Using LanguageⅡ课件配套优秀公开课教案设计

Book4 Unit3 A taste of English humour Using language Listening & Speaking教学设计

Cai Qiaoling（Longhai Chengxi Middle School）

Analysis of teaching content There are two parts in this lesson: listening and speaking. In listening, a humorous story is presented and by four exercises students will get through its content. While speaking, an emotion must be expressed by students after they have learnt sentences structures. At last, students can share their humorous stories to correspond to the theme. Among all arrangements, the emotion expressions part, which needs students' oral expression abilities and the abilities of combining with the material, is the most difficult. Analysis of students The students in this class are a bit week in speaking, but they have made full preparation for this lesson before class. They study hard but still need some gradual guidance.

Teaching objectives 1.

Students learn expressions and sentences structures to express their emotion. 2.

Students master the skills of listening and speaking. 3.

Students learn to use humorous sense to face with difficulties in their

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lives and lead a positive life. 4.

Students know the difference between humour and joke, and learn to show respect to others. 5.

Students learn teamwork. Key teaching points 1.

Ask students to listen and answer the exercises 2.

Ask students to express their emotion freely. 3.

Cultivate students the sense of humour in their lives. Difficult teaching points

Ask students to express their emotion freely. Teaching method Situational teaching method and cooperative learning method Ⅰ

Warming up 1.

Present two humorous stories. ①Girl: If we marry, will you give me a ring?

Boy: Of course, what's your telephone number?

②Daughter: Auntie kissed me this morning, Mum!

Mum: How nice! Did you kiss her back, dear?

Daughter: Of course not. I kissed her face. 2.

Lead into today’s topic: English humorous stories.

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Ⅱ

Pre- listening 1.

Ask students to read these expressions together. ripe plums 成熟的李子

empty jam jars 空的果酱瓶

the rest of

剩余的

in hospital

住院

a business trip 商务旅行

feel like doing...... 想要做……

a dark red mess

暗红色的一团

lift up

举起

pour into

倒入

behave strangely

行为怪异

a plum stone

李子核

rush up to

冲到跟前

in the dustbin

在垃圾箱里

except that

除了…之外

make them drunk

让他们喝醉了

Ⅲ

While- listening 1.

Before listening, ask students to read these questions and guess: Q1: How many people are there? Who are they? Q2: What’s the relationship between them? ①

What was Mary going to do with the cooked plums in the pan?

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②

What did John think Mary should have done with the mess in the pan? 2.

Play the recording, and ask students to get the main idea after listening. What is the main idea of the listening? A. John asked Mary to make some jams, but Mary failed. B. John didn't like the jam, and poured it into the kitchen yard. C. Mary made some jam but left some on the kitchen table for a few days as she had to go to look after her sick mother. Some days later, John, knowing nothing about the jam, came home and threw it into the kitchen yard. 3. Ask a student to answer and read it. 4. Play the recording again and ask them to answer the questions. ①What was Mary going to do with the cooked plums in the pan? (She was going to put them in the fridge later when they had cooled down.) ②What did John think Mary should have done with the mess in the pan? (He thought she should have thrown it out for the chickens to eat.) 5.

Before listening to Part 2, ask them to try to put these sentences below in order. Guess

Check

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___

___

Mary got angry with John. ___

___

Mary saw the chickens behaving strangely. ___

___

John was sorry. ___

___

The chickens enjoyed the jam. ___

___

John said he thought the jam was porridge. ___

___

Mary looked at the red mess on the ground. ___

___

John said the chickens were drunk. ___

___

Mary came home. 6.

Check the answers. Ⅳ

Speaking 1.

After listening, lead students to express their feelings about the humorous story by the following sentence structures. ⑴

Transit from listening into speaking by the following questions: ①Do you think this story is funny? ②

Do you like it? Or not? Why? ⑵

Present the sentence structures and sample dialogue.

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(Sample dialogue): S1: What fun! I enjoyed that story. I always laugh at that kind of thing.

S2: Me too. I’m pleased we both like the same kind of funny stories.

S1: The punchline was good. You were wondering what would happen. So I’m happy that it all turned out well in the end.

S2: It surprises me that John didn’t see the plum stone if Mary did.

S1: That’s because Mary did the cooking, but John didn’t look at the jam carefully. He just thought it was a mess and threw it away.

S2: I think it’s very amusing and always try to read stories like that. That makes me smile. S1: OK. Let me tell you this funny story then. It’s about a hedge cutter which was made in China but sold in England …

⑶

Ask students to read the dialogue in groups.

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2.

Lead students to share their humorous stories with each other in groups and ask one representative to tell in front of others. Ⅴ Summary 1.

Ask students to make a summary of the humorous story together. (Mary made some jam but left some on the kitchen table for a few days as she had to go to look after her sick mother. Some days later, John, knowing nothing about the jam, came home and threw

it into the kitchen yard.) 2.

Cultivate students the sense of humour in their lives. 3.

Lead them to tell the difference between humour and joke. Ⅵ Homework Find more humorous stories of western countries and China and set them down. Ⅶ

Blackboard design

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