【公开课教案】人教英语必修四Unit3 A Taste of English Humour教学设计
人教版高中英语必修四《 Unit 3 A taste of English humour Grammar教案
Unit 3 A taste of English humour Grammar教案Aims：The –ing form as the predicative, attribute and object complementTheir 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?Teaching procedures：Step 1. Warm upReview what the Ss have learned about –ing as the subject and ObjectStep 2. The –ing form as predicative, attribute and object complementPredicative1. Seeing is believing.2. The music is exciting.Attribute1. There is a swimming pool in our school.2. China is a developing country..3. The person translating the songs can speak seven languages.4. The boy standing there is a classmate of mine.Object complement1. We heard her singing in her room.2. You can see them performing every night this week at the new theatre.3. We watch the children diving into the water from the diving board.Step 3. Practice1. Ss finish Ex 2 ,3and 4 on page 21.2. Ss do Wb Ex 1 and 2 on page 56.astonish depress play do ride amuse bark welcome3. Choose the suitable words from the box below and fill in the blanks in the correct form:1). I can’t imagine Bill________ a motorbike.2). Did you hear the dog downstairs _______ for most of the night?3). Frank is very good at telling funny jokes. He can be very ________.4). You can’t stop me _________ what I want.5). He gave me a ________ hug when he met me at theairport.6). Jim has really learnt very fast. She has made ________ progress.7). It’s been raining all day. This weather is __________.8). When I came out of the theatre, I noticed a group of children _________ musical instruments across the street.Keys: 1). riding 2). barking 3). amusing 4). doing5). welcoming 6). astonishing 7). depressing 8). playingStep 4. Writing1. Pre-writingThis exercise lets students to write a funny story.Task 1: Ss gather information that they need and plan what they want to write.Step 2. While-writingTask 2: Ss write an English funny story or a Chinese one.Writing tips:Ss make a planSs write down their story in a logical order:First … Then …. Next…. Finally / At last…For each part of the story try to find the most interesting words you can to describe how you felt or what was happening.Then write out your story using these interesting words.Read through your story.Then show it to your partner. Let him/her suggest some new and exciting words.Help your partner with his/ her story.Write out the story and put it into a class collection of stories.。
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。
优质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 Unit 3 A taste of English humour教案 新人教版必修4
高中英语 Unit 3 A taste of English humour教案新人教版必修4Warming upTeaching 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 of them? Step 2: Warming upTask 1. Brain-stormingAsk students to name some types of humors they know. Write those they are not familiar with on theTask 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 theLanguage points1. content【课文原句】Perhaps it makes us feel more content with our life because we feel there is someone elseworse off than ourselves. (P17)【名师点拨】content adj.意为“满足的；满意的”，be content to do意为“乐意去做某事”；be content with sb / sth意为“对某人或某事感到满意”，相当于be pleased with或be satisfied with。
人教版高中英语必修4教案Unit 3 A taste of English humour
人教版高中英语必修4教案Unit 3 A taste of English humourThe first period: Warming up and ReadingWarming up offers students opportunities to become aware of the differences in humour. The reading passage titled A Master of Nonverbal Humour briefly describes the most famous actors during the period of silent film, Charlie Chaplin.Important points:Let students learn about types of English humour.Get students to read the passage to learn about Charlie Chaplin and learn different reading skills.Difficult points:Develop students` reading skills to enable them to understand and tal about types of English humour.Knowledge aims:Get students to learn the useful words and expressions: humour, comedy, content, performer, astonish, astonishing, fortunate, ordinary, bored, entertain, throughout, homeless, moustache, worn, overcome, leather, chew, convince, convincing direct, outstanding, up to now, feel / be content with, badly off, pick out, cut off, star in Step 1 Leading inShow students some pictures of Jiang kun, Pan Changjiang, Zhao Benshan, Feng gong, Hou Baolin and so on, and then have a free talk with them.Step 2 Warming upStep 3 Pre-readingGive them some questions to answer:What do you know about Charlie Chaplin?What do you know about his film? What is so interesting about them?Step 4 ReadingIn Britain and American people were feeling miserable because of the bad economic situation. Charlie understood their problems. His character “the little tramp” was poor and homeless, but everybody loved him for his kind heart and the way he dealt with his difficult situation. Charlie Chaplin made people laugh at some of these terrible situations like being without food or money. He wrote and directed his own films and received an Oscar for his outstanding work.2. Intensive reading:1). Allow students several minute to read the passage carefully to get the important details, understand the main idea of each paragraph, and then finish the following.