A taste of English humor教案
Unit 3 A taste of English humour 教案
Unit 3 A taste of English humourThe First Period Words and ExpressionsTeaching goals1. Target languagea. 重点词汇content, entertain, overcome, content with, convince, direct, entertaining, slide, whisper, react, react, , difficulty, fortunate, snowstorm, pick out, cut off, chew, star in, outstanding,2. Ability goalsEnable the students to learn new words and expressions3. Learning ability goalsHelp the students learn how to use these wordsTeaching important points and difficult pointsHelp the students to grasp the new words and expressions教学过程：1.content adj.满足的; 满意的(satisfied; happy)vt.使满足(make sb. feel happy or satisfied) n.满足;内容；含量Content with what I had done, my mother gave me a hug.The fact that John is always polite contents his parents. JohnShe hasn’t read the book and so i s unaware of its contents.2.entertain vt.使欢乐(amuse sb.) vt. & vi.款待；宴客The party held in our school entertained every foreign teacher.She entertained us with stories of her travels.They entertained us to lunch in their new house.I don’t entertain very often. 我不常在家请客。
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。
atasteofenglishhumor教案
A Taste of English Humor 教案第一章：引言1.1 目标：让学员对英式幽默有一个初步的了解，并激发他们对本课程的兴趣。
1.2 教学内容：定义英式幽默介绍本课程的目标和内容1.3 教学方法：讲座式教学互动讨论1.4 教学步骤：1.4.1 导入：向学员问好，并简要介绍英式幽默的定义。
1.4.2 主体：讲解英式幽默的特点，并通过实例进行展示。
1.4.3 互动：邀请学员分享他们对英式幽默的理解和经历。
1.4.4 总结：强调本课程的目标和内容，并激发学员对后续课程的期待。
第二章：英国幽默大师2.1 目标：让学员了解英国幽默大师及其代表作品。
2.2 教学内容：英国幽默大师的代表作品英国幽默大师的风格和特点2.3 教学方法：讲座式教学互动讨论2.4.1 导入：回顾上一章的内容，并引入本章的主题。
2.4.2 主体：讲解英国幽默大师的代表作品，如莎士比亚、简·奥斯汀等，并分析他们的风格和特点。
2.4.3 互动：邀请学员分享他们对英国幽默大师的了解和喜爱。
2.4.4 总结：强调英国幽默大师对英式幽默的影响，并预告下一章的内容。
第三章：英式幽默电影3.1 目标：让学员了解英式幽默电影及其特点。
3.2 教学内容：英式幽默电影的代表作品英式幽默电影的特点和风格3.3 教学方法：讲座式教学观看短片3.4 教学步骤：3.4.1 导入：回顾上一章的内容，并引入本章的主题。
3.4.2 主体：讲解英式幽默电影的代表作品，如《四个婚礼和一个葬礼》、《憨豆特工》等，并分析他们的特点和风格。
3.4.3 互动：邀请学员分享他们对英式幽默电影的喜爱和推荐。
3.4.4 总结：强调英式幽默电影对英式幽默的影响，并预告下一章的内容。
第四章：英式幽默电视节目4.1 目标：让学员了解英式幽默电视节目及其特点。
英式幽默电视节目的代表作品英式幽默电视节目的特点和风格4.3 教学方法：讲座式教学观看短片4.4 教学步骤：4.4.1 导入：回顾上一章的内容，并引入本章的主题。
英语必修四人教版 Unit3 A taste of English humour教案
The Fifth Period WritingTeaching goals 教学目标1. Target language 目标语言2. Ability goals能力目标Enable the students to write some types of English humour and Chinese humour.3. Learning ability goals 学能目标Let the students read, and imitate the jokes, so that they can realize that humour 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 write English humors.Teaching difficult points 教学难点Help the students know the differences between English and Chinese in humours. Teaching methods教学方法Using pictures, discussion, and imitation.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways教学过程与方式Step I Lead-in如何写幽默故事Think of a funny English or Chinese story and tell it to your partner.写作时应注意以下几点：1. 确定文体：幽默故事大多属于记叙文。
2. 主体时态：文章以一般过去时或一般现在时为主。
Unit 3 A Taste of English Humor教案08
Unit 3 A Taste of English HumorReading A Master Of Nonverbal HumourTeaching aims: Enable students to learn what humor means and what is nonverbal humor.Key points: Help students divide the text into several parts according to the meaning. Difficult points: Divide the paragraphs and give the main ideas.Teaching aids: multi-mediaTeaching procedure:Step 1. Leading-inPurpose: To arouse Ss’ interest in learning about nonverbal humour.Show some very short parts of some silent films andsome jokes, and ask Ss to give their opinions by using the useful expressions learnt in the last period.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 2. Fast readingThe 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. Divide the text into several parts：Part One: the first and the second paragraphPart Two: the third and the fourth paragraphPart Three: the last paragraphStep 3. Intensive reading1. Ask Ss to read the text carefully and get the main idea of each paragraph Paragraph 1: Why people needed cheering upParagraph 2: what Charlie’s childhood was likeParagraph 3: what his most famous character was likeParagraph 4:An example of a sad situation that heParagraph 5: His achievements2. Ask Ss to take the quiz below referring to the text; see whether Ss can grasp the details of the text.(1) Which statement about Charlie Chaplin is true according to the text?A. Charlie Chaplin was born in a poor family.B. Charlie Chaplin was famous for his funny words.C. Charlie Chaplin’s silent films are not popular at all today.D. Charlie Chaplin was honored with an Oscar for his famous film The Gold Rush.