Using LanguageⅡ教案评析

Book4

Unit 3 A taste of English humour Using LanguageⅡ（Listening and Writing） 教学设计

设计人:扶余市第三中学

尹

航

授课时长：一课时（45分钟）

教学内容分析

本课选自人教版英语必修四第3单元,中心话题是"英语幽默"。幽默能给人们带来乐趣，幽默能给人们带来享受，幽默还能带给人们深思，幽默是生活中的有益要素。Using Language部分中包括了听、读、写三个部分的内容。读的部分目的在于欣赏，同时让学生了解到英语幽默也有和汉语有相同的地方，即都用一些双关语，或是同音字等“文字游戏”达到幽默的目的。此部分由学生自己总结出英语笑话的结构，为下一步写作奠定基础。听的部分都是围绕笑话和幽默故事展开的，最后着重指导学生自己写funny story，将练习中所总结出来的写作要素应用到写作中。通过本单元的学习，不单单是在语言知识上有所收益，还鼓励了学生发，感受生活中的幽默，保持一种活泼乐观的生活态度，让生活更轻松、更美好。 学情分析

The students have learnt English for no more than two years in Senior Middle School, but they seldom get access to English humor and can,t identify the speaker's intention. So they need to learn the three factors of

joke to “read”the jokes. Language is learned to be used in and for communication. So in this period we shall have the students read, listen and write in English, making use of the focused words, expressions, structures and topic ideas covered in this unit.

Teaching Aims: (教学目标) 1. Knowledge a. Students can guess what the speakers'intention aims:（知识目b. Students can predict the expected answer from the speaker 标）

c. Students can try to identify the punchline 2.Ability aims:a. Students can read and appreciate some English humors （能力目标

）

b. Students can finish the jokes with filling in the punchlines

3.Emotional c. Students can create some jokes with information given a. Students can finish the continuation writing with funny ending or aims:（情感目punchlines based on underlined information.

标

）

b. Develop Ss’ sense of cooperative learning.

Teaching Key Points:（教学重点）

a. The

students can understand the punchlines b.The students might find it difficult to make a joke with a good logic order. c. To improve Ss’ ability of listening, reading and writing. Teaching Difficult Points:（教学难点）

Enhance the students listening and writing skills . Teaching Materials:（教学材料）

Blackboard, books, ppt and other normal teaching tools. Teaching methods：（教学方法）

Co-operative learning：Text based interpretation

Activity-based teaching (individual work; group work; class work) Students-centered approach & Task-based teaching and learning Teaching Procedures:（教学过程）

教学环节

Step 1. Lead in

Share a video about Mr beans with the Ss 分享憨豆先生的幽默视频，导入本节课的主题“humour”。and talk about some rough time in 和学生讨论视频中的情节。引出和幽默相关的名人名言。

life,which brings about how to solve it or

how to relieve the stress from studying for

a moment. Encourage Ss to discuss with

each other and share their ideas.

Famous dictums: The human race has one

设计意图：My purpose of really effective weapon,and that is Sharing the video is to arouse their interest in the subject and laughter.

prepare for the prediction

教学活动

设计意图

Laughter is the shortest distance between two people.

(IW，CW)

Step 2.Leading The punchline of a joke

Share two jokes with the Ss

To find the sentence that makes it funny. Mark the “punchline”

Task 1 分享给学生两则英语笑话，让学生了解到英语幽默也有和汉语有相同的地方，即都用一些双关语，或是同音字等“文字游戏”达到幽默的目的。

设计意图：

通过本环节的小组活动，使学生自主的发现英语笑话中的“pinchline”并加以理解。

(GW CW)

The three factors of a funny story

Let Ss to read a funny story on P24 and

to find “who/when/where…”

Task 2

在学生们了解了什么是“punchline”的基础上，阅读P24的funny story，并找出构成幽默故事的三要素。本节课的听力和写作都和幽默故事有关，这一环节是提醒学生在接下来的听、写任务中注意幽默故事的三要素，以便准确把握关键信息。

At last, Explain the three factors of a funnyvstory:

设计意图：

This activity is designed to enhance students learning strategy——Understand the three factors of a funny story.

(GW CW)

Step 3. Pre-Listening Read the questions in Exercise 3 on page 23.

Guess what has happened.

