Using LanguageⅡ教学设计一等奖

Unit 3 A taste of English humour I. 单元教学目标

技能目标Skill Goals Talk about different types of humour; a taste of English humour Learn how to express one’s emotions

Learn the -ing form as the Predicative, Attribute & Object Complement Learn to write humorous stories II. 目标语言

功能句式情感（Emotions）

I enjoy this very much because ... I laugh at that kind of thing because ... This is fun because ... How wonderful/ surprising! It surprises me that ... I’m pleased we were both amused at ...

I felt happy because ... It’s amusing that ...

词汇

1. 四会词汇

Astonishing, performer, throughout, overcome, homeless, ordinary, entertain, leather, chew, direct, outstanding,

2. 认知词汇

verbal, nonverbal, mime, farce, Charlie Chaplin, Edward Lear, bump, poverty, charming, tramp, lace, enjoyment, Oscar, costume, Sherlock Holmes 3. 词组

be content with,

badly off,

pick out,

star in, pick out, cut off 语法构词法：名词与形容词之间的转化

动词的-ing形式作表语、定语和宾语补足语的用法（The-ing form as predicative, attribute and object complement）

Ⅲ. 教材分析与教材重组

1．教材分析

本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。

1.1 WARMING UP中提出了三个问题：How many kinds of humour do you know？Do you know these kinds of

humour？Do you have other kinds of humour in China？这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。

1.2 PRE-READING在WARMING UP 的基础上提出了另外三个

问题：What do you like to laugh at？

What does humour mean？

Is humour always kind？这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。卓别林将滑稽的相貌、夸张的穿戴和离奇的想象完美地结合起来，出于现实而又超脱现实。令人在捧腹大笑的同时，感到了他对待苦难的积极态度，和对下层小人物的同情。这篇文章揭示了幽默的内涵，给学生留下了思考的余地：Is humour always kind？

1.4 COMPREHENDING分为两部分。第一部分以填写表格的形式让学生练习写阅读笔记，同时提示他们人物传记的写法，让学生了解文章结构。第二部分练习课文中出现的生词。

1.5 LEARNING ABOUT LANGUAGE包括词汇和语法两部分。词汇部分强调用英语来解释词汇，并在实际情景中使用所学词汇。

语法部分主要通过大量的例句和习题来实现让学生自主学习的目的，总

结-ing形式在句中作表语、宾语和宾语补足语的用法。

1.6 USING LANGUAGE部分, 从听、说、读、写四个方面来学习和巩固所学语言知识，全面体现语言运用能力。

2. 教材重组

2.1 将WARMING UP（P17），

READING（P22）与SPEAKING（P23）整合在一起上一堂口语课。

2.2 将PRE-READING，READING (P17), COMPREHENDING (P18)及LEARNING ABOUT LANGUAGE中的练习一和练习二整合在一起上一堂阅读课。从字、词、句、和篇章几个方面掌握目标语言。

2.3 将LEARNING ABOUT LANGUAGE (P20)中的剩余练习及USING LANGUAGE (P56)中的所有练习整合成语法课来练习-ing形式在句中作表语、宾语和宾语补足语的用法。

2.4 将LISTENING(P23), LISTENING(P55) 和LISTENING TASK(P58)整合在一起上一堂听力课。

2.5 将WRITING（P23），TALKING（P55）和SPEAKING AND WRITING（P60）整合成一堂写作课。

2.6 将USING WORDS AND EXPRESSIONS（P56），READING TASK（P59），PROJECT（P61）和

SUMMING UP（P24）整合在一起上一堂复习课，总结这个单元所学全部内容。

3．

课时分配

1st

period

Speaking

2nd

period

Reading 3rd

period

Grammar 4th

period

Listening 5th

period

Writing 6th

period

Summary Using language 2 Teaching Aims: [来源:学+科+网Z+X+X+K]

