2022年新課標(biāo)人教版高一英語(yǔ)必修4Unit3全單元教案

1、高一英語(yǔ)必修 4unit3 全單元教案teaching plan for unit3 a taste of english humor 單元教學(xué)目標(biāo)talk about different types of humor；a taste of english humor learn how to express ones emotions learn the ing form as the predicative, attributive and object complement learn to write humorous stories 目標(biāo)語(yǔ)言話題 different types of

2、 humor; a taste of english humor 詞匯1.四會(huì)詞匯：slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, switzerland, fortune, swing, pancake, mo

3、untainous, whisper, vast, sense 2.詞組：be content with, badly off, pick out, cut off, star in, knock into 功能情感 ( emotion ) i enjoy this very much because it surprises me thati laugh at that kind of thing because i felt happy becausethis is fun because im pleased we were both amused at how wonderful /

4、surprising its amusing that語(yǔ)法動(dòng)詞的 -ing 形式作表語(yǔ)，定語(yǔ)和賓語(yǔ)補(bǔ)足語(yǔ)的用法their job is “panning forgold ” . that was the problem facing charlie chaplin. do you find it funny to see someone sliding on a banana skin? 課時(shí)分配1st period reading 2nd period speaking 3rd period grammar 4th period listening 5th period writing 6t

5、h period summary 分課時(shí)教案the first period teaching aims: enable students to talk about some types of english humor and chinese humor. key points: help students learn how to understand and enjoy english humors. difficult points: help students know the differences between english and chinese in humor. 精品

6、學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 1 頁(yè)，共 10 頁(yè) - - - - - - - - -teaching aids: pictures teaching procedure: step 1: lead-in show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not. questions: 1) do you

7、know who these comedians are? what makes them funny? 2) do you know other comedians who are funny in the same way? 3) have you seen any of these comedians or programmers? what do you think of them? step 2: warming up task 1. brain-storming ask students to name some types of humors they know. write t

8、hose they are not familiar with on the blackboard, then show some pictures and summarize. types of humor example of english humor chinese humor nonverbal charlie chaplin pantomimes（啞?。﹦⑷?，劉全利mime and farce mr. bean funny plays 陳佩斯，趙本山verbal jokes play on words, usually cross talk 馬季，姜昆funny stories

9、two lines jokes funny poems edward lear doggerel （打油詩(shī)）task 2. talking ask students to talk about some funny stories, any english or chinese humors they know. task 3. reading on p22 the purpose of the reading is to introduce the kind of verbal jokes. they use a “play on words ” to be funny. let stude

10、nts read the three jokes and then match the joke with the explanation. then check the answer. after that, teacher can show some other jokes on the screen. joke 1: patient: doctor, ive lost my memory. doctor: when did this happen? patient: when did what happen? joke 2: garcia: thank you doctor. my fe

11、ver is gone. doctor: dont thank me. thank god. garcia: then i will pay the fees to god. step 3 homework ask each student to give a joke and present it in class next period. the second period reading teaching aims: enable students to learn what humor means and what is nonverbal humor. key points: hel

12、p students divide the text into several parts according to the meaning. difficult points: divide the paragraphs and give the main ideas. teaching aids: a recorder and a projector teaching procedure: step 1. revision check homework: ask students to present their jokes in class. 精品學(xué)習(xí)資料 可選擇p d f - - -

13、- - - - - - - - - - - 第 2 頁(yè)，共 10 頁(yè) - - - - - - - - - step 2. pre-reading questions: (1) what do you like to laugh at? (2) what does humor mean? is humor always kind? give students some time to discuss. the purpose is to help students know that different people have different taste about humor. it is

14、 difficult to say which one is better or which one is worse. step 3. reading the purpose of this reading is to introduce nonverbal humor. this reading material takes charlie chaplin for example. it tells us what nonverbal humor means; what is charlie chaplins style of acting; how he made a sad situa

15、tion entertaining and so on. task 1. divide the text into several parts according to the meaning. part one: the first and the second paragraph part two: the third and the fourth paragraph part three: the last paragraph task 2. give the main idea of each part the main idea of part one: it tells us th

16、at there are two kinds of humor. one is bad, while the other can inspire people. the main idea of part two: it tells us something about charlie chaplins acting style and how charlie chaplin made a sad situation entertaining. the main idea of part three: it gives us a short biography about charlie ch

17、aplin. task 3. discussion let students have a discussion about the text, then answer some questions. questions: (1) what is behind fun? (2) why did people like little tramp? (3) do you think charlie chaplins eating boiled shoes funny? why? step 4 language points 1.content (adj.): satisfied, happy, n

