高中英语Unit 3 A taste of English humour教案 新课标 人教版 必修4 教案 10页

Unit3AtasteofEnglishhumour单元教学目标Talkaboutdifferenttypesofhumor；atasteofEnglishhumorLearnhowtoexpressone’semotionsLearnthe–ingformasthePredicative,AttributiveandObjectComplementLearntowritehumorousstories目标语言话题Differenttypesofhumor;atasteofEnglishhumor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：becontentwith,badlyoff,pickout,cutoff,starin,knockinto功能情感(Emotion)Ienjoythisverymuchbecause…Itsurprisesmethat…Ilaughatthatkindofthingbecause…Ifelthappybecause…Thisisfunbecause…I’mpleasedwewerebothamusedat…Howwonderful/surprising!It’samusingthat…语法动词的-ing形式作表语，定语和宾语补足语的用法Theirjobis“panningforgold”.ThatwastheproblemfacingCharlieChaplin.\nDoyoufinditfunnytoseesomeoneslidingonabananaskin?Period1Warmingupandpre-reading.Teachingprocedure:Step1:Lead-inShowsomepicturestostudents,letthemtalkaboutthepicturesandthenaskthemwhattheythinkofthepictures,whethertheyarefunnyornot.Questions:1)Doyouknowwhothesecomediansare?Whatmakesthemfunny?2)Doyouknowothercomedianswhoarefunnyinthesameway?3)Haveyouseenanyofthesecomediansorprogrammers?Whatdoyouthinkofthem?Step2:WarmingupTask1.Brain-stormingAskstudentstonamesometypesofhumorstheyknow.Writethosetheyarenotfamiliarwithontheblackboard,thenshowsomepicturesandsummarize.TypesofhumorExampleofEnglishhumorChinesehumorNonverbalCharlieChaplinPantomimes（哑剧）刘全和，刘全利MimeandfarceMr.BeanFunnyplays陈佩斯，赵本山VerbaljokesPlayonwords,usuallyCrosstalk马季，姜昆FunnystoriesTwolinesJokesFunnypoemsEdwardLearDoggerel（打油诗）Task2.TalkingAskstudentstotalkaboutsomefunnystories,anyEnglishorChinesehumorstheyknow.Task3.ReadingonP22Thepurposeofthereadingistointroducethekindofverbaljokes.Theyusea“playonwords”tobefunny.Letstudentsreadthethreejokesandthenmatchthejokewiththeexplanation.Then\nchecktheanswer.Afterthat,teachercanshowsomeotherjokesonthescreen.Joke1:Patient:Doctor,I’velostmymemory.Doctor:Whendidthishappen?Patient:Whendidwhathappen?Joke2:Garcia:Thankyoudoctor.Myfeverisgone.Doctor:Don’tthankme.ThankGod.Garcia:ThenIwillpaythefeestoGod.Step3HomeworkAskeachstudenttogiveajokeandpresentitinclassnextperiod.Period2Reading.Step1Reading.Thepurposeofthisreadingistointroducenonverbalhumor.ThisreadingmaterialtakesCharlieChaplinforexample.Ittellsuswhatnonverbalhumormeans;whatisCharlieChaplin’sstyleofacting;howhemadeasadsituationentertainingandsoon.Task1.Fastreading.anddothetrueorfalsequestions.1).Humorisalwayskind.F2).CharlieChaplinwasborninarichfamily.F3).Hissilentmoviesarenotpopularanymore.F4).Hesolvedasadsituationbyusingnonverbalhumor.T5).Heatetheshoesbecausehethoughtthatitwasveryfunny.F6).CharlieChaplindevotedhiswholelifetomakingfilms.TTask2.DividethetextintoseveralpartsandgivethemainideaofeachpartPartone(1-2)Ittellsusthattherearetwokindsofhumor.Oneisbad,whiletheothercaninspirepeople.\nParttwo(3-4):IttellsussomethingaboutCharlieChaplin’sactingstyleandhowCharlieChaplinmadeasadsituationentertaining.Partthree(5):itgivesusashortbiographyaboutCharlieChaplin.Task3.DiscussionLetstudentshaveadiscussionaboutthetext,thenanswersomequestions.Questions:(1)Whatisbehindfun?(2)WhydidpeoplelikeLittleTramp?(3)DoyouthinkCharlieChaplin’seatingboiledshoesfunny?Why?Step2Languagepoints:1.Doyoufinditfunnytoseesomeoneslidingonabananaskin,bumpingintosomeoneelseroundacorner,orfailingdownaholeintheroad?