Unit 3 A Taste of English Humou1说课稿

合集下载

A taste of English humor说课稿

Unit3 A taste of English humor一、说教材1、说教材的地位和作用我这节课的内容是人教版高中英语必修四第三单元 A taste of English humor 的Warming-up和Reading部分。

本单元是关于不同类别的英式幽默，通过学习本单元，能够让学生了解Charlie Chaplin滑稽但是却鼓舞人心的幽默，This reading material tells us the story about the master of nonverbal humor, Chalie Chaplin, including his life story, his achievements in film making, and his great performance in Gold Rush.本单元阅读部分不但能让学生了解到关于Charlie Chaplin的相关信息，同时也能够让学生通过本篇课文，提高英语学习的能力。

The central topic of this unit is “humor”. Humor has two meanings. Firstly, i t refers to the quality in something that makes it funny and makes people laugh. Secondly, it refers to the ability to think that things are funny, or funny things you say that show you have this ability. Through the study of this unit, the teacher will let the students realize that there are many different ways to understand and express humor because of cultural difference, and this may sometimes cause misunderstandings. What is more, it is hoped that the students can get an optimistic attitude towards life after learning this unit.2、教学目标众所周知，阅读在英语学习的过程中属于语言的输入过程，而语言的输入过程又对语言的输出过程，比如说和写又有很大的作用，那么，在研究完新课程标准和教学大纲后，我的教学目标将会是知识目标、能力目标、情感目标。

高中英语必修四《unit3 A Taste of English Humour》全英文说课稿

《unit3 A Taste of English Humour》说课稿U3 A Taste of English HumourA Master of Nonverbal HumourPart 1 Analysis of this lessonThis lesson is the second period of Unit 3. and it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter.Teaching aims and demands1. Knowledge objectsMake the students be aware of the cultural aspects of humor by learning this lesson.2. Ability objectsLet the students realize that humor is to let people be optimistic about everything around.3. Moral objects①To enable the students to learn to be faced with difficulties and overcome them.②To encourage them to keep up optimistic attitude towards life and improve their sense of humor.Teaching key points1. Help the students grasp the important words and phrases in the text.2. Help the students to learn to get information, analyze the information and understand the information from the text.Teaching difficulties1. How to fire the students’ enthusiasm to express their ideas.2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor.Part 2 Teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories:1. Make the students the real masters in class while the teacher acts as a director;2. Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching method; Question-and–answer activity teaching method; Watch-and-listen activityTeaching aids:computer and the blackboardPart 3 Teaching procedureStep 1 Revision ( 2 minutes )Get the students to match different types of humor that they learned in Warming-up and some names of famous comedy actors. For example, Mr. Bean and mime, Mark Twain and funny stories and so on.This step is employed to review the words related to humor and draw the students’ attention to the topic about nonverbal humor.Step 2 Lead-in ( 3 minutes )Show the students a clip from the film The Gold Rush and ask them two questions:①In this film, what was he eating? (a pair of shoes)②Can you try to give a description on Chaplin?(He wore a small black hat, very wide trousers, a moustache and carried a stick that he swung in the air as he walked.)These questions are intended to warm up the students and think about the theme of reading. And it can also arouse the interests of the students to speak English in class on the topics they like and they are familiar with.Step 3 While-readingI. Fast reading ( 5 minutes )First I will introduce Charlie Chaplin briefly, who was a great silent movie star of his time. And then ask the students to read the passage quickly to find more information about him and answer the questions that will be shown on the screen:①What was Charlie Chaplin famous for?②How many famous film or characters are mentioned in the text? What are the names?In this part the students are required to get some related information from the passage. This method is used to train the student to get the general idea of the passage. And it is also a good chance for them to improve their skimming skills.II. Detailed reading ( 15 minutes )I will ask the students to read the whole passage again carefully and answer some detailed questions. It is also called depth reading or study reading. It means reading for detailed information. The purpose is to make the students understand the reading material better.1. True of false①Chaplin became famous for using a particular form of acting including playing on words.②In The Little Tramp, Chaplin always wore large trousers, worn-out shoes and carried a walking stick.③The Gold Rush is set in California in the middle of the nineteenth century.④Chaplin’s movies were produced, directed and wrote by other people.2. Choose the best answers according to the passage:①What’s the passage mainly about?A. The history of English humorB. The films Chaplin made.C. The humor Chaplin made in his films.D. The Gold Rush in California.②Chaplin made people laugh when they felt depressed because _______.A. they enjoy doing soB. it makes people more worried about their life.C. it makes people more content with their life.D. there’s much fun is doing so.③Why did people like The little Tramp?A. Because it gives people courage to overcome difficulties;B. Because he was always kind even when people were unkind to him.C. Because he was optimism.D. All of the above④In the middle of 19th century people went to California to look for ______.A. filmsB. goldC. entertainmentD. water⑤Chaplin was given a special Oscar for ______.A. they enjoy doing so.B. the films he directed.C. the joy he gave us in his films.D. the contributions he made in films.⑥What’s the author’s attitude to Charlie Chaplin?A. positiveB. negativeC. seriousD. appreciative3. Write down the main idea of each paragraph:Paragraph 1: The world situationParagraph 2: Charlie’s childhoodParagraph 3: His famous film characterParagraph 4: An example of his workParagraph 5: His achievementsI think a good way to check whether the students have understood the reading is to ask them to summarize the passage in one sentence. This is a valuable skill that students will be asked to attempt in the comprehending section.Step 4 Post reading1. Discussion ( 7 minutes )①What should we learn from Charlie Chaplin?(We should be optimistic(乐观) no matter what difficulties we meet with, just as Charlie Chaplin was.)②What should we do to get success?(Set up an aim; do our best; pay more time then others; never give up / lose heart; insist on what we pursue)Apart from the knowledge they get from this lesson, it is a good opportunity for the students to receive moral education.2. Make a dialogue ( 10 minutes )Imagine one of the students wants to write an article about Charlie Chaplin for the column“HUMOUR” of th e school newspaper. So he is going to interview Charlie Chaplin.The purpose of this step is to create a language environment for students’ communication in class; and give the students a chance to practise their spoken English. If the students can finish this task well, they will benefit a lot in their spoken English. They can use some important words and phrases that they have learned in the passage. This process can be regarded as a quiz. I can know if my students understand the whole text really and if they master what I mean to tell them in this class.Step 5 Summary ( 2 minutes )Today we have learned something about humor. Humor is everywhere in our daily life. I hope in the future you can be optimistic(乐观) no matter what difficulties you meet with, just as Charlie Chaplin was.Step 6 Homework ( 1 minute )Try to rewrite the passage in the first person in 120 words and then present it in the next class.This step is used to practise their ability of writing and looking up information by themselves.。

