外研版（2019）高中英語選擇性必修第一冊Unit 1－Unit 6全冊共6套單元教學(xué)設(shè)計匯編

第第頁外研版（2019）高中英語選擇性必修第一冊Unit1－Unit6全冊共6套單元教學(xué)設(shè)計匯編Unit1LaughoutLoud!單元教學(xué)設(shè)計UnitthemeThethemecontextofthisunitis"manandself",andthethemecontextinvolvedisapositiveattitudetowardslife.Thisunithasavarietyofarticles,includingquestionnaire,narrative,dialogue,essays,blogandsoon.Startingfromavideoofcomedyhistory,thisunit,inturn,presentstheselfquestionnaire,thestoryoftheclowndoctor,theBritishhumorousstory,MarkTwainandLinYutanglifehumorstory,CharlieChaplincharactersintroducelearningcontent,frommultipleanglesexpoundsthetopicsrelatedtothepositiveattitudetowardslife,aimstohelpstudentstobettermanagetheiremotions,alwayskeephappymood,withapositiveattitudetofacelife,setupthecorrectattitudetowardslife.UnittargetStudentswereabletofollowaroundthethematiccontextcontentofthisunit,Basedonthequestionnaire,narrative,dialogue,argumentativeessays,blogandothermultimodaldiscourseprovidedbytheunit,Usingavarietyoflanguageskills,Readtheintroductiontothehumorouscharactersandtheirexperiences,Understandandtalkabouttopicsrelatedtohumor,Useappropriatewordsandexpressionstotellhumorousstories,Introducingthecomedians,UnderstandthehumorousqualitiesofoutstandingChineseandforeigncharacters,Deepentheunderstandingofthemeaningoftheunittheme;Alsobeabletobeabletousewhattheunithaslearned,Bycomparison,byanalysis,Withtheirownreality,Createandperformtalkshowsandhumdramas,Developapositiveandoptimisticattitudetowardslife,Explorethemysteriesofhappiness,Establishapositiveoutlookonlife,Realizetheexpansionandmigrationofknowledgeandthinkingability;Abilitytousevariouslearningstrategies,Intheprocessofindependentlearning,cooperativelearningandinquirylearning,Combinethereflectiveandevaluativeproblemstocontinuouslymonitor,evaluate,reflectonandadjustthelearningcontentandprocessprovidedbytheunit,StimulatetheinterestinEnglishlearning,Improveyourabilitytoanalyzeandsolveproblems,Improveyourunderstandingandexpressionskills,Finally,topromotethecomprehensiveimprovementoftheirownlanguageability,culturalconsciousness,thinkingqualityandlearningability.Startingout板塊教學(xué)設(shè)計（建議時長10–15分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）lessontypeViewing+SpeakingThemecontextPeopleandself——positiveattitudetowardslife[電]contentanalysisTherearetwoactivitiesinthissection.Activity1presentsavideoaboutthehistoryofcomedy,whichintroducestheorigin,development,representativefiguresandtypesofcomedy,andclarifiesthatalthoughcomedyisinfluencedbyTheTimesanddifferentcultures,thejoybroughtbycomedytopeopleremainsunchanged.Activity2isaquestionnaire,askingstudentstochoosetheirowntreatmentmethodsindifferentsituations,tohelpstudentstoformapreliminaryunderstandingoftheirownindividualcharacteristics.instructionalobjectivesAttheendofthissection,studentscan:Understandthegeneralideaofthethemeofthevideo,quicklyextractthekeyinformationfromthevideo,suchastheorigin,development,representativecharacters,types,etc.,andintroducethetheme;Basedontheirowndailylifeanddivergentthinking,theycanunderstandthejokesofdifferentcomediesunderdifferentculturalbackgrounds,activatestudents'existingbackgroundknowledgeandlanguageknowledge,andstimulatetheirinterestintopics;Bymakingquestionnaires,Icanunderstandmyself,expressmypersonalviewsonthetopicaccordingtothedimensionsof"withmyself"and"withothers",andsummarizewhatindividualcharacteristicsarereflectedindifferentprocessingmethodsindifferentsituations.keyteachingpoints；focalpointGuidestudentstoinitiallyunderstandtheorigin,development,representatives,typesofcomedy,andcontacttheactuallifeandtheirownexperience,understandthedifferentcomedyjokesunderdifferentculturalbackgrounds,soastopavethewayandwarmupforthelearningactivitiesofthewholeunit.difficultpointinteachingGuidethestudentstoknowthemselvesandexpresstheirpersonalviewsonthetopic.instructionalstrategiesAudio-visualteachingmethod,communicativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstopayattentiontothekeyinformation.Teacherplaysthevideoagainandasksstudentstoanswerthefirstquestion.Teacherasksstudentstochecktheanswerwiththeclass.Teacherasksstudentstoanswerthesecondquestion.Studentswatchthevideoandpayattentiontothekeyinformation.Studentsanswerthefirstquestionandchecktheanswer.Studentsanswerthesecondquestion.Toarousestudents’interestandhavestudentsthinkaboutthedifferencesofpeople’scognitionofcomedyindifferentculturesanddifferenttimes.Activity2Teacherasksstudentstoreadthequestionnaire.Teacherasksstudentstocompletethequestionnaireanddiscusstheresults.Teacherasksstudentstochecktheirresultsonpage84toseewhethertheyarethesamewiththeiranalyses.Studentsreadthequestionnaire.Studentscompletethequestionnaireanddiscusstheresults.Studentschecktheirresultsonpage84toseewhethertheyarethesamewiththeiranalyses.Tomakestudentsreflectonthemselvesandestablishacorrectattitudetowardslife.Understandingideas板塊教學(xué)設(shè)計（建議時長30–35分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）課型Reading主題語境Peopleandself——positiveattitudetowardslife內(nèi)容分析Thetypeofthetextinthissectionisnarrative,whichtellsthestoryofaclowndoctorthroughmagic,singing,tellingstoriesandtellingjokestorelievethepainofpatients.Whilereadingthetext,studentscanincreasetheirknowledge,enrichtheirlifeexperience,andrealizetheimportanceofhavingapositivelifeattitudeof"helpingothers".Intheintroductionactivitybeforereading,pleaselookatthepicturesandfindoutwhereyoucanseetheclown,aimingtoactivatethestudents'existingknowledgeoftheclownandpavethewayfortheappearanceoftheclowndoctorinthetext.Inthereadingactivity,pleasefindoutthespecialplaceoftheclowndoctor'swork,andechowiththepre-readingactivity.Afterreading,theactivitieshelpstudentsthroughthematchingofparagraphsandquestions,explorethesignificanceofthetheme,cultivatestudents'logicalthinkingandcriticalthinking,andguidestudentstoconstructamulti-culturalperspective.教學(xué)目標(biāo)Attheendofthissection,studentscan:Understandthejobresponsibilitiesandworkmethodsoftheclowndoctor;Masterthelanguageknowledgeinthetextthroughthecontext,lookupthedictionaryandtheteacher'sexplanation,andfurtherunderstandthemeaningofthetext;Throughunderstandingthecontentofthetext,deepentheunderstandingofthemeaningofthetheme,andformapositive,optimisticandsmilingattitudetowardslife.教學(xué)重點Guidethestudentstoreadthetext,understandtheauthor'swritingintention,andtheclowndoctor'sjobresponsibilitiesandworkmethods;Guidestudentstomasterthelanguageknowledgeinthetextthroughthecontext,dictionaryandteacherexplanation,anddeeplyunderstandthemeaningofthetext.教學(xué)難點Guidestudentstothinkdeeplyabouttheworkoftheclowndoctor,andformapositiveandoptimisticattitudetowardslife.教學(xué)策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstolookatthepicturesandpredictwhereaclowncanbeseen.Teacherinvitessomestudentstosharewhattheyknowaboutclowns.Teacherasksstudentstopredictthecontentofthetextaccordingtothepicturesandthetitle.Studentslookatthepicturesandpredictwhereaclowncanbeseen.Somestudentssharewhattheyknowaboutclownswiththeclass.Studentspredictthecontentofthetextaccordingtothepicturesandthetitle.Tohavestudentsgettoknowthebackgroundinformationaboutclowns.Topreparestudentsforreading.Activity2Teacherasksstudentstoreadthepassagequicklyandfindoutwhatisspecialabouttheclown’sjob.Teacherasksstudentstoanswerthequestions.Studentsreadthepassagequicklyandfindoutwhatisspecialabouttheclown’sjob.Studentsanswerthequestions.Toleadstudentstothereadingofthepassage.Activity3Teacherasksstudentstoreadtheoptionsindividuallyandmatchthequestionstotheparagraphs.Teacherasksstudentstoreadthepassageagainandmakenoteswhilefindingouttheanswers.Teacherasksstudentstochecktheiranswersingroups.Teacherinvitestherepresentativestosharetheiranswerswiththeclass.Studentsreadtheoptionsindividuallyandmatchthequestionstotheparagraphs.Studentsreadthepassageagainandmakenoteswhilefindingouttheanswers.Studentschecktheiranswersingroups.Therepresentativessharetheiranswerswiththeclass.Totrainstudents’abilitytoextractinformation.Tohavestudentsgatherinformationandcomprehendthepassage.Activity4Teacherasksstudentstoreadtheinformationgiveninthechartandmakecleartheintentionoftheactivity.Teacherasksstudentstoreadthepassagecarefullyagainandcompletethejobadvertisement.Teacherasksstudentstoreadtheadvertisementandcheckstheanswerswiththeclass.Teacherdirectsstudentstodiscusstheformandstructureofjobadvertisementandtrytowriteone.Studentsreadtheinformationgiveninthechartandmakecleartheintentionoftheactivity.Studentsreadthepassagecarefullyagainandcompletethejobadvertisement.Studentsreadtheadvertisementandchecktheanswerswiththeteacher.Studentsdiscusstheformandstructureofthejobadvertisementandtrytowriteone.Toexaminehowmuchstudentshavegraspedthedetailedinformation,andcultivatestudents’abilitytoreaddeeply.Activity5Teacherdividestheclassintogroupsandasksstudentstodiscussthedifferencesbetweenclowndoctorsandmedicaldoctorsonthebasisofthepassage.Teacherasksstudentstogathermoreinformationandcompletethediagram.Teacherinvitessomestudentstosharetheirgroupopinionandexplainthereasons.Studentsworkingroupstodiscussthedifferencesbetweenclowndoctorsandmedicaldoctors.Studentsgathermoreinformationandcompletethediagram.Somestudentssharetheirgroupopinionsandexplainthereasons.Tohelpstudentstomakeadeepcomprehensionofthethemeofthepassageandsolveproblemsinrealsituation.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestodigthethemeandthinkaboutcaringandhelpingothers.Usinglanguage板塊教學(xué)設(shè)計（建議時長80–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）lessontypeReading+Listening+SpeakingThemecontextPeopleandself——positiveattitudetowardslife[電]contentanalysisThemaincontentofthegrammarpartofthissectionistheunqualifiedattributiveclauses.Twosmallparagraphsrespectivelyintroducethemysteryofhappinessandahumorousstorytohelpstudentsmastertheusageofclausesinspecificcontext;thevocabularypartpresents"laugh"andhelpsstudentslearntodescribedifferent"laugh";andthespeakingpartisaradioprogramthattellsthreehumorousstories.Thissectionhelpsstudentstodeeplyfocusonthemeaningandfunctionoflanguage,deepentheunderstandingofunittopicsthroughthecomprehensivetrainingofskillsinrealcontext,andimprovetheall-roundcomprehensivelanguageapplicationability.instructionalobjectivesAttheendofthissection,studentscan:Understandthesimilaritiesanddifferencesofrestrictiveattributiveclausesandnon-restrictiveattributiveclauses,andlearntousenon-restrictiveattributiveclausescorrectlyindiscoursewriting;LearnanduseEnglishidiomstoexpressallkindsof"laughter",findmoresimilarEnglishidioms,understandthemeaningoftheseEnglishidioms;Guidestudentstothinkabouthowtomaintainahealthyandoptimisticattitudeindifficultsituations,sothattheycanalwayshaveapositiveattitude;Guidestudentstopayattentiontothepragmaticfunction,learntotellhumorousstoriesandmakecommentsinEnglish,andbeabletousetherelevantexpressionstheyhavelearnedinreallife.keyteachingpoints；focalpointGuidestudentstofurtherunderstandthesimilaritiesanddifferencesbetweenrestrictiveattributiveclausesandnon-restrictiveattributiveclauses,andmastertheusageofnon-restrictiveattributiveclauses;GuidestudentstolearntousemoreEnglishidiomstosimplyexpressavarietyof"laughter".difficultpointinteachingGuidestudentstocorrectlyusenon-qualifiedattributiveclausesindiscoursewriting,learntotellhumorousstoriesandmakecommentsinEnglish;Guidestudentstothinkabouthowtomaintainahealthyandoptimisticattitudeindifficulties,sothattheycanalwayshaveapositiveattitude.instructionalstrategiesTask-basedteachingmethod,discoveryteachingmethod,communicativeteachingmethod,listeningandspeakingteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesinthefirstboxandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1-2.TeacherasksstudentstoreadandcomparetheexamplesentencesagaintoanswerQuestion3.Teacherasksstudentstoconcludetheusageofnon-definingattributiveclausesandpaymoreattentiontothesimilaritiesanddifferencesofdefiningattributiveclausesandnon-definingattributiveclauses.Teacherasksstudentstolookformoresentenceswiththesimilarstructuresinthereadingpassage,andhelpsstudentstosummarisetheusesofnon-definingattributiveclauses.StudentsreadthesentencesinthefirstboxandanswerQuestions1-2.StudentsreadandcomparetheexamplesentencesagaintoanswerQuestion3.Studentsconcludetheusesofnon-definingattributiveclausesandthesimilaritiesanddifferencesofdefiningattributiveclausesandnon-definingattributiveclauses.Studentslookformoresentenceswiththesimilarstructuresinthereadingpassage,andsummarisetheusesofnon-definingattributiveclauses.Toencouragestudentstodiscoverthegrammarusagebythemselves.Tofurtherenhancestudents’understandingofthefunctionsandusageofnon-definingattributiveclauses.Activity2Teacherasksstudentstoreadthetwosimplesentencesgivenineachadviceanddecidewhichsentenceshouldbethemainclauseandwhichoneshouldbethesubordinateclause.Teacherasksstudentstofindouttherelationshipbetweenthemodifiednounsorsentencesandtheconjunctionsofclauses.Teacherasksstudentstorewritethetipswithnon-definingattributiveclauses.Teacheraskssomestudentstoreadtheclausestheymadeandotherscheckanswerswiththeclass.Teacherasksstudentstoconcludehowtomakesentencesusingnon-definingattributiveclauses.Studentsreadthetwosimplesentencesgivenineachadviceanddecidewhichsentenceshouldbethemainclauseandwhichoneshouldbethesubordinateclause.Studentsfindouttherelationshipbetweenthemodifiednounsorsentencesandtheconjunctionsofclauses.Studentsrewritethetipswithnon-definingattributiveclauses.Somestudentsreadtheclausestheymadeandotherschecktheanswers.Studentsconcludehowtomakesentencesusingnon-definingattributiveclauses.Togetstudentstopractiseusingnon-definingattributiveclause.Activity3Teacherasksstudentstoreadthediscourseandgetitsmainideabythemselves.Teacherasksstudentstocompletethejokewiththesentencepartsintheboxusingwho/whichandcommaswhereappropriate.Teacheraskssomestudentstosharetheiranswerswiththeclass.Studentsreadthediscourseandgetitsmainideabythemselves.Studentscompletethejokewiththesentencepartsintheboxusingwho/whichandcommaswhereappropriate.Somestudentssharetheiranswerswiththeclass.Tohelpstudentsconsolidatetheapplicationofnon-definingattributiveclausesinauthenticcontext.Activity4Teacherasksstudentstoworkingroupsandthinkofajoketheyfindfunnyandwriteitdownusingnon-definingattributiveclauseswhereappropriate.Teacheraskssomestudentstosharetheirjokesinfrontoftheclass.Teachermakescomments.Studentsthinkofajoketheyfindfunnyandwriteitdownusingnon-definingattributiveclauseswhereappropriate.Somestudentssharetheirjokesinfrontoftheclass.Toenlargestudents’vocabularyandhavethemformanoptimisticoutlookonlife.Activity5Teacherplaystheaudioandasksstudentstocompletetheconversations.Teacherasksstudentstoreadtheconversationsandwritedowntheanswers.Teachercheckstheanswerswiththestudents.Studentslookatthesixpictures,andguessthemeaningsoftheidioms.Studentslistentotheaudioandcompletetheconversations.Studentschecktheanswerswiththeteacher.Totrainstudentstograspkeyinformationofthelisteningmaterials,andmakekeynoteswhilelistening.Activity6Teacherasksstudentstomatchtheidiomstotheexplanationsgivenindividually.Teacheraddsmorewordsorphrasesthatcanexpress“l(fā)augh”andasksstudentstoguessthemeaningsofthem.TeacherasksstudentstoexplaintheexpressionsinEnglishbycooperatingingroups.Teacherasksthegroupstoshowtheiranswerswiththeclass.Studentsmatchtheidiomstotheexplanationsgivenindividually.Studentsguessthemeaningsofthewordsandphrasestheteacheradds.StudentsexplaintheexpressionsinEnglishbycooperatingingroups.Somestudentssharetheiranswerswiththeclass.TohelpstudentsconsolidatetheirvocabularythroughexplainingexpressionsinEnglish.Trainstudentstolearncooperativelearning.Activity7Teacherasksstudentstoworkinpairsanddiscusswhatsituationstheexpressionscanbeused.Teacherasksstudentstochooseonesituationandmakeadialoguewiththephrasesabout“l(fā)augh”they’velearnt.Teacherinvitessomepairstoshowtheirdialogues.Teacherasksstudentstomakecommentsandselectthebestpair.Studentsworkinpairsanddiscusswhatsituationstheexpressionscanbeused.Studentschooseonesituationandmakeadialoguewiththephrasesabout“l(fā)augh”they’velearntSomestudentsshowtheirdialogues.Studentsmakecommentsandselectthebestpair.Tohavestudentsusewhattheylearntinnewsituations.Totrainstudents’abilitiestouselanguage.Activities8-9Teacherasksstudentstolookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Teacherplaystheaudioandasksstudentstolistenandchoosethepicturesmentioned.Teachercheckstheanswerswiththestudents.Teacherplaystheaudioagainandasksstudentstocompletethenotes.Teacheraskssomestudentstoreadthewholenotesandotherschecktheanswers.Teacherasksstudentsworkinpairs,discusswhichofthepracticaljokesisthefunniestandgivereasons.Studentslookatthefourpictures,describethemandpredictwhattheaudiotalksabout.Studentslistentotheaudioandchoosethepicturesmentioned.Studentschecktheanswerswiththeteacher.Studentslistentotheaudioagainandcompletethenotes.Somestudentsreadthewholenotesandotherschecktheanswers.Studentsworkinpairs,discusswhichofthepracticaljokesisthefunniestandgivereasons.Tohelpstudentsgraspthemainideaandunderstandthedetailsofthelisteningmaterials.Tostrengthenstudents’abilitytousetheme-relatedlanguagetoexpressviewsafterlistening.Activities10-11Teacherasksstudentstoreadandunderstandtheexpressionsfromtheradioprogramme.Teacherasksstudentstocompletetheboxeswiththeexpressionsaccordingtotheirpragmaticfunction.Teacherasksstudentstochecktheanswerswithclass.Teacherdividesstudentsintopairsandasksthemtotellstoryandmakecommentsinpairs.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.Studentsreadandunderstandtheexpressionsfromtheradioprogramme.Studentscompletetheboxeswiththeexpressionsaccordingtotheirpragmaticfunction.Studentschecktheanswerswiththeclass.Studentstellstoryandmakecommentsinpairs.Somestudentsactouttheirconversationsinfrontoftheclassandotherstudentsmakecomments.Tohavestudentspayattentiontothepragmaticfunction.Toencouragestudentstomakefreeandopencommunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearnt.Tohavestudentsmakeevaluationandreflection.Developingideas板塊教學(xué)設(shè)計（建議時長80–90分鐘，教師可根據(jù)教學(xué)實際酌情調(diào)整。）lessontypeReading+WritingThemecontextPeopleandself——positiveattitudetowardslife[電]contentanalysisThissectionpresentsthetextreflectingthethemeoftheunitfromanotherAngle,andthediscoursetypeistheessay.ThetitleofthetextisTheImportanceofHumor,whichisanimportantpartofhumanbehavior,whichisnotonlyawayoflife,butalsoatoolusedtoclarifytheworld.ThetextexpoundsthehumorousstoryofMarkTwainandMr.LinYutang,discussestheimportanceofhumor,andbrieflyintroducesandevaluatesCharlieChaplinandhisworks.instructionalobjectivesAttheendofthissection,studentscan:Byextractingthegeneralideaofthetext,combingthestructureofthetext,tobetterunderstandtheimportanceofhumor;Throughanalyzing,summarizingandintegratingMarkTwainandLinYutang'shumorinhisworksandlife,theycanunderstandtheirlifewisdom,learntheiropen-mindedoutlookonlife,andestablishapositiveandhealthyworldoutlook,outlookonlifeandvalues;3.Byobservingthediscourse,Icanfindthebasiccontent,stylisticcharacteristicsandwritingtechniquesofthecharacterintroduction,andIcanusetheknowledgetointroduceafamiliarandfavoritecomedian.keyteachingpoints；focalpoint1.Guidethestudentstohaveacomprehensiveunderstandingofthetwomastersanddeeplyunderstandthediscoursethroughreading;2.Trainstudentstodiscoverthebasiccontent,stylisticcharacteristicsandwritingtechniquesofcharacterintroduction,andtousetheknowledgetointroduceafamiliarandfavoritecomedian.difficultpointinteaching1.Guidethestudentstowriteaboutthecharacterintroduction;2.LearnMarkTwainandLinYutang'shumorouswayintheirworksandlife,understandtheirlifewisdom,open-mindedoutlookonlife,andestablishapositiveandhealthyworldoutlook,outlookonlifeandvalues;instructionalstrategiesP-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacheraskstwostudentstoreadtheshortintroductionstoMarkTwainandLinYutangrespectivelyandhelpsstudentscleartheobstaclesinreading.Teacherasksstudentstoreadtheshortintroductionsandgetthemainideasofthem.TeacheraskssomestudentstosharewhatelsetheyknowaboutMarkTwainandLinYutangwiththeclass.StudentsreadtheshortintroductionstoMarkTwainandLinYutangrespectivelyandcleartheobstaclesinreading.Studentsreadtheshortintroductionsandgetthemainideasofthem.StudentssharewhatelsetheyknowaboutMarkTwainandLinYutangwiththeclass.Toactivatestudents’theme-relatedbackgroundknowledgeandprepareforthefollowingreadingactivities.Activity2Teacherasksstudentstoreadtheactivityinstructionandmakesuretheyunderstandthereadingtask.TeacherasksstudentstoreadthepassagetofindoutMarkTwainandLin’sattitudetowardshumour,andrefertodictionarywhennecessary.Teacherinvitessomestudentstopresenttheiranswersandotherstudentstomakesupplements.Studentsreadtheactivityinstructionandmakesuretheyunderstandthereadingtask.StudentsreadthetexttofindoutMarkTwainandLin’sattitudetowardshumour,andrefertodictionarywhennecessary.Studentspresenttheiranswersandotherstudentsmakesupplements.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Activity3Teacherasksstudentstoreadthepassageindividually,organisetheinformationfromthepassageandcompletethediagram.Teacherasksstudentstochecktheiranswersandlearnfromeachotheringroups.Teacherinvitessomestudentstoretellthepassageandotherstudentstomakesupplements.1.Studentsreadthepassageindividually,organisetheinformationfromthepassageandcompletethediagram.2.Studentschecktheiranswersandlearnfromeachotheringroups.3.Somestudentsretellthepassageandotherstudentsmakesupplements.Toteststudents’abilitiestosortoutthestructureandspecificinformationofapassageThink&ShareTeacherasksstudentstoworkinpairstodiscussthefourquestions.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.Studentsworkingroupstodiscussthefourquestions.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.Tohelpstudentsfurtherexplorethetopic.Toimprovestudents’criticalthinkingability.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity4Teacherasksstudentstoreadtheequationfromthepassage,thinkofitandtryansweringthequestionsindividually.Teacherasksstudentstoworkingroupstofullyexpresstheirownopinionsandgivereasons.Teacheraskssomegroupstosharetheiropinionsoftheequationandothersmakecomments.Teacherasksstudentstopaycloseattentiontoself-evaluationandthinkabouttheirperformancesinthisactivity.Teachermakesadvicetoimprovestudents’performances.Studentsreadtheequationfromthepassage,thinkofitandtryansweringthequestionsindividually.Studentsworkingroupstofullyexpresstheirownopinionsandgivereasons.Somegroupssharetheiropinionsoftheequationandothersmakecomments.Studentsthinkabouttheirperformancesinthisactivity.Toinspirestudentstothinktheauthor’sattitudeandthevalueofthepassageandcultivatestudents’abilitytothinkcreatively.Activity5TeacherasksstudentstosharetheinformationaboutCharlieChaplinthattheyhaveknown.Teacherasksstudentstoreadtheblogpostquicklyandmatchtheheadingstotheparagraphs.Teachercheckstheanswerswiththestudents.StudentssharetheinformationaboutCharlieChaplinthattheyhaveknown.Readtheblogpostquicklyandmatchtheheadingstotheparagraphs.Studentschecktheanswerswiththeteacher.Totrainst