Unit 4 Humour Lesson 2 Why Do We Need Humour 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 2 Why Do We Need Humour 教学目标和重难点 教学目标 It focuses on language ability (mastering humour-related words and expressions), cultural awareness (understanding cross-cultural humour differences), thinking quality (analyzing humour’s value logically), and learning ability (applying cooperative and autonomous learning strategies). 教学重难点 Key: Grasp the physical and psychological benefits of humour and master discourse markers for illustration. Difficulty: Using humour appropriately in cross-cultural communication and distinguishing derivative words’ parts of speech and meanings. 教学过程 The teaching process is designed around the theme “Why Do We Need Humour?” and adheres to the student-centered concept, integrating listening, speaking, reading, and writing activities to implement the four-dimensional core literacy goals. It is carried out in a progressive way, from activating prior knowledge to in-depth exploration, and finally to practical application, ensuring that students not only master language knowledge but also understand the value of humour and improve their comprehensive language application ability. Step 1: Lead-in (Warm-up and Activation) To arouse students’ interest in the topic and activate their prior knowledge about humour, the lead-in part starts with an interactive activity. First, the teacher shows students a set of interesting English cartoons and short humorous videos, including simple puns and situational humour. After watching, the teacher asks open-ended questions in English: “What makes you laugh in these cartoons or videos?” “Can you share a funny thing that happened to you recently?” “Do you think humour is important in our life? Why or why not?” Students are encouraged to speak freely in groups of 4, sharing their own experiences and views on humour. During the group discussion, the teacher walks around the classroom, guides students to use simple English expressions, and records the key words and sentences they mention, such as “funny”, “make me relax”, “solve embarrassment”, “joke”, etc. After the discussion, each group sends a representative to share their opinions with the whole class. The teacher summarizes students’ answers, affirms their active participation, and naturally leads to the topic of the lesson: “Today we will explore the question ‘Why Do We Need Humour?’ and find out the important role of humour in our life, study and communication.” This link not only creates a relaxed and pleasant classroom atmosphere but also helps students connect their daily life with the lesson content, laying a good foundation for the subsequent listening and speaking activities. At the same time, it implicitly cultivates students’ language expression ability and cooperative learning ability. Step 2: Pre-listening (Vocabulary and Background Preview) Before listening, it is necessary to help students master key vocabulary and background knowledge to reduce listening obstacles. First, the teacher presents the core vocabulary of the lesson on the blackboard or PPT, including nouns (tension, embarrassment, infection, blood), adjectives (physical, psychological, far-reaching), adverbs (accidentally), and discourse markers (for example, for instance, one example of this). For each word, the teacher explains its meaning, pronunciation, and usage, and gives simple example sentences related to humour. For example, when explaining “physical”, the teacher says: “Physical refers to something related to our body. Humour has physical benefits, such as relaxing our muscles and improving blood circulation.” When explaining “embarrassment”, the teacher gives an example: “If you accidentally call your teacher ‘mom’ in class, you will feel embarrassment. And humour can help you get out of embarrassment.” For discourse markers, the teacher focuses on explaining their functions in expressing examples, and guides students to practice simple sentences, such as “Humour is good for our health. For example, it can reduce our stress.” Then, the teacher briefly introduces the background of the listening materials: the first listening material is a speech about the importance of humour, which mainly talks about the physical and psychological benefits of humour; the second one is a dialogue about Mike using humour to get out of an embarrassing situation. The teacher reminds students to pay attention to the main idea of the speech and the details of the dialogue during listening, and teaches them basic listening skills, such as taking notes of key words (nouns, verbs, adjectives related to humour’s benefits) and distinguishing the logical relationship between sentences. After the vocabulary and background preview, the teacher organizes a quick vocabulary quiz. Students answer questions in turn, such as “What’s the Chinese meaning of ‘psychological’?”, “Use ‘for instance’ to make a sentence about humour.” This link helps students consolidate the newly learned vocabulary and discourse markers, ensures that they can understand the listening materials smoothly, and lays a solid foundation for the listening link. Step 3: While-listening (Listening and Information Extraction) The while-listening part is divided into two rounds: extensive listening and intensive listening, aiming to help students gradually grasp the key information of the listening materials and improve their listening comprehension ability. In the first round (extensive listening), the teacher plays the two listening materials in turn. Students are required