【公开课教案】新人教版高中英语必修4unit3教学设计
新人教版 高中英语 必修4 Unit 3 A taste of English humour Period 2 Learning about Language 优秀教案
Period 2The General Idea of This PeriodIn this period the students are to do some exercises on the useful words,expressions and structures learned in the reading part.It is to help them use the useful words and expressions from the context.They are also to learn something about the usage of -ing form.To achieve the above aims,that is,the teacher will get the students to work on the exercises individually first and then check the answers together with their partners.While dealing with the usage of -ing form,the teacher will help the students do it as a task.That is,the teacher will first ask the students to find and read some sentences from the text in which the -ing form is used,then ask them to discover the function of each -ing form,summarize the rules and apply them to the exercises.This is to help the students to learnHow to grasp and apply the the usage of -How to gain the ability to use theAutonomous learning,cooperative learning,task-A multi-Three Dimen sional Teaching AimsHelp the studentsHelp the students learn something about the usage of -Necessary explanation to make the students apply the useful words and expressions correctlyGet the students to sum up the grammatical rules themselves.Meanwhile,train their ability of appreciatingTeaching ProceduresT:Nice to see you again.I’m su re each of you has prepared an English joke or funny story for us?Now first share them with your partners,so that everyone has a chance to present your work,and then some volunteers will tellT:Who would like to tS:I’d like to.My joke is very short.One day the teacher asked the class when Rome was built?Tom answered,“At night”.The teacher felt puzzled and asked,“ Who told you that?”“You did.You said Rome wasn’t built in aT:That’S:Let me tell you a funny story.The title of the story is Key to one’s success.It goes like this.One day a father was teaching his son and said,“The keys to your success are keeping your word and c leverness.Once you promise somebody a promise,you must carry it out no matter what will happen.This is called ‘keeping one’s word.’”“What is cleverness?” asked his son.“Cleverness is that you’T:Thank youT:Just now we had great fun telling jokes and stories.Let’s move on to the Discovering useful words and expressions part.I’d like you to do Exercises 1、2 and 3 first individually,as I think they are easy for you to finishT:Let’1.chew2.astonishes3.bottom4.contented5.particular6.throughout7.failurecr uelin the given sit uation.Only in this way can you gain the ability to use them correctly.It is the same with the learning of grammar.So in the next part,while learning the usages of -ing form,you should also learn them by discovering the usages,summarizing the rules and then you can apply them to speaking and writing.Now let’s move on to the next part.T:First you are to read the text once again quickly to find out the sentences in which the -ing form is used,and try to tell the function of each -T:Have you finished your job?OK,let’1.Do you find it funny to see someone sliding on a banana skin,bumping into someone else roundT:From these sentences what can you learn about the -S:Let me try.From these sentences,we can learn that the -ing form can be used as the attribute,the predicative andT:S:When an -ing form word is used as the attribute,it is put before the noun,while when an -ing form phrase is usedT:What a good observation!Another point for you to bear in mind is that when the -ing form is used as the attribute,it may tell the use of the noun or tell the action,character or quality of the noun,and the -ing form attribute can be replaced by an attributive clause.Now let’s consolidate this point by doing Exercise 4 on pageT:S:A sleeping boy isT:S:T:It seems that you have master the usage of the -ing form as attribute.Now,do the same with your partners andT:Now let’s have a competition.Look at Exercise 3 on Page 21.I’T:This is a very interesting exercise,isn’t it?Let’s learn the usage of -ing form as the object complement.Can you tell the structure of -Ss:T:Yes.The object complement is used to explain what object has done,or doin g,or to do.Or we can think that the speaker wants to express his/her meaning more completely.Of course,in this unit we only study the -ing form asT:OK,now let’The teacher can ask 9 students to read the 9 complete sentences to check the answers.If there are some questions,the teacher should give the students some explanations,and make some changes if there are someT:Well,can you analyze the part of speech of the -ing f orm in the 9 sentences?S:In the first three sentences the -T:S:Yes.In the fifth,the sixth,the seventh,the eighth and the ninth sentence,the -ing form is also used as the objectT:S:In the fourth sentence,the -ing form is usedT:Quite right.It is very important to analyze the sentences correctly while learning the usages of the -ing form.And here,I’d like to remind you to pay attention to the verbs that can be followed by the -ing form as the objectT:Well,now let’S:S:His job is teaching us phyS:S:S:The film is more interesting than any that I’T:V ery good.All of them are right.In order to make sure tha t you master the usage of the structure,I’ll give yousome more sentences.Now please look at the screen,and try to analyze the usage of the -ing form in these 1.Its full-time job is laying eggs.(Laying eggs is its full-3.The film we sawT:In the first two sentences,the -ing form is used to express a constant action of the subject.In the next three sentences the -ing form is useSs:T:Well,I’ll give you some words that can be used as the predicative to show the character of the subject.They charminginterestingmoving inspiringdisappointing boringencouraging confusingastonishing tiringexciting frighteningT:Well,it’s almost time for a break.We have to bring an end to the class.To consolidate what we have learned in this period,I’d like you to do the exercises in the Using words and expressions part and the exercises in the Using structures part as your homework.Yes,if you want to master a grammar item,you must do much practice,andSs:The Design of the Writing on the BlackboardUnit 3 A taste of English humourPeriod 2Learning about languageThe usage of the -3)as the predicRecord after TeachingActivities and ResearchIn this period the teacher may offer the students a situation and ask the students make up a story according to the situation given using the -ing form.It seems to be a two-birds-with-one-stone task,which can not only enable the students to apply the -Reference for teaching动词-ing 形式1.动名词可以在句子中充当定语,表示所修饰名词的用途或使用目的,并且位于所修饰词的前面。
人教新课标高中英语必修四Unit 3 A taste of English humour教案(1)
Module 4 Unit 3 A taste of English humor教学设计Teaching Class: Class Two Senior ONETextbook version：People's Education PressTeaching content: Module 4 Unit 2 A taste of English humor --- A Pioneer for All PeopleTeaching type: ReadingTeaching arrangement: The 2n d period.Teaching Time: 45 minutes一. 设计理念以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。
