人教版高中英语必修四公开课：Unit3 教学反思
高中英语_Module 4 Unit 3 A Taste of English Humor教学设计学情分析教材分析课后反思
教学设计一、教材分析：The theme topic of this module is humor, including the ability to think that makes it funny and makes people laugh. After the revision, Students will be optimistic when meeting with difficulties.二、学生分析：The students are very active and interested in the topic of humor. But some of them are lack of some good habits of reading.三、教学目标：I. Knowledge aimsa) Master some important words and phrases, such as: astonishing, failure…b) Understand the passage better.c) Skim for the needed information and grasp the details from the text.II. Ability aimsa) Enable the students to talk about humor.b) To train the Ss' abilities of self-learning and cooperation.III. Moral aimsMake Ss optimistic(乐观的) no matter what difficulties you meet with四、教学重难点I. Important pointsa) learning the new words and phrases.b) Improving their reading skills.II. Difficult pointsa) Improving their reading skills, such as skimming and scanning.b) Talking about English humor.五、教学方法：I. Communicative language teachingII. Task-based language teaching六、教学手段：1、多媒体辅助：将本课所需要的视频、图片、文字等制成PPT课件使抽象的语言变得直观，为学生运用英语进行交际创设情景。
【公开课教案】新人教版高中英语必修4Unit3教学设计
A brief teaching designA taste Of English humor（新人教版高中英语必修4）一、教材分析（教材的地位及作用）：该课选自新人教版高中英语必修4第3单元阅读部分。
该部分以“无声的幽默”为题，介绍了世界著名的电影演员、喜剧大师查理卓别林以及他在无声电影时代的精湛表演。
他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余，体会在琐屑、卑微之中隐藏的深刻本质。
因此，教授该单元时要让学生认识到这一点。
同时鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操。
还要通过阅读这篇课文，进一步提高学生听、说、读、写的综合素质能力。
以此达到《英语课程标准》中提出的“让学生通过感知，体验，实践，参与和合作等方式感受成功。
形成积极的学习态度，促进语言交际应用能力的提高。
二、学情分析高一学生，虽然经过了初中三年的学习，但所掌握的单词量少，口语表达能力弱，又缺乏良好的英语语言环境，学生学习英语的兴趣低。
这些原因导致了课堂上师生的配合不够融洽。
但学生对课堂中设置的学习活动参与性较好，在同组同学的配合及教师的帮助下可以取得良好的效果。
因此，将知识直观呈现，从易入手，使学生感觉到容易理解容易掌握，调动学生的学习兴趣和积极性成为教师要攻克的主要难关。
借助多媒体，让学生感受真实情境，通过对本的学习提升学习英语的兴趣。
三、确立教学目标，重难点根据课程标准的要求，及本课在教材中所处的地位和作用，结合学生的实际学情，确立教学目标及重点与难点：（一）教学目标1.知识目标：通过对阅读的学习，进行全面、整体理解，引发思考，达到强化学生语言意识、积累语言经验的目的。
从而提高英语的口头与书面表达能力。
2.过程与方法目标：通过Reading简单了解无声幽默大师---卓别林。
3.情感、态度与价值观目标1）通过对阅读的学习，鼓励同学保持乐观的人形成积极向上的生活态度生态度，培养幽默感，2）通过积极参加课堂上各种英语实践活动，培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，并提高实际交际能力和与他人合作的能力。
Module4 Unit3教学反思
教学反思：
本单元是对带有since for 的现在完成时的一个综合运用，所有的内容以及练习都是围绕seeing the doctor这一话题展开的。
在备课过程中，我从学生实际出发，把语法作为教学重点。
在整个教学过程中，任务型教学贯穿于始终。
任务的设置由浅入深，由易到难，分层次进行，从而激发各个层次的学生积极参与课堂，充分调动学生学习英语的主动性与积极性，目的是实现学生的口语表达和实际操作。
通过本课的教学，本人对设计环节作出了以下的反思：
一、在seeing the doctor这一对话环节中，小组操练的时间过短，另外，教师没有很明确的布置对话任务，让学生的小组活动流于形式。
在学生的小组活动中，可以分派角色，不一定就只有小组中的两个人到前面对话表演，可以分多个角色，比如说医生和多个病人，这样小组成员都有任务，都有活动，才能充分调动学生们学习英语的主动性和积极性。
二、在复习延续性动词和非延续性动词这一环节中，教学目的不明确，没有让学生得到真正的锻炼和复习。
三、本单元是一节综合语言运用课，课堂练习整合的比较好，如果教师在教学过程中能够说出有力的指导性语言，让学生互动，成为真正的主人就更好了。
四、课堂小结部分虽然只有短短的几分钟的时间和一张幻灯片内容，但是恰恰提纲挈领地让学生明确本堂课的重点知识，对于学生系统化的知识记忆更有逻辑性。
学生很喜欢一目了然的知识概述。
