人教新课标英语必修4全册教案(Unit 3 A taste of English humour)
人教新课标高中英语必修四Unit 3 A taste of English humour教案(1)
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。
英语必修4人教新课标Unit3教案
Unit 3 A taste of English humorPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language (The –ing form as the Predicative, Attribute and ObjectComplement)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: the –ing form as the predicative, attribute and object complement. The following steps of teaching may be taken: Warming up by discovering useful words and expressions，Learning something about the –ing form as the Attributive，Learning about the –ing form as the predicative，Learning about the –ing form as the Object Complement，Doing exercises for consolidation, Closing down discovering. ObjectivesTo learn about the –ing form as the Predicative, Attribute & Object ComplementTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProcedures1. Warming up by discovering useful words and expressionsTurn to page 20 and do the exercises. Check your answers against your classmates’.2. Learning something about the –ing form: Participles用原版Find the participial phrases in these sentences and tell what word they modify.1. The man running slowly still finished the race.2. The boy having been scolded finally did his work.3. The teacher, having retired, could now travel widely.4. The soldier, having saluted his superior, continued on his way.5. The truck swerving and sliding hit the brick wall.Keys:1. running slowly modifies man2. having been scolded modifies boy3. having retired modifies teacher4. having saluted his superior modifies soldier5. swerving and sliding modifies truck3. Doing exercises for consolidation4. Closing 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.Unit 3 A taste of English humorPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(English jokes)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by reading school jokes comes first to be followed by reading and underlining and doing the exercises. Guided speaking and writing will lead to the end of the period: closing down by acting.ObjectivesTo enjoy reading the paragraph of Jokes about Sherlock Holmes and Doctor WatsonTo learn to use the language by reading, listening, speaking and writingProcedures1. Warming upWarming up by reading school jokesThere are lots of jokes in English about school life. Read one to see whether you will laugh or not. 用原版2. Reading and underliningRead the paragraph and underline all the useful expressions or collocations in it. Copy them into your notebook after class as homework.3. Doing the exerciseNow you are going to do the exercise 1 on page 22.4. Guided SpeakingThink of funny stories in English and tell them to your group mates.5. Guided Writing—Learn to write jokesThere are two main parts to the structure of a joke. The first part 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 loo ked 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 assumptions 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.6. Closing down by actingActing out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us.To end this period, we are going to act the film by Charlie Chaplin, The Great Dictator.。
(完整版)高中英语人教版必修四Unit3ATasteofEnglishHumourlanguagePoints教案系列一
Unit 3 A taste of English humourLanguage points教案Teaching goals1．Target languagea. Humour, comedy, content, performer , astonish , fortunate, ordinary, bored, entertain , throughout, homeless, moustache, worn, failure, overcome, leather, pick out.b Make Ss get knowledge of the new words and phrases.2．Ability goalsGet Ss to use some useful new words and expressions correctly.Enable Ss to make sentences with the useful sentence patterns.3．Learning ability goalsTo help students master the important language points.To help students to make sentences by using the words and phrases.Teaching important pointsGet Ss to master the usage of the words and phrases.Teaching difficult pointshelp students get knowledge of the language points.Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.Teaching proceduresStep I , review the new words and phrases.Step II. Teaching the important language points一．词语辨析1. specially / especially / particularly【解释】specially = on purpose故意地；专门地 (不是为了别的，而只是为了某一目的而专门采用的某种方式。
人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案（精选五篇）
人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案（精选五篇）第一篇：人教版高中英语必修四_Unit3_A_Taste_of_English_Humor教案Unit 3 A Taste of English HumorReading 1.Teaching aims教学目标Enable students to learn what humor means and what is nonverbal humor.2.Ability goals 能力目标Enable the students to talk about some types of English humor and Chinese humor, then learn what humor means and what is nonverbal humor 3.learning ability goals 学能目标Help the students to learn how to talk about some types of English and Chinese humor, and then find their differences.4.Teaching important points 教学重点Help students divide the text into several parts according to the meaning.5.Teaching difficulty points 教学难点Divide the paragraphs and give the main ideas.6.Teaching methods 教学方法Using pictures, discussion, reading, scanning and careful reading 7.Teaching aids 教具准备A recorder and a projector 8.Teaching procedure: Step 1.Revision Review key vocabulary..Step 2.Leading-in(pair work)Show the pictures and quote a well-known saying from Victor Hugo.Step3.Pre-reading(group work)Questions:(1)What do you know about Charlie Chaplin?(2)What do you know about his film? What is so interesting about them?Step 4.ReadingThe purpose of this reading is to introduce nonverbalhumor.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 Use the information in the passage to complete the notes about Charlie Chaplin.Born： 1889 Job： actor Type of acting：the little tramp Character：mime Died: 1977 Costume ：large trousers, worn-out shoes, small round black hat and a walking stick Task 2.Give the main idea of each paragraph Paragraph 1: Why people needed cheering up Paragraph 2: What Charlie’s childhood was like Paragraph 3: What his most famous character was like Paragraph 4: An example of a sad situation that he made funny.Paragraph 5: His achievements Task 3.Careful-reading Let students lfollow the record to read the text carefully , then decide whether they are true or false.If it is false, correct it and find out which paragraph it is.A.Charlie had an easy childhood.Fpara2 B.Charlie’s most famous character, a little tramp was a social success and very popular.F para3 C.Charlie usually made a sad situation entertaining.Tpara4 D.Nobody has been able to do this better than Victor Hugo.Fpara1 E.Charlie has achieved a lot in all his life.Tpara5 Step 5 Post-reading(group work)Give the students some time to discuss.Questions: Besides joy, what else can humor bring to us in our studies and life? Step 6 Homework 1.Finish Exe.3.on Page 19, all exercises on Page 20.2.Try to retell the text.Step 7课后反思：第二篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案Unit 2 English Around the WorldⅠ单元教学目标技能目标GoalsTalk about English and its development, Different kinds of EnglishTalk about difficulties in language communicationLearn to make dialogue using request & commandsLearn to transfer from direct into indirect speechLearn to give opinions and organize ideas by way of brainstormingLearn to make a poster showing your ideas clearly Ⅱ目标语言功能句式Talk about English and its development Refer to Introduction in the teachers’ bookTalk about difficulties in language communicationDifferent speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?词汇1.四会词汇include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command requestretell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组play a role(in)because of come up such as play a part(in)语法Command & requestOpen the door.Please open the door.Would you please open the door? Indirect SpeechHe told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析本单元的中心话题是“English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。
新人教必修四 Unit 3 A Taste of English Humor阅读教案
