人教新课标同步教学复习学案-必修四 Unit 3 A taste of English humour

Unit 3 A Taste of English Humor单元教学目标目标语言课时分配1st Period Reading2nd Period Speaking3rd Period Grammar4th Period Listening5th Period Writing6th Period Summary分课时教案The First PeriodTeaching 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 the answer. After that,Step 3 HomeworkAsk each student to give a joke and present it in class next period.The Second Period ReadingTeaching aims: Enable students to learn what humor means and what is nonverbal humor.Key points: Help students divide the text into several parts according to the meaning.Difficult points: Divide the paragraphs and give the main ideas.Teaching aids: A recorder and a projectorTeaching procedure:Step 1. RevisionCheck homework: ask students to present their jokes in class.Step 2. Pre-readingQuestions: (1) What do you like to laugh at?(2 ) What does humor mean? Is humor always kind?Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.Step 3. ReadingThe purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1. Divide the text into several parts according to the meaning.Part One: the first and the second paragraphPart Two: the third and the fourth paragraphPart Three: the last paragraphTask 2. Give the main idea of each partThe main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other caninspire people.The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how CharlieChaplin made a sad situation entertaining.The main idea of part three: it gives us a short biography about Charlie Chaplin.Task 3. DiscussionLet students have a discussion about the text, then answer some questions.Questions: (1) What is behind fun?(2 ) Why did people like Little Tramp?(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?Step 4 Language points1.content (adj.): satisfied, happy, not wanting any morephrases: content with sth; content to do sthe.g. (1) She is quite content to stay at home looking after her children.(2 ) Are you content with your present salary?Content (n.): that which is contained in sthe.g. I like the style of her writing but I don’t like the content.2.inspire sb. ( with sth.) \ inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.e.g. His speech inspired us with hope.3.badly off: in a poor position, esp. financiallyThe opposite is “ well off”e.g. (1) They are too badly off to have a holiday.(2 ) In fact most people are better off than they were five years ago.Step 5 PracticeFinish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.Step 6 HomeworkPreview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.The Third Period GrammarTeaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.Key points: Let students know the structures of the sentences with the –ing formDifficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense. Teaching aids: A computerTeaching procedure:Step 1. RevisionCheck homework: the exercises on page 20 and 21.There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.Step 3. Discovering useful structuresTask 1. RevisionHave a revision about the –ing form used as the subject and object. Give students some sentences to translate:(1)Talking to him is useless.(2)Smoking does harm to your health.(3)Walking is my sole exercise.(4)Collecting stamps is my hobby.(5)I suggested bringing the meeting to an end.(6)He admitted taking the money.(7)I couldn’t help laughing.(8)Your coat needs washing.Task 2. New usage of the –ing formAsk students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.Teacher checks the answers and give the explanations.(1) A cooking pot: A pot that is used for cooking.(2) A drinking horse: A horse that is drinking water.(3)The man sitting on the sofa is a friend of my brother’s.Here the –ing form are used as attribute.(4)I saw the man sliding on a banner skin yesterday.(5)Did you notice the man picking up that broken bottle and putting it in his bag?Hear the –ing form are used as object complement The structure of the sentence with an object complement is:Subject + Predicate + Object + Object complement(6)Her job is looking after babies.(7)What he likes is playing chess after supper.Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.(1)Her hobby is painting.(2)Her favorite sport is skiing.(3)This was very disappointing.(4)The test results are very discouraging.(5)She was very pleasing in her appearance.(6)His concern for his mother is very touching.(7)The photograph is missing.(8)The article was misleading, and the newspaper has apologized.In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.(9)It is snowing hard.(10)She is teaching in a night school.In these two sentences, the –ing form are used as the predicate in the present continuous tense.Step 4. Using StructuresTurn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.Step 4. HomeworkFinish all exercises on page 56.The Fourth Period ListeningTeaching aims: Enable students to understand the humor in the listening material.Key points: Train the students to get the key wards by reading the questions before listening.Difficult points: Get the main idea from the listening materials while listening.Teaching aids: A recorderTeaching procedure:Step 1. RevisionCheck homework: (1) Ask a couple of students to tell their jokes in class.(2 ) Ask some students to come to the blackboard to write their translation. After they havefinished, teacher correct some errors with the whole class.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 behavingstrangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.Questions: (1) Did you find this story funny? Give the reason.(2 ) What do you think of John’s behavior?Step 2. Listening ( page 55 )This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.Step 3. Listening ( page 58 )There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.Step 4. HomeworkCollect as many funny stories as possible, do some preparations for the writing in the next period.The Fifth 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 describe how you felt orwhat 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.The Six Period SummaryTeaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.Key points: Sum up what we have learnt in this unit.Difficult points: Sum up what we have learnt in this unit.Teaching aids: A projectorTeaching procedure:Step 1. RevisionCheck homework: Ask students to present their dialogue in class.Step 2. ReadingThis reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)Give students some time to read the passage, then answer some questions and retell the whole story. Questions: 1) What do children usually do on April Fool’s Day?2) Why did people believe the programme Panorama?3) Do you think the advice that the BBC gave people who asked how to grow noodle trees wasserious? Give a reason..4) What would you do to find out whether a story like this was true?Step 3. ProjectAsk students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them. Step 4. Summing upThis is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.功能句式：1.I enjoy this very much because….2.I laugh at that kind of thing because…3.This is fun because….4.How wonderful / surprising！5.It surprises me that…6.I’m pleased we were both amused at…7.I felt happy because…8.It’s amusing that…语法：1.Word formation2.The –ing form of the verb used as predicative, attribute and object complement.重点句子：1.Do you find it funny to see someone sliding on a banana skin, bumping into someone else round aConner, or filling down a hole in the end.2.Perhaps it makes us feel more content with our life…3.He became famous for using a particular form of acting, including mime and farce.4.But he was lived by all who watched the film for his determination in overcoming difficulties and beingkind even when people were unkind to him.5.Imagine you are hungry and all there is to eat is boiled shoe.6.He solved it by using nonverbal humor.7.Their job is “panning for gold”.8.This was the problem facing Charlie Chaplin in one of his most famous films.Translate the following sentences into Chinese and pay attention to the use of the –ing form.1.The two comedians performing on the stage are from Liaoning Province.2.Who is the girl walking by the river.3.The children playing the violin will give a performance next week.4.The man with sunglass standing near the car is a cross talk artist.5.The old lady talking to the children is a famous musician.6.I saw a group of policemen coming out of a green jeep and running to the building.7.I saw a dog carrying a piece of meat entering your garden.8.I heard her singing a beautiful song at the party last night.9.I got frightened when I saw a man playing with a snake in the park.10.There were some boys shouting and crying under my window, so I could not fall asleep.Step 5. Check yourself1.Do you find it difficult to understand English humor? Why?2.What role do you thing humor plays in your life?3.What language points have you learned in this unit?4.How well have you done in the exercises on the –ing form?5.Did you have any problems in understanding this unit? How did you solve them?Step 6. HomeworkDo some preparations for unit 4.。

