【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。
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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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