新北师大高中英语选择性必修二 Unit4 Unit 4 Humour 汇总教案

Topic Talk板块教学设计

（建议时长40–45分钟，教师可根据教学实际酌情调整。）

课型

Listening + Speaking

主题语境

人与自我——积极乐观的生活态度

内容分析

本部分包括两篇听力材料，第一篇听力材料为人物对话，谈论喜欢的幽默形式、喜欢的原因和幽默的益处。第二篇听力材料的人物对话中，一位朋友向另一位讲述了一个好笑的故事。该课作为本单元的起始课，起到了激活主题相关背景知识的作用，并为本单元后面的教学内容做了话题、词汇以及思维的铺垫。

教学目标

1. 通过听力材料1的练习，获取表达各种幽默形式和其作用的词汇和句式。
2. 基于对听力材料1的理解，画出它的结构图，从而形成如何谈论幽默的结构化知识。
3. 通过听力材料2的练习，感知如何讲述有趣故事。

教学重点

1. 引导学生画出听力材料1的知识结构图。
2. 学会边听材料内容，边记录材料中的重要信息。

教学难点

1. 引导学生表达对某种幽默形式的喜爱，并给出原因。
2. 引导学生叙述幽默故事。

教学策略

听说法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Words & expressions

1. T presents some key words about the topic.

2. T asks the Ss to use some words and expressions to describe funny things.

Ss get familiar with the words that can be used to describe funny things.

Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be used in the lesson.

 Lead in Activity

1. T asks Ss the following questions:

Is it important that we laugh from time to time? Why?

What makes you laugh?

Why does it make you laugh?

Ss think and answer the questions.

1. Shorten the distance between Ss and T;

2. Get Ss to know the topic of the new lesson.

Listening 1

1. In the first-time listening, T presents the Test Builder and asks students to fill in the blanks.

2. In the second-time listening, T asks Ss to draw a mind map for the text.

3. Based on the mind map, T asks Ss to talk about funny things they enjoy.

1. Ss listen to the text carefully and take notes to help them get the key information.

2. Use their notes to draw a mind map of the text.

3. Ss use the mind map to talk about funny things.

1. Ss understand and catch the key information of the text.

2. Ss use the listening skill to help them take down information and organize it.

3. Help Ss apply the mind map to their own situation.

Listening 2

T presents a diagram to prepare Ss for the second listening material:

In what order will a funny story be told?

Ss listen to the material carefully and try to complete the blanks in the diagram.

Get Ss to know how to tell a funny story and further improve their listening ability.

Explore further

T invites Ss to discuss and share their understanding about the quotes below:

“Laughter is the best medicine.”

“Comedy is simply a funny way of being serious.”

Ss read the quotes, think and talk about their opinions.

Ss think about the benefits of laughter.

Pair work

T shows the text builder from the first listening material again and talk about the forms and benefits of humor.

Ss work in pairs and discuss the forms and reasons.

Ss review what they have learnt in this period.

Self-evaluation

Teacher shows a self-evaluation table for Ss to reflect.

Ss finish the self-evaluation individually.

Ss assess their performance in the class and adjust their attitude and method in the next class.

Homework

T assigns the homework:

Please write a short paragraph about what they find funny and why people need humor.

Organize ideas in a logical way.

Use the expressions we learnt today if necessary.

Ss finish the homework after class.

Ss review and compose a writing to practice their creativity.

Lesson 1 What’s so funny? 板块教学设计

（建议时长40–45分钟，教师可根据教学实际酌情调整。）

课型

Reading + Speaking

主题语境

人与自我——幽默故事

内容分析

该课包含三个语篇，分别讲述了三个幽默有趣的故事。

教学目标

1. 获取并梳理三个幽默故事的基本信息；

2. 整合文本信息，完成表格；

3. 基于所学，借助表格和关键词汇复述三个故事，并解释三个故事幽默的地方：

教学重点

引导学生整合文本信息并形成结构化知识，并借此复述故事。

教学难点

引导学生解释幽默故事的幽默之处。

教学策略

P–W–P阅读模式

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Before reading

T asks Ss the following question:

Do you like reading humorous or funny stories? Why?

Ss discuss with their partner and share their answers with the whole class.