18、ot wanting any more phrases: content with sth; content to do sth e.g. (1) she is quite content to stay at home looking after her children. (2) are you content with your present salary? content (n.): that which is contained in sth e.g. i like the style of her writing but i dont like the content. 2.in

19、spire sb. ( with sth.) inspire sth. (in sb.): to fill sb. with thoughts, feelings or aims. e.g. his speech inspired us with hope. 3.badly off: in a poor position, esp. financially the opposite is “ well off”e.g. (1) they are too badly off to have a holiday. (2) in fact most people are better off tha

20、n they were five years ago. step 5 practice finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. it is easy for most students to finish. so leave students several minutes to finish and check the answer

21、s by showing them on the screen. 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 3 頁(yè)，共 10 頁(yè) - - - - - - - - - step 6 homework preview grammar by finishing exercises 3, 4 on page 20, all the exercises on page 21. the third period grammar teaching aims: enable students to learn how to use the ing form a

22、s the attribute, the object complement and the predicative. key points: let students know the structures of the sentences with the ing form difficult points: help students to tell the ing form as the predicative and the use of the present continuous tense. teaching aids: a computer teaching procedur

23、e: step 1. revision check homework: the exercises on page 20 and 21. step 2. word formation suffix example -able valuable lovable comfortable -ing amusing misleading neighboring -ful hopeful cheerful useful -less endless homeless harmless -ed excited interested moved -ish irish childish selfish -ive

24、 active attractive expensive -ate fortunate affectionate passionate -ant important pleasant ignorant -ly friendly orderly costly there are ten suffixes in the chart. and there are some new words in it. but the purpose of showing this chart is to let students learn more about the adjective suffix. st

25、ep 3. discovering useful structures task 1. revision have a revision about the ing form used as the subject and object. give students some sentences to translate: (1) talking to him is useless. (2) smoking does harm to your health. (3) walking is my sole exercise. (4) collecting stamps is my hobby.

26、(5) i suggested bringing the meeting to an end. (6) he admitted taking the money. (7) i couldnt help laughing. (8) your coat needs washing. task 2. new usage of the ing form ask students to look at the exercises 4 on page 20. and then wake in pairs to finish the exercises. teacher checks the answers

27、 and give the explanations. (1) a cooking pot: a pot that is used for cooking. (2) a drinking horse: a horse that is drinking water. 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 4 頁(yè)，共 10 頁(yè) - - - - - - - - -(3) the man sitting on the sofa is a friend of my brothers. here the ing form are used as att

28、ribute. (4) i saw the man sliding on a banner skin yesterday. (5) did you notice the man picking up that broken bottle and putting it in his bag? hear the ing form are used as object complement the structure of the sentence with an object complement is: subject + predicate + object + object compleme

29、nt (6) her job is looking after babies. (7) what he likes is playing chess after supper. here the ing form are used as predictive. pay attention to the differences between ing form used as predicative and present continuous tense. (1) her hobby is painting. (2) her favorite sport is skiing. (3) this

30、 was very disappointing. (4) the test results are very discouraging. (5) she was very pleasing in her appearance. (6) his concern for his mother is very touching. (7) the photograph is missing. (8) the article was misleading, and the newspaper has apologized. in the first two sentences, the ing form

31、 is used to show the character of the subject. in the next four sentences the words of the ing form are all about the feelings. in the last two sentences, the words of the ing form show some states and qualities. (9) it is snowing hard. (10) she is teaching in a night school. in these two sentences,

32、 the ing form are used as the predicate in the present continuous tense. step 4. using structures turn to page 56. look at the using structure. there are two exercises in this part. exercise 1 is to let students correct some errors in the sentences. this is not an easy job for most students, because

33、 it needs other knowledge, besides what the students learned today. so better leave them more time to do this exercise. for exercise 2, let students finish it in a short time. with the help of the pictures, students can easily understand the meaning and correctly use the ing form to finish the blank

34、s. teacher can check the answers in class. step 4. homework finish all exercises on page 56. the fourth period listening teaching aims: enable students to understand the humor in the listening material. key points: train the students to get the key wards by reading the questions before listening. di

35、fficult points: get the main idea from the listening materials while listening. teaching aids: a recorder teaching procedure: step 1. revision 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 5 頁(yè)，共 10 頁(yè) - - - - - - - - - check homework: (1) ask a couple of students to tell their jokes in class. (2) ask

36、 some students to come to the blackboard to write their translation. after they have finished, teacher correct some errors with the whole class. step 2. listening ( page 23 ) this is a funny story. mary made some plum jam and left some in the pan. five days later, her husband came home and poured th

37、e jam into the chicken. later mary came home and found all of her chickens were behaving strangely. what had happened? give students two chances to listen to the story. first, go through exercise1 and 2 to know what are the things they will do while listening. after that teacher plays the tape for t

