Unit 3 A Taste of English Humou1说课稿
A taste of English humor说课稿
Unit3 A taste of English humor一、说教材1、说教材的地位和作用我这节课的内容是人教版高中英语必修四第三单元 A taste of English humor 的Warming-up和Reading部分。
本单元是关于不同类别的英式幽默，通过学习本单元，能够让学生了解Charlie Chaplin滑稽但是却鼓舞人心的幽默，This reading material tells us the story about the master of nonverbal humor, Chalie Chaplin, including his life story, his achievements in film making, and his great performance in Gold Rush.本单元阅读部分不但能让学生了解到关于Charlie Chaplin的相关信息，同时也能够让学生通过本篇课文，提高英语学习的能力。
The central topic of this unit is “humor”. Humor has two meanings. Firstly, i t refers to the quality in something that makes it funny and makes people laugh. Secondly, it refers to the ability to think that things are funny, or funny things you say that show you have this ability. Through the study of this unit, the teacher will let the students realize that there are many different ways to understand and express humor because of cultural difference, and this may sometimes cause misunderstandings. What is more, it is hoped that the students can get an optimistic attitude towards life after learning this unit.2、教学目标众所周知，阅读在英语学习的过程中属于语言的输入过程，而语言的输入过程又对语言的输出过程，比如说和写又有很大的作用，那么，在研究完新课程标准和教学大纲后，我的教学目标将会是知识目标、能力目标、情感目标。
高中英语必修四《unit3 A Taste of English Humour》全英文说课稿
《unit3 A Taste of English Humour》说课稿U3 A Taste of English HumourA Master of Nonverbal HumourPart 1 Analysis of this lessonThis lesson is the second period of Unit 3. and it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter.Teaching aims and demands1. Knowledge objectsMake the students be aware of the cultural aspects of humor by learning this lesson.2. Ability objectsLet the students realize that humor is to let people be optimistic about everything around.3. Moral objects①To enable the students to learn to be faced with difficulties and overcome them.②To encourage them to keep up optimistic attitude towards life and improve their sense of humor.Teaching key points1. Help the students grasp the important words and phrases in the text.2. Help the students to learn to get information, analyze the information and understand the information from the text.Teaching difficulties1. How to fire the students’ enthusiasm to express their ideas.2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor.Part 2 Teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories:1. Make the students the real masters in class while the teacher acts as a director;2. Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching method; Question-and–answer activity teaching method; Watch-and-listen activityTeaching aids:computer and the blackboardPart 3 Teaching procedureStep 1 Revision ( 2 minutes )Get the students to match different types of humor that they learned in Warming-up and some names of famous comedy actors. For example, Mr. Bean and mime, Mark Twain and funny stories and so on.This step is employed to review the words related to humor and draw the students’ attention to the topic about nonverbal humor.Step 2 Lead-in ( 3 minutes )Show the students a clip from the film The Gold Rush and ask them two questions:①In this film, what was he eating? (a pair of shoes)②Can you try to give a description on Chaplin?(He wore a small black hat, very wide trousers, a moustache and carried a stick that he swung in the air as he walked.)These questions are intended to warm up the students and think about the theme of reading. And it can also arouse the interests of the students to speak English in class on the topics they like and they are familiar with.Step 3 While-readingI. Fast reading ( 5 minutes )First I will introduce Charlie Chaplin briefly, who was a great silent movie star of his time. And then ask the students to read the passage quickly to find more information about him and answer the questions that will be shown on the screen:①What was Charlie Chaplin famous for?②How many famous film or characters are mentioned in the text? What are the names?In this part the students are required to get some related information from the passage. This method is used to train the student to get the general idea of the passage. And it is also a good chance for them to improve their skimming skills.II. Detailed reading ( 15 minutes )I will ask the students to read the whole passage again carefully and answer some detailed questions. It is also called depth reading or study reading. It means reading for detailed information. The purpose is to make the students understand the reading material better.1. True of false①Chaplin became famous for using a particular form of acting including playing on words.