北師大版高中英語教學設計 Unit 4 Lesson3 Reading

1、Unit 4 Lesson3My Favorite Comedian教學設計授課題目Unit 4 Lesson3My Favorite Comedian課時安排1課時授課人單位The Analysis of the Teaching MaterialThe t The topic of this unit is Laughter. By learning this unit, well enable the Ss to know something about laughter. At the same time, get the Ss to learn some reading strate

2、gies to improve their reading abilities. This lesson plays an important part in the English teaching in this unit. In this lesson, the Ss are able to make inferences or read between lines when reading an article. If the Ss can learn it well, it will be helpful to make the Ss do well in reading compr

3、ehension part in exams. As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.The Teaching ObjectivesKnowledge objectivesa) The Ss can understand the article better in this lesson. b) The Ss can us

4、e the reading strategies to make inferences.c) The Ss can command the key words about the topic “l(fā)aughter” in the article.Ability objectivesa) The Ss can develop their abilities of describing the pictures.b) The Ss can analyze the characteristics of Mr. Bean. c) The Ss can improve reading ability, e

5、specially their reading ability to make inferences.EmotionobjectivesBy understand By learning the article, the Ss learn to be optimistic and know that they should discover their own merits in life.The important and difficult points Make the Ss learn and use these strategies to make inferences. Analy

6、ze the characteristics of Mr. Bean.Teaching Methods1. Total Situational Action (情景教學)2. Task-based Language Teaching (任務教學法)Teaching ProceduresStep 1 Lead-inShow the Ss some funny pictures and talk about some comedies and comedians to arouse their interest. By asking the Ss some questions, make them

7、 understand some key words about laughter and make good preparations for reading.Brain-storm: What can make us laugh? /How do People laugh? /Who can make us laugh?/ Word Bank:joke/ anecdote/film/cross-talk/comedy/comedian/amuse/amusementgiggle/cant help laughing/burst out laughing/burst into laugher

8、laugh ones head off/ pull faces/make facesStep 2 First-reading Read the text quickly to get the main idea and then make out the simple outline of the text. Step 3 Second-readingAsk the Ss to skim text and then learn something about Mr. Bean and the story.Clue A: Introduction of Mr. Bean - (para1) Cl

9、ue B: the basic information of the story - (para2&3)Task 1). Read Para.1 and replace the underlined parts with the words in the text.Task 2). Read para2 and then describe the pictures on the screen. Pay attention to Mr. Beans actions.Task3). Ask the Ss to skim para.3and find out some actions of Mr.

10、Bean. Fill in the blanks on the screen. After finishing the two tasks, enjoy a short video about Mr. Bean.Step 4 Read to learnAsk the Ss to find useful information in the text and try to make some inferences(推斷). 1). Mr. Bean went to a fancy restaurant because_.2). Why does Mr. Bean pretend to like

11、the food when the waiters talk to him?3). Why does Mr. Bean choose the “steak tartare”?4). What can we infer from the passage?And then summarize the reading strategies(閱讀策略)making inferences1). First, read the text to get the general idea. Then read the questions and use them to guide you.2). Someti

12、mes things are not stated explicitly in the text. You need to make inferences or read between the lines to understand what is meant.3). Read the text again using logic to make inferences.Step 5 Post-reading 1) Get the Ss to summarize Mr. Beans characteristics and predict the contents of text 2 about

13、 Rowan Atkinson. 2) And then ask the Ss to voice their opinion: Do you like Mr. Bean?What do you think of Mr. Bean? Why do you like his performance? Step 6 Summary & homeworkAsk the Ss to finish their extensive reading exercises on the paper. Try to use the reading strategies about making inferences

14、 weve learnt today. Homework: Extensive reading 擴展閱讀：實例分析（江西卷）Read the following paragraph and then choose the best answer.A stronger argument comes from research into school results. Girls grow up earlier than boys, tend to be more orderly and are likely to be better at languages. In a mixed class,

15、 boys who might do well in a single-sex class become discouraged and take on the rule of troublemaker. Certainly in the UK this situation has greatly alarmed(驚動) the government for it to be encouraging co-educational schools to have some single-sex classes. In the UK the best schools are all single-

16、sex, strongly suggesting that co-education is not the best answer. This may, however, not be as simple as it looks. It may simply be that the famous old schools that attract the best students happen to be single-sex, rather than that being single-sex makes them better schools.In the passage the writer suggests that _. A. single-sex schools are the best schools in the UKB. being single-sex does not necessarily make a school betterC. co-educational schools are better for