教科版高中英语必修四 教案Unit 3

Unit 3 A taste of English humourThe third period Using Language(Jokes about Sherlock Holmes and Doctor Watson)AimsTo help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson To help students to use the language by reading, listening, speaking and writing.ProceduresI. Warming upWarming up by reading school jokesThere are lots of jokes in English about school life. Read these two to see whether you will laugh or not.II. Guided reading1．Reading and translatingRead the paragraph on page 22 and translate it into Chinese sentence by sentence.2. Reading and underliningNext you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.3. Doing the exerciseNow you are going to do the exercise No. 1 on page 22.III.Guided SpeakingThink of funny stories in English and telll them to your group mates.IV.Guided Writing—Learn to write jokesThere are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: "My wife just ran off with my best friend. Boy, do I miss him." and "I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off." Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.Now write down your own jokes, in English.IV. Closing down by actingTo end this period, we are going to act the film by Charlie Chaplin The Great Dictator.精美句子1、善思则能“从无字句处读书”。

Unit 3 Tomorrow’s worldWord PowerForming abstract nouns from verbs and adjectives & Words related to computers andthe InternetTeaching Aims:1) To learn how to form abstract nouns from verbs and adjectives by adding suffixes.2) To know some words related to computers and the Internet, and to apply them practically.Teaching Important and Difficult Points:1) How to make students master the rules of forming abstract nouns from verbs and adjectives.2) Make students expand related vocabulary and apply them practically.Teaching Approaches:1) Explanation method to make students master the rules of forming abstract nouns from verbs and adjectives.2) Description method to make students to master some words related to computers.3) Exercise method to consolidate what have learnt in class.Teaching Aids: multimedia and a blackboardTeaching Procedures:Step 1 Brainstorming1)Show them two groups of words and ask them to tell the difference between the twogroups of words.2)Ask them to think about more abstract nouns. Give them more abstract nouns andask them to think about how to form abstract nouns from ver bs and adjectives. Step 2 Forming abstract nouns from verbs and adjectives1. We can form abstract nouns from some verbs and adjectives by adding suffixes. 1). adjectives → abstract nouns-ityExercise2). verbs → abstract nounsVerbsExerciseTips:Sometimes we need to change the final letters of a word before adding suffix: produce→production silent→silencedecide→decision pretty→prettinessplease→pleasure2. Read about the history of the world’s most successful online businesses. Use the plural forms to fill in the blanks.Answers:1) development 2) failure 3) connections4) improvements 5) achievementStep3 Words related to computers an d the Internet1 Revise names of some parts of the computer.(screen, monitor, speaker, keyboard, mouse, CD-Rom, printer)2 Teach Ss to learn more words related to computers, especially the most up-to-date hardware: (hard drive, floppy disk, floppy disk drive, U-Disk, ROM, RAM, CPU)3 Teach Ss to understand the functions of different parts of a computer.t piece of plastic for storing informationStep 4 More words related to computersscanner 扫描器 sound card声卡Hyperlink 超链接 network cardcursor 光标 click点击Ask them to complete the poster on page 47.Answers:1) keyboard 2) mouse 3) data 4) CPU5) e-mails 6) surf 7) download 8) softwareStep 5 Homework1. Revise what we have learnt in this part.2. Try to find more information about computer science.3. Preview Grammar and usage.。

高中英语必修4Unit3语法教案第一篇：高中英语必修4 Unit 3语法教案高中英语必修4 Unit 3语法教案Teaching aim: Grasp the usages of-ing form and use them freely STEP1.[自学探究]（SB P21 Discovering useful structures）1.v.ing 做定语▲动名词放在所修饰的名词前面作为定语，表示该名词的用途或有关的动作。

walking stick 手杖printing shop 印务馆dining room饭厅 reading room 阅览室swimming pool 游泳池washing machine洗衣机 a waiting room(= a room for waiting)候车室 a walking stick(=a stick for walking)手杖▲现在分词做定语，说明所修饰名词进行的动作。

a waiting man(=a man who is waiting)正在等待的男人 a dancing girl(= a girl who is dancing)单个分词作定语，分词前置。

We can see the rising sun.The sleeping boy is my son.分词短语作定语，分词后置；分词修饰不定代词something等要后置。

The girl standing under the tree is my niece.There is nothing interesting.2.v.ing 作表语▲动名词做表语是对主语内容的解释，这时主语与表语位置可以互换。

