高中英语必修四-unit3-课文教学设计
教科版高中英语必修四 教案Unit 3
教科版高中英语必修四全册教案
UNIT 3 SOMETHING GOOD TO EAT
【教学目标】
1．知识目标
（1）重点单词：
sweet potato, native, frost, tuber, tropical, moist, flesh, yam, firm, root, cutting, inch, manure, add, depth, length, decrease, smooth, nutritious, fiber
（2）重点短语：
add to
（3）能理解、应用句型：
a. Sweet potatoes, which are native to Central and South America, are one of the most important food crops in tropical and subtropical countries.
b. The tomato, which is a widely cultivated South American plant, the tomato has edible, flesh, and usually red fruit.
2．语言技能目标
（1）理解并掌握新词的含义及应用。
（2）理解材料内容：通过上下文克服生词困难，掌握听力技巧，提高英语听力能力。
3．情感态度、文化意识、学习策略
在“学生为主体”的思想指导下，让学生成为课堂的主人，形成有效的“生生互动”，“和谐对话”，同时借助多媒体的优势使学生主动融入课堂教学情境之中，以调动学生积极性，激发学生参与课堂的潜能，建立良好的课堂氛围，真正发挥情感教
1/ 4。
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.。
人教新课标高中英语必修四Unit 3 A taste of English humour教案(4)
Teaching Plan for Lesson2, Unit 3(SEFC Book 4)The Second Period, Warming up and Pre-reading: “A taste of English humor”I. Teaching Objectives1. Language Objectives(1) Important words and phrasesverbal, nonverbal, mime, farce, content with, worse off, pick out, social failure, undergo.(2) Important sentence patternsa. So they could feel more content with their lives. P18b.Not that Charlie’s own life was easy.P18c.You may find it astonishing that Charlie was taught to sing as soon as he could speakand dance as soon as he could walk. P18d.This character was social failure, but was loved for his optimism and determination toovercome all difficulties. P 18e. The acting is so convincing that it makes you believe that it is one of the best meals hehas ever tasted! P182. Ability Objectives(1)Enable the students to talk about some types of English humor and Chinese humor.(2) Learn what humor means and what nonverbal humor is.(3) Develop the students’ reading ability: skimming and scanning.(4) Learn to analyze the reading material and summarize its main idea.3. Moral Objectives(1) Enlighten the students about the importance of humor.(2)Lead the students to learn from Charlie’s experience.II. Important Points1. Help the students learn how to understand and enjoy English humor.2. Train the students’ reading ability.III. Difficult Points1. Promote the students’ reading ability: How to analyze the text and grasp the main idea of the text.2. Help the students know the differences between the English and Chinese humors.IV. Teaching Methods1. Task-based language teaching method, situational communicative teaching method and heuristic method.2. Teaching Aids: a projector, a computer, blackboard, and some pictures, etc.V. Teaching ProceduresStep I Lead-in (3 mins)1.Greet the whole class as usual.2.Begin with a question to arouse the students’ attention.3.Introduce two English humors to help them get a general understanding of Englishhumor.T: Hello! At the very beginning of our today’s class, I would like to ask you a question.Why would a thief break into a shop three times? Can you guess the answer?S1: …S2: …T: Both of you did excellent jobs! Well, the story is…T: What are you laughing at? Is it the thief who makes you laugh?S: …T: The thief is humorous, right? As is known to all, humor is a word which meansmaking others laugh. If someone often makes others laugh, just as the thief does, wesay he is humorous. We call him a humorist. Today, we are going to have a wonderfultaste of English humor.Step II Warming up（10mins）1.Talk about verbal and nonverbal humors and find their differences.2.Show some pictures to the students. Ask them to guess who the typical actors in thepictures are and introduce them.3.Explain different types of humors in English and Chinese.4.Deal with the chart part on page 17.T: The English humors we just came across are called verbal jokes. Actually, there are two kinds of humors: verbal and nonverbal humor. Verbal means spoken, that is tosay we use spoken words only. However, nonverbal humor mainly relies on ourfacial expressions or gestures, instead of using words. Next, I will show you somepictures. Guess who they are.S: The first one is …T: Yes, I dare say that everybody knows him. How about the second picture?