Unit 4 Humour-Viewing 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-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Students can master vocabulary and sentence patterns related to humour, understand and interpret multi-modal video texts about humour, and express their views on humour in English. Cultural Awareness: They can perceive the differences and commonalities of humour in different cultures, respect cultural diversity, and enhance cross-cultural communication ability. Thinking Quality: Students can analyze the humorous elements and expression methods in videos, develop critical thinking and creative thinking, and learn to think from multiple perspectives. Learning Ability: They can form good viewing habits, master effective viewing strategies, and improve their ability of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master core vocabulary such as comedy, comedian, embarrassment and their derivative forms, understand the usage of adverbs and continuous tenses in describing humorous scenes; grasp the method of extracting key information from video texts and learn to retell humorous plots. Difficult Points: Understand the connotation and cultural background behind humorous expressions, explain the humorous points in videos accurately in English, and apply the learned knowledge to oral expression and communication. 教学过程 The Viewing Workshop of Unit 4 Humour focuses on cultivating students' viewing ability, which is an important part of the new curriculum standard's requirements for English language skills. It aims to guide students to understand and interpret multi-modal video texts related to humour, master relevant language knowledge and viewing strategies, and at the same time, penetrate the four-dimensional core literacy, so that students can appreciate humour, understand the value of humour, and improve their comprehensive English application ability. The teaching process is carried out in the order of "Lead-in — Pre-viewing — While-viewing — Post-viewing — Summary and Homework", with full interaction and participation, combining knowledge input and ability output, and closely focusing on the key and difficult points of the lesson. Lead-in The lead-in link is designed to activate students' prior knowledge, arouse their learning interest, and lay a foundation for the subsequent viewing activities. At the beginning of the class, the teacher will create a relaxed and pleasant classroom atmosphere by showing a 1-minute short humorous video clip. The video is selected from a classic English comedy segment, which is simple in plot, clear in language and strong in humor, and is suitable for the English level of senior high school students. After playing the video, the teacher will ask students to answer two simple questions in English: "What did you see in the video?" and "What made you laugh?". The teacher will encourage students to speak actively, not to pursue the accuracy of grammar too much, and focus on guiding them to express their true feelings and initial understanding of humor. After the simple discussion, the teacher will naturally lead to the topic of this lesson: "Today, we will carry out the Viewing Workshop of Unit 4 Humour. We will watch a video about humor, learn how to understand humorous expressions in English, and explore the charm of humor together." Then, the teacher will briefly introduce the content of the video to be watched: the video is an interview with a famous English comedian, which mainly talks about his understanding of humor, his creative experience and some interesting stories in his work. Through this introduction, students can have a preliminary understanding of the video content, reduce the difficulty of viewing, and improve their enthusiasm for participation. In this link, the teacher pays attention to cultivating students' language competence and learning ability. By asking questions and guiding discussions, students are encouraged to use English to express themselves, which exercises their oral expression ability; at the same time, the interesting video and questions stimulate students' learning interest, help them establish a positive learning attitude, and lay a good foundation for the subsequent learning. Pre-viewing The pre-viewing link is mainly to help students sort out the relevant language knowledge and viewing strategies, eliminate the language barriers in the viewing process, and improve the efficiency of viewing. Firstly, the teacher will review the core vocabulary and sentence patterns related to the unit that students have learned before, such as "humour", "funny", "laugh", "joke", and focus on explaining the new vocabulary and phrases that will appear in the video, including "comedian", "comedy", "embarrassment", "pretend", "anxiety", "amuse" and their derivative forms. For each vocabulary, the teacher will give simple and easy-to-understand English explanations and example sentences, and let students read after the teacher to strengthen their memory. For example, when explaining "embarrassment", the teacher will say: "Embarrassment is a feeling of being uncomfortable or ashamed in front of others. For example, if you make a mistake in public, you may feel embarrassment." At the same time, the teacher will remind students of the usage of adverbs and continuous tenses in the video, which are the key points of this lesson. For example, adverbs such as "happily", "nervously" can be used to describe the state of characters in humorous scenes, and continuous tenses can be used to express the ongoing actions in the video. Secondly, the teacher will introduce the basic viewing strategies to the students, focusing on teaching them how to extract key information from the video. The teacher will tell the students: "When watching the video, we should pay attention to the main characters, the main events, the time and place of the events, and the key words and sentences said by the characters. We can take simple notes while watching to record the key information, which will help us understand the video better." In addition, the teacher will remind students to pay attention to the body language, expression and intonation of the characters in the video, because these non-verbal elements are also important parts of humorous expression, which can help them better understand the humorous points in the video. Finally, the teacher will put forward several guiding questions to the students, so that they can watch the video with questions, which will improve their pertinence in viewing. The guiding questions are as follows: 1. Who is the interviewee in the video? 