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必修1《Warm-up》优质课教案下载
??find out the punchlines in the jokes provided;
??write their own punchlines and jokes based on given situations.
III.? Brief introduction of the instructor and the students
The instructor is a novice English teacher who graduated last year from Beijing Normal University with a master’s degree. The 38 students are from Class Eight, Grade One, an average class in Beijing No.2 Middle School.
IV.? Available materials for this lesson
PPT slides, handouts, English textbook, audio files
V.? Teaching procedures
?Step One: Warming up (5’)
T: As the title suggests, in this unit we are going to taste some English humour. But first I want you to think about one question: How many types of English humour are you familiar with? You can discuss it with your partner.
Ss will be given one minute to have a discussion.
T: Ok, now let’s look at two pictures which will help you work out this question. (mime and comedy)
T: Besides these two types, there is still one type of humour in written forms, that is, English jokes. So today we will focus on the third type.
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Purpose: to activate students’ background knowledge of English humour and arouse their interest.
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T: Now let’s taste an English joke together. After reading it, I would like you to find out the sentence that makes the story funny. And also try to explain the story in your own words.
T: For this kind of sentences which makes the whole story funny, we have a name for them, that is, punchline. Ok, now let’s read the definition of punchline together.
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Purpose: to elicit the term punchline and help Ss understand the function of punchlines which lays a foundation for the next step, that is, to find out punchlines in different jokes by themselves.
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Step Two: Reading (5’)
T: Read the four jokes on the handout and underline the punchlines in each one of them.
T: Now discuss with your partner why they are funny. Try to use your own words to explain them.
Purpose: to lead students to find out punchlines in different jokes based on what they’ve learnt in the first part.
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