它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。
运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。
新人教版英语是一套好教材，然而，“橘生淮南则为橘，生于淮北则为枳”。
在农场中学的英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。
同时利用多媒体和网络技术，帮助解决教学难题。
这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。
二．教材分析This lesson is the second period of Unit 3, a nd 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三．学生特征分析1, make use of multimedia courseware for English class, which has a significant effect on students audio-visual experience, showing great interest in the appreciation and enjoyment of learning, learning efficiency is obvious.2. Although High school students t have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences through practice.3, rural secondary school students, the poor mastery of English, even though I teach the best class in rural school, the uneven level of student learning, so during the design of activities I must take into account the specific circumstances of students at different levels and different needs. In order to make all levels of students to participate in the activitiesThe students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. Teaching aims and demands1. Knowledge objectsMake the students be aware of the cultural aspects of humor by learning this lesson.2. Ability objects1. Develop students’ ability and let them learn different reading2. Enable students to talk about types of humors and Charlie Chaplin3. 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 reading skills.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.Teaching methods: Task-based teaching method, Skimming, Scanning and Group discussion.Teaching aids: A multi-media classroom.Teaching procedures & ways:Step 1 Lead-in (4 minutes)1.show a famous poem to students【设计说明】图片能吸引学生注意力，从而调动他们学习的积极性。
英语必修4人教新课标Unit3教案
Unit 3 A taste of English humorPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language (The –ing form as the Predicative, Attribute and ObjectComplement)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: the –ing form as the predicative, attribute and object complement. The following steps of teaching may be taken: Warming up by discovering useful words and expressions，Learning something about the –ing form as the Attributive，Learning about the –ing form as the predicative，Learning about the –ing form as the Object Complement，Doing exercises for consolidation, Closing down discovering. ObjectivesTo learn about the –ing form as the Predicative, Attribute & Object ComplementTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProcedures1. Warming up by discovering useful words and expressionsTurn to page 20 and do the exercises. Check your answers against your classmates’.2. Learning something about the –ing form: Participles用原版Find the participial phrases in these sentences and tell what word they modify.1. The man running slowly still finished the race.2. The boy having been scolded finally did his work.3. The teacher, having retired, could now travel widely.4. The soldier, having saluted his superior, continued on his way.5. The truck swerving and sliding hit the brick wall.Keys:1. running slowly modifies man2. having been scolded modifies boy3. having retired modifies teacher4. having saluted his superior modifies soldier5. swerving and sliding modifies truck3. Doing exercises for consolidation4. Closing 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.Unit 3 A taste of English humorPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(English jokes)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by reading school jokes comes first to be followed by reading and underlining and doing the exercises. Guided speaking and writing will lead to the end of the period: closing down by acting.ObjectivesTo enjoy reading the paragraph of Jokes about Sherlock Holmes and Doctor WatsonTo learn to use the language by reading, listening, speaking and writingProcedures1. Warming upWarming up by reading school jokesThere are lots of jokes in English about school life. Read one to see whether you will laugh or not. 用原版2. Reading and underliningRead the paragraph and underline all the useful expressions or collocations in it. Copy them into your notebook after class as homework.3. Doing the exerciseNow you are going to do the exercise 1 on page 22.4. Guided SpeakingThink of funny stories in English and tell them to your group mates.5. Guided Writing—Learn to write jokesThere are two main parts to the structure of a joke. The first part 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 loo ked 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 feeling something 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 assumptions 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.6. Closing down by actingActing out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us.To end this period, we are going to act the film by Charlie Chaplin, The Great Dictator.。
【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。
人教版英语必修四Unit 3(Warming up and reading)教学教案
Unit3 A Taste of English HumorWarming-up and Reading1. Teaching aims:1) The students will experience the sense of humor and know some ways to being funny, so that they can be involved in a happy learning circumstance.2) The students will be able to fully understand the passage A Master of Nonverbal Humor3) The students different reading skills, such as grasping and summarizing will be trained and improved.4) The students will learn some outstanding characters from Charlie Chaplin.2. Teaching important point points and difficult points.1) How to grasp the main idea quickly in such a long passage and promote active learning.2) How to understand some new words.3.Teaching methodsThe communicative approach, Task-based teaching method, 3W teaching method.4.Learning strategiesOffer students some useful reading tips to better understand the passage and form the thought of writing an article.5. Teaching proceduresStep1 Warming-up (2’ )a. What is humor? →Humor is a quality of being funny and making people laugh.b. Are you happy today? →show some funny pictures to the students who aren’t happy to make them happy.〖教学意图〗通过对题眼幽默的含义的思考和日常闲聊激发了学生学习的积极性。
人教版英语必修四Unit 3(reading)教案
