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）

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 re ... ...