Using LanguageⅡ特级教师教学实录

Lesson Plan Book4 unit3: A taste of English humour

—using language

一. 课标分析

《普通高中英语课程标准》（2017版）指出：语音与与语义密不可分，语言依靠语音实现其社会交际功能。高中阶段的语音知识学习应侧重在有意义的语境中，通过学习和运用语言，感知语音的表意功能，逐步学会恰当地运用语音知识达到有效交际的目的。同时，要求教师提供大量的语音实践活动，使学生逐步借助语音知识有效地理解说话人的态度，意图和情感，同时表达自己所希望传递的意义，意图，观点和态度。《新课程标准》在教学中要以学生为主体，采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，结合学生的生活，力求使英语学习生动趣味化；并且考虑学生英语基础的实际情况，设计任务循序渐进，由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象等能力。同时运用3P”教学法把语言教学分为以下三个阶段：演示（presentation）→ 操练（practice）→ 成果（production）。在教学过程中教师通过对语言知识的呈现和操练让学生掌握，然后再让学生在控制或半控制之下进行假设交际，从而达到语言的输出，形成学习成果。

二. 教材分析

上课内容来源于2003人教版必修四第三单元，本单元以幽默为中心话题

，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。本单元就以“品尝英语幽默”为主题，让人领略到不同的文化背景下的英语幽默，同时，也让人认识到因为文化的差异，人们对同一个幽默的理解也会有所不同。通过本单元的学习，不单单是在语言知识上有所收益，还鼓励了学生发掘，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。因为这个单元，是把多个幽默贯穿起来了，所以学生都能在一种轻松的氛围下学英语。Using Language部分中包括了听、读两个部分的内容。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。听的部分都是围绕笑话和幽默故事展开的，说的部分则围绕录音中的故事，谈谈对这些故事的理解并说明喜欢或不喜欢的原因。

三. 学情分析

学生为高一的普通班学生，认知能力虽然比起初中阶段有一定的提高，但是大多数学生来自于郊县，英语基础比较差，英语词汇积累较少，听力能力较低，口语表达能力较差，而Using Language部分主要以听，说为主，向来是学生头痛的一项内容，而听力就是高考内容中的一部分，因此，掌握这一内容显得尤其重要。再加上单纯的听力训练，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生比较活泼，喜欢新事物，于是我从生活中的幽默进行导入，通过问题导向法，竞争法、音像法等促进学生的热情，并且为孩子们创造了语境，从浅入深，从易到难循序渐进地进行教学活动，增强学习的效果。

四. 教学设计

Lesson Planning

Background Information Students: Senior 1 Content: A taste of English humour—using language Type: Listening and speaking Method: by asking questions, task-based method Teaching Objectives 1.

Language competence Be able to use the key words and phrases properly; Enjoy different form of English humour; Know how to express yourself freely; Learn to compare the differences between English humour and Chinese humour. 2.

Learning ability

Learn to express yourself freely; Develop a listening reading habit;

Exercise listening strategies and skills; Arouse interest in different type of English humour; Learn to compare the differences between English humour and Chinese humour. 3.

Culture awareness The teacher motivates Ss successfully; Enjoy different form of English humour; Learn to enjoy the different type of Chinese humour; Give chance for Ss’ autonomic, cooperative and exploratory learning. 4.

Thinking ability Learn to analyse the different type of English humour; Learn to enjoy the different type of Chinese humour; Learn to compare the differences between English humour and Chinese humour. Focal Points 1.Learn to analyse the different type of English humour; 2. Learn to get the main idea of listening text by listening; Difficult Points 1.Learn to analyse the different type of English humour; 2. Learn to get the main idea of listening text by listening; Teaching Procedure Teaching Procedures

Stage 1

Getting students ready for learning

Step 1 Greetings Design purpose: Share a funny thing about my life and let students get ready for learning. Stage 2 Presentation

Task 1: Jigsaw exercise Read the conversation or story and then explain to other students why it is funny. Group1 and group 2 finish exercise 1, group3 and group 4 finish exercise 2, and play the story or conversation out and then explain it to us.

