Unit 4 Humour Writing Workshop 教学设计-2026-2027学年高中英语北师大版（2019）选择性必修第二册

该高中英语教学设计聚焦幽默故事写作，核心知识点包括故事结构（场景、人物、情节、点睛之笔）、幽默技巧（描述词、直接引语、意外反转）及核心词汇（unfortunate等）与虚拟语气应用。课堂导入通过两版本故事对比，直观呈现幽默要素，再以范文分析、Sentence Builder句型框架等学习支架，引导学生构建写作能力。 该资料以过程写作法为特色，注重思维品质与学习能力培养。通过范文《Lost Identity》分析幽默机制，提升学生逻辑与创造思维；结构化写作流程（结对分享→提纲→初稿→同伴互评）结合互评检查表，培养合作与自主学习能力。实例丰富且支架完善，助力学生提升幽默写作与语言应用能力，为教师提供系统可操作的教学方案。

Unit 4 Writing Workshop 1、 教学基本信息 项目 内容 课题 Unit 4 Humour — Writing Workshop 课时 1课时 授课年级 高二年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students will master the usage of key vocabulary (unfortunate, agent, demand, loosely, criticise) and apply them accurately in humorous narrative writing, and correctly use the subjunctive mood in "demand that..." structures. 2. Thinking Quality Students will analyze humour mechanisms (e.g., expectation violation, misunderstanding, irony) in the model story "Lost Identity" and create their own logical yet absurd narratives that build toward effective punchlines. 3. Learning Ability Students will use the structured writing process (pair work sharing → outlining → drafting → self-editing) and collaborate effectively in peer review to polish drafts. 4. Cultural Awareness Students will understand cultural differences in humour expression (e.g., British understatement and wordplay) and use an appropriate tone in cross-cultural humorous writing. （二）Teaching points 1. Teaching key points Understanding the structure of a funny story (setting, characters, plot, punchline) and applying descriptive words and direct speech to make the narrative vivid and engaging. Correctly using the five target words (unfortunate, agent, demand, loosely, criticise) and their core collocations in the writing task. 2. Teaching difficult points Creating a punchline that is both unexpected and logically coherent, and integrating vocabulary naturally with humour techniques without forced wording. 三、教学准备 多媒体设备，范文“Lost Identity”文本及分析表格，写作提纲学习单，Sentence Builder句型框架卡片，同伴互评检查表，课后练习题。 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Lead-in The teacher displays two versions of a story: Version 1: "I went to the airport and forgot my passport. I was sad." Version 2: "I went to the airport, realized I forgot my passport, and spent 20 minutes arguing with a vending machine because I thought it stole my identity." The teacher asks: "Why does the second version make us smile? What extra elements did the writer add?" The teacher elicits: the second version adds unexpected details, exaggeration, absurdity, and a self-deprecating tone. Students read both versions and compare them, noting what makes Version 2 funnier. Students share their observations about the humour techniques used in Version 2. 通过两个版本的对比，直观展示幽默写作的核心技巧（意外细节、夸张、自嘲），激发学生的写作兴趣。 Pre-writing (Pair Work) The teacher instructs: "You are going to write a funny story. What is the funniest thing that has ever happened to you? Use the structure to help you tell your story." The teacher provides a simple structure framework: Setting (when/where) → Characters (who) → Plot (what happened) → Punchline (why it’s funny). Students work in pairs, sharing a funny personal experience. Students use the structure framework to briefly outline their partner’s story. 通过结对分享个人经历激活写作素材，同时引入故事结构框架，为后续阅读范文和写作做好准备。 While-writing (Model Analysis) The teacher introduces the model story "Lost Identity" and asks: "When and where did the story take place? What happened to the main characters? Why is the story funny?" The teacher checks answers: The story took place last winter at Heathrow Airport. An angry man demanded a first class seat and yelled "DO YOU KNOW WHO I AM?" The agent announced: "We have a passenger here WHO DOES NOT KNOW WHO HE IS." The teacher explains the concept of a punchline: "The most important part in a funny story is the last few words or the last sentence. It is often unexpected, silly, or a play on words." The teacher guides students to complete the "Details" column based on the story structure, identifying the setting (heavy snow, long delays, hundreds of unlucky passengers), characters (one unfortunate agent, an angry man), and plot (the angry man pushed his way, demanded angrily, screamed; the agent replied politely, spoke loudly). Students read "Lost Identity" and answer the three comprehension questions. Students identify and underline descriptive sentences: "one unfortunate agent," "an angry man pushed his way," "demanded angrily," "screamed...so that..." Students discuss the function of descriptions: they create clear, detailed settings and make the story vivid. 通过范文分析，帮助学生理解幽默故事的结构、描写技巧和点睛之笔的作用，为自己的写作做好策略储备。 