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人教版高中英语必修4《Unit3AtasteofEnglishhumour》教案【一】教学准备教学目标TeachingObjectives1.StudentsareabletolearnmoreaboutnonverbalhumouraswellasCharlieChaplinthroughnetwork-based.2.Studentsareabletogetthegeneralideaanddetailedinformationofthepassagebyskimming,scanningaswellasinterpretationandappreciation.3.Studentswilllearntofacedifficultiesinlifewithoptimismandhumouraswellaslearntocooperatewithothersingroups.教学重难点Teachingdifficultpoints1.HowtoguidestudentstosearchforandsortoutrelatedinformationaccordingtotheassignedtaskthroughtheInternet.2.Howtocultivatestudents’learningabilitythroughteamworkbasedonnetwork.Teachingimportantpoints1.Helpstudentstogetthegeneralideaanddetailedinformationofthetexteffectivelybyskimmingandscanning.2.HelpstudentstoanalyzethereasonsforCharlieChaplin’ssuccessbyinterpretingthekeysentencesandgettheminspired.教学过程Step1Lead-in(3mins)1.Students’Activities：2.ThePurposeofActivitiesStudentsaretoappreciateavideoclipperformedbyMr.Bean.Studentswillbeguidedtoacquiretheformofnonverbalhumourinavividway,thuseagertolearnaboutthemaincharacterofthetextwithinterest.Step2Network-basedInteractiveLearning(25mins)1.Students’Activities(1).Studentsaredividedintofivegroupstosearchforandsortedouttherelatedinformationaccordingtotheassignedtaskonline(2)Arepresentativeofeachgroupistosharetheinformationwiththeothers.2.thePurposeofActivitiesStudentswilldeveloptheirabilitytoeffectivelysortoutinformationontheInternetthroughgroupcooperationaswellasfeelasenseofachievementbytheiroralpresentation.Step3Text-basedReading(17mins)Students’Activities1.Studentsaretoreadthetextquickly,andthenanswerthequestionsaccordingtothetext.2.ReadParagraph3carefully,andthenanswerthequestion---Whydid“thelittletramp”becomeCharlieChaplin’famouscharacter?3.ReadParagraph4andfillintheblanks。4.FindoutthesentencesthatcanaccountforCharlieChaplin’ssuccessfromthetext.2.ThePurposeofActivities(1)Studentswillgetthegeneralideaaswellasthestructureofthetextbyskimming.(2)Studentswillgetthedetailedinformationandhaveadeeperunderstandingofthetext.(3)StudentswillgetinspiredwhileanalyzingthesecrettoCharlieChaplin’ssuccessbyinterpretingandappreciatingsomekeysentencesinthetext.课后习题Step5Homework1.Studentsaretoreadthetextcarefullyagainandunderlinethephrasesandsentencesdifficulttounderstandafterclass.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Teachinggoals教学目标1.Targetlanguage目标语言Nonverbal,crosstalk,shortsketch,mime,pantomime,clown,feel…contentwith,performer,astonishing,worseoff,bored,throughout,homeless,moustache,failure,overcome,leather,chew,convincing,direct,starin,outstanding,Switzerland.2.Abilitygoals能力目标a.Enablethestudentstolearnwhathumourmeansandwhatisnonverbalhumour.b.TodevelopSs’basicreadingskillsandspeakingskills.3.Learningabilitygoals学能目标a.Helpthestudentslearnhowtodescribethecharacter“Littletramp”actedbyCharlieChaplin.b.Helpthestudentslearnhowtousewhattheyhavelearnedtodotheinterview.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。)Paragraph1WhypeopleneededcheeringupParagraph2WhatCharlieChaplin’schildhoodwaslike.Paragraph3Whathismostfamouscharacterwaslike.Paragraph4Anexampleofasadsituationthathemadefunny.Paragraph5Hisachievements.本环节设计意图：通过Skimming，训练学生总结文章段落大意的能力。在这个环节，对于难以总结的段落，教师的适当提示其实也是提供学生阅读技巧的途径。并且这个环节为接下来的仔细阅读做铺垫。V.CarefulReading1.Paragraph1&5要求学生仔细阅读第一段和第五段，找出下列三个问题的答案：1)WhydopeopleneedcheeringupasVictorHugosaid?2)WhatdidChaplindotocheerpeopleup?3)WhyisChaplinlovedandrememberedbypeople?设计意图：通过三个问题的设置，把第一段和第五段的主要信息提炼出来，要学生去查明。之所以把第一段和第五段放在一块，一方面是因为这两段内容都不多，分开阅读浪费时间;另一方面是因为第一段和最后一段都是全文总括性的对于卓别林的介绍。2.Paragraph2ReadParagraph2carefullyandthenfinishthechart.本环节设计意图：通过表格形式，简单明了地提炼出这段的主要信息，也让学生对于这个段落的内容结构有所了解。3.Paragraph3Giveadescriptionon“TheLittleTramp”andjudgethefollowingstatement:Peoplelikethecharacter“thelittletramp”becausehewasasocialfailure.(为了更形象直观地让学生了解流浪汉的形象，教师特意用了图片展示出“流浪汉”的外形特征，这样要求学生不看书，根据图片来描述。本环节设计意图：这段主要介绍卓别林塑造的一个典型形象---流浪汉。所以要求学生根据图片来描述流浪汉的外形特征不但感官上直接，也训练了学生口头描述的能力，而后面陈