高中英语外研版 (2019)选择性必修 第一册Unit 1 Laugh out loud!教学设计及反思

这是一份高中英语外研版 (2019)选择性必修 第一册Unit 1 Laugh out loud!教学设计及反思，共11页。

主题语境：人与自我
主题群：生活与学习
子主题：认识自我
语篇类型：新媒体语篇(专题讨论)
文本分析：
[what]本节课包含Starting ut和 Understanding ideas 两部分。
Starting ut是导入部分，首先通过“京剧脸谱”的视频和图片引出话题，介绍京剧的特点和不同颜色京剧脸谱代表的形象及性格特征；然后展示图片“羡慕天鹅的丑小鸭、细嗅蔷薇的猛虎、心怀猛狮的小猫”这三种动物的外表、性格和象征意义。
Understanding ideas是一个专题讨论，介绍了三个性格迥异的年轻人对自我形象的认知和对外表的看法，以及心理学家对三人观点的评价。
[why]引导学生加深对“外貌﹑性格”两者关系的理解，真正了解自己，做真实的自己，形成正确的审美观，树立正确的三观。
[Hw]设置与本单元主题语境有关的听说活动，让学生在任务的引领下，理解文本的主旨大意，分析文本语篇结构及赏析写作手法和修辞手法，联系自身情况谈论外表对个人的影响，并反思自己的生活态度。
课时目标
1. 获取文本主旨大意，了解京剧及其脸谱知识、三个年轻人对我自形象的认知和对外表的不同观点，讨论心理专家对他们的评价。
2. 分析文章结构﹑修辞手法、写作手法，能用正确的语言介绍三个人物。
3. 引导学生明白“人不可貌相”的道理、形成正确的自我认知和审美观、树立正确积极的人生态度。
重点难点
重点：
运用所学词汇和表达方式，发表个人对“外表形象和性格特征关系”的认识。
难点：
形成正确的自我认知和审美观，树立正确积极的人生态度。
教学准备
教师准备：
1. 视频及播放设备。
2. 京剧脸谱等相关知识。
学生准备：
1. 预习本课词汇。
2. 对自己的认识。
教学过程
Step I学习理解
活动一：感知与注意
1. Ask students t watch a vide abut Peking Opera masks and answer the fllwing questins. Play the vide again if necessary.
·Hw many kinds f Peking Opera masks are mentined in the vide? What d they represent?
·Which Peking Opera mask mst suits yur persnality? Why?
2. Lead students t lk at the pictures and answer the questins belw.

Picture 1Picture 2Picture 3
·What can yu see in the three pictures?
·What des each f the pictures tell yu abut the characters?
·What can yu learn frm the pictures?
【设计意图】引导学生观看视频，了解不同颜色的京剧脸谱代表的人物形象和性格特征；分析图片，了解事物外表与内心的关系，旨在激活学生已有的背景知识和语言知识，并针对主题发表自己的观点。
3. Ask students t read the facts abut hw satisfied peple arund the wrld are with their persnal lks and answer the questins. Then teacher evaluates students’ answers.
·D yu find any f the facts surprising? Why?
·D yu think ne’s appearance is imprtant? Why?
【设计意图】引导学生阅读有关全球各类人群对自我形象满意程度调查情况的事实材料，激发阅读兴趣。
活动二：获取与梳理
1. Predict.
Encurage students t lk at three phts carefully and discuss three persns’ characters frm their appearances.

2. Read.
(1) Ask students t read the passage and find ut what attitude each persn has twards their lks.
(2) Check answers as a class.
3. Read and cmplete the diagram.
(1) Have students reread the passage and draw a diagram f this passage.
(2) Cmpare the diagram belw with their wn and rganise infrmatin frm the passage t cmplete it.
【设计意图】首先鼓励学生仔细观察三幅图片﹐预测图片中人物的性格特点，接着让学生阅读文章内容，找出文中三个人物对其各自外貌的评价，然后让学生绘制文章结构图，并与本课所给的结构图进行对比，引导学生了解语篇结构，鼓励学生从语篇中获得新知，建立信息间的关联，形成新的认知结构，理解语言所表达的意义，培养学生深层理解语篇和探讨主题意义的能力，扩展学生批判性思维。
活动三：概括与整合
Share feelings f reading.
Ask students t share the feelings f reading by answering the fllwing questin.
·Have yu fund anything yu feel puzzled, interested, shcked abut the three persns’ cmment?
【设计意图】以分享阅读感受为任务，驱动学生独立思考，让学生揣摩文本中三位主人公对“自我外貌”的评价，从各自独特的视角和立意去表达自己的真实情感，形成正确的自我认知和自我观。
Step Ⅱ 应用实践
活动四：描述与阐释
1. Grup wrk.
(1) Ask students t wrk in grups f three.