Step one: GreetingsGreet the whole class as usual.Step two: Lead-inI’m very glad to give you a class. Today, we’ll talk about something about humor. But before the class, let’s look at the screen. Please enjoy the proverb:A smile always makes a young man.Do you know what this proverb is about? Y es, good. It’s about laughter. Laugh is very important in our life because It can brighten up our daily life It is also good for our health. So do you want to laugh? Pay attention to the screen.Picture one is a man, he is driving a cow with wheels at a high speed, on a freeway I guess. Picture two is a little kid, but he is so strong. They’re very interesting and humorous. But stop here; we cannot watch another one, ’cause the proverb goes:” A smile makes a young man”. So you are too young to laugh more than twice. Otherwise you will be like this.Oh Gee. Thank God, you didn’t laugh that hardWho is the most humorous person in the world? Maybe it’s Charlie Chaplin.He was one of the most famous humorists that can make others laugh all the time. He was a great silent movie star. His acting was so amazing that sometimes you may find him a genius full of imagination. Here is an example from his movie: Think about this question: If you are very hungry will you eat a pair of shoes? But Charlie Chaplin did. Now look at the screen carefully:What do you think about this?His acting is convincing.OK. Today, we will learn more about him.Step three: Fast ReadingPlease turn to page 18. Let’s see the passage --- A Master of Nonverbal Humor. Listen to the tape and then find out the answers to some questions. Y ou can follow the tape.Questions:1. Notes about Charlie Chaplin’s career2.Find out the main idea of each part.Step four: Careful ReadingThrough fast reading we’ve known the main idea about this passage. Now let’sunderstand the text paragraph by paragraph.Para one: Read this paragraph together, and then find out the answer to the question.What effect does Charlie Chaplin's acting have?He made people laugh at a time when they felt depressed, so they could feel more content with their lives.Part two: Let the students read it silently, then answer the following questions.1. When was he taught to sing and dance?As soon as he could speak and walk.2. How did he spend his childhood after his father died?He spent his time looking after his mother and his brother.Part three: Listen to the tape, and then answer the questions.Can you give a description on the little tramp?Large trousers, worn-out shoes, small round black hat and a walking stickAll his appearance makes the little tramp a poor and homeless personPara four: Listen to the tape of paragraph four, and then answer questions.1. Read Para 4 and answer the questions about The Gold Rush.Time：In the middle of the 19th century Place：California2. Can you put them in a right order?a. Cut off the leather top of the shoe 3b. Pick out the laces and eat them 2c. Try cutting and eating the bottom of the shoe 4d. Sit down at the table. 1Para five: Read it together, and then fill in the blanks.Step five: DiscussionFrom this passage, we can see that Charlie Chaplin is a successful actor. Now think about this: why was he so successful? What should we learn from him?Step six: Sum-upFrom what you said, we can conclude some reasons for his success. Firstly, determination: from the passage we know that when he was a child he has made up his mind to be a good actor. Secondly, he is the underdog just like his famous character—the little tramp. His miserable childhood makes him have a strong sympathy to the poor. And just as the little tamp did, he is optimistic to life and also, his devotion to his career plays an important part in his succ ess. More over, He is kind; from his works we can see that.I think these are what we should learn from himStep seven: HomeworkWrite a composition about Charlie Chaplin in English for the local newspaper.Related website: http://www.Charlie 。
人教新课标高中英语必修四Unit3AtasteofEnglishhumour导的学案
一．重点学法指： P97 表，尔后默写出来。
于不会的通字典。
同学吧，相信你自己的力，加油吧！（住，必然是默写，不可以抄写哦，住）1.adj.& n ．& vt. 足的；意的；足；使足2.n.喜3.prep.& adv. 遍及；穿；到；始；4.vt.& vi.；战胜5.adj.突出的；优异的；著的6.n.耳；低vt.& vi.低；小声7.bored adj. 的→adj. 令人的8.directvt.& vi. 演；指示；指adj.直的；直接的；爽直的→adv.直接地；立刻地→n．方向→n．演9.depressed adj.愁的；沮的→adj.令人沮的→n．沮；不高10.fortune n ．好运；富→adj.好运的；吉利的→adv.好运地→adv.不幸地11.entertain vt.&vi. 使；款待→adj.快乐的；幽默的→n．款待；快乐12.convince vt. 使佩服→adj.令人佩服的→adj. 确信的；深信的13.particular adj. 特其他；特的n．；目→adv.特别；特地14.humour n ．幽默；幽默→adj.幽默的15.astonish vt. 使惊→adj. 令人感觉惊的→adj.惊的16.performer n ．表演者；演出者→v．行；表演→n．行；演出写出以下短，并屡次朗，不会的可料完成。
1.的，缺少的___________2.挑出；辨出____________3.切断；断 __________________4.主演 __________________5.到在止 __________________6.⋯⋯感觉足_________________自主研究一、重点。
1.astonish vt使惊 (= surprise sb. greatly)astonishment n. 惊【拓展】： astonishing adj.令人震惊的； astonished adj.感觉惊呀的[ 典例 ] 1). The news astonished everybody.2). I was astonished at/to hear the loud sound.[ 重点用法 ]be astonished at/by sth.be astonished to do sth.It astonishes sb. that....be astonished that to one’ s astonishment【即学即】：依照句子的要求在横上填入astonish 的合适形式。
2019-2020学年高中英语 Unit3 A taste of English教案 新人教版必修4.doc
2019-2020学年高中英语 Unit3 A taste of English教案新人教版必修4本节课的教学设计采用了读前（Lead in）、读中、读后（即PWP）的阅读教学模式。
这三个阶段呈阶梯状逐渐向上拓展，层层递进。
在读前阶段，激活学生相关背景知识，利用查理卓别林的图片导入；读中共分为四个环节，在略读和寻读环节，引导学生掌握文章的主旨大意，构建整体框架；细读阶段，培养学生获取特定信息和挖掘深层信息的能力；巩固阶段是积累和运用本课所学的知识。
前几个阶段均是对学生进行语言输入的训练。
在读后阶段，目的是使学生将所学知识加以灵活运用，实现知识的迁移，达到语言的输出。
本节课使用了任务型教学法，根据教学内容设计了由简到繁、由易到难、层层深入的任务，目的是为学生提供更多的语言实践机会，让学生真切体会到做中学、用中学的乐趣。
Step1: Lead in 2′利用问题为课文讲述埋下伏笔，用卓别林的图片进行导入，并用brainstorming方式发散学生思维，围绕与幽默相关的词汇展开，卓别林正是由于这些与众不同的因素获得成功，从而成功导入本课主题——卓别林。
【设计意图】利用查理卓别林的生活照和剧照以及头脑风暴的方式既活跃了课堂气氛，又激发了学生用英语表达的欲望，达到寓教于乐的目的，同时也为下一步阅读课文做好铺垫。
读中阶段，既是阅读课文教学的主要环节，又是学生阅读实践的重点内容，这部分教学中将着重训练学生的阅读技巧和策略。
包括：速读（细读和寻读）、细读。
Step2: Fast reading第一环节：skimming (略读) 2′让学生快速阅读课文，并找出文章大意及文章中提及的一部电影。
【设计意图】这一环节着重指导学生略读的策略，培养学生掌握主旨大意的能力：告诉学生略读时要一目十行的读，抓关键词，通常要读文章的标题及每一段的首句和尾句。
第二环节：scanning (寻读) 3′接下来让学生从文章中找出有关卓别林的信息并填写表格。
人教版高中英语必修四Unit3AtasteofEnglishHumor教学设计+说课稿+教后反思
人教版高中英语必修四Unit3AtasteofEnglishHumor教学设计+说课稿+教后反思必修四 Unit 3 A taste of English Humor 教案临高二中英语组朱小新Teaching Aims:1. Knowledge and skill aims:a. Enable students to learn what humor means and what is nonverbal humor.b. Students are expected to improve the reading skills, ie, skimming and scanning skills as well as translating , interpreting and word guessing abilities, which are examined in recent years in NMET.2. Moral culture aims:By learning the passage, students will know that humour is particular to each culture. So the Enlish humour is certainly different from Chinese humour. However , there is a kind of humour that may be enjoyed by all cultures --- that is nonverbal humour. It is good that we can all laugh at something together.3.Learning methods aims:a. self-learning and cooperative learning methods; and use such kind of ability to gain and deal with language information.b. develop the students’ questioning spirit to impr ove theirability of finding, analyzing and solving problems.C. Teaching methods:a. Task-based Language Teaching :During the course, different tasks are designed for Ss to carry out. Whether and how they finish the tasks can reflect on howmuch information they grasp from reading. In return, the teacher can adjust his/her teaching.b. Cooperative Learning:Divide the class into small teams, each with students of different levels of ability. Every member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.D. Important and difficult points.a. Help students learn how to understand and enjoy English humors.b. Help students know the differences between English and Chinese in humor.E. Teaching aids:Multi-media pictures blackboardTeaching procedures:Step one: Lead-in and Warming up( 5 mins)In order for students to get into the topic of humor quickly and smoothly, a piece of sketch video “Eating noodles”by Ch en Peisi will be played for the students.Question: Do you know who the Chinese comedian is ?( Chen Peisi)What makes his performance funny? ( his body gestures)Then show some pictures of Charlie Chaplin to students.Questions: Do you know who he is ?What do you know about Charle Chaplin?What do you expect to learn about from this reading? ( students’ answers may vary)Step Two: Reading ( 22 mins)Fast Reading ( Skimming) (7 mins)Task 1: Fast Reading (3 mins)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. ( Key : C )Task 2: Read to summarize the main idea of each paragragh and match the paragraph with its main idea. (4 mins) 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 two world wars and the hard years in between.Scanning: Reading for details ( 15 mins)Task 1: Read the passage again and then fill in the chart. .Notes on Charlie Chaplin’s careerBorn 1889Died 1977Job ActorFamous Character “ the tramp”, a poor and homeless personCostume Large trousers, worn-out shoes and small round black hatReason for success Charming, social failure with a determination to overcome difficulties and always kind Task 2: Work in pairs to read for difficulties.1. Exp lain in your own words the sentence “Charlie brightened the lives of American and British through two world wars”.2. 