Activate Ss’ information related to the topic and explain some new words and expressions in the reading material.

While reading

Activity 1

T asks Ss to work in groups of three and read one of the stories and answer the questions:

Which characters are in the story?

Where are they?

What happened to/between them?

Why is it funny?

Ss work in groups of three and read one of the stories before they share with their group members the answers.

Guide Ss to grasp detailed information of the text.

While reading

Activity 2

T asks Ss to read the three texts carefully and fill in the table

Ss read carefully and fill in the table.

Ss get the detailed information of the texts and pay attention to the language.

While reading

Activity 3

T asks Ss to read again and discover what make the stories funny.

Ss read the three texts again and think about what make the stories funny.

Lead Ss to think deep about the reason behind the humor.

After reading Activity 1

T asks Ss to work in groups of three and retell the stories based on the table.

Ss retell the stories by referring to the table.

Ss try to review what they have read.

After reading Activity 2

T asks Ss to complete the summaries of the stories.

Ss think and find out key expressions in the stories.

Ss pay attention to the language used in telling the funny stories.

Review

T organizes Ss to form a group of 3 and asks them to take turns to retell the one of the stories without referring to the book or notes.

Ss try to retell the stories based on their own memory.

Ss review the language and the text structure.

Group Discussion

1.T asks Ss to tell each other which story they like most and provide reasons.

2.T asks Ss to read another three jokes and talk about the funny parts.

1.Ss talk about their favorite story of the three and explain reasons.

2.Ss read another three jokes and talk about the funny parts.

Ss apply what they have learnt in new situations.

Quiz

T shows Ss two exercises and instructs Ss to finish them.

Ss fill the blanks and complete the sentences according to the tips.

Practice and check whether Ss have learnt well.

Self-evaluation

T presents Ss two questions to check Ss’ understanding.

Ss answer the three questions individually and carefully.

Ss assess their performance in the class and adjust their attitude and method in the next class.

Homework

T asks Ss to search for a funny story and tell it to the class in the next period.

Ss finish it after class.

Apply the language related to the topic and the structure of the text and deepen Ss’ understanding of humor.

Lesson 2 Why Do We Need Humour?板块教学设计

（建议时长40分钟，教师可根据教学实际酌情调整。）

课型

Listening + Speaking

主题语境

人与社会——幽默的影响

内容分析

本部分包含两篇听力文本。第一篇文本是一个演讲，通过访问的形式，向观众介绍了幽默对我们身体和心理的影响。在身体方面，幽默可以帮助我们放松肌肉、避免心脏疾病、增强免疫力；在心理方面，笑与好心情之间有着双向的影响，且无论心情好坏，幽默都对我们的生活有着深远影响；第二篇文本是一则对话，说话者Mike用亲身经历为例向Jennifer介绍了自己用幽默缓解尴尬境遇，从而说明幽默对我们生活的影响。

教学目标

4. 获取听力语篇中关于“Humour”对我们身心的影响，完成填空和思维导图。
5. 利用听力语篇中的问题来获取主要大意并定位问题的答案，并能够掌握这一技能从而运用到平时的听力中。
6. 谈论自己运用幽默的例子来说明幽默的影响。
7. 在生活中应用幽默以提升交流能力、增进人际关系。

教学重点

1. 利用问题获取听力语篇中关于“Humour”的影响的关键信息；
2. 掌握利用问题定位答案的听力技能。

教学难点

3. 谈论自己运用幽默的例子。

教学策略

听说法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

T lead students to discuss about humour in groups to predict effects of it.

1. Ss have a discussion about the following questions.

① Who do you think is the most humorous in your class?

② How do you feel about him/her?

  ③ What can humour do for us?

Activate common knowledge about the topic of “humour” and form expectations about its effects.

Activity 2

1. T plays the record of Part 1of the speech for Ss to write down the main idea and the aspects mentioned.

2. T plays the record of Part 2 of the speech for Ss to finish Ex. 3.

3. T plays the record of Part 3 of the speech for Ss to finish Ex. 4 and remind Ss to pay attention to the questions.

4. T plays the record of the whole speech again for Ss to take down the questions the author uses and asks them to summarize the answers  to form a mind map of the structure of the speech.

