A Practical Joke-教案
Unit1Laughoutloud知识点总结(一)- 高中英语外研版(2019)选择性必修第一册
选择性必修一第一单元知识点总结（一）edy 喜剧---comedian 喜剧演员；a comedy show 喜剧表演；a form of comedy一种喜剧形式2.In Shakespeare's time, comedy had amusing themes such as mistaken identity andromance—with a happy ending of course.（视频部分）Shakespeare 莎士比亚，in Shakespeare^ time 在莎士比亚时代；amusing themes 有趣的主题；mistaken identity身份判断错误，认错人，身份错认莎士比亚作品：Measure for Measure《一报还一报》；The Merchant of Venice《威尼斯商人》All's Well That Ends Well《终成眷属》comedy acts with clowns 小丑喜剧表演3.sb. be fun to be with.某人是待在一起开心的人4.Modern comedy is considered to be any type of work that is intended to make us laugh.It has found its way from the stage into our homes through radio, television and more recently, the Internet.（视频部分）be intended to do something意图是做某事，打算，意思是使…此外，还有短语be intended for+（名词或v-ing）,表示“打算为/做……所用”，“为……而准备”，如：These products may be intended for fish, pets, zoo animals and fur animals. 这些产品可以为鱼类、宠物、动物园动物和毛皮兽类的饲料。
英语演讲选修课教案2 selecting a topic
山东理工大学教案注：教师讲稿附后Lesson two Selecting a topic and purposeI am lucky, honored and humbled to stand here, so many students watch how I would perform on this small but terrifying platform. Frankly speaking, I am quite nervous standing here, especially before you, a large group of audience, no one is perfect, it is not shameful at all to admit my nervousness, because everybody will be nervous to some extent when asked to speak before a big audience. Why did I say so, I have proof.One of the major concerns of students in any speech class is stage fright. We may as well face the issue squarely. Many people who converse easily in all kinds of everyday situations become frightened ar the idea of standing up before a group to make a speech. If you are worried about stage fright, you may feel better knowing that you are not alone. A survey conducted in 1973 asked more than 2,500 Americans to list their greatest fears. To the surprises of the reserchers, the largest number fo people----41%----listed speaking before a group among their greatest fears. Amazing as it may seem, many Americans appear to consider public speaking a fate worse than death.This is A survey conducted in AmericaResearchers asked their respondents to list their greatest fears, here is how they responded:Greatest Fears Percent NamingA party with strangers 74Giving a speech 70Asked personal questions in public 65 Meeting a date’s parents 59First day on a new job 59Victim of a practical joke 56 Talking with sb. in authority 53Job interview 46 Formal dinner party 44Blind date 42 From the chart, we can see that speechmaking ranks near the top in provoking anxiety.Therefore, we can say that speaking in public means a great challenge to everybody. Nervousness mainly comes from the fact that we do not know what to say, how to say and less training. There are a lot of things that make a successful speech, such as your topic, your delivery, your language. Among them, the organization of the speech is the first concern of the public speaker. Then comes the second problem, How to organize you speech well. It involves several factors, such as your topic, your purpose and your central idea, and so on. They are what we are going to discuss today. Today we mainly focus on the following matters:Choosing a topicDetermining your purposeThe central ideaLet’s begin with selecting a topic:Selecting a topicThe first step in speech making is choosing a topic. It is a key element of a successful speech.. For speeches outside the classroom this is seldom a problem. Usually the speech topic is determined by the occasion, the audience, and the speaker’s qualifications. When George W. Bush lectures on a college campus, he is invited to speak about foreign policy and current events. The same is true of ordinary citizens. The doctor is asked to inform how to deal with sport injuries, the florist discusses how to grow better houseplants, Mr. Fan Yuejin is asked to talk about school management. And Certainly I will never be expected to tell you something about mathematics.In a public speaking class the situation is different. Most of your speech assignment will not come with a designated topic. You generally have great leeway in selecting subjects for your speeches. This would appear to be an advantage, since it allows you to talk about matters of personal interest. Yet how to choose a proper topic remains a difficulty.What is a suitable speech topicFirst your topic should be Worthwhil e: worthwhile topics must address issues that have significant implications for the audience. The topic must be important enough to merit the time and attention of a group of intelligent and educated persons.Second, it should be Appropriate: the best way to ensure that your topic is appropriate is to select a topic about which you know a lot and would like to learn more. It is a lot easier to please an audience when the topic interests them. The topic should also be appropriate for the occasion. Time limitations will exclude certain topics because they are too complex.Finally, your topic should be Limited in scopeThe major problem for beginning speakers is that they