(2) In a film,Charlie Chaplin once played the character of The Little Tramp, which of the following about the little tramp is wrong?A. He was a social failure.B. He was kind-hearted.C. He has determination to overcome difficulties.D. He was very clever.(3) In The Gold Rush, the character played by Charlie Chaplin ________.A. was loved by people for his determination B . was good at cooking.C. got along well with people around him.D. was unlucky.(4) Why could Charlie Chaplin make terrible situations (like poverty and starvation) funny?A. Because he was good at acting.B. Because he had experienced the bad situation and made them “real”for his audience.C. Because he was a social failure in his career.D. Because he was at the time of silent film.(5) Why did he get a special Oscar?A. Because he played the little tramp successfullyB. Because he successfully played in the film The Gold RushC. Because of his life long contribution.D. Because he produced, directed and wrote the movies.Step 4.Discussion1、What is behind fun?2、Why did people like Little Tramp?Step 5. HomeworkAsk Ss to retell the passage in third person with the help of Ex1 of Comprehending on P19. Remind them to use some words and phrases learnt in the reading text. Suggested Answers:Charlie Chaplin was born in a poor family in 1889 and at that time films were silent. He was a famous actor, especially in mine and farce. His silent films are still popular today. His charming character was a The Little Tramp, who was very poor, very kind even when people were unkind to him. He was a social failure, and he was homeless, but he had determination to overcome difficulty. What he wore were worn-out shoes, large trousers and a small round black hat, and he was always carrying a stick.Charlie Chaplin acted in the film The Gold Rush. He played a bad luck man eating shoes with great enjoyment when he was caught in a snowstorm in a small wooden house.Charlie Chaplin was successful mainly because he could astonish and entertain people with the deep feelings by the characters he played. And he had the experience when he was young. He died in Switzerland in 1977.。
人教英语必修四Unit3AtasteofEnglishhumour教案10
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 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, sense2.词组：be content with, badly off, pick out, cut off, star in, knock into功能情感( Emotion )I enjoy this very much because… It surprises me that…I laugh at that kind of thing because… I felt happy because…This is fun because… I’m pleased we were both amused at…How wonderful / surprising It’s amusing that…语法动词的-ing 形式作表语，定语和宾语补足语的用法Their job is “panning for gold”.That was the problem facing Charlie Chaplin.Do you find it funny to see someone sliding on a banana skin?课时分配1st Period Reading2nd Period Speaking3rd Period Grammar4th Period Listening5th Period Writing6th Period Summary分课时教案Period OneTeaching aims: Enable students to talk about some types of English humor and Chinese humor. Key points: Help students learn how to understand and enjoy English humors.Difficult points: Help students know the differences between English and Chinese in humor. Teaching aids: picturesTeaching procedure:Step 1: Lead-inShow 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 ofthem?Step 2: Warming upTask 1. Brain-stormingAsk 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 humorNonverbal 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 JokesFunny poems Edward Lear Doggerel（打油诗）Task 2. TalkingAsk students to talk about some funny stories, any English or Chinese humors they know. Task 3. Reading on P22The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.Joke 1:Patient: Doctor, I’ve lost my memory.Doctor: When did this happen?Patient: When did what happen?Joke 2:Garcia: Thank you doctor. My fever is gone.Doctor: Don’t thank me. Thank Go d.Garcia: Then I will pay the fees to God.Step 3 HomeworkAsk each student to give a joke and present it in class next period.Period Two ReadingTeaching aims: Enable students to learn what humor means and what is nonverbal humor.Key points: Help students divide the text into several parts according to the meaning.Difficult points: Divide the paragraphs and give the main ideas.Teaching aids: A recorder and a projectorTeaching procedure:Step 1. RevisionCheck homework: ask students to present their jokes in class.Step 2. Pre-readingQuestions: (1) What do you like to laugh at?(2 ) What does humor mean? Is humor always kind?Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse. Step 3. ReadingThe purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us wh at nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1. Divide the text into several parts according to the meaning.Part One: the first and the second paragraphPart Two: the third and the fourth paragraphPart Three: the last paragraphTask 2. Give the main idea of each partThe main idea of part one: It tells us that there are two kinds of humor. One is bad, while theother can inspire people.The main idea of part two: It tells us something about Charlie Chaplin’s acting style andhow Charlie Chaplin made a sad situation entertaining.The main idea of part three: it gives us a short biography about Charlie Chaplin.Task 3. DiscussionLet students have a discussion about the text, then answer some questions.Questions: (1) What is behind fun?(2 ) Why did people like Little Tramp?(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?Step 4 Language points1.content (adj.): satisfied, happy, not wanting any morephrases: content with sth; content to do sthe.g. (1) She is quite content to stay at home looking after her children.(2 ) Are you content with your present salary?Content (n.): that which is contained in sthe.g. I like the style of her writing but I don’t like the content.2.inspire sb. ( with sth.) \ inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.e.g. His speech inspired us with hope.3.badly off: in a poor position, esp. financiallyThe opposite is “ well off”e.g. (1) They are too badly off to have a holiday.(2 ) In fact most people are better off than they were five years ago.Step 5 PracticeFinish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen. Step 6 HomeworkPreview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21. Period Three GrammarTeaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.Key points: Let students know the structures of the sentences with the –ing formDifficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.Teaching aids: A computerTeaching procedure:Step 1. RevisionCheck homework: the exercises on page 20 and 21.Step 2. Word formationSuffix Example-able valuable lovable comfortable-ing amusing misleading neighboring-ful hopeful cheerful useful-less endless homeless harmless-ed excited interested moved-ish Irish childish selfish-ive active attractive expensive-ate fortunate affectionate passionate-ant important pleasant ignorant-ly friendly orderly costlyThere are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.Step 3. Discovering useful structuresTask 1. RevisionHave a revision about the –ing form used as the subject and object. Give students some sentences to translate:(1)Talking to him is useless.(2)Smoking does harm to your health.(3)Walking is my sole exercise.(4)Collecting stamps is my hobby.(5)I suggested bringing the meeting to an end.(6)He admitted taking the money.(7)I couldn’t help laughing.(8)Your coat needs washing.Task 2. New usage of the –ing formAsk students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.Teacher checks the answers and give the explanations.(1) A cooking pot: A pot that is used for cooking.(2) A drinking horse: A horse that is drinking water.(3)The man sitting on the sofa is a friend of my brother’s.Here the –ing form are used as attribute.(4)I saw the man sliding on a banner skin yesterday.(5)Did you notice the man picking up that broken bottle and putting it in his bag?Hear the –ing form are used as object complement The structure of the sentence with an object complement is:Subject + Predicate + Object + Object complement(6)Her job is looking after babies.(7)What he likes is playing chess after supper.Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.(1)Her hobby is painting.(2)Her favorite sport is skiing.(3)This was very disappointing.(4)The test results are very discouraging.(5)She was very pleasing in her appearance.(6)His concern for his mother is very touching.(7)The photograph is missing.(8)The article was misleading, and the newspaper has apologized.In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.(9)It is snowing hard.