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 fo overcome all difficulties.3. Find a sentence in the passage similar in meaning to the following one:Charlie’s real life was not so com fortable as it was showed in his films.4. Translate the sentence into Chinese “You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk”.5. Guess the meaning of the word “convincing” in line 30Page 18.Step Three : Retelling （5 mins）People may laugh at others_______ on a banana skin, or falling down a hole, for it makes them _______ with themselves seeing others _______ _______ than themselves.As an outstanding humourous actor, Chaplin could always _______ in the people deep feelings by using _________ forms of acting in the time of silent films. His charming _________ “the little tramp” is well-known all over the world, a poor and _________ person wearing large trousers, ________ shoes, and carrying a walking _______.A social _______ as he was, he was loved by all the people for his ____________ in overcoming difficulties and being kind to people _______ to him. When playing the famous film The Gold Rush, Chaplin managed to make the sad situation—eating a_______ shoe, entertaining by using __________ humour.Such is Charlie Chaplin who produced, _______ , and wrote the movies that he _______ in. He was given a special Oscar for his lifetime work ____________ of bringing humour to us all.Step Four: Pair work. ( Enjoying 4 mins)Part 1:JOKE 1Wife talking to her husband (who reads newspaper all day): I wish I were a newspaper so I'll be in your hands all day.Husband: I wish that too, so I could change you dailyJOKE 2TOM'S EXCUSETeacher: Tom, why are you late for school every day?Tom: Every time I come to the corner, a sign says, "School-Go Slow".Part 2:Show the students some pictures of nonverbal homour to let them appreciate . (omitted)Step Five: Interview ( Group activity 8mins)The students are divided into groups of 4 . Then in each group students will take their turns to be Charlie and the other 3 act as reporters to interview him/her using the information from the reading.Step Six: Home workFind more information about Chaplin through The Internet or from books and you are expected to present it to your classmates in the next class.必修四 Unit 3 A taste of English Humor说课稿临高二中英语组朱小新Understanding of the lesson本课选自人民教育出版社出版的普通高中课程标准实验教材，高一年级必修四的第三单元Ataste of English humour。
[高中英语]人教新课标英语必修四Unit 3 A taste of English humor教案
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Unit 3 A taste of English humorWarming Up, Pre-reading and ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇mime, farce, verbal, nonverbal, slide, skin, cruel, particular, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, fortunate, snowstorm, chewb.重点词组content with, badly off, pick out, cut off, star in,c. 重点句型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? P17Perh aps it makes us feel more content with our life… P17He became famous for using a particular form of acting, including mime and farce. P17But he was lived by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him. P 18Imagine you are hungry and all there is to eat is a boiled shoe. P18That was the problem facing Charlie Chaplin in one of his most famous films. P182. Ability goals 能力目标Enable the students to talk about some types of English humor and Chinese humor, then learn what humor means and what is nonverbal humor3. learning ability goals 学能目标a. Help the students to learn how to talk about some types of English and Chinese humor, and then find their differences.b. Let the students listen and read the jokes, so that they can realize that humor is to let people to be optimistic about everything around.Teaching important points 教学重点Help the students learn how to understand and enjoy English humor. While as to the reading, learn how to divide the text into several parts according to the meaning of the passageTeaching difficulty points 教学难点a. Help the students know the differences between the English and Chinese humorsb. Decide the divide of the paragraphs of the textTeaching methods 教学方法Using pictures, discussion, reading, scanning and careful readingTeaching aids 教具准备A recorder and a projectorTeaching procedures & ways 教学过程与方式Step I RevisionAsk the students to read the words and expressions that appear in warming up, pre-reading and readingT: Class begin..Ss: Good morning, miss.T: Good morning, everyone. Before our class, please turn to P97 and read the new words together. Read twice for each one, ok?Ss: Ok. (The students read the new words together )Step II Warming upT: Good. Try your best to recite the words as soon as possible. Today, we are going to the new text. At first, I would like to show you a picture. Please look at the picture carefully. (Start the new unit by showing the students a picture)T: Look! What do you think of the picture?Ss: It’s very interesting. A wolf or maybe it is a dog is jumping across the back of a sheep.T: Yes. Actually, it is a wolf. As we know, wolf is the natural enemy of sheep. Will a wolf jump across a sheep without eating it? No. After seei ng the picture, it is so funny that we can’t help laughing about their acting. It makes us laugh and feel nice. So today, we are going to learn something about humor. The title is A taste of English humor. Do you know some English humor? Ss: (Some students may know some English humor and they will put up their hands.)T: Ok, I’ll ask someone to tell some English humors to us.(Ask some students to tell.)T: That’s really funny. T hank you! In fact, we name the English humor you told just now verbal joke. Then, look at some pictures again. Guess who they are.Ss: The first one is Charlie Chaplin.T: Yes, I dare say that everybody know him. How about the second picture?Ss: He is Mr. Bean, one of the most famous and successful British actor.T: Good. You are right. He is now recognized as the most popular British comedy expert. How about the last one? We have just learnt one of his play—A million pound bank-note. Now, do you know who he is?Ss: Mark Twain.T: Yes. He is an American writer and his writing is famous for humor, right?Ss: Yes.T: Now, let’s look at the chart on P17. What does it tell us from the table?We can see that Charlie Chaplin is good at nonverbal humor; Mr. bean is famous for his mime and farce; while Mark Twain was good at tell some funny tales. Then how about Edward Lear? Do you know him?Ss: No, we don’t know.T: Ok, he is a famous British poet. His poems are funny and they were all from daily life. Until now people also read them and enjoy them. If you want to know more about him, you can go and read about him in:/zm/20030313/cs/zt/200303130846.aspor you can read the book 《爱德华·李尔:一个漫游者的一生》which was written by Vivian Noakes.However, we will meet the problem that it seems some English humors sound no funny at all to us because the sense of humor of English and Chinese is different. So, do you know some persons inChinese w ho are good at humor? I’ll show you some pictures again. See, who are they and wh at are they goodat? Nonverbal, mime and farce, funny tales or funny poems?Ss: The first picture is Chen Peisi. The second one is Zhao Benshan, bu t I don’t know the third and the fourth one.T: Do you know what are Chen Peisi and Zhao Benshan good at?Ss: Chen Peisi is famous for his mime and farce. Zhao Benshan is famous for his Xiaopin.T: Good. I think Zhao Benshan is famous for his mime, too. The third one is Hou Baolin, who is afamous cross talk actor. But what a pity, he has died. The last one is Liu Quanhe & Liu Quanli, both of them are good at Ya ju (哑剧). So, can you finish the column of the chart now?The suggested answers:Step III Pre-readingT: According to the column, what do you like to laugh at?Ss: (Ask the students to talk about their opinion)T: Ok, as you all have your own choice and you do love making jokes, right? However, do you know what humor means exactly? Does it mean all the things that make people laugh?Ss: We think so.T: Have you ever thought that there may be some jokes which will hurt the other person? For example: “You, stupid pig! If you keep