人教版新课标高中英语必修4全册教案

人教版新课标高中英语必修4教案
Book 4
Unit 1 Women of achievement
I Goals技能目标
Talk about important women and great women
Describe life of important women, and their character,personality etc,.
Word information: noun suffix
Subject-verb agreement
Make an outline
II Unit teaching goals 教学目标
1．Target language 目标语言
a. 重点词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to
b. 重点句子
Watching a family of chimps wake up is our first activity of the day. P2
Everybody sits and waits while the animals in the group begin to wake up and move. P2
But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
2．Ability goals 能力目标
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like and so on.
3．Learning ability goals 学能目标
Teach Ss how to describe a person.
III Teaching important points 教学重点
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
IV Teaching difficult points 教学难点
Let everyone believe that all of us can become Jane Goodall.
V Teaching methods 教学方法
Inspiration, Questioning and Discussion.
VI Teaching procedures & ways 教学过程与方式
Period 1. Warming up and pre-reading
Teaching aims:
To introduce six great women and their achievements.
Teaching key points and difficult points:
To explain some words: Quaker, China Welfare Institute, campaign, etc.
Step 1. Lead in.
1. Discuss the following questions.
1）What are the differences between a famous person and a great person?
great--- of excellent quality or ability
important--- powerful or having influence
2) What makes a person great? (The quality of a great person)
Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid. Most of the great people are also important people. But important people may not also be great people.
3)Name some great women in Chinese history. What are they famous for?
Step 2. Warming up
T: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.
1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?
2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem Sacrifices
Elizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.
Soong Chingling to work for civil rights,democracy and peace. Her relatives held
political opinions completely different from hers. After her husband died, she lived alone.
Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.
Jody Williams to prevent the making and use of landmines It isn’t easy to persua de governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the job
Joan of Arc to drive the English from France Women were not allowed ot fight like a man
She lost her life.
Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her own
Step 3 Pre-reading
1. Why do you think Jane Goodall went to Africa to study chimps rather than to a university?
2. Do you think her work is important? Why?
Period 2. Reading
StepⅠReading
Task 1 Pre-reading
Ss read the passage in four minutes and give the main ideas to each paragraph.
The first one is about a day in the park.
The second one is her way of doing her research and some achievement.
The third one is her attitude and feeling to the animals.
The last one is a short summary to her.
T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.
Task 2 Making a chart
A protector of African wildlife
↓
①②③
│∣∣
A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals
Period 3 Language points.
Step 1.Difficult sentences:
1.Watching a family of chimps wake up is our…今天我们的第一件事
2.This means going back ….由定语从句修饰的place做go 的宾语
3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）
Only in this way can we learn English better.
4.But the evening makes it all worthwhile
Step 2.Words and expressions
1. mean的用法
Mean doing sth. …意味着做…
Eg. Doing such a thing means wasting time.
mean to do sth…打算做某事
eg. Do you mean to go without money?
2. leave sb. doing 让某人做某事
e.g They went off and left me sitting there all by mysel
f.
3. wander的用法
1）可以解释为漫步，逛，常与about搭配
e.g We love wandering about the hills
2）还可以解释为脱离，迷失
e.g Don’t wander off the point
4. worthwhile adj. 值得做的,值得花时间(金钱)的
It is worthwhile to do/ doing
It was worthwhile to visit Paris.
= The visit to Paris is worthwhile.
去巴黎访问是值得的.
It’s worthwhile discussing/ to discuss the question again.
这个问题值得再讨论一下.
It is a worthwhile book 那是一本值得一读的书.
5. observe 观察到，注意到
Eg.She observed his actions with interest.
她很感兴趣地观察他的行动
His neighbour observed a stranger go into his house
他的邻居看到了一个陌生人进入他的家．
6. “Only + 状语”开头的句子要用倒装
Eg. Only in this way can we learn English better
Only then did I realize my mistake.
直到那时我才知道我的错误．
Only you understand me.
I met her only yesterday.
7.work out
Eg. I can’t work out the meaning of the poem.(理解，说出)
Things have worked out badly. （进行，发展）
Work out his income （算出）
Work out a plan （制定，拟定）
8. have/ has been doing 现在完成进行时，表示动作从过去就已开始，一直持续到
现在，可能还会继续下去．
Eg. He has been reading since this morning.今早起，他一直在看书．
He is very tired; he has been working hard all day
He has been writing a letter.他一直在写信．
He has written a letter.他已写过信了．
9. argue 争论；辩论；说服
argue for / argue against 主张／反对
argue about sth.
argue with sb.
argue sb. into doing sth. 说服某人做某事．
10. inspire sb. to do
Eg. His speech inspired us greatly.
The teacher inspired us to make greater efforts.
The memory of his childhood inspired his first novel(促成；赋予灵感)
inspired 有灵感的
inspiring激励人心的
Period 4 Grammar points.
