Unit 4 Humour-Lesson 3 My Favourite Comedian 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 3 My Favourite Comedian 教学目标和重难点 教学目标 Language Ability: Master key words and sentence structures about comedians and humour. Cultural Awareness: Understand British humour and Rowan Atkinson’s spirit. Thinking Quality: Develop logical and critical thinking through text analysis. Learning Ability: Improve independent and cooperative learning skills in reading and discussion. 教学重难点 Key Points: Grasp the main content and structure of the two texts, master key vocabulary and sentence patterns. Difficult Points: Analyze Mr. Bean’s humour features and Rowan Atkinson’s success reasons, and express opinions in English. 教学过程 Lead-in The lead-in aims to arouse students’ interest in the topic of comedians and humour, activate their prior knowledge, and naturally lead to the new lesson. First, the teacher shows pictures and short video clips of well-known comedians at home and abroad, such as Charlie Chaplin, Rowan Atkinson (Mr. Bean), and Zhou Xingchi, on the screen. Then, the teacher asks students two questions in English to guide them to think and discuss: “Who is your favorite comedian? Why do you like him or her?” After giving students 3 minutes to discuss in pairs, the teacher invites 2-3 groups to share their opinions. During the sharing process, the teacher pays attention to guiding students to use simple English expressions related to humour, such as “funny”, “amusing”, “make people laugh”, “body language” and so on. Then, the teacher sums up students’ answers and points out that humour is an important part of life, and different comedians have different humour styles. Today, we will learn about a world-famous comedian and his classic character—Mr. Bean, and explore the secrets of his humour. In this way, students’ attention is focused on the new lesson, and a good learning atmosphere is created. Pre-reading Pre-reading activities are designed to help students remove language barriers, understand the background information of the text, and lay a solid foundation for intensive reading. First, the teacher introduces the background of the text briefly. The text consists of two parts: the first part describes a funny episode of Mr. Bean in a fancy restaurant, and the second part introduces Rowan Atkinson, the actor who plays Mr. Bean, including his life experience, educational background and acting career. Then, the teacher presents the key vocabulary and phrases in the text on the blackboard or PPT, and explains their meanings and usages with simple English and examples, so that students can master them quickly. The key vocabulary includes: comedian, episode, fancy, pretend, attempt, awful, hide, electrical engineering, stutter, talent, screenwriter, reputation, contemporary, attain, obtain, etc. For example, when explaining “fancy”, the teacher can say: “Fancy means expensive and elegant. A fancy restaurant is a restaurant that is expensive and has a nice environment.” When explaining “pretend”, the teacher can give an example: “He pretends to be happy, but in fact he is sad.” In addition, the teacher also introduces some key sentence structures, such as “have a talent for doing sth.”, “decide to do sth.”, “obtain a master’s degree in...”, “rely on”, “be famous for”, etc. The teacher explains these sentence structures with examples and asks students to make simple sentences to consolidate their understanding. For example, “She has a talent for singing.” “He decided to become a teacher when he was young.” Finally, the teacher asks students to predict the content of the text according to the title “My Favourite Comedian” and the pictures in the textbook. Students can freely express their predictions, such as “The text may talk about the author’s favorite comedian.” “It may introduce the comedian’s life and his works.” The teacher encourages students’ predictions and tells them to check whether their predictions are correct in the process of reading. While-reading While-reading is the core part of the teaching process, which aims to help students understand the main content, structure and details of the text, improve their reading ability, and cultivate their thinking quality. This part is divided into two steps: fast reading and careful reading. Fast Reading The teacher asks students to read the two texts quickly within 5 minutes, and complete two tasks: first, match the two texts with their main ideas; second, find out the main characters of the two texts. After reading, the teacher checks the answers with students. The main idea of Text 1 is a funny story about Mr. Bean in a fancy restaurant, and the main idea of Text 2 is the introduction of Rowan Atkinson. The main characters are Mr. Bean and Rowan Atkinson. Then, the teacher guides students to analyze the structure of the text. Text 1 is a narrative text, which is divided into three parts: the first part introduces Mr. Bean’s humorous feature—relying on body language to amuse audiences; the second part describes the funny episode in the fancy restaurant in detail; the third part expresses the author’s evaluation of Mr. Bean. Text 2 is a biographical text, which is arranged in chronological order, introducing Rowan Atkinson’s date of birth, nationality, educational background, acting experience and people’s comments on him. Through fast reading, students can grasp the overall framework of the text, understand the main content of each part, and lay a foundation for careful reading. Careful Reading Careful reading aims to help students understand the details of the text, master the key information, and analyze the characters and themes. The teacher guides students to read the two texts carefully, and designs different tasks for each text to help students deepen their understanding. For Text 1, the teacher designs the following tasks: Read Paragraph 1 and answer the question: What is the feature of Mr. Bean’s humour? The answer is that his humour is made clear through a series of simple and funny acts that rely purely on body language, which can amuse audiences of all nationalities and cultures. Read Paragraph 2 and 3 carefully, and find out all the verbs or verb phrases used to describe Mr. Bean’s actions in the fancy restaurant. Students are asked to write down these verbs or verb phrases on their exercise books, and then the teacher checks and sorts them out together with students, such as: take out, write, put, place, pretend, find, show, eat, make an attempt, hide, etc. Then, the teacher asks students to discuss in groups: What can we infer about Mr. Bean’s personality from these actions? After discussion, students can summarize that Mr. Bean is funny, lonely, and a little childish. For example, he writes a birthday card for himself and pretends to find it by accident, which shows his loneliness and childishness; he hides the raw hamburger everywhere because he can’t stand the taste, which shows his funny and awkward side. Read Paragraph 4 and answer the question: Why wouldn’t the author want to meet someone like Mr. Bean in real life? The answer is that Mr. Bean is always getting into awkward situations, which may bring trouble to others in real life. For Text 2, the teacher designs the following tasks: Read the text carefully and fill in the form about Rowan Atkinson’s personal information, including nationality, date of birth, occupation, educational background, acting experience and people’s comments. The teacher prepares a form in advance and shows it on the PPT. Students fill in the form while reading, and then the teacher checks the answers with students. The specific information is as follows: Nationality: English; Date of birth: 6 January, 1955; Occupation: actor, comedian and screenwriter; Educational background: He was awarded a scholarship to a boarding school at the age of 13, attained the highest marks in his year at Newcastle University, and obtained a master’s degree in electrical engineering at Oxford; Acting experience: He showed a talent for acting at primary school, decided to become an actor at university, and was discovered his face in 1976; People’s comments: He would be more famous than Charlie Chaplin. Read the text again and answer the following questions: a. Why did Rowan Atkinson have an unusual way of speaking? Because he had a stutter when he was young, and he began to speak very carefully to make his speech clearer. b. What made Rowan Atkinson successful in playing the role of Mr. Bean? His good educational background, talent in acting, hard work, and his ability to combine his own characteristics with the role. During the careful reading process, the teacher encourages students to ask questions if they have any difficulties in understanding, and helps students solve the problems in time. At the same time, the teacher guides students to pay attention to the use of tenses in the text: Text 1 uses the simple present tense to describe Mr. Bean’s actions and characteristics, which makes the scene more vivid; Text 2 uses the simple past tense to introduce Rowan Atkinson’s life experience, which is in line with the characteristics of biographical texts. Post-reading Post-reading activities aim to help students consolidate the knowledge they have learned, apply the language they have mastered, and improve their comprehensive language ability. This part includes language consolidation, discussion and extension. Language Consolidation First, the teacher arranges a grammar filling exercise based on the text. The exercise content is selected from the key sentences in the text, and students are asked to fill in the blanks with the correct forms of the given words. For example: Mr. Bean is an internationally recognised comedy character in films and TV series. One of my favourite ______ (episode) was Mr. Bean in a fancy restaurant. Seated at his table, Mr. Bean takes out a card, writes a few words on it, puts it in an envelope and ______ (place) it on the table. Rowan Atkinson is ______ English actor, comedian and screenwriter. At Oxford, he ______ (obtain) his master’s degree in electrical engineering. After students finish the exercise, the teacher checks the answers and explains the key grammar points, such as the plural form of nouns, the consistency of subject and predicate, the use of articles, and the past tense of verbs. Then, the teacher asks students to make sentences with the key vocabulary and sentence structures they have learned. For example, use “have a talent for”, “obtain a master’s degree in”, “rely on” to make sentences. Students can work in pairs to make sentences, and then the teacher invites some students to share their sentences, and corrects the mistakes in time to help students master the use of language. Discussion The teacher puts forward two discussion topics for students to discuss in groups of 4-5: What do you think of Mr. Bean’s humour? Do you like this kind of humour? Why or why not? What can we learn from Rowan Atkinson’s success? How can we apply these qualities to our study and life? Before the discussion, the teacher gives students 5 minutes to think about the topics and organize their language. During the discussion, the teacher walks around the classroom, listens to students’ discussions, and guides them to express their opinions in English as much as possible. The teacher also reminds students to use the key vocabulary and sentence structures they have learned in the discussion, such as “I think...”, “In my opinion...”, “Because...”, “We can learn from him that...”, etc. After the discussion, each group selects a representative to share their group’s opinions. The teacher listens carefully to the representatives’ speeches, affirms their good expressions, and puts forward suggestions for improvement. For example, if a student says “Mr. Bean’s humour is very funny”, the teacher can guide the student to say “Mr. Bean’s humour is very amusing because it relies on simple body language and can make people laugh easily.” Extension To expand students’ horizons and deepen their understanding of humour and comedians, the teacher introduces some other forms of British humour, such as jokes, word games, self-mockery, etc., and gives simple examples. For example, a simple British joke: “Why did the scarecrow win an award? Because he was outstanding in his field.” Then, the teacher asks students to share their favorite English jokes or humorous stories in pairs, and encourages them to create simple humorous dialogues or short stories based on their own life experience. In addition, the teacher also recommends some English comedy works related to Mr. Bean, such as the movie “Mr. Bean’s Holiday”, and asks students to watch them after class, and write a short film review (about 100 words) to share in the next class. This not only helps students consolidate the knowledge they have learned, but also improves their listening and writing ability. Summary and Homework Summary The teacher summarizes the content of the lesson with students. First, review the main content of the two texts: Text 1 describes a funny episode of Mr. Bean in a fancy restaurant, showing his unique humour style; Text 2 introduces Rowan Atkinson’s life experience and success reasons. Then, review the key vocabulary, phrases and sentence structures learned in this lesson, and emphasize the four-dimensional core literacy goals of this lesson: improving language ability, understanding cultural awareness, developing thinking quality and enhancing learning ability. Finally, the teacher encourages students to learn from Rowan Atkinson’s spirit of overcoming difficulties and pursuing dreams, and to discover and feel the beauty of humour in life. Homework To consolidate the knowledge learned in class and improve students’ comprehensive language ability, the teacher arranges the following homework: Finish the exercises in the textbook related to this lesson, and review the key vocabulary and sentence structures. Watch the movie “Mr. Bean’s Holiday” after class, and write a short film review (about 100 words), introducing the main content of the movie and your feelings about Mr. Bean’s humour. Search for information about another famous comedian (at home or abroad) online, and prepare a short speech (about 2 minutes) to introduce him or her, which will be shared in the next class. Discuss with your family or friends about the role of humour in life, and write down your thoughts (about 80 words). 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 $