Learning about Language第二课时教学实录

Teaching design

Topic Unit 3 A taste of English humor Type Speaking & Writing Analysis of Teaching Material The topic of this unit is English humor which is mainly presented in 2 ways — the nonverbal and the verbal humor. In this unit, students are not only accessible to the quality of humor in something that makes it funny and make people laugh but also the ability to think that things are funny.

For the Using language part, it focuses on the English jokes and humorous Teaching (funny) stories. In the book, there are three parts: 1. Reading and speaking; 2. Listening; 3. Speaking and writing. Obviously, it’s impossible to focus on Material the three parts in only 40 minutes, so this lesson is designed to focus on the speaking and writing part while the listening part is taken out replaced by a tape listening of the reading passage. Besides, the function of the using language part is to help students’ output of English, so a lot of students-centered tasks are designed through the whole class. In this way, the students will be the center to express, to experience, to think and analyze, to discuss, to create and to present. Thus, students’ speaking and writing ability will be developed through these activities.

Teaching Aims: 1.

Illustrate the nonverbal humor of English especially what punchline is. Teaching 2.

Students can use punchline in making up a joke and in writing a funny Objective story

3.

Students are enabled the ability to appreciate English humor and hold a positive attitude to life. Main points & difficult points in teaching

Main points: Understand punchline and produce punchline in speaking and writing. Difficult points: 1.The Chinese-English cultural differences and language barrier may cause trouble for students to understand and produce punchline in the speaking and writing.

2.Because students’ lack of collecting the related material in daily life, they find it hard to think out some punchline very quickly in class using a logic order. Teaching Tools The blackboard, chalk and the multi-media. Teaching Procedure Teacher’s activity

Step 1 Warming up 1.

In the beginning, a short video of a funny joke is played.

2.

A warming – up quiz is provided for group discussion.

（supported by the multi-media）

Step 2 Lead in 1.Role play with the students to read a joke and then enlighten the students to find out the punchline in the joke.

Step 3 Practice

1.

Guide the students to match the right explanations to the 3 dialogues on the book of the reading part. 2.

Give students time to analyze the punchline. Step 4 Group work

1.Give the first task of making up a joke and provide the necessary tips of making and performing a joke. Students’ activity

Students are amused by the humorous dialogue.

Students are encouraged English and try to some creative answers.

Students read the dialogue together and analyze the punchline following the teacher’s illumination.

right explanation and 2. Students figure out different ways of 1. Students work with group members to make up an original joke.

The purpose of design To help students relax and bring out the topic of humor.

To stimulate the of the box and get some inspiration.

To encourage students to understand the punchline and find out something new.

for the first task of

To encourage the students to use the cooperative learning method. to exchange their ideas in students to think out 1. Students try to find the To prepare students point out the punchline.

speaking.

producing punchline.

2.While students are busy doing group work, the teacher is working also recommended for inspiration).

Step 5 Presentation 1.

Organize students to act out.

the punchline.

Step 6 Consolidation

1.Play the tape of the funny story of Holmes and Watson. 2.Enlighten students to analyze the punchline in the story. 3.Help students understand that answer meets with an unexpected one.

Step 7 Writing and presentation 1.Guide students to write a funny story and offer the standards for a good writing. 2.Walk around to offer help when needed and take photos of some of the writings to present them on the screen.

Step 8 Summary

1.Ask the students what they have 2. Students seek for help in English or refer to a

1.Students will present their work in groups. appreciate the jokes.

1.Students will listen attentively and answer some questions. 2.Students will find out the punchline in the funny story. the 3 elements (the

.

To develop students’ speaking ability and to prepare them for the next task—

writing.

1.To practice listening and lead students to the funny story. 2.To prepare them for the next task—

writing. around to offer help (Dictionaries are dictionary. 2.

Give some explanation to some of 2.Students will try to humor is produced when an expected 3.Students will analyze situation, the descripting

and the punchline) in writing a funny story.

1. Students write a funny To encourage story of their own students express experience or out of fantasy. 2.Students use the logic order and modify their story according to the their ideas on the paper and train students’ the writing ability.

standards.

1.Students go over what To help student out the they have learnt in mind. figure important points of

learnt for this class. 2.Students have a deeper this period. 2.Show some famous sayings about understanding of humor.

humor.

To train and Step 9 Homework the 1.Ask students to polish their stories Students try to polish the consolidate writing skills and after class and put them into a class details in their writing. add fun to English collection of funny stories.

learning.

教学反思

本节课是必修4第3单元的语言应用课，我将本节课设计为导入、探究、互动交流、协作探究和合作展现及总结等步骤。我充分发挥自制网络课件的优势，使本节课的内容更加充实，容量更多,既贯通了所要学的知识，又拓展了课外知识，使得本节课学生在学习过程中兴趣更加浓厚，积极地自主探究，讨论问题热烈，课堂气氛活跃！现将课堂教学反思总结如下： 本节课英语教学中以问题为线索，采用“任务驱动”方法，让学生自主探究和协作探究为主，培养学生的自主学习能力。故本人在这节课中通过安排学生的探索、协作学习、讨论等各种形式来激发学生学习兴趣，主动阅读，有创造性的完成任务。让学生在教师的指导下，通过感知、体验、实践，参与和合作等方式，实现任务的目标，感受成功：在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

采用师生交流方式导入自然亲切，拉近了师生之间的情感距离，营造出宽松的学习气氛.根据教师提出的一系列问题，学生以个人探究和协作学习相结合，并以各种的形式展示交流成果。本人这节课

安排探究和讨论过程中的观点汇总等形式鼓励学生借助小组活动的形式来合作，来表达，来思考，能使学生在活动中互相学习、互相帮助，互相鼓励，体验集体荣誉感和成就感，发展合作精神。 存在问题： 1、在热身quiz 部分，学生们都非常积极踊跃，但所花时间过多，这是这堂课的一个缺陷。

2、在写作方面，能达到要求的学生很少，有的学生缺乏对生活的观察，积累素材太少，导致课堂写作效率较低。

3. 在时间把握方面，课堂用语还不够简洁，学生活动较多，导致时间略显紧张，最后作文故事的呈现不够，未能给出适当评价供学生参考修正，只是留待下堂课处理。