Exercise 1 1.

C: What’s that fly doing in my soup? W: Swimming, I think! Explain: ____________________________________________

2.

C: What’s that?

W: It’s bean soup.

C: I don’t want to know what it’s been. I want to know what it is now. Explain: _______________________________________________ 3.

C: Waiter. Will the pancakes be long?

W: No, sir. Round. Explain: _______________________________________________ Make a conclusion: _______ Exercise 2 It is a short and funny story about the famous Sherlock Holmes and his friend Doctor Watson. Then change the story into a short dialogue.

Sherlock Holmes and Doctor Watson went camping in a mountainous area. They were lying in the open air under the stars. Sherlock Holmes looks up at the stars and whispered, “Watson, when you look at that beautiful sky, what do you think of?” Watson replied, “I think how short life is and how long the universe has lasted.”

“No, no, Watson!” Holmes said. “What do you really think of?” Watson tried again.“I think of how small I am and how vast the sky is.”

“Try again, Watson!” said Holmes. Watson tried a third time. “I think of how cold the universe is and how warm people can be in their beds.” Holmes said, “Watson, you fool! You should be thinking that someone has stolen our tent!”

Explain: ______________________________________________ Make a conclusion: _______

Design purpose: Let students read the conversation or story and then explain to other students why it is funny. Let students get ready for learning of next step.

Stage 3 Conclusion

Task 2: Listen to Part 1 and then fill in the blanks. Play the tap 2 times. Mary Smith looked at the beautiful ripe plums. They would make lovely jam. When she had finished the ______, she _____ all her empty jam jars and ____ the rest of the jam in the pan. She would put it in the _______ when it was cooler. But just then the telephone _______,her mother was in ________ after a car accident. Mary ________ her bag and __________ the house.

Some days later, her husband, John, came home from a __________. He had been travelling all day and felt like having a drink and a piece of cake. As he __________ the kitchen he saw a pan with a ___________ inside it.

He ______ it up and ______ it. It smelled _____. Mary must have forgotten to _____ this pan, he thought. So he ______ all the jam into the ________ and cleaned the pan. Then feeling

comfortable, he began to eat a piece of cake.

Design purpose: Listen to Part 1 and then fill in the blanks so that can help students get ready for the study of next step.

Task 3: Listen to Part 1 again and write down the main idea. Design purpose: Make sure that all the students get the main idea of listening so that they can discuss about some question.

Task 4: Answer the question. What do you think Mary is going to say when she finds out what

was happened? Design purpose: Let student predict what will happen next and that is what we are going to listen in the next part.

Task 5: Listen Part 2 and check your prediction. Design purpose: Let students know whether their prediction true or not. Task 6: Listen Part 2 again and put these sentences below in right order.

__Mary got angry with John. __ Mary saw the chicken 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. Design purpose: Let students really know what really happen next so that they can know the whole story.

Stage 3 Production

Make a conclusion Jokes:______

Conversation:__________

Funny story:___________ Form of humour :______________________________ Varieties of humors English humors

VS

Chinese humors Design purpose: Have a summary about what we learnt today so that can help students review. And talk about English humors and

Chinese humors in order to give them the homework to compare the two humors and find out the similarities and differences.

Stage 4 Homework 1. Review what we learn today. 2. Compare Chinese humors with English humors and then make a report about the similarities and differences. Design purpose: Review what we learn today and compare Chinese humors with English humors and then make a report about the similarities and differences. Thus, students can get a better understanding about two different kinds of humors by comparing.

blackboard design

Jokes:pun A taste of English humour

Conversation:punchline

Funny story:unexpected ending —using language Form of humour

Verbal

VS

Nonverbal reading speaking listening Varieties of humors English humors

VS

Chinese humors