(2) Each student prepares a presentatin t intrduce ne persn (Jade/Anthny /Emma), especially his/ her prblems and characters.
(3) Ask students t share ideas in grups.
(4) Encurage students t give their presentatins in class.
2. Write a summary.
Ask students t write’ summaries accrding t their presentatins. Share them in the class.
活动五：分析与判断
1. Ask students t repeat the wrds and expressins they learnt in the passage.
2. Ask students t chse the purpse f passage and give their reasns.
【设计意图】在学习理解类活动的基础上，要求学生选择一个人物，对其性格和存在的问题展开阐释，然后指导学生围绕主题和所形成的新的知识结构写一篇概要，通过读后活动检验学生对作者写作意图和课文主旨大意的理解情况，促进语言运用的自动化，助力学生将知识转化为能力。
Step III迁移创新
活动六：推理与论证
Grup wrk.
Discuss why the writer writes this passage.
【设计意图】引导学生探讨作者的写作目的，加深对主题意义的理解，树立积极的人生态度。
活动七：批判与评价
1. 赏析语篇的写作手法,探讨其与主题意义的关联。
(1) Learn.
①比较法(Cmparisn and cntrast)
比较法是对两个对象进行比较，从而进行说明的写作手法。比较法又可细分为比较相同点(cmparisn)和比较不同点(cntrast)两种方法。
②举例法(Examples)
举例法是用具体的例子来说明要表达的意思。
(2) Apply.
Hw are these methds applied in the passage?
2. 探究修辞手法与主题意义的关联
Ask students t read the passage and find ut what rhetrical devices the writer uses，then give sme examples and try t wrk ut their functins.
(1)引用Qute
As a sng in Ugly Betty puts it, “It’s a pretty persn’s wrld”.
作用：文中引用歌词，在说明问题或阐明观点时可以增强说服力，富有启发性﹑使语言精练。作者通过《丑女贝蒂》歌曲的歌词来说明现代社会是一个看脸的世界。
(2)反问Rhetrical Questin
Well, wh wuldn’t?
Dad thinks I am a narcissist, but what I say is that my pictures aren’t hurting anyne, s wh cares?
I mean, isn’t it better that I’m large and happy, instead f skinny and unhealthy?
作用：反间有助于增强语言气势﹐强调所要表达的意思,发人深思,激发读者的感情。
活动八：想象与创造
1. Think and share.
Encurage students t talk abut which stry r cmment makes the greatest impressin n them and give their reasns. Then discuss the fllwing questins.
·D yu agree that “It’s a pretty persn’s wrld”? why?
·Has yur understanding f the imprtance f appearance changed after reading the passage? Why?
·In additin t thse methds mentined in the passage, what ther ways d yu think can make yu becme a better persn?
·Have yu encuntered any difficulties in understanding the main idea f this passage? Share them with the class and ask fr advice.
【设计意图】引导学生分组活动，展开讨论，进一步理解文章主题的同时，联系自身实际，加深对外表重要性的认识，培养高阶思维。
2. Imagine yu are a reader and chse ne persn in this passage. Then write a letter t him/ her t ffer sme suggestins n his/ her character.
【设计意图】鼓励学生展开想象，给文章主人公写一封信，关于主人公的性格给出合理的建议，加深对主题意义的理解。
3. Play a game.
(1) Each student writes a shrt passage t intrduce his r her wn appearance and character n a piece f paper withut his r her name.
(2) Put all the passages int a bx.
(3) The vlunteer student reads the passages ne by ne and the rest guess wh he/she is.
【设计意图】以游戏的形式，指导学生从实际出发，阐述自身外貌和性格特征,思考外表与内心的关系，树立真善美的观念。
4. Search fr mre infrmatin abut inner beauty and share it in class.
【设计意图】设置开放型的任务，让学生通过自主合作﹑探究的学习方式寻找更多“内在美”的相关信息，达到学以致用﹑知行合一的目的。
板书设计
Suggested answers:
·Six.
A red mask represents a her with psitive characteristics such as hnesty and lyalty.
A black mask represents a bld but rugh character, wh is serius, fair and selfless.
A blue mask represents a character wh is upright and brave in the face f challenges.
A yellw mask represents a fierce character.
A white mask represents a character wh is dislyal, clever and aims t d harm.
Xiahualian, a black and white mask painted n and rund the actr’s nse, represents a character wh is funny and entertaining, and wh easily wins the audience’s affectin.
·(略)
Suggested answers:
·In the first picture, there are fur yellw ducklings standing tgether, ne grey duckling standing alne and a swan flying in the sky.