(1). Charlie Chaplin made people laugh when they felt depressed, so they could feel-----.A. less content with their livesB. more satisfied with their livesC. more worried about their livesD. they had a miserable lives(2). When and where is the film The Gold Rush set in? It is set in -----.A. California at the end of the nineteenth centuryB. Canada at the end of the nineteenth centuryC. California in the middle of nineteenth centuryD. Canada in the middle of nineteenth century(3). What did not happen to the little tramp Chaplin acted in the film The GoldRush?A. he and his friend were caught in a snowstormB. he and his friend had nothing to eat and were very hungryC. he and his friend boiled a pair of leather shoes to eatD. he and his friend were fortunate to find some gold(4). Chaplin was given a special Oscar for ------.A. the characters he played in his filmB. the films he directedC. the joy he gave us in his filmsD. his outstanding work in films(5). What is the author`s attitude to Charlie Chaplin?A. PositiveB. NegativeC. SeriousD. Appreciative(The answers: BCDDD)2. Read the passage again to write down the main idea:3. Use the information to write a summary of the passage in your own words.4. Post-reading: have students work in pairs to discuss the following questions, and then report their ideas to the class.1). Do you think his poor childhood helped him in his work? why?2). Why do you think he was so successful?3). What should we learn from Charlie Chaplin? What should we do to succeed?(Do our best; pay more time than others; never give up; never lose hope; insist on what we pursue.)Step 5 ConsolidationRead the text again and try to retell the text .Step 6 Closing down by a dialogueCharlie Chaplin starred in silent films so he had to make use of gestures and body language to tell his stories. What dialogue do you think he would have written for the scene described in the reading passage? In pairs, make up a dialogue of yourown and act it out.Step 7 HomeworkRead the passage again and find out the useful new words and expressions.Write a summary of the passage in your own words.The second period: Learning about language: Important language pointsThe emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts: Warming up, Pre-reading, Reading and Comprehending.Important points:Enable students to grasp the usages of such important new words and expressions as content, entertain, overcome, convince, direct, up to now, feel / be content with, cut off, etc.Get students to master the patterns: “you may find it astonishing that Charlie Chaplin was taught to sing as soon as he could speak…..”and “Unfortunately his father died, leaving the family even more worse off…..”Difficult points:Let students learn the usages of the word “content” and the expression “cut off”Enable students to learn the adverbial clause introduced by as ifGet students to understand some long and difficult sentences.Knowledge aims:Get students to learn the useful words and expressions: humour, comedy, content, performer, astonish, astonishing, fortunate, ordinary, bored, entertain, throughout, homeless, moustache, worn, overcome, leather, chew, convince, convincing direct, outstanding, up to now, feel / be content with, badly off, pick out, cut off, star in Some important sentence patterns:You may find it astonishing that Charlie was taught to sing as soon as he could speak ….Unfortunately his father died, leaving the family even worse off…No one was ever bored watching him…He walked around stiffly carrying a walking stick.Charlie Chaplin first picks out the laces and then as if they were spaghetti.Step 1 RevisionCheck the homeworkAsk some students to retell the text.Step 2 Practice for useful words and expressionsTell students to turn to page 20 and do the exercises.Step 4 Studying important language points1.up to now: until nowUp to now he has been quiet.Up to now nobody has been able to work out this difficult problem.2. content: satisfied with what one has; not wanting more; happyNow that he has apologized, I am content.The old couple seemed content to sit in front of the television all night.feel / be content with: feel / be satisfied withShe is content with very little.Are you content with your present salary?to one`s heart`s contentThe quiet content of a well-fed child3.astonish: surprise sb. greatlyThe news astonished everyone.It astonished me that no one has thought of this before.I found it quite astonishing that none of you liked the play.There were an astonishing number of applications for the job.I was astonished at what he found.We were astonished to hear that their football team had won the champion.4. badly off: in a poor position, especially financiallyThey were too badly off to have holiday.We should not complain about being poor---many families are much worse off.I went to her home and found her living condition was worse off than mine.5. entertain: amuse sb. receive sb. as a guest; provide food and drink for sb. especially in one`s homeHe entertained us for hours with his stories and jokes.A teacher should entertain as well as teach.Bob and Liz entertained us to dinner last night.I don not entertain very often.Entertainment: entertaining or being entertainedThe entertainment of a group of foreign guestsHe fell in the water, much to the entertainment of the children.a entertaining film6. overcome: succeed in a struggle against sth. defeat;He finally overcame his bad habit.We shall overcome!7. in search of: look forShe set off in search of the lost child.8. pick out: choose sb. / sth. from a number of people or thingsShe was picked out from thousands of applications for the job.The window frames are picked out in blue against the while walls.9. as if: as thoughIt looks as if / as though it is going to rain.The animal was walking as if its leg was broken.She spoke to me as if she knew me well.10. cut off: remove sth. from sth. larger by cuttingMind don not cut your finger off.He cut off a meter of cloth from the roll.If you don`t pay your gas bill soon you may be cut off.The children were cut off by the incoming tide.The village was cut off from the outside world by a heavy snow for a month.11. convince: make sb. feel certain; cause sb. to realizeHow can I convince you of her honesty?What he said convinced me that I was mistaken.He made a convincing speech.12. star: be a star; present sb. as a star; feature sb.She has starred in a lot of good films.My favorite film stars Marilyn Monroe.Step 5 Using words, expressions and patternsDo exercises in Using words and expressions on page 56.Step 6 HomeworkFinish off the workbook exercises.Learn the new words and expressions.The third period: Learning about language: Grammar This teaching period mainly deals with the grammar: the –ing form as the attributive, predicative and object complement.Important points:Get students to learn and master the use of the –ing form as attributive, predicative and object complement.Difficult points:Enable students to master and use the –ing form as attributive, predicative and object complement correctly.Step 1 Revision1. Check the workbook exercises.2. Let students translate the following into English.1). 