(1)Its full time job is laying eggs.他的专职工作是产卵。

(2)Our job is playing all kinds of music.我们的工作就是演奏各种音乐。

高中英语必修四unit3教案必修是新课程标准改革中的一个名词，是课程结构调整中的一种课程类型。

和必修相对的是选修。

依据规定必需学的，尤指取得学位或到达毕业要求必需学的必修课必修和选修，这是从课程方案中对课程实施的要求来区分的两种，下面是我为大家整理的高中英语必修四unit3教案5篇，期望大家能有所收获!高中英语必修四unit3教案1教学预备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,sh ock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video Earthquakes2.How do you feel seeing the plots(情节) Students’ discussion. Step II Fast reading1. What is the passage mainly about In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens pigs(F ) 4 .Mice (A)5.Fish(E )6. Bright lights( B)7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began . _______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂稳固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这局部目的是让同学进一步稳固课文的内容。

高中必修4第3单元第3课时Lesson Plan of Unit 3A taste of English humour（第3课时）一、教材内容分析覆盖内容：Discovering useful structures（The –ing form as the predicative, attribute and object complement）教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。

前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。

如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。

二、教学目标1.认知动词-ing形式2.熟悉并理解动词-ing形式作表语、定语和宾语补足语的用法，能够根据-ing 形式在句中的功能进行分类。

三、教学过程Step 1 Lead-in and presentation （5 minutes）1. Listening to a story (class work)Give a group of sentences which include the –ing form as the predicative, attribute and object complement. Ask the students to listen carefully and find the –ing form. The passage can be like this:Zhao benshan, an outstanding performer, is well-known for his convincing acting—humour and funny gestures. His acting is so interesting, which makes the audience laugh. No one is bored watching him—his astonishing talent makes everything entertaining. In fact, his hobby is performing erhu and errenzhuan. Inrecent years, he has directed many films and TV plays, and Just Call Me Nobody starring zhao benshan is one of the films.2. Retelling the story(pair work)Ask the students try to retell the story with help of the following expressions:a. his convincing actingb. His acting is so interestingc. watching himd. performing erhu and errenzhuan3. Putting the sentences on the blackboard/screen and underlining the attributives clauses. (single work)a. Zhao benshan, an outstanding performer, is well-known for his convincing acting—humour and funny gestures.b. His acting is so interesting, which makes the audience laugh.c. No one is bored watching him—his astonishing talent makes everything entertaining.d. In fact, his hobby is performing erhu and errenzhuan.e. In recent years, he has directed many films and TV plays, and Just Call Me Nobody starring zhao benshan is one of the films.【设计说明：本环节以一篇包含多个动词-ing形式的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语动词-ing的形式与用法。

Unit 3 Tomorrow’ worldGrammar and usageThe passive voice & Modal verbs and the passive voice & Verbs often used in the passivevoiceTeaching Aims:1. Enable students to learn the basic verb forms of the passive voice.2. Enable students to learn how to use modal verbs in the passive voice.3. Make students learn some verbs that are often used in Passive Voice.4. Help the students to learn how to use the passive voice in a reporting article. Teaching Important and Difficult Points:1. The use of the passive voice.2. How to teach the students to use passive voice in different tenses.Teaching Approaches:Explaining and practicingTeaching Aids:Multimedia and a blackboardTeaching Procedures:ⅠThe passive voiceIn this step the students will learn the interchange between the passive voice and the active voice, the basic verb form of the passive voice, and some special passive patterns.Step 1 Lead-inShow some pictures to help students to something about the passive voice and also introduce the verb, the subject and the object in the sentencesStep 2 Practice1. Change the following sentences into the passive voice:1) The cat plays the ball.2) You are writing a letter.3) Sharon will bring some books.4) My mum bought a bag for me.5) Jane was doing her homework.6) We had painted some pictures before you came.7) I am going to water the flower s.8) He told me that they would hold the meeting the next day.2. Make a list of the passive voic e in the different tenses by showing two pictures.3. Fill in the blanks to consolidate wha t they have learnt.1) I ___________ (give) a new book by my father on my birthday. was given2) English ___________ (find) very useful. is found3) The picture ______________ (finish) tomorrow. will be finished4) The bike ______________ (repair) by them now. is being repaired5) The building_________________ (build) this time last year. was being built6) How ______ the flags already _______________(make)? have been made7) The new railway ___________ (build) by the end of last year. had been built8) What_________________ (discuss) now? is being discussed9) Rice ___________ (grow) in the south of the States. is grown10) Jane said her friends_______________ (invite) to her birthday party the next week. would be invitedStep 3 Model verbs and the passive voice1. Introduce the model verbs in the passive voice by showing two sentences. And tell them the structure:modal verb +be done2. Fill in the blanks.1) Some viewers might not _____________ (impress) by the RealCine be impressed2) Special gloves must_________ (wear). be worn3) A real sense of achievement and happiness may________ (feel). be felt3. Do the exercise on Page50.ⅡExercise and summaryIn this period seven points have been showed. Make the summary by doing exercise first.Point 1He often tells us interesting storiesWe are often told interesting stories.Interesting stories are often told to us.When verbs like give, lend, offer, send, tell and show can be followed by two objects, in the passive voice we often use the person as the subject, and sometimes the thing is used .Point2I hear the girl sing English songs.The girl is heard to sing English songs.the active voice → make/see/hear sb. do sth.the passive voice→ sb. be made/seen/heard to do sth.Point3This sweater_______ (wash) well. washesYour article_______ (read) well. readsThe pen________ (write) smoothly. writesThese verbs used in the active voice give a passive meaning.Point4Translate the sentences using get done.1.我的自行车昨晚被偷了。