1. Ss listen to Part 1 of the speech to answer the questions in Ex. 2 to get the main idea according to the question the author uses as well as the aspects of effects mentioned.

2. Ss listen to Part 2 of the speech to fill in the blanks of Ex. 3 to make a list of physical effects that humour can have on our body.

3. Ss listen to Part 3 of the speech to fill in the blanks to complete the information about the 2 psychological effects of humour on our mind..

4. Ss listen to the whole speech again and write down the questions the author uses and summarize the answers to form an outline. Then Ss think about the uses of questions in speeches and learn the Skill Builder.

Understand the details of the listening.

Acquire information about effects of humour on us.

Summarize the structure of the speech by answering the questions used in it.

Understand the uses of questions in speeches.

Activity 3

T asks Ss to talk in pairs about the benefits of humour using the mind map they summarized.

Ss work in pairs to talk about the benefits of humour based on the mind map.

Apply the useful expressions and structure to talk about benefits of humour.

Activity 4

1. T plays record of the dialogue for Ss to complete Ex. 6.
2. T plays record of the dialogue again for Ss to finish Talk Builder.

1. Ss listen to the dialogue and fill in the blanks of Ex. 6 to find out Mikes embarrassing situation and his way to handle it.
2. Ss listen again to finish Talk Builder to find out the expressions used to give examples.

Acquire the details of the listening.

Understand the function of examples in speaking.

Grasp the phrases used to give examples.

Activity 5

T asks Ss to discuss benefits of humour and use their own examples  as support.

Ss work in groups to elaborate on the benefits of humour with examples of their own experiences. Ss share them in the group first and then each group send a presenter to share their examples and benefits with the class.

Consolidate what is learnt about humour and the using of examples to express themselves.

Activity 6

T asks Ss to evaluate how well they’ve learnt.

Complete the self-evaluation.

Reflect how well they’ve learnt.

Lesson 3 My Favourite Comedian板块教学设计

（建议时长80分钟，教师可根据教学实际酌情调整。）

课型

Reading + Speaking

主题语境

人与自我——人物介绍

内容分析

本文是第七单元的阅读语篇，介绍了给大家带来欢乐的憨豆先生和他的扮演者---喜剧天才罗温艾金森。其主题意义是让学生通过了解憨豆先生的经典场景和罗温艾金森的经历，认识到喜剧给人们带来的快乐和愉悦，理解罗温艾金森成功诠释这个经典角色的原因。从而学习到在日常生活中，可以通过肢体语言传达幽默，可以化自己的不足为优点，只要愿意投入，都可以实现自己的心中所想。最终联想到自身，思考如何在人生道路上克服困难，利用不足，实现人生理想。

文本语篇由两部分构成，采用记叙的方式，第一部分大致憨豆先生中的两个经典场景，第二部分从个人基本信息，教育，表演生涯和人们的评价等方面介绍了罗温艾金森。作者利用动词和动词词组生动地展现了电影中的场景。

教学目标

1.获取憨豆先生的基本信息和表演特点，口头介绍憨豆先生

2.阅读并提取关键动词和动词短语，描述并表演憨豆先生餐厅用餐片段

3.获取罗温·艾金森的基本信息，口头向同伴介绍演员罗温·艾金森,评价演员罗温·艾金森，分析其取得成功的原因

4.根据文本内容推断文本隐含信息，推断总结人物特点并说明理由

5.说出课文中副词的功能，根据意义分类，根据语境选择正确的副词填空

教学重点

1 .阅读并提取关键动词和动词短语

2.评价演员罗温·艾金森，分析其取得成功的原因

教学难点

1. 评价演员罗温·艾金森，分析其取得成功的原因

2. 根据文本内容推断文本隐含信息，推断总结人物特点并说明理由

教学策略

听说法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

 T presents the photo of Mr. Bean and asks questions.

Ss think about and answer the questions.

Who is he?

What’s his nationality?

What’s he famous for?

What TV series and films has he acted in?

What do you think of his performance?

