Unit 1 Laugh out Loud!-Understanding ideas 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 1 Laugh out Loud!-Understanding ideas 内容导航 This section presents a narrative "The Best Medicine" about a clown doctor who relieves patients’ pain and anxiety through magic tricks, jokes and songs. It conveys the positive power of laughter and explores the significance of humor in life and medical care. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies (e.g., mood, clown, entertain) and sentence patterns to understand and express the theme of laughter. Thinking Quality: Analyze the clown doctor’s behavior and explore the essence of humor to develop critical and logical thinking. Cultural Awareness: Understand the "hospital clowning" program and respect the diverse ways of relieving pain in different cultures. Learning Ability: Cultivate autonomous and cooperative learning skills through reading, discussing and practicing to improve English learning efficiency. 2. 教学重难点 Key Points: Comprehend the main plot, characters and theme of the narrative; master the usage of core vocabularies and key sentence patterns (倍数表达, do/does for emphasis, non-restrictive attributive clauses) in context. Difficult Points: Understand the implied meaning of the text (the value of clown doctors); accurately use the key sentence patterns in oral and written expression; analyze the author’s emotional tendency and the deep significance of laughter. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Free Talk. The teacher asks students two questions: “When you feel sad, anxious or in pain, what do you usually do to make yourself feel better?” “Have you ever seen a clown? What do you think of clowns?” Students are invited to share their answers freely. Some may say they listen to music, talk to friends, or watch funny videos; others may mention that clowns are funny and can make people laugh. Activity 2: Picture & Video Presentation. The teacher shows pictures of hospital waiting rooms (with people looking bored, anxious or sad) and a short video of a clown doctor working in a hospital (interacting with patients, doing magic tricks and making people laugh). After watching, ask: “What is the clown doing in the video? How do the patients feel after interacting with the clown?” Guide students to realize that clowns can bring joy to people in difficult situations. Design Intention: The free talk activates students’ prior knowledge and life experience, making them closely connect the topic with their own lives and arouse their learning interest. The pictures and video create a real situational context, helping students intuitively understand the role of clown doctors, lay a foundation for understanding the text, and naturally lead to the theme of the lesson—laughter is the best medicine. Step 2: Pre-reading (Vocabulary & Background Preview) Activity 1: Vocabulary Preview. The teacher presents the core vocabularies and phrases in the text on the screen, including mood, circus, amusement, curly, wig, badge, ankle, clown, entertain, examine, in turn, take off, after all, think on one's feet, roar with laughter, in need of. For each word, the teacher explains its meaning, pronunciation and usage with simple English, and combines it with pictures or short sentences related to the text. For example, when explaining “clown”, show a picture of a clown with a red nose and curly wig, and say: “A clown is a person who wears funny clothes, a wig and a red nose, and entertains people with jokes and magic tricks.” When explaining “roar with laughter”, act it out or show a picture of people laughing loudly. Then, ask students to read the words and phrases aloud twice, and check their pronunciation and understanding. Activity 2: Background Introduction. The teacher briefly introduces the “hospital clowning” program in simple English: “Hospital clowning is a program where specially trained clowns work in hospitals to help patients feel better. They use magic, songs, stories and jokes to cheer up patients, their families and hospital staff. Scientific studies show that laughter can produce chemicals to make people feel better.” This helps students understand the background of the text and better grasp the content of the narrative. Design Intention: Vocabulary is the foundation of understanding the text. Previewing core vocabularies helps students reduce difficulties in reading and improve reading efficiency. The combination of pictures, body language and simple English explanations makes vocabulary learning more vivid and interesting, avoiding the tediousness of rote memorization. The background introduction enables students to understand the social significance of the text, broaden their horizons, and lay a foundation for in-depth understanding of the theme. Step 3: While-reading (Text Analysis & Comprehension) Activity 1: Skimming. Ask students to read the text quickly and answer two questions: 1. Who is the narrator of the text? 2. What does the narrator do in the hospital? After students finish reading, invite them to share their answers. The teacher summarizes: The narrator is a clown doctor named Larry Laugh-Out-Loud, and he entertains patients, their families and hospital staff with magic tricks, songs, stories and jokes to make them feel better. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text, understand the core information (narrator and his work), and form a general impression of the text. This activity trains students’ ability to obtain key information quickly. Activity 2: Scanning. Ask students to read the text again carefully and complete the following tasks: 1. Fill in the blanks about the narrator’s appearance: He wears a ______, a big red nose and a name badge “Doctor Larry Laugh-Out-Loud”. (curly rainbow wig) 2. What is the atmosphere of the hospital waiting area? (A familiar atmosphere of boredom and tension.) 3. Why did Lara’s parents rush her to the hospital? (Because she fell off her bicycle and her ankle was twice its normal size.) 4. How does the narrator help Lara feel better? (By doing a magic trick and “magically” producing her sock from out of his pocket.) 5. What do clown doctors usually do in the hospital? (They cheer up patients, their families and hospital staff by doing magic tricks, singing songs, telling stories and telling silly jokes.) After students finish the tasks, the teacher checks the answers one by one, and explains the difficult points in the related sentences. For example, when checking the third question, guide students to find the sentence “Lara’s parents rushed her to the hospital after she fell off her bicycle. In the middle of this particular scene I spot a small girl whose ankle is twice its normal size.”, and explain the倍数表达 “twice its normal size” (倍数+the size of...). Design Intention: Scanning helps students locate specific information in the text accurately, deepen their understanding of the text details, and consolidate the core vocabularies and sentence patterns learned in the pre-reading link. The tasks are designed from easy to difficult, which is in line with students’ cognitive rules and helps them build learning confidence. Activity 3: Deep Reading. Divide students into groups of 4-5, and ask them to discuss the following questions in groups: 1. Why did the narrator choose to be a clown doctor? (Because he had the experience of going to hospital when he was a kid. He felt frightened and bored in the hospital, so he wanted to help people by entertaining them.) 2. What is the relationship between clown doctors and medical professionals? (They work together. Medical professionals treat patients’ injuries, while clown doctors help patients feel better emotionally.) 3. What does the sentence “And my magic medicine does indeed seem to do the trick” mean? (The narrator’s magic tricks and humor really work—they help patients relieve pain and anxiety, just like magic medicine.) 4. What can we learn from the clown doctor’s story? (Laughter is powerful; it can help people get through difficult times. We should be kind and try our best to help others in our own way.) After the group discussion, each group sends a representative to share their opinions. The teacher listens carefully, comments on their answers, and guides students to deeply understand the author’s emotional tendency and the theme of the text. For example, when discussing the fourth question, the teacher can guide students to think: “The clown doctor doesn’t treat patients’ physical injuries, but he helps them relieve emotional pain. This shows that laughter is not only a kind of entertainment, but also a kind of strength that can help people face difficulties bravely. In our daily life, we should also learn to use humor and laughter to adjust our mood and help others.” Design Intention: Group discussion encourages students to communicate and cooperate with each other, express their own views, and develop their oral expression ability and cooperative learning ability. The deep reading questions guide students to dig into the implied meaning of the text, understand the character’s inner world, and realize the theme of the text, which helps to develop their critical thinking and logical thinking ability. Activity 4: Text Structure Analysis. The teacher guides students to analyze the structure of the text and summarize the main content of each paragraph: Paragraph 1: The narrator’s appearance and the atmosphere of the hospital waiting area. Paragraph 2: The narrator meets Lara, a little girl who is in pain because of a bicycle accident. Paragraph 3: The reason why the narrator became a clown doctor and the significance of hospital clowning. Paragraph 4: The daily work of clown doctors and their cooperation with medical professionals. Paragraph 5: The narrator helps Lara feel better with a magic trick, showing the power of humor and laughter. Then, the teacher summarizes: The text is a narrative that follows the order of “scene description → character encounter → background explanation → work introduction → specific case”, which is clear and logical. It uses vivid language to describe the clown doctor’s work