(Deal the rest in the same way)T: These are some typical actors or writers in foreign countries. There are also manymasters of verbal or nonverbal humor in china. Can you name some? I’ll showyou some pictures again. See, who are they and what are they good at? Nonverbal,mime, farce, funny tales or funny poems?S: The first picture is …T: You get it! Do you know what they are good at?S: …T: Good. I think Zhao Benshan is famous for his mime, too. The third one is Hou Baolin, who was a famous cross talk actor. But what a pity, he died. The last one is Liu Quanhe & Liu Quanli, they are good at pantomime. Can you finish the chart now?T: Sometimes English humors sound no funny at all to us. Because the sense of humor between English and Chinese is different, it is particular to each culture. So we should learn to enjoy different types of humor.The suggested answers:English humor Chinese humornonverbal Mime 刘全和、刘全利farce Sketch 陈佩斯、赵本山Verbal jokes Cross talk 侯宝林Step III Pre-reading (4 mins)1.Work in pairs to share what they know about Charlie Chaplin.2.Introduce some basic information of Charlie Chaplin to the students.3.Based on the title and the pictures in the text, ask the students to predict its content.T: Just now we shared some information of the humor masters. But we left oneperson behind. Do you still remember who he is?S: …T: Well done! What do you think of Charlie Chaplin?T: Can you name some of his masterpieces?S:…T: Excellent! His masterpieces are: The Gold Rush, Modern Times, The Little Tramp,City Night and the like.T: Today we are going to learn something about him. Welcome to our text part AMaster of Nonverbal Humor. Please look at the title and the pictures of the passageand predict its content. This passage is about:A. The story of English humorB. The films that Chaplin madeC. The humor Chaplin made in his filmD. The Gold Rush in CaliforniaStep IV Reading (15 mins)1.Skimming: ask the students to skim the whole text within 6 minutes. In thisprocedure, students should complete the following two tasks：(1)Answer the following questions.a. Why did people need cheering up?b. What was Charlie Chaplin’s childhood like?c. What was his most famous characteristic like?d. Can you give an example of a sad situation that he made it funny?e. What were his achievements?(2)Sum up the main ideas by themselves first, then discuss with group members.2.Deal with the reading part. Analyze the text paragraph after paragraph. Find out thetopic in each paragraph.(Cooperative learning)Paragraph 1: The world situation.Paragraph 2: Charlie Chaplin’s childhoodParagraph 3: His famous worksParagraph 4: An example of his workParagraph 5: His achievements3.Divide the text into 3 parts and explain why so.4.Summarize the main idea of the whole text then confirm the prediction in pre-readingpart.T: Please skim the whole text within 6 minutes, and then sum up the main idea ofeach paragraph based on the questions bellow. Then we will analyze the text.(After listening to the tape, students will have a discussion.)T: OK. I’m glad you have thought actively and had a heated discussion. Now lookat Paragraph One. What does the first paragraph mainly talk about?S1: …(Deal with the rest of the text in the same way)Step V Scanning and speaking (8 mins)1.Ask the students to scan the text for specific information about Charlie Chaplin’s lifeand career.2.Ask them to make an interview according to the reading passage.3.Ask two pairs of students to role-play their interview.4.Help them to fill the blanks in the text book then check the answers.T: Imagine that you are Charlie Chaplin, and your partner is a journalist. Make aninterview according to the reading passage. You can begin like this:J: Excuse me, I’m a repo rter from 21st Century, may I ask you some questions, Mr.Chaplin?C:...(Show on PPT)T: Good! Thanks for your amazing performance. Now try to fill the blanks in the text inone minute.Step VI Summary(4mins)1.Make a summary of the whole text.2.Discuss some questions to lead them learn from Charlie Chaplin’s perseverance,optimistic and humor. Meanwhile, help them to realize that humor is to makepeople become optimistic about everything around.T: Our text takes Charlie Chaplin as an example. It tells us what nonverbal humormeans… Then, we will have a discussion about the text. There are two questions.Discuss them with your partner.(1). Do you think his childhood helped him in his work? Why?