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

《A Taste of English humor》说课稿

Good morning/afternoon, everyone! I'm very glad to stand here to interpret my lesson. Today my topic is “A taste of English humor” (writing part).

I am going to introduce my lesson from the following aspects: the analysis of teaching material and students, teaching aims, teaching key points and different points, teaching and studying methods, teaching procedures and blackboard design.

Ⅰ. Analysis of the teaching material

First of all, let’s focus on the analysis of teaching material. This unit is about humor in English. Writing part consists of three sections: section 1 is a speaking activity.

Actually it has two stages: a discussion and a story telling. They can used as a preparation for writing. Section 2 includes some guidance for writing and they are in time-order. The section 3 has a sample writing and the format for each part.

Ⅱ. Analysis of the students

Then, I’d like to talk something about the students. Funny story is a very interesting topic and related to their daily life.

However, many language learners face a big challenge in writing, especially on the aspect of grammar or logic order, so do my students. They will easily get frustrated and bored if teacher doesn’t guide them in a right way.

Ⅲ. Analysis of the teaching aim

Based on the syllabus and the analysis, I set the teaching aims as follows:

Knowledge aims:

Students will learn some basic knowledge about story writing, including its format: the situation, what happens, and the punchline

Ability aims:

Students can develop their logical thinking ability through writing and their The ability of creating funny stories from their real life can be trained.

Emotional aims:

Students can form a positive attitude towards life and the sense of humor. And they could enjoy the success in writing.

Ⅳ. Analysis of the key and difficult points

According to the teaching aims, both the key point and the difficult points of this lesson are leading students to find some basic knowledge about story writing, including its format: the situation, what happens, and the punchline.

Ⅴ. Analysis of teaching and study methods

To help students achieve the teaching aims much easier, I will mainly use process writing task-based teaching method, multimedia method and communicative teaching method and so on.

For students, I will encourage them to learn to communicate with their classmates to let them become the real leading role of the class.

Ⅵ. Analysis of the teaching procedures

Pre-writing:

In the beginning, I would tell them the purpose of this lesson. Then I would tell them a typical funny story and I would obverse their reaction when listen to the story.

In fact, that story is very traditional and some of them would not be interested in it because they heard a lot stories like that in the recent week. The purpose is make the next stage much easier.

After listening, I would ask them to do a discussion about what the story: Do they like it, why. And the words and expressions in the textbook can be used in their discussion.

This speaking activity can lead students to think about how to think out a funny story. It is good for their writing. And in the ending period of this unit, we use a speaking activity for warming-up is suitable.

Then I would ask them to think of a funny English or Chinese and tell it to partners. While telling stories, they can use expressions and some acting to help make the story funny. 5 minutes would be given to do this.

Those stories they told there will be the material for their writing. So letting them tell it at first is helpful. And they can make a difference between telling a funny story and writing it down.

Generally speaking, it is difficult for students to write well because they don’t know what to write and how to write. Asking them to tell their own stories at first can help them come up with what to write.

After their telling, I would invite someone to share his/her story with all of us and I would write it down on the blackboard.

This example story would be used as a sample to illustrate the format of funny story. Different from a story from teacher or textbook, a story from students can obviously become a interesting material to draw students’ attention.

Then I would ask the whole class to put this story into several parts. It might be a little bit difficult for them. So I would ask them to find out whether all the sentences are necessary.

After delete some sentences, there are 6 sentences left behind. Then they can easily put them into three parts. After interaction with students, I would teach them the right terms for each part and conclude the format of funny story.

This step is the key and difficult point in my lesson. So I mainly use task-based teaching method in this part and the task for students was divided into several stages.

With the separated difficult level, students can find there are usually three parts in writing. They can also learn to write without the unnecessary parts in the process of analyzing.

And then I wouldn’t rush to tell them the right terms to them directly. Instead, I would ask them to name them by their own. A confused mind is better for acquiring knowledge.