……finditfunnytosee……中的it在此句中是形式宾语，tosee……才是find的宾语。当动词不定式作句子的宾语，同时，有一个形容词同宾语在一起时，我们常用it作先行宾语。Eg:Ifinditdifficulttounderstandhim.Wefinditusefultolearnaforeignlanguage.slideThebookslidoffmyknee.Heslidoverthequestionwithoutansweringit.Sheslidoutoftheroomwhennoonewaslooking.bumpintoUnfortunately,themotorbike~ed~abigtree.Marywaswalkingaloneinthestreetwhenshe~ed~herteacher.cruelDon’tbe~toanimals.Thedeathoftheirdaughterwasa~blow.\n2.Perhapsitmakesusfeelmorecontentwithourlifebecausewefeelthereissomeoneelseworseoffthanourselves.1)content(adj):satisfied,happy.常见的搭配是：becontentwithsth:besatisfiedwithsthbecontenttodosth:bewillingtodosthEg:Sheiscontenttostayathomelookingafterherchildren.Areyoucontentwithyourlivingconditions?3.badlyoff:inapoorposition.潦倒;穷困。其反义词是welloff。文中worseoff是badlyoff的比较级形式。eg:Theyaretoobadlyofftohaveaholiday.Manypeoplearebetteroffthanbefore.4.astonishThenewshebrought~edeveryoneintheclass.Helookedatmein~ment.itis~ingtomethatshewaslate.5.However,someactorscanastonishuswiththedeepfeelingstheycaninspireinusforacharactertheyareplaying.Inspire(vt)~sthinsb----~sbwithsth:tofillsbwiththoughts,feelingsoraims激励或鼓舞某人。Thefather~dhissonwithconfidence.=Thefather~dconfidenceinhisson.这个句子中有两个定语从句：theycaninspireinus修饰thedeepfeelings,theyareplaying修饰acharacter。不管怎样，有些演员能用他们所演的角色在我们身上鼓动起深深的感情来震撼我们。cutoff:toseparatefromothers;tostopsuddenly;切断；隔离；突然中止\nEg:Theycutoffourfoodsupply.cutin插嘴cutout剪除；删除cutup切碎cutthrough刺穿(名题赏析）Hewasinhospitalforsixmonths.Hefeltasifhewas__C__fromtheoutsideworld.A.cutoutB.cutoffC.cutupD.cutthrough6.overcome克服eg:Weshouldhavethecourageto~anydifficultyintheworld.Itisnoteasyto~abadhabitinashorttime.7.besetineg:Thestoryis~~theearlydaysofWorldwarII.8.mouthfulHetooka~ofthebittermedicineandmadeaface.IfeltsofullthatIcouldn’teatanother~.basketful,handful,cupful,dishful,spoonful9.starTonight,weareshowingafilm,~ringCharlieChaplin.Thedirectorwantsto~Jiminhisfilm.shehas~redinalotofgoodfilms.TheThirdPeriodGrammarTeachingprocedure:Step1.RevisionCheckhomework:theexercisesonpage20and21.Step2.WordformationSuffixExample-ablevaluablelovable\ncomfortable-ingamusingmisleadingneighboring-fulhopefulcheerfuluseful-lessendlesshomelessharmless-edexcitedinterestedmoved-ishIrishchildishselfish-iveactiveattractiveexpensive-atefortunateaffectionatepassionate-antimportantpleasantignorant-lyfriendlyorderlycostlyTherearetensuffixesinthechart.Andtherearesomenewwordsinit.Butthepurposeofshowingthischartistoletstudentslearnmoreabouttheadjectivesuffix.Step3.DiscoveringusefulstructuresTask1.RevisionHavearevisionaboutthe–ingformusedasthesubjectandobject.Givestudentssomesentencestotranslate:(1)Talkingtohimisuseless.(2)Smokingdoesharmtoyourhealth.(3)Walkingismysoleexercise.(4)Collectingstampsismyhobby.(5)Isuggestedbringingthemeetingtoanend.(6)Headmittedtakingthemoney.(7)Icouldn’thelplaughing.(8)Yourcoatneedswashing.Task2.Newusageofthe–ingformAskstudentstolookattheExercises4onpage20.Andthenwakeinpairstofinishtheexercises.\nTeachercheckstheanswersandgivetheexplanations.1.Acookingpot:Apotthatisusedforcooking.2.Adrinkinghorse:Ahorsethatisdrinkingwater.3.Themansittingonthesofaisafriendofmybrother’s.ØHerethe–ingformareusedasattribute.1.Isawthemanslidingonabannerskinyesterday.2.Didyounoticethemanpickingupthatbrokenbottleandputtingitinhisbag?