高中英语《A Taste of English humor》教学设计及说课稿模板

高中英语《ATasteofEnglishhumor》

教案教学设计及说课稿模板

《ATasteofEnglishhumor》教学设计

ITeachingAims:

Knowledgeaims:Studentswilllearnsomebasicknowledgeabout

storywriting,includingitsformat:thesituation,whathappens,andthe

punchline.

Abilityaims:

1.Studentscandeveloptheirlogicalthinkingabilitythrough

writing.

2.Theabilityofcreatingfunnystoriesfromtheirreallifecanbe

trained.

Emotionalaim:

1.Studentscanformapositiveattitudetowardslifeandthesense

ofhumor.

2.Studentscouldenjoythesuccessinwriting.

IITeachingKey&DifficultPoints:

Studentswilllearnsomebasicknowledgeaboutstorywriting,

includingitsformat:thesituation,whathappens,andthepunchline.

IllTeachingMethods:

Brainstorming,Groupdiscussion,Processwriting,task-based

teachingmethod,communicativeteachingmethod.

IVTeachingAids:Some

funnystoriesexamples;Multi-media.

VTeachingProcedures:

Step1:Warmingup(3mins)

Tellafunnystorytostudentsandaskthemtolistencarefully:

Amanwalksintoabarwithaduckunderhisarm.

Thebartenderasks:"Hey,wheredidyoufindthepig?"

"It'snotapig,it'saduck,"themananswers.

Towhichthebarmanreplies:"Iwastalkingtotheduck".

Groupdiscussion:

Discusswithpartnerswhetheryouthinkthestoryyoulistentois

funny.Giveyourreasons.Usethesewordsandexpressionsinthechart

onthetextbooktohelpyou.

Step2:Pre-writing(15mins):

Free-talk

ThinkofafunnyEnglishorChinesestoryandtellittoyourpartner.

Whiletelling,usefacialexpressionsandsomeactingtohelpmakethe

storyasfunnyasyoucan.

Format:

Askonestudenttotellwhathe/sheheard.Iwouldwriteevery

stagesofhis/herstoryontotheblackboard.

ThenIwouldaskthewholeclasstoputthisstoryintoseveralparts.

Accordingtotheanswer,Iwouldleadthemtodiscovertheformatof

funnystory:Title,Situation,Whathappened,Punchline.

Step3:While-writing(7mins):

Writedownstudents'ownstorieswithin7minutes.

Step4:Post-writing(15mins):

Revising:

Askstudentstorevisetheirwritingaccordingtothefollowing

guidance:

Doesitfollowtheformat?

Arethereanymistakesofspelling,caseorpunctuation?

Doallthewordsandphrasesusedappropriately?

Aftertheself-edit,Iwouldaskstudentstoediteachothers(

writingwithintheirgroupaccordingtothestandardabove.

EvaluationandPresent:

Invitesomestudentstosharetheirwritingwithothersandteacher

wouldevaluatetheirwriting.Thenteacherwouldpickoutsometypical

mistakestodealwith,thepunctuationforinstance.

Step5:Summary&Homework(5mins)

Summary:

Somestudentswouldbeinvitedtosumuptheformatandtheir

ownunderstandingoftheEnglishhumorstory.

Homework:

1.Tocollectatleastfivehumorstoriescreatively;

2.FinishthechartofSummingupinthetextbook.

VIIBlackboarddesign:

HumorStory

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一王二二---

>Doesitfdlowtheformat?

>Arethereanymistakesofspelling,caseorpunctuation?

>Doallthewordsandphrasesusedappropriately?

VIIITeachingReflection:

《ATasteofEnglishhumor》说课稿

Goodmorning/afternoon,everyone!I'mverygladtostandhere

tointerpretmylesson.Todaymytopicis“AtasteofEnglishhumor”

(writingpart).

Iamgoingtointroducemylessonfromthefollowingaspects:

theanalysisofteachingmaterialandstudents,teachingaims,

teachingkeypointsanddifferentpoints,teachingandstudying

methods,teachingproceduresandblackboarddesign.

I.Analysisoftheteachingmaterial

Firstofall,let'sfocusontheanalysisofteachingmaterial.This

unitisabouthumorinEnglish.Writingpartconsistsofthreesections:

section1isaspeakingactivity.

Actuallyithastwostages:adiscussionandastorytelling.They

canusedasapreparationforwriting.Section2includessome

guidanceforwritingandtheyareintime-order.Thesection3hasa

samplewritingandtheformatforeachpart.

n.Analysisofthestudents

Then,I'dliketotalksomethingaboutthestudents.Funnystoryis

averyinterestingtopicandrelatedtotheirdailylife.

However,manylanguagelearnersfaceabigchallengeinwriting,

especiallyontheaspectofgrammarorlogicorder,sodomy

students.Theywilleasilygetfrustratedandboredifteacherdoesn't

guidetheminarightway.

HI.Analysisoftheteachingaim

Basedonthesyllabusandtheanalysis,Isettheteachingaimsas

follows:

Knowledgeaims:

Studentswilllearnsomebasicknowledgeaboutstorywriting,

includingitsformat:thesituation,whathappens,andthepunchline

Abilityaims:

Studentscandeveloptheirlogicalthinkingabilitythrough

writingandtheirTheabilityofcreatingfunnystoriesfromtheirreal

lifecanbetrained.

