A taste of English Humor說課稿3篇

必修四unit3說課稿一

Unit 3 Book 4

A taste of English Humor

Part one : Understanding of the lesson

本課選自人民教育出版社出版的普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教材，高一年級必修四的第三單元A taste of English humour。

A. The analysis of the teaching material

The purpose of this reading is tointroduce the life and work of Charlie Chaplin and the kind of humour we canall laugh at --- nonverbal humour.

This lesson is designed as a readinglesson. According to the new curriculum

standards of senior high school English,students are expected to achieve the skills of a. understanding the main idea;b. scanning for the needed information; c. grasping the details; d. guessingthe meaning of new words; e. understanding the intension and attitude of theauthor and f. understanding the background and culture information.

B. Teaching Aims:

a. Enable students to learn what humormeans and what is nonverbal humor.

b. Students are expected to improve thereading skills, ie, skimming and scanning skills as well as translating ,interpreting and word guessing abilities, which are examined in recent years inNMET.

By learning the passage, students willknow that humour is particular to each culture. So the English humour iscertainly different from Chinese humour. However , there is a kind of humourthat may be enjoyed by all cultures --- that is nonverbal humour. It is goodthat we can all laugh at something together.

a. self-learning and cooperative learningmethods; and use such kind of ability to gain and deal with languageinformation.

b. develop the students’ questioning spirit to improve theirability of finding,

analyzing and solving problems.

C. Teaching methods:

a. Task-based Language Teaching :

During the course, different tasks aredesigned for Ss to carry out. Whether and how they finish the tasks can reflecton how much information they grasp from reading. In return, the teacher canadjust his/her teaching.

b. Cooperative Learning:

Divide the class into small teams, eachwith students of different levels of ability.

Every member of a team is responsible notonly for learning what is taught but also for helping teammates learn, thuscreating an atmosphere of achievement.

D. Important and difficult points.

a. Help students learn how to understandand enjoy English humors.

b. Help students know the differencesbetween English and Chinese in humor.

E. Teaching aids:

Multi-media

pictures

blackboard

Part Two：Teaching procedures:

Step one: Lead-in and Warming up( 5 mins)

In order for students to get into thetopic of humor quickly and smoothly, a piece

of sketch video “Eating noodles”by Chen Peisi will be played for thestudents.

Question: Do you know who the Chinesecomedian is ?( Chen Peisi)

What makes his performance funny? ( hisbody gestures)

Then show some pictures of Charlie Chaplinto students.

Questions: Do you know who he is ?

What do you know about Charle Chaplin?

What do you expect to learn about fromthis reading? ( students’ answers

may vary)

（簡評：這一環(huán)節(jié)的設(shè)計(jì)將會激發(fā)學(xué)生對文章中這一話題的興趣并能引起讓學(xué)生

在短時間內(nèi)集中精力，這對于學(xué)生完成下面的閱讀任務(wù)很有幫助。）

Step Two: Reading ( 22 mins)

Fast Reading ( Skimming) (7 mins)

Task 1: Fast Reading (3 mins)

What’s the passage mainly about?

C. Because he is always made fun of byothers.

D. Because of his optimism anddetermination fo overcome all difficulties.

3. Find a sentence in the passage similarin meaning to the following one:

Charlie’s real life was not so comfortable as itwas showed in his films.

4. Translate the sentence into Chinese “You may find it astonishing that Charliewas taught to sing as soon as he could speak and dance as soon as he could walk”. 5. Guess the meaning of the word “convincing” in line 30 Page 18.

（簡評：這一環(huán)節(jié)沿用了英語閱讀教學(xué)中最重要的兩種閱讀技能，即略讀和查讀。這也是本課設(shè)計(jì)的重點(diǎn)。同時，在查讀這一環(huán)節(jié)的任務(wù)2中，我設(shè)計(jì)了高考新題型的相關(guān)練習(xí)，如翻譯，替換句子等等，這樣就有效地把高考和日常教學(xué)聯(lián)系了起來，也促進(jìn)了學(xué)生應(yīng)答這種練習(xí)的能力。）

Step Three : Retelling （5 mins）

People may laugh at others_______ on abanana skin, or falling down a hole, for it makes them _______ with themselvesseeing others _______ _______ than

themselves.

As an outstanding humourous actor, Chaplincould always _______ in the people deep feelings by using _________ forms ofacting in the time of silent films. His charming _________ “the little tramp” is well-known all over the world, a poorand _________ person wearing large trousers, ________ shoes, and carrying awalking _______.

A social _______ as he was, he was lovedby all the people for his ____________ in overcoming difficulties and beingkind to people _______ to him. When playing the famous film The Gold Rush,Chaplin managed to make the sad situation—eating a _______ shoe, entertaining byusing __________ humour.