Teaching aim1.to learn some information about how RealCine works, why it is better than ordinary cinema, and how it canbe used in many other ways.2.to teach students the basic characteristics of a business proposal.3.to enable students to master the reading strategy and become more competent in reading a business proposal.Teaching focus and difficulties1.knowing the structure and language for a proposal.2.mastering the vocabulary of virtual reality.Teaching methods1.Listening, reading and thinking to get students to understand the text.2.Pair discussion and group discussion to get students to participate in the classroom activities.Teaching aids: The multimediaTeaching proceduresLead-inShow the poster of Harry Potter and Goblet of Fire and ask students: Questions:1、Do you like the film?2、Can you imagine how you feel when you are actually in the film?Show some pictures of 3D,4Dfilms and games and ask students:1、Have you watched any of these films?2、What do you feel about these kinds of films?SkimmingStudents are expected to skim the text and find out the answers to the questions in part A.ScanningStudents are asked to scan the text and answer the questions in part C1.Detailed-readingAsk students to find more information about RealCine by asking the question:1、How can realCine excite the viewers’ five senses?They are asked to fill in the chart according to the proposalStructure analyzingAsk students to divide the passage into several parts and get the main idea of each part.Reading strategy1、Draw students’ attention by asking this question:What do you think of the language used in the following sentences?1) I believe you will be amazed by the RealCine experience, and will agree that this is an extraordinary piece oftechnology that must be developed further.2) Viewers will be surprised at how real it feels.3) RealCine works by making the viewers feel that they are actually in the film.4) A am sure that you will agree that RealCine provides a fantastic opportunity for the film-making industry. 2、Ask them to read the reading strategy and find out the following information:1) How is a proposal should be?2) What does a good proposal usually include?3) How to make a proposal objective?3、Ask students to underline all the passive voices in the text to get a deep understanding.Discussion1、Making an advertisement of a RelCine film: Harry Potter and Goblet of Fire.1）Show a piece of the film Harry Potter and Goblet of Fire, and ask students to design it with RealCine.2）Some questions are given to help.2、RealCine uses new technology to improve an existing type of entertainment (seeing a film).1) Could this technology be used in schools? How could it make classes more exciting?2) Do you know about any other new technologies scientists are developing?3) What are they?Homework1、Read the passage out.2、Finish Ex. D, E on page 44, 45 in the textbook.3、Do Ex. A1, A2 on page106 in the textbook.。

Unit 3 Tomorrow’s worldReadingNot just watching a film…Teaching Aims:1. To learn some information about how RealCine works, why it is better than ordinary cinema, and how it can be used in many other ways.2. To teach students the basic characteristics of a busines s proposal.3. To enable students to master the reading strategy and become more competent in reading a business proposal.Teaching Important and Difficult Points:1. Make the students understand the reading material better.2. Master the vocabulary of virtual reality.3. Improve the students’ reading ability.4. Know the structure and language for a proposal.Teaching Approaches:1.Discussion before reading to make the students interested in what they will learn.2.Fast reading to get a general idea of the text.3.Reading in detail to get the detailed information of the text.4. Pair discussion and group discussion to get students to participate in the classroom activities.Interaction Patterns: Teachers -class, individuals, pairsTeaching Aids:The multimedia, a record and a blackboard.Teaching Procedures:Step 1 Lead-inShow the video of Avatar and ask students:Do you like this film? Can you imagine how you feel when you are actually in the film? Show some pictures of 3D films and tell them virtual reality could change the way we watch films.3D film。

