Using LanguageⅡ课堂实录

Book4 Unit3

A Taste of English Humour

课

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课时数

1 Using Language (II)

课

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教学目标

知

识

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能

Multimedia, blackboard

New 教学方法

自主、合作与探究

教

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1.Develop Ss’ reading abilities. 2.Get Ss to know about the famous April Fool’

Joke : THE NOODLE HARVEST. 2.Enable Ss to master these words and phrase: explanation、spoil、

make fun of... 、one of+可数名词复数...

过

程

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法

1.

To help Ss know that everyone can be wise. 2.

To help them build confidence、optimism and determination to overcome the difficulties. Train Ss’

reading skills and strategies(Guess the main idea、

skimming、scanning、summary of the content）

情感、态度与价值观

学情分析

本堂课内容比较有趣，再加上上节课对幽默大师卓别林的学习，学生们对本节课内容也非常感兴趣；部分学生基础比较薄弱，要注重引导其分析课文的能力。

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Teaching procedures Step 1.Pre-reading

Show two pictures of a reporter and a noodle trss. Guess: __________ played jokes on __________.

Step 2.Fast reading Match the main idea with its paragraph.

Para1

Para2 Para3

Many people in England believed this story.

Further explanations to make the story more believable

Introduction to April Fool’s Day

The noodle harvest and the reasons for it

Para4 Step 3.Careful reading 1.

What did the programme Panorama(全景) usually explore? But on that day, what did it report? (Paragraph 2)

2.

What two reasons did the programme give for the good noodle harvest?? (Paragraph 2)

3.

How did the programme makers convince（使..信服）

these people of the same length of the noodles? (Paragraph 3)

4.

Did people at that time believe the noodle tree? Why?(Paragraph 4)

5.

How did people react（反应）

when they found they had believed the April Fool’s joke? (Paragraph 4)

Step 4.Post reading Humour is everywhere in our daily life. 1.Discussion: Why should we develop a sense of humour? 2.Show time: Show your humour and try to make us laugh. Ways: jokes, dance, Cross-dressing, make-up, body language, facial expression .....

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板书设计

作业布置

教学反思

本堂课基本达成了学习目标，增长了同学们上台表现自己的勇气以及培养了幽默、乐观、不同角度看问题的能力。课中我注重引导，学生表现比较积极，课堂氛围活跃。

不足之处：中间表演环节自己讲一个English joke起示范作用效果应该会更好。

1.反思本堂课所学。

2.搜集身边的幽默大师或者对生活积极乐观的人物及其事例。

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