②In The Little Tramp, Chaplin always wore large trousers, worn-out shoes and carried a walking stick.③The Gold Rush is set in California in the middle of the nineteenth century.④Chaplin’s movies were produced, directed and wrote by other people.2. Choose the best answers according to the passage:①What’s the passage mainly about?A. The history of English humorB. The films Chaplin made.C. The humor Chaplin made in his films.D. The Gold Rush in California.②Chaplin made people laugh when they felt depressed because _______.A. they enjoy doing soB. it makes people more worried about their life.C. it makes people more content with their life.D. there’s much fun is doing so.③Why did people like The little Tramp?A. Because it gives people courage to overcome difficulties;B. Because he was always kind even when people were unkind to him.C. Because he was optimism.D. All of the above④In the middle of 19th century people went to California to look for ______.A. filmsB. goldC. entertainmentD. water⑤Chaplin was given a special Oscar for ______.A. they enjoy doing so.B. the films he directed.C. the joy he gave us in his films.D. the contributions he made in films.⑥What’s the author’s attitude to Charlie Chaplin?A. positiveB. negativeC. seriousD. appreciative3. Write down the main idea of each paragraph:Paragraph 1: The world situationParagraph 2: Charlie’s childhoodParagraph 3: His famous film characterParagraph 4: An example of his workParagraph 5: His achievementsI think a good way to check whether the students have understood the reading is to ask them to summarize the passage in one sentence. This is a valuable skill that students will be asked to attempt in the comprehending section.Step 4 Post reading1. Discussion ( 7 minutes )①What should we learn from Charlie Chaplin?(We should be optimistic(乐观) no matter what difficulties we meet with, just as Charlie Chaplin was.)②What should we do to get success?(Set up an aim; do our best; pay more time then others; never give up / lose heart; insist on what we pursue)Apart from the knowledge they get from this lesson, it is a good opportunity for the students to receive moral education.2. Make a dialogue ( 10 minutes )Imagine one of the students wants to write an article about Charlie Chaplin for the column“HUMOUR” of th e school newspaper. So he is going to interview Charlie Chaplin.The purpose of this step is to create a language environment for students’ communication in class; and give the students a chance to practise their spoken English. If the students can finish this task well, they will benefit a lot in their spoken English. They can use some important words and phrases that they have learned in the passage. This process can be regarded as a quiz. I can know if my students understand the whole text really and if they master what I mean to tell them in this class.Step 5 Summary ( 2 minutes )Today we have learned something about humor. Humor is everywhere in our daily life. I hope in the future you can be optimistic(乐观) no matter what difficulties you meet with, just as Charlie Chaplin was.Step 6 Homework ( 1 minute )Try to rewrite the passage in the first person in 120 words and then present it in the next class.This step is used to practise their ability of writing and looking up information by themselves.。
人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案（精选五篇）
