新版人教新课标高中英语必修四：unit3GRAMMAR教案

Unit3 Grammar 名师教学设计设计意图This is the last teaching period of this unit, aiming to help students learn something about the usage of the -ing form. The emphasis of this period is mainly placed on the understanding and usage of the -ing form. To achieve the above aims, the teacher should ask 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 the -ing form, and summarize the rules. Teachers should give a clear explanation about how to use the the -ing form. In addition, teachers should get the students to apply them to the exercises individually and then check the answers.教学重点1. Enable students to understand the function of the -ing form.2. Enable students to apply the usage of the -ing form.教学难点Enable the students to apply the usage of the -ing form in a real situation.教学目标1. Help students to understand the usage of the -ing form as the predicative, attribute and object complement.2. Enable students to grasp the skills of using the -ing form as the predicative, attribute and object complement correctly.呈现新知Lead-inT: Hello, everybody! Today we are going to learn something more about the -ing form. First, read the sentences and expressions from the text. Pay attention to the -ing form in them.(The teacher shows the sentences on the PPT.)T: From these sentences and expressions, what can you learn about the -ing form?S: In the three expressions, the -ing form is used as the attribute. In the fourth sentence, the -ing form is used as the predicative. Besides, the first three sentences, the -ing form is used as the object complement.(The teacher writes down the function of the -ing form on the blackboard.)感受新知I. Read the sentences in which the -ing form is used as the attribute. Find the differences in the usage of the -ing form.1. The boy standing in the classroom is our monitor.=The boy who is standing in the classroom is our monitor.(动词-ing形式作定语，可表示所修饰的名词的动作或状态，可转化成一个定语从句)2. There is a swimming pool in our school.= There is a pool for swimming in our school.(动词-ing形式作定语，可表示名词的属性、作用或用途，可改为for短语) II. Read the sentences in which the -ing form is used as the predicative. Find the differences in the usage of the -ing form.1. The film we saw last night is quite moving.(-ing形式作表语，可表示主语的某种性质和特征，常看成是形容词)2. His hobby is collecting wine bottles.=Collecting wine bottles is his hobby.(-ing形式作表语，可用来说明主语的内容，表语和主语常可以互换位置) Ⅲ. Read the sentences in which the -ing form is used as the objectcomplement. Summarize the verbs which are followed by the object complement.1. I see a stranger sliding into the manager’s office.2. I heard her singing an English song when I passed by her room yesterday.(表示感觉和心理状态的动词see，hear，feel，watch 等后接宾语补足语，表示动作正在进行)3. We shouldn’t keep our lights burning in the day.(使役动词keep, have, make, get等)IV. Give the students several minutes to read more sentences, and find out the different functions of the -ing form.1. Students are not allowed to speak aloud in the reading room.2. The report is very encouraging.3. Listen! Do you hear someone calling for help?4. The girl swimming in the river is good at dancing.5. Our greatest happiness is serving the people.V. Conclusion.Suggested answers：Ⅵ.Consolidation.用括号内所给动词的适当形式填空1. The villagers saw the fire _____ (burn) brightly in the distance.2. The woman _____ (look) at her map is a relative of my mother.3. Doing nothing is _____ (do) ill.4. His refusal to come to our party was the most _____ (disappoint).5. He gave us an _____ (inspire) speech. We were all _____ (inspire)Suggested answers: 1. burning 2. looking 3. doing 4. disappointing 5. inspiring; inspired归纳拓展I. Read the sentences. Pay attention to the function of the -ing form.(1) He is a promising young man.(2) The woman standing over there is our English teacher.(3) The houses being built are for the teachers.(4) My job is teaching English.(5) They heard him singing in the next room.(6) He was heard singing in the next room.Conclusion：1. Sentences (1) (2) (3)中，动词-ing形式作_____。

Module 4 Unit 3 A taste of English humor教学设计Teaching Class: Class Two Senior ONETextbook version：People's Education PressTeaching content: Module 4 Unit 2 A taste of English humor --- A Pioneer for All PeopleTeaching type: ReadingTeaching arrangement: The 2n d period.Teaching Time: 45 minutes一. 设计理念以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。

