人教新课标同步教学复习学案-必修四 Unit 3 A taste of English humour
人教新课标高中英语必修四Unit 3 A taste of English humour教案(6)
Unit 3 A Taste of English Humor单元教学目标目标语言课时分配1st Period Reading2nd Period Speaking3rd Period Grammar4th Period Listening5th Period Writing6th Period Summary分课时教案The First PeriodTeaching aims: Enable students to talk about some types of English humor and Chinese humor. Key points: Help students learn how to understand and enjoy English humors.Difficult points: Help students know the differences between English and Chinese in humor. Teaching aids: picturesTeaching procedure:Step 1: Lead-inShow some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.Questions: 1) Do you know who these comedians are? What makes them funny?2) Do you know other comedians who are funny in the same way?3) Have you seen any of these comedians or programmers? What do you think of them?Step 2: Warming upTask 1. Brain-stormingAsk students to name some types of humors they know. Write those they are not familiar with on theTask 2. TalkingAsk students to talk about some funny stories, any English or Chinese humors they know.Task 3. Reading on P22The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that,Step 3 HomeworkAsk each student to give a joke and present it in class next period.The Second Period ReadingTeaching aims: Enable students to learn what humor means and what is nonverbal humor.Key points: Help students divide the text into several parts according to the meaning.Difficult points: Divide the paragraphs and give the main ideas.Teaching aids: A recorder and a projectorTeaching procedure:Step 1. RevisionCheck homework: ask students to present their jokes in class.Step 2. Pre-readingQuestions: (1) What do you like to laugh at?(2 ) What does humor mean? Is humor always kind?Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.Step 3. ReadingThe purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1. Divide the text into several parts according to the meaning.Part One: the first and the second paragraphPart Two: the third and the fourth paragraphPart Three: the last paragraphTask 2. Give the main idea of each partThe main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other caninspire people.The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how CharlieChaplin made a sad situation entertaining.The main idea of part three: it gives us a short biography about Charlie Chaplin.Task 3. DiscussionLet students have a discussion about the text, then answer some questions.Questions: (1) What is behind fun?(2 ) Why did people like Little Tramp?(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?Step 4 Language points1.content (adj.): satisfied, happy, not wanting any morephrases: content with sth; content to do sthe.g. (1) She is quite content to stay at home looking after her children.(2 ) Are you content with your present salary?Content (n.): that which is contained in sthe.g. I like the style of her writing but I don’t like the content.2.inspire sb. ( with sth.) \ inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.e.g. His speech inspired us with hope.3.badly off: in a poor position, esp. financiallyThe opposite is “ well off”e.g. (1) They are too badly off to have a holiday.(2 ) In fact most people are better off than they were five years ago.Step 5 PracticeFinish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.Step 6 HomeworkPreview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.The Third Period GrammarTeaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.Key points: Let students know the structures of the sentences with the –ing formDifficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense. Teaching aids: A computerTeaching procedure:Step 1. RevisionCheck homework: the exercises on page 20 and 21.There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.Step 3. Discovering useful structuresTask 1. RevisionHave a revision about the –ing form used as the subject and object. Give students some sentences to translate:(1)Talking to him is useless.