课题：Unit 3 A taste of English humor高一英语必修4Unit3 Reading教学目标：1.Learn about the art of nonverbal humor.2.Learn about Charlie Chaplin ,a master of nonverbal humor,and his excellent performance in silent films.3.Help students know the differences between English and Chinese in humor.重点难点：1.How to help students understand and enjoy English humor.2.How to help students tell the differences between English and Chinese in humor.3.how to help students use scanning and skimming methods to improve their reading skills and speed up their reading.教学方法：Skimming, scanning, summarizing教学准备：A computer, a projector, course ware, a tape-recorder.教学过程：Step1.Lead-in:Look at the pictures below ,do you know who are they and which kind of humor they belong to?Step2.Words review:(你能朗读并说出下列单词或短语的意思吗？）Performer:astonishing: Unfortunately: Ordinary:entertaining:throughout: Homeless:failure:overcome:direct: convincing Outstanding: up to now:badly off:c ut off: pick out:star in:Step3:Fast reading:(1)What’s the passage mainly about?A.The history of English humor .B.The films Charlie made.C.Charlie Chaplin and the humor he made in his films.D.The Gold Rush in California.(2)Read the passage fast and match each paragraph with its main idea. Paragraph1. A.what Charlie’s childhood was like.Paragraph2. B.What his most famous character was like Paragraph3. C.an example of a sad situation that he made funny Paragraph4. D.Why people needed cheeringParagraph5. E.his achievementsStep4:Careful-reading:Para.1:Read the first Paragraph carefully and then find out the answer to the question.What effect does Charlie Chaplin’s acting have ?Para.2:Fill in the blanks.Charlie Chaplin’s early life:●He was in a poor family in 1889 and was taught to sing anddance as a little child.●His father’s death made the family so he spent his childhood looking after his sick mother and his brother.●By his, he had become one of the most popular child actors in England.Para.3 What’s the character of Charlie’s walk around stiffly carrying a walk stick?Para.4:Put the following the sentences in the right order( )a.Chaplin tried chewing the bottom of the shoe.b.Chaplin boiled one of his leather shoes.c.Chaplin cut off the leather top of the shoe.d.Chaplin picked out the lace of the shoe.e.Chaplin ate it as if it were spaghetti.Para.5: Fill in the blanks.Achievements:●He wrote,and produce the films he starred in.●In 1972 he got a special Oscar for his work in films.●He is loves and remembered as a great actor who couldpeople with great confidence.Step5.Careful-reading: Reading the passage again and do True or False.●Charlie Chaplin was poor when he was a small boy.●People who don’t know English cannot enjoy Chaplin’s films.●In The Gold Rush Chaplin and his friends are fortunate to find somegold.●In The film the meal he eats is hard to chew.●Chaplin not only acted in films but wrote and directed films as well. Step6:Summaryof nonverbal humor, who brought laughter to people and them to go through hard times with great .Fill in the blanks according to the text.Charlie Chaplin came from a poor family. Both his parents were music hall 1. ___________(perform). He started appearing on the stage while he was still a child. After his father died, the family became even 2.______(badly）off. By his teens, Chaplin had become a popular actor in England. No one got 3. ________(bore) watching him.Later, he began making films. His charming character, the little tramp, made him 4. ________(know) throughout the world. Thischaracter was a social 5. __________ (fail) but was loved for his optimism and 6. ___________(determine) to overcome all difficulties.In The Gold Rush, the little tramp and his friend try boiling a pair of leather shoes for their dinner. Chaplin first picks 7. ______ the laces and eats them. Then he cut 8. ______ the leather top of the shoe. Finally he tries cutting and 9. __________(chew) the bottom of the shoe. He eats each mouthful with great 10. ________ (enjoy).Chaplin wrote, directed and produced the films that he starred in. He is still loved and remembered as a great actor even today.Step7:Homework1.Surf the Internet to find more information about Chaplin and his films.2.Read the passage again and find out the useful words and expressions.Try to learn them by heart.板书设计：Step1.Lead-in:Step2.Words review：Step3:Fast reading:Step4:Careful-reading:Step5.Careful-reading:Step6:SummaryStep7:Homework。
人教新课标高中英语必修四Unit3AtasteofEnglishhumour教案(3)
Unit3 A Taste of English Humor一．Teaching aims1. Knowledge goals①Get students to learn the important useful words in this part: humor comedy,performer, entertain.②Enable the students to learn to appreciate different types of humor in our dailylife.③Get students to read the passage and to learn about Charlie Chaplin and learndifferent reading skills.2. Ability goals①Encourage the students to keep an optimistic attitude toward life, especiallywhen they meet troubles.②Develop the students’ ability of acting and expressing.3. Moral goals①Let students learn to find and enjoy humor to make their life easy and happy.②Develop students’ sense of cooperative learning.二．Teaching important points①Let students learn about types of English humor②Get students to learn about the Charlie Chaplin三．Teaching difficult points①Develop students reading ability.②Enable students to understand and talk about English Humor. 四．Teaching methodsCommunicative approachDiscussion; group work五．Teaching toolsSome pictures六．Teaching proceduresStep1. Warming upHave students enjoy some jokes, and let one or two students translate these jokesinto Chinese.Joke 1. Policeman: Why did you have to break into the same shop 3 times?Thief: Well, I stole a dress from that shop but my wife didn’t like itSo I had to go back and change it twice!Joke2 Custom: What’s that fly doing in my soup?Waiter: Swimming, I thinking!2. Encourage students to tell the humors they know in front of the class.Step2. Lead-inAs the title suggests, in this unit we are going to taste some English humour.Now look at this picture. Do you know who is he? Do you know about him? Youmust have seen his humorous films. I am sure a lot of people like to see his play.If you not quite familiar with him, now please pay attention to the class. Thisclass we will learn about Charlie Chaplin who considered one of the greatest andfunniest actors in the historyStep3. ReadingHave students work in pairs to discuss following questions, and then reporttheir ideas to the class.1.Do you think Charlie Chaplin’s childhood helped him in his work? Why?2.Why do you think he is so successful?3.What should we learn from Charlie Chaplin?4.What should we do to succeed?We should be optimistic no matter what difficulties we meet withDo our best. Pay more time then others.Never give upStep4. SummaryIn our daily life, we may meet with some happiness and joys, but we will alsomeet with some sadness and sorrow. When we meet with some sadness, whatshould we do? We should be optimistic and staunch. D on’t forget to s mile! AsVictor Hugo once said:“Laughter is the sun that drives winter from the human face.” --------Victor HugoStep5. Homework1. Ask each student to give a joke and present it in class next period.2. Find out the new words and useful expressions in this text.Blackboard designUnit3. A taste of English humor1. Do you think Charlie Chaplin’s childhood helped him in his work? Why?2.Why do you think he is so successful?3.What should we learn from Charlie Chaplin?4.What should we do to succeed?课后反思在讲这片课文过程中，我发现同学们的想象力是非常丰富的。
高中英语人教版必修四必修4英语Unit3Warming up and reading 教学设计
