《Unit3AtasteofEnglishhumour》教案教案高中必修4英语
传统的高中英语教学方法是“以教师讲为主，学生听为辅”，这种教学方法使得学生学习英语的思维受到教师的限制。下面是小偏整理的《Unit3AtasteofEnglishhumour》教案教案高中必修4英语，感谢您的每一次阅读。
《Unit3AtasteofEnglishhumour》教案教案高中必修4英语
教学准备
教学目标
TeachingObjectives
1.StudentsareabletolearnmoreaboutnonverbalhumouraswellasCharlieChaplinthroughnetwork-bad.
2.Studentsareabletogetthegeneralideaanddetailedinformationofthepassagebyskimming,scanningaswellasinterpretationandappreciation.
3.Studentswilllearntofacedifficultiesinlifewithoptimismandhumouraswellaslearntocooperatewithothersingroups.
教学重难点
Teachingdifficultpoints不拘小节的人
1.HowtoguidestudentstoarchforandsortoutrelatedinformationaccordingtotheassignedtaskthroughtheInternet.
2.Howtocultivatestudents’learningabilitythroughteamworkbadonnetwork.
Teachingimportantpoints
1.Helpstudentstogetthegeneralideaanddetailedinformationofthetexteffectivelybyskimmingandscanning.
2.HelpstudentstoanalyzethereasonsforCharlieChaplin’ssuccessbyinterpretingthekeyntencesandgettheminspired.
教学过程
Step1
Lead-in(3mins)
1.Students’Activities：
2.ThePurpoofActivities
StudentsaretoappreciateavideoclipperformedbyMr.Bean.
Studentswillbeguidedtoacquiretheformofnonverbalhumourinavividway,
thuagertolearnaboutthemaincharacterofthetextwithinterest.
Step2
Network-badInteractiveLearning(25mins)
1.Students’Activities
(1).Studentsaredividedintofivegroupstoarchforandsortedouttherelatedinformationaccordingtotheassignedtaskonline
(2)Areprentativeofeachgroupistosharetheinformationwiththeothers.
2.thePurpoofActivities
StudentswilldeveloptheirabilitytoeffectivelysortoutinformationontheInternetthroughgroupcooperationaswellasfeelanofachievementbytheiroralprentation.
Step3Text-badReading(17mins)
Students’Activities1.Studentsaretoreadthetextquickly,andthenanswerthequestionsaccordingtothetext.2.ReadParagraph3carefully,andthenanswerthequestion---Whydid“thelittletramp”becomeCharlieChaplin’famouscharacter?3.ReadParagraph4andfillintheblanks
。4.FindoutthentencesthatcanaccountforCharlieChaplin’ssuccessfromthetext.
2.ThePurpoofActivities
阿瓦山寨加盟(1)Studentswillgetthegeneralideaaswellasthestructureofthetextbyskimming.
(2)Studentswillgetthedetailedinformationandhaveadeeperunderstandingofthetext.
(3)StudentswillgetinspiredwhileanalyzingthecrettoCharlieChaplin’ssuccessbyinterpretingandappreciatingsomekeyntencesinthetext.
课后习题
Step5Homework
1.Studentsaretoreadthetextcarefullyagainandunderlinethephrasandntencesdifficulttounderstandafterclass.
北京首套房贷利率2.Writeasummary(about130words).
人教版高中英语必修4《Unit3AtasteofEnglishhumour》教案【二】
教学准备
教学目标繁体字二
Teachinggoals教学目标
1.Targetlanguage目标语言
Nonverbal,crosstalk,shortsketch,mime,pantomime,clown,feel…contentwith,performer,astonishing,woroff,bored,throughout,homeless,moustache,failure,overcome,leather,chew,convincing,direct,starin,outstanding,Switzerland.
2.Abilitygoals能力目标用英语介绍老师
a.Enablethestudentstolearnwhathumourmeansandwhatisnonverbalhumour.
b.TodevelopSs’basicreadingskillsandspeakingskills.
3.Learningabilitygoals学能目标
毛姆刀锋
a.Helpthestudentslearnhowtodescribethecharacter“Littletramp”actedbyCharlieChaplin.
b.Helpthestudentslearnhowtouwhattheyhavelearnedtodotheinterview.
教学重难点
Teachingimportantpoints教学重点
Helpthestudentstoimprovereadingskillsandability.
Teachingdifficultpoints教学难点
a.Helpthestudentstosummarizethemainideaofeachparagraph.
b.Helpstudentstodotheinterviewsuccessfully.
教学过程
教学过程与方式
I.Leadin
通过一张发笑图片引出问题：whatareyoulaughingfor?Whatformsofhumourdoyouknow?由此导入，来介绍以下几种常用的幽默方式：mime,verbaljokes，shortsketch，crosstalk，comedy，pantomime，funnypictures,funnystories/poems,clown.
(介绍幽默方式时，先用图片来提示学生，再让学生根据图片来说出相对应的幽默形式。)
本环节设计意图：这个单元以幽默为题，需要让学生了解幽默的表现形式有哪些，并为下一步了解课文内容打下基础，因为课文介绍的就是nonverbalhumour方面的大师----卓别林。
II.Pre-reading
通过guessing小活动来引出课文要介绍的人物——卓别林。Hewasagreatmimeartistwhowasfamousforhissilentmovies,suchasTheGoldRush.Whowashe?
然后问学生了解卓别林多少，并引出他的以下几部经典影片：LittleTramp，TheGoldRush，ModernTimes,CityLight.
(先出影片中的某个片段的图片，以引导学生说出这些著名的影片。学生当然可以自由地说出更多信息。)
本环节设计意图：通过guessing导入课文主题，并通过问学生对卓别林及他出演的影片了解多少这个环节，一方面来了解学生对卓别林背景知识的了解程度，一方面提供一些基础背景知识，为下一步阅读课文做铺垫。
III.FastReading
提供一个关于卓别林的个人基本信息表，要求学生快速阅读全文，并在五分钟内完成这个信息表。
本环节设计意图：一方面通过限定时间完成表格的任务来训练学生的快速阅读能力，另一方面通过表格的形式来提示学生如何简单明了地总结出个人基本信息。这样无形中暗示了学生在人物描写文章中用表格形式呈现以及总结基本信息的简单明了性。
IV.Skimming
给学生五分钟时间通读全文，总结出每段的段落大意。
(对于有些难总结的段落，教师可适当提示，比如问学生这个段落的关键词是什么，或者哪句是主题句。)
Paragraph1Whypeopleneededcheeringup
哑铃健身教程>天安门升旗几点Paragraph2WhatCharlieChaplin’schildhoodwaslike.