38、hem to finish exercise 1. the second listening is to check the answers. for exercise 2, teacher should leave some time for students to discuss the question. questions: (1) did you find this story funny? give the reason. (2) what do you think of johns behavior? step 2. listening ( page 55 ) this is a

39、 story about a thief and a man. the situation is very interesting. before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on. there are three steps for this listening. at first let students read the questions to m

40、ake sure that they know what they should do in this listening. next, play the tape for the first time to let students finish exercise 1. then play the tape again and let the students finish the questions in exercise 2. after that, let the students check their answers with each other. at last, listen

41、 to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers. step 3. listening ( page 58 ) there are four exercises in this listening. the first one requests students to get the general idea of the material. the second one i

42、s to ask the students to know some details of the material. the third one is a question that asks the students to speculate the teachers feeling. and the last one is a good exercise, it gives the students another chance to practice their oral english. step 4. homework collect as many funny stories a

43、s possible, do some preparations for the writing in the next period. the fifth period writing teaching aims: help the students learn how to write funny stories using the target language and according to the writing steps. key points: teach students to write according to the writing of the writing st

44、eps. difficult points: help students make up a dialogue, using the target language. teaching aid: a projector teaching procedure: step 1. revision check homework: ask several students to read their funny stories in class. step 2. writing ( page 23 ) give students some instructions on writing a funny

45、 story. 1)writing down your story in a logical order. 2)for each of your story try to find the most interesting words you can to 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 6 頁(yè)，共 10 頁(yè) - - - - - - - - -describe how you felt or what was happing. 3)then write out your story using these interesting wo

46、rds. 4)read through your story. 5)then show it to your partner. let him/ her suggest some new and exciting words. 6)write out the story and put it into a class collection of stories. give students enough time to finish the task and give them enough help in the writing. tell them to give the outline

47、first, then finish the story. step 3. talking task 1. show students some pictures. ask them to describe the pictures and explain what is happening, whether it is funny or not. task 2. imagine you want to play a trick on someone, maybe an april fools trick. work with partners, think up a funny thing

48、and share it with the class. step 4. speaking and writing task this is a chance for students to learn limericks. it has only five lines. three of them are longer than the other two. the longer lines all rhyme with each other and the shorter ones rhyme with each other. when introducing the poems, tea

49、cher read them first, and let the students enjoy the beauty of the rhyme. and at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem. after reading, ask students to tell the rhyme of the first and the second po

50、em. let students read the poems several times and feel it. find more limericks for students to enjoy. give students some instructions on how to write a poem, let them think of rhyming words before writing. they need two sets of rhyming words. step 5. homework 1) finish exercise 5 on page 20. 2) make

51、 a summary about what has been learnt in this unit. the six period summary teaching aims: 1) learn to express the sentences that are connected with the positive and negative view of the same thing. 2) make a summary about what has been learnt in this unit. key points: sum up what we have learnt in t

52、his unit. difficult points: sum up what we have learnt in this unit. teaching aids: a projector teaching procedure: step 1. revision check homework: ask students to present their dialogue in class. step 2. reading this reading task gives us another joke. the title is “an april fool s joke: the noodl

53、e harvest ” . ask students to read the sentence : “a fool sees not the same tree that a wise man sees.” after reading, explain the meaning of the sentence. (the meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.) give students some time to read

54、 the passage, then answer some questions and retell the whole story. 精品學(xué)習(xí)資料 可選擇p d f - - - - - - - - - - - - - - 第 7 頁(yè)，共 10 頁(yè) - - - - - - - - -questions: 1) what do children usually do on april fools day? 2) why did people believe the programme panorama? 3) do you think the advice that the bbc gave

55、people who asked how to grow noodle trees was serious? give a reason. 4) what would you do to find out whether a story like this was true? step 3. project ask students to make their own collection of jokes, funny poems or short stories. they can be the ones that they enjoy in the books that they hav

56、e read. make sure they add either a joke, a funny poem or a funny short story of their own. copy them into a book and display it in the class so that all your classmates can enjoy them. step 4. summing up this is a summary about what they have learned in the unit. leave students some time to finish

57、the frame. then teacher give students a dictation about the useful words and expressions. 功能句式：1.i enjoy this very much because. 2.i laugh at that kind of thing because3.this is fun because . 4.how wonderful / surprising！5.it surprises me that6.i m pleased we were both amused at7.i felt happy because8.it s amusing that語(yǔ)法：1.word formation 2.the ing form of the verb used as predicative, attribute and object complement. 重點(diǎn)句子：1.do you find it funny to see someone sliding on a banana skin, bumping into someone else round a