优质资料---欢迎下载Unit3 warming up 名师教学设计Unit3 A Taste of English Humor福建省永定第一中学张薇I.Teaching aims1. Knowledge goals①Get students to brainstorm some important useful words related to humor, such as h umorous, humorist, optimistic, relaxed, sketch, cross talk, tongue twisters, mime, com edy, nonverbal etc.② Enable students to learn to appreciate different types of humor in our daily life, esp ecially have a good understanding of English Nonverbal humor③ Get students to read the passage and to learn about a master of nonverbal humor--- Charlie Chaplin and develop different reading skills.2. Ability goals① Let students learn to find and enjoy humor to make their life easy and happy and enable students to talk about types of humors and Charlie Chaplin② Develop students’ reading ability and let them practice different reading skills3. Moral goals①Develop students’ sense of cooperative learning.② Inspire students to keep an optimistic attitude toward life, and overcome them with confidence .③Cultivate students’ good sense of humorII.Teaching important points① Let students have a good command of English humor② Help students grasp the reading skills to get information, analyze the information a nd understand the information from the text.III.Teaching difficult points①How to fire students’ enthusiasm to express their ideas.②How to make students grasp the reading skills to get information, analyze the information and understand the information from the textIV.Teaching methods①Communicative approach②Task-based teaching method③ Audio-visual methodV．Teaching aidsA mufti-media classroom.VI．Teaching proceduresStep1. Lead-in1. Show some funny pictures【设计说明】图片能吸引学生注意力，从而调动他们学习的积极性，从而引出这节课的主题——— Humor, 并引出What is humor？的思考。
人教版高中英语必修四Unit 3《A taste of English humour》word教学设计
Unit3 A Taste of English Humor 教学设计北京二中修苗苗I.General Introduction of this lessonTeaching Content: The first period of Unit 3 A Taste of English Humour in the New Senior English for China Student’s Book 4 published by People’s Education Press.II.Teaching objectivesBy the end of this lesson, students are able to:✍∙find out the punchlines in the jokes provided;✍∙write their own punchlines and jokes based on givensituations.III.Brief introduction of the instructor and the studentsThe instructor is a novice English teacher who graduated last year from Beijing Normal University with a master’s degree. The 38 students are from Class Eight, Grade One, an average class in Beijing No.2 Middle School.IV.Available materials for this lessonPPT slides, handouts, English textbook, audio filesV.Teaching proceduresStep One: Warming up (5’)T: As the title suggests, in this unit we are going to taste some English humour. But first I want you to think about one question: How many types of English humour are you familiar with? You can discuss it with your partner.Ss will be given one minute to have a discussion.T: Ok, now let’s look at two pictures which will help you work out this question. (mime and comedy)T: Besides these two types, there is still one type of humour in written forms, that is, English jokes. So today we will focus on the third type.to activate students’ background knowledge of English humour and arouse their interest.T: Now let’s taste an English joke together. After reading it, I would like you to find out the sentence that makes the story funny. And also try to explain the story in your own words.T: For this kind of sentences which makes the whole story funny, we have a name for them, that is, punchline. Ok, now let’s read the definition of punchline together.function of punchlines which lays a foundation for the next step, that is, to find out punchlines in different jokes by themselves.Step Two: Reading (5’)T: Read the four jokes on the handout and underline the punchlines in each one of them.T: Now discuss with your partner why they are funny. Try to use your own words to explain them.based on what they’ve learnt in the first part.Step Three: Reading and Matchin g (7’)T: Read the five stories and choose the best punchlines for them.T: Share your answers with your partner and discuss with each other why you choose that one.Purpose: to deepen students’ understanding of how to use punchlines to achieve a humorous effectStep Four: Listening(15’)T: Now we are going to listen to a funny story. Before listening, I would like you to read the two questions. Based on the key words from the questions, can you predict what will happen in the story?T: Now let’s liste n to the tape twice and try to finish the two questions. And remember, you are supposed to act out the second answer.T: OK, we are going to listen for a third time, and after that you are going to retell the story to us. Remember to take notes.T: Do you think this story is finished?T: Right, the punchline of the story is missing. So now I want you to work in groups and create your own punchline for this story. And after that you are going to present it to the whole class.to activate students’ability to predict the story with the help of key words from the questions, and then to cultivate their creativity to write their own punchlines.Step Five: Writing (13’)T: Now looking at the following three pictures, I would like you to work in groups and write your own funny story. And remember to create a best punchline for your story.to lead students to write their own jokes based on the pictures provided.。
(英语教案)高中英语必修四unit3教案
高中英语必修四unit3教案必修是新课程标准改革中的一个名词，是课程结构调整中的一种课程类型。
和必修相对的是选修。
依据规定必需学的，尤指取得学位或到达毕业要求必需学的必修课必修和选修，这是从课程方案中对课程实施的要求来区分的两种，下面是我为大家整理的高中英语必修四unit3教案5篇，期望大家能有所收获!高中英语必修四unit3教案1教学预备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,sh ock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video Earthquakes2.How do you feel seeing the plots(情节) Students’ discussion. Step II Fast reading1. What is the passage mainly about In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens pigs(F ) 4 .Mice (A)5.Fish(E )6. Bright lights( B)7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began . _______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂稳固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这局部目的是让同学进一步稳固课文的内容。
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。
英语必修四人教版必修4+unit3+Writing教案
年级
高一
学科
英语
主讲教师
单元名称
Module4Unit 3 A taste of English humour
具体学习内容
1.复习本单元的相关语言知识：词汇及句子；
2.学会运用相关的语言知识进行写作。
课 型
单元写作课
学习内容分析
本节课主要学习的Unit 3 A taste of English humour
语言知识。按照新高考的要求从语言层面,语言知识以及认知策略三方面有针对性地引导学生进行单元知识系统性归纳学习，要求运用所学的语言知识围绕相关的话题进行写作，以更好地切合高考写作的要求，且根据基础写作的评分标准，帮助学生形成相应的文体写作规范。
学习者分析
高一9,10班为我校普通班。学生英语学习基础相对较差，尤其是单词和写作能力偏弱。学生进入高中以来学习英语面临的最大难题之一就是词汇量急剧增加，记得快，忘得更快，使得相当部分学生难以坚持记下去，甚至对学英语失去了信心。所以要解决词汇遗忘率高的问题，那就必须提醒学生及时复习；针对性地引导学生进行单元知识系统性归纳学习，并学以致用，运用相关的语言知识进行写作，从而达到攻固和突破，同时又让学生从中体会到学习的成就感，提高学英语的信心。
3. Task3 Fill in the blanks in the sentences
2分钟
学生活动
教师巡视学生
在单句中灵活运用所学的相关词汇
4．Task4Fill in the blanks in the passage—group work
6分钟
生生互动
师生互动
在篇章中灵活运用所学的相关词汇及培养学生合作学习的精神
人教版高中英语必修四教案unit3WarmingupandPrereading