直到现在(up to now)2). 对…..满足(be / feel content with)3). 穷的, 缺少的(badly off)4). 挑出; 辨别出(pick out)5). 切断; 断绝(cut off)6). 他不是个成功的艺术家, 但是个成功的美术教师.(He is a failure as an artist, but a success as an art teacher.)7). 他克服了所有的困难, 终于获得了成功.(He overcame all the difficulties and finally succeeded.)8). 他四处张望, 好像在寻找什么.(He looked around as if in search of something.)9). 他的一番话使我认识到我错了.(What he said convinced me that I was wrong.)10). 他主演了许多电影.(She has starred in a lot of good films.)11). 卓别林的表演使得一切充满了趣味.(Chaplin`s acting made everything entertaining.)Step 2 Leading in1. Ask students to read the text carefully again and find out all the sentences in which the –ing forms are used.1). You may find it astonishing that Chaplin was taught to sing as soon as he could speak and dance as soon as he could walk.2). Such training was common in acting families….3). …..his subtle acting made everything entertaining ….4). He grew more and more popular as his charming character, the little tramp, became known throughout the world.5). He walked around stiffly carrying a walking stick.6). How did the little tramp make a sad situation entertaining?7). The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted.2. Let students read aloud the sentences they picked out and discuss how each of these –ing forms being used in the situation and have then try to sum up the rules of the –ing forms.Step 3 Grammar learning动词-ing形式作定语, 表语和宾语补足语的用法一. 动词-ing形式作定语: 动名词作定语说明该名词的用途, 不表示名词本身的动作; 现在分词作定语用来表示正在进行的动作, 与所修饰的名词具有逻辑上的主谓关系, 即现在分词相当于所修饰名词的谓语.We must improve our working method.They set up an operating table in a small temple.China is a developing country.The student making the experiment is our monitor.动名词短语不能作定语, 单个的动名词可以作定语, 但仅作前置定语.a swimming pool = a pool for swimminga working method = a method for working单个分词和分词短语都可以用作定语, 单个分词一般作前置定语, 分词短语作后置定语, 相当于定语从句.a sleeping boy = a boy who is sleepingthe man visiting America = the man who is visiting America二. 动词-ing形式作表语动名词作表语表示抽象的, 一般的行为. 现在分词作表语表示主语的特征, 性质和状态.Our greater happiness is serving the people.Our task is building socialism.The film we saw last night is quite moving.His words are encouraging.常用来作表语的现在分词有: astonishing, amusing, confusing, disappointing, boring, encouraging, inspiring, moving, tiring, interesting, surprising等.三. 动词形式作宾语补足语: 动名词不能作宾补. 现在分词作宾补表示是正在进行的动作.I saw him going upstairs.We watched her crossing the street.We heard her singing in her room.常接现在分词作宾补的动词有: feel, hear, listen to, see, look at, watch, observe, notice, find, smell, have, keep, leave, catch等.Step 4 Grammar practiceTurn to page 21 and ask students to do the exercises 2-4 in Discovering useful structures.Turn to page 57 and do the exercises in Using structures.Step 5 Playing a gameLet students work in pairs, playing a game What did you see / hear / notice / observe / watch yesterday?Step 6 Closing down by a quizShow students some sentences for them to practice.1). I could not do my homework with all that noise ------.A. goes onB. going onC. went onD. to go on2). The next morning she found the man ----- in bed, died.A. lyingB. layC. lieD. laying3). What worried the child most was ----- to visit his mother in the hospital.A. his not allowingB. his not being allowedC. his being not allowedD. having not been allowed4). He looked around and caught a man ----- his hand into the pocket of a passenger.A. putB. to be puttingC. to putD. putting5). With no rain for three months and food supplies ----- out, the situation here is getting from bad to worse.A. runB. runningC. to runD. to be run6). I can hardly imagine Peter ----- across the Atlantic Ocean in five days.A. sailB. to sailC. sailingD. to have sailed7). Russ and Earl were auto mechanics ---- the same pay, but Earl had moreambition.A. to earnB. to have earnedC. earningD. earned8). I have lived here for twenty years, but I don`t know the family_____next tomy door.A. to liveB. livingC. livedD. having lived9). With online course Crazy English has over 20 million students all over China ----- its classes through the Internet.A. attendB. attendedC. attendingD. to be attending10). Research _____ out at Liverpool University supports this idea and suggests that if we don`t use the sense of direction, we will lose it.A. to carryB. carryingC. being carriedD. having carried11). If a student is found ____ during the class, the teacher will punish him.A. playB. playingC. to playD. played12). The problem is well worth ____ at the meeting to be held.A. being discussedB. to discussC. discussingD. discussed13). The situation here seems ____, but in fact we are faced with a lot of difficult problems.A. encouragingB. encourage C encouraged D. to encourage14). These wounded and ____ passengers in the accident were sent to the nearest hospital for treatment without delay. A. death B. died C. dead D.dying15). The words from the little girl set everyone present _____.A. laughB. laughingC. to laughingD. to be laughed16). ---- Who will take part in the party this evening?