In the secnd picture, there is a tiger wh is smelling a red flwer.
In the third picture, there is a cat wh is lking in the mirrr and imagining itself as a lin.
·In the first picture, the grey duckling may feel lnely and different, and unfairly left ut by the ther ducklings because f the way it lks. Perhaps it dreams f becming a beautiful and graceful swan ne day.
In the secnd picture, the tiger lks gentle, sweet and thughtful, shwing its delicate and vulnerable side.
In the third picture, even thugh the cat is small, it sees itself as being strng and pwerful, like a lin.
·Dn’t judge smene by their appearance, but lk- beynd it t find their inner beauty. It’s kay t shw yur vulnerable side smetimes. Dn’t let the way yu lk stp yu frm achieving yur dreams and ambitins.
①Over half f peple are fairly satisfied r cmpletely satisfied with their appearances.
②Teenagers are almst as satisfied with their lks as lder generatins.
③Men and wmen are almst equal in terms f hw satisfied they are.
④Peple in Latin American cuntries are the happiest with their lks.
⑤Japanese peple are the mst self-critical, with ver ne in ten “nt at all satisfied”.
Suggested answers:
Jade is t bsessed with selfie apps, editing and psting selfies fr hurs every day, which shws that she craves thers’ attentin t make up fr her lack f cnfidence twards her lk.
Althugh Anthny used t nt care abut his appearance, his attitude changed after a makever experience. He realised that there is value in making an effrt with the way yu present yurself.
Emma had always been ashamed f being larger than ther girls, until she came t realise that mental and physical health is mre beautiful and imprtant than being skinny and unhealthy, and that cnfidence itself is attractive.
Jade
Statements:
·I want t ①________.
·I have becme ②_______ ______________________.
·The psitive cmments ③______________________.
Dr Hart’s cmment:
④____________________ _______________________ ______________________ ______________________
Anthny
Statements:
·I was surprised at ⑤__ _____________________ ____________________.
·I perceived that ⑥___ ______________________ Dr Hart’s cmment:
⑦____________________ ______________________ ______________________ ______________________
Emma
Statements:
·My attempts t lse weight brught me ⑧ __________________
·A plus-size mdel
⑨________________
·I realized that ⑩___ __________________
Dr Hart’s cmment:
⑪________________ __________________
Suggested answers:
①lk gd in my selfies
②addicted t editing and psting my selfie, and checking my phne fr cmments
③bst my cnfidence
④Jade’s bsessin with nline pht editing shws her lack f cnfidence and need fr ther peple’s attentin, but the image she presents t btain the praise f thers is nt the real ne. Peple wh pretend t be smene they are nt tend t misjudge themselves.
⑤hw gd I lked after the makever
⑥external beauty isn’t ttally wrthless
⑦External beauty is als imprtant because making an effrt with the image we present t the wrld can help us t make a psitive first impressin n thers and bst ur cnfidence.
⑧pain and pr health
⑨shwed me that it is pssible t be attractive and cnfident even if yu are large
⑩my health, mental and physical, is the mst imprtant thing
⑪Gd health is beautiful and makes us happier and mre cnfident.
A. T persuade peple t edit their phts less.
B. T prve that external beauty is nt the mst imprtant thing.
C. T shw the true meaning f beauty.
D. T warn readers abut the physical dangers f lsing weight.
Suggested answer:
C
Suggested answers:
①比较法(Cmparisn and cntrast)
That’s why 1 culd never understand my sister, wh has 17 lipsticks and can’t decide which ne t use every mrning. 1 nly used t have five identical pairs f trusers and five identical shirts.
②举例法(Examples)
Last mnth they registered me fr a TV prgramme, A New Yu. It felt bizarre at first. I didn’t like being reviewed frm head t te.
Everything changed when ne day 1 came acrss the success stry f a plus-size mdel, Tess Hlliday. Althugh she’s larger than mst ther mdels, she’s really attractive and has the cnfidence t be herself—even in an industry full f beauty steretypes.
Unit 1 Face values
Perid I Starting ut & Understanding ideas
Ⅰ. 学习理解
活动一：感知与注意
1. Watch a vide and answer the questins.
2. Lk at the pictures and answer the questins.
3. Read and answer.
活动二：获取与梳理
1. Predict.
2. Read.
3. Read and cmplete the diagram.
活动三：概括与整合
Share feelings f reading.
Ⅱ. 应用实践
活动四：描述与阐释
1. Grup wrk.
2. Write a summary.
活动五：分析与判断
Ⅲ. 迁移创新
活动六：推理与论证
活动七：批判与评价
1. 赏析语篇的写作手法，探讨其与主题意义的关联。
2. 探究修辞手法与主题意义的关联
活动八：想象与创造