2. What does the interviewee do? 3. What is his understanding of humor? 4. What interesting story did he share? 5. What can we learn from his experience? The teacher will ask students to read these questions carefully and keep them in mind, so that they can focus on finding the answers to the questions while watching the video. In the pre-viewing link, the teacher focuses on solving the language barriers of students, cultivating their learning ability and language competence. By reviewing and explaining vocabulary and sentence patterns, students can master the necessary language knowledge for viewing; by introducing viewing strategies, students can learn scientific viewing methods, improve their viewing efficiency; by putting forward guiding questions, students can clarify the viewing goals and enhance the pertinence of learning. While-viewing The while-viewing link is the core part of this lesson, which aims to guide students to watch the video carefully, extract key information, understand the content and structure of the video, and master the humorous elements and expression methods in the video. The video will be played three times, and each time has a different focus, so as to gradually deepen students' understanding of the video. The first playing of the video is mainly to let students have a general understanding of the video content, grasp the main idea of the video, and answer the first two guiding questions: Who is the interviewee in the video? What does the interviewee do? After playing the video, the teacher will invite several students to answer these two questions, and then summarize the answers to ensure that all students can grasp the basic information of the video. For example, the interviewee is a famous English comedian named Tom, who has created many classic comedy works and is deeply loved by the audience. In this process, the teacher will encourage students to use the new vocabulary they have just learned, such as "comedian", to express themselves, and correct their pronunciation and grammar errors in time. The second playing of the video is to guide students to extract key information in detail, answer the remaining guiding questions, and focus on understanding the interviewee's understanding of humor and the interesting stories he shared. The teacher will remind students to take simple notes while watching, record the key words and sentences, such as the interviewee's view on humor: "Humor is not just about making people laugh, but also about bringing warmth and hope to people, helping people get rid of troubles and relax." At the same time, the teacher will guide students to pay attention to the humorous elements in the interesting stories, such as the use of exaggeration, irony and body language. For example, the interviewee shared a story about his first performance: he was very nervous and forgot his lines, so he had to pretend to be a clumsy clown, which unexpectedly made the audience laugh. In this story, the contrast between his nervousness and the audience's laughter, as well as his clumsy body language, are important humorous elements. After playing the video, the teacher will organize students to discuss in groups of 4-5, share their notes and the answers to the guiding questions, and help each other solve the problems encountered in the viewing process. Then, the teacher will invite representatives of each group to report the discussion results, and make supplements and comments, so as to ensure that all students can understand the key content of the video. The third playing of the video is to guide students to focus on the language expression and non-verbal elements in the video, and master the usage of adverbs and continuous tenses. The teacher will pause the video at key points, such as the part where the interviewee describes his nervousness when performing for the first time: "I was trembling nervously, my hands were sweating, and my heart was beating fast." The teacher will analyze this sentence with students, point out that "nervously" is an adverb used to describe the state of trembling, and the continuous tense "was trembling", "was beating" is used to express the ongoing actions at that time, which can make the description more vivid and realistic. Then, the teacher will ask students to find other sentences in the video that use adverbs and continuous tenses, and analyze them in groups. In addition, the teacher will guide students to pay attention to the interviewee's intonation and expression when speaking: when talking about interesting things, his intonation is cheerful, his expression is relaxed; when talking about his difficulties, his intonation is low, his expression is serious. These non-verbal elements can help students better understand the emotion and meaning expressed by the speaker. In the while-viewing link, the teacher focuses on cultivating students' language competence, thinking quality and learning ability. By guiding students to extract key information and analyze language points, students' language understanding and application ability are improved; by analyzing humorous elements, students' critical thinking and analytical ability are cultivated; by letting students take notes and discuss in groups, students' independent learning and cooperative inquiry ability are exercised. Post-viewing The post-viewing link is to help students consolidate the knowledge and skills learned in the viewing process, apply the learned knowledge to practice, and further deepen their understanding of the theme of humor. This link includes three parts: oral expression, group discussion and creative practice. Firstly, oral expression activity. The teacher will ask students to retell the interesting story shared by the interviewee in the video