----- Most of us will go there, ____ me.A. to includeB. includedC. includingD. included17). Everyone was ____ by the ____ question raised by the old man.A. puzzled, puzzlingB. puzzling, puzzledC. puzzled, puzzledD. puzzling, puzzling18). Don`t leave the water ____ while you wash the bowls or clothes, which is a waste.A. runB. being runC. to runD. running19). We can watch the flag _____ at five o`clock every morning.A. raisingB. being raisedC. raisedD. to raise20). Just when he passed the old storehouse, he heard someone ____ for help.A. be calledB. callsC. callingD. to call(The answers: BABDB CCBCC BCADB CADBC)Step 7 homeworkFinish off the workbook exercises.Make use of different resources to summarize the rule of –ing form.The forth period: Using language: Extensive reading In this period, the teaching emphasis will be put on developing students` reading ability by reading extensively. We will deal with two parts: English Jokes in Using language on page 22 and An April Fool`s Joke: the Noodle Harvest in Reading task on page 59.Important points:Develop students` reading skills by extensive reading.Let students understand and enjoy the jokes and funny stories.Difficult points:Enable students to learn to use some reading strategies such as skimming, scanning and so on.Get students to change the story of Sherlock Holmes and Dr. Waston into a dialogue and act it out.Knowledge aim:Get students to learn some useful new words and expressions in this part: amuse, pancake, explanation, detective, mountainous, whisper, vast, play on words.Have students read some English jokes and funny stories.Let students know more about type of English humour.Step 1 Revision1. Check the homework exercises.2. Ask students to translate the following into English to review the –ing form as the attributive.舞厅(a dancing hall), 跳板(a diving board), 拐杖(a walking stick), 餐厅(a dinning room), 洗衣机(a washing machine), 写字台(a writing desk), 建筑材料(building materials), 安眠药(sleeping pills), 工作时间(working hours) 冉冉升起的太阳(the rising sun), 动人的故事(a moving story), 不断变化的世界(a changing world), 发展中国家(a developing country), 刺骨的寒风(the biting wind)Step 2 Leading in1). Tell students some riddles:What day of the week is the best having fried food? (Friday)What month do soldiers hate? (March)What is the smallest room in the world? (Mushroom)2). Tell students some jokes:Girl: if we marry, will you give me a ring?Boy: Of course, what is your number?Daughter: Auntie kissed me this morning, Mum!Mum: How nice! Did you kiss her back, dear?Daughter: Of course not. I kissed her face.2.Let students have a tongue twister competition.A big black bug bit a big black dog on his black nose!Fresh fried fish, fish fresh fried, fried fish fresh, fish fried fresh.While we were walking, we were watching window washers wash Washington`s windows with warm washing water.Step 3 Reading and speaking1. Tell students: there are thousands of jokes which use “play on words”to amuse us. One person asks a question which expects a particular reply. Instead, what he gets is another kind of answer which makes the situation funny.1). Customer: What`s that fly doing in my soup?Waiter: Swimming, I think.2). Customer: what`s that?Waiter: It`s bean soup.Customer: I don`t want to know what it has been. I want to know what it is now.3). Customer: Waiter, will the pancakes be long?Waiter: No, sir. Round.2. Tell students to read the story about Sherlock Holmes and his friend Doctor Watson, and then do the following.1). How did Watson answer Holmes` question?(I think of how short life is and how long the universe has lasted.I think of how small I am and how vast the sky is.I think of how cold the universe is and how warm people can be in their beds.)2). What happened actually?(Someone has stolen their tent.)3). After reading the funny story, what kinds of person do you think Sherlock Holmes and Watson were? (Careful / careless)Step 4 Reading task on page 591. Answer the following questions:What do people usually do on April Fool`s Day?Do you know any of the funny tricks people play on each other?2. Ask students to read the passage about the “noodle harvest”which is remembered as one of the best April Fool`s jokes ever.Finish off the Workbook exercises.Learn the useful words and expressions by heart.The fifth period: Using language: Listening and speaking We will mainly deal with listening and speaking in this period that offer students opportunities of improving students` reading and listening skills.Important points:Develop students` listening and speaking abilities.Enable students to master different listening skills.Difficult points:How to get students to listen to the materials and speak fluently.Let students learn how to use the functional phrases to express their personal preference.Knowledge aims:Learn the expressions of expressing preference on page 55:What`s so funny about that?I burst into laughter when….I don`t think that funny at all.I found it extremely funny that….I couldn`t help laughing when….I have never laughed so much as when…How enjoyable that was!Isn`t it amusing that….?I laughed till my sides spilt whne….I can`t understand why you laughed at that.Step 1 RevisionCheck the homework exercises.Ask some students to tell the customer and waiter jokes.Ask students to retell the story of Sherlock Holmes and Dr Watson in their own words.Step 2 Warming upTell students: carelessness may cause many funny stories in our daily life. We are going to listen to a funny story about the jam caused by carelessness.Step 3 ListeningPlay the tape three times for them to listen and do some exercises.1. Some questions:What was Mary going to do with the cooked plums in the pan?What did John think Mary should have done with the mess in the pan?What do you think Mary is going to say when she finds out what has happened?How do you think John will react to her?2. Before you listen to the part 2, try to put these sentences in order. Then listen again and check if you were right.Guess Check-------- -------- Mary got angry with John.-------- --------Mary saw the chicken behaving strangely.-------- --------John was sorry.-------- --------The chicken enjoyed the jam.