高中英语专题单元（章节）课题Unit 3A taste of English humourWarming up and Pre-reading 本节课题课标要求1.Memorize the spelling and meaning of the important words inthis part:e the phrases to make simple sentences.1. Students will be able to read the important words and expressions and usethemcorrectly. 三维目标2. Students will learn the basic knowledge of English humour.3. Help students to develop a sense of humour.Warming Up is to offer students more information about Chinese humourandEnglish humour. This is important as it enables us to talk aboutdifference of the教材剖析humour between the western countries and China. We want students to appreciatewhat a sense of humour is, which will encourage students to develop a rightattitude towards their life, especially to help students to become optimisticwhenever they are facing whatever trouble it is in their life.The Ss are very familiar and interested in many kinds of food, as well as the good学情剖析habits of keeping fit, but they don ’t know how to expressis in EnglTherefore, in this section, teachers should help Ss be able to expresstheir ideas inEnglish as well as let them realize the importance of being humourous.Important points:教课重难点Help students learn how to understand and enjoy English humors.Difficult points:Help students know the differences between English and Chinese in humor. 提炼的课题Enable students to talk about some types of English humor and Chinese humor.教课手段运用textbook workbook a short video about the delicious food PPT教课资源选择高中英语专题教课过程学生要解决的问题环节教师教与学生学教师个性化改正或任务Questions:Step 1 Lead-inShow somepictures tostudents, letthem talk aboutthe pictures andthen ask themwhat they thinkof thepictures,whether they are1. Do you know who thesecomedians are?2. What makes them funny?3. Do you know othercomedians who are funny inthesame way?4. Have you seen any ofthesecomedians or programmers?5. What do you think of them?Step 2: Warming upf unny or not.Brain-stormingAsk students to name sometypes of humors theyknow.Write those they are not familiarwith on the blackboard, thenshow some pictures andsummarize.To learn the typesStep 3 learning o f humor:English humorChinese humorTalkingAsk students to talk aboutsomefunny stories, any EnglishorChinese humors they know.Task3. Reading on P22The purpose of the reading is toStep4 practice Ask each studentto give a jokeandpresent it inclassnext period,letting themrealize what thehumour brings tous.introduce the kind of verbaljokes. They use a “play onwords” to be funny. Letstudentsread the three jokes and thenmatch the joke with theexplanation. Then check theanswer. After that, teacher canshow some other jokes on thescreen.讲堂检测内容Choose some students to read the words.高中英语专题课后作业部署Look up the new words and expressions of the Reading in the dictionary.预习内容部署Preview the Reading:人教版高中英语必修四教课设计unit3WarmingupandPrereading2 / 6。
人教版高中英语必修四公开课：Unit3 教案
Topic Revision of Book 4 Unit 3 Type RevisionTeaching aims:知识与技能The important lang uage points of this unit过程与方法Review and practice情感态度与价值观Laughter is the sun that drives winter from the human face.Key point s The important la nguage p oints of this unit.Teachingaids:multimediaDifficult points The –ing form as the predicative, a ttribute and objectcomplement.Teaching ProceduresStep I. GreetingStep II. Review the key words and expressions of this unit.1. Ask Ss to write down the key words and expr essions according to their Chinesemeanings.2. Do some related exercises to consolidate the usages of these important languagepoints.Step Ⅲ. Review the grammar focus of this unit.A sk Ss to fill in these blanks and the teacher explain the usages of the –ing form asthe predicative, attribute and object complement.1) _______________(clean) women in big cities usually get paid by the hour.2) The man _____________ (wear) a sa d look said, "I've lost my wallet."3) All of us watched the hunter _________(bring) down the dangerous bear.4) When he woke up, he found h imself ____________ (lie) in hospital.5) The students came into the classroom_____________ (follow) th e teacher.6) His hobby is_____________(c ollect) wine bottles.7) The report is ve ry_________________(encourage).Step IV. Practice1. Grammar filling2. Cloze testStep V. Homework:1.Review the key words and expressions of Unit2.2.English Weekly (Reading Comprehe nsion)。
[高中英语]人教新课标英语必修四Unit 3 A taste of English humor教案
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Unit 3 A taste of English humorWarming Up, Pre-reading and ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇mime, farce, verbal, nonverbal, slide, skin, cruel, particular, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, fortunate, snowstorm, chewb.重点词组content with, badly off, pick out, cut off, star in,c. 重点句型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? P17Perh aps 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. P 18Imagine 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. P182. 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 humor3. learning ability goals 学能目标a. Help the students to learn how to talk about some types of English and Chinese humor, and then find their differences.b. Let the students listen and read the jokes, so that they can realize that humor 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 humor. While as to the reading, learn how to divide the text into several parts according to the meaning of the passageTeaching difficulty points 教学难点a. Help the students know the differences between the English and Chinese humorsb. Decide the divide of the paragraphs of the textTeaching methods 教学方法Using pictures, discussion, reading, scanning and careful readingTeaching aids 教具准备A recorder and a projectorTeaching procedures & ways 教学过程与方式Step I RevisionAsk the students to read the words and expressions that appear in warming up, pre-reading and readingT: Class begin..Ss: Good morning, miss.T: Good morning, everyone. Before our class, please turn to P97 and read the new words together. Read twice for each one, ok?Ss: Ok. (The students read the new words together )Step II Warming upT: Good. Try your best to recite the words as soon as possible. Today, we are going to the new text. At first, I would like to show you a picture. Please look at the picture carefully. (Start the new unit by showing the students a picture)T: Look! What do you think of the picture?Ss: It’s very interesting. A wolf or maybe it is a dog is jumping across the back of a sheep.T: Yes. Actually, it is a wolf. As we know, wolf is the natural enemy of sheep. Will a wolf jump across a sheep without eating it? No. After seei ng the picture, it is so funny that we can’t help laughing about their acting. It makes us laugh and feel nice. So today, we are going to learn something about humor. The title is A taste of English humor. Do you know some English humor? Ss: (Some students may know some English humor and they will put up their hands.)T: Ok, I’ll ask someone to tell some English humors to us.