attempt to cover a huge topic in too short a time; the inevitable result is that nothing specific is covered – everything is touched on but only superficially. You have to narrow and limit your topic, and divide the topic into several significant parts.Determining your purposeThe purpose of your speech is your goal; it is what you hope to achieve during your speech. Generally speaking we have two types of purpose: general purpose and specific one.General purposes(the broad goal of a speech)The general purpose is he broad goal of a speech, usually it falls into one of two overlapping categories---to inform or to persuade.When your general purpose is to inform, you act as a teacher or lecturer. Your goal is to convey information ---and do it clearly, accurately and interestingly, your aim is to enhance the knowledge and understanding of your listeners---to give them information they did not have before.When your general purpose is to persuade, you act as an advocate or a partisan. Your goal is to change or structure the attitudes or actions of your audience. The difference between informing and persuading is the difference between explaining and exhorting. Your aim is to win over yourlisteners to your point of view---to get them to believe something or do something as a result of your speech.Now I will ask you what I am here for? My general purpose is to inform or to persuade?Yes, you are absolutely right. I am here to inform, to inform the audience about how to organize the speech well, and how to be a better public speaker.If I am here to tell you that public speaking means a lot of fun, it can enhance your confidence, your linguistic competence, it can help you to find a better job. And I am the best teacher who teaches public speaking (also the only one). In a term, I will make you a great public speaker, public speaking will be a piece of cake if you come to my class.What is my purpose?Yes, my purpose is to persuade. To persuade you to take my course.In speech classes, the general purpose is usually specified as part of the speech assignment. For speeches outside the classroom, however, you have to make sure of your general purpose yourself. Usually this is easy to do. Are you going to explain, report, or demonstrate something? Then your general purpose is to inform. Are you going to sell, advocate, or defend something? Then your general purpose is to persuade. But no matter what the situation, you must be certain of exactly what you hope to achieve by speaking. Knowing your general purpose is the first step. The next step is determining your specific purpose.Specific purposes:( single infinitive phrase that states precisely what a speaker hopes to accomplish in his or her speech.)Once you have chosen a topic and a general purpose, you must narrow your choices to determine the specific purpose . The specific purpose should focus on one aspect of a topic. You should be able to state your specific purpose in a single infinitive phrase.(to inform my audienceabout…; to persuade my audience to…) that indicates precisely what you hope to accomplish with your speech. Perhaps an example will help clarify the process of choosing a specific purpose. For example:If your topic is: EmergenciesYour general purpose is : To informSo far. So good. But what aspect of your topic would you discuss? The different kinds of emergencies? The emergency situations she had faced? Specific techniques such as water rescue, applyng first aid, or preventing a person from going into shock? She had to choose something interesting that she could cover in a six-minute speech. Finally, she settled on explaining the major steps involved in responding to an emergency. She stated her specific purpose this way.You should narrow your topic, focus on one aspect, and express it in a single infinitive phrase. For instance, we can define thespecific purpose as: To inform my audience of the major steps in responding to an emergency This turned out to be an excellent choice, and her speech was among the best in the class. Notice how clear the specific purpose statement is. Notice also how it relates the topic directly to the audience. That is, it states not what the speaker wants to say, but what the speaker wants the audience to know as a result of the speech. This is very important, for it helps keep the audience at the center of you attention as you prepare the speech.Specific purpose: to explain the major steps in responding to an emergencyExplain to whom? To a group of medical students? To an introductory Red Cross class? Those would be two different speeches. The medical students already know the basic fact about responding to an emergency. For them, the speaker might provide a more advanced discussion.Tips for formulating the specific purpose statementFormulating a specific purpose is the most important early step in developing a successful speech. When writing your purpose statement, try to follow the general principles outlined below.The first tip is：1. Write the purpose statement as a full infinitive phrase, not as a fragmentIf your specific purpose is: Calendars. Is it effective or ineffective?Why，because it is a fragment, not an infinitive.If your specific is:To inform my audience about the four major kinds of calendars used inthe world today.It is much more effective.Another example:If your specific purpose is: Stem cell research . Is it effective or ineffective?Why，because it is a fragment, not an infinitiveIf your specific is: To persuade my audience that the federal government should increase funding for stem cell research.Of course, it is more effective.The ineffective statements above are adequate as announcements of the speech topic, but they are not thought out fully enough to indicate the specific purposeOk, Let’s move on to tip 22. Express your purpose as a statement, not as a questionineffective: Is China’s space program necessary?Is it effective or ineffective?Yes it is ineffective.Why，because it is a question, not an statementMore effective:To persuade my audience that China’s space program provides many important benefits to people here on earthIt becomes more effective.The questions might make an adequate title, but they are not effective as the specific purposestatement. They give no indication about what direction the speech willtake or what the speaker hopes to accomplish.The third tip is:3. Avoid figurative language in your purpose statementIneffective:To inform my audience that yoga is extremely cool.More Effective: To inform my audience how yoga can improve their health.Here are two specific purpose statements, please tell which one is effective, which one is ineffective?Ineffective:To persuade my audience that the campus policy on off-campus living reallystinks.More Effective:To persuade my audience that the campus policy on off-campus living should be revised.Although the ineffective statements indicate something of the speaker’s viewpoint, they do not state concisely what he or she hopes to achieve. Metaphors, analogies, and the like are effective devices for reinforcing ideas within a speech,but they are too ambiguous for specific purpose statements.Yes ,very good.. Obviously I made myself understood.4. Limit your purpose statement to one distinct idea, or one main pointHere I give you three statements, and you decide which one is not effective. Ineffective: To inform my audience about the developments of AIDS and the recent testing procedures for HIV infectionMore Effective: To persuade my audience about the developments of AIDSMore Effective: To inform my audience about the recent testing procedures for HIV infection. Why the first sentence is ineffective? Because it has two main points: the developments of AIDS and the recent testing procedures for HIV infectionWhat you need to avoid is not simply the word “and”, but a specific purpose statement that contains two unrelated ideas, either of which could easily be developed into aspeech in its own right.5. Make sure your specific purpose is not too vague or generalIneffective: To inform my audience about the Civil WarMore Effective: To inform my audience about the role of African American soldiers in the Civil WarThe ineffective purpose statement above falls into one of the most common traps---it is too broad and ill-defined. It gives no clues about what aspect of the Civil War the speaker will cover. The more effective purpose statement is sharp and concise. It reveals clearly what the speaker plans to discuss.Here is another example, this time from a persuasive speech:Ineffective: To persuade my audience that something must be done about medical care. More effective: To persuade my audience that the government should adopt a system of national health insurance for all people in China.Tell me which one is more effective?The second one, because, it is more concise. The ineffective purpose statement is vague and indistinct. It gives no indication of the speaker’s stance toward the topic. The “something”that “should be done” could include anything. The more effective purpose statement is crisp and clear. It does not leave us guessing what the speaker hopes to accomplish.When you determine your specific purpose, you should ask yourself the following questions to see whether your purpose is appropriate.Questions to ask about your specific purposeSometimes you will arrive at your specific purpose almost immediately after choosing your topic. At other times you may do quite a bit of research before deciding on a specific purpose. Much will depend on how familiar you are with the topic, as well as on any special demands imposed by the assignment, the audience,or the occasion. But whenever you settle on your specific purpose, ask yourself the following questions about it.1. Does my purpose meet the assignment?2. Can I accomplish my purpose in the time allotted?3. Is the purpose relevant to my audience?4. Is the purpose too trivial for my audience?5. Is the purpose too technical for my audience?All right, next we are going to discuss how to phrase your central idea.Phrasing the central idea (thesis statement, subject sentence, major thought)The specific purpose of a speech is what you hope to accomplish. The central idea is a concise statement of what you expect to say.Sometimes it is called thesis statement, subject sentence, major thought. Whatever the term, the central idea is usually expressed as a simple, declarative sentence that refines and sharpens the specific purpose statement.What is the central idea?It is a one-sentence statement that sums up the major ideas of a speech. It is what you want the audience to absorb from your speech..Imagine you run into a friend on your way to speech class. She says, “ I have to dash to my history lecture, but I hear you’re giving a speech today. Can you tell me the gist of it in one sentence?”