高中英语_人教版新课标必修4Unit3 Revision教学设计学情分析教材分析课后反思
Book 4 unit 3 A taste of English humourRevision教学设计一、Teaching aims:e the vocabulary learned fluently;2.write a short passage according to the phrases we learned in this unit;3.develop the spirit to face the difficulty and succeed in our life;二、Important points:1.Important points: use the vocabulary learned fluently;write a short passage according to the phrases we learned in this unit;2.Difficult points: develop the spirit to face the difficulty and succeed in our life.三、Teaching methods：1、教学方法：任务驱动法、小组讨论法。
2、学习方法：自主学习法、合作学习法、探究式学习法。
四、Teaching procedures：Part 1 词汇复习词汇Ⅰ:单词自查自纠1._________adj.满足的，满意的n.满足vt.使满足2.__________adj.平常的，普通的3.__________adj.厌烦的4.__________adj.无家的，无家可归的5.__________vt./vi.战胜，克服6.__________adj.突出的，杰出的，显著的7.__________n.时刻，场合8.__________vt./vi.(使）滑动，（使）滑行n.滑，滑动8.___________n.耳语，低语vt./vi.低语，小声说9.throughout prep.___________adv.____________10.chew vt./vi.__________11.gesture n.__________vi._________12.budget n.__________13.mountainous adj._________14.vast adj._________15.mess n.___________16.drunk adj._________Ⅱ派生单词Ⅲ短语1.直到现在____________2.对……满足____________3.穷的，缺少的__________4.挑出,辨别出___________5.切断，断绝___________6.在……担任主角_________7.…使某人相信____________8.对……感到厌倦_____________9.对……挑剔_______ 10.对……作出反应，回应_________Ⅳ.语境应用1.His______words finally_______me,and I was________that he was innocent.(convince)2.To my_______,he didn’t feel________at the_______news that his brother died at all.(astonish)3._________,when he went aboard to try his_________,he gained great wealth.(fortune)4.The children in the mountain village have no__________,so their teachers often tell_________stories to_________them after class.(entertain)5.After school,she________went off in the_________of the cinema to see the new film__________by the famous_________.(direct)Ⅴ.单句改错1.Up to now,I didn’t worked out the meaning of the world.2.He is content at such a small success.3.The birth rate of the world is astonished.4.Unfortunate,I won’t be able to attend your birthday party.5.Jack’s sister entertained us to her stories and jokes.6. A bad habit is easy to form,but hard overcome.Part 2 Topic writing根据提示利用本单元所学知识完成下面的小作文。
2020-2021学年高中英语同步优秀教案【3】：Unit3(人教新课标必修4)
英语：Unit3 Ataste of English humour
Period 3 Extensive Reading优秀教案（新人教版必修4）
The General Idea of This Period
This period includes the reading of English jokes on Page 22 and the reading taskAN APRIL FOOL’S JOKE:THE NOODLE HARVESTon Page 59.The reading in Using Language introduces the kind of humour we can laugh at—verbal jokes.They use a“play on words”to be funny.The reading task tells us a good joke told on BBC on April Fool’s day.
T:OK,be quick!Let’s first check your homework.Look at the screen and fill in the missing words and try to retell the reading passage.
