Using LanguageⅡ获奖说课稿

Teaching Design Teaching aims 1. Ss can discover some kinds of “play on words”

on their own through reading materials, like riddle, tongue twister, joke, pun, etc.

2.

After this class, Ss will pay attention to the punchline in the English jokes. 3.

Ss get to know some words, like: amuse, amusing, pancake, explanation, detective, Sherlock Holmes, mountainous, whisper, vast, mushroom, riddle, tongue twister, joke, pun, fever, fee, memory, etc.

4.

By independent study and cooperative research, Ss can automatically practice reading and speaking.

Teaching important points 1. Ss know and enjoy some kinds of “play on words”, especially jokes.

2. Ss can find the punchline in a joke.

3. Get Ss interested in reading and speaking.

Teaching difficult points 1. Ss read the card, understand it in short time and do the task.

2. Ss read 3 jokes on the book and find the explanations to them.

3. Ss read, remember and retell the short joke to their partners.

Teaching Procedure Design Intent Step 1.

Show the head

the title:

Unit 3 A taste of English humour

show

the part:

Using language

the type: reading and speaking

Ss can be clear about the learning content and main direction of this class.

Step 2.

Check the preview work

There will be quick flash of some words that will be used later. Divide the whole class into 4 big groups. There will be a fierce competition among these 4 big groups. The words will appear and disappear instantly. Ss whoever knows the pronunciation and the meaning of the word, they can just stand up and yell out. First read the word, and then tell the meaning.

1. Words preparation is necessary to a new lesson. Competition can arouse Ss’

motivation to read and remember the vocabulary before the new lesson.

2. Get Ss’

focus quickly and naturally.

Step 3. Group work Everyone gets in a group of 4

and has a number according to the seat, like the chart on the right. Before the class, every group of 4 has a handout. Now they can divide it into 4

cards. Students of No.1 take in charge of the 1st card. No.2, 2nd. No.3, 3rd. No.4, 4th. There is only one task on each card. They have 2 minutes to read the card and do the task individually.

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2 minutes later,

turn around and share their results in the group.

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Group members discuss together: why are they funny? Or what are they in common? 

The whole class check the answer together. Anyone who can tell the right answer can get 1 point.

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Come to a conclusion of “play on words”, and then highlight the JOKES.

1 3

2 4

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Independent study plus cooperative research.

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It can get all the students involved in the class, because everyone has to work on his own. After all, his task is different from the circle around him. He can no longer

just sit there and wait for others’

answers. 

Different tasks make it possible that everyone has something to talk in the group because of information gap.

Ss practice reading short jokes and get to know the reason why they are funny. Thus they can have a further appreciation of the art “play on words”.

Step 4. Read and match Read some customer-waiter jokes and match the jokes to the explanations that have been simplified.

幻灯片3 Teaching Procedure

Design Intent

Step 5.

Read and retell (pair work) Every pair has one on the left, and the other on the right, just like the chart on the right.

First round, partners on the left (called left babies) turn around and don’t look at the screen. Right babies read and understand the short joke appearing on the screen without writing down any word on the paper, silently. 1 minute later, left babies turn back and listen to their partners’

retelling.

Second round, exchange the role.

left right

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Again because of information gap, Ss will open their mouth to speak and will also read it carefully and automatically.

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What Ss read in this class is from short to long gradually. In this way, it will be easier

for them to read it faster and faster.

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Step 6.

Read a short passage

Read the short passage on the book quickly and find the punchline.

Read it for the second time carefully and answer 3 questions.

Check if they can find the punchline after practice several times.

Read for the important

information in a joke. Try to analyze the speakers’

feature by reading their words. Reading is the input, and speaking is the output. If they can do this task, they can understand the content and absorb the language of this passage well. This is a kind of end-of-class test and sublimation as well.

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After reading, Ss have something to say. So it can arouse their interest of speaking English and sense of achievement.

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To enhance Ss’

understanding of the joke.

Step 7. Role play Work in pairs, change the short story into a dialogue and act it out.

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Step 8. Homework 

Write down the dialogue on your exercise book.

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Read the short passage again and observe the structure of a funny story. Tomorrow we’ll write a funny story of our own.

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The 1st homework is easy to finish, which will make Ss consider English learning is not that hard.

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Get ready for the next class.

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