它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。

运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。

新人教版英语是一套好教材，然而，“橘生淮南则为橘，生于淮北则为枳”。

在农场中学的英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。

同时利用多媒体和网络技术，帮助解决教学难题。

这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。

二．教材分析This lesson is the second period of Unit 3, a nd it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter三．学生特征分析1, make use of multimedia courseware for English class, which has a significant effect on students audio-visual experience, showing great interest in the appreciation and enjoyment of learning, learning efficiency is obvious.2. Although High school students t have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences through practice.3, rural secondary school students, the poor mastery of English, even though I teach the best class in rural school, the uneven level of student learning, so during the design of activities I must take into account the specific circumstances of students at different levels and different needs. In order to make all levels of students to participate in the activitiesThe students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. Teaching aims and demands1. Knowledge objectsMake the students be aware of the cultural aspects of humor by learning this lesson.2. Ability objects1. Develop students’ ability and let them learn different reading2. Enable students to talk about types of humors and Charlie Chaplin3. Moral objects①To enable the students to learn to be faced with difficulties and overcome them.②To encourage them to keep up optimistic attitude towards life and improve their sense of humor.Teaching key points1. Help the students grasp the reading skills.2. Help the students to learn to get information, analyze the information and understand the information from the text.Teaching difficulties1. How to fire the students’ enthusiasm to express their ideas.2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor.Teaching methods: Task-based teaching method, Skimming, Scanning and Group discussion.Teaching aids: A multi-media classroom.Teaching procedures & ways:Step 1 Lead-in (4 minutes)1.show a famous poem to students【设计说明】图片能吸引学生注意力，从而调动他们学习的积极性。

Unit 3 A taste of English humor (grammar)Good afternoon, distinguished judgers, It’s a great honor for me to stand here and interpret my lesson. My topic is the grammar part taken from book4 unit3. I’m ready to explain this lesson from the following six parts.The analysis of the teaching material:The topic of this unit is a taste of English humor, all the topics are centered on it. Grammar is one of the most important items in English learning. It can train students' English ability. It also plays a very important part in the English teaching of this unit. By studying this Lesson, Students can improve their reading and especially writing abilities.Teaching Aims:1.Knowledge aim:①Learn how to use some useful words, phrases and understand some difficult sentences.②. learn the–ing Form used as Attributive（定语）and object complement(宾补)2. Ability aim: Train and improve students’ English ability on the whole.3. Emotional aim: make students understand English not only by the language sense but also by a more rational thought.Teaching Important Points:the–ing Form used as Attributive（定语）and object complement(宾补)Teaching difficult point:How to get the students to master the ing -form.Part 2 The analysis of the studentsSo much for the analysis of te aching material, now I’d like to say something about students. My teaching subjects are freshmen in senior high school. After three years of English learning in the middle school, they have mastered a certain amount of vocabulary and lay a basic foundation of listening, speaking, reading and writing ability for high school study.Part 3 My teaching theories, methods and aidsTeaching theories,Dealing with this lesson. I’ll do my best to carry out the following theories: Make the Ss the real masters in class while me, I act as a director; combine the language structures with the language functions; Let Ss receive some moral education while they are learning the English language.Teaching Methods:1. Communicative Approach2. Task based watch and listen activity3. Question and answer activity4. Pair workTeaching Aids:1. PPT(多媒体演示文稿)2. Some books 2. the blackboardPart 4 Teaching proceduresI’ll divide the lesson into four steps.Step 1 lead-in1．Let Ss recall some sentences with –ing form of the verbs as the predicate. 2．Then tell Ss –ing form can also be used as attribute and object complement.Step 2 presentationTell Ss to look at the examples of the -ing form on book, translate them into Chinese, and then tell them it can be used as the attribute in detail.a running man(前置定语)The man running in the picture is Liu Xiang（后置定语）Step 3 practice and consolidation1. Work in pairs to use the ing- form..2. Tell Ss that some verbs which can follow present participle（现在分词）as object complement:let、have、keep 、leave、make、（五让）look at、see、watch、（三看）hear、listen to、（两听）notice find catch feel（注意找到抓住感觉）see sb/sth doing sth（宾补）3. Let Ss do some exercise and then write down the right answers in the blackboard for checking.Step 4 Homework1. Let Ss finish the exercises in Workbook after class.2. Review the grammar.Part 5 Blackboard designJust as I have written on the blackboardlet、have、keep 、leave、make、（五让）look at、see、watch、（三看）hear、listen to、（两听）notice find catch feel（注意找到抓住感觉）see sb/sth doing sth（宾补）Part 6 Teaching assessmentFor teaching purposes, I stimulate students’ interest mainly by teacher and students interacting way. I believe that this lesson will lay a good foundation for students’ further English stud y.That’s all for my teaching plan about this lesson, thanks!。

