Using LanguageⅡ教学设计第二课时

A taste of English humour

英语教研组

高一课组

宋丽云

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授课教师

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教学难点

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板书设计

A taste of English humour

Song Liyun 课程类型

授课日期

New Lesson 26th June,2019 “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。让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

Help the students learn how to understand and enjoy English humors. Help the students know the differences between English and Chinese in humours. Using pictures, discussion, reading and imitation. A recorder and a projector. A taste of English humour

区分Bean和been，了解ring的用法

five sb. a ring. Long 和

round、

Friday 、March、Fine

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StepⅠ. Lead-in 1. Enable the students to talk about some types of English humour and Chinese humour. StepⅡ. Reading

1. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences. 2. 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. 设计意图：让学生能够了解本章节的内容，以及相关的背景知识。

StepⅢ. Sharing Let students share some dialogues. 设计意图：通过分享对话，初步了解英语幽默。

1. Policeman: You can’t park here.

Driver: Why can’t I?

Policeman: Read the sigh there.

Driver: It says, “Fine for Parking,” so I parked. 2. Girl: If we marry, will you give me a ring?

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

3. Daughter: Auntie kissed me this morning, Mum!

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

Daughter: Of course not. I kissed her face. StepⅣ. Learning. Read some of these customer and waiter jokes and match the joke. Can you match

the joke with the explanation. 1.C: What’s that fly doing in my soup?

W: Swimming. I think!

（B）

The first person is angry about something and wants to say “Why is this

here?”

2. C: What’s that?

W: It’s bean soup.

C: I don’t want to know what it’s been. I want to know what it is now.

(C) The answer to the question contains a word which, when spoken, can have two meanings. 3. C: Waiter. Will the pancakes be long? W: No, sir. Round.

(A) The first person is asking for information about time. The second

person treats it as a question about shape. The second person treats it as a request for information, and gives an answer to the question. 设计意图：学生能够掌握英语幽默的内涵，让学生能够更加精准的去学习。

StepⅤ. Practice Make different groups to practice the dialogues. 1. How did Watson answer Holmes’ question?

--I think of how short life is and how

long the universe lasted. --I think of how small I am and how

vast the sky is. --I think of how cold the universe is and

how warm people can be in their beds. 2.

What happened actually?

Someone has stolen their tent. After reading the funny story, what kinds of persons do you think they are? Sherlock Holmes:careful

Doctor Watson: careless 设计意图：让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。同时从听、说、读三个方面来学习和巩固所学语言知识，全面体现语言运用能力。

StepⅥ. Homework 1. Finish Exercise1,2,3,4 on page 21.

2. Preview Listening. 3.Preview Speaking and writing. 设计意图：提前进行课前预习，为第二天的课堂做准备，且能灵活掌握本单元的重点词汇和短语。

课后反思