(Ask some students to tell.)T: That’s really funny. T hank you! In fact, we name the English humor you told just now verbal joke. Then, look at some pictures again. Guess who they are.Ss: The first one is Charlie Chaplin.T: Yes, I dare say that everybody know him. How about the second picture?Ss: He is Mr. Bean, one of the most famous and successful British actor.T: Good. You are right. He is now recognized as the most popular British comedy expert. How about the last one? We have just learnt one of his play—A million pound bank-note. Now, do you know who he is?Ss: Mark Twain.T: Yes. He is an American writer and his writing is famous for humor, right?Ss: Yes.T: Now, let’s look at the chart on P17. What does it tell us from the table?We can see that Charlie Chaplin is good at nonverbal humor; Mr. bean is famous for his mime and farce; while Mark Twain was good at tell some funny tales. Then how about Edward Lear? Do you know him?Ss: No, we don’t know.T: Ok, he is a famous British poet. His poems are funny and they were all from daily life. Until now people also read them and enjoy them. If you want to know more about him, you can go and read about him in:/zm/20030313/cs/zt/200303130846.aspor you can read the book 《爱德华·李尔:一个漫游者的一生》which was written by Vivian Noakes.However, we will meet the problem that it seems some English humors sound no funny at all to us because the sense of humor of English and Chinese is different. So, do you know some persons inChinese w ho are good at humor? I’ll show you some pictures again. See, who are they and wh at are they goodat? Nonverbal, mime and farce, funny tales or funny poems?Ss: The first picture is Chen Peisi. The second one is Zhao Benshan, bu t I don’t know the third and the fourth one.T: Do you know what are Chen Peisi and Zhao Benshan good at?Ss: Chen Peisi is famous for his mime and farce. Zhao Benshan is famous for his Xiaopin.T: Good. I think Zhao Benshan is famous for his mime, too. The third one is Hou Baolin, who is afamous cross talk actor. But what a pity, he has died. The last one is Liu Quanhe & Liu Quanli, both of them are good at Ya ju (哑剧). So, can you finish the column of the chart now?The suggested answers:Step III Pre-readingT: According to the column, what do you like to laugh at?Ss: (Ask the students to talk about their opinion)T: Ok, as you all have your own choice and you do love making jokes, right? However, do you know what humor means exactly? Does it mean all the things that make people laugh?Ss: We think so.T: Have you ever thought that there may be some jokes which will hurt the other person? For example: “You, stupid pig! If you keep on making mistakes, I will pick your head and beat it like a basketball.” Do you think I am right to say these words?Ss: No, it is rude.T: That means humor is not always kind. Pay attention to your words when you want to make jokes. Then, what we are going to learn is a kind of humor that makes people laugh without using any words. How can we? Please look at the P17------ reading: Nonverbal humorStep IV ReadingT: This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what’s Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.At first, as I have told you to preview the text, tell me how many passages the material can bedivided and the main idea of each paragraph.Ss: We think the text is made up of four parts. The first part is the first paragraph. The second part is the second paragraph. The third and the fourth part is the third paragraph. And the last paragraph is the fourth part. The first part tells us that not all humor is kind. The second part tells us that some actors can astonish us with the deep feeling they can inspire with us for a character they are playing. The third one tells us something about Ch arlie Chaplin’s acting style. The last one is a short biography about Charlie Chaplin.T: Ok, it sounds reasonable. Are there any different opinions?Ss: We think there are three parts in this text. The first paragraph is the first part. From the second to the fourth paragraph is the second part. And the last one is the last part.T: Can you tell us your main ideas of the text?Ss: The first and the last ones are the same with my classmate before, but I think the second part of the text is about Charlie Cha plin’s humor.T: Good. Both of you sound reasonable. A reading material can have many different understanding! Here is my idea, you can think over whether it is reasonable or not. The text can also be divided into three parts. The first and the second paragraph are the first part. It tells us that there are two kinds of humor. One is bad and the other can inspire people. The second part is the third and the fourth paragraphs. It tells us how Charlie Chaplin made a sad situation entertaining. And the last part is the same with yours. Ok, think over my idea after class.Then, let us have a discussion about the text. Please look at the screen. These are three questions. Read the text again and find the answer to the questions.1.What is behind fun?______________________________________________________________2.Why did people like The Little Tramp?________________________________________________________________3.Do you think Charlie Chaplin’s eating boiled shoes funny? Why?_________________________________________________________________Three minutes later:T: Who would like to answer the first question?Ss: From the first paragraph, we can see that not all humor is kind. Although we also laugh whenwe see someone slide on a ba nana, it’s really dangerous to those one, especially to those old people. So when we think about it we will find it is not funny.T: Yes. That means when we are trying to play a joke, we have to think whether it will bring hurt to the others, right? Fun is to bring happiness but not sadness. How about the second question? Ss: Because it gives people courage to overcome difficulties. / I think that people liked him best is because he was always being kind even when people were unkind to him.T: Good. Any other opinions?Ss: I think that people like him is because he will never tease him.T: Ok, and how about the last question?Ss: I think it is funny, but not very much, because I’m not hungry. / I don’t think it is funny because it reminds me of the people who are in true hunger.T: Maybe. Anyway, I think the happiest feeling needn’t other people to find and to wake. Everyone can do this. We all have our own life, no matter we are poor or rich, and we should live happily.Well, so much on today. Do you have any questions about what we have learned? (Wait for the students’ response.) If there is no questions, then remember yourStepV Homework:Read the text again and find the language points1.Finish the Comprehending and Learning about Language on P19(If there are few minutes left, ask the students to read the text by themselves.)Unit 3 A taste of English humorVocabulary and Useful Expressions一、日常口语突破情感(1)— What do you think of the lecture? 你认为那讲座如何呀？— How wonderful. 好极了.(2)— The party is so fun. 晚会是那么有趣.—I’m pleased you are amused at it. 很高兴你被它逗乐了.二、核心单词例析1. astonish vt使惊讶(= surprise sb. greatly)The earthquake astonished the whole country. 这次地震震惊了全国.辨析：astonishing adj.令人震惊的；astonished adj.感到惊呀的2. particular 非一般的,特别的,特殊的He left for no particular reason. 他无缘无故就走了.To Jane, her diary is a particular friend. 