人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案（精选五篇）

人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案（精选五篇）第一篇：人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案Unit 3 A Taste of English HumorReading 1.Teaching aims教学目标Enable students to learn what humor means and what is nonverbal humor.2.Ability goals 能力目标Enable the students to talk about some types of English humor and Chinese humor, then learn what humor means and what is nonverbal humor 3.learning ability goals 学能目标Help the students to learn how to talk about some types of English and Chinese humor, and then find their differences.4.Teaching important points 教学重点Help students divide the text into several parts according to the meaning.5.Teaching difficulty points 教学难点Divide the paragraphs and give the main ideas.6.Teaching methods 教学方法Using pictures, discussion, reading, scanning and careful reading 7.Teaching aids 教具准备A recorder and a projector 8.Teaching procedure: Step 1.Revision Review key vocabulary..Step 2.Leading-in(pair work)Show the pictures and quote a well-known saying from Victor Hugo.Step3.Pre-reading(group work)Questions:(1)What do you know about Charlie Chaplin?(2)What do you know about his film? What is so interesting about them?Step 4.ReadingThe purpose of this reading is to introduce nonverbalhumor.This reading material takes Charlie Chaplin for example.It tells us what nonverbal humor means;what is Charlie Chaplin’s style of acting;how he made a sad situation entertaining and so on.Task 1.Fast-reading Use the information in the passage to complete the notes about Charlie Chaplin.Born： 1889 Job： actor Type of acting：the little tramp Character：mime Died: 1977 Costume ：large trousers, worn-out shoes, small round black hat and a walking stick Task 2.Give the main idea of each paragraph Paragraph 1: Why people needed cheering up Paragraph 2: What Charlie’s childhood was like Paragraph 3: What his most famous character was like Paragraph 4: An example of a sad situation that he made funny.Paragraph 5: His achievements Task 3.Careful-reading Let students lfollow the record to read the text carefully , then decide whether they are true or false.If it is false, correct it and find out which paragraph it is.A.Charlie had an easy childhood.Fpara2 B.Charlie’s most famous character, a little tramp was a social success and very popular.F para3 C.Charlie usually made a sad situation entertaining.Tpara4 D.Nobody has been able to do this better than Victor Hugo.Fpara1 E.Charlie has achieved a lot in all his life.Tpara5 Step 5 Post-reading(group work)Give the students some time to discuss.Questions: Besides joy, what else can humor bring to us in our studies and life? Step 6 Homework 1.Finish Exe.3.on Page 19, all exercises on Page 20.2.Try to retell the text.Step 7课后反思：第二篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案Unit 2 English Around the WorldⅠ单元教学目标技能目标GoalsTalk about English and its development, Different kinds of EnglishTalk about difficulties in language communicationLearn to make dialogue using request & commandsLearn to transfer from direct into indirect speechLearn to give opinions and organize ideas by way of brainstormingLearn to make a poster showing your ideas clearly Ⅱ目标语言功能句式Talk about English and its development Refer to Introduction in the teachers’ bookTalk about difficulties in language communicationDifferent speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?词汇1.四会词汇include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command requestretell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组play a role(in)because of come up such as play a part(in)语法Command & requestOpen the door.Please open the door.Would you please open the door? Indirect SpeechHe told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析本单元的中心话题是“English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。

高中高一英语说课稿Unit3Book4AtasteofEnglishHumor

高中高一英语说课稿Unit3Book4AtasteofEnglish Humor各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢高中高一英语说课稿Unit3Book4AtasteofEnglishHumor本课选自人民教育出版社出版的普通高中课程标准实验教材，高一年级必修四的第三单元AtasteofEnglishhumour。

Thepurposeofthisreadingistointroducetheli feandworkofcharliechaplinandthekindofhu mourwecanalllaughat---nonverbalhumour.,;;;;::,ie,skimmingandscanningskillsaswell astranslating,interpretingandwordguessingabilities,whichareexaminedinrecentyearsin NmET.:Bylearningthepassage,,thereisaki:;andusesuchkindofabilitytogainandde alwithlanguageinformation.’questioningspirittoimprovetheirabilityoffin ding,analyzingandsolvingproblems.::Duringthecourse,,theteachercanadjusthis/h erteaching.:Dividetheclassintosmallteams,talsoforhelpi ngteammateslearn,thuscreatinganatmosphe reofachievement.:multi-mediapicturesblackboardPartTwo：Teachingprocedures:Stepone:Lead-inandwarmingupInorderforstudentstogetintothetopicofhumo rquicklyandsmoothly,apieceofsketchvideolbeplayedfo Eatingnoodles”bychenPeisiwil rthestudents.Question:Doyouknowwhothechinesecome dianis?whatmakeshisperformancefunny? Thenshowsomepicturesofcharliechaplintos tudents.Questions:Doyouknowwhoheis?whatdoyouknowaboutcharlechaplin? whatdoyouexpecttolearnaboutfromthisread ing?StepTwo:ReadingFastReadingTask1:FastReadingwhat’sthepassagemainlyabout?Task2:Readtosummarizethemainideaofeac hparagraghandmatchtheparagraphwithitsm ainidea.Para1:Para2:Para3:’schildhoodwaslike.Para4:Para5:’slivesthroughtwoworldwarsandthehardyear sinbetween.Scanning:ReadingfordetailsTask1:Readthepassageagainandthenfillinth echart..Task2:workinpairstoreadfordifficulties. “charliebrightenedthelivesofAmericanandBritishthroughtwoworldwars”．“TheLittleTramp”lovedbymanypeoplearou ndtheworld?:charlie’sreallifewasnotsocomfortableasitwasshowe dinhisfilms.“youmayfinditastonishingthatcharliewasta ughttosingassoonashecouldspeakanddance assoonashecouldwalk”．“convincing”inline30Page18.StepThree:RetellingPeoplemaylaughatothers_______onabanan askin,orfallingdownahole,foritmakesthem_______withthemselvesseeingothers______________thanthemselves.Asanoutstandinghumourousactor,chaplinc ouldalways_______inthepeopledeepfeelingsbyusing__________________“thelittletr amp”iswell-knownallovertheworld,apoorand_________personwearinglargetrousers,________shoes,andcarryingawalking_______.Asocial_______ashewas,hewaslovedbyallt hepeopleforhis____________inovercomin gdifficultiesandbeingkindtopeople_______,chaplinmanagedtomakethesadsituation—e atinga_______shoe,entertainingbyusing__________humour.Suchischarliechaplinwhoproduced,______ _,andwrotethemoviesthathe___________________ofbringinghumourtousall.StepFour:Pairwork.Part1:jokE1wifetalkingtoherhusband:IwishIwereanews papersoI’llbeinyourhandsallday.Husband:Iwishthattoo,soIcouldchangeyou dailyjokE2Tom’SEXcUSETeacher:Tom,whyareyoulateforschoolever yday?Tom:EverytimeIcometothecorner,asignsay s,”School-GoSlow”．Part2:Showthestudentssomepicturesofnonverbal homourtoletthemappreciate.StepFive:Interview3actasreporterstointerviewhim/herusingthe informationfromthereading.StepSix:HomeworkFindmoreinformationaboutchaplinthroughTheInternetorfrombooksandyouareexpecte dtopresentittoyourclassmatesinthenextclass .高一英语说课稿同类热门：高一英语说课稿之thewestLake各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢。

