Unit 4 Humour Viewing Workshop & Reading Club& Check Your Progress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Unit 4 Humour，整合Viewing Workshop、Reading Club与Check Your Progress，核心巩固单元词汇、连续时态及副词运用。通过极限运动图片导入激活生活经验，视频对话感受英式低调幽默，再经文本阅读与punchline创作，构建从感知到应用的学习支架。 特色在于融合语言能力与文化意识，如通过卓别林传记分析幽默理念，对比中英幽默培养跨文化理解。结合思维品质训练，引导学生用反讽、对比创作逻辑连贯的punchline。任务驱动式教学提升学习能力，助力学生语言应用与思维发展，为教师提供单元综合复习的高效方案。

Unit 4 Humour 1、 教学基本信息 项目 内容 课题 Unit 4 Humour — Viewing Workshop & Reading Club & Check Your Progress 课时 1课时 授课年级 高二年级 课型 综合课 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 review and consolidate key vocabulary from the unit (have an influence on, mood, enhance, relieve tension, protect oneself from, relaxed, energised, psychological) and correctly apply continuous tenses and adverbs in contextual tasks, including writing a punchline for a given story setup. 2. Thinking Quality Students will analyze the logical mechanisms of situational irony and contrast to evaluate how humour is constructed, and create a punchline that is both funny and logically coherent for a story about an overturned car. 3. Learning Ability Students will collaborate in groups to identify punchlines and apply humour-writing strategies through guided practice, and use Check Your Progress activities to self-assess their mastery of unit content. 4. Cultural Awareness Students will appreciate the characteristics of British humour (understatement, self-deprecation, wordplay, irony) through Charlie Chaplin’s comedic philosophy and the reading about British comedy, and compare British and Chinese humour to develop cross-cultural understanding. （二）Teaching points 1. Teaching key points Consolidating unit vocabulary and grammar through Check Your Progress exercises, including completing a presentation about the benefits of laughter and a funny story with proper tenses. Understanding the characteristics of British humour (irony, sarcasm, understatement, wordplay) and comparing them with Chinese humour through the Reading Club texts. 2. Teaching difficult points Writing a culturally appropriate and logically coherent punchline for the overturned car story, and applying understatement and contrast to generate humour in original writing. 三、教学准备 多媒体设备，Viewing Workshop视频素材，Reading Club文本（Chaplin和British Humour），Check Your Progress综合练习学习单，课后巩固练习题。 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 Viewing Workshop (Lead-in) The teacher displays pictures of four sports (BASE jumping, bungee jumping, fishing, skiing) and asks: "What kinds of sports are they? Which sports would you like to try? Which sports are you afraid of? Why?" The teacher provides model responses: "I’d like to try skiing because it’s exciting but relatively safe. I wouldn’t try BASE jumping or bungee jumping because I value safety." Students identify the four sports from the pictures and discuss their preferences. Students share which sports they would or wouldn’t try, giving reasons for their choices. 通过极限运动图片引入Viewing Workshop主题，激活学生的生活经验和口语表达。 Viewing Workshop (Video) The teacher plays the video and asks: "List the sports mentioned. What sports is the man interested in?" The teacher checks: BASE jumping and bungee jumping are mentioned. The man is interested in BASE jumping. The teacher plays the video again and instructs students to complete the dialogue between Mr. Hill and Josh. Key answers: "Could you give me some information about the island, please?" "Skye is a wonderful island for quiet and relaxing holidays." "I’d like some information about adventure holidays, please." "Could you tell me about extreme sports?" "What activities do you recommend?" "You jump off a bridge or a building attached to an elastic cord." "I found it rather boring." "That’s a bit more exciting." "What is BASE jumping exactly?" "It’s jumping off the top of a mountain with a parachute." The teacher highlights the humour: Mr. Hill finds bungee jumping "rather boring" — a classic example of British understatement. Students watch the video and answer the comprehension questions. Students complete the dialogue while watching the video again. Students work in pairs to role-play the dialogue, focusing on the humorous contrast between the calm travel agent and the thrill-seeking Mr. Hill. 通过视频观看和对话完成训练听力和视觉理解能力，同时感受英式低调陈述的幽默效果。 Reading Club 1 (Charlie Chaplin) The teacher introduces Charlie Chaplin and asks: "What do you know about him?" The teacher instructs: "Draw a timeline to show Chaplin’s life story." Key events: (1) April 16, 1889 — born in London, parents were entertainers; (2) 1889 — father died, mother became sick, had to fend for himself, joined a stage group; (3) 1910 — began working in stage shows and toured the US; (4) 1912 — was offered a movie contract, huge commercial successes; (5) 1917 — set up his own studio, controlled all aspects of his films; (6) 1936 — films were very successful, his most successful one is Modern Times. The teacher asks: "What are Chaplin’s ideas and opinions in presenting comedies?" → Making the joke look effortless and simple; taking the situation of the underdog and making it into comedy gold; acting as an ordinary man who had difficulties to overcome, and always ending up smelling of roses. Students read the Chaplin text and draw a timeline of his life events. Students discuss Chaplin’s comedic philosophy and share their opinions: "Do you agree that comedy should make the joke look effortless?" 通过卓别林传记阅读，拓展学生对世界级喜剧大师的了解，引导学生思考幽默艺术的核心理念。 Reading Club 2 (British Humour) The teacher asks: "When we think of British people, what adjectives come to mind? Reserved? Serious?" The teacher assigns reading questions: (1) "What’s the main idea of the text?" → Why British comedy has been so successful; (2) "Why are British jokes difficult to understand according to the author?" → British jokes are related to culture, often referring to people and places only familiar to the British themselves; they also frequently play with words. The teacher organizes pair work: "What are the characteristics of Chinese humour? Are there similarities and differences between Chinese humour and British humour?" → Chinese humour is based on puns; British humour uses irony, sarcasm, banter, understatement, self-deprecation, teasing, and mockery. Both use irony and sarcasm but for different purposes. In China, humour is usually positive communication. British humour can sound mean. The British use more irony in everyday language, and the target is usually themselves. Chinese humour avoids joking about personal life; British humour has no limits. Students read the text about British humour and answer the comprehension questions. Students discuss in pairs the similarities and differences between British and Chinese humour, sharing examples from their own experience. 通过英式幽默文本阅读和中英幽默比较讨论，培养学生的跨文化意识和对幽默多样性的欣赏能力。 Check Your Progress (Vocabulary Review) The teacher instructs: "Help Chen Xi complete his presentation on ‘Benefits of Laughter’ using the correct form of the words and phrases below." The teacher provides the word bank: have an influence on, mood, enhance, relieve tension, protect oneself from, relaxed, energised, psychological. The teacher guides students through the cloze: (1) have an influence on; (2) protect ourselves from; (3) mood; (4) psychological; (5) relieve tension; (6) relaxed; (7) energised; (8) enhance. Students read Chen Xi’s presentation and fill in the blanks with the correct forms. Students check answers and discuss the meaning of each vocabulary item in context. 通过语篇填空检测学生对单元核心词汇的掌握情况，同时复习幽默对健康的益处。 Check Your Progress (Tense Review) The teacher instructs: "Complete the first funny story with proper tenses." The story is about a man staying in a hotel who hears a voice complimenting his clothes. The teacher guides the tense selection: (1) is staying (present continuous for ongoing hotel stay); (2) has been talking (present perfect continuous); (3) will be having (future continuous); (4) is ordering (present continuous); (5) looks (simple present); (6) thinks (simple present); (7) has been talking (present perfect continuous); (8) has been cleaning (present perfect continuous); (9) will be arriving (future continuous); (10) is coming (present continuous); (11) Were you talking (past continuous). The teacher reveals the punchline: the voice comes from "complimentary peanuts," a play on words between "complimentary" (free) and "complementary" (matching clothes). Students complete the story with appropriate tenses, applying their knowledge of continuous tenses from the unit. Students identify the punchline and discuss why it is funny (pun/wordplay). 通过幽默故事时态填写检测学生对连续时态的综合运用能力，同时欣赏双关语幽默。 