to listen carefully and grasp the main idea of each material. After listening to the first material (the speech), the teacher asks: “What is the main topic of the speech?” Students are expected to answer: “The speech mainly talks about the physical and psychological benefits of humour.” After listening to the second material (the dialogue), the teacher asks: “What happened to Mike? How did he solve the problem?” Students should summarize: “Mike always forgot guests’ names at the party, and he used humour to get out of the embarrassment.” In the second round (intensive listening), the teacher plays the listening materials again, and students are required to complete the listening tasks designed in advance. For the first material (the speech), the task is to fill in the blanks with key words: “Humour can help us relax our ______, improve ______ circulation, reduce ______, and make us feel happy. It also has ______ effects on our mental health, helping us deal with pressure and negative emotions.” For the second material (the dialogue), the task is to answer detailed questions: “When did Mike feel embarrassed? What did he say to the guests? Did his humour work?” During the intensive listening, the teacher can play the key parts repeatedly to help students catch the details. After students finish the tasks, the teacher checks the answers with the whole class, explains the difficult points in the listening materials, such as long sentences or unfamiliar expressions, and emphasizes the key information about humour’s benefits. At the same time, the teacher guides students to analyze the structure of the speech: the opening part puts forward the topic, the main part lists the benefits of humour with examples, and the ending part summarizes the importance of humour. This helps students understand the logical structure of the speech and lay a foundation for the subsequent speaking and writing activities. In this link, students’ listening ability is trained, and they can also deeply understand the specific benefits of humour, which is closely related to the theme of the lesson. At the same time, the teacher guides students to take notes, cultivating their learning ability of using listening strategies. Step 4: Post-listening (Discussion and Deep Exploration) After listening, the teaching focuses on guiding students to deeply explore the theme “Why Do We Need Humour?” through discussion and analysis, so as to improve their thinking quality and language expression ability. This part is divided into two activities: group discussion and theme analysis. First, group discussion: students are divided into groups of 6, and discuss the following questions based on the listening materials and their own experiences: 1. What are the physical benefits of humour mentioned in the speech? Can you give more examples in daily life? 2. How does humour help us deal with psychological pressure and embarrassment? Combine Mike’s experience and your own experience to talk about it. 3. Are there any differences in humour between different cultures? How should we use humour appropriately in cross-cultural communication? 4. What can we do to cultivate our sense of humour? During the discussion, the teacher puts forward guiding suggestions for each group, such as reminding students to use the newly learned vocabulary and discourse markers, and encouraging them to express their views clearly. For example, when discussing cross-cultural humour differences, the teacher can give examples: “British humour is often subtle and satirical, while Chinese humour is more direct and situational. We should pay attention to these differences when communicating with foreigners to avoid misunderstandings.” After the group discussion, each group selects a representative to make a presentation to the whole class. The representative needs to summarize the group’s views, and other students can ask questions or supplement. The teacher comments on each group’s presentation, affirms their advantages, such as fluent expression and rich examples, and puts forward suggestions for improvement, such as using more complex sentences or more accurate vocabulary. At the same time, the teacher guides students to sort out the key points: humour has physical benefits (relaxing muscles, improving blood circulation, enhancing immunity) and psychological benefits (reducing stress, relieving anxiety, resolving embarrassment), and it also plays an important role in cross-cultural communication and interpersonal relationships. Then, theme analysis: the teacher leads students to analyze the importance of humour from a deeper level. The teacher asks: “Why is humour so important in our life? What will our life be like without humour?” Students are encouraged to think critically and express their views. The teacher summarizes: “Humour is not only a way to make us laugh, but also a kind of wisdom. It can help us face difficulties positively, ease conflicts, and make our life more colorful. In study and work, humour can also improve efficiency and enhance teamwork.” This link not only helps students deepen their understanding of the theme but also trains their oral expression ability, logical thinking ability, and cooperative learning ability. At the same time, it cultivates students’ cultural awareness by discussing cross-cultural humour differences, helping them understand and respect cultural diversity. Step 5: Language Practice (Speaking and Writing) On the basis of listening and discussion, the language practice link aims to help students apply the newly learned knowledge