on making mistakes, I will pick your head and beat it like a basketball.” Do you think I am right to say these words?Ss: No, it is rude.T: That means humor is not always kind. Pay attention to your words when you want to make jokes. Then, what we are going to learn is a kind of humor that makes people laugh without using any words. How can we? Please look at the P17------ reading: Nonverbal humorStep IV ReadingT: This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what’s Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.At first, as I have told you to preview the text, tell me how many passages the material can bedivided and the main idea of each paragraph.Ss: We think the text is made up of four parts. The first part is the first paragraph. The second part is the second paragraph. The third and the fourth part is the third paragraph. And the last paragraph is the fourth part. The first part tells us that not all humor is kind. The second part tells us that some actors can astonish us with the deep feeling they can inspire with us for a character they are playing. The third one tells us something about Ch arlie Chaplin’s acting style. The last one is a short biography about Charlie Chaplin.T: Ok, it sounds reasonable. Are there any different opinions?Ss: We think there are three parts in this text. The first paragraph is the first part. From the second to the fourth paragraph is the second part. And the last one is the last part.T: Can you tell us your main ideas of the text?Ss: The first and the last ones are the same with my classmate before, but I think the second part of the text is about Charlie Cha plin’s humor.T: Good. Both of you sound reasonable. A reading material can have many different understanding! Here is my idea, you can think over whether it is reasonable or not. The text can also be divided into three parts. The first and the second paragraph are the first part. It tells us that there are two kinds of humor. One is bad and the other can inspire people. The second part is the third and the fourth paragraphs. It tells us how Charlie Chaplin made a sad situation entertaining. And the last part is the same with yours. Ok, think over my idea after class.Then, let us have a discussion about the text. Please look at the screen. These are three questions. Read the text again and find the answer to the questions.1.What is behind fun?______________________________________________________________2.Why did people like The Little Tramp?________________________________________________________________3.Do you think Charlie Chaplin’s eating boiled shoes funny? Why?_________________________________________________________________Three minutes later:T: Who would like to answer the first question?Ss: From the first paragraph, we can see that not all humor is kind. Although we also laugh whenwe see someone slide on a ba nana, it’s really dangerous to those one, especially to those old people. So when we think about it we will find it is not funny.T: Yes. That means when we are trying to play a joke, we have to think whether it will bring hurt to the others, right? Fun is to bring happiness but not sadness. How about the second question? Ss: Because it gives people courage to overcome difficulties. / I think that people liked him best is because he was always being kind even when people were unkind to him.T: Good. Any other opinions?Ss: I think that people like him is because he will never tease him.T: Ok, and how about the last question?Ss: I think it is funny, but not very much, because I’m not hungry. / I don’t think it is funny because it reminds me of the people who are in true hunger.T: Maybe. Anyway, I think the happiest feeling needn’t other people to find and to wake. Everyone can do this. We all have our own life, no matter we are poor or rich, and we should live happily.Well, so much on today. Do you have any questions about what we have learned? (Wait for the students’ response.) If there is no questions, then remember yourStepV Homework:Read the text again and find the language points1.Finish the Comprehending and Learning about Language on P19(If there are few minutes left, ask the students to read the text by themselves.)Unit 3 A taste of English humorVocabulary and Useful Expressions一、日常口语突破情感(1)— What do you think of the lecture? 你认为那讲座如何呀？— How wonderful. 好极了.(2)— The party is so fun. 晚会是那么有趣.—I’m pleased you are amused at it. 很高兴你被它逗乐了.二、核心单词例析1. astonish vt使惊讶(= surprise sb. greatly)The earthquake astonished the whole country. 这次地震震惊了全国.辨析：astonishing adj.令人震惊的；astonished adj.感到惊呀的2. particular 非一般的,特别的,特殊的He left for no particular reason. 他无缘无故就走了.To Jane, her diary is a particular friend. 对简来说,日记是她的特殊朋友.搭配：in particular =especially特别是3. entertain vt. & vi. 使欢乐, 招待, 款待We were all entertained by his humorous stories. 他的幽默故事使我们大家都很开心.They often entertained their friends at weekends. 他们常在周末招待朋友.I don’t entertain very often. 我不常在家请客.派生：entertaining adj.使人愉快的,有趣：his entertaining silent movies 他那逗乐的无声电影,an entertaining story/guess一个有趣的故事/客人.4. throughout prep. 遍及, 贯穿adv. 到处, 始终, 全部It rained throughout the night. 雨下了一整夜.I watched the film and cried throughout. 我看那个电影时从头哭到尾.5. failure n.失败(不可数)；失败的经历,失败的人或事(可数)Failure is the mother of success. 失败是成功之母.I became successful after many failures. 在多次失败后,我终于成功了.She was a failure as a manager. 她是一个不称职的经理.6. overcome v. 克服,战胜(defeat)；找到解决……的办法)He has overcome the bad habit of smoking. 他改掉了吸烟的坏习惯.After hours of hard working, they overcame the difficulty. 经过几个小时的努力,他们终于把这难题解决了.搭配：be overcome with /by因……不能自持He was overcome by the heat. 他热得受不了.7. fortunate adj.幸运的,交好运的(=lucky)He is a fortunate man (=a lucky dog). 他是个幸运的人.I was fortunate to have a good teacher. 我很幸运,有位好老师.派生：fortunately adv.幸好(=luckily常置于句首)；unfortunate adj. 不幸的(=unlucky) ；unfortunately adv.不幸的是(=unluckily)；fortune n. 运气,财富,巨款8. mouthful n. 一口, 满口I’m so full I couldn’t eat another mouthful. 我吃得太饱了,一口也不能多吃了.He took a mouthful of fresh air. 他吸一口新鲜空气.注：不要因以ful结尾而误以为是形容词,这类名词还有handful(一把)等.9. direct vt. & vi.导演,指示, 指挥adj.直接的adv. 直接地Chaplin directed the film. 卓别林导演这部电影.He took a direct flight to New York. 他直飞纽约.We flew direct from London to New York. 我们直接从伦敦飞到纽约.10. outstanding adj. 突出的, 杰出的,显著的She is an outstanding actress. 她是一个杰出的演员.He has many outstanding gifts. 他多才多艺.12. sense n.官能,感觉,理性vt. 感觉到,理解She has no sense of time. 她没有时间观念.He has a good sense of smell. 他的嗅觉很灵敏.Your brother has a good sense of humor. 你兄弟很有幽默感.The dog sensed that I was afraid. 这只狗感觉到我害怕了.三、关键短语精讲1.be content(=satisfied) with…/to do…对……感到满意/满足的He was content with his work. 他对自己的工作很满意.The old man seems content to live here. 这个老人似乎很乐意住在这里.注：content是表语形容词,若需作定语,可用contented,如a contented person /smile心满意足的人/微笑.2. badly off 穷的,缺少的,处境差比较级：worse off境况更差,更穷困反义词：well off富裕,处境好(比较级：better off)I am quite badly off recently. 最近我经济上很拮据.His health is worse off than before. 他的身体比以前更糟糕.He is quite well off, I hear. 我听说他相当富裕.He is much better off than I am. 他的日子比我宽裕得多.注：well-to-do life或a better-off life小康生活；well-off family小康之家3. pick out挑选出,认出,弄懂Please pick out the books that you’d like to read. 请把你想看的书选出来.Can you pick out your sister in this crowd? 你能在这人群中认出你姐姐来吗？The box was so dirty that we couldn’t pick out the directions on the label. 盒子太脏,我们看不清标签上的说明.真题：This picture was taken a long time ago. I wonder if you can ________my father. (湖北)A. find outB. pick outC. look outD. speak out解析：表示从人群中“辨认出”,用pick out,故选B.4. cut off切断,割下；隔开,断绝；停止供应Mind you don’t cut your fingers off. 小心别切断手指头.She feels very cut off living in the country. 她感到生活在乡间很闭塞.Our water supply has been cut off. 我们断水了.真题：He was in hospital for six months. He felt as if he was ______from the outside world. (安徽)A. cut outB. cut offC. cut upD. cut through解析：表示与外界“隔绝”,用cut off (from…),故选B.5. star in 主演,在……中担任主角She has starred in some thirty films. 她主演过大约三十部影片.6. knock into撞上,撞见The boy knocked into her. 那个男孩撞到了她身上.I knocked into an old friend of mine in the park. 我昨天在公园里碰见一位老朋友.7. bump into 碰上,偶遇,邂逅(= meet sb. /sth. by chance)I bumped into an old friend of mine in the street yesterday.我昨天在街上遇到一个老朋友.The bus bumped into the car in front.巴士撞上了前面那辆汽车.8. in search of 寻找,寻求They came here in search of new markets for their products. 他们来此为他们的产品寻找新市场.They started off at once in search of (=in their search for) the missing girl. 他们立刻动身寻找那个失踪的女孩.注：若名词search前有物主代词或冠词等限定词时,多用介词for.9. be/get caught in a rain / traffic jam遇上雨/交通阻塞We got caught in the storm. 