Unit3 A Taste of English HumorWarming-up and Reading1. Teaching aims:1) The students will experience the sense of humor and know some ways to being funny, so that they can be involved in a happy learning circumstance.2) The students will be able to fully understand the passage A Master of Nonverbal Humor3) The students different reading skills, such as grasping and summarizing will be trained and improved.4) The students will learn some outstanding characters from Charlie Chaplin.2. Teaching important point points and difficult points.1) How to grasp the main idea quickly in such a long passage and promote active learning.2) How to understand some new words.3.Teaching methodsThe communicative approach, Task-based teaching method, 3W teaching method.4.Learning strategiesOffer students some useful reading tips to better understand the passage and form the thought of writing an article.5. Teaching proceduresStep1 Warming-up (2’ )a. What is humor? →Humor is a quality of being funny and making people laugh.b. Are you happy today? →show some funny pictures to the students who aren’t happy to make them happy.〖教学意图〗通过对题眼幽默的含义的思考和日常闲聊激发了学生学习的积极性。

高一必修4Unit3全单元教案（新课标版高一英语必修四教案教学设计）A Taste of English Humor单元教学目标Talk about different types of humor；a taste of English humorLearn how to express one’s emotionsLearn the –ing form as the Predicative, Attributive and Object ComplementLearn to write humorous stories目标语言话题 Different types of humor; a taste of English humor词汇 1. 四会词汇：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, mountainous, whisper, vast, sense2. 词组：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 that…I laugh at that kind of thing because… I felt happy because…This is fun because… I’m pleased we were both amused at…How wonderful / surprising It’s amusing that…语法动词的-ing 形式作表语，定语和宾语补足语的用法Their job is “panning for gold”.That was the problem facing Charlie Chaplin.Do you find it funny to see someone sliding on a banana skin?课时分配1st Period Reading2nd Period Speaking3rd Period Grammar4th Period Listening5th Period Writing6th Period Summary分课时教案The First PeriodTeaching 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.Teaching aids: picturesTeaching procedure:Step 1: Lead-inShow 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 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 upTask 1. Brain-stormingAsk students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.Types of humor Example of English humor Chinese humorNonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山Verbal jokes Play on words, usually Cross talk 马季，姜昆Funny stories Two lines JokesFunny poems Edward Lear Doggerel（打油诗）Task 2. TalkingAsk students to talk about some funny stories, any English or Chinese humors they know.Task 3. Reading on P22The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students 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, I’ve lost my memory.Doctor: When did this happen?Patient: When did what happen?Joke 2:Garcia: Thank you doctor. My fever is gone.Doctor: Don’t thank me. Thank Go d.Garcia: Then I will pay the fees to God.Step 3 HomeworkAsk each student to give a joke and present it in class nextperiod.The Second Period ReadingTeaching aims: Enable students to learn what humor means and what is nonverbal humor.Key points: Help 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 projectorTeaching procedure:Step 1. RevisionCheck homework: ask students to present their jokes in class.Step 2. Pre-readingQuestions: (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 difficult to say which one is better or which one is worse.Step 3. ReadingThe 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 Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1. Divide the text into several parts according to the meaning.Part One: the first and the second paragraphPart Two: the third and the fourth paragraphPart Three: the last paragraphTask 2. Give the main idea of each partThe main idea of part one: It tells us that 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 Chaplin’s 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 Chaplin.Task 3. DiscussionLet 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 Chaplin’s eating boiled shoes funny? Why?Step 4 Language points1. content (adj.): satisfied, happy, not wanting any morephrases: content with sth; content to do sthe.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 sthe.g. I like the style of her writing but I don’t like the content.2. inspire 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. financiallyThe opposite is “ well off”e.g. (1) They are too badly off to have a holiday.(2 ) In fact most people are better off than they were five years ago.Step 5 PracticeFinish 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 answers by showing them on the screen.Step 6 HomeworkPreview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.The Third Period GrammarTeaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.Key points: Let students know the structures of the sentences with the –ing formDifficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.Teaching aids: A computerTeaching procedure:Step 1. RevisionCheck homework: the exercises on page 20 and 21.Step 2. Word formationSuffix 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 active attractive expensive-ate fortunate affectionate passionate-ant important pleasant ignorant-ly friendly orderly costlyThere 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.Step 3. Discovering useful structuresTask 1. RevisionHave 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.(5) I suggested bringing the meeting to an end.(6) He admitted taking the money.(7) I couldn’t help laughing.(8) Your coat needs washing.Task 2. New usage of the –ing formAsk students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.Teacher checks the answers 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.