Not all the_________is kind. Some are bad, others can inspire people. Some actors can_________us with the characters they are playing.Chaplin was such an actor.He became famous for using a_________form of acting in silent films.The little tramp gives people courage to overcome_________with his firm_________and he is always kind even when people are_________to him.Chaplin developed his own acting style,the one in one of his most famous films_________ __________ __________,he uses__________humour to eat a__________shoe. Chaplin produced,__________and wrote the movies he__________in.He was given a special Oscar for his__________work. He and his movies are__________by people__________the world.
4A?Unit3《How?many？》教学反思
4A Unit3《How many？》教学反思
学生上完本课，发现有些单词还是会写错：sticker,table tennis,beatutiful,还有几个单词读音不准：sure,funny，many这个单词的意思和how many这个短语的意思有混淆。
语法方面：复数还是掌握的不太好。
反思课堂教学：
一、上课时，还是要充分备课。
新授时，我感觉到自己对课文内容有些不熟悉，对课件也不太熟悉，因此，授课时，会影响学生听课效果。
二、其次，四年级同学还是活泼好动的，他们喜欢课堂上多一些游戏，多一些活动，因此，我需要在这个方面动动脑经，争取新授课时多备一些游戏，调动他们学习英语的积极性。
三、针对试卷里出现的辨音题和英汉互译，要多加强练习。
上课时，注意新手单词的正音和示范。
默写还要多默，并且要对默错内容进行过关。
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。
高一英语必修四unit3Reading教学设计与反思
高一英语必修四unit3Reading教学设计与反思第一篇：高一英语必修四 unit 3 Reading 教学设计与反思高一英语必修四unit 3 Reading 教学设计与反思A Master of Nonverbal Humour万里一.整体设计思路、指导依据说明英语教学是一种动态教学或活动教学，教学过程是交际活动过程。
只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。
《新课标》提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。
” “……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力……” 根据这一指导思想，我结合本班学生的实际，对教材进行了操作性较强的设计和处理。
二.教学背景分析1.教学内容分析：（注：含本课时在本单元的教学定位分析）本文介绍了世界著名电影演员、喜剧大师查理·卓别林的一生以及他在无声电影时代的精湛表演；特别是在著名影片《淘金记》中，他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余，体会在琐屑、卑微之中所隐藏的深刻本质。
本文是一篇描写“人”的文章，在阅读中指导学生熟悉这种文体的结构和写作过程很重要。
因为这种体裁的文章非常实用，对学生自身的写作能力也有很大的帮助。
本文在描写卓别林的过程中，有两条主线：一是按照时间的先后顺序，即从卓别林的出生，成长，到最后的成名过程；二是抓住人物最突出的特征, 并且通过举例（The Gold Rush）, 说明卓别林与众不同之处。
对文章结构有所了解之后，引导学生分析卓别林成功的决定因素，在潜移默化中影响学生形成正确、积极向上的人生观。
阅读部分在整个单元中起着举足轻重的作用，是点睛之笔。
2.学生情况分析：经过高一第一学期的英语学习，学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
大部分学生英语基础较好，学习习惯良好并善于钻研和思考。
人教新课标英语必修4全册教案(Unit;3;A;taste;of;English;humour)
人教新课标英语必修4全册教案(Unit;3;A;taste;of;English;humour) unit 3 a taste of english humour teaching goals 1. target language verbal, nonverbal, mime, farce, pancakes, mountainous, whisperb. i think how short life is and how long the universe has lasted. p222. ability goals enable the students to talk about some types of english humour and chinese humour.3. learning ability goals 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 help the students learn how to understand and enjoy english humors.teaching difficult points help the students know the differences between english and chinese in humours.teaching methodsusing pictures, discussion, reading and imitation.teaching aids a recorder and a projector.part one: teaching designreading(nonverbal humour)aimsto help students develop their reading ability.to help students learn about english humour.proceduresi. warming upwarming up by defining “humour”what is “humour”? does any one of you know anything about humour? look at the sreen and read the definition of humour from the internet.whose