Emotionalaims:

Studentscanformapositiveattitudetowardslifeandthesense

ofhumor.Andtheycouldenjoythesuccessinwriting.

IV.Analysisofthekeyanddifficultpoints

Accordingtotheteachingaims,boththekeypointandthe

difficultpointsofthislessonareleadingstudentstofindsomebasic

knowledgeaboutstorywriting,includingitsformat:thesituation,

whathappens,andthepunchline.

V.Analysisofteachingandstudymethods

Tohelpstudentsachievetheteachingaimsmucheasier,Iwill

mainlyuseprocesswritingtask-basedteachingmethod,multimedia

methodandcommunicativeteachingmethodandsoon.

Forstudents,Iwillencouragethemtolearntocommunicatewith

theirclassmatestoletthembecometherealleadingroleoftheclass.

VI.Analysisoftheteachingprocedures

Pre-writing:

Inthebeginning,Iwouldtellthemthepurposeofthislesson.

ThenIwouldtellthematypicalfunnystoryandIwouldobversetheir

reactionwhenlistentothestory.

Infact,thatstoryisverytraditionalandsomeofthemwouldnot

beinterestedinitbecausetheyheardalotstorieslikethatinthe

recentweek.Thepurposeismakethenextstagemucheasier.

Afterlistening,Iwouldaskthemtodoadiscussionaboutwhat

thestory:Dotheylikeit,why.Andthewordsandexpressionsinthe

textbookcanbeusedintheirdiscussion.

Thisspeakingactivitycanleadstudentstothinkabouthowto

thinkoutafunnystory.Itisgoodfortheirwriting.Andintheending

periodofthisunit,weuseaspeakingactivityforwarming-upis

suitable.

ThenIwouldaskthemtothinkofafunnyEnglishorChineseand

tellittopartners.Whiletellingstories,theycanuseexpressionsand

someactingtohelpmakethestoryfunny.5minuteswouldbegiven

todothis.

Thosestoriestheytoldtherewillbethematerialfortheirwriting.

Solettingthemtellitatfirstishelpful.Andtheycanmakea

differencebetweentellingafunnystoryandwritingitdown.

Generallyspeaking,itisdifficultforstudentstowritewell

becausetheydon'tknowwhattowriteandhowtowrite.Asking

themtotelltheirownstoriesatfirstcanhelpthemcomeupwith

whattowrite.

A代ertheirtelling,Iwouldinvitesomeonetosharehis/herstory

withallofusandIwouldwriteitdownontheblackboard.

Thisexamplestorywouldbeusedasasampletoillustratethe

formatoffunnystory.Differentfromastoryfromteacheror

textbook,astoryfromstudentscanobviouslybecomeainteresting

materialtodrawstudents1attention.

ThenIwouldaskthewholeclasstoputthisstoryintoseveral

parts.Itmightbealittlebitdifficultforthem.SoIwouldaskthemto

findoutwhetherallthesentencesarenecessary.

Afterdeletesomesentences,thereare6sentencesleftbehind.

Thentheycaneasilyputthemintothreeparts.Afterinteractionwith

students,Iwouldteachthemtherighttermsforeachpartand

concludetheformatoffunnystory.

Thisstepisthekeyanddifficultpointinmylesson.SoImainly

usetask-basedteachingmethodinthispartandthetaskforstudents

wasdividedintoseveralstages.

Withtheseparateddifficultlevel,studentscanfindthereare

usuallythreepartsinwriting.Theycanalsolearntowritewithoutthe

unnecessarypartsintheprocessofanalyzing.

AndthenIwouldn'trushtotellthemtherighttermstothem

directly.Instead,Iwouldaskthemtonamethembytheirown.A

confusedmindisbetterforacquiringknowledge.

While-writing:

ThenIwouldgivestudents7minutestowritedownthisstory,

withoutotherrequirements.

Withallthepreparationsinpre-writing,students,difficulties

werecleared.Soitwouldbemucheasierforthemtowritedownthe

storywithin7minutes.

Therearenootherrequirementsbecausestudents'firstwriting

isactuallyadrafting.Itwouldbereviseandeditseveraltimeslater.

Writing,asaskillmainlyfocusontheaccuracy,needssome

modificationsbeforethefinalversion.Sointhestepofwriting,we

shouldonlyletstudentsproductwhattheyhaveprepared,noton

morerequirements.

Post-writing:

Whentheywritetheystory,Iwouldpresentsomestandardsfor

evaluatingontheblackboardandPPT.Theyareabouttheformat,

mechanics,vocabularyusing.Studentsrevisetheirownwriting

accordingtothestandardandtheneditfortheirpartners.

Thisisaverycriticalstepinwritingclass.Itisastepforstudents

toimprovetheirwritingskills.

Onlywithself-reviseandpeer-edit,studentscanacquirewhat

wehavelearntodayandformthegoodhabitofpayingattentionto

mechanics,vocabularyusing,logicalthinking,andsyntax.

Thosesub-skillsbenefitfortrainingwriti