人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案（精选五篇）第一篇：人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案Unit 3 A Taste of English HumorReading 1.Teaching aims教学目标Enable students to learn what humor means and what is nonverbal humor.2.Ability goals 能力目标Enable the students to talk about some types of English humor and Chinese humor, then learn what humor means and what is nonverbal humor 3.learning ability goals 学能目标Help the students to learn how to talk about some types of English and Chinese humor, and then find their differences.4.Teaching important points 教学重点Help students divide the text into several parts according to the meaning.5.Teaching difficulty points 教学难点Divide the paragraphs and give the main ideas.6.Teaching methods 教学方法Using pictures, discussion, reading, scanning and careful reading 7.Teaching aids 教具准备A recorder and a projector 8.Teaching procedure: Step 1.Revision Review key vocabulary..Step 2.Leading-in(pair work)Show the pictures and quote a well-known saying from Victor Hugo.Step3.Pre-reading(group work)Questions:(1)What do you know about Charlie Chaplin?(2)What do you know about his film? What is so interesting about them?Step 4.ReadingThe purpose of this reading is to introduce nonverbalhumor.This reading material takes Charlie Chaplin for example.It tells us what nonverbal humor means;what is Charlie Chaplin’s style of acting;how he made a sad situation entertaining and so on.Task 1.Fast-reading Use the information in the passage to complete the notes about Charlie Chaplin.Born： 1889 Job： actor Type of acting：the little tramp Character：mime Died: 1977 Costume ：large trousers, worn-out shoes, small round black hat and a walking stick Task 2.Give the main idea of each paragraph Paragraph 1: Why people needed cheering up Paragraph 2: What Charlie’s childhood was like Paragraph 3: What his most famous character was like Paragraph 4: An example of a sad situation that he made funny.Paragraph 5: His achievements Task 3.Careful-reading Let students lfollow the record to read the text carefully , then decide whether they are true or false.If it is false, correct it and find out which paragraph it is.A.Charlie had an easy childhood.Fpara2 B.Charlie’s most famous character, a little tramp was a social success and very popular.F para3 C.Charlie usually made a sad situation entertaining.Tpara4 D.Nobody has been able to do this better than Victor Hugo.Fpara1 E.Charlie has achieved a lot in all his life.Tpara5 Step 5 Post-reading(group work)Give the students some time to discuss.Questions: Besides joy, what else can humor bring to us in our studies and life? Step 6 Homework 1.Finish Exe.3.on Page 19, all exercises on Page 20.2.Try to retell the text.Step 7课后反思：第二篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案Unit 2 English Around the WorldⅠ单元教学目标技能目标GoalsTalk about English and its development, Different kinds of EnglishTalk about difficulties in language communicationLearn to make dialogue using request & commandsLearn to transfer from direct into indirect speechLearn to give opinions and organize ideas by way of brainstormingLearn to make a poster showing your ideas clearly Ⅱ目标语言功能句式Talk about English and its development Refer to Introduction in the teachers’ bookTalk about difficulties in language communicationDifferent speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?词汇1.四会词汇include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command requestretell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组play a role(in)because of come up such as play a part(in)语法Command & requestOpen the door.Please open the door.Would you please open the door? Indirect SpeechHe told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析本单元的中心话题是“English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。
高中高一英语说课稿Unit3Book4AtasteofEnglishHumor
高中高一英语说课稿Unit3Book4AtasteofEnglish Humor各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢高中高一英语说课稿Unit3Book4AtasteofEnglishHumor本课选自人民教育出版社出版的普通高中课程标准实验教材，高一年级必修四的第三单元AtasteofEnglishhumour。
Thepurposeofthisreadingistointroducetheli feandworkofcharliechaplinandthekindofhu mourwecanalllaughat---nonverbalhumour.,;;;;::,ie,skimmingandscanningskillsaswell astranslating,interpretingandwordguessingabilities,whichareexaminedinrecentyearsin NmET.:Bylearningthepassage,,thereisaki:;andusesuchkindofabilitytogainandde alwithlanguageinformation.’questioningspirittoimprovetheirabilityoffin ding,analyzingandsolvingproblems.::Duringthecourse,,theteachercanadjusthis/h erteaching.:Dividetheclassintosmallteams,talsoforhelpi ngteammateslearn,thuscreatinganatmosphe reofachievement.:multi-mediapicturesblackboardPartTwo：Teachingprocedures:Stepone:Lead-inandwarmingupInorderforstudentstogetintothetopicofhumo rquicklyandsmoothly,apieceofsketchvideolbeplayedfo Eatingnoodles”bychenPeisiwil