Unit 4 Humour-Reading Club 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-Reading Club 教学目标和重难点 教学目标 Language Ability: Master core vocabularies and sentence patterns related to humour, improve reading comprehension and expression skills. Cultural Awareness: Understand the connotation of Western humour and cultural differences. Thinking Quality: Cultivate logical and critical thinking through analyzing humorous elements. Learning Ability: Master effective reading strategies and form autonomous learning habits. 教学重难点 Key Points: Grasp the main idea and structure of the Reading Club passage, master the usage of core words (e.g., pretend, anxiety, embarrass) and sentence patterns. Difficult Points: Understand the deep meaning of humour, analyze its expressive techniques and cultural background, and use English to express views on humour. 教学过程 The teaching process of this Reading Club is designed based on the four-dimensional core literacy, focusing on student-centered teaching, combining situational teaching, interactive discussion and practical application, to help students fully understand the passage, master relevant knowledge and improve comprehensive English ability. The whole process is carried out in English, ensuring that students are immersed in the English learning environment. Step 1: Lead-in (Lead-in and Activation) To arouse students' interest in the topic of humour and lay a foundation for the reading of the passage, the lead-in part is carried out through multi-form interactive activities. First, the teacher shows short clips of classic humorous works related to the Reading Club passage, such as excerpts from Charlie Chaplin's films or short stories of British humour, and asks students to watch carefully. After watching, the teacher puts forward guiding questions: “What do you think of the clip? What makes it funny? Have you ever read similar humorous stories? ” Then, organize students to have a group discussion for a short time. Each group sends a representative to share their views. In the process of students' sharing, the teacher appropriately guides and supplements, and naturally leads to the theme of the Reading Club passage. At the same time, the teacher presents some core vocabularies related to the passage, such as “comedy, comedian, exaggeration, sarcasm, confusion” and so on, and briefly explains their basic meanings and usage, helping students remove language obstacles in advance. This link not only activates students' existing knowledge reserve about humour, but also mobilizes their learning enthusiasm, making them quickly enter the learning state. Step 2: Pre-reading (Prediction and Preparation) Before formal reading, the teacher guides students to make predictions based on the title, pictures and other information of the Reading Club passage, so as to cultivate students' reading prediction ability. First, the teacher shows the title of the passage and asks students to think: “What do you think this passage will talk about? Who may be the main character? What kind of humorous story will it tell? ” Then, students are invited to express their predictions freely, and the teacher records the key points of their predictions on the blackboard or multimedia courseware. Next, the teacher arranges students to preview the new words and phrases in the passage independently. For the words that are difficult to understand, such as “embarrassment, anxious, astonished, contrary”, the teacher provides simple examples and context to help students understand and remember. For example, when explaining “embarrassed” and “embarrassing”, the teacher gives examples: “He felt embarrassed when he made a mistake in class. ” and “It was an embarrassing moment for her. ”, so that students can distinguish the difference between the two adjectives. At the same time, the teacher briefly introduces the background knowledge related to the passage, such as the origin and characteristics of British humour or the life story of Charlie Chaplin, helping students better understand the cultural connotation of the passage and lay a solid foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Analysis) This link is the core of the teaching process, aiming to help students thoroughly understand the passage, grasp its main idea, structure and key details, and improve their reading comprehension ability. It is divided into three parts: fast reading, careful reading and intensive reading. First, fast reading. The teacher asks students to read the passage quickly, ignoring the new words and sentences that are difficult to understand, and complete two tasks: first, confirm whether their previous predictions are correct; second, summarize the main idea of the passage. After reading, students are invited to share their summaries, and the teacher guides them to sort out the main idea: the passage mainly introduces the characteristics of a certain type of humour (such as British humour or Charlie Chaplin's silent humour), tells relevant humorous stories or introduces the life and achievements of comedians, and explains the role and significance of humour in life. At the same time, the teacher helps students sort out the structure of the passage, such as the opening (introducing the theme of humour), the main body (telling stories or introducing characteristics) and the ending (summarizing the significance of humour), so that students have a clear framework of the passage. Second, careful reading. The