Period 2The General Idea of This PeriodIn this period the students are to do some exercises on the useful words,expressions and structures learned in the reading part.It is to help them use the useful words and expressions from the context.They are also to learn something about the usage of -ing form.To achieve the above aims,that is,the teacher will get the students to work on the exercises individually first and then check the answers together with their partners.While dealing with the usage of -ing form,the teacher will help the students do it as a task.That is,the teacher will first ask the students to find and read some sentences from the text in which the -ing form is used,then ask them to discover the function of each -ing form,summarize the rules and apply them to the exercises.This is to help theHow to grasp and apply the the usage of -How to gain the ability to use theAutonomous learning,cooperative learning,task-A multi-Three Dimensional Teaching AimsHelp the students gaHelp the students learn something about the usage of -Necessary explanation to make the students apply the useful words and expressionsGet the students to sum up the grammatical rules themselves.Meanwhile,train their ability ofTeaching ProceduresT:Nice to see you again.I’m sure each of you has prepared an English joke or funny story for us?Now first share them with your partners,so that everyone has a chance to present yourT:Who would like to tellS:I’d like to.My joke is very short.One day the teacher asked the class when Rome was built?Tom answered,“At night”.The teacher felt puzzled and asked,“ Who told you that?”“You did.You said Rome wasn’t builT:S:Let me tell you a funny story.The title of the story is Key to one’s success.It goes like this.One day a father was teaching his son and said,“The keys to your success are keeping your word and cleverness.Once you promise somebody a promise,you must carry it out no matter what will happen.This is called ‘keeping one’s word.’”“What is cleverness?” asked his son.“Cleverness isT:Thank you foT:Just now we had great fun telling jokes and stories.Let’s move on to the Discovering useful words and expressions part.I’d like you to do Exercises 1、2 and 3 first individually,as I think theyT:1.chew2.astonishes3.bottom4.contented5.particular6.throughout7.failuregiven situation.Only in this way can you gain the ability to use them correctly.It is the same with the learning of grammar.So in the next part,while learning the usages of -ing form,you should also learn them by discovering the usages,summarizing the rules and then you can apply them to speaking and writing.Now let’s move on to the next part.T:First you are to read the text once again quickly to find out the sentences in which the -ing form is used,and try to tell the function of each -T:1.Do you find it funny to see someone sliding on a banana skin,bumping into someone else rounda corner,or falldT:From these sentences what can you learn about the -S:Let me try.From these sentences,we can learn that the -ing form can be used as the attribute,theT:S:When an -ing form word is used as the attribute,it is put before the noun,while when an -ingT:What a good observation!Another point for you to bear in mind is that when the -ing form is used as the attribute,it may tell the use of the noun or tell the action,character or quality of the noun,and the -ing form attribute can be replaced by an attributive clause.Now let’s consolidate thisT:S:T:S:T:It seems that you have master the usage of the -ing form as attribute.Now,do the same with yourT:T:This is a very interesting exercise,isn’t it?Let’s learn the usage of -ing form as the object complement.Can you tell the structure of -Ss:T:Yes.The object complement is used to explain what object has done,or doing,or to do.Or we can think that the speaker wants to express his/her meaning more completely.Of course,in this unit we only study the -T:OK,now let’s check the answers for thThe teacher can ask 9 students to read the 9 complete sentences to check the answers.If there are some questions,the teacher should give the students some explanations,and make some changes if there areT:Well,can you analyze the part of speech of the -S:In the first three sentences the -T:S:Yes.In the fifth,the sixth,the seventh,the eighth and the ninth sentence,the -ing form is also usedT:S:In the fourth sentence,the -T:Quite right.It is very important to analyze the sentences correctly while learning the usages of the -ing form.And here,I’d like to remind you to pay attention to the verbs that can be followed by the -T:Well,now let’s lS:S:S:S:S:T:Very good.All of them are right.In order to make sure that you master the usage of the structure,I’ll give you some more sentences.Now please look at the screen,and try to analyze the usage of the -1.Its full-time job is laying eggs.(Laying eggs is its full-T:In the first two sentences,the -ing form is used to express a constant action of the subject.In the next three sentences the -ing form is used to show the character or the quality of the subject.AreSs:T:Well,I’ll give you some words that can be used as the predicative to show t he character of thecharminginterestingmoving inspiringdisappointing boringencouraging confusingastonishing tiringexciting frighteningStep 4T:Well,it’s almost time for a break.We have to bring an end to the class.To consolidate what we have learned in this period,I’d like you to do the exercises in the Using words and expressions part and the exercises in the Using structures part as your homework.Yes,if you want to master aSs:The Design of the Writing on the BlackboardUnit 3 A taste of English humourPeriod 2Learning about languageThe usage of the -Record after TeachingActivities and ResearchIn this period the teacher may offer the students a situation and ask the students make up a story according to the situation given using the -ing form.It seems to be a two-birds-with-one-stone task,which can not only enable the students to apply the -ing formReference for teaching动词-ing 形式1.动名词可以在句子中充当定语,表示所修饰名词的用途或使用目的,并且位于所修饰词的前面。

必修四unit3 A taste of English humorReading: A master of nonverbal humor教学设计在高中新课改的实施过程中,阅读课涉及的内容越来越丰富,要求学生了解的东西也越来越多,加上高一学生基础知识与基本技能的不足,所以学生在课堂阅读中遇到的难度也在不知不觉加大。