(10)She is teaching in a night school.In these two sentences, the –ing form are used as the predicate in the present continuous tense.Step 4. Using StructuresTurn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.Step 4. HomeworkFinish all exercises on page 56.Period Four ListeningTeaching 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 let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.Step 3. Listening ( page 58 )There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.Step 4. HomeworkCollect as many funny stories as possible, do some preparations for the writing in the next period.Period Five 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. Ima gine 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.Period Six SummaryTeaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learntin this unit.Key points: Sum up what we have learnt in this unit.Difficult points: Sum up what we have learnt in this unit.Teaching aids: A projectorTeaching procedure:Step 1. RevisionCheck homework: Ask students to present their dialogue in class.Step 2. ReadingThis reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)Give students some time to read the passage, then answer some questions and retell the whole story.Questions: 1) What do children usually do on A pril Fool’s Day?2) Why did people believe the programme Panorama?3) Do you think the advice that the BBC gave people who asked how to grow noodletrees was serious? Give a reason..4) What would you do to find out whether a story like this was true?Step 3. ProjectAsk students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.Step 4. Summing upThis is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.功能句式：1.I enjoy this very much because….2.I laugh at that kind of thing because…3.This is fun because….4.How wonderful / surprising！5.It surprises me that…6.I’m pleased we were both amused at…7.I felt happy because…8.It’s amusing that…语法：1.Word formation2.The –ing form of the verb used as predicative, attribute and object complement.重点句子：1.Do you find it funny to see someone sliding on a banana skin, bumping into someoneelse round a Conner, or filling down a hole in the end.2.Perhaps it makes us feel more content with our life…3.He became famous for using a particular form of acting, including mime and farce.4.But he was lived by all who watched the film for his determination in overcomingdifficulties and being kind even when people were unkind to him.5.Imagine you are hungry and all there is to eat is boiled shoe.6.He solved it by using nonverbal humor.7.Their job is “panning for gold”.8.This was the problem facing Charlie Chaplin in one of his most famous films. Translate the following sentences into Chinese and pay attention to the use of the –ing form.1.The two comedians performing on the stage are from Liaoning Province.2.Who is the girl walking by the river.3.The children playing the violin will give a performance next week.4.The man with sunglass standing near the car is a cross talk artist.5.The old lady talking to the children is a famous musician.6.I saw a group of policemen coming out of a green jeep and running to the building.7.I saw a dog carrying a piece of meat entering your garden.8.I heard her singing a beautiful song at the party last night.9.I got frightened when I saw a man playing with a snake in the park.10.There were some boys shouting and crying under my window, so I could not fall asleep. Step 5. Check yourself1.Do you find it difficult to understand English humor? Why?2.What role do you thing humor plays in your life?3.What language points have you learned in this unit?4.How well have you done in the exercises on the –ing form?5.Did you have any problems in understanding this unit? How did you solve them?Step 6. HomeworkDo some preparations for unit 4.。
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。
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。
AtasteofEnglishhumour教学设计人教版
教学方法/手段/资源：
- 讲授法：通过详细讲解，帮助学生理解英国幽默文化的知识点。
- 实践活动法：设计实践活动，让学生在实践中掌握英语幽默的表达方式。
- 合作学习法：通过小组讨论等活动，培养学生的团队合作意识和沟通能力。
作用与目的：
- 帮助学生深入理解英国幽默文化课题，掌握英语幽默的表达方式。
作用与目的：
- 巩固学生在课堂上学到的英国幽默文化知识点和技能。
- 通过拓展学习，拓宽学生的知识视野和思维方式。
- 通过反思总结，帮助学生发现自己的不足并提出改进建议，促进自我提升。
六、学生学习效果
1. 知识与技能：
- 学生能够理解和掌握英国幽默文化的特点，如幽默的类型、幽默的场合和幽默的表达方式等。
八、课后作业
1. 请根据课文内容，用英语描述你认为最有趣的英国幽默故事。
2. 请用英语写一篇短文，介绍你最喜欢的英国幽默人物及其特点。
3. 请根据课文内容，用英语写一篇关于英国幽默对人际交流影响的短文。
4. 请用英语写一篇短文，分析课文中的幽默故事如何通过语言和情境来表现幽默。
- 通过实践活动，培养学生的动手能力和解决问题的能力。
- 通过合作学习，培养学生的团队合作意识和沟通能力。
3. 课后拓展应用
教师活动：
- 布置作业：根据英国幽默文化课题，布置适量的课后作业，巩固学习效果。
- 提供拓展资源：提供与英国幽默文化相关的拓展资源（如书籍、网站、视频等），供学生进一步学习。
- 反馈作业情况：及时批改作业，给予学生反馈和指导。
- 讲解知识点：教师详细讲解英国幽默文化的特点，结合实例帮助学生理解。
atasteofenglishhumor教案