Step I Revision
Review the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.
Step II Word-formation
There are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.
Derivation is one of the most important word-formation. It is helpful in enlarging students\' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily
life.
T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.
Organize Organization State Statement
Discuss Discussion Entertain Entertainment
Direct Direction Consider Consideration
Decide Decision Agree Agreement
Prepare Preparation Achieve Achievement
Inform Information Treat Treatment
Deter- Determination Improve Improvement
Express Expression Encourge Encouragement
Examine Examination Enjoy Enjoyment
Educate Education Govern Government
Feel Feeling Find Finding
Begin Beginning Mean Meaning
T: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we\'ll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we\'ll learn -ment, -ing, -ation, -ist and so on. Now let\'s finish Step 3 Exercise 1 in Page 4.
Let students finish Exercise 1. Check their answers with the whole class.
T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix
-er(fighter) -or(sailor) -ist(artist)
-ant(assistant) -ee(employee) -ian(librarian)
-tion(attention) -ment(government) -dom(freedom)
-ness(carefulness) -ism(socialism) -ship(friendship)
-ure(pleasure) -ty(society) -ence(reference)
Let students do it, and then check the answers with the whole class.
Step4 Discovering useful structures
Tell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.
Step 5 主谓一致
１．两个或两个以上做主语的单数名词用and连接，谓语用复数．
Tom and Dick _______ (be) good friends.
但若表示一个集合体时则用单数.
A singer and dancer ______ (be) present at the party.
The worker and writer ___ (be) talking to the students.
Bread and butter ________ (taste) good.
(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)
2．用and 连接的两个名词若被no, each, every, many a 修饰，则谓语动词用单数.
No bird and no beast ______ (be) seen in the bare island.
Many a boy and many a girl ______ (have) made such a funny experiment.
At Christmas each boy and each girl _____(be) given a present.
3．两个主语由not only…but also, or, either…or, neither…nor等连接时，谓语动词与第二个主语保持一致．
Either he or I _____ (be) to go there.
______ (be) either you or he going to attend the meeting?
4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．
A professor, together with some students, _____ (be) sent to help in the work.
No one but the teachers _____ (be) allowed to use the room.
5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组
人员), family, government, public(公众)等，
但people, police, cattle等只能用复数．
My family _____ (be) a big family.
My family _____ (be) listening to the radio.
The police ____ (be) trying to catch the thief.
6.通常作复数的集体名词
有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词.例如：
Domestic cattle ______(provide) us with milk, beef and hides.
7.通常作不可数名词的集体名词
有一些集体名词，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可数名词，随后的动词用单数.例如：
The merchandise _____(have) arrived undamaged.
All the machinery in the factory ____ (be) made in China.
8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数.
Five minutes ______ (be) enough.
One dollar and seventy eight cents _____ (be) what she has.
9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般看作单数.
All that I want _____ (be) a good dictionary.
All ______ (be) silent. 人人都缄口无言.万籁俱寂.
All ______ (be) out of danger.
10．形容词加定冠词the 表示一类人时，谓语动词用复数.
What a life the poor were living!
The young _____happy to give their seats to the old.
11．who, which, that 作定语从句的主语时，其谓语取决于先行词.
Those who want to go should sign your names here.
He is one of the students who have passed the exam.
He is the only one of the students who has passed the exam.
12. 以-ics结尾的学科名称
某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用.例如：
13. 其他以-s结尾的名词
英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等.这一类名词，如果不带\"一把\"、\"一副\"、\"一条\"等单位词而单独使用，通常作复数.例如：
如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式. 例如：One pair of scissors isn\'t enough.
14.以-s结尾的地理名称
某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用.但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用.例如：
The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.
The Straits of Gibraltar have not lost their strategic importance.
15. 英语中还有一些以-s结尾的名词，如:
arms(武器), clothes(衣服), contents(内容，目录)，fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等，通常作复数.
16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用.例如：
The clippings of the hedges are usually burnt.
The sweepings of the godown(仓库) have been disposed of.
17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、
手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数.例如：
A headquarters was set up to direct the operation (指挥作战).
Their headquarters are in Paris.
The only means to achieve success is to appeal to arms (诉诸武力).
18. remains用于\"遗体\"意义时，随后的动词通常作复数：
His remains lie in the churchyard.
The martyr\'s remains were buried at the foot of the hill.
但作\"遗迹\"或\"剩余物\"解释时，可作复数或单数用：
Here is the remains of a temple.
The remains of the meal were/was fed to the dog.
19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定.例如：
Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).
Over sixty per cent of the city ____ (be) destroyed in the war.
Thirty-five per cent of the doctors ______ (be) women.
20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定.例如：
Most of the money _____ recovered by Deputy Player.
Most of the members ______ there.
All of the cargo ______ lost.