“ Sure,” you reply. “ America’s prison system suffers from three mafor problems---- overcrowding of inmates, lack of effective rehabilitation programs, and high expense to taxpayers.”Your answer is the central idea of your speech. It is more precise than your topic (America’s prison system) or your specific purpose statement ( To inform my audience of the three major problems facing America’s prison sustem”) By stating exactly what the three major problems are, the central idea sums up your speech in a single sentence.Notice that in persuasive speeches, the central idea puts forth a point of view, an opinion. The central idea is an arguable, debatable proposition. It is a non-neutral statement. You have to take your stance, whether you are for or against the preposition. Standing in the middle is not acceptableIn informative speeches, the central idea appears relatively neutral and objective.Let’s take a few examples we saw earlier in this chapter and develop them from the topic, general purpose, and specific purpose to the central idea.We start with the speech about responding to an emergency situation.Topic: EmergenciesGeneral purpose: To informSpecific purpose: To inform my audience of the major steps in responding to an emergency. Central idea: The major steps in responding to an emergency are surveying the scene, contacting an emergency medical service, and starting CPR if needed.(cardiopulmonary resuscitation)Look carefully at this example, it shows how the speaker starts with a broad subject(emergencies) that becomes narrower and narrower as the speaker moves from the general purpose to the specific purpose to the central idea. Notice also how much more the central idea suggests about the content of the speech. From it we can expect the speaker to develop the main points in the speech---eachcorresponding to one of the major steps in responding to an emergency.Another example:Topic: Alternative-fuel vehiclesGeneral purpose: To persuadeSpecific purpose: To persuade my audience that the government should speed up efforts to develop alternative-fuel vehicles.Central idea: Developing alternative-fuel vehicles will help reduce China’s dependence on foreign oil and will help reduce air pollution.From this central idea we can deduce that the speaker will develop two main points in the speech:(1) alternative-fuel vehicles have the potential to reduce China’s need forimported oil, and (2) alternative-fuel vehicles will reduce the air pollutioncaused by automobile exhaust.The central idea statement serves three useful purposes. First, it helps you generate your main ideas . Second, it suggests suitable organizational patterns and strategies. Third, it focuses the audience’s attention on your central idea.Here I will give you some guidelines for the central idea.Guidelines for the central idea1.be expressed in a full sentence2.should not be in the form of a question.3.should avoid figurative language4.should not be vague or overly generalHere, for example, are two poorly written central ideas. See if you can identify the problem with each and figure out how each might be phrased more effectively.Ineffective: Problems of fad dietsIneffective: Zibo is an awesome place for a vacation.(A fad diet is a weight loss plan or aid that promises dramatic results. These diets don't offer long-term success, and they are usually not very healthy. Some of them can actually be dangerous to your health.)The first one is too general, it does not reveal enough about the content of the speech to serve as the central idea. It should be rewritten as a full sentence that identifies the problems of fad diets to be discussed in the speech:More effective: Although fad diets produce quick weight loss, they can lead to serious problems by creating deficiencies in vitamins and minerals and by breaking down muscle tissue as well as fat.The second one is flawed by its use of figurative language. To say that Zibo is an ‘awesome’ place for a vocation does not convey the speaker’s central idea clearly and concisely. It does not indicate what characteristics of Zibo the speaker intends to discuss. Moreover, “awesome”could mean quite different meanings to different people. A better central idea would be:More effective: Zibo has many attractions for vocations, including a warm climate, excellent food, and many historical sites.SummaryThe first step in speech making i s choosing a topic. For classroom speeches, it is often best