job ...? this is the story about four people named everybody,somebody, anybody and nobody.there was an important job to be done,and everybody was sure that somebody would do it. anybody could have done it, but nobody did it. somebody got angry about thatbecause it was everybodyacute;s job.everybody thought anybody could do it,but nobody realised that everybody wouldnacute;t do it.it ended up that everybody blamed somebodywhen nobody did what anybody could have doneii.pre-reading telling the truth —why do you like to laugh at?i like to laugh at cartoons,for they’re lovely and fun.i like to laugh at fairy tales. they are amusing andinteresting.many years ago there lived an emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. to him clothes meant more than anything else in the world. he took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. he had different robes for every single hour of the day.iii. reading1. reading aloud to the recordingnow please listen and read aloud to the recording of the text nonverbal humour. pay attention to the pronunciation of each word and the pauses between the thought groups. i will play the tape twice and you shall read aloud twice, too.2. reading and underliningnext you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework. 3. reading to identify the topic sentence of each paragrapskim the text and identify the topic sentence of each paragraph. you may find it either at the beginning, the middle or the end of the paragraph.4. reading and transferring information read the text again to complete the table.nonverbal humourwhat isnonverbal humour?who is charlie chaplin?how does he make a sad situation entertaining?what is the story of the gold rush?facts about oscara brief life history of charlie chaplin5. reading and understanding difficult sentencesas you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me the teacher. iv. closing downclosing down by doing exercisesto end the lesson you are to do the comprehending exercises no. 1and 2 on pages 18 and 19. closing down by watching a silent movie by charlie chaplindo you like watching movies? do you like humourous movies? now let’s watch a silent humourous movie by charlie chaplin. it’s charlie chaplin's first film: making a livingclosing down by reading about charlie chaplinto end the period we shall read an article about charlie chaplin. now look at the screen and read it aloud with me.the second period learning about language(the –ing form as the predicative, attributive object)aimsto help students learn about the –ing form as the predicative, attributive object)to help students discover and learnto use some useful words and expressions. to help students discover and learn to use some useful structures. proceduresi. warming upwarming up by discovering useful words and expressionsturn to page 19 and do exercises no. 1, 2 , 3, 4 and 5. check your answers against your classmat es’. ii. learning about the –ing form as the attributive what is attributive? it is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.iii. ready used materials for the –ing form as the predicative, attributive objectwhich verbs can be followed