Such is Charlie Chaplin who produced,_______ , and wrote the movies that he _______ in. He was given a special Oscarfor his lifetime work ____________ of bringing humour to us all.

（簡評：這一環(huán)節(jié)是一鞏固練習(xí)，使得學(xué)生對文章中的既得信息有所加強(qiáng)，并對這篇文章有了更加整體的理解。）

Step Four: Pair work. ( Enjoying 4 mins)

Part 1:

JOKE 1

Wife talking to her husband (who readsnewspaper all day): I wish I were a

newspaper so Ill be in your hands allday.

Husband: I wish that too, so I couldchange you daily

JOKE 2

TOMS EXCUSE

Teacher: Tom, why are you late for schoolevery day?

Tom: Every time I come to the corner, asign says, "School-Go Slow".

Part 2:

Show the students some pictures ofnonverbal homour to let them

appreciate . (omitted)

Step Five : Interview ( Group activity8mins)

The students are divided into groups of 4. Then in each group students will take their turns to be Charlie and the other3 act as reporters to interview him/her using the information from the reading.

（簡評：這兩個環(huán)節(jié)是為了知識轉(zhuǎn)化/過渡, 即讓學(xué)生切實(shí)體會到nonverbal

humour is really universal, 又給了學(xué)生練習(xí)口語的機(jī)會，同時也體現(xiàn)了本課時的情感目的。）

Step Six : Home work

Find more information about Chaplinthrough The Internet or from books and you are expected to present it to yourclassmates in the next class.

（簡評：這是這節(jié)課的綜合落實(shí)環(huán)節(jié)）

課后反思：

本節(jié)課主要訓(xùn)練閱讀技能，兼顧聽、說和譯等技能的培養(yǎng)。在具體實(shí)施過程中采用了任務(wù)型教學(xué)法，體現(xiàn)了因材施教原則和以學(xué)生為主體的教學(xué)原則，通過師生的共同努力與配合，圓滿完成了教學(xué)任務(wù)，提高了學(xué)生的閱讀能力，同時通過小組討論，增強(qiáng)了學(xué)生的合作意識。此期間也出現(xiàn)了一些問題，如內(nèi)容太多，時間倉促，致使個別環(huán)節(jié)處理非常不太恰當(dāng)，用時太少，而沒有完全達(dá)到預(yù)期的效果。另外，在上課中有時讓學(xué)生按部就班地跟著老師的思路走，而忽視了他們的主體地位和主觀能動性，從而限制了學(xué)生的思維。另外，學(xué)生的學(xué)習(xí)積極性還沒有完全調(diào)動起來，這一點(diǎn)也是以后的教學(xué)中需要特別注意的?？傊膛c學(xué)兩個環(huán)節(jié)中，應(yīng)把重點(diǎn)放在學(xué)生身上，老師的教是為學(xué)生的學(xué)服務(wù)的。

必修四unit3說課稿二

Unit3 A taste of English humor

一、說教材

1、說教材的地位和作用

我這節(jié)課的內(nèi)容是人教版高中英語必修四第三單元A taste of English humor的Warming-up和Reading部分。本單元是關(guān)于不同類別的英式幽默，通過學(xué)習(xí)本單元，能夠讓學(xué)生了解Charlie Chaplin滑稽但是卻鼓舞人心的幽默，This reading material tells us the storyabout the master of nonverbal humor, Chalie Chaplin, including his life story,his achievements in film making, and his great performance in Gold Rush.本單元閱讀部分不但能讓學(xué)生了解到關(guān)于Charlie Chaplin的相關(guān)信息，同時也能夠讓學(xué)生通過本篇課文，提高英語學(xué)習(xí)的能力。

The central topic of this unit is “humor”. Humor has two meanings. Firstly, itrefers to the quality in something that makes it funny and makes people laugh.Secondly, it refers to the ability to think that things are funny, or funny thingsyou say that show you have this ability. Through the study of this unit, theteacher will let the students realize that there are many different ways tounderstand and express humor because of cultural difference, and this maysometimes cause misunderstandings. What is more, it is hoped that the studentscan get an optimistic attitude towards life after learning this unit.

