Unit 4 Humour-Topic Talk 教案-2025-2026学年高中英语北师大版选择性必修第二册

Unit 4 Humour-Topic Talk 教学目标和重难点 教学目标 Language competence: Master humour-related words and express opinions in English. Thinking quality: Analyze humour elements and develop critical thinking. Cultural awareness: Understand cross-cultural humour differences. Learning ability: Improve autonomous and cooperative learning skills through interactions. 教学重难点 Key points: Master core vocabulary (humorous, comedy, crosstalk, etc.) and use them to describe humour forms and benefits. Difficult points: Understand cross-cultural humour connotations and use humour expressions naturally in communication. 教学过程 The teaching process of this lesson focuses on the theme of "Humour", which is an introductory lesson of the unit, aiming to lay the foundation for the subsequent unit learning in terms of theme, language and context. It adheres to the student-centered concept, combines listening, speaking, reading and writing, and integrates the four-dimensional core literacy into each teaching link, so as to help students understand the connotation of humour, master relevant language knowledge and improve their language application ability. Lead-in: Activate Prior Knowledge and Attract Interest The lead-in link is designed to arouse students' interest in the theme of humour, activate their existing knowledge reserve about humour, and naturally lead to the topic of this lesson. First, the teacher will play a 2-minute short English comedy video (such as a clip from Charlie Chaplin's silent film or a short humorous sketch). The video is selected to be easy to understand, without too many complex words and sentences, and can quickly arouse students' sense of humour. After playing the video, the teacher will ask students two simple questions in English to guide them to think and speak: "Did you laugh when watching the video? What made you laugh?" Students are encouraged to answer freely. Some students may say the funny actions of the characters, some may mention the interesting plots, and others may talk about the exaggerated expressions. The teacher will positively affirm all students' answers, and then naturally lead to the topic: "Today, we will explore the topic of humour together, talk about different forms of humour, the reasons why they make us laugh, and the benefits of humour in our life. This is the Topic Talk of Unit 4 Humour." In this link, the teacher pays attention to creating a relaxed and pleasant classroom atmosphere, reducing students' anxiety in speaking English, and guiding students to actively participate in the interaction. At the same time, through the video and questions, students' prior knowledge about humour is activated, which lays a good foundation for the subsequent listening and speaking activities. In terms of core literacy, this link mainly cultivates students' language competence (initial expression of humour-related content) and learning ability (active participation in classroom interaction). Presentation: Learn Core Vocabulary and Sentence Patterns On the basis of the lead-in, this link focuses on helping students master the core vocabulary and sentence patterns related to humour, which is the key to this lesson. The teacher will present the core vocabulary through PPT, including nouns (comedy, crosstalk, joke, comedian, plot, accent), adjectives (humorous, funny, comical, embarrassed), verbs (imitate, interact, relieve) and phrases (play on words, relieve stress, add joy to life, enhance teamwork). For each word and phrase, the teacher will give clear pronunciation, accurate definition and simple and easy-to-understand example sentences, and let students follow the teacher to read twice to ensure that students can master the correct pronunciation and usage. For example, when teaching the word "humorous", the teacher will say: "Humorous is an adjective, which means having or showing a sense of humour. For example, My English teacher is very humorous; he always tells funny stories in class." When teaching the phrase "play on words", the teacher will give an example: "Why did the math book look sad? Because it had too many problems. This is a play on words, which uses the double meaning of words to create humour." In addition, the teacher will also introduce some common sentence patterns used to talk about humour, such as "I love/like... My favourite kind of comedy is...", "I think it is because of... that it makes us laugh", "Laughing has many benefits; it can... and...". After presenting the vocabulary and sentence patterns, the teacher will carry out a simple consolidation exercise. The teacher will show some pictures (such as a crosstalk performance, a comedy movie poster, a funny cartoon) and ask students to describe the pictures using the newly learned vocabulary and sentence patterns. For example, when showing a picture of a crosstalk performance, the teacher can ask: "What is this? Do you like it? Why?" Students can answer: "This is a crosstalk performance. I like it because it has clever conversations and play on words, which makes me laugh." In this link, the teacher adheres to the principle of "input first, output later", and ensures that students can master the basic language knowledge through clear explanation and simple practice. At the same time, through example sentences and picture description, students can connect language knowledge with real life, laying a foundation for the subsequent application of language. In terms of core literacy, this link mainly cultivates students' language competence (mastering core vocabulary and sentence patterns) and thinking quality (understanding the meaning and usage of language through examples). Listening: Obtain Information and Improve Listening Ability Listening is an important part of this lesson. The listening materials are two dialogues related to humour, which are in line with the theme of the lesson and the cognitive level of senior high school students. Before listening, the teacher will briefly introduce