(2)Smoking does harm to your health.(3)Walking is my sole exercise.(4)Collecting stamps is my hobby.(5)I suggested bringing the meeting to an end.(6)He admitted taking the money.(7)I couldn’t help laughing.(8)Your coat needs washing.Task 2. New usage of the –ing formAsk students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.Teacher checks the answers and give the explanations.(1) A cooking pot: A pot that is used for cooking.(2) A drinking horse: A horse that is drinking water.(3)The man sitting on the sofa is a friend of my brother’s.Here the –ing form are used as attribute.(4)I saw the man sliding on a banner skin yesterday.(5)Did you notice the man picking up that broken bottle and putting it in his bag?Hear the –ing form are used as object complement The structure of the sentence with an object complement is:Subject + Predicate + Object + Object complement(6)Her job is looking after babies.(7)What he likes is playing chess after supper.Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.(1)Her hobby is painting.(2)Her favorite sport is skiing.(3)This was very disappointing.(4)The test results are very discouraging.(5)She was very pleasing in her appearance.(6)His concern for his mother is very touching.(7)The photograph is missing.(8)The article was misleading, and the newspaper has apologized.In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.(9)It is snowing hard.(10)She is teaching in a night school.In these two sentences, the –ing form are used as the predicate in the present continuous tense.Step 4. Using StructuresTurn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.Step 4. HomeworkFinish all exercises on page 56.The Fourth Period ListeningTeaching 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 havefinished, teacher correct some errors with the whole class.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 behavingstrangely. 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 let students 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 students 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.The Fifth 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 describe how you felt orwhat 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.The Six Period SummaryTeaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.Key points: Sum up what we have learnt in this unit.Difficult points: Sum up what we have learnt in this unit.Teaching aids: A projectorTeaching procedure:Step 1. RevisionCheck homework: Ask students to present their dialogue in class.Step 2. ReadingThis reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)Give students some time to read the passage, then answer some questions and retell the whole story. Questions: 1) What do children usually do on April Fool’s Day?2) Why did people believe the programme Panorama?3) Do you think the advice that the BBC gave people who asked how to grow noodle trees wasserious? Give a reason..4) What would you do to find out whether a story like this was true?Step 3. ProjectAsk students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them. Step 4. Summing upThis is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.功能句式：1.I enjoy this very much because….2.I laugh at that kind of thing because…3.This is fun because….4.How wonderful / surprising！5.It surprises me that…6.I’m pleased we were both amused at…7.I felt happy because…8.It’s amusing that…语法：1.Word formation2.The –ing form of the verb used as predicative, attribute and object complement.