Using LanguageⅡ名师教学设计1

教学设计方案

必修4

Unit 3 A taste of English humour 课题名称

Using language

姓名

年级学科

苗彩辉

高一英语

工作单位

石家庄市第四十九中学

教材版本

人教课标版

一、

教学内容分析

本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。

二、教学目标

1. 语言目标

a. 重点词汇

verbal, nonverbal, mime, farce, pancakes, mountainous, whisper b. 重点句型

I think how short life is and how long the universe has lasted.

P22 2. Ability goals

能力目标

Enable the students to talk about some types of English humour and Chinese humour. 3. Learning ability goals 学能目标

a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences. b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around. Teaching important points 教学重点

Help the students learn how to understand and enjoy English humors. Teaching difficult points 教学难点

Help the students know the differences between English and Chinese in humours. Teaching methods

教学方法

Using pictures, discussion, reading and imitation. Teaching aids 教学准备

A recorder and a projector.

三、学习者特征分析

大部分学生英语基础薄弱，提前让学生把本阶段的单词和短语反复读和熟记，为学习句子做好准备。本课时的预习是让学生自己先读课文体会英语中幽默的表达同时体会一下中国语言幽默和英语语言幽默的不同之处。

四、教学过程

Step I Reading on P22

The purpose of this reading is to introduce the kind of humour we can laugh at -verbal jokes. They use a “play on words” to be funny. Let the students read the three jokes and then match the joke with the explanation. T: Well, boys and girls, just now we learned something about English and Chinese jokes. Now let’s read some English jokes on Page 22. I’ll give three minutes for you to read them and then match the joke with the explanation. If you like, you may have a discussion. And then we’ll check the answer. OK, read them.

The students read and finish their task, and the teacher can show some other jokes on the screen. After they have finished the task, check the answer and ask them to enjoy the jokes on the screen. T: Have you finished the reading? Are the jokes funny? Ss: Yes, they are very funny. We’ve never found that English jokes so funny.

T: What’s the answer?

S11: The answer is 1 to B, 2 to C and 3 to A.

T: Good. Now, please look at the screen. Here are more jokes on it. Read them and enjoy them. If you have some troubles in understanding, discuss, or ask me. Give the students some time to read the jokes. Patient: Doctor, I’ve lost my memory.

Doctor: When did this happen? Patient: When did what happen?

Anisha: Thank you doctor. My fever is gone. Doctor: Don’t thank me. Thank god. Anisha: Then I’ll pay the fees to god.

A man with two red ears went to see his doctor. Doctor: What happened to your ears? Man: I was ironing a shirt and the phone rang but instead of picking up the phone, I accidentally picked up the iron and stuck it to my ear. Doctor: Oh Dear! But ... what happened to your other ear? Man: The scoundrel (恶棍) called back! T: Funny? Ss: We’re laughing to death!

T: Don’t do that, another joke is waiting for you. Please read the neat joke on Page 22. And then finish the question followed. Give the students three minutes to do it.

T: Now decide which of these two kinds of jokes you like better. Give your reason. S12: I find the first kind jokes are easier to understand. S13: Those jokes on the screen are the funnies ones, I think. S14: We must understand the background of the funny story at first, and then we can know what a humor Sherlock Holmes was. I think to understand this kind of jokes needs wisdom to understand. We must know that he was a detective, so he was always thinking of the things such as stealing.

T: What you said is reasonable. Now let’s listen to the tape, pay attention to the intonation, and try to bring out the humorous meaning. If time permits, the teacher can ask some students to act out the jokes. Step II Speaking T: Now, we’ve learned some jokes and listened to some too. How about speaking out what you feel funny in class? I’ll give you five minutes to prepare this task, and then ask some of you to tell us your story. There are some steps for you to finish the task. If you think they are useful, follow them. Five minutes later. S15: My story is one day Lian Hong was standing by the window, talking with other students. Ren Xinglian came up. She wanted to make a joke with Lian and gave her a surprise. So she rushed towards Lian and kicked her at the same. But to all of us surprise, Ren slipped on the floor! Everybody laughed to bend their backs, me too. T: Me too! OK, this class is full of joy. We know that in our life, there are full of happiness, sorrows, boredoms, and joys. When we meet with sorrows or boredoms, don’t forget to read these jokes. Maybe they can bring you sunshine. Am I right? Ss: Yes. Thank you. Step III

Writing 本单元的写作任务是要求大家写一篇幽默故事。

【跟踪指导】

所谓幽默的语言指的是有趣、可笑而意味深长的语言。这里有两点需要强调：一是有趣；二是意味深长。即我们的作文语言既要有趣，又要有让人回味的东西。一味地有趣而毫无味道，这样的语言不是幽默，而是滑稽。对于我们高考作文语言来说，幽默的语言是一种境界，一种提升作文等级的较高境界。那么应该怎么做才能达到这一境界呢？让我们来看两段语言材料：

① —I’m worried about my daughter. She keeps being chased by the doctor.