Unit3 A Taste of English Humor一．Teaching aims1. Knowledge goals① Get students to learn the important useful words in this part: humorcomedy, performer, entertain.② Enable the students to learn to appreciate different types of humorin our daily life.③ Get students to read the passage and to learn about Charlie Chaplinand learn different reading skills.2. Ability goals① Encourage the students to keep an optimistic attitude toward life,especially when they meet troubles.②Develop the students’ ability of acting and expressing.3. Moral goals① Let students learn to find and enjoy humor to make their life easy and happy.② Develop students’ sense of cooperative learning.二． Teaching important points① Let students learn about types of English humor② Get students to learn about the Charlie Chaplin三．Teaching difficult points① Develop students reading ability.②Enable students to understand and talk about English Humor.四．Teaching methodsCommunicative approachDiscussion; group work五．Teaching toolsSome pictures六．Teaching proceduresStep1. Warming upHave students enjoy some jokes, and let one or two students translate these jokes into Chinese.Joke 1. Policeman: Why did you have to break into the same shop 3 times?Thief: Well, I stole a dress from that shop but my wifedidn’t like it. So I had to go back and change it twice!Joke2 Custom: What’s that fly doing in my soup?Waiter: Swimming, I thinking!2. Encourage students to tell the humors they know in front of theclass.Step2. Lead-inAs the title suggests, in this unit we are going to taste some English humour.Now look at this picture. Do you know who is he? Do you know about him? You must have seen his humorous films. I am sure a lot of people like to see his play. If you not quite familiar with him, now please pay attention to the class. This class we will learn about Charlie Chaplin who considered one of the greatest and funniest actors in the historyStep3. ReadingHave students work in pairs to discuss following questions, and then report their ideas to the class.1.Do you think Charlie Chaplin’s childhood helped him in his work?Why?2.Why do you think he is so successful?3.What should we learn from Charlie Chaplin?4.What should we do to succeed?We should be optimistic no matter what difficulties we meet with Do our best. Pay more time then others.Never give upStep4. SummaryIn our daily life, we may meet with some happiness and joys, but we will also meet with some sadness and sorrow. When we meet with some sadness, what should we do? We should be optimistic and staunch.Don’t forget to smile! As Victor Hugo once said:“Laughter is the sun that drives winter from the human face.”--------VictorHugoStep5. Homework1. Ask each student to give a joke and present it in class next period.2. Find out the new words and useful expressions in this text. Blackboard designUnit3. A taste of English humor1. Do you think Charlie Chaplin’s childhood helped him in his work? Why?2.Why do you think he is so successful?3.What should we learn from Charlie Chaplin?4.What should we do to succeed?课后反思在讲这片课文过程中，我发现同学们的想象力是非常丰富的。
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9
高中英语必修4 Unit 3 A taste of English humor Reading教案Teaching goals 教学目标1. Target language 目标语言a. 重点词汇verbal, nonverbal, mime, farce, slide, skin, cruel, particular, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, fortunate, snowstorm, chew, outstanding, Switzerlandb.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? P17Perhaps 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. P18He solved it by using nonverbal humor. P 18Their job is “panning for gold” P18Finally he tries cutting and eating the bottom of the shoe. P18First he picks out the laces and eats them as if they were spaghetti.The he cuts off the leather top of the shoe, treating if as if it were the finest meat. P18He makes it seems as if it were one of the best meals he has ever had! 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.c. help the students learn how to describe what nonverbal humor is by Charlie Chaplin’s career. 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 f or 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 t he 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 seeing 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. Thank 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:or 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 personsin Chinese who are good at humor? I’ll show you some pictures again. See, who are they and what are they good at? Nonverbal, mime and farce, funny tales or funny poems?Ss: The first picture is Chen Peisi. The second one is Zhao Benshan, but 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 a famous 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:English