Using LanguageⅡ教学实录

Book 4 Unit 3 A Taste of English Humour ——Using Language II Listening & Writing 教学设计

The analysis of the teaching material：

This lesson is the sixth period of Unit 3 A Taste of English Humour

in the New Senior English for China Student’s

Book 4 published by People’s

Education Press. The topic of this unit is “Humour”. This period consists of Listening and Writing in the Using Language part. The listening material in this unit is a humourous story which can bring the students quite a lot of pleasure. And this lesson intends to train the students’ listening skills and offers the students an opportunity to develop their comic skills and learn to write humorous stories.

Design concept: Language is learned to be used in and for communication. So the design focuses on the training of the students’ listening and writing skills. The exercises of this lesson go step by step —

prediction, getting general idea and detailed information and grasping the key information as well as discussion, writing using the given structures.

Teaching Important & Difficult Points How to help the students to improve their listening ability. Help the students learn how to grasp the general idea and detailed

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information. Learn the structure, the punchline, the logic order of a humorous story and put them into practice. Teaching Methods: Task-based learning; cooperative learning. Teaching Aids：

A multi-media computer and a blackboard Three Dimensional Teaching Aims：

Knowledge and Skills：

Help the students to improve the skills to listen for general idea and detailed information. Help the students to improve their listening approaches. Help the students learn to write humorous stories —

the structure, the punchline, the logic order.

Process and Strategies：

The teacher guide and encourage the students to finish each task. Let some students show their writing works in the front. Feelings and Value：

The listening material may bring the students quite a lot of pleasure. The writing part will enable the students to experience the joy of success. Teaching Procedures：

Step 1 Revison

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T: Hello, everyone! We have learned the new words of this unit. Now let’s have a revision of some of them. I will give you the meaning of the word and you find which word it is. Suggested answers: 1) mess

A dirty or untidy state

2) react

To behave in response to sth 3) porridge

A type of soft food, especially for breakfast 4) drunk

Drink so much that it is impossible to think or speak clearly 5) jam

A thick sweet thing spread on bread [Design purpose] To have better understanding of the listening part, and the last word “jam” will be the key word of this lesson.

Step 2 Leading in T: Do you like eat jam? Ss: Yes. T: Now I will share you a funny story about jam: The story of the drunken chickens. Are you curious about the story? Ss: Yes. T: Let’s come to the story.

[Design purpose]

to activate students’

interest of the following listening story. Step 3 Listening on Page 23

1. Predict and listen to the listening part 1

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T: Let’s open the book and turn to page 23

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the listening part of this unit. Before listening, first go through Exercises 3, and then try to predict two questions: 1) What’s the relationship between Mary and John? 2) What about the main idea about part1? T:

Are you ready? Ss: Yes. T: OK, here we go. Let’s have the first listening, and try to prove your prediction. And when you are listening, just take some notes, try to write down the key words. Ok, let’s begin.

After the first listening. T: Let’s prove your prediction. The first question: What’s the relationship between Mary and John? S1: They are husband and wife. T: Congratulations, you are right. Then what’s the main idea about part 1?

Ss will give their answers, and the teacher has a check of them, and give the suggested answer, and let the students have a read of it together. The main idea：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 throw it into the chicken yard. [Design purpose] to activate students’

ability to predict the story

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with the help of key words from the questions and train students’

listenung ability of grasping the general idea as well as taking notes. 2. Listen again and answer the questions T: Good job！Let’s listen to the story again and answer these questions. 1) What was Mary going to do with the cooked plums in the pan? 2) What did John think Mary should have done with the mess in the pan? A

T: Who will answer the first question? S1: She was going to put them in the fridge later. T: Ok, let’ s check the answer: She was going to put them in the fridge later when they had cooled down. Ok, good, you are right. But then what happed?

Ss: She received a call said her mother was in the hospital. T: So Mary went out leaving some of the jam in the pan. Then let’s come to the second question: What did John think Mary should have done with the mess in the pan? S2：He thought she should have cleaned the pan and thrown it out for the chicken to eat. T: Let’s check the answer: He thought she should have thrown it out for the chickens to eat. Right. Does John know what the mess was? Ss: No. T: So he poured all the jam into the chicken yard.

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[Design purpose] To

train students’ listening ability of grasping detailed information. 3. Discussion T: Maybe these two questions are a little easy to you. Now I will give you two difficult ones. Discuss the following questions: 1) What do you think Mary is going to say when she finds out what has happened? 2) How do you think John will react to her? T: Get into groups and discuss them. (2minituts later) T: Ok, stop here. Are you ready?

Ss: Yes. T: The first question? S1: I think Mary will be very angry. T：Do you think so? Mary will got angry. Ss: Yes. T：How will John react to her? S2: He will say sorry to her about what he had done. T: So he will apologize to Mary.

