人教版高中英語必修四 Unit 3 A taste of English Humor教學設計+說課稿+教后反思

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1、必修四 Unit 3 A taste of English Humor? 教案 ? 臨高二中英語組朱小新 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 , interpret

2、ing 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 b

3、e 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

4、 spirit to improve their ability 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 how much information they grasp from readi

5、ng. 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

6、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 blackboard Teaching procedures: Step one: Lead-in

7、 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 Chen Peisi will be played for the students. ?Question: Do you know who the Chinese comedian is ?( Chen Peisi) ??????? ????What makes his performance funny

8、? ( 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)

9、 (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 Chaplin D. The Gold Rush in California.?????????????????? ( Key : C ) ?Task 2: Read to summarize the main idea of each

10、 paragragh and match the paragraph with its main idea. (4 mins) Para 1: (E )???????????? A. His achievements Para 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 famo

11、us 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 ca

12、reer Born ????? 1889 Died ????? 1977 Job ?????? Actor Famous Character ?????? “ the tramp”, a poor and homeless person Costume ?????? Large trousers, worn-out shoes and small round black hat Reason for success?????? Charming, social failure with a determination to overcome difficulties and alw

13、ays kind Task 2: Work in pairs to read for difficulties. 1. Explain 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

14、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 comfortable as

15、 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 30 Page 18. Step Three : Retelling （5 mins） ?Peopl

16、e 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

17、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

18、 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 spe

19、cial Oscar for his lifetime work ____________ of bringing humour to us all. Step Four: Pair work. ( Enjoying? 4 mins) Part 1: JOKE 1?? Wife 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 chan

20、ge you daily JOKE 2 TOM'S EXCUSE Teacher: 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 8

21、mins) 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 work Find more information about Chaplin through The Internet or from boo

22、ks and you are expected to present it to your classmates in the next class. ? ? 必修四 Unit 3 A taste of English Humor說課稿 ? 臨高二中英語組朱小新 Understanding of the lesson 本課選自人民教育出版社出版的普通高中課程標準實驗教材，高一年級必修四的第三單元Ataste of English humour。 一．The analysis of the teaching material The purpose of this readin

23、g is to introduce the life and work of Charlie Chaplin and the kind of humour we can all laugh at --- nonverbal humour. This lesson is designed as a reading lesson. According to the new curriculum standards of senior high school English, students are expected to achieve the skills of a. understandi

24、ng the main idea; b. scanning for the needed information; c. grasping the details; d. guessing the meaning of new words; e. understanding the intension and attitude of the author and f. understanding the background and culture information. 二，教學目標 ??????? 根據(jù)新課標關(guān)于閱讀課主要教學目標的詳細描述，結(jié)合本課教學內(nèi)容，具體從語言知識，語言技能

25、，情感態(tài)度和文化意識三個方面制定教學目標。既要讓他們掌握常用單詞和語法知識，也要讓他們掌握猜詞技巧和培養(yǎng)語言組織能力，口頭表達能力及良好的團隊合作精神。同時要讓他們了解到幽默能幫助人們樂觀的面對挫折和困苦。 三，教學重難點 ??????? 根據(jù)新課標關(guān)于讀的技能的具體描述，結(jié)合學生實際確定本課教學重難點。重點在于學生對主人翁的生活工作的了解及他對無聲電影的貢獻。側(cè)重培養(yǎng)學生對文章整體結(jié)構(gòu)的把握。而難點在于如何去提升他們的閱讀能力 四，教學方法 1，? 任務型語言教學法，人們使用語言的過程就是一個完成各種任務的過程，此方法強調(diào)做中學，學中做，使學生在完成任務的過程中學會語言， 2，?

26、直觀法，通過動畫，錄音，圖片及插圖的直觀手段來調(diào)動學生的學習興趣，并且降低學習難度，突破重難點。 3，? 合作學習教學法，通過小組活動改善課堂心理氣氛。 4，? 情感激勵教學法，重視師生之間的思想交流，讓學生在愉悅的課堂氛圍中發(fā)展創(chuàng)新，體驗成功。 ? 必修四 Unit 3?A taste of English Humor 教學反思 ? 臨高二中英語組朱小新 ? 課后反思： 本節(jié)課主要訓練閱讀技能，兼顧聽、說和譯等技能的培養(yǎng)。在具體實施過程中采用了任務型教學法，體現(xiàn)了因材施教原則和以學生為主體的教學原則，通過師生的共同努力與配合，圓滿完成了教學任務，提高了學生的閱讀能力，同時通過小組討論，增強了學生的合作意識。此期間也出現(xiàn)了一些問題，如內(nèi)容太多，時間倉促，致使個別環(huán)節(jié)處理非常不太恰當，用時太少，而沒有完全達到預期的效果。另外，在上課中有時讓學生按部就班地跟著老師的思路走，而忽視了他們的主體地位和主觀能動性，從而限制了學生的思維。另外，學生的學習積極性還沒有完全調(diào)動起來，這一點也是以后的教學中需要特別注意的?？傊?，教與學兩個環(huán)節(jié)中，應把重點放在學生身上，老師的教是為學生的學服務的。