Unit 1 Laugh out Loud!-Using language 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!-Using language 内容导航 This section focuses on integrating listening, speaking, reading and writing skills around the theme of "laughter and humor". It includes vocabulary related to humor, non-restrictive attributive clauses, and practical tasks such as talking about humor, telling funny stories and writing short passages, helping students apply language in real contexts and deepen their understanding of positive life attitudes. 教学目标和重难点 1. 教学目标 Language Ability: Students master humor-related vocabulary and non-restrictive attributive clauses, and improve their ability to listen to, speak, read and write about humor. Cultural Awareness: They understand humor expressions in different cultures, develop cross-cultural sensitivity and respect for cultural diversity. Thinking Quality: They analyze humor elements, exercise logical thinking and critical thinking through discussion and creation. Learning Ability: They form effective learning strategies, enhance autonomous and cooperative learning abilities, and develop the habit of reflecting on their learning process. 2. 教学重难点 Key Points: Mastering core vocabulary (essential, impress, deserve, etc.) and phrases related to humor; understanding the structure and usage of non-restrictive attributive clauses; being able to talk about humor, retell funny stories and write short passages with the learned language. Difficult Points: Correctly distinguishing non-restrictive attributive clauses from restrictive ones and using them flexibly in writing; understanding the cultural connotation of humor in different contexts; expressing humor naturally and appropriately in oral communication. 教学过程 Step 1: Lead-in (Lead-in and Warm-up) Activity 1: Humor Video Appreciation. Play a 2-minute short video of Charlie Chaplin’s silent comedy, which shows the Tramp’s funny actions and expressions. After playing the video, ask students two questions: “What did you see in the video? How did it make you feel?” Invite 3-4 students to share their answers. Then, guide students to list words or phrases related to laughter and humor that come to mind, such as “laugh out loud”, “grin from ear to ear”, “joke”, “funny”, and write them on the blackboard. Design Intention: The silent comedy video is vivid and intuitive, which can quickly attract students’ attention and arouse their interest in the class theme. Charlie Chaplin is a classic figure in the field of humor, which is closely related to the unit theme. By asking questions and listing related words, students can activate their prior knowledge, lay a foundation for the subsequent learning of new vocabulary and sentences, and create a relaxed and pleasant classroom atmosphere consistent with the theme of “laughter”. Activity 2: Theme Connection. Tell students: “Laughter is an important part of our life. It can help us relieve pressure and keep a positive attitude. Today, we will learn how to use English to talk about humor, tell funny stories and express our feelings about laughter. Let’s start our learning journey of ‘Laugh out Loud!’” Design Intention: Connect the video appreciation with the teaching content of this lesson, clarify the learning objectives of the lesson, let students understand the practical significance of learning this section, and stimulate their motivation to learn. At the same time, it echoes the unit theme and helps students form a preliminary understanding of the teaching focus of this lesson. Step 2: Vocabulary and Phrases Learning (Key Knowledge Input) Activity 1: Core Vocabulary Teaching. Present the core vocabulary of this lesson (essential, impress, deserve, refer to, make sense, crack a smile, etc.) with context-based sentences. For example: ① It is essential that we keep a positive attitude in life. ② The clown’s performance impressed all the audience. ③ Everyone deserves a second chance. ④ When we talk about humor, we often refer to funny stories or jokes. ⑤ His words don’t make sense at all. ⑥ She finally cracked a smile after hearing the funny story. For each word and phrase, explain its meaning, part of speech and usage, and give additional examples to help students understand. For example, for “impress”, explain its common collocations: “impress sb. with sth.”, “be impressed with/by sth.”, and give examples: “The teacher impressed us with her patience.” “I was impressed by his excellent performance.” For “deserve”, explain the structure “deserve to do sth.” and “deserve doing = deserve to be done”, and give examples: “He deserves to win the prize.” “This problem deserves careful consideration.” Design Intention: Vocabulary is the foundation of language learning. Teaching vocabulary in context can help students understand the meaning and usage of words more deeply, instead of rote memorization. By providing common collocations and examples, students can master the practical application of words, which lays a foundation for their subsequent listening, speaking, reading and writing activities. At the same time, the selected examples are closely related to the theme of humor and positive attitude, which