高一英语◆必修4 Unit 3 A taste of English humour◆导学案No.1第一课时Reading 编写：校审： 2017.6月学习目标：1.了解非语言形式的幽默艺术；2.了解世界著名的电影演员、喜剧大师卓别林以及他在无声电影中的精湛表演；3.进一步提高学生阅读时猜测（predicting）、略读（skimming）、和归纳（summarizing）的能力；4.学习并掌握动词-ing形式作表语、定语和宾语补足语的用法；5.学习并掌握本文出现的词汇、表达方式和语法结构。

第一部分课文学习探究案I. 课文表层理解(匹配大意)Para.1 A. His achievementsPara.2 B. What his most famous character was likePara.3 C. Why people needed cheering upPara.4 D. What Charlie‟s childhood was likePara.5 E. An example of a sad situation that he made funnyII. 课文深层理解(阅读理解)1. What‟s the main idea of the text?A. The history of English humour.B. The films that Chaplin made.C. The humour Chaplin made in his films.D. The Gold Rush in California.2. The Little Tramp is well known because ____.A. Chaplin played a poor and homeless person.B. The character was a social failure.C. Chaplin wore large trousers, worn-out shoes and a small round black hat and carried a walking stick.D. Chaplin played a role as a man who determined to overcome difficulties and was kind even when people were unkind to him.3. The writer describes how Charlie Chaplin eats a pair of shoes to _______.A. offer more details about the film the Gold RushB. give an example of how Charlie Chaplin acted in the film by using nonverbal humorC. describe how Charlie Chaplin and his friends are unfortunateD. tell the readers how difficult it was to search for gold.4. Chaplin was given a special Oscar for ________.A. the characters he played in his films.B. the films he directed.C. the joy he gave us in his films.D. the contributions (贡献) he made in films.5. What‟s the author‟s attitude to Charlie Cha plin?A. positive（积极的）B. negative（消极的）C. seriousD. appreciative（欣赏的）IV. 课文短语填空(语言识记)1. 破门而入，闯入__________________2. 对……满足_________________________3. 倒不是，并不是说________________4. 境况更差___________________________5. 随着时间流逝____________________6. 善待某人___________________________7. 寻找____________________________ 8. 切断；断绝_________________________9. 挑出；辨别出____________________ 10. 在……担任主角；主演______________V. 课文长难句分析(语法归纳）1. ①As Victor Hugo once said, “Laughter is the sun that drives winter from the human face” and up to now nobody has been able to do this better than Charlie Chaplin.【分析】as引导的是_______________从句，that引导的是______________从句，后一个分句中用____________________形式表示最高级的肯定含义。