by the -ing form?iv. closing downclosing down by discoveringto end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.closing down by exercisesin the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. check your answers against those of your groupmates’the third period using l anguage (jokes about sherlock holmes and doctor watson)aimsto help students read the paragraph of jokes about sherlockholmes and doctor watsonto help students to use the language by reading, listening, speaking and writing.proceduresi. warming up warming up by reading school jokesthere are lots of jokes in english about school life. read these two to see whether you will laugh or not.why must we learn this? 为什么要学这个呀？one day our professor was discussing a particularly complicated concept. a pre-med student rudely interrupted to ask, "why do we have to learn this pointless information""to save lives." the professor responded quickly and continued the lecture.a few minutes later, the same student spoke up again. "so how does physics save lives?" he persisted."it keeps the ignoramuses like you out of medical school," replied the professor.ii. guided reading1. reading and translatingread the paragraph on page 22 and translate it into chinese sentence by sentence. 2. reading and underliningnext you are to read theparagph and underline all the useful expressions or collocations in it. copy them to your notebook after class as homework.collocations from the paragraph on page 22go camp, in a mountainous area, lie in the open air, under the stars, look up at t he stars, think of…, try a third time, in one’s beds3. doing the exercisenow you are going to do the exercise no. 1 on page 22. iii.guided speakingthink of funny stories in english and telll them to your group mates.iv.guided writing—learn to write jokesthere are two main parts to the structure of a joke. the first prepares you for the laugh by telling a story which creates a sense of expectation. the second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: "my wife just ran off with my best friend. boy, do i miss him." and "i had a mud pack facial done, and for three days my face looked much better. then the mud fell off." notice the assumption that is made in both these examples. in the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feelingsomething different and unexpected. again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.so, to write jokes you need to practice reading statements and writing down the asumptions you make about them. you must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. and what to write about? anything that interests you. anything you have strong opinions about. now write down your own jokes, in english. iv. closing down by actingto end this period, we are going to act the film by charlie chaplin the great dictator. part tw teaching resources 1.a text structure analysis of nonverbal humouri. type of writing and summary of the ideatype of writingthis is a piece of describtive writing.main idea of the passagecharlie chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.topic sentence of 1st paragraphsome humour can be cruel.topic sentence of 2nd paragraphcharlie chaplin is such an actor as to astonish us with the deep feelings.topicsentence of 3rd paragraphhow did charlie chaplin make a sad situation entertaining?topic sentence of4th paragraphthe film of the gold rush is set in california.topic sentence of 5th paragraphcharlie chaplin produced, directed, and wrote the movies he starred in.ii. a tree diagram of the text charlie chaplin — the gold rush charlie chaplin making a sad situation entertaining?