First，

Learn some new words about

让学生先了解一些the funny story in the listening 小组活动：可能听到的生词，再阅读P23 练习，训练学生根据问题猜测part.要听内容的能力。关键要给学生预测的指导，教师提出几个问题，让学生在练习题中找答案，这些答案没有对错之分，只是为了引起学生的思考，以便听的时候更有目的性。

Then, go through Exercisel and

to

know what are the things they will do

whileelistening.

设计意图：

Previewing

vocabulary will help Ss Listen to Part 1 and write down the understand the coversations that they will hear. main idea. Let the Ss to take notes while To improve Ss’ listening ability and the ability of catching main idea. listening.

(IW GW)

Listen to Part 2 and check if you have put the sentences in Exercise 4 right. Before you listen to Part 2, try to put these 在part2听力练习中，先让学生阅

sentences below in order. Then listen again 序，进一步培养学生的逻辑思维and check if you were right. 能力。

读练习4，再将听到的内容进行排设计意图：

This activity is designed to enhance students learning strategy——

Listen for the specific details

information.

(GW CW)

Listen to Part 2 again and fill in the blanks.

听力文章是一则西方幽默，由于中西方文化差异，学生听第一遍时可能不理解，为了降低难度，这个环节设置中把主旨大意中的关键词删掉，让学生听后补充。通过这个步骤，培The second listening is to check the 养学生听取主要信息的能力。听前听后两次排序的对比，使answers and get detail information. Let the 学生更加清楚预测的重要性以及自己在预测中的问题所在。

Ss to take notes while listening. 3Listen to Part 2 and check if you have put the sentences in Exercise 4 right. 4.Listen to Part 2 again and fill in the blanks.

设计意图：

To strengthen Ss’ listening ability and the ability of catching some sensitive information. (GW IW)

Step 4 .Pre-writing

Students try to find out the three

My purpose is to train the factors, and especially, students will students'ability to try what is the punchline, thus developing predict the expected answer of the students'ability to think logically. speaker, compared with the unexpected

(GW

IW)

reply.

Step 5.Writing

Learn to complete the funny story The Ss share their writing in groups. Try to find some problems in structure and Task 1 contents.

1.explain the situation 2.describe what happened 3.given the punchline

Learn to write a funny story 创设情境，分析语境，并根据Write down the story on page 23.

所总结的funny story写作三要素，将本课所学内容进行实Use the stages in the story 践运用，迁移创新，完成写作任务。实现知识的内化，提升1) Use a logical order: explain the

语言能力。

设计意图：

本环节是课堂所学的写作知识的一个输出环节,学生小组讨论，发现语篇结构、结合逻辑性创作自己的funny story。

situation, what happened and then give the

Task 2

2) Read it through when you have finished

checking for mistakes.

3) Read it to your partner and ask for

advice.

4) Rewrite your story and put it into a class

collection of funny stories.

punchline.

设计意图：

This activity is designed to help Ss improve

their writing skill.

Step 6.Homework

全班展示学生习作，点评反馈

帮助学生再次回顾梳理本课课堂未完成的写做Guide the Ss to be clear that the structure 所学内容，任务课后继续修改完成。

and contents in their writing should be

based on the situation they choose.

The Ss summarize what they have learnt

in this lesson.

设计意图：分层可选作业有效兼顾了学生的个体差异，进一步巩固课上所学，扩展性完成写作训练。

备注：Ss:student

T:teacher

IW:Individual work

GW:Group work

CW:Class work

Reflection after teaching (教学反思) 本节课在多媒体的辅助下，一方面以直观的视频激发学生学习的兴趣，另一方面以课件形式展示，节约了书写的时间，一节课的时间虽

紧凑但却能借助于多媒体安排更多的内容，能更加顺利地完成不同的任务设置，培养学生的写作技巧，教会学生在听的同时更快更准的找到问题的答案和有效的信息。在活动中主要让学生独立完成各项任务，达到了英语写作的训练目的。

但是，本堂课也还存在一些不足，需要加以改进：

1.由于本堂课任务多，容量大，导致完成任务时间较紧，任务间过渡不够自然，今后应注意教学步骤间的紧密衔接。

2.本节课注重学生听力和写作技巧的训练，因为时间有限一定程度上培养了他们的听力能力，但写作的指导和练习不够。

3. 多媒体的使用虽然带来了诸多方便，但同时呈现的内容过多，能让学生更好的应用课堂所学还需课后进行总结和吸收。