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準實驗教材，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)計將會激發(fā)學生對文章中這一話題的興趣并能引起讓學生

在短時間內(nèi)集中精力，這對于學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)計的重點。同時，在查讀這一環(huán)節(jié)的任務(wù)2中，我設(shè)計了高考新題型的相關(guān)練習，如翻譯，替換句子等等，這樣就有效地把高考和日常教學聯(lián)系了起來，也促進了學生應答這種練習的能力。）

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，使得學生對文章中的既得信息有所加強，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, 即讓學生切實體會到nonverbal

humour is really universal, 又給了學生練習口語的機會，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)課的綜合落實環(huán)節(jié)）

課后反思：

本節(jié)課主要訓練閱讀技能，兼顧聽、說和譯等技能的培養(yǎng)。在具體實施過程中采用了任務(wù)型教學法，體現(xiàn)了因材施教原則和以學生為主體的教學原則，通過師生的共同努力與配合，圓滿完成了教學任務(wù)，提高了學生的閱讀能力，同時通過小組討論，增強了學生的合作意識。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，用時太少，而沒有完全達到預期的效果。另外，在上課中有時讓學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，從而限制了學生的思維。另外，學生的學習積極性還沒有完全調(diào)動起來，這一點也是以后的教學中需要特別注意的?？傊?，教與學兩個環(huán)節(jié)中，應把重點放在學生身上，老師的教是為學生的學服務(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，通過學習本單元，能夠讓學生了解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生了解到關(guān)于Charlie Chaplin的相關(guān)信息，同時也能夠讓學生通過本篇課文，提高英語學習的能力。

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、教學目標

眾所周知，閱讀在英語學習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，在研究完新課程標準和教學大綱后，我的教學目標將會是知識目標、能力目標、情感目標。

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

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

（3）情感目標通過本文，學生能夠從Charlie Chaplin那學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、教學重點和難點

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

二、說學情

高中年級的學生已經(jīng)在初中階段的英語學習中,已經(jīng)積累了一定的詞匯基礎(chǔ),并掌握了一些簡單的學習策略和技巧,具有初步的英語聽說讀寫能力。但是，學生個性和英語水平差異大，因此教學設(shè)計要有梯度，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耐鈬幕尘耙约氨磉_自己思想的勇氣，因此我在課堂要鼓勵學生們搜集資料了解外國文化同時利用每個機會開口說英語，以達到鍛煉口語的目的。

三、說教法和學法

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

②情景教學法：通過舉例以及觀看相關(guān)視頻和圖片讓學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.學法：雖然這個階段的學生具有一定的閱讀能力，但是由于文化差異，學生可能難以理解外國式的幽默，所以老師可以引導學生在原有的知識經(jīng)驗基礎(chǔ)上通過合作探究學習構(gòu)建新的知識經(jīng)驗和信息輸入。

四、說教學過程

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.然后引導學生進一步了解英式幽默。

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)鼓勵學生說出自己指導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)計意圖：用問題的方式引入本節(jié)課的話題，引發(fā)學生思考。

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. 我會給學生展示卓別林的相關(guān)圖片，然后讓學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. 讓學生根據(jù)課文的題目先預測課文的內(nèi)容。

設(shè)計意圖：引起學生的興趣，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. 讓學生進行三分中快速閱讀和完成課文19頁的題目。

設(shè)計意圖：這一環(huán)節(jié)沿用了英語閱讀教學中重要的閱讀技能之一，即快速閱讀?？梢宰寣W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)的重點詞匯和知識點。Then the students will be asked to work ingroups to summarize the main idea of each paragraph. (Exercise 2 on Page 19)讓學生分組進行總結(jié)歸納文章的段落內(nèi)容。

設(shè)計意圖：讓學生掌握課文中的重點詞匯和句子，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? 你認為艱苦的童年是否對卓別林的成功有幫助?為什么這么認為？

2. Why do you think he was so successful? 你認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到什么？

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

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, 即讓學生切實體會到nonverbal humour is really universal, 又給了學生練習口語的機會，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)課的綜合落實環(huán)節(jié)）

五、板書設(shè)計

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.