Unit 4 Humour-Lesson 1 What's So Funny 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-Lesson 1 What's So Funny 教学目标和重难点 教学目标 Language competence: Master humour-related words and expressions. Cultural awareness: Understand cross-cultural humour differences. Thinking quality: Develop analytical and creative thinking. Learning ability: Improve autonomous and cooperative learning skills. 教学重难点 Key points: Grasp the main idea and details of the text; use humour-related vocabulary. Difficult points: Understand the deep meaning of humorous language and cross-cultural humour differences. 教学过程 The teaching process is designed based on the new curriculum standard, focusing on the cultivation of students' four-dimensional core literacy, and integrating listening, speaking, reading, writing and viewing activities to ensure that students can deeply understand the theme of humour, master relevant language knowledge and improve their comprehensive language application ability. The whole teaching process is carried out in English, creating an immersive English learning environment for students. Step 1: Lead-in (Warm-up and Activation) To arouse students' interest in the theme of humour and activate their prior knowledge, the lead-in link starts with daily and interesting interactions. First, the teacher greets the students and asks an open question: “Good morning, everyone. When you feel tired or upset, what do you usually do to make yourself happy?” Guide students to express their ideas freely, such as watching comedies, listening to jokes, chatting with friends and so on. Then, the teacher shows a short and interesting English joke on the screen, which is simple and easy to understand and close to students' life, such as: “Why don't scientists trust atoms? Because they make up everything!” After showing the joke, the teacher asks students to discuss in pairs for 2 minutes: “Do you think this joke is funny? Why?” Then invite 2-3 groups to share their opinions. During the sharing process, the teacher guides students to realize that the humour of this joke comes from the double meaning of the word “make up” — it not only means “compose” but also “fabricate”. On this basis, the teacher naturally leads to the theme of the lesson: “Today we are going to learn Lesson 1 What's So Funny? from Unit 4 Humour. We will explore the sources of humour, the characteristics of humorous language and the differences of humour in different cultures together.” In this link, students' enthusiasm for learning is fully mobilized through interesting jokes and interactive discussions. At the same time, students are initially exposed to the form of word play in humour, laying a foundation for the subsequent study of the text. In addition, the teacher pays attention to guiding students to use English to express their views, cultivating their oral expression ability in the process of interaction. Step 2: Pre-reading (Vocabulary and Background Preview) Vocabulary is the foundation of understanding the text. Before reading, it is necessary to help students master the key vocabulary and phrases related to the text, so as to remove the obstacles in reading. First, the teacher presents the key vocabulary and phrases on the screen, including humour, funny, amusement, absurd, ridiculous, pun, irony, sarcasm, situation comedy, make fun of, play a joke on, burst out laughing, etc. For each word and phrase, the teacher explains its meaning in simple English, combines it with simple example sentences, and guides students to read it aloud to master its pronunciation and usage. For example, when explaining “pun”, the teacher takes the joke in the lead-in link as an example again: “The word 'make up' in the joke is a pun, which has two different meanings. A pun is a form of humour that uses a word with two or more meanings to create a funny effect.” For “irony”, the teacher gives an example: “When someone says 'What a nice day!' on a rainy and cold day, that's irony.” After explaining the vocabulary, the teacher arranges a small activity: “Match the words with their definitions”. The teacher presents the definitions of the key words on the screen, and asks students to complete the matching task individually, then checks the answers with the whole class. This activity helps students consolidate the newly learned vocabulary and ensure that they can understand the meaning of the words in the text. In addition to vocabulary preview, the teacher briefly introduces the background knowledge related to humour: “Humour is an important part of human culture. Different cultures have different forms of humour. For example, British humour is often implicit and satirical, while American humour is more direct and lively. In today's text, we will read some humorous stories and explore the characteristics of different types of humour.” This background introduction helps students better understand the cross-cultural elements in the text and lays a foundation for cultivating their cultural awareness. Step 3: While-reading (Text Analysis and Comprehension) The while-reading link is the core of the lesson, aiming to help students understand the main idea of the text, grasp the key details, and analyze the structure of the text and the characteristics of humorous language. This link is carried out in three stages: fast reading, careful reading and deep reading. Stage 1: Fast Reading Ask students