Using LanguageⅡPPT及专用教学设计内容

Teaching Design for

Using Language of Unit 3, module 4

Introduction of teaching content: The topic of this unit is A taste of English humor. Due to the cultural difference between eastern and western taste of humour, students have great difficulty in understanding English humour even after reading the story of Charlie Chaplin. To guide the students to appreciate English humour

as well as improve language skills, I’ve divided using language in this unit into three parts as follows:

Part 1: English jokes on page 22 and reading task on page 59. This part is to input more English jokes to the students and to make students to learn more about English humour, such as, punchline.

Part 2: listening and speaking on page 23. The homework in this part is to make preparations for the next period.

Part 3: writing. Introduce how to write a funny story. The two listening materials on the workbook will make sample writing. This period is the second part, which is scheduled to be finished in 40 minutes.

Teaching aims: 1.To enable the students to find necessary information in the listening materials.

2.To learn to appreciate English humor and express certain opinions. 3.To enhance teamwork among students.

Teaching Procedures: Step I: Warming up (to arouse the students’ interest)

Show pictures of plums and jam. Show a video about how to make jam out of plums. Step II: Listening (to improve listening ability ) Listen to part I of the story and do multiple choice exercises.

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

She would put it in the fridge when it was cooler. B.

She would throw it to the chicken to eat. C.

She would ask her husband to deal with it.

2. Why did Mary forget the jam? A.

Because Mary went out to run. B.

Because Mary had an accident. C.

Because Mary’s mother had an accident.

3. What did John think Mary should have done? A.

She should have had a piece of cake. B.

She should have cleaned the pan. C.

She should have cooked dinner for him.

Discuss what will happen next (the rest part of the story).

Listen to part II of the story and put the sentences in the right order.

___ 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.

Listen again and fill in the blanks.

“You ___________ my jam,” she shouted.“Oh, ______ what it was,” he said. “I’m ______ but I thought it was_________ which

had gone bad in the hot weather. The chickens have ________ the jam, but it’s made them _______.”

Try to retell the story.

Step III: Speaking

(to practice oral English on expressing opinions)

Do you think the story is funny? Give your reasons.

Use the given words and expressions to help.

Step IV: Acting (to appreciate humour and to strengthen teamwork)

Do you have any funny stories?

Ask some students to act out stories in front of the class. Step V: Homework (to prepare for writing) Write down your favorite funny story and share with your partners.