rthestudents.Question:Doyouknowwhothechinesecome dianis?whatmakeshisperformancefunny? Thenshowsomepicturesofcharliechaplintos tudents.Questions:Doyouknowwhoheis?whatdoyouknowaboutcharlechaplin? whatdoyouexpecttolearnaboutfromthisread ing?StepTwo:ReadingFastReadingTask1:FastReadingwhat’sthepassagemainlyabout?Task2:Readtosummarizethemainideaofeac hparagraghandmatchtheparagraphwithitsm ainidea.Para1:Para2:Para3:’schildhoodwaslike.Para4:Para5:’slivesthroughtwoworldwarsandthehardyear sinbetween.Scanning:ReadingfordetailsTask1:Readthepassageagainandthenfillinth echart..Task2:workinpairstoreadfordifficulties. “charliebrightenedthelivesofAmericanandBritishthroughtwoworldwars”．“TheLittleTramp”lovedbymanypeoplearou ndtheworld?:charlie’sreallifewasnotsocomfortableasitwasshowe dinhisfilms.“youmayfinditastonishingthatcharliewasta ughttosingassoonashecouldspeakanddance assoonashecouldwalk”．“convincing”inline30Page18.StepThree:RetellingPeoplemaylaughatothers_______onabanan askin,orfallingdownahole,foritmakesthem_______withthemselvesseeingothers______________thanthemselves.Asanoutstandinghumourousactor,chaplinc ouldalways_______inthepeopledeepfeelingsbyusing__________________“thelittletr amp”iswell-knownallovertheworld,apoorand_________personwearinglargetrousers,________shoes,andcarryingawalking_______.Asocial_______ashewas,hewaslovedbyallt hepeopleforhis____________inovercomin gdifficultiesandbeingkindtopeople_______,chaplinmanagedtomakethesadsituation—e atinga_______shoe,entertainingbyusing__________humour.Suchischarliechaplinwhoproduced,______ _,andwrotethemoviesthathe___________________ofbringinghumourtousall.StepFour:Pairwork.Part1:jokE1wifetalkingtoherhusband:IwishIwereanews papersoI’llbeinyourhandsallday.Husband:Iwishthattoo,soIcouldchangeyou dailyjokE2Tom’SEXcUSETeacher:Tom,whyareyoulateforschoolever yday?Tom:EverytimeIcometothecorner,asignsay s,”School-GoSlow”．Part2:Showthestudentssomepicturesofnonverbal homourtoletthemappreciate.StepFive:Interview3actasreporterstointerviewhim/herusingthe informationfromthereading.StepSix:HomeworkFindmoreinformationaboutchaplinthroughTheInternetorfrombooksandyouareexpecte dtopresentittoyourclassmatesinthenextclass .高一英语说课稿同类热门：高一英语说课稿之thewestLake各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢。
《A taste of English humor》高中英语说课
《A taste of English humor》高中英语说课Good morning/afternoon, dear judges. I'm the second competitor. So may I start? Thank you!Hello! Everyone. It's my great honor to have this opportunity to interpret my teaching ideas. Today my topic is “A taste of English humour”. My presentation consists of the several parts: analysis of teaching material and students, analysis of teaching procedures and so on.I Analysis of teaching materialsFirst of all, let’s focus on the analysis of teaching material. The lesson is from New Senior English for China Book 4 Unit3, the reading part. This passage mainly introduces the career of Charlie Chaplin, who is one of the most famous humorist in western country. After the class, students will learn how to understand and enjoy English humor. And they can learn to find and enjoy humor to make their life easy and happy.II Analysis of studentsBecause my students are in senior high school, I think they’re familiar with the humorist, Charlie Chaplin and they may all watch his movie befor e. Also they have some English knowledge background so that they can talk about this topic in English. But most of them are still afraid of speaking English and making mistakes. So I will design different kinds of activities to provide them with more chances to speak English. I hope all of my students will be confident in speaking English one day.III Analysis of teaching aimsAccording to the syllabus, teaching material and students, I set three-dimensional teaching aims as follows:(1) Knowledge aims:Students can get a detailed understanding of the story of Charlie Chaplin. Students can learn how to understand and enjoy English humor.(2) Ability aims:Students will be able to appreciate different types of humor in our daily life.Students can master some reading strategies such as skimming and scanning.