teacher asks students to read the passage carefully again, and complete the detailed reading tasks designed in advance. The tasks are mainly divided into the following aspects: first, answer the detailed questions related to the passage, such as “Who is the main character in the story? ”, “What happened in the story? ”, “Why is the story humorous? ” and so on, to check students' understanding of the key details of the passage. Second, find out the core words and sentence patterns in the passage, and analyze their usage in the context. For example, find out the sentences with “pretend” in the passage, analyze its collocation (pretend to do sth, pretend to be + adj./n.) and usage in the sentence; find out the sentences with “anxiety” and its derivatives, and master the conversion between parts of speech. Third, identify the expressive techniques of humour in the passage, such as exaggeration, sarcasm, contrast, pun and so on, and ask students to combine specific sentences to analyze how these techniques create a humorous effect. For example, if there is an exaggerated description in the passage, the teacher guides students to analyze: “What is the exaggerated content in this sentence? What effect does it bring? Why can it make people feel funny? ” In the process of students' completing the tasks, the teacher walks around the classroom, answers students' questions in time, and guides students who have difficulties in understanding. After students finish the tasks, the teacher organizes the whole class to check and correct, and focuses on explaining the key and difficult points. For example, for the difficult sentence structure in the passage, the teacher decomposes the sentence, explains the grammatical structure and meaning, and helps students understand; for the usage of core words, the teacher expands and supplements, combines more examples to let students master flexibly. At the same time, the teacher guides students to pay attention to the emotional color and tone of the passage, and experience the author's attitude and feelings towards humour. Third, intensive reading. On the basis of careful reading, the teacher guides students to carry out intensive reading, dig deep into the deep meaning of the passage and the cultural connotation behind it. For example, if the passage introduces British humour, the teacher asks students to think: “What are the characteristics of British humour reflected in the passage? How is it different from the humour in our culture? Why are there such differences? ” If the passage introduces Charlie Chaplin's humour, the teacher guides students to analyze: “What kind of life experience did Charlie Chaplin have? How did these experiences affect his humorous style? What spirit does his humour convey? ” In this link, the teacher encourages students to put forward their own questions and views, carry out in-depth discussions, and cultivate their critical thinking ability. For example, students can be asked: “Do you agree with the author's view on humour? Why or why not? ” “What can we learn from the humorous stories in the passage? ” Through intensive reading and discussion, students not only understand the surface meaning of the passage, but also grasp its deep connotation, and at the same time improve their ability to analyze and solve problems. Step 4: Post-reading (Consolidation and Application) The post-reading link is mainly to help students consolidate the knowledge learned, apply the knowledge to practice, and improve their language expression ability and comprehensive application ability. It is divided into three parts: language consolidation, interactive discussion and practical application. First, language consolidation. The teacher arranges targeted exercises to help students consolidate the core words, phrases and sentence patterns learned in the passage. For example, fill in the blanks with the correct form of the given words (such as pretend, anxiety, embarrass, confuse), complete the sentence conversion according to the example sentences, and translate the key sentences in the passage into English or Chinese. Through these exercises, students can flexibly master the usage of relevant language knowledge and avoid mechanical memory. Second, interactive discussion. The teacher designs practical discussion topics closely related to the passage and students' real life, and organizes students to carry out group discussions. The discussion topics can be: “What are the benefits of humour in our daily life? ”, “Can you share a humorous story you have experienced or read? ”, “How to use humour to resolve conflicts or embarrassments in interpersonal communication? ”, “What are the differences between Eastern and Western humour? How should we treat these differences? ” In the process of discussion, the teacher requires students to use the words, phrases and sentence patterns learned in the passage as much as possible to express their views, and encourages students to communicate actively, listen to the views of others, and put forward their own opinions. After the discussion, each group sends a representative to make a report to the whole class, and the teacher makes comments and guidance, affirming the advantages of students, pointing out the existing problems, and guiding students to improve their language expression ability and communication ability. Third, practical application. To further improve students' comprehensive application ability, the