to choose a subject you know well or in which you have personal experience.After you choose a topic, you need to settle on the general purpose of your speech. Usually, the general purpose will be to inform or to persuade. When it is to inform, you act as a teacher, your goal is to communicate information clearly, accurately, and interestingly. When your general purpose is to persuade, you act as an advocate, your goal is to win listeners over to your point of view.Once you know your topic and general purpose, you must focus in on a specific purpose that you can express as a single infinitive phrase. The phrase should indicate precisely what your speech plans to achieve.The central idea refines and sharpens your specific purpose. It is a concise statement of what you will say in your speech, and it usually crystallizes in your thinking after you have done your research and have decided on the main points of your speech.. The central idea usually conveys the main points to be developed in the body of your speech.。
教师资格证英语教案：《Making a Difference》
《Making a Difference》章节一：课程引入目标：让学生了解本节课的主题和目标，激发学生的兴趣。
步骤：1. 开场白：向学生问候，并简要介绍本节课的主题《Making a Difference》。
2. 提问：询问学生对“做出改变”的理解和经历，引导学生思考。
3. 展示图片：展示一些有关做出改变的图片，如志愿者活动、环保行动等，引发学生的兴趣。
章节二：词汇学习目标：让学生掌握本节课的核心词汇，并能够运用到实际情境中。
步骤：1. 展示词汇：向学生展示本节课的核心词汇，如“志愿者”、“环保”、“公益”等。
2. 词汇解释：对每个词汇进行解释，并给出例句，帮助学生理解和记忆。
3. 词汇练习：设计一些练习题，让学生运用所学词汇，如填空、选择题等。
章节三：听力理解目标：让学生能够理解英语听力材料，并能够进行简单的听力练习。
步骤：1. 听力材料：播放一段与“做出改变”相关的英语听力材料，如志愿者采访、环保活动报道等。
2. 听力练习：设计一些听力练习题，如填空、选择题等，让学生在听的过程中进行练习。
3. 讨论：听完后，引导学生进行讨论，分享自己的听后感。
章节四：口语表达目标：让学生能够用英语进行口语表达，并能够就“做出改变”的主题进行讨论。
步骤：1. 口语练习：设计一些口语练习题，如角色扮演、小组讨论等，让学生进行口语练习。
2. 话题讨论：引导学生就“做出改变”的主题进行讨论，鼓励学生发表自己的观点和经历。
3. 分享：邀请几名学生分享自己的口语表达，给予肯定和鼓励。
章节五：写作练习目标：让学生能够用英语进行写作，并能够就“做出改变”的主题进行写作表达。
步骤：1. 写作话题：给出一个与“做出改变”相关的写作话题，如“描述一次你做出的改变”。
3. 写作练习：让学生进行写作练习，给予学生一定的时间完成。
4. 评价：对学生的写作进行评价，给予反馈和建议。
六、阅读理解目标：培养学生阅读理解能力，让学生能够理解并概括文章主旨。
初中英语幽默授课教案模板
课时：1课时年级：八年级教材：《人教版初中英语》教学目标：1. 知识目标：学生能够掌握本节课的生词和短语，理解句子结构，并能进行简单的对话。
2. 能力目标：学生能够通过幽默的教学方式，提高英语口语表达能力，增强学习兴趣。
3. 情感目标：培养学生积极乐观的学习态度，提高合作意识。
教学重点：1. 生词和短语：humorous, funny, joke, laugh, smile, story, character等。
2. 句型：What’s so funny about it? I think it’s very funny. Can youtell me a joke?教学难点：1. 如何运用幽默的教学方式，激发学生的学习兴趣。
2. 如何引导学生进行互动，提高口语表达能力。
教学过程：一、导入（5分钟）1. 教师展示一张幽默图片，让学生猜一猜图片中的内容。
2. 引导学生用英语描述图片，激发学生的学习兴趣。
二、新课导入（10分钟）1. 教师介绍本节课的生词和短语，并让学生跟读。
2. 教师展示幽默的英语故事，让学生了解幽默的表达方式。
三、课堂活动（20分钟）1. 分组讨论：让学生分组，每组讨论一个幽默故事，并用自己的语言进行复述。
2. 角色扮演：每组选出一个学生扮演故事中的角色，其他学生进行提问，进行对话练习。
3. 情景模拟：教师创设一个情景，让学生用幽默的方式表达自己的想法。
四、巩固练习（10分钟）1. 教师出示一些幽默的句子，让学生翻译成英语。
2. 学生分组，每组用本节课的生词和短语编一个幽默的小故事。
五、总结与作业（5分钟）1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 布置作业：让学生回家后，与家人分享一个自己觉得有趣的英语幽默故事。
教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况，评价其参与度。
2. 口语表达能力：通过角色扮演和情景模拟，评价学生的口语表达能力。
3. 学习兴趣：观察学生对英语幽默的兴趣，评价其学习态度。
小学英语幽默背法教案模板
课时：1课时年级：四年级教学目标：1. 让学生掌握英语单词的拼写和发音。
2. 培养学生运用幽默背法记忆英语单词的能力。
3. 提高学生的英语学习兴趣，增强学习信心。
教学重点：1. 英语单词的拼写和发音。
2. 幽默背法在英语学习中的应用。
教学难点：1. 学生如何运用幽默背法记忆英语单词。
2. 如何激发学生的学习兴趣，提高学习效果。
教学过程：一、导入1. 教师用幽默的方式引入今天的学习内容，激发学生的学习兴趣。
2. 学生自由发言，分享自己学过的英语单词。
二、新课讲解1. 教师展示一些常用的英语单词，如：cat、dog、apple、banana等。
2. 教师用幽默的方式讲解单词的拼写和发音，如：- cat：像猫一样，c-a-t，三个字母，三个声音。
- dog：像狗一样，d-o-g，三个字母，三个声音。
- apple：像苹果一样，a-p-p-l-e，五个字母，五个声音。
- banana：像香蕉一样，b-a-n-a-n-a，七个字母，七个声音。
3. 学生跟读，巩固单词的拼写和发音。
三、幽默背法教学1. 教师介绍幽默背法，让学生了解这种方法的特点和优势。
2. 教师举例说明如何运用幽默背法记忆英语单词，如：- memory：记住它，m-e-m-o-r-y，五个字母，五个声音。
- happy：快乐地，h-a-p-p-y，四个字母，四个声音。
- birthday：生日快乐，b-i-r-t-h-d-a-y，七个字母，七个声音。
3. 学生分组练习，运用幽默背法记忆单词。
四、课堂活动1. 教师组织学生进行单词接龙游戏，要求学生用刚刚学会的单词进行接龙。
2. 学生自由组合，展示自己运用幽默背法记忆的单词。
五、总结1. 教师总结今天的学习内容，强调幽默背法在英语学习中的重要性。
2. 学生分享自己学习心得，交流学习经验。
教学反思：本节课通过幽默背法教学，让学生在轻松愉快的氛围中掌握了英语单词的拼写和发音。
在今后的教学中，我将继续运用幽默背法，激发学生的学习兴趣，提高学生的学习效果。
教师资格证英语教案：《Making a Difference》
《Making a Difference》一、教学目标1. 知识目标：学生能够理解并运用文章中的核心词汇和短语。
学生能够理解文章的主旨大意和作者的观点。
2. 技能目标：学生能够通过阅读和分析文章，提高阅读理解能力。
学生能够通过讨论和写作，表达自己的观点和感受。
3. 情感目标：学生能够认识到每个人都有能力对社会产生积极影响。
学生能够激发自己的热情，为自己的人生目标努力奋斗。
二、教学重难点1. 教学重点：学生能够理解和运用文章中的核心词汇和短语。
学生能够理解文章的主旨大意和作者的观点。
2. 教学难点：学生能够通过讨论和写作，表达自己的观点和感受。
学生能够激发自己的热情，为自己的人生目标努力奋斗。
三、教学方法1. 讲授法：教师通过讲解文章中的核心词汇和短语，帮助学生理解文章内容。
2. 讨论法：教师引导学生分组讨论，分享自己的观点和感受，培养学生的口语表达能力。
3. 写作法：教师布置写作任务，让学生通过写作表达自己的观点和感受，提高学生的写作能力。
四、教学过程1. 导入：教师通过展示图片或视频，引入文章主题，激发学生的兴趣。
2. 阅读理解：学生阅读文章，回答相关问题，教师引导学生分析文章内容，理解作者的观点。
3. 词汇学习：教师讲解文章中的核心词汇和短语，学生进行词汇练习。
4. 分组讨论：教师引导学生分组讨论文章主题，分享自己的观点和感受。
5. 写作练习：教师布置写作任务，学生通过写作表达自己的观点和感受。
五、作业布置1. 让学生复习文章内容，巩固所学词汇和短语。
2. 让学生思考自己在生活中如何做出积极贡献，准备下一节课的分享。
六、教学评价1. 课堂参与度：观察学生在讨论和写作活动中的积极参与程度和表现。
2. 词汇练习：评估学生在词汇练习中的正确率和运用能力。
3. 阅读理解：通过回答问题和对文章主旨大意的理解，评估学生的阅读理解能力。
4. 写作作业：评估学生的写作内容、结构和表达，判断其对文章主题的理解和观点表达的清晰度。
Unit Two Reading
depart (v.) leave a place
她一直等到最后一个顾客离开. 她一直等到最后一个顾客离开. – She waited until the last customer departed. depart for … / from … – The train will depart from platform 4 for Beijing in 15 minutes. departure (n.) departure/arrival time of the train
The old lady was unsuspecting that she had been cheated into buying a fake antique that was worthless. suspect [vt] 怀疑 suspect [n.] 嫌疑犯
inferior: [n.] 不如别人的人,低人一等 不如别人的人, 较差的, 的人 [adj.] 较差的, 次的
Knowledge makes one humble, while ignorance makes one proud. humble [v.] 使感到卑微 humbly [adv.]