(3) The man sitting on the sofa is a friend of my brother’s.Here the –ing form are used as attribute.(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 complement(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 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 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, the –ing form are used as the predicate in the present continuous tense.Step 4. Using StructuresTurn 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 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 helpof the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.Step 4. HomeworkFinish all exercises on page 56.The Fourth Period ListeningTeaching 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.Difficult points: Get the main idea from the listening materials while listening.Teaching aids: A recorderTeaching procedure:Step 1. RevisionCheck homework: (1) Ask a couple of students to tell their jokes in class.(2 ) Ask 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 the 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 them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discussthe question.Questions: (1) Did you find this story funny? Give the reason.(2 ) What do you think of John’s behavior?Step 2. Listening ( page 55 )This is a 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 make 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 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 is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.Step 4. HomeworkCollect as many funny stories as possible, do some preparations for the writing in the next period.The Fifth Period WritingTeaching aims: Help the students learn how to write funny stories using the target language and according to the writingsteps.Key points: T each students to write according to the writing of the writing steps.Difficult points: Help students make up a dialogue, using the target language.Teaching aid: A projectorTeaching procedure:Step 1. RevisionCheck homework: Ask several students to read their funny stories in class.Step 2. Writing ( page 23 )Give students some instructions on writing a funny 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 describe how you felt or what was happing.3) Then write out your story using these interesting words.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 first, then finish the story.Step 3. TalkingTask 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 Fool’s trick. Work with partners, think up a funny thingand share it with the class.Step 4. Speaking and writing taskThis 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, teacher 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 poem. 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. Homework1) Finish Exercise 5 on Page 20.2) Make a summary about what has been learnt in this unit.The Six Period SummaryTeaching 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 this unit.Difficult points: Sum up what we have learnt in this unit.Teaching aids: A projectorTeaching procedure:Step 1. RevisionCheck homework: Ask students to present their dialogue in class.Step 2. ReadingThis reading task gives us another joke. The title is “An April fool’s joke: The Noodle 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 the passage, then answer some questions and retell the whole story.Questions: 1) What do children usually do on April Fool’s Day?2) Why did people believe the programme Panorama?3) Do you think the advice that the BBC gave 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. ProjectAsk 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 have 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 upThis is a summary about what they have learned in the unit. Leave students some time to finish 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 because…3. This is fun because….4. How wonderful / surprising！5. It surprises me that…6. I’m pleased we were both amused at…7. I felt happy because…8. It’s amusing that…语法：1. Word formation2. The –ing form of the verb used as predicative, attribute and object complement.重点句子：1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling downa hole in the end.2. Perhaps it makes us feel more content with our life…3. He became famous for using a particular form of acting, including mime and farce.4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.5. Imagine you are hungry and all there is to eat is boiled shoe.6. He solved it by using nonverbal humor.7. Their job is “panning for gold”.8. This was the problem facing Charlie Chaplin in one of his most famous films.Translate the following sentences into Chinese and pay attention to the use of the –ing form.1. The two comedians performing on the stage are from Liaoning Province.2. Who is the girl walking by the river.3. The children playing the violin will give a performance next week.4. The man with sunglass standing near the car is a cross talk artist.5. The old lady talking to the children is a famous musician.6. I saw a group of policemen coming out of a green jeep and running to the building.7. I saw a dog carrying a piece of meat entering your garden.8. I heard her singing a beautiful song at the party last night.9. I got frightened when I saw a man playing with a snake in the park.10. There were some boys shouting and crying under my window, so I could not fall asleep.Step 5. Check yourself1. Do you find it difficult to understand English humor? Why?2. What role do you thing humor plays in your life?3. What language points have you learned in this unit?4. How well have you done in the exercises on the –ing form?5. Did you have any problems in understanding this unit? How did you solve them?Step 6. HomeworkDo some preparations for unit 4.~。