对简来说,日记是她的特殊朋友.搭配：in particular =especially特别是3. entertain vt. & vi. 使欢乐, 招待, 款待We were all entertained by his humorous stories. 他的幽默故事使我们大家都很开心.They often entertained their friends at weekends. 他们常在周末招待朋友.I don’t entertain very often. 我不常在家请客.派生：entertaining adj.使人愉快的,有趣：his entertaining silent movies 他那逗乐的无声电影,an entertaining story/guess一个有趣的故事/客人.4. throughout prep. 遍及, 贯穿adv. 到处, 始终, 全部It rained throughout the night. 雨下了一整夜.I watched the film and cried throughout. 我看那个电影时从头哭到尾.5. failure n.失败(不可数)；失败的经历,失败的人或事(可数)Failure is the mother of success. 失败是成功之母.I became successful after many failures. 在多次失败后,我终于成功了.She was a failure as a manager. 她是一个不称职的经理.6. overcome v. 克服,战胜(defeat)；找到解决……的办法)He has overcome the bad habit of smoking. 他改掉了吸烟的坏习惯.After hours of hard working, they overcame the difficulty. 经过几个小时的努力,他们终于把这难题解决了.搭配：be overcome with /by因……不能自持He was overcome by the heat. 他热得受不了.7. fortunate adj.幸运的,交好运的(=lucky)He is a fortunate man (=a lucky dog). 他是个幸运的人.I was fortunate to have a good teacher. 我很幸运,有位好老师.派生：fortunately adv.幸好(=luckily常置于句首)；unfortunate adj. 不幸的(=unlucky) ；unfortunately adv.不幸的是(=unluckily)；fortune n. 运气,财富,巨款8. mouthful n. 一口, 满口I’m so full I couldn’t eat another mouthful. 我吃得太饱了,一口也不能多吃了.He took a mouthful of fresh air. 他吸一口新鲜空气.注：不要因以ful结尾而误以为是形容词,这类名词还有handful(一把)等.9. direct vt. & vi.导演,指示, 指挥adj.直接的adv. 直接地Chaplin directed the film. 卓别林导演这部电影.He took a direct flight to New York. 他直飞纽约.We flew direct from London to New York. 我们直接从伦敦飞到纽约.10. outstanding adj. 突出的, 杰出的,显著的She is an outstanding actress. 她是一个杰出的演员.He has many outstanding gifts. 他多才多艺.12. sense n.官能,感觉,理性vt. 感觉到,理解She has no sense of time. 她没有时间观念.He has a good sense of smell. 他的嗅觉很灵敏.Your brother has a good sense of humor. 你兄弟很有幽默感.The dog sensed that I was afraid. 这只狗感觉到我害怕了.三、关键短语精讲1.be content(=satisfied) with…/to do…对……感到满意/满足的He was content with his work. 他对自己的工作很满意.The old man seems content to live here. 这个老人似乎很乐意住在这里.注：content是表语形容词,若需作定语,可用contented,如a contented person /smile心满意足的人/微笑.2. badly off 穷的,缺少的,处境差比较级：worse off境况更差,更穷困反义词：well off富裕,处境好(比较级：better off)I am quite badly off recently. 最近我经济上很拮据.His health is worse off than before. 他的身体比以前更糟糕.He is quite well off, I hear. 我听说他相当富裕.He is much better off than I am. 他的日子比我宽裕得多.注：well-to-do life或a better-off life小康生活；well-off family小康之家3. pick out挑选出,认出,弄懂Please pick out the books that you’d like to read. 请把你想看的书选出来.Can you pick out your sister in this crowd? 你能在这人群中认出你姐姐来吗？The box was so dirty that we couldn’t pick out the directions on the label. 盒子太脏,我们看不清标签上的说明.真题：This picture was taken a long time ago. I wonder if you can ________my father. (湖北)A. find outB. pick outC. look outD. speak out解析：表示从人群中“辨认出”,用pick out,故选B.4. cut off切断,割下；隔开,断绝；停止供应Mind you don’t cut your fingers off. 小心别切断手指头.She feels very cut off living in the country. 她感到生活在乡间很闭塞.Our water supply has been cut off. 我们断水了.真题：He was in hospital for six months. He felt as if he was ______from the outside world. (安徽)A. cut outB. cut offC. cut upD. cut through解析：表示与外界“隔绝”,用cut off (from…),故选B.5. star in 主演,在……中担任主角She has starred in some thirty films. 她主演过大约三十部影片.6. knock into撞上,撞见The boy knocked into her. 那个男孩撞到了她身上.I knocked into an old friend of mine in the park. 我昨天在公园里碰见一位老朋友.7. bump into 碰上,偶遇,邂逅(= meet sb. /sth. by chance)I bumped into an old friend of mine in the street yesterday.我昨天在街上遇到一个老朋友.The bus bumped into the car in front.巴士撞上了前面那辆汽车.8. in search of 寻找,寻求They came here in search of new markets for their products. 他们来此为他们的产品寻找新市场.They started off at once in search of (=in their search for) the missing girl. 他们立刻动身寻找那个失踪的女孩.注：若名词search前有物主代词或冠词等限定词时,多用介词for.9. be/get caught in a rain / traffic jam遇上雨/交通阻塞We got caught in the storm. 我们碰上暴雨了.Caught in a rain, he was wet all over. 淋到了一场雨,他全身都湿了.I was caught in the traffic jam. That’s why I was late. 我遇上阻车了,这就是我迟到的原因.10. as if = as though 好像似乎as if 引导状语或表语从句时,从句内容若是事实用陈述语气,若不是事实就用虚拟语气(be一般用were).如：She talked to me in such a way as if we were sisters. 她那样对我说话,就好像我们是姐妹一样.He opened his mouth as if (he was) to speak. 他张开嘴好像要说话.四、重要句型详解1. all(指事物)+定语从句指事物的all后只能由that引导定语从句；all后接定语从句时常常有这样两个意思：the only thing或everything.如：…and all there is to eat is a boiled shoe. 身边所有能吃的东西只是一只煮了的鞋子.He took all there was. 他把所有的都拿去了.All I want is peace and quiet. 我所要的只是安宁.2. I will be better off if…要是……我的境况就更好了.I will be better off if I have enough money because I can buy a computer for my lessons. 我要是有钱,我的境况就更好了,因为我可以买台电脑来做功课.五、课文难句剖析1. 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?剖析：(1)句中find 后的it为形式宾语, 形容词funny是宾补,不定式to see…in the road为真正的宾语；(2)作主语的不定式中有see sb. doing句型,sliding…bumping…falling三个现在分词短语都作someone的补足语；(3)要明白三个词的意思：bump into撞到,碰上；around the corner在拐角处；fall down 掉下,倒下.译文：你看到有人被香蕉皮滑倒,或看到有人在拐角处撞到另外一个人,或看到有人掉进路边一个洞里时,你会觉得滑稽可笑吗?2. However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing.剖析：(that) they can inspire in us是定语从句,修饰the deep feeling,意为“在我们身上鼓动起来的深深情感”；(that) they are playing也是定语从句,修饰acharacter,意为“因为/用他们所演的角色”.inspire…in sb. 鼓动起/激起/唤起某人的……译文：然而,有些演员能用他们所演的角色在我们身上鼓动起来的深深情感震撼我们.3. He played a poor and homeless person, who wore large trousers,worn-out shoes and a small round black hat and carried a walking stick.剖析：这是个长句,who引导一个较长的非限制性定语从句；a small round black hat中的hat前有“大小+形状+颜色”三个形容词作定语,在英语中多个形容词修饰名词时的顺序是：描绘+大小(长短,高低)+形状+年龄(新旧)+颜色+国籍或产地+物质材料+用途+名词.译文：他扮演的是一位穷苦的无家可归的人,穿着大裤子,破鞋子,头顶着黑色的小圆帽,手里拿着一根手杖.六、语法知识归纳1. 动词-ing形式作表语(1)动名词作表语,说明主语的内容,指一般性、经常性的动作.如：His job is teaching English. 他的工作是教英语.(可以说成Teaching English is his job.)(2)现在分词作表语,相当于形容词,说明主语的性质；可有比较形式,亦可被very等副词所修饰.如：He was very amusing. 他很有趣.Skiing is more exciting than skating. 滑雪比溜冰更刺激.2. 动词-ing形式作定语(1)动名词作定语表示所修饰名词的功能；被修饰的名词与动名词没有逻辑上的主谓关系；可用“名词+for+动名词”来表达；动名词通常只能位于所修饰的名词前.如：a swimming pool (=a pool for swimming) 游泳池a walking stick (=a stick for walking) 手杖(2)现在分词作定语表示性质、特征、状态或动作；被修饰的名词与现在分词在逻辑上有主谓关系；可换成定语从句来表达；单个的现在分词作定语,常置于被修饰的名词的前面；现在分词短语作定语,须置于被修饰名词的后面.如：Nobody can stop the running horse (=the horse that is running). 没有人能阻止那匹奔马.(horse与running在逻辑上有主谓关系)I know the man standing there (=who is standing there.). 我认识站在那儿的那个人.(the man与standing there在逻辑上有主谓关系)3. 动词-ing形式用作宾语补足语.(1)动词-ing形式用作宾语补足语,宾语与补足语有主动关系,表示“动作正在发生（即处于发生的过程中）”.如：She caught them stealing her apples. 她撞见他们偷她的苹果.(them与stealing 有主动关系；在“撞见”时,正在偷)(2)试比较以下句子：I saw the boy climb the wall. 我看见小孩爬墙.(强调爬墙这件事)I saw the boy climbing the wall. 我看见小孩正在爬墙.(强调爬墙的情景)七、背景知识介绍查理-卓别林是著名的喜剧大师,他丰富的肢体语言使他在整个默片时代成为备受瞩目的风云人物,也是默片时代的巨星.他所创造出来的流浪汉夏洛特的形象是家喻户晓,他擅长塑造小人物,通过他们的遭遇来讽刺生活的现实.他的喜剧不但引人发笑,而且引人深思,有深刻的内涵.1889年4月16日,卓别林诞生在英国伦敦的一个贫民区.他的父母都是喜剧演员,经常在伦敦的游艺场里演出.后来父母离异,生活十分贫苦.由于过度劳累,母亲染上了喉炎,卓别林五岁那年,母亲在一次演唱时,由于嗓音过于微弱,被观众哄下了舞台.管事灵机一动,让卓别林代替母亲演出,卓别林故意用沙哑的嗓子学妈妈唱歌,没想到观众却大为欣赏,报以热烈的掌声.此后,卓别林就开始了他用肢体演出的生涯.1977年12月25日,喜剧大师卓别林在瑞士科西耶逝世.Unit 3 A taste of English humorListening, Speaking and WritingListeningTeaching aims: Enable students to understand the humor in the listening material.Key points: Train the students to get the key wards by reading the questions before listening. Difficult points: Get the main idea from the listening materials while listening.Teaching aids: A recorderTeaching procedure:Step 1. RevisionCheck homework: (1) Ask a couple of students to tell their jokes in class.