《A taste of English humor》高中英语说课

《A taste of English humor》高中英语说课Good morning/afternoon, dear judges. I'm the second competitor. So may I start? Thank you!Hello! Everyone. It's my great honor to have this opportunity to interpret my teaching ideas. Today my topic is “A taste of English humour”. My presentation consists of the several parts: analysis of teaching material and students, analysis of teaching procedures and so on.I Analysis of teaching materialsFirst of all, let’s focus on the analysis of teaching material. The lesson is from New Senior English for China Book 4 Unit3, the reading part. This passage mainly introduces the career of Charlie Chaplin, who is one of the most famous humorist in western country. After the class, students will learn how to understand and enjoy English humor. And they can learn to find and enjoy humor to make their life easy and happy.II Analysis of studentsBecause my students are in senior high school, I think they’re familiar with the humorist, Charlie Chaplin and they may all watch his movie befor e. Also they have some English knowledge background so that they can talk about this topic in English. But most of them are still afraid of speaking English and making mistakes. So I will design different kinds of activities to provide them with more chances to speak English. I hope all of my students will be confident in speaking English one day.III Analysis of teaching aimsAccording to the syllabus, teaching material and students, I set three-dimensional teaching aims as follows:(1) Knowledge aims:Students can get a detailed understanding of the story of Charlie Chaplin. Students can learn how to understand and enjoy English humor.(2) Ability aims:Students will be able to appreciate different types of humor in our daily life.Students can master some reading strategies such as skimming and scanning.(3) Emotional aims:Students can learn to find and enjoy humor to make their life easy and happy.Students can be interested in English language, music, film and so on. IV Analysis of teaching key points and difficult pointsSo the key point is that students can get more detailed information about how to enjoy an English humour and master some reading strategies.And the difficult point is that they will keep an optimistic attitude toward life, especially when they meet troubles.V Analysis of teaching methods and learning methodsIn order to achieve the teaching aims, I’ll mainly use “Task-based teaching method”and “Communicative approach”. As for learning method, I want my students to learn in a cooperative way. I will design some group discussion for them to communicate with others.VI Analysis of teaching proceduresNow, let’s pay attention the most important part-analysis of teaching procedures. It includes 5 steps: warming-up, pre-reading, while-reading, post-reading, and summary and homework.Step 1 Warming up and Lead inThe first step is warming up and lead in, I will greet my students first and then show them a funny picture, in which a wolf is jumping across the back of a sheep. Actually, we know that a wolf can not play with a sheep happily; he must prepare to eat it. So the funny picture can make us laugh, which can create a nice class atmosphere and help me lead in today’s topic, humor.Step 2 Pre-readingIn this step, I will show some pictures of Charlie Chaplin and make a basic introduction of him. For example, He was one of the most famous humorists who can make others laugh all the time. He was a great silent movie star. He has many famous masterpieces, such as Modern Times, The Little Tramp, and The Gold Rush and so on. I think my students should know him before and they will have strong interests in this reading class after my introduction.Step 3 While-readingNow, I will use task-based teaching method to begin my real lesson. Firstly, it should be the global reading. I will ask my students to scan the whole passage quickly in 2 minutes and complete the notes on Chaplin’s career. Next I will show the main idea of different paragraphs, and then give them 1 minute to read the passage again and pay attention to the first and last sentence of each paragraph. After that, students need to do a match.By doing this, my students can have a basic understanding of the content, which can lay a good foundation for the latter reading comprehension. Next it should be the detailed-reading. At first, I will ask my students to read the first paragraph carefully and answer a question: Why did so many people like him? And then I will choose some volunteers to show their ideas. After that, students need to read the second and third paragraph and think about two questions: When was he taught to sing and dance? Can you give a description on the little tramp? I will invite one student to write the appearance of The Little Tramp on the blackboard. At last, they should continue to read the rest paragraphs and find out how he performs eating a boiled shoe in the film: The Gold Rush? I will show these steps on the PPT and ask them to put them in right order after reading. During this separated reading, my students can have a deeper understanding about reading material, and they will know detailed information about Chaplin’s film and his acting style.Step 4 Post-readingIn this step, I design two activities to help my students build confidence in speaking English. The first one is to retell the movie plot when he performs eating a boiled shoe in The Gold Rush. I will show them some key words on the blackboard and give them 3 minutes to work in pairs to practice it. After that, students need to be divided into 4 groups and ha ve a discussion: What made Chaplin so successful? What can we learn from him?5 minutes later, I will choose some representatives to do a report.By doing so, my students can have a deeper impression on Chaplin’s acting and enjoy the English humour. Moreover, they can study in a cooperative way through the group work task.Step 5 Summary and homeworkFirstly, I will invite several students to review what we have learned in this lesson, and I will make a supplement like this, In our daily life, we may meet with some happiness an d joys, but we will also meet with some sadness and sorrow. When we meet with some sadness, we should be optimistic and staunch. Don’t forget to smile, as Victor Hugo once said: “Laughter is the sun that drives winter from the human face.”Homework: Please write a humor that you like best and explain why you like it.This can help my students be interested in English language or film. Besides, it can also help me break through the teaching difficult point. Students will keep an optimistic attitude toward life, especially when they meet troubles.VIII Analysis of blackboard design(Purpose: This could help students to understand core information of this lesson clearly.)。

英语必修四人教版 Unit3 A taste of English humour说课稿

必修四Unit 3 A Taste of English Humour说课稿Reading（A Master of Nonverbal Humour）Part 1 Analysis of this lessonThis lesson is the second period of Unit 3. and it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter.Teaching aims:1.Knowledge: Learn some key words and phrases.2.Ability: Train students’ speaking and reading abilities.3.Emotion: Students are able to know that optimism can help overcome difficulties and learn to be humorous.Teaching important and difficult points1.Be able to master the skills of reading and the main idea of the text.2. How to seize effective information to understand the text completely. Part 2 Teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories:1. Make the students the real masters in class while the teacher acts as a director;2. Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching method; Question-and–answer activity teaching method; Watch-and-listen activityTeaching aids:computer and the blackboardPart 3 Teaching ProceduresStep 1Warming up and Lead- inA guessing game(设计意图：猜一猜的游戏一方面能够活跃课堂气氛，激发学生参与课堂活动的兴趣；另一方面，也预热了课文中重点词汇，引入了单元话题。