It (so) happened that …
It (so) happened that … sb./sth. happened to do sth.
trick (n.) sth. done to deceive sb.
They had to think of a trick to get past the guards. 计策 题海战是没有用的, 题海战是没有用的,你应该想办法找到 窍门. 窍门.
– It's useless doing many exercises; you should try to find out the trick.
the joke乔布开玩笑教案
the joke乔布开玩笑教案教案标题：The Joke - 乔布开玩笑教案教案目标：1. 帮助学生了解和欣赏幽默的重要性。
2. 提高学生的听说能力和理解力。
3. 培养学生的创造力和表达能力。
4. 引导学生学会运用适当的语言和表情来讲述和分享笑话。
教学重点：1. 学习和理解笑话的结构和要素。
2. 学会运用适当的语言和表情来讲述和分享笑话。
3. 培养学生的创造力和幽默感。
教学准备：1. 笑话素材：准备一些简单、有趣的笑话，确保适合学生的年龄和语言水平。
2. 图片或视频素材：准备一些相关的图片或视频，以帮助学生更好地理解和欣赏笑话。
3. 白板或投影仪：用于展示笑话的文字或图片。
教学过程：引入（5分钟）：1. 引导学生回顾他们所了解的笑话。
提问：你们知道什么是笑话吗？笑话有什么作用？2. 通过展示一些有趣的图片或视频，引起学生的兴趣和好奇心。
主体（25分钟）：1. 讲解笑话的结构和要素：引导学生分析一则笑话的结构，包括引入、发展和结尾。
解释笑话中的关键词和幽默点。
2. 分组讨论：将学生分成小组，要求他们分享自己最喜欢的笑话，并讨论为什么这个笑话有趣。
鼓励学生用英语交流和表达自己的观点。
3. 角色扮演：请几组学生选择一个他们喜欢的笑话，并进行角色扮演表演。
鼓励他们运用适当的语言和表情来讲述笑话，以增加笑话的趣味性。
巩固（10分钟）：1. 学生表演：请学生自愿上台表演他们准备的笑话，其他学生要认真倾听和欣赏。
2. 学生评价：鼓励学生互相评价对方的表演，给予积极的反馈和建议。
拓展（5分钟）：1. 给学生布置家庭作业：要求学生在家中寻找、记忆并准备一个新的笑话，下节课分享给同学。
2. 鼓励学生积极参与校内或社区的笑话比赛或表演活动。
教学反思：1. 教师应根据学生的实际情况和反馈，适时调整教学内容和方式。
2. 鼓励学生积极参与课堂活动，营造轻松、愉快的学习氛围。
3. 引导学生理解幽默的边界，避免使用不恰当或冒犯他人的笑话。
高二 U2 practical jokes 语言点(精辟版)
1. practical joke
恶作剧
▲ tell a joke / jokes ▲ practical adj. 实际的 ～ problems/ difficulties 2. define … ( as …) 给…下定义（为..） 下定义（ 下定义 ） e.g. We can ～ an ant as a small insect that lives in highly organized groups. ▲ definition n. 定义
embarrassment
n.
窘迫； 窘迫；尴尬
e.g.1. I always feel embarrassed in the presence of strangers. 2. It is embarrassing to mistake a stranger for a friend. 9. regard … as look on… as treat … as think of … as see… as
15. reverse
v. ①颠倒 ②（使）（车辆）倒退 ）（车辆 车辆） n. 背面，反面 背面，
～ the order
颠倒顺序
16. depart
v.
离开；启程；动身 离开；启程；
e.g.1. The train to Edinburgh will depart from platform 6 in five minutes. ▲ depart from 背离， 常规， 背离，违反 (常规，习惯等 常规 习惯等)
22. puzzled adj. (感到 迷惑的 感到)迷惑的 感到 puzzling adj. 令人困惑的 puzzle v. 使 感到困惑 a puzzled expression 困惑的表情 a puzzling statement 令人费解的话 e.g. 1.How he finished the work so soon puzzled every one 2. I am puzzled by his refusal to attend the party. 3. She made such a puzzling remark that he felt puzzled.