(3) Emotional aims:Students can learn to find and enjoy humor to make their life easy and happy.Students can be interested in English language, music, film and so on. IV Analysis of teaching key points and difficult pointsSo the key point is that students can get more detailed information about how to enjoy an English humour and master some reading strategies.And the difficult point is that they will keep an optimistic attitude toward life, especially when they meet troubles.V Analysis of teaching methods and learning methodsIn order to achieve the teaching aims, I’ll mainly use “Task-based teaching method”and “Communicative approach”. As for learning method, I want my students to learn in a cooperative way. I will design some group discussion for them to communicate with others.VI Analysis of teaching proceduresNow, let’s pay attention the most important part-analysis of teaching procedures. It includes 5 steps: warming-up, pre-reading, while-reading, post-reading, and summary and homework.Step 1 Warming up and Lead inThe first step is warming up and lead in, I will greet my students first and then show them a funny picture, in which a wolf is jumping across the back of a sheep. Actually, we know that a wolf can not play with a sheep happily; he must prepare to eat it. So the funny picture can make us laugh, which can create a nice class atmosphere and help me lead in today’s topic, humor.Step 2 Pre-readingIn this step, I will show some pictures of Charlie Chaplin and make a basic introduction of him. For example, He was one of the most famous humorists who can make others laugh all the time. He was a great silent movie star. He has many famous masterpieces, such as Modern Times, The Little Tramp, and The Gold Rush and so on. I think my students should know him before and they will have strong interests in this reading class after my introduction.Step 3 While-readingNow, I will use task-based teaching method to begin my real lesson. Firstly, it should be the global reading. I will ask my students to scan the whole passage quickly in 2 minutes and complete the notes on Chaplin’s career. Next I will show the main idea of different paragraphs, and then give them 1 minute to read the passage again and pay attention to the first and last sentence of each paragraph. After that, students need to do a match.By doing this, my students can have a basic understanding of the content, which can lay a good foundation for the latter reading comprehension. Next it should be the detailed-reading. At first, I will ask my students to read the first paragraph carefully and answer a question: Why did so many people like him? And then I will choose some volunteers to show their ideas. After that, students need to read the second and third paragraph and think about two questions: When was he taught to sing and dance? Can you give a description on the little tramp? I will invite one student to write the appearance of The Little Tramp on the blackboard. At last, they should continue to read the rest paragraphs and find out how he performs eating a boiled shoe in the film: The Gold Rush? I will show these steps on the PPT and ask them to put them in right order after reading. During this separated reading, my students can have a deeper understanding about reading material, and they will know detailed information about Chaplin’s film and his acting style.Step 4 Post-readingIn this step, I design two activities to help my students build confidence in speaking English. The first one is to retell the movie plot when he performs eating a boiled shoe in The Gold Rush. I will show them some key words on the blackboard and give them 3 minutes to work in pairs to practice it. After that, students need to be divided into 4 groups and ha ve a discussion: What made Chaplin so successful? What can we learn from him?5 minutes later, I will choose some representatives to do a report.By doing so, my students can have a deeper impression on Chaplin’s acting and enjoy the English humour. Moreover, they can study in a cooperative way through the group work task.Step 5 Summary and homeworkFirstly, I will invite several students to review what we have learned in this lesson, and I will make a supplement like this, In our daily life, we may meet with some happiness an d joys, but we will also meet with some sadness and sorrow. When we meet with some sadness, we should be optimistic and staunch. Don’t forget to smile, as Victor Hugo once said: “Laughter is the sun that drives winter from the human face.”Homework: Please write a humor that you like best and explain why you like it.This can help my students be interested in English language or film. Besides, it can also help me break through the teaching difficult point. Students will keep an optimistic attitude toward life, especially when they meet troubles.VIII Analysis of blackboard design(Purpose: This could help students to understand core information of this lesson clearly.)。