2、教學(xué)目標(biāo)

眾所周知，閱讀在英語學(xué)習(xí)的過程中屬于語言的輸入過程，而語言的輸入過程又對語言的輸出過程，比如說和寫又有很大的作用，那么，在研究完新課程標(biāo)準(zhǔn)和教學(xué)大綱后，我的教學(xué)目標(biāo)將會是知識目標(biāo)、能力目標(biāo)、情感目標(biāo)。

（1）知識目標(biāo)學(xué)生能夠聽懂，讀懂，并且能夠正確地使用文中重點(diǎn)的單詞，短語重點(diǎn)單詞：humor content astonishing unfortunatelyordinary bored entertain throughout homeless worn failure overcome leather chewconvince convincing direct outstanding 重點(diǎn)短語：up to now, badly off, pick out, cut off,star in 學(xué)生能夠理解文章的內(nèi)容。

（2）能力目標(biāo)增強(qiáng)學(xué)生的聽，說，讀，寫能力，尤其是說和寫的能力訓(xùn)練學(xué)生共同協(xié)作的能力增強(qiáng)學(xué)生閱讀能力，尤其是跳讀和精讀的能力。

（3）情感目標(biāo)通過本文，學(xué)生能夠從Charlie Chaplin那學(xué)到樂觀面對生活的苦難，并且能夠自己去發(fā)掘我們生活中的幽默。Enable the students to learn what humormeans and what is nonverbal humor. Help students to learn the Subjunctive Mood.

3、教學(xué)重點(diǎn)和難點(diǎn)

重點(diǎn)：幫助學(xué)生了解重點(diǎn)單詞及短語的用法，提高學(xué)生的閱讀能力。難點(diǎn)：幫助學(xué)生理解中式和英式幽默的區(qū)別。

二、說學(xué)情

高中年級的學(xué)生已經(jīng)在初中階段的英語學(xué)習(xí)中,已經(jīng)積累了一定的詞匯基礎(chǔ),并掌握了一些簡單的學(xué)習(xí)策略和技巧,具有初步的英語聽說讀寫能力。但是，學(xué)生個性和英語水平差異大，因此教學(xué)設(shè)計(jì)要有梯度，由淺入深，注意層次性。

英語作為一門語言，其最基本的作用就是人際交流。這個階段的學(xué)生思維非常敏捷，并且他們也非?？释故咀约海麄冏陨硪泊嬖谥欢ǖ拈喿x能力，但是他們?nèi)鄙傧鄳?yīng)的外國文化背景以及表達(dá)自己思想的勇氣，因此我在課堂要鼓勵學(xué)生們搜集資料了解外國文化同時利用每個機(jī)會開口說英語，以達(dá)到鍛煉口語的目的。

三、說教法和學(xué)法

1.教法：①任務(wù)教學(xué)法：結(jié)合學(xué)生的生活經(jīng)驗(yàn)和興趣設(shè)計(jì)相當(dāng)?shù)娜蝿?wù)值，讓學(xué)生在完成任務(wù)的過程中學(xué)習(xí)到應(yīng)有的知識并提高語言的溝通能力。同時讓學(xué)生帶著問題去閱讀，找出相關(guān)答案，并分析整理形成自己的觀點(diǎn)。

②情景教學(xué)法：通過舉例以及觀看相關(guān)視頻和圖片讓學(xué)生了解以卓別林為代表的英式幽默和中式幽默的區(qū)別并談?wù)勛约旱母惺堋?/p>

2.學(xué)法：雖然這個階段的學(xué)生具有一定的閱讀能力，但是由于文化差異，學(xué)生可能難以理解外國式的幽默，所以老師可以引導(dǎo)學(xué)生在原有的知識經(jīng)驗(yàn)基礎(chǔ)上通過合作探究學(xué)習(xí)構(gòu)建新的知識經(jīng)驗(yàn)和信息輸入。

四、說教學(xué)過程

Step I: Lead-in and Warming up (5 mins)

Firstly, the students will be asked toread the two jokes on Page 17. 問學(xué)生課文17頁的笑話。Then, the teacher will guide the studentsto get farmiliar with different types of English humor by the chart.然后引導(dǎo)學(xué)生進(jìn)一步了解英式幽默。

Next, the students are encouraged to thinkabout the other types of humor and the types of Chinese humor. (sketch, crosstalk, funny stories and so on)鼓勵學(xué)生說出自己指導(dǎo)的一些有趣的中文和英文幽默故事來比較兩者的區(qū)別。

設(shè)計(jì)意圖：用問題的方式引入本節(jié)課的話題，引發(fā)學(xué)生思考。

Step II: Pre-reading (5 mins)

The teacher will show the students somepictures of Charlie Chaplin. And then let the students to say anything theyknow about him. 我會給學(xué)生展示卓別林的相關(guān)圖片，然后讓學(xué)生說出他們對卓別林的了解。Let the students see the title of thereading material and ask them to guess what the text is about. 讓學(xué)生根據(jù)課文的題目先預(yù)測課文的內(nèi)容。

設(shè)計(jì)意圖：引起學(xué)生的興趣，激發(fā)他們閱讀的興趣和欲望。

Step III: Fast reading (5 mins)

Ask the students to read the text quicklyin three minutes and then finish Exercise 1 on Page 19. 讓學(xué)生進(jìn)行三分中快速閱讀和完成課文19頁的題目。