我们碰上暴雨了.Caught in a rain, he was wet all over. 淋到了一场雨,他全身都湿了.I was caught in the traffic jam. That’s why I was late. 我遇上阻车了,这就是我迟到的原因.10. as if = as though 好像似乎as if 引导状语或表语从句时,从句内容若是事实用陈述语气,若不是事实就用虚拟语气(be一般用were).如：She talked to me in such a way as if we were sisters. 她那样对我说话,就好像我们是姐妹一样.He opened his mouth as if (he was) to speak. 他张开嘴好像要说话.四、重要句型详解1. all(指事物)+定语从句指事物的all后只能由that引导定语从句；all后接定语从句时常常有这样两个意思：the only thing或everything.如：…and all there is to eat is a boiled shoe. 身边所有能吃的东西只是一只煮了的鞋子.He took all there was. 他把所有的都拿去了.All I want is peace and quiet. 我所要的只是安宁.2. I will be better off if…要是……我的境况就更好了.I will be better off if I have enough money because I can buy a computer for my lessons. 我要是有钱,我的境况就更好了,因为我可以买台电脑来做功课.五、课文难句剖析1. 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?剖析：(1)句中find 后的it为形式宾语, 形容词funny是宾补,不定式to see…in the road为真正的宾语；(2)作主语的不定式中有see sb. doing句型,sliding…bumping…falling三个现在分词短语都作someone的补足语；(3)要明白三个词的意思：bump into撞到,碰上；around the corner在拐角处；fall down 掉下,倒下.译文：你看到有人被香蕉皮滑倒,或看到有人在拐角处撞到另外一个人,或看到有人掉进路边一个洞里时,你会觉得滑稽可笑吗?2. However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing.剖析：(that) they can inspire in us是定语从句,修饰the deep feeling,意为“在我们身上鼓动起来的深深情感”；(that) they are playing也是定语从句,修饰acharacter,意为“因为/用他们所演的角色”.inspire…in sb. 鼓动起/激起/唤起某人的……译文：然而,有些演员能用他们所演的角色在我们身上鼓动起来的深深情感震撼我们.3. He played a poor and homeless person, who wore large trousers,worn-out shoes and a small round black hat and carried a walking stick.剖析：这是个长句,who引导一个较长的非限制性定语从句；a small round black hat中的hat前有“大小+形状+颜色”三个形容词作定语,在英语中多个形容词修饰名词时的顺序是：描绘+大小(长短,高低)+形状+年龄(新旧)+颜色+国籍或产地+物质材料+用途+名词.译文：他扮演的是一位穷苦的无家可归的人,穿着大裤子,破鞋子,头顶着黑色的小圆帽,手里拿着一根手杖.六、语法知识归纳1. 动词-ing形式作表语(1)动名词作表语,说明主语的内容,指一般性、经常性的动作.如：His job is teaching English. 他的工作是教英语.(可以说成Teaching English is his job.)(2)现在分词作表语,相当于形容词,说明主语的性质；可有比较形式,亦可被very等副词所修饰.如：He was very amusing. 他很有趣.Skiing is more exciting than skating. 滑雪比溜冰更刺激.2. 动词-ing形式作定语(1)动名词作定语表示所修饰名词的功能；被修饰的名词与动名词没有逻辑上的主谓关系；可用“名词+for+动名词”来表达；动名词通常只能位于所修饰的名词前.如：a swimming pool (=a pool for swimming) 游泳池a walking stick (=a stick for walking) 手杖(2)现在分词作定语表示性质、特征、状态或动作；被修饰的名词与现在分词在逻辑上有主谓关系；可换成定语从句来表达；单个的现在分词作定语,常置于被修饰的名词的前面；现在分词短语作定语,须置于被修饰名词的后面.如：Nobody can stop the running horse (=the horse that is running). 没有人能阻止那匹奔马.(horse与running在逻辑上有主谓关系)I know the man standing there (=who is standing there.). 我认识站在那儿的那个人.(the man与standing there在逻辑上有主谓关系)3. 动词-ing形式用作宾语补足语.(1)动词-ing形式用作宾语补足语,宾语与补足语有主动关系,表示“动作正在发生（即处于发生的过程中）”.如：She caught them stealing her apples. 她撞见他们偷她的苹果.(them与stealing 有主动关系；在“撞见”时,正在偷)(2)试比较以下句子：I saw the boy climb the wall. 我看见小孩爬墙.(强调爬墙这件事)I saw the boy climbing the wall. 我看见小孩正在爬墙.(强调爬墙的情景)七、背景知识介绍查理-卓别林是著名的喜剧大师,他丰富的肢体语言使他在整个默片时代成为备受瞩目的风云人物,也是默片时代的巨星.他所创造出来的流浪汉夏洛特的形象是家喻户晓,他擅长塑造小人物,通过他们的遭遇来讽刺生活的现实.他的喜剧不但引人发笑,而且引人深思,有深刻的内涵.1889年4月16日,卓别林诞生在英国伦敦的一个贫民区.他的父母都是喜剧演员,经常在伦敦的游艺场里演出.后来父母离异,生活十分贫苦.由于过度劳累,母亲染上了喉炎,卓别林五岁那年,母亲在一次演唱时,由于嗓音过于微弱,被观众哄下了舞台.管事灵机一动,让卓别林代替母亲演出,卓别林故意用沙哑的嗓子学妈妈唱歌,没想到观众却大为欣赏,报以热烈的掌声.此后,卓别林就开始了他用肢体演出的生涯.1977年12月25日,喜剧大师卓别林在瑞士科西耶逝世.Unit 3 A taste of English humorListening, Speaking and WritingListeningTeaching 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 wholeclass.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 letstudents 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 stud ents 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.WritingTeaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.Key points: Teach 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 describehow 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 thing and 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.Unit 3 A taste of English humorGrammar and Useful StructuresAimsTo 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.ProceduresI. Warming upWarming up by discovering useful words and expressionsDo exercises No. 1, 2, 3, 4 and 5. Check your answers against your classmates’.II. Learning about The –ing form as the AttributiveWhat is attributive? It is something placed before the nouns to be modif ied: “red” is an attributive adjective in “a red apple”. “walking” is also an attributive adjective in “a walking stick”.The –ing form as the AttributiveThe –ing form作定语时表示该动作正在进行.单个The –ing form作定语通常放在被修饰词的前面. The –ing form短语作定语则放在被修饰词之后.如:The rising sun looks very beautiful. 冉冉升起的太阳看上去很美.若被修饰词与The –ing form是被动关系时,须用The –ing form的被动式(being done)作定语.如:The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎.注意The –ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途.如: Let sleeping dogs lie. 别招惹麻烦.(The –ing form相当于定语从句which are sleeping)I think some sleeping pills may help you. 我想安眠药可以助你入睡.(The –ing form表示用途,相当于pills for sleeping)III. Ready used materials for The –ing form as the Predicative, Attributive & ObjectWhich verbs can be followed by the -ing form?One of the most important simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has closed his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are concerned.When contrasting the -ing form with the infinitive, the basic point to remember is that-ing can always mean, among other things, a verb-noun, an 'action-thing'.The fact that -ing can always mean a 'thing' gives us the following practical principle: If you can say I (etc.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating). Avoid it. Avoid stepping on the grass if you can.Do you mind it? Do you mind shutting the window?He couldn't risk it. He couldn't risk hurting the children.This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.They have added mistreating prisoners to the list of charges.I can't really afford living like this.The council no longer allows smoking in public buildings.aim - (It is hard to think of a sensible example of -ing being used with this verb. Can you?)The club arranges dancing for the pensioners.The chairman claimed breaking the strike as a great triumph.I don't count making money as a virtue.The investigators discovered cheating on a huge scale.We must encourage planting earlier in the season.I thank travelling for teaching me much about the human condition.The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.She insisted on helping me.Bill's putting off writing till tomorrow. (Or: ...putting writing off...)The managing director picked out idling on the job as the main cause of the declining profits.turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.) (Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and out.)There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because deemphasized pronouns are never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one does not say *Carry on it.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.。
人教新课标英语必修4全册上课学习上课学习教案(Unit 3 A taste of English h
人教新课标英语必修4全册教案(Unit 3A taste of English humour)Unit3AtasteofEnglishhumourTeachinggoals1.Targetlanguageverbal,nonverbal,mime, farce,pancakes,mountainous,whisperb.Ithinkhowshortl ifeisandhowlongtheuniversehaslasted.P222.AbilitygoalsEnablethestudentstotalkaboutsomety pesofEnglishhumourandchinesehumour.3.Learningabilit ygoalsa.Helpthestudentslearnhowtotalkaboutsometypes ofEnglishandchinesehumour,andthenfindtheirdifferenc es.b.Letthestudentslisten,read,andthenimitatethejok es,sothattheycanrealizethathumouristoletpeopletobeo ptimisticabouteverythingaround.Teachingimportantpoi ntsHelpthestudentslearnhowtounderstandandenjoyEngli shhumors.TeachingdifficultpointsHelpthestudentsknow thedifferencesbetweenEnglishandchineseinhumours.Tea chingmethodsUsingpictures,discussion,readingandimit ation.TeachingaidsArecorderandaprojector.Partone:Te achingDesignreadingAimsTohelpstudentsdeveloptheirre adingability.TohelpstudentslearnaboutEnglishhumour. ProceduresI.warmingupwarmingupbydefining“Humour”whatis“Humour”?Doesanyoneofyouknowanythingabouthumour?L ookatthesreenandreadthedefinitionofHumourfromtheInt ernet.whosejob...?Thisisthestoryaboutfourpeoplename dEverybody,Somebody,AnybodyandNobody.Therewasanimportantjobtobedone,andEverybodywassurethatSomebodywoulddoit.Anybodycouldhavedoneit,butNobodydidit.SomebodygotangryaboutthatbecauseitwasEverybody´sjob.EverybodythoughtAnybodycoulddoit,butNobodyrealisedthatEverybodywouldn´tdoit.ItendedupthatEverybodyblamedSomebodywhenNobodydidwhatAnybodycouldhavedoneII.Pre-reading Tellingthetruth—whydoyouliketolaughat?Iliketolaughatcartoons,forthe y’relovelyandfun.Iliketolaughatfairytales.Theyareamus ingandinteresting.manyyearsagotherelivedanEmperorwhowassoexceedinglyfondoffinenewclothesthathespentvas tsumsofmoneyondress.Tohimclothesmeantmorethananythi ngelseintheworld.Hetooknointerestinhisarmy,nordidhe caretogotothetheatre,ortodriveaboutinhisstatecoach, unlessitwastodisplayhisnewclothes.Hehaddifferentrob esforeverysinglehouroftheday.III.