Language Aim: enable students to learn the knowledge of the following words and expressions, content, unfortunately, worse off, failure, cut off, pick out Skill aim: enable students to output the words and expressions in more than more than one way. Emotion aim: enable students to appreciate words and expressions in passages to know more about the heroes. Teaching keys and difficulties: teaching keys: students out put the words and phrases teaching difficulties: students appreciate the words and phrases in two paragraphs. Teaching Method: 3p teaching method. 3p stands for presentation, practice and production Teaching aids: Multimedia Teaching procedures: Step1. Leading

After greeting students, the teacher plays a game with students to guess who he is. In this way, the teacher leads students to review the whole reading by completing a chart. [来源:Zxxk.Com]

Step2. Presentation By completing the chart, the teacher leads students to the words and expressions we will learn today. Students read them by following the teacher. Words and phrases learning: 1. Content, students read two sentences, Chaplin was happy about his life. Chaplin was satisfied with his life. And then find a word among the words and phrases to replace HAPPY and SATIFIED in these two sentences. The teacher explain the meaning of content and presents more expressions about it. 2. Unfortunately, the teacher explains the word by showing students three parts of it, -un(前缀)，fortunate，ly-(后缀)，do practice, lucky-unlucky-luckily-unluckily, and then the teacher introduces more suffixes, and then asks students to find two more words with suffixes in the passage, performer, -er, homeless, -less. Then discuss in groups to add affixes to the following words. 3.

Worse off, students look at two sentences (1)

His life was poor

.(2) Chaplin‟s life was poorer, and answer this question: which one can replace “poorer”? More similar expressions are introduced. Badly off, worse off, well off, better off 4. Failure, students are required to compare two sentences with one sentence to tell the difference between them . (1)This character was a failure . (2)Our football game against class1 was a failure. (2)

Failure is the mother of success. Students get the conclusion: 1、2句中的failure均为可数具体名词表示失败的人或事,故加a修饰，3句中failure为抽象名词。 More examples are given: success, danger 4.

Cut off, the teacher presents more relative expressions, cut off, cut down, cut up, students match the expression with its Chinese meaning in the sentence. [来源:学,科,网]

6. Pick out, the teacher introduces more similar expressions, pick out, pick off, pick up in a short video and then students are required to tell the Chinese meanings of these three expressions. [来源:学。科。网Z。X。X。K]

7. Students review all the words and expressions by watching autoplaying ppt and then check them. Step 4. Practice Students use all the words and expressions by doing a competition which includes 4 rounds.

Round1. Watch pictures and guess the words or expressions we learn today. Round2. Fill in the blanks with correct words or expressions. Round3. Use sentences with expressions we learn today to describe the pictures. Round4. Put the sentences into Chinese to complete the passage to know more about Chenglong. Step5. Production Students appreciate words or expressions in paragraphs. Paragragh1. As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world. The tramp, a poor, homeless man with a moustache, wore large trousers, worn-out shoes and a small round black hat. He walked around stilly carrying a walking stick. This character was a social failure but was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him. Students are guided to appreciate the word ‟failure‟ in this paragraph. [来源:Zxxk.Com]

Paragragh2. This was the worst luck I might have ever met. Cross winds(逆风) and bad weather（坏天气） happened on this first setting out, which made the voyage(海上航行) longer than I expected it at first; and I, who had made more than one

voyage, began to think the ill fate(坏运气),might attend me. However, I was born to be never content with being on shore, and yet to be always unfortunate at sea. Contrary winds(逆风) first put us to the northward, and we were obliged to (不得不) put in at Galway, in Ireland, which was the wrong place we stayed in for 22days; but we had this satisfaction with the disaster, that provisions(物资)here were really cheap, and they were abundant(充足) ; so that while staying there we never touched the ship‟s stores, but rather added to them. Here, also, I took in several live hogs(猪), and two cows(牛)with their calves. Students are guided to appreciate the expression „be never content with ‟in this paragraph. Step6. Summary Step7. Homework