【如何在高中英语教学中进行幽默教学】高中英语幽默小故事

高中英语幽默笑话故事五篇关于高中英语幽默笑话故事<一>the wolf and the fox wanted to eat the rabbit, but it wasn't easy to catch him.one day the wolf said to the fox, "you go home and lie in bed. i'll tell the rabbit that you are dead. when he comes to look at you, you can jump up and catch him." that's a good idea," said the fox.he went home at once. the wolf went to the rabbit's house and knocked at the door. "who is it?" asked the rabbit. "it's the wolf. i've come to tell you that the fox is dead." then the wolf went away.the rabbit went to the fox's house. he looked in through the window and saw the fox lying in bed with his eyes closed. he thought, "is the fox really dead or is he pretending to be dead? if he's not dead, he'll catch me when i go near him." so he said, "the wolf says that the fox is dead. but he doesn't look like a dead fox. the mouth of a dead fox is always open." when the fox heard this, he thought, "i'll show him that i'm dead." so he opened his mouth.the rabbit knew that the fox wasn't dead, and he ran as quickly as he could.狼和狐狸想要吃掉兔子，但是这只兔子太难抓到了。

巧用幽默 教学英语美国心里学家特鲁郝伯说：“幽默是一种最有趣、最有感染力、最有普遍意义的传递艺术。

”从心理学角度看，幽默是一种行为特性，它能激发喜悦、引来欢乐、松弛精神、以轻松愉快的方式使别人获得精神上的愉悦。

幽默也应该成为课堂教学的一大特色。

英语学习以记忆为主，枯燥无谓。

有经验的老师应该善于将幽默艺术运用于教学之中，用幽默来激发学生的兴趣，消除厌倦心理，帮助学生理解记忆，调节疲劳的学习状态，融洽师生关系，保持课堂活力，提高课堂效益。

一、幽默讲解语法初一学生学习英语热情比较高，但普遍感到英语单词、语法、语音等难记，我就用形象生动的幽默例证说明。

例如，我在讲名词sheep 由单数变复数时，给学生出了一道很简单的智力题，问：“一群小羊加一群小羊等于几群羊？”这样学生就记住了sheep 的复数。

又如在讲字母组合oo 的读音时这样告诉学生：“oo 一般有两种读音，即[u:]和[u],究竟在哪些词中发长元音[u:]，在哪些词中读短音[u],我给学生们编了一句顺口溜板书在黑板上“炊事员(cook)煮(cook)脚(foot)看(look)好(good)书(book)”。

学生懂得词义后都会心地笑了。

在学到class 这个单词的时候，我给学生们举了一个例子。

有一次，布朗先生在黑板上写了一行字：Mr. Brown will meet his classthis evening. 学生与他开玩笑，将class中的c抹去变为lass，“布朗先生要去见他的情侣。

