Unit 4 Humour Topic Talk 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“Humour”主题，围绕核心词汇（comedy, pretend等）及幽默类型、原因、影响展开。通过趣味图片导入激活兴趣，结对讨论铺垫语言基础，以Text Builder框架为支架，引导学生结构化捕捉听力信息，衔接听说读写任务链。 资料特色在于多模态输入（图片、音频）与结构化学习（Text Builder）结合，通过分析幽默机制（如意外反转）培养思维品质，对比相声与脱口秀及名言赏析提升文化意识。助力学生内化语言知识，提升综合语言能力，为教师提供清晰教学流程与可操作活动，高效落实核心素养。

Unit 4 Humour Topic Talk 1、 教学基本信息 项目 内容 课题 Unit 4 Humour — Topic Talk 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 key vocabulary including comedy, pretend, humour, consume, and use them accurately to describe funny things, reasons for laughter, and benefits of humour in both oral and written communication. 2. Thinking Quality Students will analyze the structure of humour by identifying the logical connections between funny things, the reasons they make people laugh, and the benefits humour brings, and evaluate how different comedic forms create laughter through logical reasoning. 3. Learning Ability Students will use the Text Builder framework to organize information systematically, collaborate in pair work to discuss personal humour preferences, and apply listening strategies to complete dialogue-based tasks. 4. Cultural Awareness Students will compare Chinese crosstalk and Western stand-up comedy to appreciate cultural differences in humour expression, and reflect on the universal value of humour across cultures through quotes from Chinese and Western figures. （二）Teaching points 1. Teaching key points Accurately applying target vocabulary (comedy, pretend, humour, consume) and expressions to talk about humour types, causes, and effects in oral and written tasks. Completing the Text Builder framework through listening and using it to organize personal ideas about humour. 2. Teaching difficult points Critically analyzing the underlying mechanisms of humour (e.g., unexpected twists, wordplay) and articulating cultural nuances between Eastern and Western comedic traditions. 三、教学准备 多媒体设备（投影仪、音响），单元主题图片及视频素材，Text Builder框架学习单，听力练习导学案，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 a group of pictures showing various funny scenes (comedies, crosstalk, clowns) and asks: "What do these pictures have in common? What kind of things are they?" The teacher shows two groups of pictures and asks: "How do the people feel differently?" Students observe the pictures and identify that they all relate to humour and funny situations. Students compare the two groups and describe how people feel differently — some laugh happily while others look embarrassed or surprised. 通过生动图片创设情境，激发学生对单元主题“Humour”的兴趣，引导学生从直觉感受出发，为后续听说训练做好思想准备。 Topic Talk (Pair Work) The teacher organizes pair work: "Do you think it’s important that we laugh from time to time? Why? What makes you laugh? Why does it make you laugh?" The teacher provides a sentence frame: "I think it’s important that we laugh from time to time, because ..." and circulates to monitor discussions. Students work in pairs to discuss the importance of laughter and share personal experiences of what makes them laugh. Students use the sentence frame to structure their responses and present their discussions to the class. 通过结对讨论激活学生的已有背景知识，培养口语表达能力，为后续Text Builder听力任务做好语言铺垫。 Listening (Text Builder) The teacher introduces the Text Builder framework with three categories: Funny Things, Reasons, and Benefits & Effects. The teacher plays the audio and instructs: "Listen to the dialogue and complete the Text Builder by underlining the words or expressions you hear." The teacher leads a class check, confirming answers: funny stories, cross talks, comedies, when someone pretends to be someone else, humorous plots and funny acts, relieves stress and anxiety, relaxes the whole body, gives a sense of well-being, encourages the brain to produce natural feel-good chemicals, helps to make relationships stronger and enhance teamwork. Students read the Text Builder framework carefully before listening. Students listen to the dialogue and underline the correct words or expressions in each category. Students complete a follow-up summary paragraph by filling in blanks with the underlined words. 