《A Taste of English humor》说课稿

《A Taste of English humor》说课稿Good morning/afternoon, everyone! Im 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 materialFirst of all, lets 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 studentsThen, Id 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 doesnt guide them in a right way.Ⅲ. Analysis of the teaching aimBased 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 punchlineAbility 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 pointsAccording 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 methodsTo 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 proceduresPre-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 aboutwhat 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 dont 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 wouldnt 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.While-writing:Then I would give students 7 minutes to write down this story, without other requirements. With all the preparations in pre-writing, students difficulties were cleared. So it would be much easier for them to write down the story within 7 minutes. There are no other requirements because students first writing is actually a drafting. It would be revise and edit several times later. Writing, as a skill mainly focus on the accuracy, needs some modifications before the final version. So in the step of writing, we should only let students product what they have prepared, not on more requirements.Post-writing:When they write they story, I would present some standards for evaluating on the blackboard and PPT. They are about the format, mechanics, vocabulary using. Students revise their own writing according to the standard and then edit for theirpartners.This is a very critical step in writing class. It is a step for students to improve their writing skills. Only withself-revise and peer-edit, students can acquire what we have learn today and form the good habit of paying attention to mechanics, vocabulary using, logical thinking, and syntax. Those sub-skills benefit for training writing skills and expressing students ideas in written form.Then I would invite some students to share their writing with others an I would evaluate their writing. I would pick out some typical mistakes to deal with, the punctuation for instance. Of course students cannot learn those knowledge about writing all by themselves. So teachers leading and helping are necessary in the end. Before the ending of this class, some students would be invited to sum up the format and their own understanding of the English humor story. Summary is necessary for students learning. Homework for this lesson includes: To collect at least five humor stories creatively and Finish the chart of Summing up in the textbook. This two pieces of homework can not only enhance what we have learned today, but also the whole unit. And the collecting work is interesting and can help students form the habit of learning and using English in their real life.VII. Blackboard Design:My blackboard design is what you can see there. It is brief and logical. It can help students understand the whole class better.。

Unit 3 A taste of English shuo说课稿21

Unit 3 A taste of English humor（Grammar)说课稿一、教材分析：１、教材的地位及作用：高中英语人教必修四第三单元Grammar，本单元围绕动词－ing 形式作表语，定语和宾语补足语开展多种教学活动。

本节课是本单元的重点，主要了解动词－ing的用法。

２、教学目标(１)了解动词－ing的构成和用法。

(２)根据情境正确使用动词－ing形式作表语，定语和宾语补足语。

３、重点与难点：重点：了解动词ing的构成和用法。

难点：根据情境正确使用动词ing。

二、教材处理：根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。

首先给学生创造自主学习的氛围，对动词ing的用法自己予以归纳，再由老师予以总结。

同时激发学生学习兴趣，使学生始终处于竞赛活动中，掌握知识。

最后通过做练习对学生所学知识点进行训练，从而达到巩固知识的目的。

三、教学方法：通过八步教学法，精讲巧练，由浅入深，由易到难，先自学后指导，由已知到未知，循序渐进地深化教学内容。

展开以教师为主导，以学生为主体的师生双边活动。

四、教学手段：主要自学，指导，竞赛等方式进行教学教学，贯穿整个教学过程。

增加了自主性和趣味性，加大了课堂密度，提高了教学效果。

五、教学程序：（一）、导入： Enjoy an English song by John Lennon歌名：Love歌曲导入，激发学生兴趣。

（二）、看一看，赛一赛： -ing形式作表语(Predicative) -ing形式作表语时放在系动词之后，用来泛指某种动作或行为，以说明主语的身份、性质或情况。

1. Her hobby is painting.2. My job is looking after the children.3. The story is very moving.Competition（抢答）1. His job is__________________.2. The news is very___________________3. What she likes is ______________________.（三）、讨论探究：ing 形式作定语(Attribute)Discussion :1. This sleeping bag is bought for my daughter.2. The sleeping baby is her daughter.1. This sleeping bag （睡袋） is bought for my daughter.sleeping 表示被修饰者的作用或功能, 为“动名词”2. The sleeping baby is her daughter.sleeping 表示被修饰者正在发生的动作,状态或特点，为“现在分词”the working peoplea surprising result（四）、想一想，练一练在学生体验到成功的前提下，鼓励他们再接再厉，学习动词－ing 形式做宾补的用法，可相互探讨，然后灵活运用。

Unit3ATasteofEnglishHumour说课稿

Hello, everyone. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is senior English book 4 unit 3 a taste of English humor. I’d like to begin this lesson from 8 parts: analysis of teaching material, analysis of ss, teaching methods, teaching goals, key points and difficult points, teaching procedure, blackboard design and teaching reflections.Part 1: analysis of teaching materialThe reading material tells us the story about the master of nonverbal humor, Charlie Chaplin, including his life story, his achievements in film making, and his great performance in Gold Rush.Part 2: analysis of ssThe fresh men of senior high school have acquired some English learning strategies and abilities, including listening, speaking, reading, and writing. But they have great differences in personality and their learning abilities are in different levels. So the teaching project should take in their differences.Part 3: teaching Objectives1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Train the students’ predicting, skimming and summarizing ability.3. Emotional aim: Encourage the students to establish optimistic attitude to life and sense of humor.Part 4: Teaching Methods1.Task-based English teaching: The students should finish the questions raised, thus, understand the text better.2.The natural approach: Emphasize on comprehension.3.Cooperative learning: The students summarize the text by discussion.Part 5: key points and difficult pointsKey points:1. Help the students be familiar with the master of nonverbal humor----Charlie Chaplin.2. Enable the students to have a sketch of the text and pick out key words.Difficult points:1. Divide the text into several parts and summarize the main idea2. Retell the text in own wordsPart 6: teaching procedureStep1 Lead-in(3 mins)1.greet the whole class as usual.2.begin with a ss sharing his humorous story he has prepared.Step 2 warming up(8 mins)I will play a video for the ss, which is a part of the gold rush, and let the ss say anything they know about charlie chaplin and their reflections after watching the video.Step 2 pre-reading(2 mins )Let the ss see the title of the reading material and ask them to guess what the text is about.Step 3 fast reading(5 mins)Ask the ss to read the text quickly in three mins and finish exercise1 on p19.Step 4 careful reading(10mins)The ss will read the text again, and be asked to work in group to summarize the main idea of each paragraph.( exercise 2 on p19)Step 5 listening and discussion (10mins)Listen to the tape of the text and then work in group, ask the ss to have a discussion about charlie chaplin. (exercise 3 on p19)Step 6 exercise and assignments(7 mins)Ask the ss to summarize the content of the text.The homework is to ask the ss to collect some English funny stories after class.Part 7 blackboard design Part 8 teaching reflections。

高中英语说课课件 Unit 3 A Taste of English Humour

学情分析
Unit 3 A Taste of English Humor
(4)
Spet1、Revision（2’）
Part 4 Step2、Lead -in（3’） Step3、While reading（20’） Step4、Post reading （17’） Step5、Summary （2’） Step6、Homework （1’）
• • • • • • • •
C: Sure. Go ahead! J: Can you tell me about yourself? C: Ok. I was born in __________and__________ J: What’s your job now? C: My job is ___ J: you have many famous films, which one do you like best? C: I like ________ best, because__________ J: Ok, I see. you are famous an actor. What’s your secret of success? • C: I think _________is the most important for my success. • J: Thank you.
---A Master of Nonverbal Humor II. Detailed reading ( 15’)
(4)
Task 1 True or False questions
教
学过程
1. Charlie had anmiserable childhood. a easy childhood. F 2. Charlie’s most famous character, a little tramp was a social success and very popular. F failure 3. Charlie usually made a sad situation entertaining. HOW? T 4. Nobody has been able to do this better than Victor Chaplin CharlieHugo. F