to read the text quickly and complete two tasks: First, find out the main idea of the text; second, list the three sources of humour mentioned in the text. Give students 3 minutes to read, and then invite students to share their answers. The teacher summarizes and sorts out: “The main idea of the text is to introduce the definition of humour, its three sources and the importance of humour in life. The three sources of humour are situation, word play and visual elements.” In this stage, students' fast reading ability is trained, and they can quickly grasp the core content of the text, forming a general understanding of the text structure. Stage 2: Careful Reading Ask students to read the text carefully paragraph by paragraph, and complete the following tasks: 1. Read Paragraph 1 and answer: What is the definition of humour? 2. Read Paragraph 2 and 3, and find out the specific examples of the three sources of humour mentioned in the text. 3. Read Paragraph 4 and 5, and summarize the importance of humour in life and the factors affecting people's perception of humour. Give students 8 minutes to read and complete the tasks. During this period, the teacher walks around the classroom, answers students' questions in time, and guides students who have difficulty in reading. After the reading, the teacher organizes the whole class to check the answers one by one, and focuses on analyzing the key sentences and humorous examples in the text. For example, when analyzing the example of situational humour in Paragraph 2: “A man walks into a bar with a duck on his head. The bartender says, 'Hey, where did you get that?' The duck says, 'I found him in the park. He followed me home.'” The teacher guides students to discuss: “Why is this situation funny?” Students will put forward their own views, such as the absurdity of a duck on a man's head, the unexpected dialogue between the duck and the bartender, etc. The teacher summarizes: “Situational humour comes from unexpected and absurd situations in daily life, which makes people feel funny because of the contrast between reality and expectation.” When analyzing the example of word play in Paragraph 3: “Why did the math book look sad? Because it had too many problems.” The teacher guides students to find the pun in the sentence — “problems” not only means “mathematical problems” but also “troubles”. Through this example, students further understand the characteristics of word play in humour. In this stage, students' careful reading ability is trained, and they can grasp the key details of the text, understand the specific performance of different types of humour, and lay a foundation for the subsequent deep analysis. Stage 3: Deep Reading On the basis of careful reading, guide students to conduct in-depth analysis of the text, focusing on the language characteristics of the text and the cultural connotation behind humour. First, ask students to discuss in groups: “What are the language characteristics of the humorous stories in the text? What makes these stories funny?” Give students 5 minutes to discuss, and then each group sends a representative to share their views. The teacher summarizes the language characteristics of the text: 1. Simple and vivid language, close to daily life, easy to understand; 2. The use of rhetorical devices such as pun, exaggeration and irony to create a humorous effect; 3. Unexpected endings, which break people's conventional thinking and bring a sense of surprise. Then, the teacher guides students to think about the cultural connotation behind humour: “Different cultures have different understandings of humour. For example, the humour in the text is mostly western-style humour, which is more direct and focuses on situational and language games. Do you think there are similar humorous forms in Chinese culture? What are the differences between Chinese and western humour?” Invite students to share their views, such as that Chinese humour often contains moral education, pays attention to implicit expression, and is more inclined to joke about life details, while western humour is more direct and likes to use satire and self-mockery. The teacher affirms students' views and emphasizes: “Humour is a product of culture. Understanding the differences of humour in different cultures can help us better carry out cross-cultural communication and respect cultural diversity.” In this stage, students' critical thinking and cultural awareness are cultivated. They not only understand the language characteristics of the text but also think about the cross-cultural differences of humour, realizing the connection between language and culture. Step 4: Post-reading (Consolidation and Application) The post-reading link aims to help students consolidate the knowledge learned in the text, apply the language knowledge and skills to practical communication, and improve their comprehensive language application ability. This link includes three activities: oral practice, vocabulary consolidation and writing practice. Activity 1: Oral Practice — Share a Humorous Story Ask students to work in groups of 4, and each student shares a short humorous story (in English) that they know or create by themselves. The story should use at least one of the three sources of humour mentioned in the text (situation, word play, visual elements). Before sharing, give students 5 minutes to prepare. During