利用Text Builder框架将听力任务结构化，降低听力难度，帮助学生有的放矢地捕捉关键信息，同时积累与幽默主题相关的核心词汇和表达。 Speaking (Text Builder) The teacher instructs students to use the Text Builder to talk about humour, e.g., funny things they would like to watch and why they make them laugh. The teacher provides a model: "I would like to watch funny short videos on social media, especially those with unexpected twists or playful word games. They make me laugh because the characters often act in a silly but believable way ..." Students use the Text Builder to organize their own ideas about what they find funny and why. Students share ideas in pairs, incorporating vocabulary from the Funny Things, Reasons, and Benefits & Effects categories. 将听力输入转化为口语输出，帮助学生内化Text Builder中的语言材料，实现从接收到运用的转化，提升口语表达的逻辑性和流利度。 Listening (Dialogue) The teacher introduces a second listening task about a person’s first boxing match: "Listen to the dialogue. Complete the diagram." The teacher plays the audio and guides students to fill in: nose, help him up, embarrassed, to open up, a wild swing, collapsed, gathered himself, got up, and the punchline "Son, you’ve got real potential. That was an excellent hit." Students listen to the dialogue and complete the diagram with missing words and phrases. Students identify the funny part of the story and discuss how unexpected twists create humour. 进一步训练学生的听力策略，同时引导学生分析幽默故事中“意外反转”的机制，为后续写作任务做铺垫。 Writing (Short Paragraph) The teacher instructs: "Use the language you have learnt to write a short paragraph about what you find funny and why we need humour." The teacher provides a model paragraph and reminds students to use Text Builder vocabulary. Students write a short paragraph (5-6 sentences) about what they find funny and why humour is important. Students share their paragraphs with partners for peer feedback. 将听说训练成果转化为书面表达，实现语言输入到输出的全面转化，同时检验学生对本课目标词汇的掌握。 Quote…Unquote The teacher presents quotes: "Laughter makes you ten years younger" (Chinese proverb), "A day without laughter is a day wasted" (Charlie Chaplin), "Comedy is simply a funny way of being serious" (Peter Ustinov), and "I don’t sit down to write a funny story..." (Lorrie Moore). The teacher guides discussion on the meaning of each quote and what it reveals about humour. Students read and reflect on each quote about humour and laughter. Students discuss in pairs which quote resonates most with them and explain why. 通过中西方名人名言和谐言，拓展学生的文化视野，引导学生从更深层次理解幽默的价值和力量，培养跨文化交流意识。 Language Points The teacher explains four key words: comedy (n. 喜剧) with collocations like stand-up comedy, romantic comedy; pretend (v. 假装) with pretend to do sth., pretend (that) + clause; humour (n. 幽默) with sense of humour, dry/dark humour; consume (v. 消耗/消费) with consume content, be consumed with/by sth. The teacher provides example sentences for each word in the context of humour. Students take notes on definitions, collocations, and example sentences. Students create their own sentences using each word. 系统讲解本课核心词汇的定义、搭配和例句，帮助学生在语境中准确理解和运用，为后续语言输出和练习做好准备。 Exercise The teacher distributes a grammar fill-in-the-blank exercise with four sentences using comedy, pretend, humour, consume. The teacher leads a class review: comedy, pretended, humour, consume. Students complete the exercise independently and check answers. Students explain why each answer is correct and identify common errors. 通过语法填空练习检验学生对本课核心词汇的掌握情况，及时发现并纠正错误，巩固语言基础。 Homework The teacher assigns: "Prepare for the next lesson. Find a 3-minute or shorter English humorous video." The teacher reminds students to be ready to share and explain why it is funny. Students note down the homework and search for a short English humorous video. 布置与单元主题相关的拓展性任务，引导学生在课外继续探索幽默话题，为下节课做好准备。 五、板书设计 Unit 4 Humour — Topic Talk Text Builder: Funny Things | Reasons | Benefits & Effects Key Words: comedy, pretend, humour, consume 六、教学评价与反思 （一）教学评价 教师观察：通过课堂观察学生在结对讨论、听力练习和口语表达中的表现，评估学生对核心词汇的掌握和运用。 学生自评：学生根据学习目标进行自评，反思听说和口语环节的表现。 同伴互评：在结对和小组讨论中相互评价，肯定优点、指出不足。 （二）教学反思 本课以“幽默”为主题，通过图片导入、结对讨论、Text Builder听力、口语输出、写作训练和名言赏析等多个环节，较好地调动了学生的学习积极性。 在听力环节，Text Builder框架有效降低了任务难度，但部分学生在口语输出时仍缺乏自信，未来可增加更多口语练习机会。 语言知识讲解应注意控制时间，留出更多时间让学生在语境中练习和运用。 学科网（北京）股份有限公司 $