-------- --------John said he thought the jam was porridge.------- ------- Mary looked at the red mess on the ground.------- ------- John said the chickens were drunk.------- ------- Mary came home.3. Fill in the blanks while listening to part 2 a second time.“You ---- my jam”, she shouted. “Oh, ------ what it was,” he said. “I am -----but I thought it was ----- which had gone bad in the hot weather. The chickens have ------ the jam, but it is made them -----.”Step 4 Listening (on page 55)Get students to listen to the materials and then do some exercises.Step 5 TalkingGet students to read the useful expressions below and make a dialogue.What`s so funny about that?I burst into laughter when….I don`t think that funny at all.I found it extremely funny that….I couldn`t help laughing when….I have never laughed so much as when…How enjoyable that was!Isn`t it amusing that….?I laughed till my sides spilt whne….I can`t understand why you laughed at that.Step 6 Listening taskTurn to page 58. Play the tape for students to listen to the materials and choose the picture(s) that describe(s) what happened best.Ask students to listen to the tape again and choose the best answer to each question on page 58.Step 7 HomeworkFinish off the workbook exercises.Read the listening texts and learn more about funny stories.The sixth period: Using language: Speaking and writing In this period, teaching activities will focus on speaking and writing that offer students the opportunity to discuss with their partners whether they think the story they listened to in the part Listening is funny, think of another story and tell it to their partners and then write down the story.Important points:Develop students` speaking ability and have students to learn to write a funny story.Difficult points:Let students learn to use the expressions for their emotions and tell their funny stories with facial expressions and some gestures.How to help students improve their writing ability.Step 1 RevisionCheck the homework exercises.Ask students to retell the funny stories in the listening materials.Step 2 Warming upPlay the tape and let students listen to the story of Mary and the plums again.Have some students to retell the story to the class.Step 3 SpeakingShow them some useful expressions and have them write dialogues.What`s so funny about that?I burst into laughter when….I don`t think that funny at all.I found it extremely funny that….I couldn`t help laughing when….I have never laughed so much as when…How enjoyable that was!Isn`t it amusing that….?I laughed till my sides spilt whne….I can`t understand why you laughed at that.Step 4 Writing1.Ask students to write a funny story.Show them some steps to help them write.Use a logical order: explain the situation, what happened and then give the punchline.Read it through when you have finished checking for mistakes.Read it to your partner and ask for advice.Rewrite your story and put it into a class collection of funny stories.2. Sample:A Funny StoryOne day a man called a taxi company for a taxi ←the situation to take him to the airport. He waited but it did not arrive.So he called again. The girl said, “I am sorry the taxi ←what happenedhas not come, but don`t worry as the plane is always late.”“Well, it certainly will be this morning,” the man ←the punchline said, “because I happen to be flying it!”step 5 Speaking taskTell students to turn to page 60 and read the directions to know about a limerick.Ask students to read the two limericks aloud to the class and clap the rhythm as they read them aloud.Step 6Writing taskStudents are ready to use the framework at the bottom of page 60 to write their own limerick.Sample writing 1.There was an old man of TobermoryWho followed his football team`s gloryHe laughed and criedTill he fell down and diedThat funny old man of TobermorySample 2.There was an old woman they sayWho would eat an apple a dayWhen asked she repliedIt`s good for my insideFor I am never ill any way.Step 7 HomeworkReview the contents of the unit and complete Summing up on page 24.补充练习1. Word spelling.1). A policeman stood in the middle of the road, directing the traffic.2). I was no longer satisfied with the life that had contented me for quite a long time.3). She seemed astonished that I had never been to Beijing.4). They overcame all the difficulties and finished the experiment at last.5). He was fortunate enough to escape from the fire unharmed.6). The museum is open daily throughout (贯穿)the year.7). Jeff is a(n) outstanding(杰出的) boxer and will probably become a champion.8). There was nothing particular (特别的)importance.9). They entertained (招待)us with the best wine whenever we went there.10). It took many hours to convince (使信服)the court of his guilt.11). On another occasion (时刻, 场合), he landed in a deserted car park.12). She fell over and slid (滑动) across the shiny floor.13). The children amused (使愉快) themselves by playing hide-and-seek games.14). His adventures have been whispered (私下说; 传播开来) everywhere.15). How did your mother react (反应)to the news.2. Fill in the blanks with the expressions given below. Use each expression onlycut offworld.2). She will star in the Hollywood production of Hero.3). After the war, Iraq is now worse off than it was before the war and the people suffered a lot.4). My grandpa lived in the countryside and is content with the life there.5). Louis picked out a pair of shoes that matched her dress.6). Up to now we have learned about 5000 words and expressions.3.Fill in the blanks with proper forms of the verbs given in the brackets.1). My hobby is collecting stamps.2). On stepping out of the station, my brother found himself face to face with an old friend of his.3). I didn`t hear a single word spoken in that classroom that day and I could feel my heart pounding.4). The earthquake sent everything crashing to the ground.5). I can`t give my mind to reading with that noise going on.2)No progress has been made in the talk between the two countries up to now.3) The student ran for the football and bumped into his teacher standing overthere.4) Among all the foreigners, I was interested in Lady Gaga in particular.5) The policemen broke into the storehouse of the shopping mall in search of thebomb.6) Tina`s brother helped her pick out a new book in the bookstore yesterday.7) The boss was content with the good result that the Shanghai basketball team。
