Unit 4 Humour Lesson 3 Reading 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围绕“幽默”主题，通过Mr Bean餐厅场景叙事与Rowan Atkinson传记文本，聚焦核心词汇与阅读策略。以Mr Bean图片导入激活认知，背景词汇铺垫，读前结对讨论建立文本关联，构建从已知到文本分析的学习支架。 特色在于融合语言能力与思维品质，通过场景拆解训练信息提取，推理问题引导深层理解人物与社会意义，提升批判性思维。文化意识方面对比中英喜剧传统，学习能力上运用合作讨论与阅读策略。助力学生提升语言运用与跨文化理解，为教师提供结构化任务与多元评价支持。

Unit 4 Humour Lesson 3 1、 教学基本信息 项目 内容 课题 Unit 4 Humour — Lesson 3 (Reading) 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 (reputation, convince, astonished, amuse, talent) and use them accurately to describe comedians’ performance styles and personal traits, and apply these words in contextual exercises and discussions. 2. Thinking Quality Students will analyze how specific descriptive words and body-language descriptions shape the humorous tone of the texts, make inferences about Mr Bean’s character and the author’s attitude, and evaluate the underlying meaning of the Mr Bean series beyond surface-level humour. 3. Learning Ability Students will apply reading strategies (skimming for main ideas, scanning for specific details, making inferences) to comprehend two texts of different genres (narrative and biography), and collaborate in group discussions to deepen understanding. 4. Cultural Awareness Students will recognize the characteristics of British physical comedy through Mr Bean, compare it with Chinese comedic traditions, and appreciate how Rowan Atkinson’s personal story exemplifies the universal power of humour to transcend language and cultural barriers. （二）Teaching points 1. Teaching key points Understanding the detailed scenes of Mr Bean at the fancy restaurant (Scene 1: birthday card; Scene 2: steak tartare) and making inferences about Mr Bean’s character and the social commentary behind the comedy. Mastering the five target words (reputation, convince, astonished, amuse, talent) and their core collocations, and applying them in retelling and discussion tasks. 2. Teaching difficult points Making deep inferences about the underlying social meaning of Mr Bean (e.g., the portrayal of an ordinary person’s awkward moments, the hypocrisy of social class), and synthesizing information from both texts to explain what makes Rowan Atkinson successful. 三、教学准备 多媒体设备，Mr Bean餐厅场景视频素材，两篇阅读文本，阅读理解学习单（包括故事场景表、推理问题、人物传记表格），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 pictures of Mr Bean and asks: "Look at these pictures. What is he doing? How does he feel? Who is this character?" The teacher introduces background vocabulary: comedian (someone whose job is to tell jokes and make people laugh), body language (gestures, movements, and mannerisms used to communicate), contemporary (belonging to the present time), genius (a very high level of intelligence or skill possessed by only a few people). Students identify Mr Bean / Rowan Atkinson and describe the pictures. Students take notes on the four background vocabulary words. Students predict: "What do you think makes Mr Bean so special and popular worldwide?" 通过熟悉的形象和背景词汇导入，激活学生对Mr Bean的已有认知，为阅读做好语言和思想准备。 Pre-reading (Pair Work) The teacher organizes pair work: "Look at the photo of Rowan Atkinson. Who is he? What’s his nationality? What do you think of his performance? What’s he famous for? What TV series and films has he acted in?" The teacher elicits answers: Rowan Atkinson is English, famous for playing Mr Bean, known for his physical comedy and expressive face. Students discuss the five questions in pairs, sharing prior knowledge about Rowan Atkinson. Students read Paragraph 1 of Text 1 and tell each other who Mr Bean is and what is so special about him: his humour relies purely on body language and is universally understood. 通过结对讨论和快速阅读第一段，建立阅读背景，引导学生关注Mr Bean幽默的核心特征——肢体语言。 While-reading (Text 1 — Scenes) The teacher instructs: "Read the rest of Text 1 and focus on the two scenes of Mr Bean at the fancy restaurant. Tell what happens to Mr Bean in the restaurant." The teacher guides students through Scene 1: Mr Bean is seated at the table, takes out a card, writes a few words, puts it in an envelope, places it on the table, looks back at the envelope and looks surprised, opens it to find a birthday card, puts it on the table very happily for everyone to see. The teacher guides through Scene 2: Mr Bean looks at the menu surprised, takes all the money out of his wallet, counts it, puts it in a saucer, looks from the menu to the money with concern, orders "steak tartare," makes an attempt to eat, smiles and nods, hides the raw meat inside the sugar bowl, the tiny flower vase, under a plate, inside a woman’s purse, and throws some down the violinist’s trousers. Students read Text 1 carefully, tracking Mr Bean’s actions in both scenes. Students retell each scene in their own words, noting the absurdity and physical comedy. 通过场景拆解和动作追踪，帮助学生深入理解Mr Bean的肢体喜剧风格，同时训练信息提取和口头转述能力。 While-reading (Text 1 — Inferences) The teacher asks five inference questions: (1) "Why does Mr Bean go to a fancy restaurant on this particular day?" → To celebrate his birthday; (2) "Does Mr Bean have many friends? How do you know?" → No, he goes alone and writes a card to himself, pretending to receive it; (3) "Why does Mr Bean order ‘steak tartare’?" → It is the only dish he could pay for; (4) "Why does Mr Bean pretend to like the food when the waiters ask him?" → Because he wants to appear elegant; (5) "Why does the author say that he wouldn’t want to meet someone like Mr Bean in real life?" → Mr Bean’s manners are not socially acceptable, so it would be embarrassing to sit with him at a dinner table. Students answer the inference questions based on textual evidence. Students justify each answer with specific quotes or descriptions from the text. 通过推理问题引导学生超越字面理解，培养批判性阅读能力，理解Mr Bean人物背后的社会意义。 While-reading (Text 2 — Rowan Atkinson) The teacher instructs: "Read Text 2. Complete the table about Rowan Atkinson. Then introduce him to your partner." The teacher guides students to complete: nationality — British; birth — 6 January, 1955; career — actor, comedian, screenwriter; education — awarded a scholarship to a boarding school, attained the highest marks, obtained his master’s degree in electrical engineering; turning point — showed a talent for acting, decided to become an actor, discovered his face in the mirror; recognition — described as a genius, predicted to be more famous than Charlie Chaplin. Students read Text 2 and complete the biography table. Students introduce Rowan Atkinson to their partners, using the table as a structured guide. 通过人物传记表格任务，帮助学生有结构地提取信息，同时了解Rowan Atkinson的不平凡人生经历。 Post-reading (Group Discussion) The teacher organizes group discussions with three guiding questions: (1) "From the scenes in the restaurant, what can you infer about Mr Bean? Find evidence from the text." → Mr Bean is amusing but his actions are surprising and unexpected. He is more nice than wise. (2) "Is there any underlying meaning behind the Mr Bean TV series?" → Apart from fun, it portrays ordinary people’s life vividly, especially awkward moments with good intentions but bad results. It might also reveal the hypocrisy of social class — Mr Bean is poor but pretends to be rich. (3) "According to Text 2, what makes Rowan Atkinson successful in playing the role?" → Good education, great efforts to overcome his stutter, and talent in acting. Students discuss the three questions in groups, finding evidence from both texts to support their views. Students share their interpretations of the deeper meaning of Mr Bean and compare perspectives with other groups. 通过深层讨论引导学生从多角度理解Mr Bean的文化内涵，培养多元思维和文化意识。 Language Points The teacher explains five key words: (1) Reputation (n.) — have/gain/build a reputation for (doing) sth., have a good/bad reputation, live up to one’s reputation; (2) Convince (v.) — convince sb. of sth., convince sb. to do sth., be convinced that...; (3) Astonished (adj.) — be astonished at/by sth., be astonished to do sth., to one’s astonishment; (4) Amuse (v.) — amuse oneself (by doing sth.), be amused at/by sth.; amusing (adj.) modifies things; (5) Talent (n.) — have a talent for (doing) sth., a man/woman of many talents, waste/hide one’s talent. The teacher provides example sentences from the texts. Students take notes on the five key words, their collocations, and usage notes. Students create sentences using each word in the context of Mr Bean and Rowan Atkinson. 结合文本语境系统讲解核心词汇，帮助学生在具体语境中理解词义和用法。 Exercise The teacher distributes a fill-in-the-blank exercise: (1) "Rowan Atkinson has gained a worldwide _____ (reputate) for his unique physical comedy." → reputation; (2) "Mr Bean tried desperately to convince the waiter _____ his enjoyment of the raw steak." → of; (3) "When the steak tartare was served, Mr Bean looked utterly _____ (astonish)." → astonished; (4) "The silent humour of Mr Bean never fails to amuse global audiences, making people laugh _____ (he) awkward yet innocent struggles." → at/by; (5) "Despite holding a master’s degree, Rowan Atkinson discovered his true talent _____ physical comedy." → for. The teacher emphasizes the prepositions: convince sb. of sth., laugh at sth., talent for sth. Students complete the exercise independently and check answers. Students explain the reasoning for each answer, especially the prepositions. 通过词性转换和介词填空练习检验学生对目标词汇及其搭配的掌握。 Homework The teacher assigns: "Collect a performance clip of a Chinese native comedian (such as Chen Peisi or Shen Teng) and prepare to compare their comedic style with Rowan Atkinson’s." Students note down the homework and search for a Chinese comedy clip. 布置中西方喜剧比较任务，引导学生在课外继续探索幽默的文化多样性。 五、板书设计 Unit 4 Humour — Lesson 3 (Reading) Mr Bean: physical comedy, body language, universal appeal Rowan Atkinson: born 1955, Oxford, overcame stutter, discovered acting talent Key Words: reputation, convince, astonished, amuse, talent 六、教学评价与反思 （一）教学评价 教师观察：通过阅读理解任务和小组讨论观察学生的阅读策略和推理能力。 学生自评：学生反思自己在推理问题和深层理解中的表现。 同伴互评：在结对和小组讨论中相互评价，分享不同视角。 （二）教学反思 本课以两篇不同体裁的文本为载体，通过场景分析、推理问题和人物传记表格等多样化任务，较好地调动了学生的阅读积极性。 在推理环节，学生对Mr Bean的行为能做出合理推测，但对深层社会意义的理解还需更多引导。 两篇文本的信息量较大，应合理分配时间，保证每个任务都有充足的学生活动时间。 学科网（北京）股份有限公司 $