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。

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。

Topic Revision of Book 4 Unit 3 Type RevisionTeaching aims:知识与技能The important lang uage points of this unit过程与方法Review and practice情感态度与价值观Laughter is the sun that drives winter from the human face.Key point s The important la nguage p oints of this unit.Teachingaids:multimediaDifficult points The –ing form as the predicative, a ttribute and objectcomplement.Teaching ProceduresStep I. GreetingStep II. Review the key words and expressions of this unit.1. Ask Ss to write down the key words and expr essions according to their Chinesemeanings.2. Do some related exercises to consolidate the usages of these important languagepoints.Step Ⅲ. Review the grammar focus of this unit.A sk Ss to fill in these blanks and the teacher explain the usages of the –ing form asthe predicative, attribute and object complement.1) _______________(clean) women in big cities usually get paid by the hour.2) The man _____________ (wear) a sa d look said, "I've lost my wallet."3) All of us watched the hunter _________(bring) down the dangerous bear.4) When he woke up, he found h imself ____________ (lie) in hospital.5) The students came into the classroom_____________ (follow) th e teacher.6) His hobby is_____________(c ollect) wine bottles.7) The report is ve ry_________________(encourage).Step IV. Practice1. Grammar filling2. Cloze testStep V. Homework:1.Review the key words and expressions of Unit2.2.English Weekly (Reading Comprehe nsion)。

Section_ⅢGrammar—动词-ing形式作表语、定语和宾语补足语语法图解探究发现①You may find it astonishing that Charlie was taught to sing ...②Such training was common in acting families at this time ...③He could mime and act the fool doing ordinary everyday tasks.④...his subtle acting made everything entertaining.⑤He grew more and more popular as his charming character, the little tramp, became known throughout the world.⑥How did the little tramp make a sad situation entertaining?⑦The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted动词-ing形式作表语的句子为⑦。

(2)动词-ing形式作定语的句子为②③⑤。

(3)动词-ing形式作补语的句子为①④⑥。

(4)比较句②和句③，可以看出单个现在分词作定语时要放在它所修饰的名词前面；现在分词短语作定语时要放在它所修饰的名词后面。

一、动词-ing形式作表语作表语的动词-ing形式包括现在分词和动名词。

1．现在分词作表语，往往具有形容词的性质，说明主语的性质、特征等。

作表语的现在分词，许多是由能够表示人们某种感情或情绪的动词变化而来的。

常见的有：moving, interesting, encouraging, exciting, inspiring, boring, surprising, puzzling, amusing, astonishing ...这类分词有“令人……的”的含义，常修饰物。

必修四 Unit 3 人教版高中英语教学案教学目标1. 知识目标重点单词：humor content astonishing unfortunately ordinary bored entertain throughout homeless worn failure overcome leather chew convince convincing direct outstanding重点短语：up to now, badly off, pick out, cut off, star in 学生能够理解文章的内容2．水平目标增强学生的听，说，读，写水平，尤其是说和写的水平训练学生共同协作的水平增强学生阅读水平，尤其是跳读和精读的水平3. 情感目标通过本文，学生能够从Charlie Chaplin那学到乐观面对生活的苦难，并且能够自己去发掘我们生活中的幽默教学方法任务型教学围绕核心任务，设定小任务展开自主性学习的小组活动合作探究和自主学习相结合教学重点：Develop their reading skills教学难点：Develop their skill of getting information教学步骤Step 1：播放the Gold Rush中的幽默片段，引出几个小问题，通过这几个小题，把全文的主题引出来：Do you know what this film is?Are you familiar with the actor Charlie Chaplin? What makes his performance funny?Step 2：Task 1.What’s the passage mainly about?A. The history of English humor.B. The films Chaplin made.C. The life and humor career of Charlie ChaplinD. The Gold Rush in California.Task 2：summarize the main idea of each paragraph and match the paragraph with its main idea.Para 1： (E ) A. His achievementsPara 2： (C ) B.An example of a sad situation that he made funny.Para 3： ( D) C. What Charlie’s childhood was like.Para 4： ( B ) D. What his most famous character was like.Para 5： ( A) E. Charlie Chaplin brightened the people’s lives through twoworld wars and the hard years in between.Task 3： Listen to the passage and read it again and then fill in the chart. . Notes on Charlie Chaplin’s career.Born： _______ Died：_______ Job： _______Famous Character： _______ Costume： _______Reason for success：_______Task 4：Answer the questions1. Why do people enjoy seeing other people’s bad luck?2. Why is The Little Tramp well known ?3. What was Chaplin given a special Oscar for?4. what’s the passage mainly about?Task 5： Why was “The Little Tramp ”loved by many people around the world? A. Because the appearance of the character is so funny.B. Because the tramp is a social failure.C. Because he is always made fun of by others.D. Because of his optimism and determination to overcome all difficulties.Step 3： RetellingDo you find it funny to see someone ____ on a banana___,______into someone else round a ____,or ____down a hole in the road? If you do, you are not ____.Some humour can be____.Perhaps it makes us feel more _____with our life because we feel there is someone else_____ ____than ourselves. Charlie Chaplin was born in_____in1889 and at that time films were_____. He became famous for using a _______form of acting, including _____ and____.Step 4： Group work——discussionWhat should we learn from Charlie Chaplin?What should we do to get success?Step5：Role play(act as the little tramp)（Step 6： Homework教学预设：本节课主要训练阅读技能，兼顾听、说和写等技能的培养。