humor Chinese humornonverbal Pantomime (哑剧) 刘全和、刘全利Mime and farce Funny plays 陈佩斯、赵本山Verbal jokes Cross talk 侯宝林Funny stories JokesFunny poems Doggerel (打油诗)Step II 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 III 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 be divided 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 Charlie 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 secon d 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 Chaplin’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 discus sion 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 when we see someone slide on a banana, 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 your homework:1.Read the text again and find the language points2.Finish the Comprehending and Learning about Language on P19(If there are few minutes left, ask the students to read the text by themselves.)。
人教英语必修四Unit3AtasteofEnglishhumour教案8
高中英语必修四Unit 3 A taste of English humorThe Second PeriodTeaching Aims:1.Learn and master the useful words and phrases.2.Let the student learn from nonverbal humor.3.Train the students’ predicting, skimming and summarizing ability during reading the text.4.Encourage the students to keep optimistic attitude to life, foster sense of humor and cultivatetheir taste.Teaching Important Points:1.Master the following phrases and words:feel…content with, performers, astonishing, unfortunately, worse off, ordinary, bored, entertaining, throughout, homeless, moustache, failure, overcome, leather, pick out, cut off, chew, convincing, direct, star in, outstanding, Switzerland.2.Enable the students to understand the text better.3.Improve the students’ predicting, skimming and summarizing ability.Teaching Difficult Points:1.How to make the students understand the text better.2.How to make the students understand the following sentence.Not that Charlie’s own life was easy！Teaching Methods:1.Playing the footage of The Gold Rush and asking the students some questions.2.Scanning the text to get some information about Charlie Chaplin.3.Careful reading to summarize the main ideas of each paragraph.4.Individual, pair or group work to make every student work in class.Teaching Aids：1. a multimedia classroom2.the blackboardTeaching Procedures:Step Ⅰ GreetingsGreet the whole class as usual.Step Ⅱ Leading-in and Pre-reading1. Review the content of last class (Comparing Chinese and western humor).2. Play the footage of The Gold Rush.3.Let the students think about and discuss the questions in the part of Pre-reading.If the students can not answer the questions perfectly, the teacher should consummate the answer.Step Ⅲ Reading1.Let the students scan the text to get some information about Charlie Chaplin and accomplish Comprehending One.Suggested answers:Born: 1889Job: ActorFamous character: Little trampCostume: moustache, large trousers, worn-out shoes, small round black hat, walking stick.Type of acting: nonverbal humorDied: Switzerland, 19772.Let the students carefully read the text and accomplish Comprehending Two.Suggested answers:Paragraph 1: A talent comedy actorParagraph 2: LifeParagraph 3: Little trampParagraph 4: ExampleParagraph 5: AchievementStep Ⅳ DiscussionAccomplish Comprehending Three.Suggested answers:1.Yes, I think so. Because his poor childhood offered the experience of poor life and toughenedhim.2.Because he brightened the lives of Americans and British through two world wars and thehard years in between, and up to now no body has been able to do this better than him.Step Ⅴ Summary and HomeworkSummary: In this class, we have read a text about a famous prince of comed y—Charlie Chaplin. We have known that Chaplin is a talent performer. We should learn optimistic attitude to life from Charlie Chaplin. We also learned some words and phrases in the text.Homework: Let the students watch one of Charlie Chaplin’s films and then work in pairs according to Comprehending Four.Step Ⅵ The Design of Writing on the blackboardUnit 3 A taste of English humorThe Second PeriodA Master of Nonverbal HumorMain BodyParagraph 1: A talent comedy actorParagraph 2: LifeParagraph 3: Little trampParagraph 4: ExampleParagraph 5: AchievementStep Ⅶ Record after teaching。
atasteofenglishhumor教案
A Taste of English Humor 教案章节一：引言目标：让学生了解英语幽默的基本特点和表达方式。
内容：简要介绍英语幽默的基本特点，如夸张、讽刺、双关等，并通过一些经典幽默例子让学生初步感受英语幽默的魅力。
活动：1. 教师展示一些英语幽默的例子，如笑话、漫画等，引导学生欣赏并讨论。
2. 学生分享自己喜欢的幽默例子，可以是中文或英文的，大家一起讨论幽默的共通之处。
章节二：英语幽默的类型目标：让学生了解和区分不同类型的英语幽默，如爆笑笑话、卡通漫画、英式讽刺等。
