Unit3-复习课-名师教学设计

2/2Unit3复习课名师教学设计Teaching

Plan

for

Unit

3

A

taste

of

English

humour

!RevisionStudents

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.

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

learninga.

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

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.

We

mustn’t

keep

them

waiting

_____________(wait).

I

found

the

boy

beaten_____________(beat).

He

spoke

loudly

to

make

himself

heard

_____________(hear).

We

saw

a