Unit-3-A-taste-of-English-humour教案

Unit 3 A taste of English humour I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1．教材分析本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。

1.1 WARMING UP中提出了三个问题：How many kinds of humour do you know？Do you know these kinds of humour？Do you have other kinds of humour in China？这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。

1.2 PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at？What does humour mean？Is humour always kind？这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。

第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。

前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。

Unit 3 A taste of English humour.的教案

Unit 3 A taste of English humour I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组3．课时分配1st period Speaking2nd period Reading3rd period Grammar4th period Listening5th period Writing6th period SummaryⅣ. 分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇verbal, nonverbal, mime, farce, pancakes, mountainous, whisperb. 重点句型I think how short life is and how long the universe has lasted. P222. Ability goals能力目标Enable the students to talk about some types of English humour and Chinese humour.3. Learning ability goals 学能目标a. Help the students learn how to talk about some types of English and Chinese humour, and then find their differences.b. Let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around.Teaching important points 教学重点Help the students learn how to understand and enjoy English humors.Teaching difficult points 教学难点Help the students know the differences between English and Chinese in humours. Teaching methods教学方法Using pictures, discussion, reading and imitation.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways教学过程与方式Step ⅠRevisionHave a dictation about the words and expressions that appeared in Unit 2.Step Ⅱ Warming upStart the new unit by showing the students a picture:T: Look! What do you think of the picture?Ss: It’s very funny! A wolf or a dog is jumping across the back of a sheep!T: Yeah! It’s so funny that we cannot help laughing about the ir acting. It makes us feel nice. Today, we are going to learn something about humour. The title is A taste of English humour. Do you know something about English humour?S1: I’m sorry.S2: I know an English humour.T: Really? Please read it to us.S2: I’ll try. One day a patient went to see his doctor. He said to the doctor: “Doctor, I see double.” The doctor said: “Sit on the chair please.” And then the patient asked the doctor: “Which one?”T: That’s really interesting! Thank you! In fact this is a kind of English humour, which we call verbal joke. Ok, here are some pictures. Look, who are they?（1）（2）（3）（4）S3: It’s Charlie Chaplin. And I know picture one is from a film called The Gold Rush.T: Right. Who know the man in picture 3?S4: I dare say that everyone know him. He’s Mr. Bean, one of the most famous and successful British actor.T: You are right. He’s now recognized as the most popular British comedy expert. And how about the last one?S5: It’s difficult to say. I guess he’s an American because the picture behind him looks like an American flag.T: Right. He is Mark Twain, the famous American writer. Do you know something about him?S6: He liked to make jokes with other people.T: Have you once read some?S6: Only a few.T: Can you bring us some next time?S6: Let me try.T: OK, now, let’s look at the chart on Page 17. What does it tell us?S7: From the table we can see that Charlie Chaplin is good at nonverbal humour; Mr.Bean is famous for his mime and farce; while Mark Twain was good at tell some funny stories. But I don’t know Edward Lear.T: Right. Edward Lear is a famous British poet. His poems are funny. But they were all from daily life. Until now people also read them and enjoy them. Here is one of his short poems. Please look at the screen:T: In these two poems we can see that Edward Lear used a kind of magnification to make his poem funny. But because the sense of humour of English and Chinese is different, sometimes what they feel funny would not sound funny to us. But if you want to make fun of one of your friends, you can send them to him/her. They will be surprise to see these. Well, do you know these persons in the pictures? What are they good at? Nonverbal, mime and farce, funny stories or funny poems?（1）（2）（3）（4）S8: Picture 1 is Chen Peisi. I think he is famous for his mime and farce.S9: Picture 2 is Zhao Benshan. He is famous for his Xiao pin. And he is also for his mime, I think.S10: The two persons in picture 4 are Liu Quanhe and Liu Quanlin. They are good at Ya ju (哑剧).T: Do you know the third person? No? He is the famous cross talk actor—Hou Baolin.When he was living, he was the most popular actor. Many of his works are the classic. OK, now can you finish the last column of the chart?The Suggested answers:Step ⅢReading on P22The purpose of this reading is to introduce the kind of humour we can laugh at -verbaljokes. They use a “play on words” to be funny. Let the students read th e three jokes and then match the joke with the explanation.T: Well, boys and girls, just now we learned something about English and Chinese jokes. Now let’s read some English jokes on Page 22. I’ll give three minutes for you to read them and then match the joke with the explanation. If you like, you may have a discussion. And then we’ll check the answer. OK, read them.The students read and finish their task, and the teacher can show some other jokes on the screen. After they have finished the task, check the answer and ask them to enjoy the jokes on the screen.T: Have you finished the reading? Are the jokes funny?Ss: Yes, they are very funny. We’ve never found that English jokes so funny.T: What’s the answer?S11: The answer is 1 to B, 2 to C and 3 to A.T: Good. Now, please look at the screen. Here are more jokes on it. Read them and enjoy them. If you have some troubles in understanding, discuss, or ask me.Give the students some time to read the jokes.T: Funny?Ss: We’re laughing to death!T: Don’t do that, another joke is waiting for you. Please read the neat joke on Page 22. And then finish the question followed.Give the students three minutes to do it.T: Now decide which of these two kinds of jokes you like better. Give your reason.S12: I find the first kind jokes are easier to understand.S13: Those jokes on the screen are the funnies ones, I think.S14: We must understand the background of the funny story at first, and then we can know what a humor Sherlock Holmes was. I think to understand this kind of jokes needs wisdom to understand. We must know that he was a detective, so he was always thinking of the things such as stealing.T: What you said is reasonable. Now let’s liste n to the tape, pay attention to the intonation, and try to bring out the humorous meaning.If time permits, the teacher can ask some students to act out the jokes.Step IV SpeakingT: Now, we’ve learned some jokes and listened to some too. How about speaki ng out what you feel funny in class? I’ll give you five minutes to prepare this task, and then ask some of you to tell us your story. There are some steps for you to finish the task. If you think they are useful, follow them.Five minutes later.S15: My story is one day Lian Hong was standing by the window, talking with other students. Ren Xinglian came up. She wanted to make a joke with Lian and gave her a surprise. So she rushed towards Lian and kicked her at the same. But to all of us surprise, Ren slipped on the floor! Everybody laughed to bend their backs, me too.T: Me too! OK, this class is full of joy. We know that in our life, there are full of happiness, sorrows, boredoms, and joys. When we meet with sorrows orboredoms, don’t forget to read these jokes. Maybe they can bring you sunshine.Am I right?Ss: Yes. Thank you.Step V HomeworkT: Today’s homework is to preview the Reading material and finish the Comprehending ahead. And I have a wish that at the beginning of each class, one of our classmates can give us a joke, to bring smile into the classroom. Do you agree?Ss: That’s a good idea.T: Let’s begin from Group one. One of you will tell a joke to us at the beginning of next class. Don’t forget it. Ok, class is over. See you next time.Ss: See you.The Second Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇slide, skin, cruel, content with, badly off, particular, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, fortunate, snowstorm, pick out, cut off, chew, star in, outstanding, Switzerlandb. 