While-writing (Sentence Builder) The teacher presents the Sentence Builder framework: (1) Write an opening sentence to capture readers’ attention — "The heavy snow last winter caused long delays..." or "You won’t believe it but..."; (2) Use clear sentences to create the setting — "Hundreds of unlucky passengers were told it had been cancelled. One unfortunate agent was dealing with..."; (3) Use descriptive words and direct speech to make the story vivid — "‘I want a first class seat on this flight, now!’ demanded the man angrily. The young agent replied politely, ‘...’" The teacher provides an example: "The heavy rain last Monday caused chaos at the school gate. Hundreds of students were stuck in the mud... Just as I stepped into the building, my wet backpack suddenly burst open — and out slid my pet turtle, Mr. Slow, who had been hiding inside all morning!" Students read the Sentence Builder strategies and the example. Students practice writing 2-3 sentences about a setting and plot, using the Sentence Builder as a guide. 通过Sentence Builder框架提供可操作的写作支架，降低学生的写作难度，帮助学生从句子层面入手提升写作质量。 While-writing (Outlining) The teacher instructs: "Complete the outline based on the funny story you shared at the beginning, or start a new story." The teacher provides a model outline: Setting — A snowy evening at Beijing Capital Airport, flights cancelled for the third time; Characters — A tired but polite check-in agent (Lily), and Mr. Wang, a businessman in a soggy suit holding a tiny umbrella like a sword; Plot — Mr. Wang stormed up, slammed his passport, and shouted "DO YOU KNOW WHO I AM?!"; Punchline — Lily looked up calmly, smiled, and said "No… but your boarding pass says ‘Mr. Wang’, and your luggage tag says ‘I’m late, please forgive me’." Then his phone rang: Caller ID: "Wife (Again)." Students create their own outline, filling in the Setting, Characters, Plot, and Punchline columns. Students share outlines with partners for initial feedback. 通过提纲填写，引导学生有结构地规划故事内容，确保包含幽默故事的四个核心要素。 While-writing (Drafting) The teacher presents writing tips: (1) Describe a clear setting (when, where); (2) Introduce characters with detailed information that helps story development; (3) Describe the plot that prepares for the punchline; (4) Deliver the punchline/funny ending clearly and briefly; (5) Avoid adding anything after the punchline. The teacher circulates and provides individual guidance while students draft. Students use their outlines and the Sentence Builder to write their first drafts. Students follow the five writing tips, focusing especially on building toward a punchline and stopping after it. 在充分的策略支持下，让学生独立完成初稿写作，实践幽默故事的写作技巧。 Post-writing (Peer Review) The teacher instructs: "Exchange your draft with a partner. Check: Is the setting clear? Are the characters vivid? Does the plot build toward the punchline? Is the punchline unexpected and funny? Are there at least three descriptive words/phrases?" The teacher reminds students to provide constructive feedback. Students exchange drafts with partners and provide feedback using the checklist. Students revise their drafts based on peer feedback. 通过同伴互评培养学生的读者意识和修改能力，同时通过反馈发现自己写作中的问题。 Language Points The teacher explains five key words: (1) Unfortunate (adj.) — unfortunate + noun (modifying events/experiences), unfortunately (adv.), be unfortunate enough to do sth.; (2) Agent (n.) — check-in/airline agent (core identity in the story), agent vs. assistant: agent has decision-making power; (3) Demand (v./n.) — demand + that clause (subjunctive: should + verb, should optional), demand to do sth., make demands on/for...; (4) Loosely (adv.) — loosely based on..., loosely connected/related, speak/interpret loosely; (5) Criticise (v.) — criticise sb. for (doing) sth., criticise sb.’s behaviour/decision/appearance, be criticised for... Students take notes on each word’s definitions, collocations, and example sentences. Students create sentences using each word in the context of their own stories. 结合范文语境系统讲解核心词汇，尤其强调demand引导的虚拟语气和agent的场景用法。 Exercise The teacher distributes a fill-in-the-blank exercise: (1) "It was an _____ (fortune) delay that left hundreds of passengers stranded." → unfortunate; (2) "The young check-in _____ (agent) remained perfectly calm." → agent; (3) "The VIP passenger demanded that he _____ (give) a first-class seat immediately." → be given/should be given; (4) "His excuse was only _____ (loose) connected to reality." → loosely; (5) "The man chose to _____ (criticise) the agent’s uniform first." → criticise. The teacher emphasizes the subjunctive mood in question 3. Students complete the exercise independently. Students explain the reasoning for each answer, especially the subjunctive in question 3. 通过综合练习检验学生对目标词汇和虚拟语气的掌握情况。 Homework The teacher assigns: "Observe and record one real-life small awkwardness or small conflict scene around you. Be prepared to share it in the next class." Students note down the homework and begin observing their surroundings for a humorous real-life moment. 布置生活观察任务，培养学生从日常生活中发现幽默素材的能力。 五、板书设计 Unit 4 Humour — Writing Workshop Story Structure: Setting → Characters → Plot → Punchline Techniques: descriptive words, direct speech, unexpected twist Key Words: unfortunate, agent, demand (subjunctive), loosely, criticise 六、教学评价与反思 （一）教学评价 教师观察：通过提纲填写、初稿写作和同伴互评环节观察学生的写作能力和合作能力。 学生自评：学生根据写作检查表反思自己的故事是否包含核心要素。 同伴互评：学生相互评价故事的幽默效果和语言质量，提供建设性反馈。 （二）教学反思 本课采用“过程写作法”，通过范文分析→策略学习→提纲填写→初稿写作→同伴互评的完整流程，有效降低了写作难度。 部分学生的点睛之笔仍不够出人意料，建议在写前增加更多的“意外反转”案例分析。 在同伴互评环节，学生的反馈质量参差不齐，可提供更具体的评价指南。 学科网（北京）股份有限公司 $