内容：介绍不同类型的英语幽默，并通过具体例子进行分析。
活动：1. 教师展示不同类型的英语幽默例子，如爆笑笑话、卡通漫画、英式讽刺等，引导学生欣赏并讨论。
2. 学生分组，每组选择一种类型的幽默，收集更多该类型的例子，并在课堂上分享。
章节三：英语幽默的技巧目标：让学生学习并掌握英语幽默的基本技巧，如夸张、双关、反问等。
内容：介绍英语幽默的基本技巧，并通过例子进行分析。
活动：1. 教师展示一些运用了不同幽默技巧的例子，引导学生欣赏并讨论。
2. 学生练习运用所学的幽默技巧，创作自己的幽默句子或小故事，并在课堂上分享。
章节四：英语幽默在交际中的应用目标：让学生了解如何在日常交际中运用英语幽默，增进交流效果。
内容：介绍在日常交际中运用英语幽默的方法和注意事项。
活动：1. 教师通过角色扮演等方式展示如何在交际中运用英语幽默，引导学生观察和讨论。
2. 学生分组进行角色扮演，模拟运用英语幽默进行交际的场景，并在课堂上分享。
章节五：案例分析与实践目标：让学生通过分析实际案例，掌握英语幽默的应用技巧，提高英语表达能力。
内容：提供一些实际案例，如电影、电视剧、stand-up edy等，让学生分析其中的幽默技巧，并尝试创作自己的幽默作品。
活动：1. 教师展示一部充满英语幽默的电影或电视剧片段，引导学生欣赏并分析其中的幽默技巧。
3. 学生根据所学的幽默技巧，创作自己的幽默作品，可以是短剧、笑话等形式，并在课堂上展示。
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Teaching Plan for Lesson2, Unit 3(SEFC Book 4)The Second Period, Warming up and Pre-reading: “A taste of English humor”I. Teaching Objectives1. Language Objectives(1) Important words and phrasesverbal, nonverbal, mime, farce, content with, worse off, pick out, social failure, undergo.(2) Important sentence patternsa. So they could feel more content with their lives. P18b.Not that Charlie’s own life wasc.You may find it astonishing that Charlie was taught to sing as soon ashe could speak and dance as soon as he could walk. P18d.This character was social failure, but was loved for his optimism anddetermination to overcome all difficulties. P 18e. The acting is so convincing that it makes you believe that it is one ofthe best meals he has ever tasted! P182. Ability Objectives(1)Enable the students to talk about some types of English humor and Chinese humor.(2) Learn what humor means and what nonverbal humor is.(3) Develop the students’ reading ability: skimming and scanning.(4) Learn to analyze the reading material and summarize its main idea.3. Moral Objectives(1) Enlighten the students about the importance of humor.(2)Lead the students to learn from Charlie’s experience.II. Important Points1. Help the students learn how to understand and enjoy English humor.2. Train the students’ reading ability.III. Difficult Points1. Promote the students’reading ability: How to analyze the text and grasp the main idea of the text.2. Help the students know the differences between the English and Chinese humors. IV. Teaching Methods1. Task-based language teaching method, situational communicative teaching method and heuristic method.2. Teaching Aids: a projector, a computer, blackboard, and some pictures, etc. V. Teaching ProceduresStep I Lead-in (3 mins)1.Greet the whole class as usual.2.Begin with a question to arouse the students’ attention.3.Introduce two English humors to help them get a general understandingof English humor.T: Hello! At the very beginning of our today’s class, I would like to ask you a question. Why would a thief break into a shop three times?Can you guess the answer?S1: …S2: …T: Both of you did excellent jobs! Well, the story is…T: What are you laughing at? Is it the thief who makes you laugh?S: …T: The thief is humorous, right? As is known to all, humor is a word whichmeans making others laugh. If someone often makes others laugh, just asthe thief does, we say he is humorous. We call him a humorist. Today,we are going to have a wonderful taste of English humor.Step II Warming up（10mins）1.Talk about verbal and nonverbal humors and find their differences.2.Show some pictures to the students. Ask them to guess who the typicalactors in the pictures are and introduce them.3.Explain different types of humors in English and Chinese.4.Deal with the chart part on page 17.T: The English humors we just came across are called verbal jokes. Actually, there are two kinds of humors: verbal and nonverbal humor. Verbal meansspoken, that is to say we use spoken words only. However, nonverbalhumor mainly relies on our facial expressions or gestures, instead ofusing words. Next, I will show you some pictures. Guess who they are.S: The first one is …T: Yes, I dare say that everybody knows him. How about the second picture?