(para 3)the film of the gold rush set in california where gold was discovered(para 4)humours being cruel(para 1)charlie chaplin astonishing us with the deep feelings(para 2)charlie chaplin producing, directing, and writing the movies he starred in(para 5) iii. a retold passage of the textgive a possible version:the fourth period listeningstep 1 listening onp23 listen to the tape and answer the following questions1. which is best title for this story?2. why was mary smith frustrated?3. what turned the jam into wine? 4. did you find this story funny? why?5. what do y ou think of john’s behavior?step 2 listening text hand out the listening material and listen to the tape ,then complete the passage step 3 listening on p551. listen to the tape and tick the words you hear.2. listen to thetape again and answer the following questions.1). where did peter get the potatoes? 2). why didn’t peter want to get up when the thief was in his house? 3. why couldn’t the thief take away the potatoes?4. how did peter stop the man stealing the potatoes？step 4 listening text listen to the tape and complete the listening textthen ask some students to read the passage with the right answers , and tell the main idea step 5 listening task on p58 1.listen to the tape and choose the best picture that best describes what happened.2. choose the best answer to each question3. listen to the tape again and answer the question.how do you think the teacher felt when he was offered the dog?step 6 discussiondiscuss how you would solve these problems and help the teacher. step 7 homeworkplease collect as many funny stories as you can. they will be useful in the next period. and try to find some interesting words in these stories. the fifth period speaking and writingstep 1 warming uplook at the following pictures about humourthen ask : how many kinds of humour do you know?step 2 enjoy a comedylisten to the tape and finish the followingformborn diedjob acting type masterpieces step 3other examples of english homour1. mime and farce mr. bean2. funny storiesmark twain : life on the mississippi adventures of huckleberry finn adventures of tom sawyerexamples of chinese humour funny playsstep 4 1. read some of these customer and waiter jokes and match the joke with the explanation on p22.2.show more jokesstep 5 homeworkpreview the reading material and finish the comprehending ahead.。
高中英语必修四unit3课文教学设计（推荐阅读）
高中英语必修四unit3课文教学设计（推荐阅读）第一篇：高中英语必修四 unit3 课文教学设计必修四 unit3 A taste of English humor Reading: A master of nonverbal humor教学设计在高中新课改的实施过程中，阅读课涉及的内容越来越丰富，要求学生了解的东西也越来越多，加上高一学生基础知识与基本技能的不足，所以学生在课堂阅读中遇到的难度也在不知不觉加大。
那么，在课堂阅读中指导学生恰当地使用阅读技巧，并合理设置有效的课堂活动，帮助他们顺利理解文章，提高阅读能力，成为教师教学设计的重心。
本节课的教学设计正是围绕这个重心展开的。