人教版高中英语必修四《 Unit 3 A taste of English humour Reading教案
Unit 3 A taste of English humour Reading教案Teaching aims:Ⅰ. TopicDifferent types of humour; a taste of English humourⅡ. Useful words and expressions:Nouns: slide, skin, content, particular, failure, difficulty, boil, snowstorm, bottom, mouthful, Switzerland, swing, pancake, whisper, senseVerbs: slide, content, astonish, entertain, overcome, boil, chew, direct, star, swing,Adjectives: cruel, content, particular, homeless, worn-out, fortunate, bottom, direct, outstanding, mountainous, vastAdverb: throughout, fortunately, directExpressions: be content with, be badly off, be worn out, pick out, cut off, star in, knock intoⅢ. Functional items:1. Expressing anxietyWhat’s wrong? What’s the matter with you?Is there anything wrong?2. Expressing surpriseReally? Oh dear! Is that so? Good heaven!3. Expressing pleasureI’m glad /pleased/ happy to…That’s nice /wonderful /great.ReadingStep 1. Warming up and Discussing:1. How many kinds of humor can you think of in your daily life?Types of humor:English humor Chinese humor Nonverbal pantomime (哑剧)Mime and farce funny plays Verbal jokes cross talk (相声)Funny stories funny stories Funny poems doggerel (打油诗)2. What’s the diffe rence between jokes and humors?3. Can you name out some of the humorous actors you like?Background knowledge:mime 笑剧farce 滑稽剧comedy 喜剧tragedy 悲剧opera 歌剧TV play 电视剧humor 幽默joke 笑话circus 马戏团clown 小丑sketch 小品cross talk 相声Step 2. ReadingTask 2: Ss read and answer the following questions:1. What’s the passage mainly about?A. The history of English humor.B. The films Chaplin made.C. The humor Chaplin made in his film.D. The Gold Rush in California.2. How many parts can the passage be divided into?A. 2B. 3C. 4D. 53. People enjoy seeing other people’s bad luck because _______.A. they enjoy doing soB. it makes people more worried about their lifeC. it makes people more content with their lifeD. there’s much fun in doing so4. Chaplin was given a special Oscar for __________.A. the characters he played in his filmsB. the films he directedC. the joy he gave us in his filmsD. the contributions he made in films Task 2: Ss read and fill the following chart:。
高中英语人教版必修4教案-Unit 3 A taste of English humour 教学设计
work, through his humor, Charlie
became a very popular actor.
He grew more and more popular as
his charming character, the little tramp,
Para.5
What can we know about Charlie Chaplin from this paragraph? A.He was buried in England. B.He made great achievements in film-
making. C.All the films he starred in were written by
became _k_n_o_w__n___(know) throughout
the world. The character was a social
f_a_il_u_r_e(fail), but was loved for his optidmeitsemrmainnda_ti_o_n_______(determine)
family. You may find iat stonishing _________(awstaosntisahu)gthhtat Charlie
___________(teach) to sing and dance
Uwnhfeonrthuenawtaelsyyoung. _l_e_a_v_in_g_____(fortunate) his father died, _w_o_r_s_e_o(flfeave) the family even
人教新课标高中英语必修四Unit3AtasteofEnglishhumour教案(3)
Unit3 A Taste of English Humor一．Teaching aims1. Knowledge goals①Get students to learn the important useful words in this part: humor comedy,performer, entertain.②Enable the students to learn to appreciate different types of humor in our dailylife.③Get students to read the passage and to learn about Charlie Chaplin and learndifferent reading skills.2. Ability goals①Encourage the students to keep an optimistic attitude toward life, especiallywhen they meet troubles.②Develop the students’ ability of acting and expressing.3. Moral goals①Let students learn to find and enjoy humor to make their life easy and happy.②Develop students’ sense of cooperative learning.二．Teaching important points①Let students learn about types of English humor②Get students to learn about the Charlie Chaplin三．Teaching difficult points①Develop 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 jokesinto 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 wife didn’t like itSo 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 the class.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? Youmust 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. Thisclass we will learn about Charlie Chaplin who considered one of the greatest andfunniest actors in the historyStep3. ReadingHave students work in pairs to discuss following questions, and then reporttheir 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 withDo 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 alsomeet with some sadness and sorrow. When we meet with some sadness, whatshould we do? We should be optimistic and staunch. D on’t forget to s mile! AsVictor Hugo once said:“Laughter is the sun that drives winter from the human face.” --------Victor HugoStep5. 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。
高中英语必修四人教版教案：Unit 3 A Taste of English Humor Period 4 Learning about language
Do the exercises on page20 & 56 by students themselves.
StepⅢ. Students’show
1.Ask some students to show their answers.
2.Give some hints and the main structure of each sentences.
StepⅥ. Discussion(Group work)
Discuss their sentences in groups to see if there are any mistakes.
布置
Preview Using Language
StepⅦ.Evaluation
Correct students’sentences and evaluate the best group.
课堂检测
内容
课时作业（八） I & II
课后作业
布置
Memorize important language points in this period.
预习内容
2. Explain some difficult ones.
StepⅣ. Explanation
Explain difficult words, pห้องสมุดไป่ตู้rases .