(Deal the rest in the same way)T: These are some typical actors or writers in foreign countries. There are also many masters of verbal or nonverbal humor in china. Can youname some? I’ll show you some pictures again. See, who are they andwhat are they good at? Nonverbal, mime, farce, funny tales or funnypoems?S: The first picture is …T: You get it! Do you know what they are good at?S: …T: Good. I think Zhao Benshan is famous for his mime, too. The third one is Hou Baolin, who was a famous cross talk actor. But what a pity, hedied. The last one is Liu Quanhe & Liu Quanli, they are good at pantomime.Can you finish the chart now?T: Sometimes English humors sound no funny at all to us. Because the sense of humor between English and Chinese is different, it is particularto each culture. So we should learn to enjoy different types of humor.Step III Pre-reading (4 mins)1.Work in pairs to share what they know about Charlie Chaplin.2.Introduce some basic information of Charlie Chaplin to the students.3.Based on the title and the pictures in the text, ask the students topredict its content.T: Just now we shared some information of the humor masters. But we left one person behind. Do you still remember who he is?S: …T: Well done! What do you think of Charlie Chaplin?T: Can you name some of his masterpieces?S:…T: Excellent! His masterpieces are: The Gold Rush, Modern Times, The Little Tramp, City Night and the like.T: Today we are going to learn something about him. Welcome to our textpart A Master of Nonverbal Humor. Please look at the title and thepictures of the passage and predict its content. This passage is about:A. The story of English humorB. The films that Chaplin madeC. The humor Chaplin made in his filmD. The Gold Rush in CaliforniaStep IV Reading (15 mins)1. Skimming: ask the students to skim the whole text within 6 minutes. Inthis procedure, students should complete the following two tasks：(1)A nswer the following questions.a. Why did people need cheering up?b. What was Charlie Chaplin’s childhood like?c. What was his most famous characteristic like?d. Can you give an example of a sad situation that he made it funny?e. What were his achievements?(2)S um up the main ideas by themselves first, then discuss with groupmembers.2. Deal with the reading part. Analyze the text paragraph after paragraph.Find out the topic in each paragraph.(Cooperative learning)Paragraph 1: The world situation.Paragraph 2: Charlie Chaplin’s childhoodParagraph 3: His famous worksParagraph 4: An example of his workParagraph 5: His achievements3. Divide the text into 3 parts and explain why so.4. Summarize the main idea of the whole text then confirm the predictionin pre-reading part.T: Please skim the whole text within 6 minutes, and then sum up the main idea of each paragraph based on the questions bellow. Then we willanalyze the text.(After listening to the tape, students will have a discussion.) T: OK. I’m glad you have thought actively and had a heated discussion.Now look at Paragraph One. What does the first paragraph mainly talkabout?S1: …(Deal with the rest of the text in the same way)Step V Scanning and speaking (8 mins)1.Ask the students to scan the text for specific information about CharlieChaplin’s life and career.2.Ask them to make an interview according to the reading passage.3.Ask two pairs of students to role-play their interview.4.Help them to fill the blanks in the text book then check the answers.T: Imagine that you are Charlie Chaplin, and your partner is a journalist.Make an interview according to the reading passage. You can begin likethis:J: Excuse me, I’m a reporter from 21st Century, may I ask you some questions, Mr. Chaplin?C:...(Show on PPT)T: Good! Thanks for your amazing performance. Now try to fill the blanks in the text in one minute.Step VI Summary(4mins)1.Make a summary of the whole text.2.Discuss some questions to lead them learn from Charlie Chaplin’sperseverance, optimistic and humor. Meanwhile, help them to realize thathumor is to make people become optimistic about everything around.T: Our text takes Charlie Chaplin as an example. It tells us what nonverbal humor means…Then, we will have a discussion about the text. There aretwo questions. Discuss them with your partner.(1). Do you think his childhood helped him in his work? Why?(2). Why do you think he is so successful?T: Who would like to share your opinions?S:…T: You are right. Anyway, I hope all of you can learn from CharlieChaplin ,and be optimistic(乐观) in spite of what difficulties come toyou. I think humor is everywhere in our daily life. No matter you are richor poor; you should live our own happy life.Step VII Homework Assignment (1 min)T: Well, so much for today. Do you have any questions about what we have learned? (Wait for the students’ response.) If there is no question, please remember your homework:1.Read the text again and think about why we divide the text into three parts.2.Finish the Comprehending and Learning about Language on P19.VI. Blackboard Design。