重点句子：1.Do you find it funny to see someone sliding on a banana skin, bumping into someone else round aConner, or filling down a hole in the end.2.Perhaps it makes us feel more content with our life…3.He became famous for using a particular form of acting, including mime and farce.4.But he was lived by all who watched the film for his determination in overcoming difficulties and beingkind even when people were unkind to him.5.Imagine you are hungry and all there is to eat is boiled shoe.6.He solved it by using nonverbal humor.7.Their job is “panning for gold”.8.This was the problem facing Charlie Chaplin in one of his most famous films.Translate the following sentences into Chinese and pay attention to the use of the –ing form.1.The two comedians performing on the stage are from Liaoning Province.2.Who is the girl walking by the river.3.The children playing the violin will give a performance next week.4.The man with sunglass standing near the car is a cross talk artist.5.The old lady talking to the children is a famous musician.6.I saw a group of policemen coming out of a green jeep and running to the building.7.I saw a dog carrying a piece of meat entering your garden.8.I heard her singing a beautiful song at the party last night.9.I got frightened when I saw a man playing with a snake in the park.10.There were some boys shouting and crying under my window, so I could not fall asleep.Step 5. Check yourself1.Do you find it difficult to understand English humor? Why?2.What role do you thing humor plays in your life?3.What language points have you learned in this unit?4.How well have you done in the exercises on the –ing form?5.Did you have any problems in understanding this unit? How did you solve them?Step 6. HomeworkDo some preparations for unit 4.。
人教版新课标 Book4 Unit 3 A taste of English humour学案1
高一英语◆必修4 Unit 3 A taste of English humour◆导学案No.1第一课时Reading 编写：校审： 2017.6月学习目标：1.了解非语言形式的幽默艺术；2.了解世界著名的电影演员、喜剧大师卓别林以及他在无声电影中的精湛表演；3.进一步提高学生阅读时猜测（predicting）、略读（skimming）、和归纳（summarizing）的能力；4.学习并掌握动词-ing形式作表语、定语和宾语补足语的用法；5.学习并掌握本文出现的词汇、表达方式和语法结构。
第一部分课文学习探究案I. 课文表层理解(匹配大意)Para.1 A. His achievementsPara.2 B. What his most famous character was likePara.3 C. Why people needed cheering upPara.4 D. What Charlie‟s childhood was likePara.5 E. An example of a sad situation that he made funnyII. 课文深层理解(阅读理解)1. What‟s the main idea of the text?A. The history of English humour.B. The films that Chaplin made.C. The humour Chaplin made in his films.D. The Gold Rush in California.2. The Little Tramp is well known because ____.A. Chaplin played a poor and homeless person.B. The character was a social failure.C. Chaplin wore large trousers, worn-out shoes and a small round black hat and carried a walking stick.D. Chaplin played a role as a man who determined to overcome difficulties and was kind even when people were unkind to him.3. The writer describes how Charlie Chaplin eats a pair of shoes to _______.A. offer more details about the film the Gold RushB. give an example of how Charlie Chaplin acted in the film by using nonverbal humorC. describe how Charlie Chaplin and his friends are unfortunateD. tell the readers how difficult it was to search for gold.4. Chaplin was given a special Oscar for ________.A. the characters he played in his films.B. the films he directed.C. the joy he gave us in his films.D. the contributions (贡献) he made in films.5. What‟s the author‟s attitude to Charlie Cha plin?A. positive（积极的）B. negative（消极的）C. seriousD. appreciative（欣赏的）IV. 课文短语填空(语言识记)1. 破门而入，闯入__________________2. 对……满足_________________________3. 倒不是，并不是说________________4. 境况更差___________________________5. 随着时间流逝____________________6. 善待某人___________________________7. 寻找____________________________ 8. 切断；断绝_________________________9. 挑出；辨别出____________________ 10. 在……担任主角；主演______________V. 课文长难句分析(语法归纳）1. ①As Victor Hugo once said, “Laughter is the sun that drives winter from the human face” and up to now nobody has been able to do this better than Charlie Chaplin.【分析】as引导的是_______________从句，that引导的是______________从句，后一个分句中用____________________形式表示最高级的肯定含义。
人教版高考英语复习学案必修4 Unit 3 A taste of English humour