(2). Why do you think he is so successful?T: Who would like to share your opinions?S:…T: You are right. Anyway, I hope all of you can learn from Charlie Chaplin ,and be optimistic(乐观) in spite of what difficulties come to you. I think humor is everywhere in our daily life. No matter you are rich or poor; you should live our own happy life. Step VII Homework Assignment (1 min)T: Well, so much for today. Do you have any questions about what we have learned?(Wait for the students’ response.) If there is no question, please remember your homework:1.Read the text again and think about why we divide the text into three parts.2.Finish the Comprehending and Learning about Language on P19.VI. Blackboard Design。
译林版高中英语选必四Unit3 Integrated skills I 教案
《英语》（选择性必修·第四册）Unit 3Careers and skillsIntegrated skills II. Learning objectivesBy the end of the lesson, students will be able to:1. listen to a talk about making a career plan;2. read a career plan;3. understand some long difficult sentences;4. learn the following core vocabulary: qualification; swing; label.II. Key competence focus1. Learn for how to make a career plan.2. Read for how to write a career plan.III. Predicted area of difficulty1. Master the techniques to make a career plan.2. Understand some long difficult sentences.IV. Teaching proceduresStep 1 Revise the noun clause1. T greets the class.T: Class begins, boys and girls! Good morning/afternoon!T: Fill the blanks with proper word.1. It depends on the weather ________ we will have a picnic tomorrow.1. whether2. It is obvious_________ the students should get well prepared for their future.2. that3. The question is ________ technology is going to be our servant or our master.3. whether4. A good friend of mine from _________ I was born showed up suddenly.4. when5. She expressed the hope ________ she would travel in Dalian again.5. that6. It is still a secret ________ the treasure has been buried.6. where7. See the beautiful garden? That was _________ we have been doing these days.7. what8. The new officer often thinks of _________ he can react more properly on such occasions.8. how9. We were overjoyed at the news ________ our team had won.9. that10. There still exists the question ________ the government’s actions will work.10. whether【设计意图：上一节课主要复习名词性从句，有必要复习一下这些内容。
2019外研版高中英语选择性必修四Unit3 Presenting ideas 教案 (1)
Book 7 Unit 3 Period 6Recommending cultural highlights（40分钟）内容分析：Recommending cultural highlights的读写任务有两个：任务一阅读一封电子邮件，任务二根据邮件内容写回复邮件。
阅读材料内容为朋友之间交流推荐有文化亮点的地区，发件人Selena以上一封邮件内容为问候，开门见山强烈推荐朋友Jiang来美国纽约曼哈顿游玩；正文段具体推荐曼哈顿百老汇等文化区及其原因，巧妙利用夸张、类比、惊叹号等手法将客观描写与主观感受相结合，推荐内容有层次，理由充分，说服力强；结尾段提出请Jiang推荐中国著名的文化亮点，并完成交际。
写作任务是在学习范文的基础上，考查学生以下4项具体任务的完成情况：1. 按照Selena对文化亮点的要求，从推荐地点、描述特点、推荐理由三方面展开思考，梳理正文段落推荐内容以及推荐理由的个性化表述；2. 适当运用描写手法和表达方式体现思维层次以及文化自信；3. 完成邮件开头段和结尾段的交际性表述；4. 展示作品，互评与自评。
通过学习总结阅读材料的写作内容及特点，初步理解文化亮点的意义，了解电子邮件的交际特点与技巧，针对一个文化亮点为推荐对象的客观介绍，结合个人感受和对朋友的了解为推荐理由，有理有据地介绍中国文化亮点城市或地区，为下一部分Presenting ideas介绍中国文化的相关活动做思路铺地。
学情分析：尽管书信、电子邮件等应用文体一直是高考写作任务的考查重点，但学生在日常学习生活中，使用电子邮件的真实场景并不多，因此，常会出现套用书信模板写不同邮件等刻板交际现象，影响个人语言特点的表达。
同时，学生对文化亮点可能缺乏关注或理解片面，推荐理由与介绍不够具体。
基于以上分析，教师尝试将从推荐内容、情感表达、标点符号等方面细致处理课文文本，培养学生自主阅读能力、自主探究意识，以及批判性思维能力。
在深度分析文本并学习推荐文化亮点的介绍方法之后，教师将手把手讲解写邮件的基本文体特点和方法，并引导学生回复邮件，以此加强学生的写作能力，提升学生的表达信心；同时，从不同角度地看待同一事物或体验，引导学生对本国或本土优秀文化的认同与自信。
Unit3TheWorldMeetsChinaDevelopingIdeas_ReadingChin
外研版选择性必修第四册Unit 3 The World Meets ChinaDeveloping Ideas: Reading China教学设计一、设计思想依据一：英语学科核心素养与教学目标《普通高中英语课程标准（2017年版2020年修订）》要求英语学科核心素养是英语课程育人价值的集中体现，是学生通过学科学习而逐步形成正确的价值观念、必备品格和关键能力。
同时，全面贯彻党的教育方针，培养和践行社会主义核心价值观，落实立德树人根本任务，在义务教育的基础上，进一步促进学生英语学科核心素养的发展，培养具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人。
依据二：英语学习活动观普通高中英语课程倡导指向学科核心素养发展的英语学习活动观和自上学习、合作学习、探究学习等学习方式，教师应设计具有综合性、关联性和实践性特点的英语学习活动，使学生通过学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的活动。
二、教材解析（一）教材整体解析1. 教材特点外研版高中英语始终坚持立德树人的根本任务。
重在突出英语学科核心素养，全面培养学生的语言能力、思维品质、文化意识和学习能力，帮助学生形成正确的价值观念，必备品格和关键能力。
符合课程标准对英语教学的要求。
从语言实践的角度出发，以主题为纲设计单元任务和活动。
语篇题材、体裁多样丰富，语言地道，符合学生的兴趣特点。
活动设计紧密围绕主题语境，贴近学生的真实生活与情境充分体现出英语学习活动观。
不仅如此，它还强调学习策略和文化意识的培养，鼓励学生通过实践、讨论、合作探究等方式，利用各种学习资源完成学习任务，解决学习困难，形成自主学习能力；通过中外文化比较，帮助学生理解文化异同，提升文化自信，形成正确的跨文化意识与态度。
2.教材结构选择性必修每册有6个单元，采用“背景激活、主题理解、功能运用、思维拓展、观点表达、项目实践”的编写思路，以“理解、发展、实践”为设计原则。
2019外研版高中英语选择性必修四Unit3 Understanding ideas 板块教学设计
Students’activity
Activity 1
1.Before class, encourage Ss to collect pics and info about Dunhuang and Mogao Caves.