teacher arranges practical tasks for students. The tasks can be divided into two types: individual tasks and group tasks. Individual tasks: Ask students to write a short passage about their favorite humorous story or their views on humour, requiring them to use the knowledge learned in the passage and pay attention to the use of humorous expressive techniques. Group tasks: Ask students to group up, adapt the humorous stories in the passage into short plays, and perform them in class. In the process of adaptation and performance, students need to accurately grasp the characters' emotions and the humorous elements in the story, and use appropriate language and body language to show the humorous effect. After students complete the tasks, the teacher organizes the whole class to display and evaluate. For individual tasks, the teacher selects some excellent passages to read to the whole class, and comments on their advantages and shortcomings; for group tasks, the teacher evaluates the performance of each group from the aspects of plot adaptation, language expression, performance effect and so on, and encourages students to learn from each other. This link not only consolidates the knowledge learned by students, but also improves their writing ability, oral expression ability and cooperative ability. Step 5: Summary and Extension First, summary. The teacher guides students to review the whole teaching process, summarize the key points and difficult points learned in this lesson, including the main idea and structure of the passage, the usage of core words and sentence patterns, the expressive techniques of humour and the cultural connotation behind it. Students are invited to summarize independently first, and then the teacher supplements and sorts out, helping students form a systematic knowledge framework and deepen their understanding and memory of the knowledge learned. At the same time, the teacher guides students to reflect on their own learning process, summarize their own learning gains and existing problems, and put forward corresponding improvement measures. For example, ask students: “What have you learned in this lesson? What difficulties have you encountered? How will you solve these difficulties in future learning? ” Through reflection, students can improve their learning ability and form good learning habits. Second, extension. To expand students' horizons and enrich their knowledge about humour, the teacher provides students with extended materials related to the topic, such as recommended English humorous books, movies, short videos, etc., and asks students to read or watch them after class. At the same time, the teacher assigns after-class tasks: first, finish the relevant exercises in the textbook to consolidate the knowledge learned; second, collect one or two English humorous stories, and share them in the next class; third, write a short comment on the humorous works they watched or read after class, expressing their own views and feelings. In addition, the teacher encourages students to pay attention to the humorous elements in daily life, try to use English to express humour, and apply the knowledge learned in this lesson to real life, so as to truly realize the purpose of “learning for use”. Step 6: Evaluation and Feedback The evaluation and feedback link runs through the whole teaching process, aiming to understand students' learning effect, find out existing problems, and provide basis for subsequent teaching improvement. The evaluation mainly includes process evaluation and result evaluation. Process evaluation mainly focuses on students' performance in the teaching process, such as students' participation in lead-in, discussion, reading and other links, their initiative in asking and answering questions, their performance in group cooperation, and their mastery of knowledge in the learning process. The teacher records students' performance in time, gives positive comments and guidance, and encourages students to actively participate in the learning process. Result evaluation mainly focuses on students' completion of after-class tasks, such as the quality of short passages, the accuracy of exercise completion, and the effect of story sharing and short play performance. The teacher carefully corrects students' after-class tasks, points out the existing problems, and gives specific improvement suggestions. At the same time, the teacher collects students' feedback on this lesson, such as students' views on the teaching content, teaching methods and teaching links, and adjusts and improves the teaching design according to the feedback, so as to improve the teaching effect. In the evaluation process, the teacher adheres to the principle of student-centered, pays attention to the individual differences of students, and adopts a combination of praise and guidance to protect students' learning enthusiasm and self-confidence, and promote the all-round development of students' core literacy. Through the above teaching process, students can not only master the relevant knowledge of the Reading Club passage, improve their reading comprehension ability and language expression ability, but also understand the cultural connotation of humour, cultivate their critical thinking ability and cooperative learning ability, and lay a solid foundation for their subsequent English learning and cross-cultural communication. 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 $