Unit 4 Humour-Writing Workshop 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-Writing Workshop 教学目标和重难点 1. 教学目标 Language Ability: Master vocabulary and sentence patterns related to humour, and be able to write a coherent and vivid funny story. Cultural Awareness: Understand the characteristics of humour in different cultures and respect cultural differences in humorous expression. Thinking Quality: Develop logical and creative thinking by analyzing humorous elements and creating original stories. Learning Ability: Cultivate autonomous and cooperative learning skills through imitation, discussion and revision. 2. 教学重难点 Key Points: Grasp the basic structure of a funny story (background, characters, plot, punchline) and use appropriate vocabulary and sentence patterns to describe humorous scenes. Difficult Points: Design reasonable and unexpected plots to create humour, and accurately convey the humorous effect in English without cultural misunderstanding. 教学过程 The Writing Workshop of Unit 4 Humour focuses on guiding students to write a funny story, which is closely connected with the reading and listening contents of the unit. It aims to help students apply the language knowledge and humorous elements learned in the unit to practical writing, and comprehensively improve their English writing ability and core literacy. The whole teaching process is carried out in English, focusing on student participation and interaction, and guiding students to complete the writing task step by step from input, analysis, imitation to creation and revision. Lead-in: Activate Prior Knowledge and Arouse Interest At the beginning of the class, the teacher starts with a relaxed and interesting interactive activity to attract students' attention and activate their prior knowledge about humour. First, the teacher shows some short and easy-to-understand English funny stories, cartoons or short video clips related to the unit theme, such as a short dialogue about a misunderstanding or a funny scene from Mr. Bean. After watching, the teacher asks students to discuss in pairs: “What makes these stories funny? What elements do they have in common?” During the discussion, the teacher walks around the classroom to guide students, prompts them to think from the aspects of characters, plots, language and context, and encourages students to express their views in English. For example, some students may point out that the humour comes from unexpected endings, some may think it is due to the exaggerated actions or language of the characters, and others may mention the cultural elements contained in the humour. After the pair discussion, the teacher invites several groups to share their opinions, summarizes the common elements of funny stories (such as interesting characters, unexpected plots, vivid language, and appropriate punchlines), and naturally leads to the theme of this Writing Workshop — writing a funny story. This lead-in activity not only stimulates students' interest in learning, but also helps students review the humorous elements learned in the previous lessons, lays a foundation for the subsequent writing teaching, and also cultivates students' observation and oral expression ability. Input and Analysis: Learn from Model Texts After the lead-in, the teacher guides students to focus on the model text in the Writing Workshop. First, the teacher asks students to read the model text silently and answer the following questions: “What is the background of the story? Who are the main characters? What is the main plot? Where is the punchline of the story?” After students finish reading, the teacher organizes a class discussion to check their understanding of the model text. For each question, the teacher invites students to answer, and supplements and corrects them in time. For example, when analyzing the plot, the teacher guides students to find out the beginning (the background and characters are introduced), the development (the occurrence of events), the climax (the most tense or interesting part) and the ending (the punchline) of the story, so that students can clearly understand the basic structure of a funny story. Next, the teacher focuses on analyzing the language features of the model text. The teacher asks students to underline the key words, phrases and sentences in the text that help to create a humorous effect, such as descriptive adjectives (funny, clumsy, innocent), adverbs (casually, accidentally, unexpectedly), and sentence patterns (be doing...when..., I wonder if...). Then, the teacher explains the usage of these language points, and gives more examples to help students master them. For example, the teacher explains that “be doing...when...” is often used to describe an unexpected event that happens while doing something, which can enhance the sense of suddenness and humour of the story. At the same time, the teacher also guides students to pay attention to the tone of the text — relaxed and vivid, which is suitable for expressing humorous themes. In addition, the teacher also leads students to analyze the cultural connotation of the model text. The model text reflects the characteristics of British humour — implicit and subtle, which is different from the more direct humour in some other cultures. The teacher reminds students that when writing a funny story, they should pay attention to the appropriateness of language and avoid cultural misunderstandings. This link not only helps students master the writing skills of funny stories, but also cultivates their cultural awareness and cross-cultural communication ability. Guided Practice: Imitate and Explore On the basis of analyzing the model text, the teacher carries out guided practice to help students apply the learned writing skills to practice step by step. This link is divided into two parts: sentence-level imitation and paragraph-level imitation. In the sentence-level imitation, the teacher provides some sentence patterns and vocabulary related to humour, and asks students to imitate the model text to make sentences. For example, the teacher gives the sentence pattern “A...was doing...when he/she noticed...”, and asks students to fill in the blanks with appropriate words to create a small humorous scene. The teacher also provides some vocabulary such as “sneeze, bleed, casually, innocent” and asks students to use these words to make sentences that can express humorous meanings. During the practice, the teacher walks around to check students' sentences, corrects grammatical mistakes and inappropriate expressions in time, and guides students to use language more accurately and vividly. In the paragraph-level imitation, the teacher divides students into groups of 4-5, and gives a specific scene (such as a classroom, a supermarket, a park) and several characters (such as a student, a teacher, a shop assistant, an old man). Each group is required to imitate the structure of the model text, use the sentence patterns and vocabulary learned, and write a short humorous paragraph. The teacher puts forward clear requirements: the paragraph should have a clear plot, contain at least one humorous element, and use the learned sentence patterns and vocabulary correctly. During the group discussion and writing, the teacher participates in the discussion of each group, provides guidance and help for students who have difficulties, and encourages students to brainstorm and put forward creative ideas. After each group finishes writing, the teacher invites 2-3 groups to present their paragraphs to the class. The other students