(2 ) Ask some students to come to the blackboard to write their translation.After they have finished, teacher correct some errors with the wholeclass.Step 2. Listening ( page 23 )This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.Questions: (1) Did you find this story funny? Give the reason.(2 ) What do you think of John’s behavior?Step 2. Listening ( page 55 )This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to letstudents finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.Step 3. Listening ( page 58 )There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the stud ents to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.Step 4. HomeworkCollect as many funny stories as possible, do some preparations for the writing in the next period.WritingTeaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.Key points: Teach students to write according to the writing of the writing steps.Difficult points: Help students make up a dialogue, using the target language.Teaching aid: A projectorTeaching procedure:Step 1. RevisionCheck homework: Ask several students to read their funny stories in class.Step 2. Writing ( page 23 )Give students some instructions on writing a funny story.1)Writing down your story in a logical order.2)For each of your story try to find the most interesting words you can to describehow you felt or what was happing.3)Then write out your story using these interesting words.4)Read through your story.5)Then show it to your partner. Let him/ her suggest some new and exciting words.6)Write out the story and put it into a class collection of stories.Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.Step 3. TalkingTask 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.Step 4. Speaking and writing taskThis is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.Step 5. Homework1) Finish Exercise 5 on Page 20.2) Make a summary about what has been learnt in this unit.Unit 3 A taste of English humorGrammar and Useful StructuresAimsTo help students learn about The –ing form as the Predicative, Attributive & Object)To help students discover and learn to 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 expressionsDo exercises No. 1, 2, 3, 4 and 5. Check your answers against your classmates’.II. Learning about The –ing form as the AttributiveWhat is attributive? It is something placed before the nouns to be modif ied: “red” is an attributive adjective in “a red apple”. “walking” is also an attributive adjective in “a walking stick”.The –ing form as the AttributiveThe –ing form作定语时表示该动作正在进行.单个The –ing form作定语通常放在被修饰词的前面. The –ing form短语作定语则放在被修饰词之后.如:The rising sun looks very beautiful. 冉冉升起的太阳看上去很美.若被修饰词与The –ing form是被动关系时,须用The –ing form的被动式(being done)作定语.如:The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎.注意The –ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途.如: Let sleeping dogs lie. 别招惹麻烦.(The –ing form相当于定语从句which are sleeping)I think some sleeping pills may help you. 我想安眠药可以助你入睡.(The –ing form表示用途,相当于pills for sleeping)III. Ready used materials for The –ing form as the Predicative, Attributive & ObjectWhich verbs can be followed by the -ing form?One of the most important simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has closed his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are concerned.When contrasting the -ing form with the infinitive, the basic point to remember is that-ing can always mean, among other things, a verb-noun, an 'action-thing'.The fact that -ing can always mean a 'thing' gives us the following practical principle: If you can say I (etc.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating). Avoid it. Avoid stepping on the grass if you can.Do you mind it? Do you mind shutting the window?He couldn't risk it. He couldn't risk hurting the children.This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.They have added mistreating prisoners to the list of charges.I can't really afford living like this.The council no longer allows smoking in public buildings.aim - (It is hard to think of a sensible example of -ing being used with this verb. Can you?)The club arranges dancing for the pensioners.The chairman claimed breaking the strike as a great triumph.I don't count making money as a virtue.The investigators discovered cheating on a huge scale.We must encourage planting earlier in the season.I thank travelling for teaching me much about the human condition.The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.She insisted on helping me.Bill's putting off writing till tomorrow. (Or: ...putting writing off...)The managing director picked out idling on the job as the main cause of the declining profits.turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.) (Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and out.)There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because deemphasized pronouns are never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one does not say *Carry on it.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.。
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教案
高中英语必修四unit3教案高中英语必修四 Unit 3 教案教学目标1.通过本单元的学习，学生能够正确理解并运用相关词汇、短语以及语法知识；2.能够熟练运用所学知识，进行听、说、读、写的活动；3.能够培养学生的英语交际能力，提高学生的听力和口语水平。
课时安排本单元共分为5个课时，安排如下： 1. 第一课时：课文阅读与理解（50分钟） 2. 第二课时：语法重点讲解与练习（50分钟） 3. 第三课时：听力训练与口语练习（50分钟） 4. 第四课时：写作技巧培养（50分钟） 5. 第五课时：综合能力测试与复习（50分钟）教学内容与步骤第一课时：课文阅读与理解1.导入（5分钟）–介绍本单元的主题和学习目标；–学生回忆相关的词汇和短语。
–学生自主阅读课文，理解文章大意，并标出生词；–学生分小组讨论课文内容及问题。
3.阅读理解（25分钟）–学生带着问题阅读课文，回答问题并进行讨论；–教师组织小组讨论问题的汇报。
4.总结与拓展（10分钟）–教师对学生的表现进行评价，总结本课时的学习要点；–教师布置相关的课外阅读作业。
第二课时：语法重点讲解与练习1.复习与导入（5分钟）–教师复习上课内容，并引入本课时的语法主题。
2.语法讲解（20分钟）–教师通过PPT讲解本课时的语法知识，包括虚拟语气的用法和结构。
3.练习与巩固（20分钟）–学生进行虚拟语气的练习题，巩固所学知识；–学生分组进行语法对话练习，培养口语能力。
–教师让学生以小组形式编写虚拟语气的对话，并进行表演。
第三课时：听力训练与口语练习1.复习与导入（5分钟）–教师复习上课内容，并引入本课时的听力和口语主题。
2.听力训练（20分钟）–教师播放听力材料，学生进行听力填表练习；–教师带领学生一起检查答案。
3.口语练习（20分钟）–学生分组进行对话练习，练习表达自己的观点和想法；–学生进行角色扮演，模拟实际情境进行口语练习。
4.总结与拓展（5分钟）–教师对学生的表现进行评价，总结本课时的学习要点；–教师布置相关的口语练习作业。
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。
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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。
4.学习策略目标：①让学生学会创设情境，在情境中提高英语交际能力，突显语言交际功能。
②让学生善于分组活动，在小组中积极与他人合作，取长补短，共同完成学习任务。
（二）教学重点和难点重点：阅读技巧和阅读能力的培养。
难点：1通过文章的阅读，了解文章细节内容从而了解幽默大师卓别林。
2训练学生快速阅读，提高整体阅读能力（三）教学手段：1 使用实用教具和应用现代化教学手段——多媒体辅助教学，丰富了课堂教学的内容，增强了教学的直观性、趣味性，提高了课堂教学效果。
2 课时安排。
本课为阅读的第一课时，着重于对文章的理解，弱化词汇语法等方面。
四、教法设计：为了更好地突出重点，突破难点，本课主要采用了：1．直观教学法：根据学生认知特点，运用多媒体教学手段，直观形象，便于学生看图了解幽默的各种形式。
以直观视频展示引入主题，激发学生的注意力。
相关信息直接进入学生大脑，提高了教学效率，而且培养了学生用英语思考的意识。
2．任务型教学法：遵循新课标倡导的“玩中学，学中玩”的理念。
例如，课前让学生进行采访活动。
课堂上与同组同学分组讨论。
为学生提供较大的实践空间，发挥学生的主动性和主体性。
五、学法指导：1.理解感悟，积累运用利用教材提供的内容，倡导“感知—体验—实践—参与”的教学途径，抓住一切机会激发学生的学习热情，让他们通过观察，得出结论；理解文章后，感悟人物的幽默乐观精神，学习在日常生活中，面对困境也能笑对人生。
2.积极参于，善于合作例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，发挥个人才能相互帮助，从而合作完成任务，培养了团队精神。
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