重点句子Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road? P17Perhaps it makes us feel more content with our life ... P17He became famous for using a particular form of acting, including mime and farce. P17But he was lived by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him. P18Imagine you are hungry and all there is to eat is a boiled shoe. P18That was the problem facing Charlie Chaplin in one of his most famous films. P18 He solved it by using nonverbal humour. P18Their job is “panning for gold”. P18Finally he tries cutting and eating the bottom of the shoe. P18First he picks out the laces and eats them as if they were spaghetti. P18Then he cuts off the leather top of the shoe, treating if as if it were the finest meat. P18He makes it seems as if it were one of the best meals he has ever had! P182. Ability goals 能力目标Enable the students to learn what humour means and what is nonverbal humour.3. Learning ability goals 学能目标Help the students learn how to describe what nonverbal humour is by Chailie Chaplin’s career.Teaching important points 教学重点Help the students to divide the text into several parts according to the meaning of the passage.Teaching difficult points 教学难点a. Decide the divide of the paragraphs of the text.b. Help students to learn the Subjunctive Mood.Teaching methods 教学方法Scanning, careful reading, and discussion.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways 教学过程与方式StepⅠRevisionT: Glad to see you, everyone! Classmates in Group one, have you prepared a joke for us?Ss: Yes.T: Who would like to tell us?S: I’d like to. My joke is very short. In order to let all of us understand the joke, I’d like to act it out. But there is a new word in the story. It is “leash”. It means a rope used to tie a dog. The title of the joke is A blind man in a store. Look, this is my dog.Ok, now I’ll act out the joke.A blind man in a storeA blind man walks into a store with his Seeing Eye dog. All of a sudden, he picks up the leash and begins swinging the dog over his head. The manager runs up to the man and asks, “What are you doing?!!” The blind man replies, “Just looking around.”S: That’s all for the joke. Thank you.T: Woo! It’s so wonderful. Thank you for bringing us so wonderful joke and your performance. Let’s clap our hands for him. Ok, let’s continue to check y our home- work. Last time we learned something about humour. Some jokes made us laugh. Well, what is humour?S1: Humour, like jokes, can make people laugh.S2: I think, humour includes nonverbal, mime and farce, verbal jokes, funny stories and funny poems.S3: Humour is a sense. Some people have it. It’s natural.S4: Humour is quality of being amusing; it’s an ability to appreciate the comic or amusing. I think my answer is the most correct answer, because I looked up the dictionary.T: All right, I think these explanations give us a full understanding about humour. I think, humour can also reflect a person’s wit or intelligence. For example, what do you think of a banker?S1: A banker is a millionaire.S2: A banker is a big potato. He owns large houses, cars, and he can enjoy plenty of good things in the world.T: Yes. All of you are right. But Mark Twain once said: “A banker is a fellow who lends you his umbrella when the sun is shining; but wants it back the minute it begins to rain.” That is why Mark Twain is Mark Twain. OK, now let’s look at the two questions in Pre-reading.StepⅡPre-readingT: What do you like to laugh at?S1: Some funny things, such as funny looks, funny acts, funny words and so on.T: Good. Is humour always kind?S2: I guess mostly humour is kind. But it depends on who is joking and who is listening.T: Right. Different people have different understanding about the same jokes. One day, if one of your friends says to you: “Dog, I’ll pick your head and beat it like a basketball.” You are shouting at him/her “Stop! You pig.” What an interesting thing it is! Do you like this?S3: I don’t think this is funny. It’s crazy! If he really says this to me, he will lose me. T: But some people like this. It is difficult to see who is right and who is wrong. Some people think it is funny; while other people will think it will make them throw up. “Beauty is in the eye of the beholder.” This sentence means what one person considers beautiful may not be beautiful to another. So we can see that humour is not always kind.Step ⅢReadingThe purpose of this reading is to introduce nonverbal humour. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humour means; what’s Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on. What do you know about Charlie Chaplin?This step can have three tasks. Task 1, find the main idea of each paragraph. Work in groups to decide how many passages the material can be divided. Task 2, discuss the following questions：1. Do you think his poor childhood helped him in his work? Why?2. Why did people like The Little Tramp?3. Do you think Chaplin’s eating boiled shoes funny? Why?Step IV Summary of the passage:In Britain and America people were feeling miserable because of the bad economic situation. Charlie understood their problems. His character “the little tramp” was poor and homeless, but everybody loved him for his kind heart and the way he dealt with his difficult situation. Charlie Chaplin made people laugh at some of these terrible situations like being without food or money. He wrote and directed his own films andreceived an Oscar for his outstanding work.Step V HomeworkPreview grammar by finishing Exercises on Page 21.The Third Period GrammarTeaching goals 教学目标1. Target language 目标语言2. Ability goals 能力目标Enable the students to learn to use the -ing form as the attribute, the object complement and the predicative.3. Learning ability goals 学能目标Help the students learn how to use the -ing form as the attribute, the object complement and the predicative.Teaching important points 教学重点Let the students know the members of the sentence and the structures of the sentences with the -ing form.Teaching difficult points 教学难点Help the students to tell the -ing form as the predicative and the usage of the present continuous tense.Teaching methods 教学方法Practice and conclude.Teaching aids 教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式StepⅠDiscovering useful structuresThere are two steps in this step. One is to revise the usage of the -ing form which the students have learned in Unit 2. The other one is to learn the new usage of the -ing form.Task 1 RevisionT: Now let’s have a revision about the -ing form used as the subject and the object. Here are some sentences for you to translate.1. Talking to him is talking to a wall.2. Smoking may cause cancer.3. Walking is my sole exercise.4. Talking mends no holes.5. I suggested bringing the meeting to an end.6. He admitted taking the money.7. I couldn’t help laughing.8. Your coat needs brushing.Suggested translation:1. 和他说话等于对牛弹琴。