那么,在课堂阅读中指导学生恰当地使用阅读技巧,并合理设置有效的课堂活动,帮助他们顺利理解文章,提高阅读能力,成为教师教学设计的重心。

本节课的教学设计正是围绕这个重心展开的。

一、教材分析本节课为人教版英语必修四第三单元第二课时的阅读课。

本单元的中心话题是“幽默”,这节课以“非语言幽默大师”为题,介绍世界著名的电影演员,喜剧大师查理·卓别林以及他在无声电影时代的精湛表演,特别是在著名电影《淘金记》中,他运用滑稽、夸张的动作表情,让观众在捧腹大笑之余体会在琐屑、卑微之中所隐藏的深刻本质。

二、学生分析本文是一篇描写人的文章,涉及幽默这一话题,学生阅读兴趣较大,但高一学生由于英语基础知识和基本技能都是一般水平,因此调动学生学习兴趣很关键。

本文难度适中,加之第一课时的热身训练已经让学生对不同地域与国家的幽默表现有了一定的了解,所以这节课在激发学生阅读兴趣的同时,通过组织丰富的课堂活动,促进学生的探究式、自主式学习,让学生成为课堂的主体,从而进一步提高他们的英语阅读方法与技能。

考虑到学生的个体差异,教学过程中设计的活动要兼顾不同学习水平的学生,使全班所有学生都能积极参与课堂活动,主动探索,勇于表现,学有所获,从而使学生真正成为课堂的主人,体现新课改的精神实质。

三、教学目标分析(一)【知识与能力】知识目标:了解非语言形式的幽默艺术。

了解卓别林的生平以及他在无声电影中的精湛表演。

帮助学生习得并掌握本文出现的词汇、语言表达方式,同时欣赏文章中的优美句式。

能力目标:帮助学生进一步提高阅读中猜词义、略读、查读、跳读、归纳、总结等能力。

高中英语必修四unit3教案高中英语必修四 Unit 3 教案教学目标1.通过本单元的学习，学生能够正确理解并运用相关词汇、短语以及语法知识；2.能够熟练运用所学知识，进行听、说、读、写的活动；3.能够培养学生的英语交际能力，提高学生的听力和口语水平。

课时安排本单元共分为5个课时，安排如下： 1. 第一课时：课文阅读与理解（50分钟） 2. 第二课时：语法重点讲解与练习（50分钟） 3. 第三课时：听力训练与口语练习（50分钟） 4. 第四课时：写作技巧培养（50分钟） 5. 第五课时：综合能力测试与复习（50分钟）教学内容与步骤第一课时：课文阅读与理解1.导入（5分钟）–介绍本单元的主题和学习目标；–学生回忆相关的词汇和短语。