the background of the listening materials: "We will listen to two dialogues. The first dialogue is between Ma Hua and Christina, talking about Ma Hua's favorite forms of humour and the benefits of laughing. The second dialogue is between David and Jia Juan, talking about a funny thing that happened to David recently." Then, the teacher will put forward clear listening tasks to guide students to listen purposefully. For the first listening, the task is to let students listen and tick the forms of humour mentioned in the dialogue (such as funny stories, comedies, crosstalk, play on words). For the second listening, the task is to let students listen and fill in the blanks with the key information (such as the time, place and process of the funny thing). Before listening, the teacher will give students 1-2 minutes to read the listening tasks and predict the possible content of the listening materials, which helps to improve students' listening efficiency. Then, the teacher will play the listening materials twice. For the first time, students will listen to get the general idea and complete the simple listening tasks. For the second time, students will listen carefully to check and supplement their answers. After listening, the teacher will check the answers with the whole class, and explain the key sentences and difficult points in the listening materials. For example, if there is a sentence "Research shows that laughing has significant benefits; it relieves stress and anxiety and gives one a sense of well-being." in the listening material, the teacher will explain the meaning of the sentence and the usage of the phrase "relieve stress" and "a sense of well-being", and let students read the sentence twice to strengthen their memory. In addition, the teacher will let students listen to the listening materials again and retell the main content of the dialogues in their own words. First, students can retell in pairs, and then invite 2-3 students to retell in front of the whole class. The teacher will give positive comments and guidance, pointing out the advantages and areas that need improvement. For example, if a student misses some key information, the teacher will remind them to add it; if a student uses incorrect sentence patterns, the teacher will correct them patiently. This link not only improves students' listening ability, but also helps students further consolidate the core vocabulary and sentence patterns learned earlier. At the same time, through retelling, students' language expression ability is trained. In terms of core literacy, this link mainly cultivates students' language competence (listening comprehension and oral retelling) and learning ability (listening with purpose and cooperating with others in retelling). Speaking: Practice Language and Express Opinions Speaking practice is the key link to improve students' language application ability, which is also the embodiment of the key points of this lesson. On the basis of listening, this link designs a variety of speaking activities to let students use the learned vocabulary and sentence patterns to express their own views on humour, and gradually break through the difficult points of the lesson. The first speaking activity is pair work. The teacher will give a discussion topic: "What is your favorite form of humour? Why do you like it? What benefits does it bring to you?" Students will discuss in pairs for 5 minutes. During the discussion, the teacher will walk around the classroom, listen to students' discussions, and give guidance to students who have difficulties in expression. For example, if a student does not know how to express "I like crosstalk because it has clever conversations", the teacher will remind them to use the sentence pattern "I like... because of...". After the discussion, the teacher will invite several pairs of students to present their discussions in front of the whole class. Each pair will speak for 1-2 minutes, and the teacher will give comments and encouragement, focusing on whether students can use the learned vocabulary and sentence patterns correctly and whether their expressions are fluent. The second speaking activity is group work. The teacher will divide students into groups of 4-5, and assign a task: "Create a short humorous dialogue or a small humorous sketch about daily life, using the vocabulary and sentence patterns we have learned today. Then perform it in front of the whole class." Students will have 10 minutes to prepare. During the preparation, students will discuss the plot, characters and lines of the dialogue or sketch, and help each other to improve their language expressions. The teacher will participate in the discussion of each group, provide guidance and help, and ensure that each student can participate in the activity. After the preparation, each group will perform their works in turn. Other students will watch carefully and score the groups from the aspects of language usage, plot design and performance effect. After all groups have performed, the teacher will make a summary, affirm the advantages of each group, and put forward suggestions for improvement. For example, some groups may have simple plots, and the teacher can suggest that they add more humorous elements such as play on words or exaggerated expressions; some groups may have incorrect language usage, and the teacher will correct them in time. In addition, the teacher will extend the speaking activity by asking students: "Do you think there are differences in humour between different cultures? For example, what are the differences between Chinese humour and Western humour?" This question guides students to think about cross-cultural humour differences, which not only breaks through the difficult points of the lesson, but also cultivates students' cultural awareness. Students can express their views freely, and the teacher will supplement relevant knowledge, such as that Western humour often uses exaggeration and irony, while Chinese humour often uses