Check Your Progress (Punchline Writing) The teacher instructs: "Read the second funny story. Write a punchline that is both funny and logical." The story: a very small car rolls over gently at a traffic light, and pedestrians push it back onto its wheels. The teacher guides students to think about what could make this situation funny: the contrast between the dramatic event (car rolling over) and the calm, matter-of-fact response. The teacher reveals a model punchline: "He then calmly got out, opened the driver’s door, and drove off — as if nothing had happened." The humour lies in the driver’s nonchalant response to an absurd situation. Students read the story setup and brainstorm possible punchlines. Students write their punchlines and share them with partners, evaluating which ones are the funniest and most logical. 通过点睛之笔创作检测学生的幽默写作能力，同时培养创造性思维，让学生实践“意外反转”的幽默技巧。 Check Your Progress (Comprehensive Exercise) The teacher instructs: "Complete Li Zhen’s speech about Rowan Atkinson using the correct form of the words below." The word bank: comedian, reputation, nationality, purely, universal, desperate, contemporary, mostly, contrary, obtain, rarely, amuse. The teacher guides: (1) comedians; (2) mostly; (3) amusing; (4) universal; (5) desperate; (6) rarely; (7) nationality; (8) Contrary; (9) obtained; (10) reputation; (11) purely; (12) contemporary. The teacher then assigns the conversation completion task: using "For example," "For instance," "That is an interesting example," and "One example of this" to complete a dialogue about comedy films. Students complete the speech about Rowan Atkinson and the conversation about comedy films. Students check answers and discuss any difficulties. 通过综合填写检测学生对单元词汇和口语策略的整体掌握情况，为单元复习画上圆满句号。 Language Points The teacher explains three key words: (1) Gently (adv.) — used to modify normally violent actions in literary/humorous contexts to create expectation violation, e.g., "The car rolled over gently"; (2) Calmly (adv.) — synonym: unperturbedly, coolly; the phrase "as if nothing had happened" offers a more conversational alternative; grammar note: calmly is an adverb of manner, placed after the verb or at the end of the sentence; do not confuse with the adjective calm; (3) Irony (n.) — uncountable noun but can take the indefinite article for "an instance of irony"; adjective form: ironic; do not equate with sarcasm: sarcasm is intentionally hurtful, while irony focuses on objective situational contrast. Students take notes on the three key words and their usage notes. Students distinguish between irony and sarcasm with examples: "It is an irony that the man who invented the seatbelt refused to wear one himself" (situational irony, not hurtful). 结合Viewing Workshop和Reading Club中的语境讲解关键词汇，帮助学生理解幽默写作中的语言技巧。 Exercise The teacher distributes a fill-in-the-blank exercise: (1) "The overturned car rolled _____ back onto its wheels." → gently; (2) "Despite the crowd’s panic, the driver _____ adjusted his tie and drove off." → calmly; (3) "It is a perfect example of situational _____ that the man who invented the seatbelt refused to wear one himself." → irony; (4) "She spoke in such a _____ tone that no one realized she was delivering the funniest punchline." → calm. The teacher emphasizes the difference between calmly (adv.) and calm (adj.) in question 4. Students complete the exercise, focusing on adjective-adverb distinction. Students check answers and explain their choices. 通过综合练习检验学生对副词形式和抽象名词的掌握情况。 Homework The teacher assigns: "Analyze how situational irony, contrast, and understatement work together to generate punchlines and absurdity in narratives. Find one example from any English comedy show or film and write a short analysis." Students note down the homework and prepare to analyze a comedy example of their choice. 布置迁移性分析任务，引导学生在课外将本单元所学的幽默分析策略应用于真实语料。 五、板书设计 Unit 4 Humour — Viewing Workshop & Reading Club & Check Your Progress Reading Club 1: Charlie Chaplin (1889–1977) — humour for the underdog Reading Club 2: British Humour — irony, understatement, self-deprecation, wordplay Key Words: gently, calmly, irony 六、教学评价与反思 （一）教学评价 教师观察：通过Check Your Progress综合练习和小组讨论观察学生对单元知识的整体掌握情况。 学生自评：学生反思自己在单元学习前后对幽默的理解变化。 同伴互评：在点睛之笔创作和中英幽默比较讨论中相互评价。 （二）教学反思 本课是单元综合课，内容涵盖Viewing Workshop、Reading Club和Check Your Progress三大模块，需合理分配时间。 Check Your Progress环节设计合理，通过词汇、时态、点睛之笔创作、综合填写四个维度全面检测了学生的单元学习效果。 中英幽默比较是学生最感兴趣的环节，建议留出更多时间让学生分享个人见解。 学科网（北京）股份有限公司 $