人教版高中英语必修4unit3语法导学案English Teaching & learning Plan of Lvye Senior Middle School Wugong County,Shaanxi Province (陕西省武功县绿野高中英语导学案) Topic Book4 Unit 3 Learning about language: Grammar Teaching time Teacher (授课教师)Designer Wang Junlong Checker Class Class:_____ Teaching aims Teaching time Knowledge aims: 1. Get students to know the use of the –ing form as the predicative, attribute and object xxplement. 2. Let students learn the use of the rules of the use of the –ing form Ability aims: Enable students to learn the use of the –ing form as the predicative, attribute and object xxplement. Emotional aim: 1. Get students to bexxe interested in grammar learning. 2. Develop students’sense of group cooperation. Get students to learn and master the use of the –ing form as as the predicative, attribute and object xxplement. Enable students to learn how to use the –ing form as as the predicative, attribute and object xxplement. Teaching emphasis Teaching difficulties Teaching &learningprocedures (教学与学习过程) Learning Plan Step1. Preparing lessons &self-study and exploring the problems (预习自学，探究问题) Finish the task given in the last period. Teaching Plan plan & asking questions Report the answers to the class and teacher. Step 1. Ask the Ss to report the answers and Point out the sentences including the –ing form in the text. read the passage quickly to point out the sentences including the –ing form in the text. cooperatively& answering questions(合作探究, 解决问题) Step2. Encourage the And ask the Ss what the functions of the –ing form in the text are. Ss to judge the Task1. turn back to Pae 18 to read through the passage, pick out the sentences functions of the using the-ing forms, and then underline the –ing form in each sentence and –ing form in the translate the whole sentence into Chinese. sentences. may find it astonishing Charlie was taught to sing as soon as he could speak… 2. Unfortunately his father died, leaving the family even worse off,…(the-ing form as adverbial for result) one was ever bored watching him… (v-ing form used as adverbial for time) walked around stiffly carrying awalking stick .( v-ing form used as adverbial for acting at the same time ) 5…. His subtle acting made everything entertaining… acting is so convincing that it makes you believe. did the little tramp make a sad situation entertaining &chewing, summarizing knowledge Ss sum up the Task the Ss to learn and analyze the usages of the –ing form in usages of the groups . –ing form Grammar learning 一、作定语：现在分词做定语是现在时或进行时态意义，做定语表明先行词的性质、特征和状态；动名词做定语，须前置，且要重读，它表明先行词的用途。