listen carefully and evaluate the paragraphs from the aspects of structure, language, humour effect and so on. The teacher makes a summary evaluation, affirms the advantages of each group, points out the existing problems, and puts forward suggestions for improvement. This link not only helps students consolidate the learned writing skills, but also cultivates their cooperative learning ability and creative thinking ability. Independent Creation: Write a Funny Story After the guided practice, students have mastered the basic structure and writing skills of funny stories, and the teacher guides students to carry out independent creation. First, the teacher clarifies the writing task: write a funny story of about 150-200 words, which should have a clear background, characters, plot and punchline, use the vocabulary and sentence patterns learned in the unit, and avoid grammatical mistakes and cultural misunderstandings. The teacher also provides some optional topics for students who have no ideas, such as “A Funny Mistake in the Classroom”, “A Humorous Encounter in the Street”, “My Funny Experience with My Friend”, etc. Students can also choose their own topics according to their own life experience. Before writing, the teacher asks students to make an outline first. The outline should include the following contents: the background of the story (when and where it happened), the main characters (who are they, what are their characteristics), the main plot (what happened, how it developed), and the punchline (what is the funny part). The teacher reminds students that when designing the plot, they should pay attention to unexpectedness, which is the key to creating humour. At the same time, they should also pay attention to the coherence and logic of the plot, and the language should be vivid and natural. During the independent writing process, the teacher walks around the classroom, provides individual guidance for students, and answers their questions. For students who have difficulty in starting to write, the teacher helps them sort out their ideas and prompts them to recall the model text and guided practice content; for students who have problems in language expression, the teacher guides them to use the learned vocabulary and sentence patterns correctly, and corrects their grammatical mistakes and inappropriate expressions; for students who have creative ideas, the teacher encourages them to give full play to their imagination and create more interesting stories. Students are required to complete the first draft of the story independently. During the writing process, the teacher reminds students to pay attention to the writing norms, such as capitalization, punctuation and word spelling, and to ensure that the story is coherent and the humour effect is obvious. Revision and Improvement: Polish the Works After students finish the first draft, the teacher organizes students to carry out revision and improvement activities, which are divided into self-revision, peer revision and teacher revision. In the self-revision link, the teacher provides a self-revision checklist for students, which includes the following items: ① Is the structure of the story clear (background, characters, plot, punchline)? ② Are the vocabulary and sentence patterns used correctly and appropriately? ③ Is the plot interesting and unexpected? ④ Are there any grammatical mistakes, spelling mistakes or punctuation mistakes? ⑤ Is the language vivid and natural? Students check their own works according to the checklist, find out the existing problems and revise them independently. This link helps students cultivate their self-evaluation ability and autonomous learning ability. In the peer revision link, students exchange their first drafts with their deskmates or group members. According to the self-revision checklist, they check each other's works, put forward their own opinions and suggestions, and help each other revise and improve the works. For example, if a student's story has no obvious punchline, the peer can put forward suggestions to add an unexpected ending; if a student's language is not vivid enough, the peer can suggest using more descriptive adjectives and adverbs. During the peer revision, the teacher guides students to communicate politely and effectively, and learn from each other's strengths. This link not only helps students find out the problems that they can't find in self-revision, but also cultivates their cooperative learning ability and communication ability. In the teacher revision link, the teacher collects the revised works of students, checks them carefully, and makes targeted comments and suggestions. For works with good performance, the teacher affirms their advantages, such as clear structure, vivid language and obvious humour effect, and recommends them to the whole class as excellent works; for works with problems, the teacher points out the specific problems and puts forward practical improvement suggestions, such as revising the plot, correcting grammatical mistakes, and enriching the language. The teacher also holds a brief sharing session, invites several students to share their revised works, and talks about their revision ideas and gains. This link helps students further improve their works and understand their own advantages and disadvantages in writing. Summary and Extension: Consolidate and Apply At the end of the class, the teacher makes a summary of the whole Writing Workshop. The teacher reviews the key points of this lesson: the basic structure of a funny story, the language skills to create humour, and the revision methods of writing. The teacher emphasizes that writing a funny story not only requires mastering certain language skills, but also needs to observe life carefully, accumulate life experience, and have a sense of humor. At the same time, the teacher also reminds students that humour is an important part of cross-cultural communication, and we should respect the differences of humour in different cultures and use humour appropriately in communication. In the extension link, the teacher assigns after-class tasks: ① Revise the funny story according to the teacher's and peers' suggestions, and complete the final draft; ② Read more English funny stories, cartoons or watch funny video clips, collect interesting humorous elements, and take notes; ③ Share your funny story with your classmates in the next class. These after-class tasks help students consolidate the knowledge and skills learned in class, expand their horizons, and further improve their writing ability and interest in learning English. In addition, the teacher also encourages students to observe the humorous things in daily life, record them in English, and gradually improve their ability to use English to express humour. The teacher also plans to hold a “Funny Story Sharing Meeting” in the class, so that students can show their works, exchange their writing experience, and create a positive and relaxed English learning atmosphere. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, focuses on cultivating students' four-dimensional core literacy, guides students to learn from input to output, from imitation to creation, and gradually improves their English writing ability and comprehensive quality. At the same time, the teacher pays attention to creating a relaxed and interesting teaching atmosphere, stimulates students' learning interest and enthusiasm, and makes students feel the joy of learning English and creating humour. 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 $