ØHearthe–ingformareusedasobjectcomplementThestructureofthesentencewithanobjectcomplementis:Subject+Predicate+Object+Objectcomplement1.Herjobislookingafterbabies.2.Whathelikesisplayingchessaftersupper.ØHerethe–ingformareusedaspredictive.Payattentiontothedifferencesbetween–ingformusedaspredicativeandpresentcontinuoustense.(1)Herhobbyispainting.(2)Herfavoritesportisskiing.(3)Thiswasverydisappointing.(4)Thetestresultsareverydiscouraging.(5)Shewasverypleasinginherappearance.(6)Hisconcernforhismotherisverytouching.(7)Thephotographismissing.(8)Thearticlewasmisleading,andthenewspaperhasapologized.Inthefirsttwosentences,the–ingformisusedtoshowthecharacterofthesubject.Inthenextfoursentencesthewordsofthe–ingformareallaboutthefeelings.Inthelasttwosentences,thewordsofthe–ingformshowsomestatesandqualities.(9)Itissnowinghard.(10)Sheisteachinginanightschool.Inthesetwosentences,the–ingformareusedasthepredicateinthepresentcontinuoustense.\nStep4.UsingStructuresTurntopage56.LookattheUsingStructure.Therearetwoexercisesinthispart.Exercise1istoletstudentscorrectsomeerrorsinthesentences.Thisisnotaneasyjobformoststudents,becauseitneedsotherknowledge,besideswhatthestudentslearnedtoday.Sobetterleavethemmoretimetodothisexercise.Forexercise2,letstudentsfinishitinashorttime.Withthehelpofthepictures,studentscaneasilyunderstandthemeaningandcorrectlyusethe–ingformtofinishtheblanks.Teachercanchecktheanswersinclass.Step4.HomeworkFinishallexercisesonpage56.TheFourthPeriodListeningTeachingprocedure:Step1.Revision:Checkhomework:(1)Askacoupleofstudentstotelltheirjokesinclass.(2)Asksomestudentstocometotheblackboardtowritetheirtranslation.Aftertheyhavefinished,teachercorrectsomeerrorswiththewholeclass.Step2.Listening(page23)Thisisafunnystory.Marymadesomeplumjamandleftsomeinthepan.Fivedayslater,herhusbandcamehomeandpouredthejamintothechicken.LaterMarycamehomeandfoundallofherchickenswerebehavingstrangely.Whathadhappened?Givestudentstwochancestolistentothestory.First,gothroughExercise1and2toknowwhatarethethingstheywilldowhilelistening.AfterthatteacherplaysthetapeforthemtofinishExercise1.Thesecondlisteningistochecktheanswers.ForExercise2,teachershouldleavesometimeforstudentstodiscussthequestion.Questions:(1)Didyoufindthisstoryfunny?Givethereason.(2)WhatdoyouthinkofJohn’sbehavior?Step2.Listening(page55)Thisisastoryaboutathiefandaman.Thesituationisveryinteresting.Beforelistening,ask\nstudentswhattheywoulddoiftheyfindathiefintheirhomeoneday;whethertheywillbeafraidofthethiefandsoon.Therearethreestepsforthislistening.Atfirstletstudentsreadthequestionstomakesurethattheyknowwhattheyshoulddointhislistening.Next,playthetapeforthefirsttimetoletstudentsfinishExercise1.ThenplaythetapeagainandletthestudentsfinishthequestionsinExercise2.Afterthat,letthestudentschecktheiranswerswitheachother.Atlast,listentothetapeagain,teachercanmakeapausewherethereisanquestiontothequestion,inthiswaystudentscancheckalltheanswers.Step3.Listening(page58)Therearefourexercisesinthislistening.Thefirstonerequestsstudentstogetthegeneralideaofthematerial.Thesecondoneistoaskthestudentstoknowsomedetailsofthematerial.Thethirdoneisaquestionthatasksthestudentstospeculatetheteacher’sfeeling.Andthelastoneisagoodexercise,itgivesthestudentsanotherchancetopracticetheiroralEnglish.Step4.HomeworkCollectasmanyfunnystoriesaspossible,dosomepreparationsforthewritinginthenextperiod.