crosstalk and funny stories with strong life atmosphere. This link focuses on students' oral expression practice, allowing students to apply the learned language knowledge in real communication scenarios. Through pair work and group work, students' cooperative learning ability is also trained. In terms of core literacy, this link comprehensively cultivates students' language competence (oral expression and language application), thinking quality (analyzing cross-cultural humour differences), cultural awareness (understanding cross-cultural humour connotations) and learning ability (cooperative learning and independent creation). Consolidation: Strengthen Knowledge and Deepen Understanding The consolidation link is designed to help students further strengthen the knowledge learned in this lesson, deepen their understanding of the theme of humour, and form a systematic knowledge structure. The teacher will design two types of exercises: written exercises and thinking exercises. The written exercise is to let students complete a short passage about humour. The passage has some blanks, and students need to fill in the blanks with the core vocabulary and phrases learned in this lesson (such as humorous, comedy, relieve stress, play on words, add joy to life). For example: "Humour is an important part of our life. There are many forms of humour, such as _______, _______ and crosstalk. A _______ person can always make others laugh. Humour can _______ and give us a sense of well-being. It also can _______ to our life. Some humour uses _______ to make people laugh." After students finish the exercise, the teacher will check the answers with the whole class, and explain the usage of the words and phrases in the passage again to strengthen students' memory. The thinking exercise is to let students write a short paragraph (50-80 words) about "Why do we need humour in our life?" Students need to use the learned sentence patterns and vocabulary to express their own views. The teacher will remind students to pay attention to the logic and fluency of the paragraph. After students finish writing, they can exchange their paragraphs with their deskmates and put forward suggestions for improvement. Then, the teacher will select several excellent paragraphs to read in class, and give comments and praise, which helps to improve students' writing ability and enthusiasm for learning. In addition, the teacher will summarize the key points of this lesson, including core vocabulary, sentence patterns and the main content of the listening materials, and remind students to review after class. The teacher will also assign after-class tasks: 1. Recite the core vocabulary and sentence patterns of this lesson; 2. Find a funny English story or joke and share it with the class in the next lesson; 3. Write a short dialogue about humour with your partner. This link not only consolidates the language knowledge learned in this lesson, but also trains students' written expression ability and thinking ability. In terms of core literacy, this link mainly cultivates students' language competence (written expression and knowledge consolidation) and learning ability (independent review and after-class practice). Summary and Extension: Integrate Knowledge and Cultivate Literacy The final link is summary and extension, which aims to integrate the knowledge learned in this lesson,升华 the theme of humour, and further cultivate students' core literacy. First, the teacher will invite students to summarize the main content of this lesson, including what they have learned, what they have mastered and what they have doubts about. The teacher will supplement and improve students' summaries, and emphasize the key and difficult points of this lesson again. Then, the teacher will extend the theme of humour by introducing some famous comedians and their works (such as Charlie Chaplin, Rowan Atkinson, etc.), and let students watch short clips of their works. The teacher will introduce the characteristics of their humour, such as Charlie Chaplin's silent humour, which uses body language and exaggerated actions to convey happiness, and Rowan Atkinson's Mr. Bean, which uses funny actions and daily life scenes to create humour. Through this introduction, students can further understand the diversity of humour and enhance their interest in learning English and Western culture. Finally, the teacher will put forward a guiding question: "How can we become more humorous? How can we use humour to make our life better?" Guide students to think about the practical significance of humour, and cultivate their positive attitude towards life. The teacher will conclude: "Humour is a bridge to happiness. It can relieve our stress, strengthen our relationships and make our life more colorful. I hope you can find humour in your daily life, use humour to face difficulties, and become a humorous and positive person." This link not only integrates the knowledge learned in this lesson, but also升华 the theme of humour, and guides students to apply the knowledge and concepts learned to real life. In terms of core literacy, this link comprehensively cultivates students' cultural awareness (understanding Western humour culture), thinking quality (thinking about the practical significance of humour), and emotional attitude (cultivating a positive and optimistic life attitude). Throughout the teaching process, the teacher adheres to the student-centered concept, designs diverse teaching activities, integrates the four-dimensional core literacy into each link, and pays attention to the interaction between teachers and students and between students and students. The teaching process is gradual, from input to output, from basic knowledge to practical application, which not only helps students master the language knowledge related to humour, but also improves their language application ability and comprehensive quality, laying a solid foundation for the subsequent unit learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $