Unit 4 Humour Lesson 1 What's So Funny 教案（表格式）-2024-2025学年高中英语北师大版（2019）选择性必修第二册

Lesson 1: What's So Funny
Subject English Grade Level Senior High School Year 1 Total Lessons: 4
Textbook NCEP (North China Electric Power University Press) Senior High School English, Book 2 Lesson Type Reading Class Lesson 1
Textbook Analysis
Textbook Analysis
This lesson is from Unit 4, Humour, in the North China Electric Power University Press Senior High School English, Book 2. It focuses on humorous and funny stories to engage students and improve their reading comprehension skills. The stories are designed to enhance students' understanding of humor and its elements, such as irony, wordplay, and unexpected twists. The lesson also includes activities that encourage group discussion and critical thinking.
Student Analysis
Students at this level have a basic understanding of English grammar and vocabulary. They enjoy reading and discussing stories, especially those with humorous elements. However, some students may struggle with understanding the subtle nuances of humor and the cultural context of the stories. To address this, the lesson will incorporate group work and teacher guidance to help students grasp the deeper meanings and appreciate the humor in the stories.
Lesson Objectives
By the end of the lesson, students will be able to:
1. Identify and describe the main characters and settings in humorous stories.
2. Analyze the plot and humor elements in the stories.
3. Discuss and share their interpretations of the stories with peers.
4. Use appropriate language to express their opinions and reactions to the stories.
Key Points and Difficulties
Key Points
1. Understanding the main characters and settings in the stories.
2. Identifying the plot and humor elements.
3. Expressing personal opinions and reactions to the stories.
Difficulties
1. Grasping the subtle nuances of humor in the stories.
2. Analyzing the cultural and contextual elements of the humor.
3. Formulating coherent and well supported opinions during discussions.
Teaching Methods and Preparation
Teaching Methods
Contextual Inquiry, Group Discussion, Cooperative Learning
Teaching Aids
Textbook, Whiteboard, Markers, Handouts
Teaching Procedures Teacher Activities Student Activities
Warm up Activity Activate and Share
(1) Greet the students and introduce the topic of humor.
(2) Ask the students: "Do you like reading humorous or funny stories Why "
(3) Provide an example: "I like reading humorous stories because I enjoy the play on words."
(4) Have students share their thoughts and reasons with the class.
(5) Write some of the students' responses on the board.
(6) Summarize the common reasons for enjoying humorous stories.
Group Work
(1) Divide the class into groups of three.
(2) Assign each student in the group one of the three stories to read.
(3) Instruct students to read their assigned story and answer the following questions:
(4) Q1: Which characters are in the story
(5) Q2: Where are they
(6) Q3: What happened between them
(7) Q4: Why is it funny
(8) After answering the questions, have students share what they have read with their group members. 1. Share their thoughts and reasons for liking humorous stories.
2. Read their assigned story and answer the given questions.
3. Share their findings with their group members.
4. Discuss and compare their interpretations of the stories.
Evaluation Task 1. Active participation: ☆☆☆
2. Clear answers: ☆☆☆
3. Engaging discussion: ☆☆☆
Design Intentions To activate students' prior knowledge and interest in humorous stories, and to prepare them for the reading and discussion activities.
Reading and Exploring Story A
(1) Introduce Story A and provide a brief overview.
(2) Read the story aloud to the class.
(3) Highlight key details and humor elements in the story.
(4) Ask the following questions:
Q1: Who is the main character in this story
Q2: What did the art collector notice in the store
Q3: What did he do after noticing the saucer
Q4: Why did the store owner refuse to sell the saucer
Story B
(1) Introduce Story B and provide a brief overview.
(2) Read the story aloud to the class.
(3) Highlight key details and humor elements in the story.
(4) Ask the following questions:
Q1: Who are the main characters in this story
Q2: Where are they
Q3: What did Sherlock Holmes ask Dr. Watson to do
Q4: What did Dr. Watson deduce from the stars
Q5: What actually happened to their tent 1. Listen to the stories and identify key details.
2. Answer the questions about the stories.
3. Participate in the class discussion on the humor in the stories.
4. Share their thoughts and interpretations.
Evaluation Task 1. Accurate identification: ☆☆☆
2. Clear answers: ☆☆☆
3. Engaging discussion: ☆☆☆
Design Intentions To guide students through the reading and analysis of the stories, helping them understand the humor and key elements.
Group Work Complete the Notes
(1) Provide handouts with the notes template for Story A, B, and C.
(2) Instruct students to complete the notes based on their readings and discussions.
(3) Monitor the groups and provide guidance as needed.
Complete the Funny Part
(1) Provide handouts with the incomplete summaries of the three stories.
(2) Instruct students to complete the funny parts of the stories.
(3) Monitor the groups and provide guidance as needed.
(4) Have students share their completed summaries with the class. 1. Complete the notes for the stories.
2. Share and check their notes with group members.
3. Complete the funny parts of the stories.
4. Share their completed summaries with the class.
Evaluation Task 1. Accurate notes: ☆☆☆
2. Clear summaries: ☆☆☆
3. Engaging discussion: ☆☆☆
Design Intentions To reinforce students' understanding of the stories and their humor elements through collaborative activities and discussions.
Wrap up Activity Express Yourself
(1) Provide handouts with the jokes and questions.
(2) Instruct students to read the jokes and discuss the funny parts with their partners.
(3) Ask the following questions:
Q1: Why was the cat sitting on the computer
Q2: Who is the speaker of the House
Q3: What did the professor mean by saying "that's the lowest grade I'm allowed to give"
Q4: What is the chemical formula for water
(4) Monitor the pairs and provide guidance as needed. 1. Read the jokes and discuss the funny parts with their partners.
2. Answer the questions about the jokes.
3. Share their answers with the class.
4. Participate in the class discussion on the humor in the jokes.
Evaluation Task 1. Accurate answers: ☆☆☆
2. Clear explanations: ☆☆☆
3. Engaging discussion: ☆☆☆
Design Intentions To provide a fun and engaging way to conclude the lesson, reinforcing students' understanding of humor and its elements.
Homework Assignment
Read and Write
1. Read the three stories again and write a short paragraph summarizing the humor in each story.
2. Find and bring a humorous story or joke to share with the class in the next lesson.
3. Complete the exercises on continuous tenses in the textbook.
4. Write a short dialogue using the continuous tenses learned in class.
Board Design
Title: What's So Funny
1. Warm up Activity
Do you like reading humorous or funny stories Why
2. Group Work
Story A: Characters, Setting, Plot, Humor
Story B: Characters, Setting, Plot, Humor
Story C: Characters, Setting, Plot, Humor
3. Reading and Exploring
Key Questions: Who, Where, What, Why
4. Group Work
Notes Template: Character, Action, Purpose, Result
Funny Parts: Store Owner, Stars, Clown
5. Wrap up Activity
Jokes and Questions: Cat, Speaker, Professor, Water Formula
Teaching Reflection
Areas for Improvement
1. Some students struggled with understanding the cultural context of the humor, which could be addressed by providing more background information.
2. The group work could be more structured to ensure all students participate equally and effectively.
3. More visual aids, such as images or videos, could be used to enhance students' understanding of the stories.