is consistent with the unit theme. Activity 2: Vocabulary Practice. Organize students to do group matching exercises. Divide students into groups of 4, give each group a set of word cards and phrase cards, and ask them to match the words with their meanings and collocations. After the group activity, invite each group to send a representative to present the matching results, and correct and explain the wrong answers. Then, do a quick response exercise: the teacher says a word or phrase, and students say its meaning and make a sentence orally. Design Intention: The group matching exercise can enhance the interaction between students and improve their enthusiasm for participation. The quick response exercise can help students consolidate the newly learned vocabulary in a timely manner, check their mastery, and find out the weak points in learning, so as to carry out targeted guidance. At the same time, oral sentence making can train students’ ability to use vocabulary flexibly and lay a foundation for subsequent oral communication. Step 3: Grammar Learning – Non-Restrictive Attributive Clauses (Key and Difficult Point) Activity 1: Grammar Perception. Present two groups of sentences on the screen: Group 1 (Restrictive Attributive Clauses): ① The student who wears a red coat is my deskmate. ② The book that I bought yesterday is very interesting. Group 2 (Non-Restrictive Attributive Clauses): ① My deskmate, who wears a red coat, is very friendly. ② The book, which I bought yesterday, is very interesting. Ask students to read the two groups of sentences carefully, discuss with their deskmates and find out the differences between them. Then, invite students to share their findings, and the teacher summarizes the differences: the non-restrictive attributive clause is separated from the main clause by commas; it provides additional information, and if it is removed, the main clause is still complete; it usually uses which, who, whom, whose, where, when and other relative pronouns and adverbs, and that cannot be used. Design Intention: By comparing restrictive and non-restrictive attributive clauses, students can perceive the characteristics of non-restrictive attributive clauses through independent observation and discussion, which is more conducive to their understanding and memory than direct explanation by the teacher. This activity can exercise students’ observation ability and logical thinking ability, and lay a foundation for the subsequent mastery of grammar usage. Activity 2: Grammar Explanation and Practice. Combine the unit text and the vocabulary learned earlier to explain the usage of non-restrictive attributive clauses in detail. For example, take the sentence in the text: “Watson is pleased with his answer, which he thinks will impress Holmes.” Explain that “which” refers to the whole clause “Watson is pleased with his answer”, and the clause provides additional information about Watson’s feeling about his answer. Then, give more examples related to the theme of humor: ① The clown, who is very funny, made all the children laugh. ② Laughter, which can relieve pressure, is very important for our health. After the explanation, organize students to do single-sentence filling exercises. For example: ① My best friend, ______ likes telling jokes, always makes me laugh. ② The funny story, ______ I heard yesterday, made me laugh my head off. ③ We went to the cinema, ______ we watched a comedy film. Ask students to complete the exercises independently, then check the answers together, and explain the reasons for choosing the relative words. Design Intention: Combining the unit theme to explain grammar can make the grammar learning more closely connected with the actual language use, avoid the isolation of grammar learning. The single-sentence filling exercise can help students consolidate the usage of relative words in non-restrictive attributive clauses, check their mastery, and timely correct the common mistakes, such as confusing which and that, or forgetting to use commas. Activity 3: Contextual Grammar Application. Ask students to write 3 sentences with non-restrictive attributive clauses, which are related to humor, laughter or positive life attitudes. After students finish writing, invite some students to share their sentences, and the teacher comments and corrects them, focusing on the correct use of relative words and commas. Design Intention: This activity connects grammar learning with the theme of the lesson, enables students to apply the learned grammar knowledge in practical writing, and improves their ability to use grammar flexibly. At the same time, it can also cultivate students’ ability to express their views on humor and positive attitudes, which is in line with the requirements of core literacy. Step 4: Listening Practice (Skill Training) Activity 1: Pre-listening Preparation. Tell students that they will listen to a radio program about three funny stories. Before listening, present some new words and phrases related to the listening material, such as “clown doctor”, “emergency room”, “cheer up”, “take sb.’s mind off sth.”, and explain their meanings. Then, ask students