Unit 4 Humour Lesson 3 My Favourite Comedian 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 3: My Favourite Comedian (Reading Class)
Subject English Grade Level Senior High School Grade 1 Total 3 periods
Textbook Beijing Normal University Press, Senior High School English, Compulsory 2 Class Type Reading Class Period 3
Text Analysis
Text Analysis
This lesson focuses on the reading and exploration of the text "Mr Bean" and "The Contemporary Chaplin." These texts provide insights into the character of Mr Bean and the life of Rowan Atkinson. The texts are rich in descriptive language and humor, making them engaging for students. They also offer opportunities for critical thinking and inference making.
Student Analysis
Students have prior knowledge of basic reading strategies and are familiar with the concept of humor. They have a good understanding of English vocabulary and grammar. However, they may struggle with inferring deeper meanings and expressing their thoughts clearly. To overcome these challenges, the teacher will use group activities and discussions to facilitate understanding and engagement.
Teaching Objectives
1. Identify the key characteristics of Mr Bean.
2. Make inferences based on textual evidence.
3. Evaluate the success factors of Rowan Atkinson.
4. Share personal opinions and reflections on the text.
Key Points and Difficulties
Key Points
1. Understanding the main characteristics of Mr Bean.
2. Analyzing the language used to describe Mr Bean's actions.
3. Making inferences about Mr Bean and the author.
Difficulties
1. Interpreting the deeper meanings behind Mr Bean's actions.
2. Evaluating the success factors of Rowan Atkinson.
3. Expressing personal opinions and reflections clearly and coherently.
Teaching Methods and Preparations
Teaching Methods
Lecture, Group Discussion, Role play
Preparations
Textbooks, Projector
Teaching Procedures Teacher Activities Student Activities
Warm up Activate and Share
(1) Show the picture of Mr Bean and ask students to answer the following questions:
Q1: What's he famous for
Q2: Who is he
Q3: What TV series and films has he acted in
Q4: What's his nationality
Q5: What do you think of his performance
(2) Divide students into groups and have them discuss the questions.
(3) Ask each group to share their answers with the class.
(4) Provide feedback and correct any misconceptions.
(5) Introduce the topic of the lesson: "My Favourite Comedian."
(6) Explain the importance of understanding the character of Mr Bean and the life of Rowan Atkinson. 1. Observe the picture and answer the questions.
2. Participate in group discussions.
3. Share answers with the class.
4. Listen to feedback and corrections.
Reading and Exploring Read and Explore
(1) Have students read paragraph 1 of Text 1 individually.
(2) Ask students to work in pairs and discuss who Mr Bean is and what is so special about him.
(3) Provide a list of questions to guide their discussion:
Q1: What is Mr Bean known for
Q2: How does he behave in awkward situations
Q3: What kind of humor does he use
(4) Have students share their findings with the class.
(5) Provide feedback and highlight key points.
(6) Move on to Text 2 and have students read it individually.
(7) Ask students to complete the table about Rowan Atkinson and introduce him to their partner.
(8) Provide a list of questions to guide their discussion:
Q1: What is Rowan Atkinson's nationality
Q2: What is he famous for
Q3: What are some key events in his life
(9) Have students share their findings with the class.
(10) Provide feedback and highlight key points. 1. Read paragraph 1 of Text 1.
2. Work in pairs to discuss Mr Bean.
3. Share findings with the class.
4. Read Text 2 and complete the table.
5. Introduce Rowan Atkinson to a partner.
6. Share findings with the class.
Language Focus Focus on Language: Adverbs
(1) Introduce the concept of adverbs and their categories (time, manner, degree, frequency).
(2) Provide a list of adverbs and ask students to categorize them.
(3) Have students complete the sentences using the adverbs provided.
(4) Provide a list of sentences for practice:
1. We don't like snow so we ______ go skiing.
2. She's very worried so she ______ asks where her mother is.
3. That painting is ______ beautiful! Amazing!
4. When Helen got her new ballet shoes, she smiled, put them on, and danced around ______.
5. I could tell ______ by the look on his face that he was disappointed.
6. The rain was pouring down so we ______ ran inside.
7. She ______ wrote warmly of his delightful words and behavior.
(5) Provide feedback and correct any mistakes.