一、教材分析本节课为人教版英语必修四第三单元第二课时的阅读课。
本单元的中心话题是“幽默”，这节课以“非语言幽默大师”为题，介绍世界著名的电影演员，喜剧大师查理·卓别林以及他在无声电影时代的精湛表演，特别是在著名电影《淘金记》中，他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余体会在琐屑、卑微之中所隐藏的深刻本质。
二、学生分析本文是一篇描写人的文章，涉及幽默这一话题，学生阅读兴趣较大，但高一学生由于英语基础知识和基本技能都是一般水平，因此调动学生学习兴趣很关键。
本文难度适中，加之第一课时的热身训练已经让学生对不同地域与国家的幽默表现有了一定的了解，所以这节课在激发学生阅读兴趣的同时，通过组织丰富的课堂活动，促进学生的探究式、自主式学习，让学生成为课堂的主体，从而进一步提高他们的英语阅读方法与技能。
考虑到学生的个体差异，教学过程中设计的活动要兼顾不同学习水平的学生，使全班所有学生都能积极参与课堂活动，主动探索，勇于表现，学有所获，从而使学生真正成为课堂的主人，体现新课改的精神实质。
三、教学目标分析（一）【知识与能力】知识目标：了解非语言形式的幽默艺术。
了解卓别林的生平以及他在无声电影中的精湛表演。
帮助学生习得并掌握本文出现的词汇、语言表达方式，同时欣赏文章中的优美句式。
4 unit 3 教学反思
4 unit 3 教学反思Unit 3 教学反思这节课有实习老师史肖云执教，下面是她对本节课的反思。
第一次讲课后，我认真做了反思。
在讲课过程中，出现的问题可以为我今后的教学提供有益的借鉴。
首先，曾经听过这样一句话，“教学是一门艺术”。
以前对这句话体会不深，讲课后却有了深层的感悟。
在讲课中，我的思维局限在仅有的几种教课方式，如提问学生等。
但这种方式需要学生的积极配合，例如在讲lookandmatch的时候，我的讲课方式明显存在欠缺。
这种欠缺主要表现在学生的积极性不高。
学生的课堂表现，与我的授课方式有直接的关系，比方我的提问不明确，学生不理解我的意思、学生不适应这种授课方式等。
教学本身是一门艺术，需要不断地探索、感悟、积累经历、实践，并把经历转化为实际的操作。
第二，讲课声音有些小，本身紧张，缺乏自信，而这种紧张情绪可能也会感染学生。
这种缺点可能与我本身的性格密切相关。
这可能需要放松心态，以一种轻松的心态去面对学生和授课，也要在不断地教学实践中得以改善。
第三，组织管理课堂的能力较差。
对于课堂的纪律，有点力不从心。
这可能是由于本身没有教师威严，在与学生交往接触的过程中，过于随意，以至于在讲课中很难转换教师位置。
在课堂中，把握不好严与松的力度，不知道对学生的反响，该做何种反响。
第四，有些英语发音可能不准确，这需要在课下做好准备，多练习。
在上课前练习发音，做到熟能生巧。
第五，我可能还需要灵活应对课堂的突发状况，淡定沉着的应对学生。
毕竟课外试讲与真实教学有着明显的区别，我需要应对学生不经意的提问或者突发的教学问题等。
教学是一门学问，需要不断地探索。
在这一探索过程中可能会有失误，但步伐却是一直前进的。
史老师对本节课做了深刻的反思。
我觉得这节课她准备的还是比拟充分的，但是，毕竟是第一次站上讲台，原本准备好的东西可能上了讲台不一定发挥出来。
本节课总体来讲还可以，值得注意的是作为英语老师，口语根本功方面一定要好好的练，对教材的把握还需加强，重、难点要集中攻克，对文本的解读还要在仔细些，希望在以后的实习中能改良、提高。
人教版高中英语必修4《Unit 3 A taste of English humour》教案
人教版高中英语必修4《Unit 3 A taste of English humour》教案Teaching Objectives1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.教学重难点Teaching difficult points1. How to guide students to search for and sort out related information according to the assigned task through the Internet.2. How to cu ltivate students learning ability through teamwork based on network.Teaching important points1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.2. Help students to analyze the reasons for Charlie Chaplin s success by interpreting the key sentences and get them inspired.教学过程Step 1Lead-in(3 mins)1.Students Activities：2.The Purpose of ActivitiesStudents are to appreciate a video clip performed by Mr. Bean.Students will be guided to acquire the form of nonverbal humour in a vivid way,thus eage r to learn about the main character of the text with interest.Step 2Network-based Interactive Learning(25 mins)1.Students Activities(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online(2)A representative of each group is to share the information with the others.2.the Purpose of ActivitiesStudents will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.Step3 Text-based Reading(17 mins)Students Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did the little tramp become Charlie Chaplin famous character ?3. Read Paragraph 4 and fill in the blanks。
人教版必修4英语Unit3 单元教材分析
Unit3 单元教材分析一、教材分析本单元的中心话题是英语幽默。
幽默形容有趣或可笑而意味深长。
幽默也可表示一种艺术方法，以轻松戏谑但又含有深刻意义的笑为其审美特征，表现对审美对象所采取的内庄外谐的态度。
幽默的载体可以是以语言文字为主要表现形式的作品，可以是视觉造型艺术或听觉艺术，或者是综合性艺术。
幽默出现在不同艺术载体中，其表现技巧各不相同。
同样，不同地域或不同国家对幽默的理解、表现幽默的形式也不尽相同，但其实质却是一样的。
把缺陷和完美、荒唐和合理、愚笨和机敏等两极对立的属性融为一体，在这种对立统一中，见其深刻的意义或自嘲的风貌。