”布朗先生灵机一动，又将“lass”中的L去掉，变成“ass”，意思就变成了“布朗先生要去见他的傻子。

”学生们一听句意都大笑起来。

通过这个例子，我告诉学生们英语是拼音文字，有规律可循，我们可以通过给一个单词增删字母的方式来复习单词、扩大词汇量。

接着就给学生介绍重复记忆法、归纳记忆法、背诵记忆法、效果都很好。

三、幽默讲解句子初一课本上有这样一个句子：What is your father？ He is a farmer.（你爸爸是做什么的？他是一个农民。

巧用英语幽默笑话，提高课堂教学质量幽默笑话学生在入门阶段大都对英语学习感兴趣。

但随着知识难度的加大，不少学生对学习英语失去兴趣，继而失去信心。

究其原因，主要是教师教法枯燥呆板。

有的教师不懂语言教学规律，只顾一味地用汉语讲授和叫学生死记硬背某些语言知识，忽视语言技能训练。

学生普遍反映：学习英语最大的困难就是记不住。

因此，不少学生中途“落马”。

众所周知，如果教师的教学能够使学生对知识理解得比较透彻，留下的印象比较清晰，那么学生对知识的牢固掌握就会比较容易。

笔者试着用平时收集的英语幽默笑话及妙趣句子来讲授英语中某些语言现象，取得了变“死”为“活”、变“枯燥呆板”为“生动有趣”、变“记不住”为“容易记”的奇效。

一. 用幽默笑话说明英美语言表达上的差异英美语言表达上的差异繁多，单靠教师照本宣科地讲授，学生是很难记住的。

若教学得法，能取得事半功倍之效。

例如：笔者在讲授the first floor的英美语言差异时，只用了一则笑话，就让学生掌握了这一知识。

某饭店男厕所在第一层，女厕所在第二层：American woman: Where is the toilet?Chinese clerk: On the second floor.Englishman: Where is the toilet?Chinese clerk: On the first floor.Finally, the man and the woman went to the same floor. Why?接着解释：在美国英语中the first floor意为“第一层”，在英国英语中意为“第二层”。

英国人说“第一层”要用the ground floor表达。

二.用幽默笑话区别相似短语或习惯用语在区别in a family way与in the family way时，笔者用了如下一则笑话，帮助学生掌握了它们之间的差异：一个略懂英语的法国姑娘去英国朋友家做客。

英语课堂上的幽默笑话英语课堂上的幽默笑话篇1One小明上英文课时跟老师说：May I go to the toilet?老师说：Go ahead.小明就坐了下来。

过了一会儿，小明又跟老师说：May I go to the toilet?老师说：Go ahead.小明又坐了下来。

他旁边的同学于是忍不住问：你不是跟老师说要上厕所吗?怎么不去?小明说：你没听老师说“去你个头”啊!Two某日，小明学习了how to spell it?这一句型。

回家后,妈妈观察他手上的玩具表，问道：妈妈：What’s on your hand?小明：Watch.妈妈：How to spell that?小明：THAT~Three某日，老师教小涛，英语中，姓氏可以放在名字后面。

小明放学后遇到一个外国人，于是他英勇地上去与外国人对话。

小明：How are you? My name is HongTao Liu.外国人：Oh, my god! 我还是方片七呢!Four一日，小明心情有很好，于是他夸赞英语老师美丽。

小明：Miss Jiang, you are very beautiful.老师听后心花怒放，嘴上还要虚心一下：“哪里，哪里”。

小明心想：老师的意思就是“Where? Where?，天哪，还有这样的人，非要追问哪里美丽的，干脆马屁拍究竟：Everywhere, everywhere.老师：……Five小明刻苦学习英语，终有小成。

一日上街不慎与一老外相撞，忙说：I am sorry.老外应道：I am sorry too.小明听后又道：I am sorry three.老外不解，问：What are you sorry for?小明无奈，道：I am sorry five.Six一日，小明上课打磕睡，于是英语老师向小明提问。

老师：小明，How are you是什么意思?小明心想：how是怎么，you 是你，于是回答“怎么是你?”老师很生气，又问：“那How old are you ?是什么意思?”小明心想：old是老的，于是回答怎么老是你?”英语课堂上的幽默笑话篇2心不在焉的老师An Absent Minded ProfessorA notoriously absentminded professor was one day observed walking along the street with one foot continually in the gutter，the other on the pavement.A pupil meeting him said：“Good evening，professor.How are you? “Well，” answered the professor，“I thought I was all right when I left home，but now I dont know whats the matter with me.Ive been limping for the last half hour.”有一天，人们观察一个出名的心不在焉的老师在路上走，他的一只脚始终踏在街沟里，另一只脚踩在人行道上。