(6) Encourage students to use adverbs in their own sentences. 1. Learn about adverbs and their categories.
2. Categorize the adverbs provided.
3. Complete the sentences using the adverbs.
4. Practice using adverbs in their own sentences.
Group Work Think and Share
(1) Divide students into groups and have them discuss the following questions:
Q1: From the scenes in the restaurant, what can you infer about Mr Bean Find evidence from the text to support your opinion.
Q2: Mr Bean is a very popular TV series in Britain. Do you think people like it just for fun Is there any underlying meaning behind this TV series
Q3: According to Text 2, what makes Rowan Atkinson successful in playing the role of Mr Bean
(2) Have each group present their findings to the class.
(3) Provide feedback and highlight key points.
(4) Encourage students to ask questions and engage in a class discussion.
(5) Summarize the main ideas and conclusions drawn from the group discussions.
(6) Reinforce the importance of critical thinking and analysis. 1. Discuss the questions in groups.
2. Present findings to the class.
3. Ask questions and engage in class discussion.
4. Reflect on the main ideas and conclusions.
Wrap up Express Yourself
(1) Watch an episode of Mr Bean and have students describe the funniest part.
(2) Ask students to discuss what makes his acting humorous.
(3) In groups, have students write a few lines to describe a scene in detail.
(4) Have each group share their descriptions with the class.
(5) Provide feedback and encourage creative expression.
(6) Summarize the key points of the lesson and reinforce the learning objectives. 1. Watch an episode of Mr Bean.
2. Describe the funniest part.
3. Discuss what makes his acting humorous.
4. Write a few lines to describe a scene in detail.
Evaluation Tasks 1. Participation in group discussions: ☆☆☆
2. Accuracy in categorizing adverbs: ☆☆☆
3. Clarity in describing scenes: ☆☆☆
Design Intentions The warm up activity helps activate students' prior knowledge and engage them in the topic. The reading and exploring section develops reading comprehension and critical thinking skills. The language focus section enhances students' understanding of adverbs and their usage. The group work section encourages collaboration and deepens understanding through discussion. The wrap up section allows students to apply what they have learned and express their creativity.
Homework Design
Reading and Writing
1. Read another episode of Mr Bean and write a summary of the story.
2. Choose a scene from the episode and describe it in detail, focusing on Mr Bean's actions and reactions.
3. Write a short paragraph discussing why you think Mr Bean is a popular character.
Speaking and Listening
1. Record a short video of yourself describing a funny scene from Mr Bean.
2. Interview a friend or family member about their favorite comedian and share their responses in class.
Board Design
Mr Bean
Internationally recognized comedy character
Constantly encounters awkward situations
Humour through body language
Episode: Mr Bean in a fancy restaurant
Actions: Takes out a card, writes a few words, puts it in an envelope, places it on the table, looks surprised, opens it, finds a birthday card, looks at the menu, takes out money, counts it, puts it in a saucer, orders "steak tartare", is shocked, hides the raw meat
Rowan Atkinson
English actor, comedian, screenwriter
Born on 6 January 1955
Grew up on a farm
Attended Newcastle University and Oxford
Loves fast cars
Had a stutter
Discovered his face in 1976
Key event: Playing around and pulling a face in the mirror
People's comments: Genius, more famous than Charlie Chaplin
Teaching Reflection
Inadequacies
1. Some students struggled with making inferences based on textual evidence. More guidance and examples could have been provided.
2. The group work section was not as engaging as expected. Some students were passive and did not participate actively. More structured roles within groups could help.
3. The language focus section was challenging for some students. Additional practice exercises and individualized feedback could have improved understanding.
4. Time management was an issue. Some activities took longer than planned, leaving less time for others. Better time allocation and pacing are needed.
5. The wrap up section could have been more interactive. More opportunities for students to share their creative expressions and reflections would have enhanced the learning experience.