2.Dividethe classinto groups to discuss aboutthe pics and info they’ve collected. Ask Question 1&2.
3.AsksSs togo on reading the rest of the article. Questions are need to help.
anize group work to discuss and finish the diagram on Page 28.
5.Check the answers, and invite someSs to retell the passage.
Activity 4
(Design 1)
1.Guide Ss into the roles of a tourist and a guide.Ask necessary questions to help.
2.Ask Ss to read in details the 1stand 2ndparagraphs (in the role of a tour guide).
3.Chooseone or twogroups to share theirresults with the class.
1.Before class, collect pics and info about Dunhuang and Mogao Caves.
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必修四unit3 A taste of English humorReading: A master of nonverbal humor 教学设计在高中新课改的实施过程中，阅读课涉及的内容越来越丰富，要求学生了解的东西也越来越多，加上高一学生基础知识与基本技能的不足，所以学生在课堂阅读中遇到的难度也在不知不觉加大。
那么，在课堂阅读中指导学生恰当地使用阅读技巧，并合理设置有效的课堂活动，帮助他们顺利理解文章，提高阅读能力，成为教师教学设计的重心。
本节课的教学设计正是围绕这个重心展开的。
一、教材分析本节课为人教版英语必修四第三单元第二课时的阅读课。
本单元的中心话题是“幽默”，这节课以“非语言幽默大师”为题，介绍世界著名的电影演员，喜剧大师查理·卓别林以及他在无声电影时代的精湛表演，特别是在著名电影《淘金记》中，他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余体会在琐屑、卑微之中所隐藏的深刻本质。
二、学生分析本文是一篇描写人的文章，涉及幽默这一话题，学生阅读兴趣较大，但高一学生由于英语基础知识和基本技能都是一般水平，因此调动学生学习兴趣很关键。
本文难度适中，加之第一课时的热身训练已经让学生对不同地域与国家的幽默表现有了一定的了解，所以这节课在激发学生阅读兴趣的同时，通过组织丰富的课堂活动，促进学生的探究式、自主式学习，让学生成为课堂的主体，从而进一步提高他们的英语阅读方法与技能。
考虑到学生的个体差异，教学过程中设计的活动要兼顾不同学习水平的学生，使全班所有学生都能积极参与课堂活动，主动探索，勇于表现，学有所获，从而使学生真正成为课堂的主人，体现新课改的精神实质。
三、教学目标分析（一）【知识与能力】知识目标：了解非语言形式的幽默艺术。
了解卓别林的生平以及他在无声电影中的精湛表演。
帮助学生习得并掌握本文出现的词汇、语言表达方式，同时欣赏文章中的优美句式。
能力目标：帮助学生进一步提高阅读中猜词义、略读、查读、跳读、归纳、总结等能力。
引导学生进一步了解与体会V-ing形式在文中的呈现。
（二）【过程与方法目标】1.通过限时阅读、速读等阅读方法逐步提高学生的阅读技巧。
2.课堂活动的设计体现循序渐进，引导学生自主探究地学习与互动，帮助学生打开思维空间。
(三)【情感态度与价值观目标】1.通过对幽默的了解以及对卓别林的走近，鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操。
2.欣赏文中的优美句子，激发学生的语言学习兴趣与热情。
（四）教学重点与难点重点：1.如何在有限的时间内引导学生参与课堂活动，最大限度地激发学习兴趣。
2.各种阅读技巧的交错使用以帮助学生稳步提高阅读能力。
难点：1.引导学生如何正确捕捉信息，归纳总结段落及全文大意。
2.培养学生对文章整体结构的把握和分析人物个性，学会学后简介人物。
四、教学方法1.活动式教学。
即组织各种阅读方法交融的课堂活动，引导学生积极参与阅读。
2.图表式教学。
即以图表形式在课件中呈现的文章结构图，帮助学生立体展现全文内容。
3.启发讨论式教学。
即设计讨论话题，启迪学生思维，引发课堂竞争与互动，培养学生创新思维。
五、教学媒体A computer, a projector, a recorder, the courseware designed for this period.六、教学程序设计与分析Step1. Presentation （in 3 minutes）The teacher presented some pictures of Charlie Chaplin and asked the students what they know about him. Then encourage them to predict the content of this text.设计意图：通过图片形象生动地引出本文要介绍的主人公，通过提问激发学生对卓别林更多了解的欲望，预测新课内容，为阅读做好准备，引起学生对问题的探究，调动他们阅读的积极性。
Step 2. ReadingThe teacher is to organize five reading activities to lead the students to read the text. Activity 1: Listening and skimming ( in 3 minutes)Before reading, let the students look at the screen and listen to the tape. Show the easy questions with four answers on the screen and tell them to choose the best one after skimming.Questions like this:Chaplin’s type of acting is ____.A. comedyB. cross talkC. mimeD. sketch设计意图：限时阅读培养学生快速捕捉信息的能力，并在阅读中结合速读与跳读技巧的使用，简单的提问也能迅速激发学生阅读的成功感与兴趣。