and conveys the positive power of laughter. Design Intention: Analyzing the text structure helps students grasp the logical relationship between paragraphs, understand the author’s writing ideas, and improve their text analysis ability. It also lays a foundation for students to carry out writing and retelling activities later. Step 4: Language Focus (Key Vocabularies & Sentence Patterns) Activity 1: Key Vocabularies Consolidation. The teacher reviews the core vocabularies and phrases again, and designs the following exercises to help students consolidate their usage: 1. Fill in the blanks with the correct form of the given words: ① The clown’s funny performance made everyone ______ (roar) with laughter. (roar) ② She is in a bad ______ (mood) today because she failed the exam. (mood) ③ The magician ______ (entertain) the children with amazing tricks. (entertained) ④ The doctor ______ (examine) the patient carefully and found nothing serious. (examined) 2. Translate the following phrases into English: ① 哄堂大笑 (roar with laughter) ② 需要 (in need of) ③ 毕竟 (after all) ④ 集中注意力于 (concentrate on) Students complete the exercises independently, and then the teacher checks the answers and explains the key points. For example, when explaining “entertain”, the teacher emphasizes its usage: “entertain sb. with sth.” (用某物娱乐某人), and gives an example: “The teacher entertained the students with funny stories.” Activity 2: Key Sentence Patterns Analysis and Practice. The teacher focuses on three key sentence patterns in the text and guides students to analyze and practice them: 1. 倍数表达法: “In the middle of this particular scene I spot a small girl whose ankle is twice its normal size.” The teacher explains the common structures of multiple expressions: ① 倍数 + the size/height/weight/length/width... + of... ② 倍数 + as + 形容词/副词原级 + as... ③ 倍数 + 形容词/副词比较级 + than... Then, give examples for each structure: ① This room is three times the size of that one. ② He runs twice as fast as me. ③ The building is twice taller than the old one. Ask students to make sentences with the three structures, and invite some students to share their sentences. 2. Emphasis on predicate verbs with do/does: “And my magic medicine does indeed seem to do the trick.” The teacher explains: “Do/does/did can be used to emphasize the predicate verb in affirmative sentences and imperative sentences, which means ‘really, indeed’. The tense of do/does/did should be consistent with the tense of the sentence.” Give examples: ① I do believe that he is an honest man. ② She does like playing the piano. ③ They did finish their homework on time yesterday. Ask students to rewrite the following sentences to emphasize the predicate verbs: ① I believe he will come. → I do believe he will come. ② She likes reading books. → She does like reading books. 3. Non-restrictive attributive clauses: “People sit uncomfortably on plastic chairs, looking through old magazines, all of which have been read hundreds of times previously.” The teacher explains: “A non-restrictive attributive clause is used to supplement and explain the antecedent, and there is a comma between it and the antecedent. It cannot be omitted, otherwise the meaning of the sentence will be incomplete. ‘Which’ is used to refer to things, and it can also refer to the whole content of the previous clause.” Give examples: ① He bought a new book, which is very interesting. ② She failed the exam, which made her parents very angry. Ask students to combine the following two sentences into one sentence with a non-restrictive attributive clause: ① I have a friend. ② He is good at playing the guitar. → I have a friend, who is good at playing the guitar. Design Intention: The language focus link is designed to help students consolidate the core vocabularies and sentence patterns learned in the text, master their usage in context, and improve their ability to use language accurately. The exercises are designed from simple to complex, which is conducive to students’ gradual mastery and application of knowledge. Step 5: Post-reading (Application & Extension) Activity 1: Retelling the Text. Ask students to retell the text according to the text structure and key information. They can work in pairs first, and then invite 2-3 students to retell the text in front of the class. The teacher gives comments and guidance, emphasizing that students should use the vocabularies and sentence patterns learned in the lesson when retelling. For example, if a student forgets to use the倍数表达, the teacher can remind them: “When talking about Lara’s ankle, you can use ‘twice its normal size’ to make your retelling more accurate.” Design Intention: Retelling the text helps students consolidate the content of the text, improve their oral expression ability, and flexibly use the vocabularies and sentence patterns learned. Pair work provides students with more opportunities to practice oral English, and helps them build learning confidence. Activity 2: Group Discussion & Presentation. Divide students into groups of 4-5 again, and ask them to