to predict the content of the listening material according to the title “Funny Stories in Daily Life” and the new words. Design Intention: Pre-listening preparation can help students eliminate the obstacles of new words in listening, improve their listening comprehension ability. Predicting the listening content can arouse students’ interest in listening, make them more focused during the listening process, and exercise their ability to infer and predict. Activity 2: While-listening Practice. Play the listening material twice. For the first time, ask students to listen carefully and answer the general question: “How many funny stories are mentioned in the radio program? What are they about?” For the second time, ask students to listen again and complete the detailed information form (including the characters, places and main events of each story). After listening, organize students to check the answers in groups, then the teacher announces the correct answers and explains the difficult parts in the listening material. Design Intention: Listening twice, from general to detailed, conforms to the law of listening comprehension. The general question helps students grasp the main idea of the listening material, and the detailed information form helps students focus on the key points and improve their ability to capture specific information. Group check can enhance the interaction between students and help them learn from each other. Activity 3: Post-listening Retelling. Ask students to retell one of the funny stories they heard in pairs. Each pair can choose one story, and retell it with their own words, using the learned vocabulary and non-restrictive attributive clauses as much as possible. After 5 minutes of preparation, invite 2-3 pairs to present their retelling in front of the class, and the teacher comments on their performance, focusing on the accuracy of the content, the fluency of the expression and the correct use of language. Design Intention: Retelling is an effective way to consolidate listening comprehension and improve oral expression ability. It requires students to integrate the information they heard, organize their language and express it in their own words. Using the learned vocabulary and grammar can help students consolidate the knowledge they have learned in this lesson, and improve their ability to comprehensively use language. At the same time, pair work can enhance students’ cooperation awareness and communication ability. Step 5: Speaking Practice (Comprehensive Language Application) Activity 1: Discussion. Divide students into groups of 5, and give the discussion topic: “What is your favorite type of humor? (e.g., silent comedy, jokes, funny stories, etc.) Why do you like it? Share a funny story or joke with your group members.” Ask students to discuss in groups for 8 minutes, and remind them to use the learned vocabulary, phrases and non-restrictive attributive clauses in the discussion. The teacher walks around the classroom, observes the discussion situation of each group, and gives guidance to students who have difficulties in expression. Design Intention: The discussion topic is closely related to students’ daily life, which can stimulate their desire to express. Group discussion provides a relaxed and free expression environment for students, enabling them to practice oral English boldly. Reminding students to use the learned knowledge can help them consolidate the content of this lesson and improve their ability to use language comprehensively. The teacher’s guidance can help students solve the problems in expression in time and improve the efficiency of the discussion. Activity 2: Group Presentation. After the discussion, each group sends a representative to present the group’s discussion results. The representative needs to introduce the group’s favorite type of humor, the reasons, and share a funny story or joke. The presentation time of each group is 2-3 minutes. After each presentation, other students can ask questions or give comments, and the teacher makes a summary comment, focusing on the fluency and accuracy of the expression, the richness of the content and the correct use of language. Design Intention: Group presentation can exercise students’ oral expression ability and logical thinking ability, and enhance their confidence in speaking English. Other students’ questions and comments can promote the interaction between students and create a positive classroom atmosphere. The teacher’s summary comment can help students find their own advantages and disadvantages in oral expression, and put forward targeted improvement suggestions. Activity 3: Role-play. Ask students to play roles in pairs. One student acts as a reporter, and the other acts as a person who likes humor. The reporter interviews the other person about his/her views on humor, favorite humorous works or funny experiences. The interview should include at least 5 questions and answers, and use the learned vocabulary and non-restrictive attributive clauses. After 5 minutes of preparation, invite several pairs to perform the role-play in front of the class, and the teacher comments on