英语必修四人教版 Unit3 A taste of English humour说课稿
必修四Unit 3 A Taste of English Humour说课稿Reading（A Master of Nonverbal Humour）Part 1 Analysis of this lessonThis lesson is the second period of Unit 3. and it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter.Teaching aims:1.Knowledge: Learn some key words and phrases.2.Ability: Train students’ speaking and reading abilities.3.Emotion: Students are able to know that optimism can help overcome difficulties and learn to be humorous.Teaching important and difficult points1.Be able to master the skills of reading and the main idea of the text.2. How to seize effective information to understand the text completely. Part 2 Teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories:1. Make the students the real masters in class while the teacher acts as a director;2. Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching method; Question-and–answer activity teaching method; Watch-and-listen activityTeaching aids:computer and the blackboardPart 3 Teaching ProceduresStep 1Warming up and Lead- inA guessing game(设计意图：猜一猜的游戏一方面能够活跃课堂气氛，激发学生参与课堂活动的兴趣；另一方面，也预热了课文中重点词汇，引入了单元话题。
《A Taste of English humor》说课稿
《A Taste of English humor》说课稿Good morning/afternoon, everyone! Im very glad to stand here to interpret my lesson. Today my topic is "A taste of English humor' (writing part). I am going to introduce my lesson from the following aspects: the analysis of teaching material and students, teaching aims, teaching key points and different points, teaching and studying methods, teaching procedures and blackboard design.Ⅰ. Analysis of the teaching materialFirst of all, lets focus on the analysis of teaching material. This unit is about humor in English. Writing part consists of three sections: section 1 is a speaking activity. Actually it has two stages: a discussion and a story telling. They can used as a preparation for writing. Section 2 includes some guidance for writing and they are in time-order. The section 3 has a sample writing and the format for each part.Ⅱ. Analysis of the studentsThen, Id like to talk something about the students. Funny story is a very interesting topic and related to their daily life. However, many language learners face a big challenge in writing, especially on the aspect of grammar or logic order, so do my students. They will easily get frustrated and bored if teacher doesnt guide them in a right way.Ⅲ. Analysis of the teaching aimBased on the syllabus and the analysis, I set the teaching aims as follows:Knowledge aims: Students will learn some basic knowledge about story writing, including its format: the situation, what happens, and the punchlineAbility aims: Students can develop their logical thinking ability through writing and their The ability of creating funny stories from their real life can be trained.Emotional aims: Students can form a positive attitude towards life and the sense of humor. And they could enjoy the success in writing.Ⅳ. Analysis of the key and difficult pointsAccording to the teaching aims, both the key point and the difficult points of this lesson are leading students to find some basic knowledge about story writing, including its format: the situation, what happens, and the punchline.Ⅴ. Analysis of teaching and study methodsTo help students achieve the teaching aims much easier, I will mainly use process writing task-based teaching method, multimedia method and communicative teaching method and so on. For students, I will encourage them to learn to communicate with their classmates to let them become the real leading role of the class.