高中英语A taste of English humour新人教版必修四

Unit 3 A taste of English humour
Part One: Teaching Design (第一部分：教学设计)
1. A sample lesson plan for reading
(NONVERBAL HUMOUR)
Aims
To help students develop their reading ability.
To help students learn about English humour.
Procedures
I. Warming up
Warming 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.
•temper: a characteristic (habitual or relatively temporary) state of feeling; "whether he praised or cursed me depended on his temper at the time"; "he was in a bad humor"
•wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter
•humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; "the humors are blood and phlegm and yellow and black bile"
•liquid body substance: the liquid parts of the body
•humor: the quality of being funny; "I fail to see the humor in it"
•humor: the trait of appreciating (and being able to express) the humorous; "she didn't
appreciate my humor"; "you can't survive in the army without a sense of humor"
•humor: put into a good mood
Warming up watching and listening
Hi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.
Why worry?
There are only two things to worry about:
Either you are well or you are sick.
If you are well, then there is nothing to worry about.
If you are sick, there are two things to worry about:
Either you will get well or you will die.
If you get well, then there is nothing to worry about.
If you die, there are only two things to worry about:
Either you will go to Heaven or Hell.
If you go to Heaven, there is nothing to worry about.
But if you go to Hell, you will be so damn busy
Shaking hands with friends, you won´t have time to worry.
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 that
because it was Everybody´s job.
Everybody thought Anybody could do it,
but Nobody realised that Everybody wouldn´t do it.
It ended up that Everybody blamed Somebody
When Nobody did what Anybody could have done
II. Pre-reading
Telling the truth—Why do you like to laugh at?
I like to laugh at c artoons,for they’re lovely and fun.
I like to laugh at fairy tales. They are amusing and interesting.
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. Reading
1.Reading aloud to the recording
Now 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 underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from NONVERBAL HUMOUR
Slide on…, bump into…, round a corner, fall down…, in the road, see other people’s
bad luck, at times, feel content with…, be worse off, astonish… with…, inspire…in
sb., play a character, be born in poverty, bee famous, use a particular form of
3.Reading to identify the topic sentence of each paragrap
Skim 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 plete the table.
Facts about Oscar
A brief life history of Charlie Chaplin
5.Reading and understanding difficult sentences
As 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 down
Closing down by doing exercises
To end the lesson you are to do the prehending exercises No. 1and 2 on pages 18 and 19. Closing down by watching a silent movie byCharlie Chaplin
Do 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 Living
Closing down by reading about Charlie Chaplin
To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.
2．A sample lesson plan for Learning about Language
(The –ing form as the Predicative, Attributive & Object) Aims
To 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.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.
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 & Object
Which 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 pletely 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 mon
of the verbs used with -ing are concerned.
When contrasting the -ing form with the infinitive, the basic point to
remember is that
-ingcan 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 e 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 unemphasized 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 down
Closing down by discovering
To 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 exercises
In 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’
3． A sample lesson plan for Using Language
(Jokes about Sherlock Holmes and Doctor Watson)
Aims
To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson
To help students to use the language by reading, listening, speaking and writing.
Procedures
I. Warming up
Warming up by reading school jokes
There are lots of jokes in English about school life. Read these two to see whether you will laugh or not.
II. Guided reading
1．Reading and translating
Read the paragraph on page 22 and translate it into Chinese sentence by sentence.
2. Reading and underlining
Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.
3. Doing the exercise
Now you are going to do the exercise No. 1 on page 22.
III.Guided Speaking
Think of funny stories in English and telll them to your group mates.
IV.Guided Writing—Learn to write jokes
There 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 patible 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 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 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 acting
To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.
Part Two: Teaching Resources (第二部分：教学资源) 1．A text structure analysis of NONVERBAL HUMOUR
I. Type of writing and summary of the idea
II. A tree diagram of the text THEME PARKS—FUN AND MORE THAN FUN
III. A retold passage of the text
A possible version:
Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeli ng is so called “humour〞.
Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overing difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.
Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.
2．Background information on theme parks
I. Six ways to improve your nonverbal munications
1. Eye contact:
Eye contact, an important channel of interpersonal munication, helps regulate the flow of munication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of munication and convey interest, concern, warmth and credibility.
2. Facial expressions:
Smiling is a powerful cue that transmits:
•Happiness
•Friendliness
•Warmth
•Liking
•Affiliation
Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.
3. Gestures:
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated.
A lively and animated teaching style captures students' attention, makes the material more
interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, municate positive reinforcement to students and indicate that you are listening.
4. Posture and body orientation:
You municate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward municates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it municates disinterest to your class.
5. Proximity:
Cultural norms dictate a fortable distance for interaction with students. You should look for signals of disfort caused by invading students' space. Some of these are: •Rocking
•Leg swinging
•Tapping
•Gaze aversion
Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.
6. Paralinguistics:
This facet of nonverbal munication includes such vocal elements as:
•Tone
•Pitch
•Rhythm
•Timbre
•Loudness
•Inflection
For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.
7. Humor:
Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.) Obviously, adequate knowledge of the subject matter is crucial to your success; however,
it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in munications to suggest refinements.
II. Biography of Charlie Chaplin
Charlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889.
His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.
Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.
1903-1906
Performs in Sherlock Holmes, as the newspaper boy Billy
1906-1907
The Casey Circus
1907-1910
Works with the Karno Pantomime Troupe
1910-1912
First tour of USA/Canada with Karno Troupe
1912-1913
Second tour of USA/Canada with Karno Troupe
May 1913
Accepts offer from Adam Kessel (who has interests in the Keystone Film pany) for $125/week
29 December 1913
Signs contract with Keystone
Jan/Feb 1914
Charlie Chaplin's first film: Making a Living
1914
Keystone films
Nov 1914
Signs with Essanay for $1,250/week to make 14 films during 1915
1915
Essanay films
27 Feb 1916
Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus
1916-1917
Mutual films
17 June 1917
Signs with First National Exhibitor's Circuit for $1,075,000/year
2．Words and expressions from Unit 3 A taste of English
humour
verbal a.verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。

This is a verbal translation of the prose. 这是那篇散文的逐字直译。

verbal forms 动词的形态
mime n.A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live.
It is usually limited to performances by Pop music artists.
In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance.
farce n. A farce is a edy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also monly employed in farce.
poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and parative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:
Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time.
Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of "sufficient" varies
word
widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of "economic distance", or inequality.
Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a "normal" life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society.
A person living in the condition of poverty is said to be poor.
tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in mon use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.
failure n.Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.
Oscar n.The Academy Awards, monly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of 2003 had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.
fortune n.Fortune or fortune can refer to:Luck;Fortune magazine;The fortune Unix/Linux mand;The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell.
The goddess of fortune is Fortuna (or Tyche).
sense n. & v. She has no sense of time. 她没有时间观念。

Your brother has a good sense of humor. 你兄弟很有幽默感。

He is free from any sense of responsibility. 他丝毫没有责任感。

He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。

The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。

Anyone in his right senses wouldn't do that. 神智清醒的人都不会去干那种事。

What's the sense of arguing with him? 同他争论有什么用处呢? I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。

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