高考英语顶尖学案：新课标人教版Unit 3 A taste of English humour感受英语的幽默核心词汇1．Don’t be____________(挑剔的)about your friends，or you’ll end up not having any.2．Considering his age，I am quite____________(满意的)with his performance in the play.3．Success is not measured by the position you attain，but by the difficultiesyou____________(克服)．4. The thief____________(溜进)into the house without anyone noticing him.5．The____________(手势)that involves making a circle with one’s thumb and index finger has different meanings in different cultures.6．Seeing my arrival，he came over and____________(低语)something in my ear.7．At first it looks quite____________(普通的)，but there is something special about it.8．As a musician he was a ____________(失败者)，but as an artist a great success.9．用convince 的适当形式填空(1)We took their suggestion because their explanation was____________.(2)I need to be____________of the point of doing this before I do it.10．用occasion；occasional；occasionally填空(1)I call on him____________.That is to say，I don’t visit him frequently.(2)It’s really awful of you to dress so casually on such a formal____________.(3)An____________accident is part of the course of a day.1.particular2.content3.overcome4.slid5.gesture6.whispered7.ordinary8.failure9.(1)convincing(2)convinced10.(1)occasionally (2)occasion (3)occasional 高频短语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．________________ 担任主角；主演7．________________ 寻找8．________________ 对……挑剔9．________________ 破门而入10．________________ 突然……(起来)1.up to now2.feel/be content with3.badly off4.pick out5.cut off6.star in7.be in search of8.be particular about9.break into10.burst into/out重点句式1．Unfortunately his father died，________________，so Charlie spent his childhood looking after his sick mother and his brother.不幸的是他父亲去世了，使得他的家境更加贫困，因此查理的童年是在照顾生病的母亲和弟弟中度过的。
新课标高中英语必修四Unit3学案
Module4 Unit3 A taste of English humorReading A master of nonverbal humor教材分析该课时是根据人教版高一英语第四模块第三单元A taste of English humor学生用书中的阅读课A master of nonverbal humor（无声的幽默大师）而设计的一节课，本课的中心话题是非语言幽默大师，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；特别是在著名影片《淘金记》中，他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余，体会琐屑、卑微之中所隐藏的深刻本质。
学情分析教学对象是高一学生，他们词汇量少，英语语法及阅读策略的掌握相对差一些。
所以，本节课运用多种方法，训练提高他们的阅读理解能力。
教学目标1.Knowledge and ability(知识与能力)a. Ss get to know the well-known actor, Charlie Chaplin’s life and his wonderful performances in silent movies.b. Ss learn how to describe a person.课程标准:通过阅读理解，学生能简述著名演员查理.卓别林及其他在无声电影中的典型形象。
学习指导意见:通过分组讨论和小组合作探究与交流达到课程要求目标课标细化分解：第一步：分解内容标准，寻找关键词通过阅读理解，学生能简述著名演员查理.卓别林及其他在无声电影中的典型形象。
行为条件：通过阅读理解行为动词：简述限制词：卓别林的核心名词：典型第二步：分析关键词，构建概念图根据概念图，确定行为条件第四步综合上述思考，写出学习目标：内容主题：必修4 Unit3: A master of nonverbal humor学习目标:通过阅读理解，学生能准确无误的简述查理.卓别林及其他在无声电影中的典型形象。
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。
人教新课标高中英语必修四Unit3AtasteofEnglishhumour导的学案
一．重点学法指： P97 表，尔后默写出来。
于不会的通字典。
同学吧，相信你自己的力，加油吧！（住，必然是默写，不可以抄写哦，住）1.adj.& n ．& vt. 足的；意的；足；使足2.n.喜3.prep.& adv. 遍及；穿；到；始；4.vt.& vi.；战胜5.adj.突出的；优异的；著的6.n.耳；低vt.& vi.低；小声7.bored adj. 的→adj. 令人的8.directvt.& vi. 演；指示；指adj.直的；直接的；爽直的→adv.直接地；立刻地→n．方向→n．演9.depressed adj.愁的；沮的→adj.令人沮的→n．沮；不高10.fortune n ．好运；富→adj.好运的；吉利的→adv.好运地→adv.不幸地11.entertain vt.&vi. 使；款待→adj.快乐的；幽默的→n．款待；快乐12.convince vt. 使佩服→adj.令人佩服的→adj. 确信的；深信的13.particular adj. 特其他；特的n．；目→adv.特别；特地14.humour n ．幽默；幽默→adj.幽默的15.astonish vt. 使惊→adj. 令人感觉惊的→adj.惊的16.performer n ．表演者；演出者→v．行；表演→n．行；演出写出以下短，并屡次朗，不会的可料完成。
1.的，缺少的___________2.挑出；辨出____________3.切断；断 __________________4.主演 __________________5.到在止 __________________6.⋯⋯感觉足_________________自主研究一、重点。
1.astonish vt使惊 (= surprise sb. greatly)astonishment n. 惊【拓展】： astonishing adj.令人震惊的； astonished adj.感觉惊呀的[ 典例 ] 1). The news astonished everybody.2). I was astonished at/to hear the loud sound.[ 重点用法 ]be astonished at/by sth.be astonished to do sth.It astonishes sb. that....be astonished that to one’ s astonishment【即学即】：依照句子的要求在横上填入astonish 的合适形式。
人教新课标高中英语必修四Unit3AtasteofEnglishhumour教案(1)
MOdllIe 4 Unit 3 A taste Of EngliSh humor 教学设计TeaChing Class: CIaSS TWO SeniOr ONETeXtbOOk version：PeOPle,s EdUCatiOlI PreSSTeaChing COIltent: MOdUle 4 Unit 2 A taste Of EngliSh IIUmOr ・•・ A PiOneer forAll PeOPleTeaChing type: ReadiIlgTeaCIling arrangement: The 2nd PeriOd・TeaClIing Time: 45 IllinUteS一.设计理念以任务为中心的任务型语言教学是冃前交际教学思想中的一种新的发展形态。