Activate Students’ prior knowledge about Mr. Bean

Activity 2

1. T asks Ss to scan the texts and get the main idea.
2. T asks Ss to Para.1of Text 1 to get some basic information about My Bean.
3. T leads Ss to read the rest of Text 1 and get the two scenes and describe what My Bean does at the fancy restaurant based on the note.
4. T asks Ss to make inferences about Mr. Bean and the author.
5. T leads Ss to think about whether there is any similarity between the actor and the character he created.
6. T asks Ss to read Text 2 and complete a table and introduce Rowan Atkinson to the partners.

1. Ss scan the text quickly and get the main idea.
2. Ss read Para.1 of text1 and get the basic information about Mr. Bean by answering two questions.

①Who is Mr. Bean？

②What is so special about him?

3. Ss read the rest of Text 1 and get the verbs and verb phrases used to describe the two scenes.
4. Ss describe what My Bean does at the fancy restaurant based on the notes.
5. Ss make inferences about Mr. Bean and the author.
6. Ss predict the similarity between the actor and the character he created.
7. Ss read Text 2 and complete a table about Rowan Atkinson and introduce him to partners.

Acquire basic information about the two texts

Integrate and sort information to form structural knowledge.

Analyze, summarize and compare Mr. Bean’s funny actions and Rowan Atkinson’s information.

Summarize the structure and the writing feature of the text.

Activity 3

1. T asks Ss to act out the two scenes at the fancy restaurant.

2.T leads Ss to make a summary about Rowan Atkinson.

3.T asks Ss to work in pairs and discuss some questions about Mr. Bean and Rowan Atkinson.

1.Ss act out the two scenes at the fancy restaurant with one student being the narrator.

2.Ss make a summary about Rowan Atkinson by filling blanks.

3.Ss work in pairs and discuss some questions about Mr. Bean and Rowan Atkinson.

①What kind of person is Mr. Bean？

Do you want to have a friend like Mr. Bean?

②According to Text 2, what makes Rowan Atkinson successful in playing the role of Mr. Bean?

Internalize and apply what have been learnt.

Judge Mr. Bean’s personality and the core factor of Rowan Atkinson’s success.

Think of the meaning of life pursuit.

Activity 4

T asks Ss to evaluate how well they’ve learnt.

Ss answer the questions to evaluate their learning.

Reflect how well they’ve learnt.

Writing板块教学设计

（建议时长40分钟，教师可根据教学实际酌情调整。）

课型

Reading + Writing

主题语境

人与社会——A Funny Story

内容分析

本课是Unit 4的写作课，要求学生根据自己亲身经历过的一件趣事写一篇幽默故事，文体为记叙文。学生通过阅读范文 Lost Identity，获取记叙文六要素，文体结构，语言特征以及幽默故事特有的punchline， 完成写作任务

教学目标

8. 通过阅读获取记叙文六要素，分析文体结构，语言特征；
9. 判断、总结幽默故事的punchline;
10. 分析、整理自己的信息完成写作任务。

教学重点

3. 获取记叙文六要素，分析并总结记叙文文体结构和语言特征；
4. 总结什么是punchline并准确判断幽默故事中的punchline;
5. 分析初稿并依据writing help进行修改、完善。

教学难点

4. 掌握记叙文的文体和语言特征。

教学策略

读写法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Activity 1

Pre-writing

1. T guides Ss to interview their partners about the funniest thing happening to them by presenting some questions.

1. Ss interview their partners by asking some questions.

①When and where did it happen?

②Who was involved?

③What did happen?

④Why is it funny?

Arouse Ss’ interest in the topic

Activate prior knowledge about the narration

Activity 2

Reading

1. T asks Ss to read the story on page 18 and presents some questions.

2. T asks Ss to sort and integrate the information about the story in pairs.

3. T guides Ss to read the story again and asks a question.

4. T presents some samples and asks Ss to work out the punchline of each anecdote.

8. Ss read the story and answer the following questions.

①When and where did the story take place?

②Who were the main characters in the story?

③What happened to the main characters in the story

2. Ss work in pairs to sort and integrate the information.

3. Ss read the story again to answer the question.

Why is the story funny?

4. Ss work in pairs to work out the punchline of the anecdotes.

Acquire six elements of narration

Get prepared for the next step

Summarize the structure of narration

Understand the punchline of a funny story

Consolidate the concept of punchline

Activity 3

Writing

1. T enables Ss to work in group of 4 to design their own story by writing down the details based on the structure of a narration.