StepⅤ.Practice
1.Ask students to translate some sentences using important words and expressions.(on page56)
【公开课教案】高一英语必修4Unit 3 A taste of English humour Reading教学设计
Unit 3 A taste of English humour一、教学内容及其解析本节课要学的内容是泛读指的是了解文章大意，其关键是把握文章信息点，理解它关键就是要理解文章标题，把握各个段落的大概内容。
学生已经学过英语幽默艺术的一些国际大师级人物，本节课的内容了解文章大意就是在此基础上的发展。
由于它还与第三、四课时语言知识点有密切的联系，所以在本学科有重要的地位，并有铺垫的作用，是本单元的重点内容。
教学的重点是文章大意的理解，解决重点的关键是通过快速阅读迅速把握文章信息，了解文章大意。
二、教学目标及其解析1. 目标定位：理解文章标题的含义以及文章大意。
知道卓别林的基本情况（生卒年代、职业等）2. 目标解析：理解文章标题的含义，就是指能够知道这个标题在字面上、文章内容上与文化内涵上的意思，作者为什么要选用这个标题，从而在整体上把握住文章大意。
三、问题诊断及其分析在本节课的教学中，学生可能会对文章中的某些句子理解有一定的困难。
产生这一困难的原因是学生对文章中部分单词不熟悉。
要解决这一问题，就要扩大学生的词汇量，其中关键是掌握科学有效的方法记忆单词。
四、教学支持条件分析在本节课熟悉课文大意的教学中，准备利用多媒体展示卓别林的基本情况。
因为使用多媒体展示图片和短片更直观，有利于学生把握文章脉络。
五、教学过程活动一：skimmingLead-in （播放卓别林拳击比赛短片）1. What’s the passage mainly about? ( C )A. The history of English humor?B. The films Chaplin made.C. The humour Chaplin made in his films.D. The Gold Rush in California.2.Find out the main idea of each paragraph.para.1 a) What Charlie’s most famous character was likepara.2 b) Why people needed cheeringpara.3 c) His achievementspara.4 d) What Charlie’s childhood was likepara.5 e) An example of a sad situation that he made funny Keys: 1-b 2-d 3-a 4-e 5-c设计意图：本课是关于幽默大师卓别林的，提出这个问题引起本单元的话题，同时也让学生温习上节课所学的关于英语幽默艺术形式的一些国际大师。
人教新课标高中英语必修四Unit 3 A taste of English humour教案(3)
Unit3 A Taste of English Humor一．Teaching aims1. Knowledge goals①Get students to learn the important useful words in this part: humor comedy,performer, entertain.②Enable the students to learn to appreciate different types of humor in our dailylife.③Get students to read the passage and to learn about Charlie Chaplin and learndifferent reading skills.2. Ability goals①Encourage the students to keep an optimistic attitude toward life, especiallywhen they meet troubles.②Develop the students’ ability of acting and expressing.3. Moral goals①Let students learn to find and enjoy humor to make their life easy and happy.②Develop students’ sense of cooperative learning.二．Teaching important points①Let students learn about types of English humor②Get students to learn about the Charlie Chaplin三．Teaching difficult points①Develop 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 jokesinto Chinese.Joke 1. Policeman: Why did you have to break into the same shop 3 times?Th ief: Well, I stole a dress from that shop but my wife didn’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 the class.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 withDo 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.”--------Victor Hugo Step5. 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。
【人教新课标高一必修4】Unit 3 A taste of English humour 教案
Unit 3 A taste of English humour I. 单元教学目标II. 目标语言Ⅲ. 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。
1.1 WARMING UP中提出了三个问题：How many kinds of humour do you know？Do 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。
1.2 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。
1.3 READING以美国著名喜剧大师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 i t 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著名的幽默大师，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。
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.。
必修四 Unit 3 A taste of English humour公开课教案教学设计课件案
Unit 3 A taste of English humour练(一)语言运用·组块专练——练准度(限时：30分钟)Ⅰ.完形填空Daily random acts of kindness can begin with two words: “Good morning！” It’s amazing how the two words can __1__ someone’s day.During my __2__ visit to a store, an employee occasionally seems to be working on just a few hours’sleep. However, he does his best to be __3__ to everyone, even including many morning people who are beyond our __4__. They are glad to be there.I’ve made it a(n) __5__ to greet him with a “Good morning” each day and more importantly, __6__it. Equally __7__ is a genuine smile that shows, “It’s good to see you. I’m glad you’re working today.”Over the last few weeks, this young man started offering me “free” coffee for no__8__ reason. When I asked him why, he said that he __9__ it that I was always nice to him. But later I found him in low __10__. My morning greetings didn’t __11__. “Come on. It can’t be that bad. Your time’s coming.” I comforted him and left.__12__ those words of assurance didn’t __13__ me. Try as I might to blow it off, I couldn’t shake the __14__，“Actions do speak louder than words.” Why wait for someone else to make a(n) __15__when I could do it myself?I noticed a subway supermarket just a stone’s throw away. With twenty bucks and a gift card, I returned to the __16__ and presented this young man with this gift. “See, I told you good things would come your way.”I left him __17__，but finally smiled. He said, “Thank you. I was having a bad day and you went out of your way to ’__18__’it.”The acts of __19__，even if it begins with two simple words, can __20__ easily. I can tell you it will change your life for the better.语篇解读：本文是一篇夹叙夹议文。
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。
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Module 4 Unit 3 A Taste of English Humour
——A Master of Nonverbal Humour
Reading教学设计
教材分析：
本节课为人教版英语必修四第三单元第二课时的阅读课。
本单元的中心话题是“幽默”，这节课以“非语言幽默大师”为题，介绍世界著名的电影演员，喜剧大师查理·卓别林以及他在无声电影时代的精湛表演，特别是在著名电影《淘金记》中，他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余体会在琐屑、卑微之中所隐藏的深刻本质。
设计理念：
本文在描写卓别林的过程中，有两条主线：一是按照时间的先后顺序，即从卓别林的出生，成长，到最后的成名过程；二是抓住人物最突出的特征, 并且通过举例（The Gold Rush）, 说明卓别林与众不同之处。
对文章结构有所了解之后，引导学生分析卓别林成功的决定因素，在潜移默化中影响学生形成正确、积极向上的人生观。
教学目标：
1.知识目标：
1）了解卓别林的生平以及他在无声电影中的精湛表演。
2）帮助学生习得并掌握本文出现的词汇、语言表达方式，同时欣赏文章中的优美句式。
2.能力目标：
1. 帮助学生进一步提高阅读中猜词义、略读、查读、跳读、归纳、总结等能力。
2. 引导学生进一步了解与体会V-ing形式在文中的呈现。
3.情感态度与价值观目标：
1.通过对幽默的了解以及对卓别林的走近，鼓励学生保持乐观的人生态度，培养幽默感，
陶冶情操。
2.欣赏文中的优美句子，激发学生的语言学习兴趣与热情。
教学重点、难点分析:
1.教学重点：
(1)使学生了解幽默的种类及无声幽默大师卓别林。
让学生认识到因为中外文化的差异,
人们对幽默理解不同，表现幽默的方式也会不同。
(2)对全文大意做整体理解，并找出各段的主题句并归纳出本文的中心思想，提高运用
英语的综合能力。
2.教学难点：
(1) 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读手段形成
阅读策略。
(2) 如何帮助学生运用阅读策略，促进学生自主学习。
(3) 怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
教学过程：
Step1 Leading-in
T: First, Let's enjoy a video about " Mr Beans".