如何让英语课堂幽默起来英语课堂是学生提高英语能力的重要环境，但有时候学生在学习中会感到乏味和枯燥。

为了激发学生的学习兴趣和提高他们的学习效果，我们可以通过加入幽默元素来使英语课堂更加有趣。

本文将介绍一些方法和技巧，帮助教师让英语课堂变得幽默起来。

一、创造良好的氛围在英语课堂中，创造一个轻松快乐的氛围是非常重要的。

教师可以以幽默的方式问好，使用幽默的方式向学生介绍新课或者复习旧课。

例如，教师可以用有趣的故事、笑话或者趣味横生的例子来引入新的单词或语法知识。

这样不仅能够吸引学生的注意力，还能够让学生在轻松的氛围中学习。

二、利用幽默演绎教学幽默演绎可以是一种很好的教学方式。

教师可以扮演不同的角色，用幽默的方式模拟真实情境，让学生在欢笑中学习。

例如，在教授口语表达时，教师可以扮演不同的角色，模拟真实的对话情境。

通过这种方式，学生可以更好地理解和掌握日常口语表达。

三、使用幽默教学材料教师在选择教学材料时可以注重幽默元素的加入。

例如，选择一些有趣的视频、音频或者图片，引起学生的兴趣。

同时，教师也可以引入一些幽默的故事、笑话、谜语等教学内容，以激发学生的学习兴趣。

通过使用幽默的教学材料，教师可以提高学生的参与度和学习动力。

四、鼓励学生参与互动在英语课堂中，鼓励学生参与互动是非常重要的。

教师可以设计一些具有互动性和趣味性的活动，如小组讨论、角色扮演、游戏等。

同时，教师还可以设置一些小奖励，以激励学生积极参与互动。

通过这种方式，学生不仅能够在活动中感受到快乐和乐趣，还能够提高他们的英语口语表达和交际能力。

五、与学生建立良好的师生关系良好的师生关系是提高课堂幽默的重要基础。

教师可以关心学生的成长和生活，与学生建立亲近和信任的关系。

这样可以让学生在课堂中更加开放和自信，更愿意与教师分享自己的想法和经历。

同时，教师也可以在课堂中以一种幽默的方式与学生互动，增强课堂的活跃性和趣味性。

总之，通过创造良好的氛围、使用幽默教学材料、幽默演绎教学、鼓励学生参与互动和与学生建立良好的师生关系，英语课堂可以变得更加幽默起来。

高中英语幽默笑话故事五篇有时候阅读一些幽默搞笑的英语故事，除了能让人产生兴趣更能提高英语阅读水平。

以下是小编给大家整理的关于高中英语幽默笑话故事，希望可以帮到大家关于高中英语幽默笑话故事<一>the wolf and the fox wanted to eat the rabbit, but it wasn't easy to catch him.one day the wolf said to the fox, "you go home and lie in bed. i'll tell the rabbitthat you are dead. when he comes to look at you, you can jump up and catch him." that's a good idea," said the fox.he went home at once. the wolf went to the rabbit's house and knocked at the door. "who is it?" asked the rabbit. "it's the wolf. i've come to tell you that the fox is dead." then the wolf went away.the rabbit went to the fox's house. he looked in through the window and saw the fox lying in bed with his eyes closed. he thought, "is the fox really dead or is he pretending to be dead? if he's not dead, he'll catch me when i go near him." so he said, "the wolf says that the fox is dead. but he doesn't look like a dead fox. themouth of a dead fox is always open." when the fox heard this, he thought, "i'll show him that i'm dead." so he opened his mouth.the rabbit knew that the fox wasn't dead, and he ran as quickly as he could.狼和狐狸想要吃掉兔子，但是这只兔子太难抓到了。