它借导"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八右很大的挑战性，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來开展行之右效的任务和活动。
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町视的英语学习环境，也能激发学生枳极参与的欲望，引起学生的共鸣和兴趣。
二.教材分析ThiS IeSSOn is the SeCOnd PeriOd Of Unit 3, and it,s a reading IeSSon. The PUrPOSe Of this reading is to introduce the Iife and WOrk Of Charlie ChaPlin and his excellent PerfOrma nce in his Sile nt films. It PlayS a VerY important Part in teachi ng OfthiS unit. SO if the StUdents Can Iearn this IeSSOn WeIl z it VViIl be helpful to make the StUdents Iearn the rest Of this unit. They Can Iearn more about the humor especially English humor. SUCh topic is related to OUr daily life, SO it is helpful to raise Iearning interests Of StUdents and it Will be easier to get knowledge in their IaUghter 三.学生特征分析1,make USe Of multimedia COUrSeWare for EngliSh CIaSS J WhiCh has a SignifiCant effect On StUdentS audio-visual experienee, ShOWing great interest in the appreciation and enjoyment Of Ieaming Z Iearning efficiency is ObViOUS.2,AlthOUgh High SChOOl StUdents t have the basic abil^ies Of IiStening, SPeaking, reading and Writing z 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 J even though I teach the best CIaSS in rural SChOOL the UneVen IeVel Of StUdent Iearning, SO during the design Of activities I must take into account the SPeCifiC CirCUmStanCeS Of StUdentSat different IeVeIS and different needs・ In Order to make all IeVelS Of StUdents to PartiCiPate in the activitiesThe StUdentS in my CIaSS are Of different IeVeIS SOI ShOUld adapt the IeSSOn to each Of them and try to SOlVe different kinds Of PrOblemS WhiCh may appear in the IeSSon. TeaChing aims and demands1.KnOWledge ObjeCtSMake the StUdentS be aware Of the CUItUral aspects Of humor by Iearning this lesson.2.AbilitV ObjeetS1.DeVelOP StlIdents, ability and Iet them Ieanl different reading2.ElIable StlIdentS to talk about types OfhUmOrS and Chailie ChaPIin3・ Moral ObieCtS(D TO enable the StUdentS to Iearn to be faced With difficulties and OVerCOme them ・(② TO encourage them to keep UP OPtimiStiC attitude towards Iife and improvetheir SenSe Of humor.TeaChing key POintS1.HelP the StUdents grasp the reading SkillS・2.HeIP the StUdents to Iearn 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 StyIe Of Charlie ChaPIin and UnderStand the COnnOtatiOn Of humor.TeaChing methods: TaSk-based teaching method, Skiniming. SCanlling and GrOlIP 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。
【人教新课标高一必修4】Unit 3 A taste of English humour 教案
Unit 3 A taste of English humour I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1．教材分析本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。
1.1 WARMING UP中提出了三个问题：How many kinds of humour do you know？Do you know these kinds of humour？Do you have other kinds of humour in China？这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。
1.2 PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at？What does humour mean？Is humour always kind？这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。
1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。
第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps i t makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。
前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。