小学英语the joke教案
小学英语the joke教案教案标题：小学英语《The Joke》教案教学目标：1. 学习并掌握单词：joke, laugh, funny, silly。
2. 听懂并理解故事《The Joke》的内容。
3. 能够用简单的句子描述故事情节。
4. 发展学生的口语表达和听力技能。
教学准备：1. 课件或图片展示故事中的关键词。
2. 故事《The Joke》的卡片或图片。
3. 学生练习用的工作纸。
教学过程：Step 1: 导入1. 与学生打招呼，引起学生的兴趣。
2. 创造一个轻松的氛围，通过提问学生已知的笑话来引入本课话题。
Step 2: 故事呈现1. 展示故事《The Joke》的卡片或图片，引导学生观察图片中的人物和情节。
2. 用简单的英语描述故事情节，鼓励学生跟随描述，使用肢体语言帮助理解。
3. 播放故事录音，让学生跟读故事。
Step 3: 理解故事1. 提问学生关于故事的问题，确保学生理解故事的内容。
- What happened in the story?（故事中发生了什么？）- Who played the joke?（谁开的玩笑？）- How did the other person react?（其他人是如何反应的？）2. 鼓励学生用简单的句子回答问题，并提供帮助和指导。
Step 4: 单词学习1. 展示单词卡片或图片，教授新单词：joke, laugh, funny, silly。
2. 通过图片、示范和肢体语言帮助学生理解和记忆单词的意思。
3. 进行单词教学活动，如连线、填空或游戏，巩固学生对单词的掌握。
Step 5: 口语练习1. 分发工作纸，让学生用自己的话简述故事《The Joke》的情节。
2. 鼓励学生在小组内互相分享自己的故事，并提供积极的反馈和鼓励。
Step 6: 拓展活动1. 分组进行角色扮演，让学生模仿故事中的人物，表演故事情节。
2. 鼓励学生发挥创造力，编写自己的笑话或故事，并与同伴分享。
教师资格证英语教案：《Making a Difference》
《Making a Difference》第一章：课程简介1.1 课程目标让学生理解并掌握《Making a Difference》这篇文章的主要内容和观点。
提高学生的阅读理解能力和批判性思维能力。
培养学生的英语听说能力和团队协作能力。
1.2 教学内容介绍文章的背景和作者。
阅读文章并理解主要论点。
分析文章的论据和论证方法。
1.3 教学方法采用问题驱动的教学方法，引导学生主动思考和探究。
通过小组讨论和汇报，培养学生的团队合作和表达能力。
利用多媒体教学资源，增强学生的学习兴趣和参与度。
第二章：文章分析和讨论2.1 教学目标帮助学生深入理解文章的主要观点和论据。
培养学生的批判性思维和分析能力。
2.2 教学内容分析文章的结构和逻辑关系。
探讨文章中的关键词汇和表达方式。
引导学生思考文章的论据是否充分和合理。
2.3 教学方法通过问题引导，让学生仔细阅读和思考文章内容。
组织小组讨论，鼓励学生分享自己的观点和看法。
教师提供反馈和指导，帮助学生深入理解文章。
第三章：观点表达和论证3.1 教学目标培养学生运用英语表达自己的观点和进行论证的能力。
提高学生的口头表达和逻辑思维能力。
3.2 教学内容分析文章中的观点表达和论证方法。
引导学生运用自己的语言表达自己的观点。
练习进行有效的论证和反驳。
3.3 教学方法通过小组讨论和角色扮演，让学生练习表达和论证。
提供实例和练习题目，让学生进行实际操作和练习。
教师提供反馈和指导，帮助学生提高表达和论证的能力。
第四章：小组项目4.1 教学目标培养学生的团队合作和项目管理能力。
提高学生的综合运用英语的能力。
4.2 教学内容学生分组进行项目制作，选择一个社会问题进行研究和讨论。
学生需要收集相关信息，进行分析和论证，并提出解决方案。
学生需要用英语进行报告和展示。
4.3 教学方法教师提供项目要求和评价标准。
学生在小组内进行讨论和分工合作。
教师提供指导和支持，帮助学生完成项目。
5.1 教学目标对学生的学习成果进行评估和反馈。
级教师普陀区教育系统特级教师
（一）公开课
执教教师
日 期
地点
课 题
开课范围及听课人数
证明
单位
刘枫涛
2008.11
曹杨中学
Unit 3
A taste of travel
校级
10多人
曹杨中学
肖利
08.11.1
同济二附中
A Practical Joke
（extensive reading）
全国展示
1.确定开课主题、内容、试讲日期（共定试讲3次）
2.王丽蓉说开课大致设想
3.工作室集体讨论，提建议
8
09.3.30
东新中学