Objective:- To enhance students' listening and speaking skills through a humorous approach.- To introduce and practice new vocabulary related to comedy and humor.- To encourage students to think critically about the elements of comedy and how they are used in different contexts.Duration:1 hourMaterials:- Projector and computer for displaying videos and slides.- Handouts with vocabulary lists and key phrases.- Whiteboard and markers.- A bag of candy or small prizes for student participation.Teaching Aids:- Short clips from popular comedy movies or TV shows.- Slides with pictures of famous comedians and humorous situations.- Vocabulary cards for interactive games.Lesson Structure:I. Introduction (5 minutes)- Begin with a brief icebreaker activity, such as asking students to share a funny moment from their day.- Introduce the theme of the lesson: "The hilarious world of English High School."- Explain the objectives of the lesson and why humor is important in learning a language.II. Warm-up (10 minutes)- Show a short video clip of a comedy scene that is easily understandable by all students.- Pause the video at key moments and ask students to predict what will happen next.- Discuss the humor in the scene and how it was achieved.III. Vocabulary Introduction (15 minutes)- Introduce new vocabulary related to comedy and humor using slides and pictures.- Use interactive games, such as "Simon Says" or "Charades," to practice the new words.- Example vocabulary: joke, pun, slapstick, satire, comedy club, punchline, etc.IV. Main Activity: "Comedy Showdown" (20 minutes)- Divide the class into small groups and assign each group a famous comedian or a type of comedy (e.g., slapstick, stand-up, sketch comedy).- Each group must create a short skit or presentation that showcases the humor of their assigned topic.- Encourage students to use the new vocabulary and to be creative with their performances.- Provide feedback on each group's performance and highlight the use of comedy elements.V. Analysis and Discussion (15 minutes)- Show a longer comedy clip and pause at key points to discuss the humor and the techniques used.- Ask students to identify the different elements of comedy, such as timing, delivery, and situational irony.- Discuss how these elements can be used to create a humorous effect in both English and their native language.VI. Conclusion and Review (10 minutes)- Summarize the key points of the lesson and review the new vocabulary.- Conduct a quick quiz to check for understanding of the new words.- Ask students to reflect on what they have learned about humor and how it can be used in their own lives.VII. Homework Assignment- Assign students to watch a short comedy sketch or stand-up routine at home and write a brief analysis of the humor techniques used.- Encourage them to think about how they can incorporate humor into their own writing or speaking.Assessment:- Observe student participation and engagement throughout the lesson.- Evaluate the quality of the skits and presentations in the "Comedy Showdown" activity.- Assess the students' understanding of the new vocabulary through the quick quiz and homework assignment.Note:- Ensure that all activities are inclusive and that students feel comfortable participating in the humorous aspects of the lesson.- Be prepared to adapt the lesson plan based on the students' reactions and engagement levels.- Remember to have fun and enjoy the process of teaching humor in English!。

老师幽默搞笑讲课作文英语As a teacher, I always believe that humor is an essential tool in the classroom. It not only helps to create a relaxed and enjoyable learning environment, but it also makes the learning process more effective and memorable for students. Therefore, I always try to incorporate humor and fun into my lessons to engage my students and make the learning experience more enjoyablefor them.One of the ways I use humor in my teaching is through funny anecdotes and stories. I often start my lessons with a funny story or joke to grab my students' attention and put them in a good mood. For example, I once told my students about a hilarious incident that happened to me when I was a student, and they couldn't stop laughing. This not only helped to break the ice and create a positive atmosphere in the classroom, but it also made the lesson more relatable and memorable for my students.In addition to using funny stories and jokes, I also like to use humor to explain difficult concepts and make them more understandable for my students. I find that using humor to explain complex ideas not only makes the learning process more enjoyable for students, but it also helps them to better understand and remember the information. For example, when I was teaching my students about the laws of physics, I used a funny analogy involving a clumsyscientist and a series of comical experiments to help my students grasp the concept of gravity. This not only made the lesson more entertaining for my students, but it also helped them to understand the concept more easily.Furthermore, I also like to use humor to lighten the mood and defuse tense situations in the classroom. For example, when my students are feeling stressed or overwhelmed by a difficult assignment, I often crack a joke or tell a funny story to help them relax and refocus. This not only helps to reduce their anxiety and improve their mood, but it also creates a more positive and supportive learning environment in the classroom.Overall, I believe that humor is a powerful tool in teaching, and I always try to incorporate it into my lessons to make the learning experience more enjoyable and effective for my students. By using funny anecdotes and stories, using humor to explain difficult concepts, and using humor to lighten the mood in the classroom, I am able to create a positive and engaging learning environment that helps my students to learn and grow. I truly believe that a little bit of humor goes a long way in the classroom, and I will continue to use it in my teaching to create a fun and memorable learning experience for my students.。