their performance. Design Intention: Role-play is a practical oral communication activity, which can simulate real communication scenarios and improve students’ ability to use language in real contexts. The interview form is close to real life, which can stimulate students’ interest in participation. Requiring students to use the learned knowledge can help them consolidate the content of this lesson and improve their comprehensive language application ability. Step 6: Reading Practice (Text Comprehension and Language Accumulation) Activity 1: Pre-reading. Present the title of the reading passage “The Power of Laughter” and a picture of people laughing happily. Ask students to predict the content of the passage according to the title and the picture, such as “What is the power of laughter? How can laughter help us?” Then, introduce the background of the passage briefly: Laughter is not only a kind of emotion, but also has a positive impact on our physical and mental health. This passage will introduce the benefits of laughter and some stories about laughter. Design Intention: Pre-reading prediction can arouse students’ interest in reading and make them more focused during the reading process. The brief background introduction can help students understand the theme of the passage in advance and lay a foundation for the subsequent reading comprehension. Activity 2: While-reading. Ask students to read the passage silently. For the first time, ask them to grasp the main idea of the passage: What is the main idea of the passage? (The passage mainly introduces the power of laughter and its positive impact on people’s physical and mental health, and shares some stories about laughter.) For the second time, ask students to read carefully and complete the following tasks: ① Underline the key sentences about the benefits of laughter. ② Find out the non-restrictive attributive clauses in the passage and analyze their functions. ③ Answer the detailed questions: a. How can laughter help people physically? b. What story is mentioned in the passage to show the power of laughter? c. What can we learn from the passage? After students finish reading, organize them to check the answers in groups, then the teacher explains the difficult sentences and key points in the passage, focusing on the analysis of non-restrictive attributive clauses and the understanding of key vocabulary. Design Intention: Reading twice, from general to detailed, helps students gradually deepen their understanding of the passage. Underlining key sentences and analyzing non-restrictive attributive clauses can help students accumulate language knowledge and consolidate the grammar learned in this lesson. Answering detailed questions can help students improve their ability to capture specific information and understand the details of the passage. Group check can enhance the interaction between students and help them solve problems in reading together. Activity 3: Post-reading. Organize students to discuss the following questions in groups: “Do you agree with the view that laughter has great power? What examples can you give to prove it? How can we keep a sense of humor in our daily life?” After the discussion, invite students to share their views. Then, ask students to summarize the main content of the passage in 3-5 sentences, using the learned vocabulary and non-restrictive attributive clauses. Design Intention: Post-reading discussion can help students deepen their understanding of the theme of the passage, connect the content of the passage with their own daily life, and cultivate their ability to think independently and express their views. Summarizing the passage can help students improve their ability to generalize and organize language, and consolidate the knowledge learned in this lesson. Step 7: Writing Practice (Comprehensive Language Application and Consolidation) Activity 1: Writing Guidance. Tell students that they will write a short passage about “My Favorite Humorous Story” or “The Importance of Laughter”. First, guide students to sort out the writing outline: ① Introduction: Briefly introduce the topic (e.g., My favorite humorous story is about... / Laughter is very important in our life...). ② Body: Describe the details of the story or the benefits of laughter, using the learned vocabulary, phrases and non-restrictive attributive clauses. ③ Conclusion: Express your feelings or views (e.g., This story always makes me laugh and teaches me to keep a positive attitude. / We should laugh more and enjoy our life.). Then, present a model passage on the screen, and analyze its structure and the use of language, focusing on the application of non-restrictive attributive clauses and humor-related vocabulary. For example: “My Favorite Humorous Story My favorite humorous story is about a little boy, who always makes people laugh with his innocent words. One day, the boy went to the supermarket with his mother. When he saw a box of chocolates, he asked his mother to buy it for him. His mother said, ‘You have already eaten too many chocolates, which is not good for your teeth.’ The boy looked at his mother and said, ‘But mom, chocolates make me happy, which is good for my heart.’ His words made his mother laugh, and she finally bought the chocolates for him. This story is very funny, and it tells me that we should always keep a pure and positive heart.” Design Intention: Writing guidance can help students clarify the writing structure and requirements, avoid confusion in writing. The model passage can provide students with a reference, let them learn how to organize language and use the learned knowledge in writing, and improve their writing ability. Analyzing the model passage can help students better grasp the key points of writing and lay a foundation for their own writing. Activity 2: Independent Writing. Ask students to write a short passage of 80-100 words according to the writing outline and the model passage. Remind them to use the learned vocabulary, phrases and non-restrictive attributive clauses, pay attention to the coherence and fluency of the passage, and check the spelling, grammar and punctuation after finishing writing. The teacher walks around the classroom, provides guidance to students who have difficulties in writing, and corrects the mistakes in their drafts in time. Design Intention: Independent writing is an important way to test students’ comprehensive language application ability. It requires students to integrate the vocabulary, grammar and other knowledge learned in this lesson, and express their views and feelings in writing. The teacher’s guidance can help students solve the problems in writing in time, improve the quality of their writing. Checking the passage by themselves can help students develop a good writing habit and improve their ability to correct mistakes. Activity 3: Peer Evaluation and Revision. Ask students to exchange their drafts with their deskmates, and evaluate each other’s passages according to the following standards: ① Is the structure clear? ② Are the vocabulary and grammar used correctly? ③ Is the content coherent and fluent? ④ Are there any spelling or punctuation mistakes? After the evaluation, students revise their own passages according to their deskmates’ suggestions. Then, invite some students to share their revised passages, and the teacher makes a summary comment, focusing on the advantages and disadvantages of the passages, and puts forward targeted improvement suggestions. Design Intention: Peer evaluation can help students learn from each other, find out their own mistakes and deficiencies in writing, and improve their ability to evaluate and revise. Revising the passage according to the suggestions can help students improve the quality of their writing. Sharing the revised passages can enhance students’ confidence in writing and create a positive learning atmosphere. Step 8: Summary and Extension (Consolidation and Application) Activity 1: Class Summary. Invite students to summarize the content of this lesson, including the core vocabulary, phrases, non-restrictive attributive clauses, and the listening, speaking, reading and writing skills they have practiced. Then, the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson, and reviewing the learning objectives of this lesson, so that students can clearly understand what they have learned and mastered in this lesson. Design Intention: Letting students summarize the lesson can help them sort out the knowledge they have learned, deepen their memory, and improve their ability to generalize. The teacher’s supplementary summary can help students consolidate the key and difficult points, and ensure that students have mastered the core content of this lesson. Activity 2: Extension Activity. Assign an after-class extension task: ① Collect 3-5 English funny stories or jokes, and share them with the class in the next lesson. ② Write a short passage about “How to Keep a Sense of Humor” and hand it in the next class. ③ Watch an English comedy film and write a short film review (about 50 words), focusing on the humorous elements in the film. Design Intention: The extension activity connects the classroom learning with the after-class life, enables students to continue to consolidate and apply the knowledge learned in this lesson, and expands their learning space. Collecting funny stories and watching comedy films can stimulate students’ interest in learning English, and writing film reviews can further improve their writing ability and comprehensive language application ability. Activity 3: Emotional Education. Tell students: “Laughter is a universal language, which can bring happiness to ourselves and others. In our daily life, we should keep a positive attitude, learn to find humor around us, and use laughter to face difficulties and setbacks. I hope you can all become people who love life and can bring happiness to others.” Design Intention: Combining the unit theme and the content of this lesson, carrying out emotional education can help students establish a positive life attitude, realize the value of laughter and humor, and achieve the goal of cultivating students’ emotional attitude and values, which is in line with the requirements of core literacy. 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 $