【英语】2018届人教版必修4一轮复习：Unit3AtasteofEnglishhumour单元教案设计（9页） 12页

Unit3 A taste of English humour 单元教案设计 单元教学目标 ‎ Talk about different types of humor；a taste of English humor ‎ Learn how to express one’s emotions ‎ Learn the –ing form as the Predicative, Attributive and Object Complement ‎ Learn 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, sense ‎ ‎2. 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? ‎ Period 1 Warming up and pre-reading. ‎ Teaching procedure: ‎ Step 1: Lead-in ‎ Show 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 up ‎ Task 1. Brain-storming ‎ Ask 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 humor ‎ Nonverbal 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 Jokes ‎ Funny poems Edward Lear Doggerel（打油诗） ‎ Task 2. Talking ‎ Ask students to talk about some funny stories, any English or Chinese humors they know. ‎ Task 3. Reading on P22 ‎ The 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 God. ‎ Garcia: Then I will pay the fees to God. ‎ Step 3 Homework ‎ Ask each student to give a joke and present it in class next period. ‎ Period 2 Reading. ‎ Step1 Reading. The 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.Fast reading.and do the true or false questions. ‎ ‎1).Humor is always kind. F ‎ ‎2).Charlie Chaplin was born in a rich family. F ‎ ‎3). His silent movies are not popular any more. F ‎ ‎4). He solved a sad situation by using nonverbal humor. T ‎ ‎5).He ate the shoes because he thought that it was very funny.F ‎ ‎6).Charlie Chaplin devoted his whole life to making films. T ‎ Task 2. Divide the text into several parts and give the main idea of each part ‎ Part one(1-2 ) It tells us that there are two kinds of humor. One is bad, while the other can inspire people. ‎ Part two (3-4): It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining. ‎ Part three (5): it gives us a short biography about Charlie Chaplin. ‎ Task 3. Discussion ‎ Let 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 2 Language points: ‎ ‎1.Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or failing down a hole in the road? ‎ ‎……find it funny to see……中的it 在此句中是形式宾语，to see…… 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: I find it difficult to understand him. ‎ We find it useful to learn a foreign language. ‎ slide ‎ The book slid off my knee. ‎ He slid over the question without answering it. ‎ She slid out of the room when no one was looking. ‎ bump into ‎ Unfortunately, the motorbike ~ed ~ a big tree. ‎ Mary was walking alone in the street when she ~ed ~ her teacher. ‎ cruel ‎ Don’t be ~ to animals. ‎ The death of their daughter was a ~ blow. ‎ ‎2.Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves. ‎ ‎1)content(adj):satisfied ,happy. ‎ 常见的搭配是：be content with sth: be satisfied with sth ‎ be content to do sth: be willing to do sth ‎ Eg: She is content to stay at home looking after her children. ‎ Are you content with your living conditions? ‎ ‎3.badly off: in a poor position. 潦倒;穷困。其反义词是well off。文中worse off是badly off的比较级形式。 ‎ eg:They are too badly off to have a holiday. ‎ Many people are better off than before. ‎ ‎4. astonish ‎ The news he brought ~ed everyone in the class. ‎ He looked at me in ~ment. ‎ it is ~ing to me that she was late. ‎ ‎5. However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing. ‎ Inspire(vt) ‎ ‎~ sth in sb ---- ~ sb with sth :to fill sb with thoughts,feelings or aims 激励或鼓舞某人。 ‎ The father ~d his son with confidence. ‎ ‎= The father ~d confidence in his son. ‎ 这个句子中有两个定语从句：they can inspire in us修饰the deep feelings, they are playing 修饰a character。 ‎ 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。 ‎ cut off: to separate from others; to stop suddenly; ‎ 切断；隔离；突然中止 ‎ Eg: They cut off our food supply. ‎ cut in插嘴 cut out 剪除；删除 ‎ cut up切碎 cut through刺穿 ‎ ‎(名题赏析）He was in hospital for six months. He felt as ‎ if he was __C__from the outside world. ‎ A. cut out B. cut off C. cut up D. cut through ‎ ‎6.overcome 克服 ‎ eg:We should have the courage to ~ any difficulty in the world. ‎ It is not easy to ~ a bad habit in a short time. ‎ ‎7.be set in ‎ eg: The story is ~ ~ the early days of World war II. ‎ ‎8.mouthful ‎ He took a ~ of the bitter medicine and made a face. ‎ I felt so full that I couldn’t eat another ~. ‎ basketful , handful, cupful, dishful, spoonful ‎ ‎9.star ‎ Tonight, we are showing a film, ~ring Charlie Chaplin. ‎ The director wants to ~ Jim in his film. ‎ she has ~red in a lot of good films. ‎ The Third Period Grammar ‎ Teaching procedure: ‎ Step 1. Revision ‎ Check homework: the exercises on page 20 and 21. ‎ Step 2. Word formation ‎ Suffix 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 costly ‎ There 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 structures ‎ Task 1. Revision ‎ Have 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 form ‎ Ask 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. ‎ Ø Here the –ing form are used as attribute. ‎ ‎1.I saw the man sliding on a banner skin yesterday. ‎ ‎2.Did you notice the man picking up that broken bottle and putting it in his bag? ‎ Ø Hear the –ing form are used as object complement The structure of the sentence with an object complement is: Subject + Predicate + Object + Object complement ‎ ‎1.Her job is looking after babies. ‎ ‎2.What he likes is playing chess after supper. ‎ Ø 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 Structures ‎ Turn 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 help of 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. Homework ‎ Finish all exercises on page 56. ‎ The Fourth Period Listening ‎ Teaching procedure: ‎ Step 1. Revision:Check 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 discuss the 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. Homework ‎ Collect as many funny stories as possible, do some preparations for the writing in the next period. ‎