–学生自主阅读课文，理解文章大意，并标出生词；–学生分小组讨论课文内容及问题。

3.阅读理解（25分钟）–学生带着问题阅读课文，回答问题并进行讨论；–教师组织小组讨论问题的汇报。

4.总结与拓展（10分钟）–教师对学生的表现进行评价，总结本课时的学习要点；–教师布置相关的课外阅读作业。

第二课时：语法重点讲解与练习1.复习与导入（5分钟）–教师复习上课内容，并引入本课时的语法主题。

2.语法讲解（20分钟）–教师通过PPT讲解本课时的语法知识，包括虚拟语气的用法和结构。

3.练习与巩固（20分钟）–学生进行虚拟语气的练习题，巩固所学知识；–学生分组进行语法对话练习，培养口语能力。

–教师让学生以小组形式编写虚拟语气的对话，并进行表演。

第三课时：听力训练与口语练习1.复习与导入（5分钟）–教师复习上课内容，并引入本课时的听力和口语主题。

2.听力训练（20分钟）–教师播放听力材料，学生进行听力填表练习；–教师带领学生一起检查答案。

3.口语练习（20分钟）–学生分组进行对话练习，练习表达自己的观点和想法；–学生进行角色扮演，模拟实际情境进行口语练习。

4.总结与拓展（5分钟）–教师对学生的表现进行评价，总结本课时的学习要点；–教师布置相关的口语练习作业。

Unit 3 Tomorrow’s worldProjectWriting a science fiction storyTeaching Aims:To learn what a science fiction story is like and how to write a science fiction story. Teaching Important and Difficult Points:How to make students understand the science stories better.How to write a science fiction story.Teaching Approaches:Asking-and-answering activity.Individual, pair or group work to make every student work in class.Teaching Aids:Multimedia and a blackboardTeaching Procedures:Step 1 Lead-in●Have you ever read any science fiction stories? Do you like them?●Do you know about some science fiction writers? Who are they?●Have you ever heard of Jules Verne or H. G. Wells?Show them the pictures of Jules Verne and H.G. Wells, tell them about these two persons briefly.Step 2 Reading●Journey to the Centre of the EarthRead the first story written by Jules Verne. Then answer the following questions.1.With whom did Professor Lindenbrock make the journey?2.What was the destination of the journey?3.How di d they go there?4.What did they see during their journey?5.Which do you think was the most thrilling experience during th eir journey, why？●Time machine1.Lead to the second science fiction story.•Have you ever read about or seen a film about a time machine?•What do you think a time machine can be used to do?•Many people are in terested in such a machine. Can you thi nk of the reason(s)?2.Show them a video about time machine.3.Ask them to read the story and think about the following questions.●What did the writer dec ide to see using the time machine the writer had made?●Which year did the writer go to? What did the writer find there?●The writer described a picture about the future. What is his idea about the futureof the world? What is your opinion about the future?4. Ask them to discuss.If you had a time machine, what would you like to see, the future or the past? Why?What would you expect to see there?Step 3 Writing a science fiction story (Group Work)Ask them to discuss the q uestions on page 59.●What interesting science fiction stories have you read?●Which one do you like best? Why?●What would be a good setting for a story?●Who will be your main charac ters?●What do the main characters do?●How many paragraphs will your story have?●Who will write each paragraph?●Who will read the story to your classmates?Step 4 Homework1. Finish the WB exercises (D1, D2)2. Finish writing a science fiction story.。

Unit 3 Tomorrow’ worldWelcome to the unitTeaching Aims:1.To make students know and discuss what people could do in the future and imaginewhat tomorrow’s world would be like.2.To practice students’ oral English.Teaching Important and Difficult Points:Ho w to develop students’ speaking ability by participating fully in the discussion. Describe a future worldTeaching Approaches:1.Visual-scene teaching method, tasked-based method as well as theapproaches of discussion2.Emphasis will be put on Ss’ ability of speaking, expressing andbrainstorming.3.Introduce a rich variety of activities and approaches will be introducedto meet different needs of the Ss.4.Make full use of the advantages of multimedia.Interaction Patterns: Teachers -class, individuals, pairsTeaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 Greeting and Brainstorming1. Show the posters to the Ss and ask them to discuss:Have you ever read any science fiction stories? Do you like them?1). What do you like most about science fiction stories, the characters, plot or the language used?2). Why are so many people interested in science fiction stories?Because they allow people to use their imagination and think about what life will be like in the future.Ok, let’s make up the story together.。

必修四Unit 3 readingA Master Of Nonverbal Humour教学设计Teaching Aims1. To learn non-verbal form of humor art.2.To learn the world-famous movie actor and comedian---Charlie Chaplin and his excellent performance in the nonverbal movie world.3. To improve students’ability in predicting, skimming and summarizing further while reading.Teaching important and difficult points1.Be able to master the skills of reading and the main idea of the text.2. How to seize effective information to understand the text completely.Teaching AidsWhite board and projectorTeaching Procedures and WaysI. Leading inEnjoy the pictures1. Look at the title and the pictures and predict what the passage is about and see if you are right.（Maybe it is aboutCharlie Chaplin 's life 、his childhood、family、death、movie、achievement）2. What do you think of the character Charlie Chaplin plays in his film?（Interesting ,funny ,humorous,entertaining ,amusing ,impressive……）II. Fast-readingScanning: complete task1 and task2Task1: (Read the passage quickly and match the main idea of each paragraph.)Paragraph 1: A: an example of a sad situation that he made funnyParagraph 2: B:his achievementsParagraph 3: C: what Charlie’s childhood was like Paragraph 4: D: what his most famous character was likeParagraph 5: E: why people needed cheering up. Task 2 Read the passage and find out the main idea. What’s the main idea of the text?A. The history of English humour.B. The films that Chaplin made.C. The life and work of Chaplin and the humor he made in his films.D. The Gold Rush in Alaska.III. Careful-readingParagraph1 Read paragraph1 and answer the following questionWhy did people need cheering up when they felt depressed? Because laughter made them feel more content with their life.Paragraph 2: (Individual work)Read and finish the chart. Born In a poor family in 1889.HisparentsPoor music hall performers . Hischildhood His parents taught him to _sing and dance_________as soon as he could speak andwalk. Unfortunately, his father _ died ___,leaving the family evenworse off .Paragraph 3Paragraph 4: (Pair work) By his teens Charlie became one of themost popular child __ actorsin England through his____ humor ____.Type of acting__ mime,which made everythingentertaining.Read the paragraph silently and put the events in the right order.( 5 ) Chaplin tried cutting and eating the bottom of the shoe.( 1 )Chaplin and his friend washed sand and expected to pick up gold, but they failed.( 3 )They were so hungry that they boiled a pair of leather shoes.( 2 )They were hiding in a small wooden house.( 4 )Chaplin cut off the leather top of the shoe.( 6 )Chaplin picked out the laces and ate.Paragraph5 His achievementsV. DiscussDiscuss the questions in groups.What should we learn from Charlie Chaplin? What should we do to get humorous and positive?If you don’t feel content with your life, please……(Relax、play games、get some sun、d on’t unload your anger on others. In a word, you should develop a sense of humor and have a positive attitude towards life.And finally look in the mirror and think “I’m beautiful”.enjoy your day.) VI. Homework1.Read the text again and again after class.2. Find out some English humour from the Internet.3.Search for information about Chapin and make a poster about Chaplin.VII.Blackboard layout：Paragraph 1: A: an example of a sad situation that he made funnyParagraph 2: B: his achievementsParagraph 3: C: what Charlie’s childhood was like Paragraph 4: D: what his most famous character was likeParagraph 5: E: why people needed cheering up.Ⅷ .Afterclass reflection:1.Not all groups have the chance to speak out their voice.2.The form of class is not enough.3.I’m so busy to explain important and difficult point s ofthe lesson that I ignore the interaction with thestudents.4.As a teacher to have the lesson, I face two chances---style and actual effect. Anyway, the reaction ofstudents comes first.。