in their own words. Before retelling, the teacher will give students 5 minutes to sort out their notes and organize their language. When retelling, students are required to use the new vocabulary, adverbs and continuous tenses learned in this lesson, and pay attention to the fluency and accuracy of expression. The teacher will invite several students to retell in front of the class, and make comments and guidance, affirming their advantages and pointing out their deficiencies. For example, if a student forgets to use adverbs to describe the state of the characters, the teacher will remind him: "You can add an adverb such as 'nervously' to describe how the interviewee felt when he forgot his lines, which will make your retelling more vivid." This activity can not only help students consolidate the language knowledge learned, but also exercise their oral expression ability. Secondly, group discussion activity. The teacher will put forward two discussion topics to the students: 1. What is your understanding of humor? Do you agree with the interviewee's view on humor? Why or why not? 2. What role does humor play in our daily life? Can you give some examples in your own life? Students will discuss these two topics in groups of 4-5, and each group will select a representative to report the discussion results. In the discussion process, the teacher will walk around among the groups, listen to their discussions, and give guidance when necessary. For example, if a group has difficulty expressing their views in English, the teacher will provide some useful sentence patterns, such as "I think humor is...", "I agree with the interviewee because...", "Humor can help us...". Through this discussion, students can not only express their own views on humor, but also learn from each other's ideas, broaden their horizons, and at the same time, enhance their cross-cultural communication awareness and ability by comparing their own understanding of humor with that of the interviewee. Thirdly, creative practice activity. The teacher will ask students to work in groups to create a short humorous dialogue or a small humorous scene, which should include the humorous elements and language knowledge learned in this lesson, such as exaggeration, body language, adverbs and continuous tenses. Students will have 10 minutes to create, and then each group will perform their works in front of the class. After the performance, the teacher and other students will make comments, focusing on evaluating whether the humorous elements are appropriate, whether the language is accurate and fluent, and whether the new knowledge is used correctly. This activity can stimulate students' creative thinking, let them apply the learned knowledge to practice, and further improve their comprehensive English application ability. At the same time, the performance link can also enhance students' confidence and enthusiasm in speaking English. In the post-viewing link, the teacher focuses on cultivating students' language competence, thinking quality, cultural awareness and learning ability. The oral expression and creative practice activities exercise students' language application ability; the group discussion activities cultivate students' critical thinking and cooperative inquiry ability; through discussing the role of humor and comparing different views on humor, students' cultural awareness and cross-cultural communication ability are enhanced. Summary and Homework The summary link is to help students sort out the knowledge and skills learned in this lesson, and form a systematic understanding. The teacher will invite students to summarize what they have learned in this lesson, including the core vocabulary and sentence patterns, viewing strategies, the content of the video and the understanding of humor. Then, the teacher will make a comprehensive summary, emphasizing the key and difficult points of this lesson: mastering the core vocabulary and the usage of adverbs and continuous tenses, learning to extract key information from video texts, understanding the humorous elements and their expression methods, and being able to express their views on humor in English. At the same time, the teacher will also emphasize the importance of humor in our life, encourage students to learn to use humor to face difficulties, enhance interpersonal relationships, and cultivate a positive and optimistic attitude towards life. The homework is designed to consolidate the knowledge and skills learned in class, and extend the learning content to daily life, so as to achieve the purpose of applying what has been learned. The homework includes three parts: 1. Watch the video again after class, sort out the key words and sentences, and write a short summary of the video (about 100 words), requiring the use of the new vocabulary and sentence patterns learned in this lesson. 2. Collect 2-3 English humorous stories or jokes, and share them with the classmates in the next class. 3. Try to use humor to communicate with your classmates or family, and record your experience and feelings. In the summary and homework link, the teacher focuses on consolidating students' learning results and cultivating their learning ability. The summary helps students sort out the knowledge system and deepen their understanding of the lesson content; the homework not only consolidates the language knowledge and viewing skills, but also encourages students to apply humor to daily life, so as to achieve the integration of learning and application. In the whole teaching process, the teacher adheres to the student-centered teaching concept, focuses on the four-dimensional core literacy, closely combines the key and difficult points of the lesson, and designs rich and diverse teaching activities. Through the combination of viewing, listening, speaking, reading and writing, students' comprehensive English application ability is improved. At the same time, the relaxed and pleasant classroom atmosphere makes students feel the charm of English and humor, stimulates their learning interest, and lays a good foundation for their subsequent English learning. 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 $