人教版高中英语必修四Unit3AtasteofEnglishHumor教学设计+说课稿+教后反思

人教版高中英语必修四Unit3AtasteofEnglishHumor教学设计+说课稿+教后反思必修四 Unit 3 A taste of English Humor 教案临高二中英语组朱小新Teaching Aims:1. Knowledge and skill aims:a. Enable students to learn what humor means and what is nonverbal humor.b. Students are expected to improve the reading skills, ie, skimming and scanning skills as well as translating , interpreting and word guessing abilities, which are examined in recent years in NMET.2. Moral culture aims:By learning the passage, students will know that humour is particular to each culture. So the Enlish humour is certainly different from Chinese humour. However , there is a kind of humour that may be enjoyed by all cultures --- that is nonverbal humour. It is good that we can all laugh at something together.3.Learning methods aims:a. self-learning and cooperative learning methods; and use such kind of ability to gain and deal with language information.b. develop the students’ questioning spirit to impr ove theirability of finding, analyzing and solving problems.C. Teaching methods:a. Task-based Language Teaching :During the course, different tasks are designed for Ss to carry out. Whether and how they finish the tasks can reflect on howmuch information they grasp from reading. In return, the teacher can adjust his/her teaching.b. Cooperative Learning:Divide the class into small teams, each with students of different levels of ability. Every member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.D. Important and difficult points.a. Help students learn how to understand and enjoy English humors.b. Help students know the differences between English and Chinese in humor.E. Teaching aids:Multi-media pictures blackboardTeaching procedures:Step one: Lead-in and Warming up( 5 mins)In order for students to get into the topic of humor quickly and smoothly, a piece of sketch video “Eating noodles”by Ch en Peisi will be played for the students.Question: Do you know who the Chinese comedian is ?( Chen Peisi)What makes his performance funny? ( his body gestures)Then show some pictures of Charlie Chaplin to students.Questions: Do you know who he is ?What do you know about Charle Chaplin?What do you expect to learn about from this reading? ( students’ answers may vary)Step Two: Reading ( 22 mins)Fast Reading ( Skimming) (7 mins)Task 1: Fast Reading (3 mins)What’s the passage mainly about?A. The history of English humor.B. The films Chaplin made.C. The life and humor career of Charlie ChaplinD. The Gold Rush in California. ( Key : C )Task 2: Read to summarize the main idea of each paragragh and match the paragraph with its main idea. (4 mins) Para 1: (E ) A. His achievementsPara 2: (C ) B.An example of a sad situation that he made funny.Para 3: ( D) C. What Charlie’s childhood was like.Para 4: ( B ) D. What his most famous character was like.Para 5: ( A) E. Charlie Chaplin brightened the people’s lives through two world wars and the hard years in between.Scanning: Reading for details ( 15 mins)Task 1: Read the passage again and then fill in the chart. .Notes on Charlie Chaplin’s careerBorn 1889Died 1977Job ActorFamous Character “ the tramp”, a poor and homeless personCostume Large trousers, worn-out shoes and small round black hatReason for success Charming, social failure with a determination to overcome difficulties and always kind Task 2: Work in pairs to read for difficulties.1. Exp lain in your own words the sentence “Charlie brightened the lives of American and British through two world wars”.2. Why was“The Little Tramp ”loved by many people around the world?A. Because the appearance of the character is so funny.B. Because the tramp is a social failure.C. Because he is always made fun of by others.D. Because of his optimism and determination fo overcome all difficulties.3. Find a sentence in the passage similar in meaning to the following one:Charlie’s real life was not so com fortable as it was showed in his films.4. Translate the sentence into Chinese “You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk”.5. Guess the meaning of the word “convincing” in line 30Page 18.Step Three : Retelling （5 mins）People may laugh at others_______ on a banana skin, or falling down a hole, for it makes them _______ with themselves seeing others _______ _______ than themselves.As an outstanding humourous actor, Chaplin could always _______ in the people deep feelings by using _________ forms of acting in the time of silent films. His charming _________ “the little tramp” is well-known all over the world, a poor and _________ person wearing large trousers, ________ shoes, and carrying a walking _______.A social _______ as he was, he was loved by all the people for his ____________ in overcoming difficulties and being kind to people _______ to him. When playing the famous film The Gold Rush, Chaplin managed to make the sad situation—eating a_______ shoe, entertaining by using __________ humour.Such is Charlie Chaplin who produced, _______ , and wrote the movies that he _______ in. He was given a special Oscar for his lifetime work ____________ of bringing humour to us all.Step Four: Pair work. ( Enjoying 4 mins)Part 1:JOKE 1Wife talking to her husband (who reads newspaper all day): I wish I were a newspaper so I'll be in your hands all day.Husband: I wish that too, so I could change you dailyJOKE 2TOM'S EXCUSETeacher: Tom, why are you late for school every day?Tom: Every time I come to the corner, a sign says, "School-Go Slow".Part 2:Show the students some pictures of nonverbal homour to let them appreciate . (omitted)Step Five: Interview ( Group activity 8mins)The students are divided into groups of 4 . Then in each group students will take their turns to be Charlie and the other 3 act as reporters to interview him/her using the information from the reading.Step Six: Home workFind more information about Chaplin through The Internet or from books and you are expected to present it to your classmates in the next class.必修四 Unit 3 A taste of English Humor说课稿临高二中英语组朱小新Understanding of the lesson本课选自人民教育出版社出版的普通高中课程标准实验教材，高一年级必修四的第三单元Ataste of English humour。

【教案】Unit 3 A taste of English humour (1)

英语：Unit 3 A taste of English humour Period 6 Assessment优秀教案（新人教版必修4）The General Idea of This PeriodThis period is to find out how well the students understand English humour—the kinds of humour and the typical representatives of each kind,whether they can use the new words and expressions learned in this unit correctly,so that instruction can be improved.To achieve the above goals the teacher can apply both performance assessment and summative assessment by designing a checklist for students to complete.And this will get the students involved in the assessment soHelp the students focus on the prQuestion-and-Three Dimensional Teaching AimsKnElevate the students’ ability of using the words and expressions and grammar learned in thisCheck up what they have learned in this unitThrough this part the students will surely know what they have mastered and haven’tTeaching ProceduresStep 1 GreetingsT:Ss:Good mT:Ss:T:We have had great fun while learning this unit.It seems that our class has become more lively and interesting.Of course we have learned a lot of useful words and expressions,and the -ing form used as the attribute,predicative and object complement.Step 2 DictationT:Now let’s have a dictation of the new words and expressions as I told you yesterday.I’ll read each word or expression twice.Are you ready?Let’s stT:Please check your answers with your partners.Please pay much attention to those words orStep 3 AssessmentT:Today we are going to see how well you have worked on the words and expressions,the -ing form,and how much you know about English humour.Now answer the following questions to have a self-非测试性评价3.Do you know the similarities and differences betwe7.Do you know the function of the -8.Can you use the -ing form freely and correctly?测试性评价Ⅰ.Choose the suitable words from the box below and fill in the blanks in the correct form.1.I can’t imagine Billy _________________2.Did you hear the dog downstairs _________________3.Frank is very good at telling funny jokes.He can be very _______________4.You can’t stop me __________5.He gave me a __________ hug wh6.Jim has really learnt very fast.She has made __________7.It’s been raining all day.This weather is __________8.When I came out of the theatre,I noticed a group of children __________ musical instrumentsacros1.riding2.barking3.amusing4.doing5.welcoming6.astonishingⅡ1.The _________(miss) boy was last seen playing near t2.He had never spent a more ___________3.Do you know the boy __________4.The news sounds __________5.Father left early in the morning,leaving me __________6.He could feel the cold wind ______________7.There is another road ___________8.As all know,China is a ______________9.The picture __________ (hang) on the wall is pa10.The task of this class is _____________1.missing2.worrying3.lying4.encouraging5.wondering6.blowing7.leading8.developing9.hangingⅢ1.—Are you __________—A.satisfiedC.satisfying2.We are earning more money.In fact most people are __________ than they were five years ago.A.better offB.welC.badly off3.——I came here __________A.speciallyC.particularly4.He was in such a hurry that he __________A.came acrossB.bumped intoC.knocked into5.The excellent students are __________A.electedC.picked6.He was in hospital for six months.He felt as if he was __________ from the outsideA.cut outC.cut up7.On the way home,he was __________A.metC.caught8.We’ll have to finish the job,__________A.long it takes howeverC.long however it takes9.If you don’t stop working,you will feel __________A.tiringB.worn-C.tired out10.When a pencil is partly in a glass of water,it looks as if it __________A.breaksC.were broken11.The lady said she would buy a gift for her daughter with the ________A.20 dollars remainedC.remained 20 dollarsD.r12.He looked around and caught a man __________A.putC.to put13.The flower __________ sweet in the botanic garden attract the visitors to the beauty of nature.A.to smellC.smelt14.There was a terrible noise __________A.followedC.to be followed15.Miss Joan’s bad habit is __________ witA.readC.to be read答案与解析1.D be satisfied with 和be content with 的意思是“对……满意”,satisfying的意思是“令人满意的”。