Activity 2: Scanning (in 8 minutes)Give the students some questions about the text before scanning. These questions are related to the basic information about Chaplin and they are about the details of the text.Especially, question the students about the description of the little tramp and draw a lively picture of his.Questions like this: 1.Why do People enjoy seeing other people’s bad luck ?2. When was Charlie Chaplin born?While answering the questions, lead the students to finish the chart on the screen.设计意图：此次查读问题涉及文章细节理解，且问题设计的难度稍微加大，让学生感觉到阅读的挑战性，引导他们探究式学习，培养他们正确捕捉重点细节的能力，图表的立体呈现也能帮助学生加快对文章的深入理解。
在阅读中指导学生切忌读时粗枝大叶，误解信息，偏离了准确性。
Activity 3: Further careful reading (in 8 minutes)Read the passage again and summarize the main idea of each paragraph.Direct the students how to grasp the topic sentence of each paragraph.Para1: Why people needed cheering up.Para2: What Charli e Chaplin’s childhood was like.Para3: …Para4: …Para5: …设计意图：此次活动旨在培养学生的语言组织和归纳能力，可指导学生如何寻找每段主题句或关键词，帮助他们完成段落大意，缓解学习难度。
Activity 4: competition (in 8 minutes)Then present some T or F statements on the screen and start a competition. The teacher inspired the students to hand up as quickly as they can.Such as:1. Charlie Chaplin was poor when he was a small boy.2. People who don’t know English cannot enjoy Chaplin’s films.3…4…5…6…设计意图：此次活动旨在阅读的基础上，再次检查学生读后对课文理解的准确性，并引入竞争机制，启发学生积极向上、敢于挑战的品质；同时活跃课堂气氛。
Activity 5: Enjoy some beautiful sentences including those with v-ing forms.（in 3 minutes）设计意图：通过欣赏美文，走近v-ing 分词，让学生享受语言学习的美感，再次增进阅读兴趣，同时对下一节的语法学习做好铺垫。
Step 3.Discussion (in 5 minutes)Give the students some questions to discuss Chaplin’s characters.1. Do you think his poor childhood helped him in his work? Why?2. Why did people like The Little Tramp?3. Why do you think he was so successful?Tell the students to discuss the questions in pairs or in groups.At last, let them report their opinions to the class.设计意图：此次活动旨在引导学生通过讨论认识到成功后的艰辛，使他们正确看待生活中的挫折和失意，在学生自主合作学习的同时对其进行思想教育。
Step 4: Sum up and retell the text (in 5 minutes)Give the students a passage with some blanks to fill in.Students can be led to sum up and retell the text.Retell the text by filling in the following blanks.Charlie Chaplin was born in a _____ family in _____. By his ______, he had become one of the most popular ______actors in England. As time went by, he grew more and more ________ as his charming ________ “the little _______” …设计意图：引导学生根据这段设空的短文来总结本文，教师同时可由此总结本堂课。