Teaching objectives:1.to discuss what people could do in the future.2.to imagine what tomorrow’s world would be like.3.to practise students’ spoken English.Teaching focus and difficulties:1.the vocabulary of future and technology.2.describing a future world.Teaching methods:1.individual work, pair work and group work to get students to take an active part in classroomactivities.2.discussion to help students to be cooperative.Teaching aids：The multimediaTeaching procedures:Step 1 Brainstorm1. Show students the famous film poster ET and ask them to think about:Would you think it would come true some day?2. Ask students to think about what life would be like in 3000.After watching some fantastic animations, ask them to discuss in pairs and give opinions to the whole class.Step 2 Discussion (pair work)Ask students to describe to their partners the four pictures in the textbook.Some questions are given to check their understanding of the pictures.Step 3 Discussion (group work)Ask students to discuss the three questions in the textbook one by one.They are divided in groups of four and choose a speaker to report to the whole class.Step 4 Further discussionShow some pictures of human cloning and star wars and ask students:would you like to see these things happen in the future?Ask them to discuss:How to protect the earth and human beings while developing science and technology?Step 5 Homework:1.Ask students to find more information about robots.2.Ask students to do reading on page 110.。

Teaching objectives:Ss will learn what a science fiction story is like and how to write a science fiction story. Teaching procedures:Step 1 lead-inPresent a movie “X-Files” to tell Ss this kind of movie is based on the science fiction story. BrainstormingWhat do you imagine the future will be like?What do you think would make an interesting science fiction story?Step 2 reading➢SkimmingFill in the formMore information about the three writers:✧Jules Verne(1828-1905)As a popular French writer, Jules Verne is regarded as the father of science fiction. His famous science fiction stories are: Journey to the Center of the Earth; Twenty Thousand Leagues Under the Sea, Around the World in Eighty Days, Five Weeks in the Balloon, and From the Earth to the Moon.✧H G Wells(1866-1946)As an English novelist, H G wells is well known for his science fiction stories, among which are The Time Machine, The Invisible Man, The War in the Air and The war of the Worlds.✧Zheng Wenguang(1929-2003)He is regarded as the father of Chinese science fiction.◆Discussion:◆Have you read any of the stories mentioned in the reading?◆Which story sounds the most/least interesting to you? Why?II ScanningFor the first summary:1.Where do the German professor and his nephew travel to?2.What do they see during their journey?3.How do they come back to the world above?For the second summary:1.What has the scientist invented?2.What does he find when he travels to year AD 802,701?3.What is the world thirty million years into the future like?For the third summary:1.What has happened to the three young people?2.How do they come back to the earth?Step 3 Group Work(finish project)1.PlanningIn the groups of four, choose a topic for their group’s science fiction story.(eg. Future education) 2.PreparingTake notes of the story:Time and place(setting): eg. In 2050, in Middle SchoolStoryline: What will happen in an interesting English class?Characters: English teacher(or robot) and students3.ProducingMake it in turns to write the story. Each group member should write one paragraph.( if time doesn’t permits, Ss may write just outlines.)4.PresentingPut their story up on the display wall of their classroom for everyone to see and let the class vote for their favourite.Step 4 Homework1.Finish the WB exercises(B1, B2, D1, D2)2.Revise some language points of this period.3.Finish the Group’s work----- writing a science fiction story.。