高中英语：Unit 3 A Taste of English humour说课稿人教版必修4 教案

Lesson Plan InterpretationUnit 3 A Taste of English humourGood afternoon! Ladies and gentlemen. Today my topic is Unit 3 reading. Now allow me to introduce the first part:Ⅰ. Analysis of the teaching materials:1.The importance of this lessonThis lesson is a reading passage. It plays a very important role in English teaching of this unit because we should lay particular emphasis on the students’ reading ability in senior English teaching.2.Teaching contents1.)get the students to learn some basic knowledge about humour and a famousmaster of nonverbal homour ——Charlie Chaplin.2.)get the students to prehend the passage better through Task—based learningand Cooperative learning.3.)Through teaching, the students can learn the optimism and strongdetermination.from Charlie.3.The important and difficult points in this lesson:1.)some knowledge about homour and Charlie.2.)to improve the students’ reading ability in predicting, skimming andsummarizing..3.)get the students to master some new words and expressions.Ⅱ. Teaching aims:1.Knowledge aim: by the end of the lesson, students will have a betterunderstanding of the meaning and structure of the text.2.Ability aims:1）Get the students to analyze the personality of Charlie Chaplin and learn from him.2）improve the reading skills an d use English to express one’s ideas3.Moral education aims: learn the optimism ,kindness and determination ofCharlieⅢ. Analysis of the teaching theories and methods:municative approach and puter-Assisted Instruction are to be use inthe course of this lesson. And I will try my best to limit Teacher Talking Time and increase STT (Student Talking Time).Soduring this lesson, emphases are to be laid on:1. Student-centered teaching2. Task-based learning3. Activity-based teaching (individual work; pair work; group work; classworkSince it is a reading passage, it is very important to develop the students’ reading ability. I’ll use some reading methods such as preparation for reading, (lead-in) scanning, skimming and intensive reading. I n class, I’ll try to use encouraging and polite remarks such as “Do you want a go?” “volunteers” “Well done!” “You did a good job!”“Thanks!” and so on. I’ll get the students to have a petition to develop their quick response. I’ll make full use of modern e quipment ——the multi-media to make the class more lively and interesting.Ⅳ. Analysis of the students:The students are in Grade 1. They are still at an age when they would like to have petition with others. They have known something about humour and Charlie Chaplin.Butsome long sentences are difficult for them to understand. So I will help the students in different levels to learn English.Ⅴ. Analysis of the teaching process:Now e to the most important partStep1. Lead-in:1）show some pictures of Charlie Chaplin2）play a short video about Charlie eating his shoe.My purpose here is to let the Ss know what we are going to read.Step2. While reading:1. Fast reading: scanning & skimming1)let them plete the notes about Charlie Chaplin using the information inthe passage.Born:_________ Job:_______Famous character:____________Costume:_________________________________________________Type of acting:______ Died:_________2)After scanning, let them decide if the following statements are true orfalse.Charlie Chaplin was poor when he was a small boy. ( ). People who don’t know English cannot enjoy Chaplin’s films.( ).The Gold Rush is set in California in the late of the nineteenth century.( ).In The Gold Rush Chaplin and his friend are fortunate to find some gold .( ). In the film the meal he eats is hard to chew.( ). Chaplin not only acted in films but wrote and directed films aswell.( )3)Let them match the main idea with each paragragh.Para 1 Why did people need cheering up.Para 2 What was Charlie’s childhood like?Para 3 What was his most famous character like?Para 4 An example of a sad situation that he made funny.Para 5 His achievements.2. intensive reading: further understanding1) Read the first two paragraphs and try to understand the followingsentences correctly:1. Laughter is the sun that drives winter from the human face.2. Not that Charlie’s own life was easy!3. You may find it astonishing that Charlie was taught to sing as soon as hecould speak and dance as soon as he could walk.4. Unfortunately his father died, leaving the family even worse off …2) After reading the third paragragh, describe Chaplin.3) make up a dialogue in pairs according to the scene from The GoldRush and act it out.4) After reading the last paragragh ,answer the following questions:1. What prize did Charlie Chaplin get for his outstanding work infilms?2. Why do you think he was so successful?Step3. Post reading —— summary and discussion1.Fill in the blanks:Charlie Chaplin was (1) in a poor family. He made people (2) at a time when they felt depressed. But his life was not (3) easy. After his father’s death, his family became even (4) off.The little (5) was a character known (6) the world. The social failure was loved for his (7) and determination to (8) all difficulties.He produced the films that he (9) in. And he spent his last years in Switzerland, (10) he was buried in 1977.2.Disscussion:1)What should we learn from Charlie Chaplin?2)What should we do to get success?Step4. HomeworkEasy: Learn the new words and phrases in this text by heart.Medium: Write a short passage about Charlie Chaplin’s life and work.Hard: pare the British humour with the Chinese humour.Ⅵ. Contents on the blackboardUnit 3 A taste of English homourA master of nonverbal humour1. not that…..2. it , astonishing3. badly off _ worse off Well off __better off4. homeworkⅦ. Teaching reflectionIn this lesson, I lead the students understand the passage step by step, and help them to analyze the personality of Charlie Chaplin and hold a discussion. Through the class, they can not only improve the reading skills but also get the hang of the knowledge about Chaplin and learn some important qualities from him.Ok, that’s all for my interpretation. For the time is limited, there must be somemistakes in my interpretation; I hope you can give me some suggestions.Thank you!。

Unit3AtasteofEnglishhumour教案设计

1.2 PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at？What does humour mean？Is humouralways kind？这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。

前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。