Unit 3 A taste of English humour Grammar教案Aims：The –ing form as the predicative, attribute and object complementTheir job is “panning for gold”.That was the problem facing Charlie Chaplin.He sat down at the table with his plate and drinking cup.Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road?Teaching procedures：Step 1. Warm upReview what the Ss have learned about –ing as the subject and ObjectStep 2. The –ing form as predicative, attribute and object complementPredicative1. Seeing is believing.2. The music is exciting.Attribute1. There is a swimming pool in our school.2. China is a developing country..3. The person translating the songs can speak seven languages.4. The boy standing there is a classmate of mine.Object complement1. We heard her singing in her room.2. You can see them performing every night this week at the new theatre.3. We watch the children diving into the water from the diving board.Step 3. Practice1. Ss finish Ex 2 ,3and 4 on page 21.2. Ss do Wb Ex 1 and 2 on page 56.astonish depress play do ride amuse bark welcome3. Choose the suitable words from the box below and fill in the blanks in the correct form:1). I can’t imagine Bill________ a motorbike.2). Did you hear the dog downstairs _______ for most of the night?3). Frank is very good at telling funny jokes. He can be very ________.4). You can’t stop me _________ what I want.5). He gave me a ________ hug when he met me at theairport.6). Jim has really learnt very fast. She has made ________ progress.7). It’s been raining all day. This weather is __________.8). When I came out of the theatre, I noticed a group of children _________ musical instruments across the street.Keys: 1). riding 2). barking 3). amusing 4). doing5). welcoming 6). astonishing 7). depressing 8). playingStep 4. Writing1. Pre-writingThis exercise lets students to write a funny story.Task 1: Ss gather information that they need and plan what they want to write.Step 2. While-writingTask 2: Ss write an English funny story or a Chinese one.Writing tips:Ss make a planSs write down their story in a logical order:First … Then …. Next…. Finally / At last…For each part of the story try to find the most interesting words you can to describe how you felt or what was happening.Then write out your story using these interesting words.Read through your story.Then show it to your partner. Let him/her suggest some new and exciting words.Help your partner with his/ her story.Write out the story and put it into a class collection of stories.。

Unit 3 A taste of English humourThe first period ReadingStep I. Warming up Warming up by defining “Humour”What is “Humour”? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.Step II. Pre-reading Telling the truth —Why do you like to laugh at?I like to laugh at cartoons,for they’re lovely and fun.I like to laugh at fairy tales. They are amusing and interesting.Step III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragrapSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.4.Reading and transferring informationRead the text again to complete the table.5.Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19.Closing down by watching a silent movie byCharlie ChaplinDo you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living Closing down by reading about Charlie ChaplinTo end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.The second period Learning about Language(The –ing form as the Predicative, Attributive & Object)AimsTo help students learn about The –ing form as the Predicative, Attributive & Object)To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresStep I. Warming upWarming up by discovering useful words and expressionsStep IITurn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’. II. Learning about The –ing form as the Attributive What is attributive? It is something placed be fore the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.StepIII. Ready used materials for The –ing form as the Predicative, Attributive & Object Which verbs can be followed by the -ing form?Step IV. Closing downClosing down by discoveringTo end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.Closing down by exercisesIn the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’The third period Using LanguageStep I. Warming up Warming 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.StepII. 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.3. Doing the exerciseNow you are going to do the exercise No. 1 on page 22.Step III.Guided SpeakingThink of funny stories in English and telll them to your group mates.Step 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.Step IV. Closing down by actingTo end this period, we are going to act the film by Charlie Chaplin The Great Dictator.The fourth period ListeningStep 1 Listening on P23Listen to the tape and answer the following questions1. Which is best title for this story?2. Why was Mary Smith frustrated?3. What turned the jam into wine?4. Did you find this story funny? Why?5. What do you think of John’s behavior?Step 2 Listening textHand out the listening material and listen to the tape ,then complete the passageStep 3 Listening on P551. Listen to the tape and tick the words you hear.2. Listen to the tape again and answer the following questions.1). Where did Peter get the potatoes?2). Why didn’t Peter want to get up when the thief was in his house?3. Why couldn’t the thief take away the potatoes?4. How did Peter stop the man stealing the potatoes？Step 4 Listening textListen to the tape and complete the listening textThen ask some students to read the passage with the right answers , and tell the main ideaStep 5 Listening task on P581.Listen to the tape and Choose the best picture that best describes what happened.2.Choose the best answer to each question3. Listen to the tape again and answer the question.How do you think the teacher felt when he was offered the dog?Step 6 DiscussionDiscuss how you would solve these problems and help the teacher.Step 7 HomeworkPlease collect as many funny stories as you can. They will be useful in the next period. And try to find some interesting words in these stories.The fifth period Speaking and WritingStep 1 Warming upLook at the following pictures about humourThen ask : How many kinds of humour do you know?Step 2 Enjoy a comedyStep 3Other examples of English homour1. mime and farce Mr. Bean2. funny storiesMark Twain : Life on the Mississippi Adventures ofHuckleberry FinnAdventures of Tom SawyerExamples of Chinese humourfunny playsStep 41. Read some of these customer and waiter jokes and match the joke with the explanation on P22.2.Show more jokesStep 5 HomeworkPreview the Reading material and finish the Comprehending ahead.。