[Design purpose] to activate students’ imagination and logic inferring ability and also prepare for the listening of part 2.

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4. Listen to part 2 and finish exercise 4 on page 23 T: Ok, these are just our guesses. Do you want to know the truth? Ss: Yes.

T: Ok. Let’s come the part2, and find out if we are right, and finish the exercise 4 on page 23. Before we listen to the part 2, read the sentences of exercise 4 and try to put them in order. (a minute later) T: Ok, now let’s listen to part 2 and check your answers. After listening, check the answer together, the right answer is: 42576381.

T: Congratulations. You’ve got them right.

[Design purpose] To have a basic knowledge of part 2 through reading the sentences of exercise 4 and to train students’ logic inferring ability.

5. Listen to part 2 and finish exercise 5 on page 5 T: Now fill in the blanks while listening to Part 2 a second time. (After listening, ask two students to read their answer as a dialogue, and check the answer.) T: Do you find this story funny? Do you think what is the punchline of the story. S: I think the story is very funny; because we often find people drunk,

S: It sounds interesting that jam can turn into wine within several days!

S: I find that the last sentence is really funny. The writer even asked

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whether a

T: Good answers. I think all of you have sense of humour.

[Design purpose] To train students’ listening ability of grasping detailed information, and to enjoy the pleasure of the funny story，to elicit the term punchline and help Ss understand the the function of punchlines which lays a foundation for the next step.

Step4 Enjoy some jokes and write your own funny story 1.

Enjoy some jokes and find out the punchline T: This is my funny story that I want to share with you. I also want to listen to your own funny story. Before your show time I will give you some examples. Ss: Yes.

T: Let’s enjoy some jokes, and try to find out which is the punchline. Ok? Ss: Yes. The teacher will find three group of students to act out the conversation, and ask other students to find out the punchline. 1)

Teacher: Jimmy, what are the three words which pupils use most often in English class? Jimmy: I don’t know. Teacher: Correct. 2)

Teacher: Can you tell me anything about the great scientists of the 18th century?

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Student: They are all dead.

3)

Dentist: Please stop shouting, I haven’t even touched your tooth yet. Patient: I know. But you are standing on my foot. [Design purpose] to lead students to find out punchlines in different jokes based on what they’ve

learnt.

2.

Try to fill in the blanks with one word each blank. 1)

It’s too far

Teacher: Why do birds fly south? Student: Because it’s too far to ___walk____. 2)

Patient: Thank you doctor, my fever is gone. Doctor: Don’t thank me, thank god.

Patient: Then I will pay the fees to ____god______. (Let two groups of students to act out the conversation, and check the answers.) [Design purpose] To cultivate their creativity to write their own punchlines. 3.

Find out the punchline and analyze the structure of a funny story. T：There is another funny story, also in the story there is a punchline. Now I will ask one student to read the story, and the rest of you to find the punchline. (Answer: the punchline is: because I happen to be flying it.) Analyze the structure of the story:

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One day, a man called a taxi company

for a taxi to make me to the airport.

The situation He waited at home but it didn’t arrive.

So he called again. The girl said,

“I am sorry the taxi hadn’t come,

What happend but don’t worry as the plane is always late. ”

“Well, it certainly will be late this morning”

the man said, “because I happen to be flying it.”

The punchline Analysis: The first paragraph gives us the situation of the story, which includes three elements when, who and where. The second paragraph tells us what happened. And the last paragraph gives us the punchline. So this is my examples. Now it’s your time. Get into groups and write you’re your own funny stories. It can be a conversation or a short story. And choose the best one to show in the front of the class. [Design purpose] To learn the basic structure of a funny story, and to deepen students’ understanding of how to use punchlines to achieve a humour effect to prepare for the writing task. 4.

While write down your funny story T: While write down your funny story, you should obey some rules: 1)

Use a logical order (First…then…next…finally)

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2)

Read it through when you have finished checking for mistakes. 3)

Read it to your partner and ask for advice. 4)

Show it to the whole class. T: Are you clear? Ok, Discuss with your partners, write down it, and choose the best one. Let’s begin.

(5minuites later) Let’s some groups to present their own funny stories, and let other students find the punchline.) T: Ok, this is your show time. Now Let’s make a conclusion. [Design purpose] To lead students to write their own jokes based on the pictures provided, and enable the students to experience the joy of success. Step5 Conclusion Life is tough, but if you have the ability to laugh at it, humour can be everywhere in our daily life. We can be optimistic, no matter what difficulties you meet, just remember the following sentence:“Laughter is the sun that drives winter from the human face.”—

Victor Hugo [Design purpose] to cultivate students’ optimistic spirit. Step 6: Homework Finish your funny story writing, and They will be collected.

[Design purpose] Consolidate what they have learned, and train students’

writing ability.

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