Using LanguageⅡ教案2

Unit 3 A taste of English humour 听力与表达

一、教学内容

Listening (p. 23); Listening (p. 55)

二、教学目的

1.

2.

3.

4.

学生能够根据提供的信息预测听力内容；

学生能够抓住听力文章的主旨大意；

学生能够根据所听到的信息预测下面的内容；

学生能够对幽默故事发表个人的观点和简单的评论。

三、教学步骤

步骤一

听前

1.

小组活动。让学生读练习3（p.23），预测听力内容，教师可以给学生一些问题，引导学生的预测。

I. Pre-listening1. Read the questions in Exercise 3 on page 23. Guess what has happened.Who ? Mary & JohnRelationship:Where ? home, hotel, kitchen …When ?After work, during travellingWhat ?Perhaps the plums are cooked too much and burn the pan.

2.

小组活动。让学生阅读练习4，对发生的事情进行预测排序。

Pre-listening2. Read the sentences in Exercise 4 and try to put them in 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.

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3.

小组活动。让学生根据练习4中的信息重新修正和补充刚才的预测。

Pre-listening3. What new information have you got?Who:Mary & John,chickenhome, kitchen …After work Relationship:Where:When: What: …The chickens enjoyed the jam and were drunk.

4.

让学生做词汇练习，注意听力部分中的生词。

4. Read the following sentences and work out their meanings. Which meaning is used in the listening?Sentences 1 When I got home, the housewas in a complete mess. 2 All she could do was to hopethat she could sort out the mess.3 He reacted angrily to the stories people had made up about him. 4 Quite a lot of childrenreactbadly toshellfish.A untidinessB problemPre-listeningMeaningC become ill from eating particularfoodD behave in a certain way

设计意图：训练学生根据问题猜测要听的内容。关键要给学生预测的指导，教师提出几个问题，让学生在练习题中找答案，这些答案没有对错之分，只是为了引起学生的思考，以便听的时候更有目的性。排序后再让学生补充预测信息，是为了训练学生发掘信息，不断完善预测思维框架的能力。第二步让学生排序，一是要激发学生听的兴趣，二是训练学生的逻辑思维能力。由于听力文章中会有生词出现，所以在听前讲解重点词汇，尽量为学生排除障碍。

步骤二

听

1.

听第一部分，让学生概括大意。

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2.

再听第一部分，让学生做笔记，小组讨论，回答练习3中的问题。

Listening2. Listen to Part 1 again and answer the questions in Exercise 3 in groups.plums?Listening1)What was Mary going to do with the cooked She was going to put them in the fridge later when they had cooled down. 2)What did John think Mary should have done with the mess in the pan?He thought she should have thrown it out for the chickens to eat. 3)What do you think Mary is going to say when she finds out what has happened?4)How do you think John will react when he finds out what he did?

ListeningMary’s reaction1 laugh John’s reaction1 apologise.2 tell her she should not have left thejam on the kitchen table.1 get angry too and say that she should have2 get angry and tell John he told him she was making jam.should have put the jam in the2 laugh and say it is not important.dustbin. 3 apologise.3 say that the problems withthe chickens are John’s responsibility.1 deny this saying that she should not haveleft the jam on the kitchen table.2 say that Mary did not tell him what shehad been doing in the kitchen.3 did not know the chickens would get sick.

3.

听第二部分，让学生排序，对比自己在听之前的预测。

4.

再听第二部分，填写具体信息。

Listening3. Listen to Part 2 and check if you have put the sentences in Exercise 4 right.Content Mary got angry with John.Guess orderCorrect order42576381Listening4. Listen to Part 2 again and fill in the blanks. threw away“You __________ my jam,”she shouted. “Oh, that’s______ what it was,”he said. “I’m _____ but I sorryporridgethought it was _______ which had gone bad in enjoyedthe hot weather. The chickens have ________ drunkthe jam, but it’s made them ________. 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.

设计意图：听力文章是一则西方幽默，由于中西方文化差异，学生听第一遍时可能不理解，为了降低难度，教师可以把主旨大意中的关键词删掉，让学生听后补充。通过这个步骤，培养学生听取主要信息的能力。听前听后两次排序的对比，使学生更加清楚预测的重要性以及自己在预测中的问题所在。

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步骤三

听（练习册）

1．让学生读题，猜测听力内容。

III. Listening (Workbook)

1.Read the exercises on page 55 and try to

predict the listening.

who: Peter, his wife, a thief

where:when:midnight

what:A thief wanted to steal the potatoes

from Peter and his wife, but he failed.

2．听第一遍，做练习2（p.55）。看看学生是否能用勾划出来的这些词表达听力的主要意思。

Listening (Workbook)2. Listen to the tape and tick the words you hear.thief knife potatoes midnight shirt spread stole whispered shouted Write down the main idea in one sentence.The story is about a thief who tries to steal some potatoes and Peter who successfully prevents them from being stolen.Is your prediction right?

3. 再听一遍录音，让学生做笔记，小组讨论，做练习3。

Listening (Workbook)3. Listen to the story again and answer the questions in Exercise 3 in your own words.1) Where did Peter get the potatoes?Peter was given the potatoes by a friend.2) Why did he ask his wife to be quiet when she heard the thief?He thought the thief might have a knife and he did not want to make him angry.3) Why couldn’t the thief take away the potatoes?Peter removed the shirt that the thief had planned to put the potatoes in. 4) Why was the thief angry?He thought the husband had stolen his shirt so he could no longer steal the potatoes.

4. 小组讨论故事的发展，并记录下来。教师可以提供两个范例，启发学生思考。

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Listening (Workbook)Sample1. Peter will leap out of bed and grab the thief. Then he’lltake him to the police station and the thief will go to prison.2. Peter’s wife will become very angry with Peter becauseshe was right. While she and Peter are arguing the thief will take the potatoes and leave the house.

设计意图：前三个步骤依旧训练学生预测、听取大意和做笔记的能力。最后一个步骤是为了培养学生的想象力。因为本节课还有口语训练安排，所以在这里可以要求学生简单续写该故事。

步骤四

说

1. 口语表达练习。听完两部分听力内容，让学生进行小组活动，交流喜欢和不喜欢的幽默故事。

2. 教师展示表达评论幽默故事的常用短语。

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3. 给学生提供范例。提醒学生注意上述常用表达法是如何使用的。

TalkingS1: What do you find funny? I enjoy watchingMrBean because he makes such wonderful faces as he does stupid things. S2: I’m not surprised you like MrBean, because all my family are crazy about him and cannot get enough of his programmes. S1: We enjoythis kind of humourbecause my father loves Charlie Chaplin films. When he sees his stick and hat and that funny walk, he always bursts into laughter. S2: What I like best is the problems MrBean has with everyday situations like changing his clothes on the beach. I laughed till my sides split whenI was watching it. S1: Yes, I know that one. It reminded me when I stayed in England and I watched everybody try to change into their swimming costume, under a towel. It’s good that we both enjoyed that!

4. 选取两组学生进行展示。

设计意图：让学生进一步领会幽默艺术，培养学生表达倾向性的能力。

步骤五

作业

准备Project（p. 61）中的幽默小故事、诗歌、笑话等。可以加上自己的推荐理由。

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