discuss the following topic: “How can we use humor and laughter to help ourselves and others in our daily life?” Each group is required to list at least 3 specific ways and prepare a short presentation (2-3 minutes per group). After the discussion, each group sends a representative to present their opinions. For example, some groups may say: “We can tell jokes to our friends when they are sad.” “We can watch funny videos to adjust our mood when we are under pressure.” “We can help our classmates relax with funny stories before exams.” The teacher listens carefully to each group’s presentation, gives positive comments and supplements, and guides students to realize that humor and laughter are important in daily life, and we should learn to use them to face difficulties and help others. Design Intention: This activity connects the text with students’ daily life, helps students transfer the knowledge and concepts learned in the lesson to practical life, and develops their ability to apply knowledge. Group presentation also trains students’ oral expression ability and cooperative learning ability, and enhances their sense of teamwork. Activity 3: Writing Practice. Ask students to write a short passage (80-100 words) about “The Power of Laughter”. They can refer to the text and the discussion results, and use the vocabularies and sentence patterns learned in the lesson. The requirements are: 1. Clearly state the importance of laughter; 2. Give one specific example; 3. Express your own views on laughter. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and gives comments and revisions. For example, if a student writes “Laughter is very important. It can make us happy.”, the teacher can guide them to enrich the content: “Laughter is very important. It can produce chemicals to make us feel better when we are in pain or anxiety. For example, when I feel sad, my friend tells me a joke, and I laugh loudly, which makes me feel much better.” Design Intention: Writing practice helps students consolidate the vocabularies and sentence patterns learned, improve their writing ability, and express their own views on the theme of the lesson. Commenting on students’ works helps them find their own shortcomings and improve their writing level. Step 6: Summary & Homework Activity 1: Summary. The teacher summarizes the content of the lesson with the students: “In this lesson, we read a touching story about a clown doctor. We learned about his work and the significance of hospital clowning. We also mastered some core vocabularies and key sentence patterns. Through the discussion and practice, we realized that laughter is the best medicine, which can help us and others get through difficult times. We should learn to use humor and laughter to make our life better.” Design Intention: The summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the theme of the lesson. Activity 2: Homework. Assign the following homework to students: 1. Review the core vocabularies and key sentence patterns learned in this lesson, and make 5 sentences with each key sentence pattern. 2. Polish the short passage written in the post-reading link, and hand it in the next class. 3. Collect 2-3 funny stories or jokes, and share them with the class in the next lesson. 4. Think about: “What other ways can we help people in need?” Write down your thoughts (30-50 words). Design Intention: Homework is designed to consolidate the knowledge learned in the lesson, extend the learning content, and connect the lesson with daily life. Collecting funny stories and thinking about helping others can further deepen students’ understanding of the theme and cultivate their sense of social responsibility. Step 7: Evaluation & Feedback During the whole teaching process, the teacher conducts formative evaluation on students’ performance, including their participation in free talk, group discussion, answers to questions, retelling, presentation and writing. For students who perform well, the teacher gives positive praise and encouragement, such as “Your answer is very creative!” “You use the key sentence patterns very accurately!” For students who have difficulties, the teacher gives patient guidance and help, such as “Don’t worry, you can try to use the word ‘entertain’ to express it.” After the class, the teacher collects students’ homework and writing works, evaluates them carefully, summarizes the common problems (such as incorrect use of sentence patterns, wrong spelling of vocabularies), and explains and corrects them in the next class. At the same time, the teacher communicates with some students individually to understand their learning difficulties and needs, and adjusts the teaching plan appropriately. Design Intention: Formative evaluation helps the teacher timely grasp students’ learning situation, find out their learning difficulties, and provide targeted guidance and help. It also helps students understand their own learning level, build learning confidence, and improve their learning enthusiasm. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $