Using LanguageⅡ教学设计

Teaching Plan Teaching Content：Using LanguageⅡ

(Listening & Speaking & Writing) (Book 4 Unit 3 A taste of English humour)

The General Idea of This Period：

We will mainly deal with listening, speaking and writing in this period. At the beginning students are asked to listen to a funny story about the jam. Make sure students read the exercises before they listen to the story. This will help them get the gist of the listening text. Besides, encourage students to predict the story individually or in groups before listening. The speaking exercise is to encourage students to discuss what they find funny and understand English humour better. Since there is no right answer, students should be allowed to state their ideas freely, and the teacher should give them as much help and encouragement as possible. Besides, it is also important to encourage students to use an efficient way to organize their funny conversations or little stories correctly, so the teacher should give them some necessary guidance by showing some examples.

Analysis of the Students: 1. The learning levels of the students in Grade One are quite different, some are really poor at English, some are even no clear learning aims. So the teacher should set different learning tasks to help more students to take part in classroom activities. 2. Some students are lack of self-confidence, they are too shy to speak in class, so one teaching aim of this period is to build up students’ self-confidence by encouraging them to answer as many questions as they can. 3. Since there are no more suitable situations to help students to learn English, the teacher should help students to know more about English culture in order to get rid of students’ Chinese thinking in English learning.

Teaching Aims：

1. Enable students to predict and listen to the listening part.

2. Help students to understand and enjoy English humour.

3. Guide students to write funny conversations or stories by themselves.

4. Develop students’ sense of group cooperation and teamwork.

Teaching Important Points：

1

1. Develop students’ listening, speaking and writing abilities. 2. Encourage students to express their personal ideas. 3. Help students learn to understand English humour better.

Teaching Difficult Points：

1. Get students to listen to and understand the listening materials well. 2. Encourage students to express their ideas bravely. 3. How to develop students’ writing ability.

Teaching Methods:

Practicing and Concluding, Discussion, and Imitation.

Teaching Aids:

PPT, A projector

Teaching Procedures：

Step 1 Greetings

Step 2 Showing learning aims of this period to the whole class.

Step 3 Revision and Lead-in

Show the explanations of some words learnt in last period, ask students to go through them and tell the relevant/correct words in this unit one by one, and then lead in a funny story about jam---The story of the drunken chickens.

Step 4 Listening on Page 23 1. Part 1 (1). Ask students to predict the answer to the following question

by going through all the questions in Exercise 3 on Page 23. Q: What’s the relationship between Mary and John?

(2). Listen to Part 1 for the first time, prove the prediction and work out the main idea of Part 1. (1) Q: What’s the relationship between Mary and John?

A: husband and wife & couples

(2) Main idea of Part 1:

(ask students to read it together)

Mary made some jam but left some on the kitchen table for a few days as she 2

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 chicken yard. (3). Listen to Part 1 again and answer Question 1-2 in Exercise 3 on Page 23. Q1. What was Mary going to do with the cooked plums in the pan?

A: She was going to put them in the fridge later when they had cooled down.

Q2: What did John think Mary should have done with the mess in the pan? A: He thought she should have thrown it out for the chickens to eat. (4) Discussion

Ask students to discuss the following two questions in groups and then share their ideas with the whole class. Q1. What do you think Mary is going to say when she finds out what has happened?

Q2. How do you think John will react to her? (Answers will vary.) 2. Part 2 (1). Ask students to predict the correct sentences order in Exercise 4 before listening. (2). Listen to Part 2 and put these sentences in correct order.

4

Mary got angry with John.

2

Mary saw the chickens behaving strangely.

5

John was sorry.

7

The chickens enjoyed the jam.

6

John said he thought the jam was porridge.

3

Mary looked at the red mess on the ground.

8

John said the chicken were drunk.

1

Mary came home.

(3). Listen to Part 2 a second time, and then ask two students to act out the conversation and fill in the blanks at the same time. A: You

threw away

my jam!

B: Oh,

that’s

what it was, I’m

sorry

but I thought it was

porridge

which had gone bad in the hot weather. The chickens have

enjoyed

the jam, but it’s made them

drunk .

Step 5 Speaking and writing 1. Enjoy two jokes written in the form of conversations, ask some students to read them out. Next, help students to pick out the punchline of each and understand English humour better. 3

(1). Girl: If we marry, will you give me a ring?

Boy: Of course. What’s your telephone number?

←punchline

(2). Selina: Thank you doctor. My fever is gone.

Doctor: Don’t thank me. Thank god.

Selina: Then I’ll pay the fees to god.

←punchline

2. Ask students to complete the punchlines in the following two jokes by using one word. (1). Son: Selina kissed me this morning, Mom!

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

Son: Of course not. I kissed her

face

.

←punchline

(2). Dentist: Please stop shouting, I haven’t even touched your tooth yet!

Patient: I know. But you are standing on my

foot

.

←punchline

3. Show the following funny story to the whole class, ask students to read it together and pick out the punchline of it, and then guide students to write their own funny stories by analyzing the writing characteristics of it. Little Johnny feels sorry for teacher A new teacher was trying to make use of her psychology (哲学) courses. She started up her class by saying “Everyone who thinks you’re a fool, stand up!” After a few seconds, Little Johnny stood up. The teacher said, “Do you think you’re a fool, Little Johnny?” “No, mom, but I hate to see you standing there all by yourself !!!

↑punchline

4. Ask students to work in groups to write their own jokes or funny stories by using the following procedures: (1). Use a logical order: explain the situation, what happened and then give the punchline.

(First…then…next…finally…)

(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.

Step 6 Conclusion

Draw a conclusion that humour can be everywhere in our daily life by enjoying the following two sentences with the whole class.

(1). Happy, happy, it’s nice to be happy.

---from a song (2). Laughter is the sun that drives winter from the human face.

---Victor Hugo 4

Step 7 Homework Write down your own funny stories and collect as many funny stories as you can!

Step8 Just for fun!

If time permits, students can read the following tongue twisters for fun while the other students ask for the teachers’ help to solve their own puzzles in the learning of in this period. (1).A big black bug bit a big black dog on his big black nose! (2). Fresh fried fish, Fish fresh fried, Fried fish fresh, Fish fried fresh. (3). While we were walking, we were watching window washers wash Washington’s windows with warm washing water.

Teaching Reflection: 1、英语学习是一个全面发展的过程，听、说、读、写每一项技能都是学好英语不可缺少的必备项，每节课适时适量的训练是很有必要的。在本堂课当中，听、说、读、写各项教学环节的设计都十分紧凑，而且为了兼顾不同层次的学生，各个教学环节体现出一个先易后难，循序渐进的过程，从而极大程度地提高了学生的课堂参与度。

2、从整个教学过程来看，设置了较多的听力活动，而且课堂节奏很快，又没有对听力材料做适当的评析，以致部分理解能力薄弱的学生会对整个语篇的理解存在一定困难。

3、通过本堂课的学习，不难发现学生对英语笑话及绕口令等趣味性元素比较感兴趣，且参与度很高。所以，在今后的教学活动或课外活动中可以多多组织类似的活动以进一步激发学生的英语学习兴趣。唯一一点就是由于词汇量有限，所以学生的朗读语音及理解能力都有待加强。

4、教师能够对突发教学问题进行恰当处理，如PPT的操作失误，变师生问答为全班齐读等等。

5、为了兼顾课堂上的诸多因素，教师偶有看错读错或口语错误等等，今后教师应多多加强英语课堂用语的巩固。

6、通过总结进一步强调本节课的重点——幽默无处不在，让学生在短暂的时间内有效地总结回顾本堂主题，并引导学生树立正确的人生观。

7、Just for fun!这一环节的设置非常机动，有问题的学生可以当堂向老师求教，解决问题；没有问题的学生可以在放松思维的同时，以英语绕口令的方式再次感受中英语言文化的差异。

8、课堂师生问答互动引入小组PK制，学生积极性较高，且同学们能正确看待成败，真心为获胜者喝彩，值得表扬。

5