Ⅵ. Analysis of the teaching proceduresPre-writing:In the beginning, I would tell them the purpose of this lesson. Then I would tell them a typical funny story and I would obverse their reaction when listen to the story.In fact, that story is very traditional and some of them would not be interested in it because they heard a lot stories like that in the recent week. The purpose is make the next stage much easier.After listening, I would ask them to do a discussion aboutwhat the story: Do they like it, why. And the words and expressions in the textbook can be used in their discussion.This speaking activity can lead students to think about how to think out a funny story. It is good for their writing. And in the ending period of this unit, we use a speaking activity for warming-up is suitable.Then I would ask them to think of a funny English or Chinese and tell it to partners. While telling stories, they can use expressions and some acting to help make the story funny. 5 minutes would be given to do this.Those stories they told there will be the material for their writing. So letting them tell it at first is helpful. And they can make a difference between telling a funny story and writing it down. Generally speaking, it is difficult for students to write well because they dont know what to write and how to write. Asking them to tell their own stories at first can help them come up with what to write.After their telling, I would invite someone to share his/her story with all of us and I would write it down on the blackboard. This example story would be used as a sample to illustrate the format of funny story. Different from a story from teacher or textbook, a story from students can obviously become a interesting material to draw students attention.Then I would ask the whole class to put this story into several parts. It might be a little bit difficult for them. So I would ask them to find out whether all the sentences are necessary. After delete some sentences, there are 6 sentences left behind. Then they can easily put them into three parts.After interaction with students, I would teach them the right terms for each part and conclude the format of funny story. This step is the key and difficult point in my lesson. So I mainly use task-based teaching method in this part and the task for students was divided into several stages. With the separated difficult level, students can find there are usually three parts in writing. They can also learn to write without the unnecessary parts in the process of analyzing. And then I wouldnt rush to tell them the right terms to them directly. Instead, I would ask them to name them by their own. A confused mind is better for acquiring knowledge.While-writing:Then I would give students 7 minutes to write down this story, without other requirements. With all the preparations in pre-writing, students difficulties were cleared. So it would be much easier for them to write down the story within 7 minutes. There are no other requirements because students first writing is actually a drafting. It would be revise and edit several times later. Writing, as a skill mainly focus on the accuracy, needs some modifications before the final version. So in the step of writing, we should only let students product what they have prepared, not on more requirements.Post-writing:When they write they story, I would present some standards for evaluating on the blackboard and PPT. They are about the format, mechanics, vocabulary using. Students revise their own writing according to the standard and then edit for theirpartners.This is a very critical step in writing class. It is a step for students to improve their writing skills. Only withself-revise and peer-edit, students can acquire what we have learn today and form the good habit of paying attention to mechanics, vocabulary using, logical thinking, and syntax. Those sub-skills benefit for training writing skills and expressing students ideas in written form.Then I would invite some students to share their writing with others an I would evaluate their writing. I would pick out some typical mistakes to deal with, the punctuation for instance. Of course students cannot learn those knowledge about writing all by themselves. So teachers leading and helping are necessary in the end. Before the ending of this class, some students would