—Has she tried an apple?

解读: 这两句话乍一看，看不出幽默之处，其实这里运用了延伸双关语。延伸双关语指巧妙运用某些语言现象（构词法、发音、谚语等）展开联想，从而达到某种幽默风趣的效果。要理解双关语的精妙之处，需要有一定的英语文化背景知识。本句就巧妙地利用了英语中的一句谚语An apple a day keeps the doctor away。说话人运用短语keeps the doctor away“摆脱医生的追求”来给人出主意，这正是一种幽默技巧。

② —There is something wrong with these hot dogs. —Well, don’t tell it

to me. I’m only a waiter, not a vet (兽医). 解读: 这则幽默运用了“偷换概念”的方法，即把食品（hot dog）偷换成真正的动物来推卸责任。答非所问，却意味深长，发人深思，风趣隽永。

从这些材料里，我们可以归纳出幽默语言的基本元素：

1. 夸张或夸张与比喻相结合。

2. 挪借。

3. 虚实转换（包括偷换概念）。

4. 别解（曲解）。

5. 多义误解或双关。

另外，写幽默故事应注意：

1．

幽默故事往往比较简短，并常带有推理性。前面的部分往往是起铺垫作用，后面部分才是幽默的“灵魂”。故事中的一些前因后果的说明常常被省略，直接进入一个意想不到的结局，使故事达到高潮。

2．了解中西文化的异同点。掌握不同的修辞手法。既要了解表层意思，又要领会深层含义。

3．掌握幽默的重要载体——双关语、绕口令等。

【实例展现】

请根据下面一幅图画展开联想，以“You will save much more money”为题，写一篇幽默故事。

参考词汇：惊呆的dumbfounded 【审图构思】

画面展示母子俩谈话的场面：不知放学回家的儿子对母亲说了什么，使得母亲让他下次回家时跟着出租车跑。合理推断儿子的说话内容是理解这幅图画的关键。

【范文欣赏】

You will save much more money

Dick, a nine-year-old boy, is very naughty, but he runs very fast. One day, after school was over, he ran back home instead of taking a bus. Seeing his mother, he said happily, “Mum, you will be very pleased with what I did today!”

Hearing that, his mother was very surprised and asked him, “Why?”

“I didn’t get back by bus today. I ran all the way after it. So I saved two dollars,” Dick answered proudly.

“Well,” said his mother, laughing. “Next time you’d better run after a taxi; you will save much more money.”

Hearing these words, Dick was dumbfounded.

文章通过人物对话的形式将主要内容呈现出来，表达得当，趣味性强，读者读后，定会哑然失笑。

Step IV

Homework T: Today’s homework is to preview the Reading material and finish the Comprehending ahead. And I have a wish that at the beginning of each class, one of our classmates can give us a joke, to bring smile into the classroom. Do you agree? Ss: That’s a good idea.

T: Let’s begin from Group one. One of you will tell a joke to us at the beginning of next class. Don’t forget it. Ok, class is over. See you next time.

Ss: See you.

八、教学反思

我讲的内容是高一英语必修4第三单元Using language部分，采用了“任务型”和情景教学方法。我将这节课设计为课前学生看课本中的例句来初步理解英语的幽默，然后设置语境练习写句子，最后结合大量练习巩固用法。

因此，本人合理使用教学媒体辅助课件，内容多、容量大，极大地激发学生的学习兴趣，启迪学生的积极思维。

新课程标准提出教师不应仅仅是知识的传授者，还应成为学生学习的促

进者、指导者、组织者、帮助者、参与者和合作者。因此我在设计课堂活动时，力争凸显以学生为主体，强化学生主体意识，激发学生学习兴趣，让所有学生在课堂上体验成功的喜悦。

1. 在这节课的导入部分，我先让同学们自己找句子小组讨论，学生对此反应热烈，学生表现出强烈的求知欲

2. 以小组讨论的形式编写句子，使学生们在合作探究中学会语法，小组讨论是学生喜欢的一种课堂活动形式，所以他们讨论得很热烈，陈述得也很好，达到预期目的。

3. 最后的话题讨论是知识的延伸及能力的提升。但因时间紧促，而没能让每个学生学生表达自己的观点，这是本节课的失败之处。

这节课总的来说比较顺利地完成了预期的目标和任务，收到了比较好的效果。同时也有不足之处，主要表现为：

本节课的教学任务很大，放到一节课来完成势必只能做到蜻蜓点水，同时，过高地评估了学生的水平，学生耗费的时间过长，以至的后面环节处理仓促。

今后的教学中要多听每位教师的课，向他们学习，多钻研教材，多了解学生，努力学习，不断完善自己，增加知识储备，争取不断进步！