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadalo udtotherecordingofthetextNoNVERBALHUmoUR.Payattenti ontothepronunciationofeachwordandthepausesbetweenth ethoughtgroups.Iwillplaythetapetwiceandyoushallread aloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlineal ltheusefulexpressionsorcollocationsinthepassage.cop ythemtoyournotebookafterclassashomework.3.ReadingtoidentifythetopicsentenceofeachparagrapSkim thetextandidentifythetopicsentenceofeachparagraph.y oumayfinditeitheratthebeginning,themiddleortheendof theparagraph.4.ReadingandtransferringinformationReadthetextagainto completethetable.NoNVERBALHUmoURwhatisnonverbalhumo ur?whoischarliechaplin?Howdoeshemakeasadsituationen tertaining?whatisthestoryofTheGoldRush?Factsaboutos carAbrieflifehistoryofcharliechaplin5.ReadingandunderstandingdifficultsentencesAsyouhaver eadthetexttimes,youcansurelytellwhichsentencesaredi fficulttounderstand.Nowputyourquestionsconcerningth edifficultpointstometheteacher.IV.closingdownclosin gdownbydoingexercisesToendthelessonyouaretodothecom prehendingexercisesNo.1and2onpages18and19.closingdo wnbywatchingasilentmoviebycharliechaplinDoyoulikewa tchingmovies?Doyoulikehumourousmovies?Nowlet’swatchasilenthumourousmoviebycharliechaplin.It’scharliechaplin'sfirstfilm:makingaLivingclosingdown byreadingaboutcharliechaplinToendtheperiodweshallre adanarticleaboutcharliechaplin.Nowlookatthescreenan dreaditaloudwithme.ThesecondperiodLearningaboutLang uageAimsTohelpstudentslearnaboutThe–ingformasthePredicative,Attributive&object)Tohe lpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeus efulstructures.ProceduresI.warmingupwarmingupbydisc overingusefulwordsandexpressionsTurntopage19anddoex ercisesNo.1,2,3,4and5.checkyouranswersagainstyourcl assmates’.II.LearningaboutThe–ingformastheAttributivewhatisattributive?Itissometh ingplacedbeforethenounstobemodified:“red”isanattributiveadjectivein“aredapple”.“walking”isalsoanattributiveadjectivein“awalkingstick”.III.ReadyusedmaterialsforThe–ingformasthePredicative,Attributive&objectwhich verbscanbefollowedbythe-ingform?IV.closingdownclosi ngdownbydiscoveringToendtheperiodyouaregoingtoskimt hetextandtheprevioustextstofindoutalltheexamplescon taining–ingformsusedasthepredicative,attributiveandobject.c losingdownbyexercisesInthelastfewminutesyouaretodoe xercises1,2,3and4onpage21.checkyouranswersagainstth oseofyourgroupmates’ThethirdperiodUsingLanguageAimsTohelpstudentsreadth eparagraphofjokesaboutSherlockHolmesandDoctorwatson Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.warmingupwarmingupbyr eadingschooljokesTherearelotsofjokesinEnglishabouts choollife.Readthesetwotoseewhetheryouwilllaughornot .whymustwelearnthis?为什么要学这个呀？onedayourprofessorwasdiscussingaparticularlycomplic atedconcept.Apre-medstudentrudelyinterruptedtoask," whydowehavetolearnthispointlessinformation""Tosavelives."theprofessorrespondedquicklyandcontin uedthelecture.Afewminuteslater,thesamestudentspokeupagain."Sohowd oesphysicssavelives?"hepersisted."Itkeepstheignoramuseslikeyououtofmedicalschool,"re pliedtheprofessor.II.Guidedreading1．ReadingandtranslatingReadtheparagraphonpage22andtra nslateitintochinesesentencebysentence.2.ReadingandunderliningNextyouaretoreadtheparagphandu nderlinealltheusefulexpressionsorcollocationsinit.copythemtoyournotebookafterclassashomework.collocati onsfromtheparagraphonpage22Gocamp,inamountainousare a,lieintheopenair,underthestars,lookupatthestars,th inkof…,tryathirdtime,inone’sbeds3.DoingtheexerciseNowyouaregoingtodotheexerciseNo.1on page22.III.GuidedSpeakingThinkoffunnystoriesinEngli shandtelllthemtoyourgroupmates.IV.Guidedwriting—LearntowritejokesTherearetwomainpartstothestructure ofajoke.Thefirstpreparesyouforthelaughbytellingasto rywhichcreatesasenseofexpectation.Thesecondpartofth ejoke,thepunchline,provokeslaughterbytellinganunexp ectedanddifferentstory,yetonewhichisstillcompatible withthefirst,asinthisexample:"mywifejustranoffwithm ybestfriend.Boy,doImisshim."and"Ihadamudpackfaciald one,andforthreedaysmyfacelookedmuchbetter.Thenthemu dfelloff."Noticetheassumptionthatismadeinboththesee xamples.Inthefirst,youassumethepersontellingthestor yisangrywithhiswife,sothepunchlinesurprisesyoubecau sehe'sfeelingsomethingdifferentandunexpected.Again, inthesecondexample,you'dmostlikelyassumethemudhadbe enremoved,leavingthefacelookingbetter,sothepunchlinetakesyoubysurprise.So,towritejokesyouneedtopractic ereadingstatementsandwritingdowntheasumptionsyoumak eaboutthem.youmustbeabletointerpretthestatementinat leasttwodifferentwaysinordertoprovidethesecond,diff erentstoryi.e.thepunchline.Andwhattowriteabout?Anyt hingthatinterestsyou.Anythingyouhavestrongopinionsa bout.Nowwritedownyourownjokes,inEnglish.IV.closingd ownbyactingToendthisperiod,wearegoingtoactthefilmby charliechaplinTheGreatDictator.PartTwTeachingResour ces1．AtextstructureanalysisofNoNVERBALHUmoURI.Type ofwritingandsummaryoftheideaTypeofwritingThisisapie ceofdescribtivewriting.mainideaofthepassagecharliec haplinastonishesuswiththedeepfeelingshecaninspirein usforacharacterheisplaying.Topicsentenceof1stparagr aphSomehumourcanbecruel.Topicsentenceof2ndparagraph charliechaplinissuchanactorastoastonishuswiththedee pfeelings.Topicsentenceof3rdparagraphHowdidcharliec haplinmakeasadsituationentertaining?Topicsentenceof 4thparagraphThefilmofTheGoldRushissetincalifornia.T opicsentenceof5thparagraphcharliechaplinproduced,di rected,andwrotethemovieshestarredin.II.Atreediagram ofthetextcharliechaplin—TheGoldRushcharliechaplinmakingasadsituationenterta ining?ThefilmofTheGoldRushsetincaliforniawheregoldwasdiscoveredHumoursbeingcruelcharliechapl inastonishinguswiththedeepfeelingscharliechaplinpro ducing,directing,andwritingthemovieshestarredinIII. AretoldpassageofthetextGiveApossibleversion:Thefour thperiodListeningStep1ListeningonP23Listentothetapeandanswe rthefollowingquestions1.whichisbesttitleforthisstor y?2.whywasmarySmithfrustrated?3.whatturnedthejamint owine?4.Didyoufindthisstoryfunny?why?5.whatdoyouthi nkofjohn’sbehavior?Step2ListeningtextHandoutthelisteningmate rialandlistentothetape,thencompletethepassageStep3L isteningonP551.Listentothetapeandtickthewordsyouhea r.2.Listentothetapeagainandanswerthefollowingquesti ons.1).wheredidPetergetthepotatoes?2).whydidn’tPeterwanttogetupwhenthethiefwasinhishouse?3.whycouldn’tthethieftakeawaythepotatoes?4.HowdidPeterstopthema nstealingthepotatoes？Step4ListeningtextListentothetapeandcompletethelist eningtextThenasksomestudentstoreadthepassagewiththe rightanswers,andtellthemainideaStep5Listeningtaskon P581.Listentothetapeandchoosethebestpicturethatbest describeswhathappened.2.choosethebestanswertoeachqu estion3.Listentothetapeagainandanswerthequestion.Ho wdoyouthinktheteacherfeltwhenhewasofferedthedog?Ste p6DiscussionDiscusshowyouwouldsolvetheseproblemsand helptheteacher.Step7HomeworkPleasecollectasmanyfunn ystoriesasyoucan.Theywillbeusefulinthenextperiod.An dtrytofindsomeinterestingwordsinthesestories.ThefifthperiodSpeakingandwritingStep1warmingupLooka tthefollowingpicturesabouthumourThenask:Howmanykind sofhumourdoyouknow?Step2EnjoyacomedyListentothetape andfinishthefollowingformBornDiedjobActingtypemaste rpiecesStep3otherexamplesofEnglishhomour1.mimeandfa rce学习永无止境mr.Bean2.funnystoriesmarkTwain:Lifeonthemississippi AdventuresofHuckleberryFinnAdventuresofTomSawyerExamplesofchinesehumourfunnypl aysStep41.Readsomeofthesecustomerandwaiterjokesandm atchthejokewiththeexplanationonP22.2.ShowmorejokesS tep5HomeworkPreviewtheReadingmaterialandfinishtheco mprehendingahead.专业的学习。
人教新课标英语必修4全册教案(Unit;3;A;taste;of;English;humour)
