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2019-2020年高中英語 Unit 3 A taste of English humour教案 新人教版必修4 Part I Analysis of teaching material 1. Teaching content The lesson I’m going to talk about is from New Senior English For China Student’s book 4, unit 3 A taste of English humour. The topic of this unit is to taste and appreciate the English humour. It involves the types and the representative figures of English humor. And we can have a parison between the local and foreign humour. Then the students can learn something about humour and face their lives with a positive attitude. And it is the second period of the whole unit---reading part. 2. Teaching aims (1). Language knowledge a. Vocabulary verbal, nonverbal, mime, farce, pancakes, mountainous, whisper b. Key sentences I think how short life is and how long the universe has lasted… (2). Knowledge aims a. To know something about the life and the work of Charlie Chaplin and his achivement. b. To learn something about the kind of English humour---nonverbal humour. (3). Ability aims To improve the students’the abilities of listening, reading, speaking and writing. And it is to train their cooperation and munication. (4). Emotional aims Learning something about humour, then they can realize that humour can make people to be optimistic about everything around，especially when they feel despaired. 3. Teaching key points (1). Help the students learn how to understand the English humour and learn the importance of humour in their lives. (2). Help the students learn from Charlie Chaplin’s good qualities. 4. Teaching difficult points (1). Enable the students to talk about some types of English humour and Chinese humour. (2). Enable the students how to use humour to conquer difficulties and to face their lives with a positive attitude. Part II Analysis of the students The Senior One students have learned English for several years. They are active, energetic, and they enjoy learning English by working in groups a lot. They like fresh things. So I design some interesting activities for them to learn. Part III Teaching strategies 1. Teaching methods a . Task-bask teaching method b. municative teaching method c. Student-centered teaching method d. Constructive teaching method 2 .Studying ways Assign a task, pair-work, group work, discussion, report 3. Teaching aids The multimedia and other normal teaching tools Part IV Teaching procedures Step One Revision 1. Ask one of the students to tell an English joke. Aims：This step is to train the students to learn to tell some English jokes. And it can lead to the revision of humour. 2. Review the types of humour. Verbal humour jokes funny stories edy funny poems crosstalk puns Nonverbal humour mime Aim：This step is to help the students recall the memories of the types of humour. 3. Show them the picture of Mr. Bean. Aim：This step is to tell the students Mr. Bean is the master of nonverbal humour---mime. Step Two Pre-reading 1. Enjoy a video of The Gold Rush of Charlie Chaplin. Aims：Enjoying a video can arouse the students’ interests in the lesson and the most important is to introduce Charlie Chaplin--- another master of mime. 2. Assign a task. Supposing every one of them is a reporter. And they’re going to write a report to memorate Charlie Chaplin. And then guide them to do some research of Chaplin, for example his background, cloth, image, work and lifetime, ect. Aim: Students like activities. A task can help the students have the interests to learn the text. Step Three Reading 1. Do the research of Charlie Chaplin by finishing some forms. I will ask them to read after the record of the text. Aims：This is a part of the task. So the students will find out the information of Chaplin actively. And reading after the text can train the students’reading English and the tone of speaking English. 2. Pair-work. Continue to do the research of Charlie Chaplin by writing down the main idea of each paragraph. Before working, I will ask them to listen to the text. Aims：This is still the part of the task. Writing down the main idea of each paragraph can train the students’ skills of reading and generalization. And it can enhance the understanding of this passage. While listening to the text can train their listening. 3. Group work. Answer some questions. Aims：Answering some questions can help the students understand the text better. Besides, group work can train the students’ cooperation and munication. (1) Do you think his poor childhood helped him in his work? Why? (2) Why did people like The Little Tramp? (3) Do you think Chaplin’s eating boiled shoes funny? Why? (4) Why do you think he was so successful? According to the fourth question, they can know Chaplin was determined, persistent, and confident and had his own character. Tell the students to learn from him. Step Four Post-reading Group work again. Finish the task. Work in groups to discuss how to make a report of memorating Chaplin. And then ask some students to give us a report in the class. Let’s see who does the report better. Aims：Reporting can train the students’abilities of repeating and generalizing the text. And it can also train their oral English and confidence. Step Five Summary Summarize some information of Chaplin about his living background, clothing, image, and lifetime, ect. And emphasize Chaplin’s good qualities of being successful. We should learn how to face our lives with a positive attitude. Aims：Summary can tell the students the main content of this lesson. Emphasize the teaching key points. Step Six Homework 1. Review the text. 2. Write a report of memorating Charlie Chaplin. Aims：Writing a report is to help the students review the text and train their writing ability. Part V Blackboard design Unit 3 A taste of English humour Assign a task. (Write a report of Charlie Chaplin) a. living background 1. Do some research of Chaplin. b. clothing and image c. his work and lifetime Chaplin was great, determined, confident, persistent… 2. Finish the task. Part VI Teaching evaluation I hope my teaching of this lesson can achieve the aims and demands. After learning this lesson, the students can achieve the learning aims of this lesson. For example, they can learn something about humour. And they can know how to use humour to face their lives in a positive and an active way. By finishing a series of tasks in this lesson, the students can set up self-confidence in language study, their English skills will be improved, and their learning interest of English will be stimulated, too.