All of the crew ______ saved.
21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数.例如：
Forty minus fifteen (40-15) leaves twenty-five.
Forty divided by eight (40/8) is five.
Seven and five (7+5) makes/make twelve.
Five times eight (5+8) is /are forty.
22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用
单数.例如：
This kind of man annoys me.
但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：
These kinds of men annoy me.
Those types/sorts of machines are up to date.
23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数.例如：
Many a man has done his duty.
More than one game was lost.
24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数.
2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数.例如：
What caused the accident and who was responsible for it remain a mystery to us. 3). 以what-分句作主语的SVC结构
在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数.
25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式.例如：
Joan is one of those people who go out of thier way to be helpful.
2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数.例如：
Selfishness is the one of her many faults which defeats itself.
Period5 Listening
Step1 Listening to the material on Page 7
There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening,
so that they can realize what is the main task in listening.
Task 1 The first listening
T: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as men. But they have many difficulties in doing this. Today we\'ll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let\'s listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn\'t matter whether theyare some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.
Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.
Task 2 The second listening
There are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.
Task 3 The third listening
This is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.
If they still have some difficulties, play the tape for the fourth time to meet their needs.
Step3 The listening material on Page 41
Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.
Unit 2 Working the land
Period 1 Warming up and pre-reading.
Step 1 Lead-in.
Poem By Li Shen
Farmers weeding at noon,Sweat down the field soon.
Who knows food on a tray,Due to their toiling day.
Step 2.Warming up (Questions)
1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
2. Have you ever been to the countryside? What did you do there?
3. Are you from a farmer’s family? What do you kno w about farming?
Step 3 Pre-reading and talking
1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?
Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble
2. If you had the chance to help end hunger in the world, what would you do?
3. Do you know who Yuan Longping is ?
A brief introduction:
Yuan Longpin g is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.
Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.
In the 1960s, when China was suffering from serious famine, he came up with the
idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.
Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.
Period 2 Reading
Step 1 Lead-in.
1. Listen to the tape carefully then answer these questions.
1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?
2）What did Yuan Longping invent?
2. Read the passage once again,then find out these sentences true or false.
1）Dr Yuan is more a farmer than a scientist.
2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.
3）Dr Yuan would rather work than relax.
4 ）Dr Yuan has dreams when he is asleep and also when he is awake.
5 ）Dr Yuan enjoys a simpler life than most rich and famous people.
3.Find out the topic sentences of each paragraph
Para. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.
Para.2:He has devoted his life to finding ways to grow more and more rice..
Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.
Para.4 Dr. Yuan’s dreams.
4.Write down Yuan Longping’s personal information
•Name:
•Nationality:
•Born:
•Age:
•Occupation:
•Education:
•Dream:
•Achievements:
•Hobbies:
Period 3 Language points:
1. Struggle for…为争取……而斗争
Struggle against…为反对……而斗争
Struggle with…与……争斗
1）The swimmer struggled against the tide.
2）We had to struggle with/against all kinds of difficulties. 3）The slaves struggled for the freedom
2. 使做…成为…make +it +adj./n. +to do
好天气使游泳成为可能
The fine weather makes it possible( for us )to swim.
他将每早跑步做为一个规则
He makes it a rule to run every morning.
其他可用这种结构的词:
feel, find, think, consider…
3.搜查,搜索search (sb. / sth.) for …
He searched all the rooms for the missing person.
They searched the man all over for money.
4.由于,多亏thanks to 相当于because of
5.是从前两倍那么多twice as large as before
相当于once larger than before
6.对……感到满意
be satisfied with…相当于be pleased with
adj. satisfactory/satisfying
n. satisfaction
7.在乎，在意care about
比较care for
My aunt cared for me when my parents were away last week.
Dr Yuan never cares about money and fame.
8. Indeed, his sunburnt face and arms and his slim, strong body are like those of millions of other Chinese farmers.
e.g: The streets in Beijing are wider than those in my hometown.
The number of students in our school is larger than that in their school.
9. Dr Yuan grows what is called super hybrid rice.
e.g: He came to what is called America.
10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.
e.g: That made it possible for life to begin to develop.
The development of science makes it possible for us to know more about the universe.
11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).
e.g: He went to the U.S with the hope of finding a better job there.
Fill in the proper phrases or words to complete the following:
1.In a way,the accident was a good thing because it taught us a good lesson.
2.It was because of his advice that I succeeded.
3.I am satisfied with the result of the experiment.
4.They have struggled for years to drive the invaders out of their country.
5.We all wish that we could rid the world of crime.
6.In some less developed areas in China, some farmers are still lead a poor life.
7.The output of corn this year is double that of last year.
After graduating from college, he went to Shenzhen with the hope of getting a chance
to become rich soon .
Unit3 A taste of English humour
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…
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 教学过程
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 jo kes 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.。