人教新课标英语必修4全册教案(Unit;3;A;taste;of;English;humour) unit 3 a taste of english humour teaching goals 1. target language verbal, nonverbal, mime, farce, pancakes, mountainous, whisperb. i think how short life is and how long the universe has lasted. p222. ability goals enable the students to talk about some types of english humour and chinese humour.3. learning ability goals a. help the students learn how to talk about some types of english and chinese humour, and then find their differences.b. let the students listen, read, and then imitate the jokes, so that they can realize that humour is to let people to be optimistic about everything around.teaching important points help the students learn how to understand and enjoy english humors.teaching difficult points help the students know the differences between english and chinese in humours.teaching methodsusing pictures, discussion, reading and imitation.teaching aids a recorder and a projector.part one: teaching designreading(nonverbal humour)aimsto help students develop their reading ability.to help students learn about english humour.proceduresi. warming upwarming 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.whose job ...? this is the story about four people named everybody,somebody, anybody and nobody.there was an important job to be done,and everybody was sure that somebody would do it. anybody could have done it, but nobody did it. somebody got angry about thatbecause it was everybodyacute;s job.everybody thought anybody could do it,but nobody realised that everybody wouldnacute;t do it.it ended up that everybody blamed somebodywhen nobody did what anybody could have doneii.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 andinteresting.many years ago there lived an emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. to him clothes meant more than anything else in the world. he took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. he had different robes for every single hour of the day.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 information read the text again to complete the table.nonverbal humourwhat isnonverbal humour?who is charlie chaplin?how does he make a sad situation entertaining?what is the story of the gold rush?facts about oscara brief life history of charlie chaplin5. 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. 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 by charlie 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 livingclosing 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 learnto use some useful words and expressions. to help students discover and learn to use some useful structures. proceduresi. warming upwarming up by discovering useful words and expressionsturn to page 19 and do exercises no. 1, 2 , 3, 4 and 5. check your answers against your classmat es’. ii. learning about the –ing form as the attributive what is attributive? it is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.iii. ready used materials for the –ing form as the predicative, attributive objectwhich verbs can be followed by the -ing form?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 l anguage (jokes about sherlock holmes and doctor watson)aimsto help students read the paragraph of jokes about sherlockholmes and doctor watsonto help students to use the language by reading, listening, speaking and writing.proceduresi. 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.why must we learn this? 为什么要学这个呀？one day our professor was discussing a particularly complicated concept. a pre-med student rudely interrupted to ask, "why do we have to learn this pointless information""to save lives." the professor responded quickly and continued the lecture.a few minutes later, the same student spoke up again. "so how does physics save lives?" he persisted."it keeps the ignoramuses like you out of medical school," replied the professor.ii. 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 theparagph and underline all the useful expressions or collocations in it. copy them to your notebook after class as homework.collocations from the paragraph on page 22go camp, in a mountainous area, lie in the open air, under the stars, look up at t he stars, think of…, try a third time, in one’s beds3. doing the exercisenow you are going to do the exercise no. 1 on page 22. iii.guided speakingthink of funny stories in english and telll them to your group mates.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 feelingsomething 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. iv. closing down by actingto end this period, we are going to act the film by charlie chaplin the great dictator. part tw teaching resources 1.a text structure analysis of nonverbal humouri. type of writing and summary of the ideatype of writingthis is a piece of describtive writing.main idea of the passagecharlie chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.topic sentence of 1st paragraphsome humour can be cruel.topic sentence of 2nd paragraphcharlie chaplin is such an actor as to astonish us with the deep feelings.topicsentence of 3rd paragraphhow did charlie chaplin make a sad situation entertaining?topic sentence of4th paragraphthe film of the gold rush is set in california.topic sentence of 5th paragraphcharlie chaplin produced, directed, and wrote the movies he starred in.ii. a tree diagram of the text charlie chaplin — the gold rush charlie chaplin making a sad situation entertaining?(para 3)the film of the gold rush set in california where gold was discovered(para 4)humours being cruel(para 1)charlie chaplin astonishing us with the deep feelings(para 2)charlie chaplin producing, directing, and writing the movies he starred in(para 5) iii. a retold passage of the textgive a possible version:the fourth period listeningstep 1 listening onp23 listen 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 y ou think of john’s behavior?step 2 listening text hand out the listening material and listen to the tape ,then complete the passage step 3 listening on p551. listen to the tape and tick the words you hear.2. listen to thetape 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 text listen to the tape and complete the listening textthen ask some students to read the passage with the right answers , and tell the main idea step 5 listening task on p58 1.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 comedylisten to the tape and finish the followingformborn diedjob acting type masterpieces step 3other examples of english homour1. mime and farce mr. bean2. funny storiesmark twain : life on the mississippi adventures of huckleberry finn adventures of tom sawyerexamples of chinese humour funny playsstep 4 1. 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.。
人教版高中英语必修4《Unit3AtasteofEnglishhumour》教案
人教版高中英语必修4《Unit3AtasteofEnglishhumour》教案人教版高中英语必修4《Unit 3 A taste of English humour》教案【一】教学准备教学目标Teaching Objectives1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.教学重难点Teaching difficult points1. How to guide students to search for and sort out related information according to the assigned task through the Internet.2. How to cu ltivate stud ents’ learning ability through teamwork based on network.Teaching important points1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.2. Help students to analyze the reasons for Charlie Chap lin’s success by interpreting the key sentences and get them inspired.教学过程Step 1Lead-in(3 mins)1.Students’ Activities：2.The Purpose of ActivitiesStudents are to appreciate a video clip performed by Mr. Bean.Students will be guided to acquire the form of nonverbal humour in a vivid way,thus eage r to learn about the main character of the text with interest.Step 2Network-based Interactive Learning(25 mins)1.Students’ Activities(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online(2)A representative of each group is to share the information with the others.2.the Purpose of ActivitiesStudents will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.Step3 Text-based Reading(17 mins)Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks。
人教英语必修四Unit3AtasteofEnglishhumour教案15
高中英语必修4Unit 3 A taste of English humour词汇和短语教案单元学习目标导航类别新课标要求掌握的项目话题1.different types of humour2.a taste of English humour语言知识目标重点词汇slide skin cruel content astonish particular entertain entertaining throughout homeless worn-out failure overcome difficulty boil fortunate snowstorm bottom chew mouthful direct star(v.) outstanding Switzerland fortune swing pancake mountains whisper vast sense词组be content with badly off pick out cut off star in knock into句型1 ….fin d it funny to see some one sliding on a banana skin.2. While telling the story, use the expression on your face.3.It happened that the flower was a new species.4.First he picked out the laces and eats them as if they were spaghetti.5. They are so hungry that they have to boil a pair of leather shoes in a pan andeat it.语法动词的–ing 形式作表语、定语和宾语补足语的用法(The –ing form as the predicative, attribute & object complement)Their 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?功能情感(Emotions)I enjoy this very much because ﹍﹍I laugh at that kind of thing because ﹍﹍This is fun because ﹍﹍How wonderful/surprising!It surprises me that ﹍﹍I’m pleased we were both amused at ﹍﹍I felt happy because ﹍﹍It’s amusing that ﹍﹍情感文化目标1.由于中外文化的差异，不同地域和不同国家对幽默的理解、表现幽默的形式不同，但其实质一样：把缺陷和完美、荒唐和合理、愚笨和机敏等两极对立的属性不动声色地积为一体，在这种对立统一中，见其深刻的意义或自嘲的风貌。
人教新课标必修四 Unit 3 A taste of English humor Warming up and reading教学设计
人教新课标必修四Unit 3 A taste of English humor Warming up and readingTeaching goals 教学目标Target language 目标语言a. 重点词汇mime, verbal, nonverbal, particular, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, fortunate, snowstorm, chew…b. 重点词组:content with, badly off, pick out, cut off, star in,c. 重点句型….Up to now nobody has been able to do this better than Charlie Chaplin.（P18）He made people laugh at a time when they felt depressed, so they could feel more content with their lives.（P18）You may find it astonishing that Charlie was taught to sing as soon as he …（P 18）Unfortunately his father died, leaving his family even worse off. (P18)Charlie first picks out the laces and eats them as if they were spaghetti. (P18) Teaching important points 教学重点a. Guide students to apply different reading skills to dealing with different r ea ding tasks;b. Encourage students to get involved in the class activities.Teaching difficult points 教学难点a. Help the students know the differences between the English and Chinese humors;b. Guide students to gain specific information while finishing reading tasks. Teaching methods 教学方法Interactive teaching; Enjoying videos and punchlines; Reading; Acting; Co-operative learning.Teaching aids 教具准备blackboard and the multimedia;Teaching procedures & ways 教学过程与方式Step1 Lead-inShow a mime of Mr. Bean.What Mr. Bean shows to us is humour.Step2 Warming up1. How many forms of humor do you know?2. Enjoy punchlines in English and try to appreciate English humour.Step3 Pre-readingShow a picture of Charlie Chaplin. Do you know who he is?Step4 While-readingI. Skimming1. Read the passage and match the main idea with each paragraph.A. An example of a sad situation that he made funny.B. What Charlie Chaplin’s chi ldhood was like.C. His achievements.D. Why people needed Chaplin.E. What his most famous character was like.2. Try to sum up the main idea of the passage.It is about the life and work of Charlie Chaplin and the kind of humour we can all laugh at – nonverbal humour.II. Scanning1. Why did people need Chaplin?Because in Britain and America people were living at a time when they felt depressed about the bad economic situation.2.What was Charlie Chaplin’s childhood like?4. Why was the little tramp loved by many people around the world?Becaus e he has the optimism and determination to overcome all difficulties although he was a social failure.plete the information about The Gold Rush.●Time :●Place :●Job in the film :●What troubles did they meet in California?They ____________ on the edge of a mountain in a ________ in a small wooden house.Put the sentences in order (Listen to para.4)①Cut off the leather top of the shoe.②Pick out the laces and eat them③Try cutting and eating the bottom of the shoe.④Treat it as if it were the finest meat.⑤Sit down at the table with plate and drink ing up.The acting is so __________ that it makes you believe that _________________________________.6.About his achievements and later life.①He _______, _______ and __________ the films he starred in.②In 1972 he was given ____________ for his __________ wor k in films.③He lived in _________ and ________ but spent the last years in __________.III. SummaryCostumeType of actingDiedIn pairs discuss: Do you think his poor childhood helped him in his work? Why? Reflection:。
高中英语人教版必修4教案-unit_3_A_taste_of_English_humour(01)
一师一优课教学设计Unit3 A taste of English humor –GrammarThe –ing form as the predicative, Attribute and Object ComplementBy Kong Jun Learning aims: To learn about the –ing form as the Predicative, Attribute & Object Complement Important points: To learn about the –ing form as the Object ComplementDifficult points: To master the usages of V-ing with different functionsLearning Procedures:Step 1.RevisionAnswer the following questions with sentences in the passage.1. When was Charlie taught to sing?2. How did Charlie spent his childhood?3. When did Charlie grow more and more popular?4. How is the little tramp’s acting in The Gold Rush?设计目的：学生已经读了本单元的课文，几个问题检测学生对于课文的理解同时又引出本节课的教学内容。
Step 2. The –ing form as the predicativeTask1 Read the sentences and pay attention to the –ing form.My job is looking after the children.Susan’s hobbies are reading and cooking.Martin’s duty is cleaning the cars.【conclusion】doing在句中做________成份，其位置和主语位置(不可以/可以)互换。
人教版高中英语必修四《 Unit 3 A taste of English humour Using language教案
必修四Unit 3 A taste of English humour Using language教案Listening and speakingStep 1. Warm upAsk one of the Ss to tell the class a joke.Step 2. Pre-listeningThis is a story that English speaking people find funny. It is the kind of story that might happen to anybody who has a farm and chickens. At first let Ss read the questions to make sure that they know what they should do in this listening.Step 3 ListeningTask 1: Ss listen to the tape twice and finish Ex 1 and 2 on page 23.Step 4. SpeakingTask 2: Ss in pairs think of a funny story. It can be an English story or a Chinese story. Follow the following procedure:Prepare a joke and tell your partner in English.While telling your story, use the expression on your face and some acting to help make the story as funny as you can.After telling your story to your partner, let him/her give you some advice. Then let your partner tell his/her story.Finally tell your story to the class.Step 5. Listening (on page 55)This is a funny story for the students to enjoy. Ss should listen carefully and first try to understand the meaning.Task 3: Ss listen to the tape twice and finish Wb Ex 1 and 2 on page 55.Task 4: TalkingHumour make people laugh, feel happy and relaxed. Sometimes one person may find something funny while another person doesn’t find it amusing at all. So in pairs discuss with your partner what makes you laugh. Try to use the following expressions:I enjoy this very much because….It surprises me that …I laugh at that kind of thing because…This is fun because…I’m pleased we were both amused at…It is very amusing that…How wonderful /surprising!。
高中英语新课标必修4-Unit-3-A-taste-of-English-humour教案
Unit 3 A taste of English humorⅢ. 教材分析与教材重组1．教材分析本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。
WARMING UP中提出了三个问题：How many kinds of humour do you knowDo you know these kinds of humour Do you have other kinds of humour in China这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。
PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at What does humour mean Is humour always kind这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。
READING以美国着名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。
第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为着名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。
前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。
卓别林将滑稽的相貌、夸张的穿戴和离奇的想象完美地结合起来，出于现实而又超脱现实。
新人教版高一英语必修四Unit3ATasteofEnglishHumor教案(2021年整理)
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新人教版高一英语必修四Unit 3 A Taste ofEnglish Humor教案Unit 3 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 thi s 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T heir job is “panning for gold”。
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人教新标英语必修4全册教案(Unit 3 A taste f English huur)Unit3AtastefEnglishhuurTeahinggals1Targetlanguageverbal,nnverbal,ie,fare,p anaes,untainus,hisperbIthinhshrtlifeisandhlngtheuni versehaslastedP222AbilitgalsEnablethestudentsttalabutsetpesfEngli shhuurandhinesehuur3LearningabilitgalsaHelpthestude ntslearnhttalabutsetpesfEnglishandhinesehuur,andthe nfindtheirdifferenesbLetthestudentslisten,read,andt heniitatethees,sthattheanrealizethathuuristletpeple tbeptiistiabuteverthingarundTeahingiprtantpintsHelp thestudentslearnhtunderstandandenEnglishhursTeahing diffiultpintsHelpthestudentsnthedifferenesbeteenEng lishandhineseinhuursTeahingethdsUsingpitures,disuss in,readingandiitatinTeahingaidsArerderandapretrPart ne:TeahingDesignreadingAisThelpstudentsdevelptheirr eadingabilitThelpstudentslearnabutEnglishhuurPredur esIaringuparingupbdefining“Huur”hatis “Huur”?Desannefunanthingabuthuur?Latthesreenandre 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