to practical speaking and writing, so as to improve their comprehensive language application ability. This part includes two activities: situational speaking and short writing. First, situational speaking: the teacher sets up two real-life situations, and students are required to complete the speaking tasks in pairs. Situation 1: You accidentally spill water on your classmate’s textbook in class, and you feel embarrassed. How do you use humour to resolve the embarrassment? Situation 2: Your friend is in a bad mood because of failing an exam. How do you use humour to comfort him/her and help him/her cheer up? Before the speaking activity, the teacher reminds students to use the newly learned vocabulary (embarrassment, stress, relax) and discourse markers (for example, for instance), and pay attention to the tone and expression when speaking to make the humour appropriate and natural. Students practice in pairs for a few minutes, and then the teacher invites several pairs to perform in front of the whole class. After each performance, the teacher and other students comment on it, focusing on whether the humour is appropriate, whether the language is fluent, and whether the newly learned knowledge is used correctly. This activity helps students apply the knowledge they have learned to real communication scenarios, improving their oral expression ability and practical application ability. Then, short writing: students are required to write a short passage with the title “The Importance of Humour in My Life”. The requirements are as follows: 1. Briefly introduce the importance of humour; 2. List 1-2 specific examples (such as how humour helped you resolve embarrassment or relieve stress); 3. Use at least 3 newly learned words and 1 discourse marker; 4. The passage is coherent and logical. Before writing, the teacher guides students to sort out the writing ideas: the opening part points out that humour is important in life; the main part lists examples to illustrate the benefits of humour; the ending part expresses their own views on humour. The teacher also provides some key sentences for reference, such as “Humour plays an important role in our daily life. It can not only make us happy but also help us solve many problems.” “For example, once I...”, “In my opinion, we should learn to use humour to make our life better.” Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them organize sentences or choose appropriate words. After writing, students exchange their passages in groups, and each group selects a better passage to share with the whole class. The teacher comments on the shared passages, affirms the advantages, such as clear structure and correct use of vocabulary, and puts forward suggestions for revision, such as adding more details or improving the coherence of sentences. This activity not only trains students’ writing ability but also helps them consolidate the newly learned knowledge and deepen their understanding of the theme. Step 6: Summary and Extension In the summary part, the teacher leads students to review the key content of the lesson. First, the teacher asks students to recall: “What have we learned today? What are the benefits of humour? What key words and discourse markers have we mastered?” Students answer in turn, and the teacher summarizes systematically: today we have learned the physical and psychological benefits of humour, mastered some core vocabulary and discourse markers related to humour, and practiced listening, speaking, and writing through a series of activities. We also discussed the role of humour in cross-cultural communication and interpersonal relationships, and understood that humour is a kind of wisdom and a positive attitude towards life. Then, the teacher puts forward the extension task: 1. After class, collect 2-3 English humorous stories or jokes, and share them with the class in the next lesson; 2. Watch an English humorous movie or TV series (such as Mr. Bean), and write a short comment about the humour in it (about 100 words); 3. Try to use humour to communicate with your classmates, teachers, or family members, and record your experience. The extension task is designed to extend the classroom teaching to daily life, help students consolidate the knowledge they have learned, and cultivate their ability to discover and use humour in real life. At the same time, it can also stimulate students’ interest in learning English and improve their cross-cultural communication ability by watching English humorous works. Finally, the teacher ends the lesson with a humorous sentence: “Humour is the best medicine for life. Let’s use humour to make our life full of laughter and happiness!” This not only echoes the theme of the lesson but also leaves a deep impression on students, guiding them to establish a positive and optimistic attitude towards life. Throughout the teaching process, the four-dimensional core literacy goals are fully implemented. Language ability is trained through listening, speaking, reading, and writing activities; cultural awareness is cultivated through discussing cross-cultural humour differences; thinking quality is improved through theme analysis and critical thinking; learning ability is developed through cooperative learning, autonomous practice, and the use of learning strategies. The teaching activities are closely linked to the theme, progressive, and student-centered, ensuring that students can not only master language knowledge but also improve their comprehensive quality. 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 $