T: Do you know him?
S:
T: Do you know what's he famous for?
S:
T: Who else do you know is known for mime, too?
S:
T: How much do you know him?
S:
T: Would you like to know more about him?
S:
T:Let's read the passage and get what you want
【设计意图】本环节的主要目的是引出话题，激发兴趣。
俗话说，“良好的开端是成功的
一半”。
好的导入扣人心弦，极大地激发学生的学习兴趣，为下一环节的教学做好良好
的铺垫。
Step2 Fast-reading
Task1: Skim the text and write down the main idea of the passage
This text tells us：____________________________________________
Task2: Read the passage again and match the main idea to each paragraph.
Para1 An example of his films
Para2 His achievements
Para3 His famous film character
Para4 Why people needed cheering up.
Para5 Charlie’s childhood
【设计意图】：限时阅读培养学生快速捕捉信息的能力，并在阅读中结合速读与跳读技巧的使用，简单的问题也能迅速激发学生阅读的成功感与兴趣。
Step3 careful-reading
Task1: Read the text carefully and fill in chart.
【设计意图】：此次查读问题涉及文章细节理解，且问题设计的难度稍微加大，让学生感觉到阅读的挑战性，引导他们探究式学习，培养他们正确捕捉重点细节的能力，图表的立体呈现也能帮助学生加快对文章的深入理解。
在阅读中指导学生切忌读时粗枝大叶，误解信息，偏离了准确性。
Task2：Competition
Place：News conference 记者招待会
Event：Charlie Chaplin's agent answer questions
Topic ：How life began on the earth
Rules :
1.Girl group and Boy group
2. Five students of each group come to the front to compete for answering
questions made by the rest students.
Scores : Five scores each time
Questions:
(1) When was Charlie Chaplin born and died?
(2) Unfortunately what happened to his family?
(3) What did he spend his childhood doing?
(4) What had he become by his teens?
(5) What was his famous film character?
(6) The Gold Rush is one of Charlie’s most famous films. When and where did the story in
the film happened?
(7) Why did the little tramp and his friends rush to California?
(8) Did they find any gold?
(9) What problem did they meet?
(10) What did they try doing?
(11) What happened to Charlie Chaplin in 1972?
(12) Where did he spend his last years?
【设计意图】：此次活动旨在阅读的基础上，再次检查学生读后对课文理解的准确性，并引入竞争机制，启发学生积极向上、敢于挑战的品质;同时活跃课堂气氛。
Step4 Post-reading
Task1 ：Discussion
Please discuss the following question in groups of four:
What can we learn from Charlie Chaplin after you learn about his life?
【设计意图】：小组合作学习，培养学生的交际能力，回顾所学的知识。
Task2：Performance
Chaplin starred in silent films so he had to make use of gestures and body language to tell his stories. What dialogue do you think he would have written for the scene described in the passage? In pairs make up a dialogue of your own and act it. You can Start like this:
Little Tramp:At last! Thank godness! Somewhere to hide from the snow! We're lucky to find this hut before we disappeared under the snow.
Friend: Yes indeed. It's warm here but I'm hungry!
Little Tramp:Perhaps.............
【设计意图】先让学生观看卓别林著名电影《淘金记》片段，观察、感知卓别林精湛滑稽的无声表演，然后让学生合作自编自演哑剧。
这是对“以学生为中心” 的新课程教学理念的贯彻，也体现了素质教育中培养学生创新思维的思想。
Step5 Homework
1. Find more information about Chaplin and his films.
2. Try to write a short passage to introduce Charlie Chaplin.
【设计意图】：作业是为了巩固知识，自主学习，扩展学生阅读与知识面，增进他们的阅读兴趣。
并让学生在阅读的基础上学习从哪些方面简介人物，提高学生的语言输出能力。