Using LanguageⅡ优秀完整教案

Unit3 Using Language II Students analysis: 1. The basic of the class: there are 52 students in the class and they are organized in three big groups in the classroom. It seems that most of the students don’t participate actively in class . 2. The class room interaction: It seems the teacher talked the most and students couldn’t follow the teacher’s steps. And the teacher cannot pay attention to most of the students. She asked questions to the whole class, and just a few students answered the questions. When no response from the students, the teacher answered the question by herself. 3. The main problem of the class: T didn’t give enough opportunities for Ss to recall the language points in this unit by themselves even though some of they were interested. It seems that most Ss were absent-minded in class. And T didn’t seem to try hard enough to design the most effective tasks helping Ss review the whole unit. Textbook analysis: 1.There are four parts in this unit. Part 1 is the warming up and reading part and it is focused on the language meanings and also reading strategies. And part 2 is focused onlanguage forms, mainly the language usages(the usages of the new words and important sentences). Part 3 is focused on the grammar items in this unit, v-ing form used as predicative, attributive, object complement. Part 4 is focused on the meaning and usage of the languages. 2.The main topic in this unit is different types of English humour( cross talk; tongue twisters; sketch; funny stories; jokes; limerick; mime ; farce ; clown; Pantomime). And the reading text in this unit introduces the Chaplin, the master of nonverbal humour to the Ss. The text writer wants readers to enjoy the fun of humour and its benefits and also wants Ss to grasp this kind of skill to lead an enjoyable life. The language forms in this unit is to foster Ss to have a good command of the v-ing form used as predicative, attributive, object complement. 3. It may be difficult for Ss to understand the purpose and the implied meaning of the reading text.

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Learning Objectives On finishing this unit, Ss will be able to (1) Reading skills and strategies a. predict about the gist of the reading text; b. skim the whole for the gist c. scan for the specific information; d. explore the implied meaning of the text. e. Learn to be a humorous person. (2) Words and expressions a. understand the meaning of words or phrases，

e.g. humor, comedy,content,performer, astonish, astonishing, fortunate, ordinary, entertain, convince, convincing, etc...through discussing and reading. (3) Important Sentence structures understand and use the sentence patterns “Laughter

is the sun that drives winter from the human face. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk.Unfortunately, his father died, leaving the family even worse off. The acting is so convicing that it makes you believe that it is one of the best meals he has ever tasted！... (4) Significance of learning a. Learn to enjoy the fun of the language forms it brings. b. memorize words and sentences through the context. Teaching procedure Stage 1:Greetings and leading in Step 1 T ask Ss the topic of this unit “A taste of English humour”and asks Ss to recall the different types of humor we have mentioned in the previous class. e.g., cross talk; tongue twisters; sketch; funny stories; jokes; limerick; mime; farce clown; Pantomime, etc. Step 2 T asks Ss to enjoy two different types of humor. Stage 2:Language points

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Step 1 T asks Ss to tell the correct forms of the important phrases in the unit. a taste of English humor break into typical actors or writers nonverbal humor brightenone’s life up to now etc... Step 2 T asks Ss to translate the important sentences in the unit. “Laughter is the sun that drives winter from the human face. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. Unfortunately, his father died, leaving the family even worse off. The acting is so convicing that it makes you believe that it is one of the best meals he has ever tasted！

Charlie Chaplin wrote, directed and produced the films he starred in. It is usually a time when children make fun of each other, but sometimes other people can get caught in the fun too. Stage 3: Grammar review Step 1 T gives Ss some samples and ask Ss to tell the functions of v-ing forms in the sentences. Playing football is my favourite sport.(subject) My sister enjoy standing alone on the seashore. (object) The cartoon is amusing(predicative) China is developing country. (attributive) We heard her singing in her room.(object complement) She sat at the desk reading a newspaper.(adverbial) Step 2 After Ss’comprehension, T asks Ss to do some exercises to check their grasp. 1._____________ (scold) a child will do more harm than good. 2. It is no use _____________(cry) over the spilt milk. 3.We succeeded in_____________ (finish) our paper ahead of time. 4. Jone could not help_____________ (jump) with joy on hearing the news. Step 3 T guides Ss to review v-ing forms as predicative, attributive, object complement and do exercises to consolidate. The boss kept the workers working_____________ (work) all day. They heard him singing_____________ (sing) in the next room.

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We mustn’t keep them waiting _____________(wait). I found the boy beaten_____________(beat). He spoke loudly to make himself heard _____________(hear). We saw a light burning_____________ (burn) in the window. Step 4 Homework.(translation) 1.当他的理论证明是正确后，他们不嘲笑了。

2.她觉得好好照顾孩子是她的责任。

3.他不知不觉地染上了坏习惯。

4.他们有时会来看我。

5.可能这会使我们对自己的生活更满足，因为我们感到有人比我们跟不济。

6.大家听到那令人吃惊的事实都感到震惊。

7.他因乐于帮助别人而出了名。

8.(试想一下)你肚子饿了，可供食用的仅有一只煮熟的皮鞋。

9.很容易从人群中辨认出他，因为他个子很高。

10.然后他把鞋带上端的皮子切下来，就像是切一块最好的肉。

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