Unit 3 A taste of English humourNo.4 Middle School Li Haifang ♦Learning aims and demands✧Knowledge aims:※Get the students to learn the useful new words and expressions in this passage※ Get the students to pay attention to the useful sentence structures.✧Ability aims:※ Enable the students to learn what humour means and what is nonverbal humour.※Help the students learn how to describe what nonverbal humour is by Chailie Chaplin’s career.✧Emotional aims:※ Stimulate the students’ interest of learning English. ※ Develop students’ sense of cooperative learning.♦Learning important points※ Help the students to divide the text into several parts according to the meaning of the passage.※ Get students to learn different reading skills.♦Learning difficult points※Develop students’ reading ability.※ Decide the divide of the paragraphs of the text.※ Help students to learn the Subjunctive Mood.♦Learning methods✧Task-based teaching and learning✧Cooperative learning Discussion♦Learning aids✧The multi-media and other normal teaching tools♦Learning proceduresStep 1 Greeting✧Greet the students as usual.Step 2 self-learningCharlie ChaplinWho is he?He is one of the most famous __________ that can make others laugh all the time. He was a great ______________. Modern Times, The Little Tramp, The Gold Rush, City Light are his _______________.Step 3 Group-learningContest: Teams 1--7Name: the best traveler across CanadaItems: 1. Passage structure2. Filling the blanks3. Drawing the travel route4. True or False* Rules: every part scores; the team which get the highest score is the winnerTask I.Read the passage quickly and match the main idea of each paragraph.Paragraph 1: an example of a sad situation that he made funny Paragraph 2: his achievementsParagraph 3: what Charlie’s childhood was like. Paragraph 4: what his most famous character was like Paragraph 5: why people needed cheering up.Task 2. Notes about Charlie ChaplinTask 3. Choose the best answers.1.Charlie Chaplin made people laugh when they felt depressed, so they feel _________.A. less satisfied with their livesB.more content with their livesC.more worried about their lives.D.they had a miserable life.2. Explain"Laughter is the sun that drives winter from the human face".A. Laughter is the power to drive winter away and welcome warm spring.B. Laughter can keep one’s face warm, especially during freezing winter.C. Laughter can make people forget their problems and make themfeel happy.3. The Little Tramp is well known because ___.A. Chaplin played a poor and homeless person.B. The character was a social failure.C. Chaplin wore large trousers, worn-out shoes and a small round black hat and carried a walking stick.D. Chaplin play a role as a man who determined to overcome difficulties and was kind even when people were unkind to him.4. In The Gold Rush, Chaplin and his friend eat a pair of shoes because ___.A. they are interested in itB. the shoes are deliciousC. they want to make the people laughD. they are very hungry5. Chaplin was given a special Oscar for _______A. the characters he played in his films.B. the films he directed.C. the joy he gave us in his films.D. the contributions he made in films.6. What’s the author’s attitude to Charlie Chaplin?A. positiveB. negativeC. seriousD. appreciativeTask 4. True or False1. Charlie Chaplin was poor when he was a small boy.2. By his twenties,Charlie had become one of the most popular actors in England.3. In The Gold Rush Chaplin and his friend are fortunate to find some gold .4. In the film the meal he eats is hard to chew.5. Chaplin not only acted in films but wrote and directed films as well.Laughing is better than medicine.---- Jewish sayingLaughter is the sun that drives winter from the human face. ----Victor HugoHomeworkFinish the text in page 56 number 2Blackboard design。

2019-2020年高中英语必修四：Unit-3-A-taste-of-English-h umour教案2019-2020年高中英语必修四：Unit 3 A taste ofEnglish humour教案一、教学课型：阅读课二、教材分析：1）教学内容：（warming up ,pre--reading , reading and post reading）2）教材处理：幽默是学生很熟悉的一个话题。

本篇文章的难度不大，又贴近学生的生活，所以在理解课文的基础之上，加大了对学生的语言输出的训练。

同时，在课堂上，讨论，游戏，视频的使用使整个课堂气氛活跃，学生积极主动。

在教材的编排上，适当的调整是整个课堂连贯紧凑并且循序渐进。

3）教学目标：语言知识和技能目标：a)学会虚拟语气的句型。

b)动词—ing的用法复习c)学会对人和事物的外貌进行描述d)学会用生动的语言对场景进行描述情感目标：a)学会表达自己的喜欢b)了解英语幽默和中国幽默的不同4）教学重点和难点：a)准确而又生动的对场景进行描述b)虚拟语气的使用三、教学设计：1）总体思路：整节课的内容可以分为三部分：读前，读中，读后。

课文中热身读前的部分被放在了读后活动中，作为对整个幽默形式的总结。

而读前活动是两段视频，让学生在愉快的环境中进入新课。

最主要的读中活动中有三个小任务。

依次进行逐步加深任务的难度。

最后的作业部分是对整堂课的巩固。

2）教学过程：Step one: activities forinterest.a)T alk about the followingpicture.(his name ,his job,his character and so on)b)P lay two short parts fromthe film Mr Bean and then askthe students to talk thefollowing questions.a)D o you know the name ofthe film?b)W hat made the two partsfunny?c)W ho else do you know hassimilar ways ofperformance?〔设计说明〕：憨豆先生是被大家所熟悉的经典的银幕形象。