設(shè)計(jì)意圖：這一環(huán)節(jié)沿用了英語閱讀教學(xué)中重要的閱讀技能之一，即快速閱讀?？梢宰寣W(xué)生對課文有一個大致的了解。

Step IV: Explanation (10 mins)

The teacher will explain the importantlanguage points in the text. 解釋課文中出現(xiàn)的重點(diǎn)詞匯和知識點(diǎn)。Then the students will be asked to work ingroups to summarize the main idea of each paragraph. (Exercise 2 on Page 19)讓學(xué)生分組進(jìn)行總結(jié)歸納文章的段落內(nèi)容。

設(shè)計(jì)意圖：讓學(xué)生掌握課文中的重點(diǎn)詞匯和句子，加深對課文的理解。 Step V: Listening and Discussion (10mins)

Listen to the tape of the text and then ingroup, ask the students to have a discussion about Charlie Chaplin。讓學(xué)生聽一遍全文，展開有關(guān)卓別林的討論。

1. Do you think his poor childhood helpedhim in his work? Why? 你認(rèn)為艱苦的童年是否對卓別林的成功有幫助?為什么這么認(rèn)為？

2. Why do you think he was so successful? 你認(rèn)為卓別林成功的原因是什么？

3. What can we learn from him? 從卓別林身上可以學(xué)到什么？

設(shè)計(jì)意圖：用問題的方式加深學(xué)生對閱讀內(nèi)容的理解，同時可以很好的鍛煉學(xué)生的口語表達(dá)能力。

Step VI: Interview and Homework ( Groupactivity) (10 mins)

The students are divided into groups of 4. Then in each group students will take their turns to be Charlie and the other3 act as reporters to interview him/her using the information from the reading.

（簡評：這兩個環(huán)節(jié)是為了知識轉(zhuǎn)化/過渡, 即讓學(xué)生切實(shí)體會到nonverbal humour is really universal, 又給了學(xué)生練習(xí)口語的機(jī)會，同時也體現(xiàn)了本課時的情感目的。Find more information about Chaplinthrough The Internet or from books and you are expected to present it to yourclassmates in the next class.

（簡評：這是這節(jié)課的綜合落實(shí)環(huán)節(jié)）

五、板書設(shè)計(jì)

必修四uni3說課稿三

Good morning/afternoon, everyone! Im veryglad to stand here to interpret my lesson. Today my topic is “A taste of English humor” (writing part). I am going to introducemy lesson from the following aspects: the

analysis of teaching material andstudents, teaching aims, teaching key points and different points, teaching andstudying methods, teaching procedures and blackboard design.

Ⅰ. Analysis of the teaching material

First of all, let’s focus on the analysis of teachingmaterial. This unit is about humor in English. Writing part consists of threesections: section 1 is a speaking activity. Actually it has two stages: adiscussion and a story telling. They can used as a preparation for writing.Section 2 includes some guidance for writing and they are in time-order. Thesection 3 has a sample writing and the format for each part.

Ⅱ. Analysis of the students

Then, I’d like to talk something about thestudents. Funny story is a very interesting topic and related to their dailylife. However, many language

learners face a big challenge in writing,especially on the aspect of grammar or logic order, so do my students. Theywill easily get frustrated and bored if teacher doesn’t guide them in a right way.

Ⅲ. Analysis of the teaching aim

Based on the syllabus and the analysis, Iset the teaching aims as follows: Knowledge aims: Students will learn somebasic knowledge about story writing, including its format: the situation, whathappens, and the punchline

Ability aims: Students can develop theirlogical thinking ability through writing and their The ability of creatingfunny stories from their real life can be trained.

Emotional aims: Students can form apositive attitude towards life and the sense of humor. And they could enjoy thesuccess in writing.

Ⅳ. Analysis of the key and difficult points

According to the teaching aims, both thekey point and the difficult points of this lesson are leading students to findsome basic knowledge about story writing, including its format: the situation,what happens, and the punchline.

Ⅴ. Analysis of teaching and study methods

To help students achieve the teaching aimsmuch easier, I will mainly use process writing task-based teaching method,multimedia method and communicative teaching method and so on. For students, Iwill encourage them to learn to communicate with their classmates to let thembecome the real leading role of the class.

Ⅵ. Analysis of the teaching procedures

Pre-writing:

In the beginning, I would tell them thepurpose of this lesson. Then I would tell them a typical funny story and Iwould obverse their reaction when listen to the story.

In fact, that story is very traditionaland some of them would not be interested in it because they heard a lot storieslike that in the recent week. The purpose is make the next stage much easier.

After listening, I would ask them to do adiscussion about what the story: Do they like it, why. And the words andexpressions in the textbook can be used in their discussion.

This speaking activity can lead studentsto think about how to think out a funny story. It is good for their writing.And in the ending period of this unit, we use a speaking activity for warming-upis suitable.