜索和了解，掌握这一艺术形式的基本特征,了
48、解它 所传达的内容，培养分析和整合信息的能力；2 .通过小组合作的方式，选出自己的喜剧小品主题，创作自己的喜剧小 品故事，感受中英语言文化的差异；3 .通过合作表演，加深对单元主题意义的理解，树立积极向上的价值观， 培养幽默的人生态度。教学重点1 .引导学生了解喜剧小品的基本特征，以及它所传达的内容；2 .引导学生通过学习喜剧小品故事，树立积极向上的价值观，培养幽 默的人生态度。教学难点1 .引导学生综合运用本单元所学知识，创造自己的喜剧小品故事；2 .引导学生对幽默乐观积极的人生态度这一主题做进一步探索。教学策略任务型教学法Teaching contentsProceduresPurposesTeacher