听课评课
5人
听王丽蓉第一次试教，课后讨论修改教学设计
9
09.4.2
东新中学
听课评课
6人
听王丽蓉第二次试教，课后讨论完善教学设计
10
09.4.6
东新中学
听课评课
5人
听王丽蓉第三次试教，课后讨论教学过程的各个环节可进一步改进之处
秦惠康——所带教班级荣获2008年普陀区优秀班集体荣誉称号，教学展示课被收入上海市826教学资源库，为普陀区“八国校长论坛”活动进行教学展示；获得第六届同济杯教学大奖赛一等奖。下学期将借调至区教育学院担任高中教研员工作。
5. 诸燕雯、刘枫涛、王健等三位学员顺利晋升高级职称。
6. 秦惠康、孙颖、刘枫涛、张蓉等荣获普陀区第三届特殊津贴。
全国各地英语教师300余人
华师大职培中心
王健
08.12.1
宜川中学
中译英策略
区高级教师评审委员会
区高评委
诸燕雯
08.11
曹杨二中
高中英语趣味拓展课教案
高中英语趣味拓展课教案课程主题：探索英语中的幽默感目标群体：高中生课程目标：- 增强学生对英语语言文化中幽默元素的理解和欣赏能力。
- 通过互动活动提升学生的英语听说能力。
- 鼓励学生创造性地使用英语表达自己的想法和情感。
课前准备：- 教师需准备一系列英文笑话、有趣的图片或短视频材料。
- 收集一些典型的英式和美式幽默表达方式供学生参考。
- 准备多媒体设备以播放视频材料。
教学内容及步骤：1. 导入阶段（5分钟）- 简短介绍课程目的和预期成果。
- 播放一段包含丰富幽默元素的英语短片，让学生初步感受英语中的幽默风格。
2. 互动讨论（10分钟）- 分享几个经典的英文笑话，引导学生讨论其幽默之处。
- 小组讨论：每组分享一个他们认为最有趣的笑话，并解释为什么它好笑。
3. 语言点解析（15分钟）- 分析英文幽默中常用的语言技巧，如双关语、夸张表达等。
- 举例说明如何在口语交流中恰当运用这些幽默元素。
4. 角色扮演（20分钟）- 学生分组，每组准备一个小短剧，要求其中必须包含至少一个幽默点。
- 各组轮流上台表演，其他同学评价并投票选出最佳幽默短剧。
5. 创意写作（15分钟）- 学生个人完成一个创意写作任务，如编写一个幽默故事或对话。
- 选取几位同学的作品进行朗读分享，并进行点评。
6. 课堂总结（5分钟）- 总结今天学到的关于英语幽默的知识。
- 强调在日常交流中运用幽默的重要性和技巧。
7. 作业布置- 要求学生在家中观看一个英语喜剧节目或电影，记录下其中的幽默表达，下次课上分享。
课后反馈与评估：- 通过学生的参与度和作业完成情况来评估他们对幽默英语的理解和应用能力。
- 收集学生对这种教学方式的意见和建议，以便不断优化教学方法。
小学英语搞笑补课教案模板
教学对象：小学三年级教学目标：1. 通过本节课的学习，使学生能够掌握本单元的词汇和句型。
2. 培养学生用英语进行简单对话的能力。
3. 激发学生学习英语的兴趣，提高学生的英语学习积极性。
教学重点：1. 词汇：cat，dog，bird，fish，plane，car，bus等。
2. 句型：What's this? It's a...；What are these? They are...。
教学难点：1. 词汇的记忆和运用。
2. 句型的理解和应用。
教学过程：一、导入1. 老师用简单的英语问好，引起学生的兴趣。
2. 老师展示一些动物、交通工具等图片，让学生用英语说出它们的名称。
二、新课导入1. 老师用英语介绍本节课要学习的词汇和句型。
2. 学生跟读，老师纠正发音。
三、词汇学习1. 老师用图片展示本节课要学习的词汇，让学生猜一猜是什么。
2. 学生跟读，老师纠正发音。
3. 老师引导学生用新学的词汇造句。
四、句型学习1. 老师用图片展示本节课要学习的句型，让学生跟读。
2. 学生分组练习，互相问答。
3. 老师点评，纠正发音和语法错误。
五、游戏环节1. 老师组织学生进行“猜词游戏”，用新学的词汇进行对话。
2. 学生分成两组，每组轮流提问，另一组回答，答对加分。
3. 游戏结束后，老师点评，表扬表现好的同学。
六、巩固练习1. 老师让学生用新学的词汇和句型写一篇小短文。
2. 学生互相检查，互相纠正错误。
3. 老师点评，指出优点和不足。
七、总结1. 老师总结本节课所学内容，强调重点和难点。
2. 学生分享自己的学习心得，互相鼓励。
八、布置作业1. 学生回家后，用新学的词汇和句型与家长进行对话。
2. 学生回家后，完成一篇关于自己家庭的小短文。
教学反思：本节课通过图片、游戏等多种形式，让学生在轻松愉快的氛围中学习英语。
在教学中，要注意以下几点：1. 注重学生的发音和语调，让学生养成良好的英语口语习惯。
2. 鼓励学生积极参与课堂活动，提高他们的英语学习兴趣。