在本单元的教学中，一方面，要让学生们认识到因为中外文化的差异，人们对幽默的理解不同，表现幽默的方式也会不同；另一方面，通过对各种幽默表现形式的展示，鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操。
热身部分设计了三个练习。
练习1是让学生体会两则笑话里的点睛之笔，引起学生对本单元话题的兴趣。
练习2是一个填表题，主要目的是让学生了解英语幽默艺术的一些国际大师级人物，并按照语言和非语言幽默形式列举我国的幽默艺术大师。
练习3是一个开放题，学生可以根据个人实际情况回答，并说明自己喜欢语言或非语言幽默的原因。
读前部分提出三个问题。
第一个问题和第二个问题是挖掘学生头脑里可能有的文化背景知识。
第三个问题要求学生根据课文标题和插图预测文章大意，再通过略读验证预测。
阅读部分以“非语言幽默大师”为主题，介绍了世界著名的电影演员、喜剧大师查理·卓别林以及他在无声电影时代的精湛表演。
理解部分包括四个练习题。
练习1是一个信息转换题，要求学生根据内容填写卓别林的基本情况。
练习2要求学生总结文章的段落大意以及用简短的语言概述文章。
练习3是启发学生思考卓别林的童年生活对其演员生涯的影响，以及卓别林获得成功的原因。
练习4是选做题，引导学生编写课本短剧对白。
语言学习部分分为词汇和语法两部分内容。
词汇学习部分设计了三个练习：练习l是词性转换题，练习2是让学生用所给单词的适当形式完成短文，练习3是针对动词短语的训练。
必修四Unit3Grammar教学反思
必修四Unit3Grammar教学反思
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必修四 Unit3 Grammar 教学反思
必修四 Unit3 Grammar (过去分词作表语和宾补)教学反思
方海婷
2.7班是理科的A层班级，学生的英语基础相对薄弱，学习英语的积极性也不高，考虑到学生的学习现状，我利用多媒体进行讲授，一方面，通过多媒体的授课，可以调动学生的学习积极性，通过图片的展示，使抽象的图形，呆板的文字变成赏心悦目的画面，对学生进行多重感官的刺激，为学生创设出真实的、符合自然规律的语言学习情景，可以让学生更直观和深入的理解本语法知识。
另一方面，多媒体技术通过视听结合、声像并茂、动静皆宜的'表现形式，生动、形象地展示语法内容，扩大学生视野，不但可以阅读文字、看图片、做练习，还可以通过回答问题，提高学生口语表达能力。
但本节课我也有很多不足的地方，在本讲解语法时，我没有充分利用互联网信息搜寻一些有关本节语法课的视频内容，所以导致本节课显的有一些枯燥。
本节课我所用的PPT在排版和色彩搭配方面还有些不恰当，一些重要的词汇和重点文字没有用显著的形式标注出来，导致学生上课时注意力不集中，学习兴趣不浓烈。
另外，通过本节课，我发现我对白板的使用还不是很熟练，导致课堂中错误百出，影响了课程的进度。
总之，在以后的教学中我应该多利用现代教学信息技术授课，在平时，更应该加强自身现代信息技术的学习。
通过在课堂中使用现代信息技术的使用有效激发学生的学习兴趣，使学生产生强烈的学习欲望，形成学习动机。
必修4模块3语法教学反思
必修4模块3语法教学反思吴忠高级中学吴文才一、教材分析本模块语法教学内容是条件状语从句和让步状语从句。
Grammar 1呈现了条件状语从句并辅以联系，使学生对条件状语从句有初步的认识，Grammar 2 再次呈现了条件状语从句，同时辅以联系，是学生在Grammar 1 的基础上，进一步了解条件状语从句的用法。
至此，学生对条件状语从句有一个整体的认识。
Grammar 3 呈现Wh-word+ever 引导的让步状语从句的基本用法。
设置的练习使学生对Wh-word+ever引导的让步状语从句有一定的认识。
二、教材重组Grammar 1、2、3 和Workbook 中的Grammar练习分别在教材的23、26、27、79和80页，为了方便教学，我把这些内容整和在一起，上一节语法课。
具体做法是分两个时段，第一时段25分钟，重点讲解和练习Grammar 1、2中的条件状语从句，第二时段20分钟，重点讲解和练习Grammar 3中的让步状语从句。
三、教学过程第一时段：Grammar 1 : Adverbial clause of conditionActivity 1: Look at these sentences from the passage, pay attention to the tenses of the underlined verbs, then tick the true statements and learn the uses of the adverbial clause of condition with If or When in it.If you say the word “communication”, most people think of words and sentences.We use “learned” body language when we are introduced to strangers.Activity 2: Find more examples of sentences with if or when in the passage.Activity 3: Match the two parts of these sentences about body language in Europe or America. Pay attention to the verb tenses of the two parts of the sentences.反思：在进行完这一部分的教学后，让学生基本了解了条件状语从句中主、从句的动词时态的运用，即主、从句都用一般现在时，为Grammar 2的教学打下基础并做好准备。
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英语公开课Revision of Book 4 Unit 3教学反思
2019年6月19日下午第二节课，我在高一（1）班上了一堂英语公开课，公开课后，几位老师也对我的这节课进行了点评，使我受益匪浅，现分析如下：
一、设计理念及本节课的亮点
1. 本课主要是通过讲练结合的方式复习B ook 4 Unit 3的主要学习内容，复习涵盖面齐、广，重点突出，难点突破。
词汇教学贯穿于教学的整个过程。
活动设计为教学目标的实现做了充分的准备。
在活动设计上，紧紧围绕目标展开，思维训练充分，突出了教学重点。
2. 活动设计有梯度和广度。
活动由词到句，由句到段，由段到篇，知识层层递进，活动也由知识而展开。
3. 板书设计新颖，突出了授课重点。
板书是授课的辅助手段，体现的是课堂的重点和难点。
我在板书设计上尽量体现这一原则。
二、存在的不足和需要改进的地方
1. 对于该节课，在引导学生学习部分，有学生集体回答现象，这导致个别学生回答问题缺乏主动思考。
今后，应多注意这方面的问题。
2. 通过这节公开课，我也深刻认识到：首先是英语教师应以言语技能的教学为主，重点培养学生的言语能力，在言语运用中学习语言。
其次关注学生情感，创造民主、和谐的教学气氛，促进学生互相学习、互相帮助、体验成就感、发展合作精神。
总之，在今后的教学过程中，我一定要遵循新课程的教育理念，积极改革和创新，使英语课堂教学充满活力。