幽默在中学英语教学中的应用教学是一门艺术，前苏联教育家马卡连柯说过：”同样的教学方法，因为语言不同，就可能相差二十倍”。

语言是用来反映生活以及表达思想感情的一种途径。

语言来自于生活同时又运用于生活。

由此观之，语言的生活化和动感化是不容置疑的。

幽默是语言的装饰品、调味品，是美的化身，是睿智的同义词，缺少幽默的语言如一潭死水。

所以，幽默化也应该是有血有肉的语言的不可或缺的一个要素。

前苏联教育家斯维特洛夫认为：”教育最主要的也是第一位的助手就是幽默”。

教学幽默在课堂的运用是教师个性智慧的闪烁，是寓教于乐的机智。

英语教师，作为语言的传播者和传授者，其职责之一就是运用幽默的语言艺术向学生展现英语语言的机智风趣及其中所蕴涵的文化，使学生领略到英语作为一门语言的无穷魅力，从而提高学生英语学习的积极性和主动性，因此，英语老师要学会挖掘自身的幽默细胞，不时幽他一默。

什么是幽默语言艺术，在英语教学中如何运用幽默语言艺术及运用的原则是本文讨论的中心问题。

一、什么是幽默语言艺术“幽默”一词来自英语humour的音译。

词典上的解释是the quality of being amusing。

英语humor刚传入我国时，曾有人用汉语意思与之相近的”滑稽”“诙谐”等词翻译它。

幽默语言艺术是一种以语言为建构材料，以智慧和理性为内核，以美的形式为外观表现，以契机为催化剂的艺术表达形式。

教学语言幽默艺术是指将语言幽默运用于教学，并以其独特的艺术魅力，在学生会心的微笑中提高教学艺术效果和水平的活动。

二、幽默的语言艺术在英语教学中的应用根据美国一位博士所征集的九万多封学生（其中包括成人学生）的信，归纳出教师应该具备的素质，其中的一项就是教师语言要有幽默感，这就表明学生无论年纪和学习阶段都喜欢具有幽默感的教师。

”我国著名英语教授陆谷孙说过，”老师不是喜剧演员，但有一点幽默感，对教学然是有益的。

”新课标指出，英语教学要积极创造贴近学生实际生活的教学活动，吸引和组织学生积极参与，让学生真正”动”起来，做到”在学中用，在用中学，活学活用。

高中英语教学中的幽默因素运用
在高中英语教学中运用幽默因素有许多好处，可以激发学生学
习英语的兴趣和热情，增强学生的参与感和积极性，从而提高学生
的学习效果。

以下是几种在高中英语教学中运用幽默因素的方法：
1. 教学内容设置的幽默化：教师可以在教学中适当添加幽默的
故事、笑话、视频等内容，让学生在轻松的氛围中学习。

比如，在
讲解句子时可以引用一些有趣的例子以便学生可以更好地理解句子。

同时，在教学过程中更适当地加入一些搞笑的词语或例如字谜，以
这样的方式应用语言学知识和幽默学的效应将更易令学生欣赏和接受。

2. 微笑和表情的运用：教师可以在教学过程中适当地运用微笑
和表情，如用一个面带微笑的表情来解释某个难点，来讲述一段幽
默的故事，以便营造更轻松愉快的氛围。

例如，在学习过往简单式时，教师可以诙谐地用“简单爱”来解释，这样就能让学生更好地
记住这条语法规则。

3. 词汇教学的幽默渗透：在词汇教学中，可以使用一些有趣的
单词、词组或谚语，让学生更好地理解和掌握相关的文化和表达方式。

比如，在教授“开门见山”这个短语时，可以通过故事、笑话
等方式来激发学生的兴趣和记忆力。

总之，适当地运用幽默因素可以让英语教学更加有趣和生动，
增加学生的参与感和积极性，提高学生的学习效果，从而使英语学
习成为一种快乐而持续的体验。