2. T guides Ss to write down an opening sentence for the story and 2-3 sentences for the setting and plot.

3. T asks Ss to exchange their sentences they wrote to judge and modify them.

4. T guides Ss to write their first draft and share in groups.

1. Ss work in group of 4 to write down the details about their stories.

2. Ss write down the sentences and share in groups.

3. Ss exchange their sentences in groups and judge and modify them.

4. Ss finish their first draft and share in groups for others to edit it.

Build relationship between contents and structure

Consolidate and apply what have been learnt

Identify the linguistic features of a narration

Activity 4

Self-evaluation

T asks Ss to evaluate how well they’ve learnt.

Ss complete the table of self-evaluation.

Reflect how well they’ve learnt.

Grammar板块教学设计

（建议时长40–45分钟，教师可根据教学实际酌情调整。）

课型

Grammar

主题语境

人与社会——幽默故事

内容分析

该课包含三个语篇，分别讲述了三个幽默有趣的故事。最后一个故事大量使用了包括过去完成进行时，现在完成进行时以及将来进行时等进行时态，准确地描述了动作的发生。

教学目标

1. 辨析句子中的进行时态（过去完成进行时，现在完成进行时以及将来进行时）；

2. 分析、识别各进行时态的形式和功能；

3. 在句子中正确使用三类进行时态；

4. 运用所学时态讲小故事。

教学重点

引导学生分析、识别各进行时态的形式和功能，并正确使用三类进行时态。

教学难点

引导学生运用所学语法点进行时态讲幽默故事。

教学策略

任务型教学法

Teaching contents

Procedures

Purposes

Teacher’s activity

Students’ activity

Lead in

1.T help students recall the content of the story by asking the questions:

Why was Grock feeling very down?

What will he be doing in the United States?

2. T lists the sentences with continuous tenses and leads Ss to identify them.

3.T asks Ss to figure out the structures of the three continuous tenses.

1. Ss reread the third story and underline key sentences that answer the questions.

2. Ss read the listed sentences.

3. Ss look at the listed sentences and identify what tenses are used.

4. Ss analyze the structures of the continuous tenses (past perfect continuous, present perfect continuous, future continuous).

1. T gets Ss to recall the context information they have learnt.

2. T helps to find the grammar knowledge in the articles and make Ss realize grammar expresses meaning.

3. Ss learn to summarize the form of continuous tenses.

Have a look

T makes Ss to find more sentences with continuous tenses in the three texts.

Ss read the three texts carefully and underline the sentences with continuous tenses.

T gets to strengthen Ss’ understanding of the form of continuous tenses.

Analyze

T presents the sentences with continuous tenses and asks Ss to analyze the functions of each type of continuous tense.

Ss using their previous grammar knowledge try to figure out the functions of continuous tense in each sentence.

T guides Ss to conclude the functions of continuous tenses.

Practice

T shows Ss the sentences with continuous tenses from College Entrance Exam and asks them to fill in the blanks.

T guides Ss to finish Exercise 10 on Page 11.

Ss try to complete the sentences with the grammar they have learnt.

Ss try to combine the expressions using continuous tenses in Exercise 10.

T helps Ss know how to apply continuous tenses in practice.

Review

T asks Ss to retell Story C with continuous tenses and gives Ss some sentence structures with continuous tenses to help Ss.

Ss retell Story C to each other with their partner using continuous tenses and then share it in class.

Review the form and the functions of noun clauses and put it in use in a new situation.

Quiz

T asks Ss to finish more exercises (blank filling) about continuous tenses.

Ss finish the exercises.

Check how well Ss master the grammar.

Self-evaluation

T shows Ss the self-evaluation table for Ss to reflect on their performance.

Ss look at the table and think about the three aspects in learning the grammar.

Help Ss to assess their learning in the class to find the part they do well and the part they don’t do so well, so they will know exactly what they need to do next.

Homework

T asks Ss to tell a funny story by using the continuous tenses.

Ss finish the homework after class.

Ss consolidate what they have learnt in class and further deepen their awareness to use it in story-telling.