the preparation process, the teacher walks around the classroom to guide students, help them sort out the ideas of the story, and correct their grammatical mistakes. After the preparation, each group selects one representative to share their group's best humorous story with the whole class. After each sharing, the teacher and other students comment: “Do you think this story is funny? Which source of humour does it use? How can we make it more humorous?” Through this activity, students' oral expression ability is trained, and they can flexibly apply the knowledge of humour learned in the text to practical communication. Activity 2: Vocabulary Consolidation — Fill in the Blanks The teacher presents a passage related to humour on the screen, with some key words and phrases omitted. Ask students to fill in the blanks with the key vocabulary and phrases learned in the lesson. The passage is as follows: “Humour is an important part of our life. It can bring us ______ (amusement) and make us forget our troubles. There are many forms of humour, such as ______ (pun), irony and situational humour. Sometimes, a simple joke can make people ______ (burst out laughing). However, different people have different perceptions of humour, which is affected by cultural background and personal experience. We should learn to appreciate different types of humour and respect ______ (cultural differences) in humour.” Ask students to complete the task individually, then check the answers with the whole class. For the wrong answers, the teacher explains them in detail, helping students consolidate the usage of key vocabulary and phrases. This activity helps students further master the vocabulary learned in the lesson and improve their ability to use vocabulary in context. Activity 3: Writing Practice — Write a Short Humorous Paragraph Ask students to write a short humorous paragraph (about 80-100 words) according to the following requirements: 1. Choose one source of humour (situation, word play or visual elements) as the core of the paragraph; 2. Use at least 3 key words and phrases learned in the lesson; 3. The content is positive and interesting. Give students 10 minutes to write. During the writing process, the teacher provides guidance to students who have difficulty in writing, helps them sort out their ideas, and corrects their grammatical and spelling mistakes. After the writing, invite 2-3 students to read their paragraphs to the whole class. The teacher comments on their works, affirming their advantages and putting forward suggestions for improvement. For example, if a student's paragraph uses situational humour but the plot is not absurd enough, the teacher can suggest: “You can add some unexpected details to make the situation more funny, such as adding a dialogue between animals.” This activity trains students' writing ability and enables them to flexibly apply the language knowledge and humorous skills learned in the text to writing. Step 5: Summary and Homework Summary The teacher summarizes the content of the lesson with the students: “Today we learned Lesson 1 What's So Funny? We know that humour has three sources: situation, word play and visual elements. We also learned the language characteristics of humorous stories and the cross-cultural differences of humour. Through various activities, we have improved our ability to understand and use humorous language. I hope you can find humour in your daily life, use humour to make your life better, and respect the diversity of humour in different cultures.” In the summary link, the teacher helps students sort out the knowledge system of the lesson, consolidate the key points of the lesson, and sublimates the theme of the lesson, guiding students to establish a positive attitude towards life and a sense of cultural respect. Homework 1. Read the text again carefully, recite the key sentences and key vocabulary and phrases learned in the lesson, and preview the next part of the unit. 2. Collect 2-3 English humorous stories or jokes, and analyze their sources of humour and language characteristics, preparing to share them in the next class. 3. Complete the writing task in the post-reading link, revise and improve your humorous paragraph according to the teacher's suggestions. 4. Watch a short English comedy clip (such as Mr. Bean), and write a short comment (about 50 words) to talk about the humorous elements in it. The design of homework is closely combined with the content of the lesson, which not only helps students consolidate the knowledge learned in the lesson but also extends the learning content to daily life, enabling students to continue to feel and use humour in after-class learning, and further improve their comprehensive language application ability and cultural awareness. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, designs rich and diverse teaching activities, integrates the cultivation of four-dimensional core literacy into each teaching link, and guides students to actively participate in the learning process. Through listening, speaking, reading, writing and viewing activities, students not only master the language knowledge related to humour but also improve their comprehensive language application ability, cultivate their cultural awareness and thinking quality, and form a positive attitude towards life. 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 $