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Unit 3 A taste of English humour 一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1. especially / specially / particularly2. common / usual / ordinary3. convince / persuade词形变化1. humour n. 幽默，诙谐humorous adj. 幽默的，诙谐的2. fortune n.(大量) 财产，大笔的钱；运气，命运fortunate adj.幸运的，侥幸的fortunately adv.幸运地，幸亏3. bore vt. 使厌烦；n. 令人讨厌的人(或事)bored adj.感到无趣的或单调的boring adj.令人厌烦的，乏味的4. mouth n. 嘴，口mouthful n.一口；少量5. direct adj.直接的；坦率的adv.直接地vt.对准；指导direction n.方向[pl.]说明书；指引；指导director n.指导者，主管；董事；导演6. explain v. 讲解，解释explanation n.解释，说明，阐述重点单词1. content vt. (使)满足；满意n.[u]满足；内容；目录；adj.感到满足的2. astonish vt. 使吃惊3. entertain vt. 使欢乐；款待4. convince vt. 使信服；使确信5. direct vt.&vi.导演，指示，指挥adj.直的，直接的，直率的adv.径直地6. whisper v.&n. 耳语；私语；密谈重点词组1. badly off 过得很差；穷的；缺少的[做表语或定语]2. pick out 挑出；辨别出3. cut off 切断(供应等)；断绝(联系等)4. star in 在……主演；担任主角重点句子1. Not that Charlie‟ s own life was easy!2. 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.重点语法V-ing 的基本用法（见语法部分）II 词语辨析(旨在提供完形填空所需材料)1. specially / especially / particularly【解释】specially = on purpose故意地；专门地(不是为了别的，而只是为了某一目的而专门采用的某种方式。
如：I came here specially to see you. 我特地到这儿来看你。
especially = particularly = in particular = in especial特别地；尤其是；特别是，通常用来对前面所叙述的事情作进一步说明或补充，是有意突出到显眼或例外的程度，强调“超过其他，与众不同”，在介词或连词前用得较多。
如：I like Harbin, especially in summer. 我喜爱哈尔滨，尤其是哈尔滨的夏天。
【练习】用specially，especially，particularly填空。
1). I like my hometown, _______ in spring.2). These shoes were _______ made for you.3). A committee has been _______ appointed to look into the matter.4). We did very well in this exam, _______ our monitor.Key: 1). especially/particularly 2). specially 3). specially4). especially2. common / usual / ordinary【解释】common意为“普通的，平常的”，指常见的，常发生的，不足为奇的。
usual意为“通常的，习惯性的”，可用于一切频繁发生的事情。
ordinary意为“通常的，普通的，日常的，随时都可以碰到的”，与common意思接近。
【练习】用common，usual，ordinary填空。
1). He arrived later than _______.2). Rabbits and foxes are _______ in Britain.3). Tom Sawyer was a/an _______ American boy who kept getting into trouble.4). Our _______ workday is eight hours.5). He‟ s not an officer, but a/an ________ soldier.Key: 1). usual 2). common 3). ordinary4). ordinary 5). common/ ordinary 3. convince / persuade【解释】convince “说服”，着重理智方面的“辩论，证明”。
persuade “说服”，着重情感上的“劝告”或“说服某人做/不做某事”。
【练习】用convince，persuade填空。
1). He _______ me that I should study law.2). He _______ me not to stay.3). The officials were eager to _______ us of the safety of the nuclear reactors.4). I _______ (convince) I saw you there, but it must have been someone else.5). How can we persuade him into _______ (join) us?Key: 1). convinced2). convinced/persuaded3). convince 4). was convinced 5). joining III 词性变化（旨在提供语法填空所需材料）1. humour n. 幽默，诙谐humorous adj.幽默的，诙谐的2. fortune n.(大量) 财产，大笔的钱；运气，命运fortunate adj.幸运的，侥幸的fortunately adv.幸运地，幸亏3. bore vt. 使厌烦；n. 令人讨厌的人(或事) bored adj.感到无趣的或单调的boring adj.令人厌烦的，乏味的4. mouth n. 嘴，口mouthful n.一口；少量5. direct adj.直接的；坦率的adv.直接地vt.对准；指导direction n.方向[pl.]说明书；指引；指导director n.指导者，主管；董事；导演6. explain v. 讲解，解释explanation n.解释，说明，阐述【练习】用括号内所提供词的适当形式填空。
1). ________ (fortune), the drowning child was saved.2). He gave a ________ (humor) account of their trip to Spain first.3). Tom went off in one ________ (direct) and Harry in another.4). He now felt ready to take on the role of ________ (direct).5). The earthquake left thousands of people ________ (home).6). I‟ m stuffed. I couldn‟ t eat another ________ (mouth).7). Not only are mothers not paid but also most of their ________ (bore) or difficult work isunnoticed.8). There is no convincing ________ (explain) of the overall structure of the universe.Keys: 1). Fortunately 2). humorous 3). direction 4). director5). homeless 6). mouthful 7). boring 8). explanationIV 重点词汇（旨在提供综合运用所需材料）1. content vt. (使)满足；满意n.[u]满足；书的内容目录；容器里的东西adj.感到满足的[典例]1). As there‟ s no cream, we‟ ll have to content ourselves with black coffee. 既然没有奶油, 我们只好喝清咖啡算了。
2). He is content to remain where he is now. 他安於现状。
[重点用法]content oneself with sth. 满足或满意於某事物be/feel content with 对……感到满足be content to do sth. 愿意做某事to one‟ s heart‟ s content 尽情地；心满意足地[练习] 根据句子的要求在括号里填入适当的词或翻译。
1). Simple praise is enough to ______ him.2). I like the style of the book but I don‟t like the ______.3). She _______ _______ _______ (感到非常满足) stay at home looking after her children. Keys: 1). content 2). content 3). is/was content to2. astonish vt. 使惊诧；使吃惊astonishing adj.令人惊讶的astonished adj. 感到惊讶的[典例]1). The news astonished everybody. 这个消息令大家惊讶。