be invited to sum up the format and their own understanding of the English humor story. Summary is necessary for students learning. Homework for this lesson includes: To collect at least five humor stories creatively and Finish the chart of Summing up in the textbook. This two pieces of homework can not only enhance what we have learned today, but also the whole unit. And the collecting work is interesting and can help students form the habit of learning and using English in their real life.VII. Blackboard Design:My blackboard design is what you can see there. It is brief and logical. It can help students understand the whole class better.。
Unit 3 A taste of English shuo说课稿21
Unit 3 A taste of English humor（Grammar)说课稿一、教材分析：１、教材的地位及作用：高中英语人教必修四第三单元Grammar，本单元围绕动词－ing 形式作表语，定语和宾语补足语开展多种教学活动。
本节课是本单元的重点，主要了解动词－ing的用法。
２、教学目标(１)了解动词－ing的构成和用法。
(２)根据情境正确使用动词－ing形式作表语，定语和宾语补足语。
３、重点与难点：重点：了解动词ing的构成和用法。
难点：根据情境正确使用动词ing。
二、教材处理：根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。
首先给学生创造自主学习的氛围，对动词ing的用法自己予以归纳，再由老师予以总结。
同时激发学生学习兴趣，使学生始终处于竞赛活动中，掌握知识。
最后通过做练习对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：通过八步教学法，精讲巧练，由浅入深，由易到难，先自学后指导，由已知到未知，循序渐进地深化教学内容。
展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：主要自学，指导，竞赛等方式进行教学教学，贯穿整个教学过程。
增加了自主性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：（一）、导入： Enjoy an English song by John Lennon歌名：Love歌曲导入，激发学生兴趣。
（二）、看一看，赛一赛： -ing形式作表语(Predicative) -ing形式作表语时放在系动词之后，用来泛指某种动作或行为，以说明主语的身份、性质或情况。
1. Her hobby is painting.2. My job is looking after the children.3. The story is very moving.Competition（抢答）1. His job is__________________.2. The news is very___________________3. What she likes is ______________________.（三）、讨论探究：ing 形式作定语(Attribute)Discussion :1. This sleeping bag is bought for my daughter.2. The sleeping baby is her daughter.1. This sleeping bag （睡袋） is bought for my daughter.sleeping 表示被修饰者的作用或功能, 为“动名词”2. The sleeping baby is her daughter.sleeping 表示被修饰者正在发生的动作,状态或特点，为“现在分词”the working peoplea surprising result（四）、想一想，练一练在学生体验到成功的前提下，鼓励他们再接再厉，学习动词－ing 形式做宾补的用法，可相互探讨，然后灵活运用。
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各位领导、评委老师：大家好！今天我说课的内容是高一Unit 3 A Taste of English Humour Reading: Nonverbal Humour. 我主要从以下几个方面阐述我今天的说课内容。
一、Teaching contents（对教材的认识）
本单元的中心话题是“感受英语幽默”。
幽默作为一种人们生活中喜闻乐见的表现形式，是生活中有益的要素，能够引起学生的学习兴趣，令他们更容易在欢笑中获得知识。
本课时为阅读理解，所选文章以“非语言幽默”为题，介绍了美国著名的电影演员、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，让观众在捧腹之余，体会在琐屑、卑微之中所隐藏的深刻本质。
二、Teaching important points（教学重难点）
重点：文章的理解，特别是在阅读中，如何提高提取信息，分析信息，解决信息的能力难点：1. 如何调动学生积极性，表达自我想法，列举事例，支持自己的观点。
2. 通过了解东西方幽默的不同形式，理解中、西方文化差异。
三、Teaching aims（三维教学目标）
知识目标1）学会用英语常见句型表达自己观点。
2）能学会本单元所要求的词汇、短语，如slide, 重点句型: find+ it + OC+ to do 能力目标1）理解篇章结构，掌握提取信息，分析信息，解决问题的能力。
2）深层理解文章背后的意义，了解作者写作意图。
情感态度:1通过对各种幽默表现形式的了解，鼓励学生保持乐观人生态度，培养幽默感。
2通过对卓别林所表演角色和风格的分析，培养勇于面对困难，战胜困难的人生态度。
四、Teaching methods（教学方法）
语言情景创设法、图示教学法通过电脑课件展示相关的图片，视频，或静态，或动态，以直观的效果激发学生固有的背景知识，在学生固有的背景知识和文本信息之间搭建起理解桥梁，能有效地帮助他们获取信息，达到理解信息的目的。
五、Learning methods（学习方法）
自主探究法通过相关图示激活学生固有背景知识，使其自主分析归纳新的信息和知识。
演绎归纳法（将难句以提问的方式，分解成简单的小句，让学生自主归纳其语法特点）六、说教学程序（分为四个环节）
第一环节Leading in（导入）
Step 1: 让学生列举出几位著名的喜剧演员，之后通过多媒体展示周星驰，憨豆，赵本山等一些著名喜剧演员的照片，并询问他们的共同点
Step 2 学生任务：
任务一：让学生列举各种类型的幽默形式及其代表人物或作品。
任务二：连线哑剧，小品，相声等领域的代表人物的图片或视频片段。
同时带出中国特
有的幽默形式：独角戏，相声，小品，双簧等。
Step3 分组讨论：让学生说自己的幽默喜好并举例说明，调查最受欢迎幽默形式。
第二环节Reading（阅读）
全篇阅读教学主要以图示教学法为指导，以图片和相关视频来激发学生在阅读各段落前的相关既有知识，以更好地理解归纳各段落大意，以及全文的篇章结构，并且在相关段落中，适时借助图片视频穿插单词和句型的教学，令教学过程过渡自然，衔接流畅。
Step 1. Pre-reading（读前）
1) 展示卓别林的图片，设置问题，转入阅读的主题。
Who is he? (Ss: Charles Chaplin)
2)有关Chaplin的问题，When was he born? When did he die? What is he famous for? Step 2. While-reading（阅读过程中）
Para 1 设置情景法引入，然后让学生带着问题阅读第一段。
归纳段意：Some humour can be cruel and people will be content with their life when seeing other people’s bad luck. Para 2 展示卓别林的图片(如课文插图)以及视频，在视频播放过程中，将反映卓别林所扮演角色特点的镜头定格，让学生初步了解卓别林所扮演角色的特点和着装特点。
Para 3-4 设置情景：(播放《淘金记》中卓别林吃鞋子的片段，令学生加深对这些词的理解。
) 边播放视频，让学生以英语解说的方式，复述讲解卓别林吃鞋子的过程，学习运用First, Then, Finally等顺序词。
第三环节Discussion （读后讨论）
以What is humour?让学生结合卓别林的表演形式，讨论理解在他幽默滑稽的表演之下，所反映的幽默内涵。
第四环节Homework 1）找英文笑话，与同学们分享，同时锻炼口头表达能力。
2）查找有关卓别林的信息，做有关卓别林的小报告。
七、教学反思本课以学生为主体、任务型教学为主线，以多媒体为教学手段，突出交际性，重视读写的实用性，重视学习策略的培养。
在教学过程中抓住一切时机对人物进行分析,挖掘人物个性以及形成因素,将有助于提高学生透过现象看本质的能力。
通过合作、探究，培养学生阅读能力的同时，也培养了学生的听说写的能力。
经过授课达到了预期的授课效果。