高考英语顶尖学案：新课标人教版Unit 3 A taste of English humour感受英语的幽默核心词汇1．Don’t be____________(挑剔的)about your friends，or you’ll end up not having any.2．Considering his age，I am quite____________(满意的)with his performance in the play.3．Success is not measured by the position you attain，but by the difficultiesyou____________(克服)．4. The thief____________(溜进)into the house without anyone noticing him.5．The____________(手势)that involves making a circle with one’s thumb and index finger has different meanings in different cultures.6．Seeing my arrival，he came over and____________(低语)something in my ear.7．At first it looks quite____________(普通的)，but there is something special about it.8．As a musician he was a ____________(失败者)，but as an artist a great success.9．用convince 的适当形式填空(1)We took their suggestion because their explanation was____________.(2)I need to be____________of the point of doing this before I do it.10．用occasion；occasional；occasionally填空(1)I call on him____________.That is to say，I don’t visit him frequently.(2)It’s really awful of you to dress so casually on such a formal____________.(3)An____________accident is part of the course of a day.1.particular2.content3.overcome4.slid5.gesture6.whispered7.ordinary8.failure9.(1)convincing(2)convinced10.(1)occasionally (2)occasion (3)occasional 高频短语1．________________直到现在2．________________ 对……满足3．________________ 穷的；缺少的4．________________ 挑出；辨别出5．________________ 切断；断绝6．________________ 担任主角；主演7．________________ 寻找8．________________ 对……挑剔9．________________ 破门而入10．________________ 突然……(起来)1.up to now2.feel/be content with3.badly off4.pick out5.cut off6.star in7.be in search of8.be particular about9.break into10.burst into/out重点句式1．Unfortunately his father died，________________，so Charlie spent his childhood looking after his sick mother and his brother.不幸的是他父亲去世了，使得他的家境更加贫困，因此查理的童年是在照顾生病的母亲和弟弟中度过的。

Module4 Unit3 A taste of English humorReading A master of nonverbal humor教材分析该课时是根据人教版高一英语第四模块第三单元A taste of English humor学生用书中的阅读课A master of nonverbal humor（无声的幽默大师）而设计的一节课，本课的中心话题是非语言幽默大师，介绍了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；特别是在著名影片《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，体会琐屑、卑微之中所隐藏的深刻本质。

学情分析教学对象是高一学生，他们词汇量少，英语语法及阅读策略的掌握相对差一些。

所以，本节课运用多种方法，训练提高他们的阅读理解能力。

教学目标1.Knowledge and ability(知识与能力)a. Ss get to know the well-known actor, Charlie Chaplin’s life and his wonderful performances in silent movies.b. Ss learn how to describe a person.课程标准:通过阅读理解，学生能简述著名演员查理.卓别林及其他在无声电影中的典型形象。

学习指导意见:通过分组讨论和小组合作探究与交流达到课程要求目标课标细化分解：第一步：分解内容标准，寻找关键词通过阅读理解，学生能简述著名演员查理.卓别林及其他在无声电影中的典型形象。

行为条件：通过阅读理解行为动词：简述限制词：卓别林的核心名词：典型第二步：分析关键词，构建概念图根据概念图，确定行为条件第四步综合上述思考，写出学习目标：内容主题：必修4 Unit3: A master of nonverbal humor学习目标:通过阅读理解，学生能准确无误的简述查理.卓别林及其他在无声电影中的典型形象。

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。

一．重点学法指： P97 表，尔后默写出来。

于不会的通字典。

同学吧，相信你自己的力，加油吧！（住，必然是默写，不可以抄写哦，住）1.adj.& n ．& vt. 足的；意的；足；使足2.n.喜3.prep.& adv. 遍及；穿；到；始；4.vt.& vi.；战胜5.adj.突出的；优异的；著的6.n.耳；低vt.& vi.低；小声7.bored adj. 的→adj. 令人的8.directvt.& vi. 演；指示；指adj.直的；直接的；爽直的→adv.直接地；立刻地→n．方向→n．演9.depressed adj.愁的；沮的→adj.令人沮的→n．沮；不高10.fortune n ．好运；富→adj.好运的；吉利的→adv.好运地→adv.不幸地11.entertain vt.&vi. 使；款待→adj.快乐的；幽默的→n．款待；快乐12.convince vt. 使佩服→adj.令人佩服的→adj. 确信的；深信的13.particular adj. 特其他；特的n．；目→adv.特别；特地14.humour n ．幽默；幽默→adj.幽默的15.astonish vt. 使惊→adj. 令人感觉惊的→adj.惊的16.performer n ．表演者；演出者→v．行；表演→n．行；演出写出以下短，并屡次朗，不会的可料完成。

1.的，缺少的___________2.挑出；辨出____________3.切断；断 __________________4.主演 __________________5.到在止 __________________6.⋯⋯感觉足_________________自主研究一、重点。

1.astonish vt使惊 (= surprise sb. greatly)astonishment n. 惊【拓展】： astonishing adj.令人震惊的； astonished adj.感觉惊呀的[ 典例 ] 1). The news astonished everybody.2). I was astonished at/to hear the loud sound.[ 重点用法 ]be astonished at/by sth.be astonished to do sth.It astonishes sb. that....be astonished that to one’ s astonishment【即学即】：依照句子的要求在横上填入astonish 的合适形式。

MOdllIe 4 Unit 3 A taste Of EngliSh humor 教学设计TeaChing Class: CIaSS TWO SeniOr ONETeXtbOOk version：PeOPle,s EdUCatiOlI PreSSTeaChing COIltent: MOdUle 4 Unit 2 A taste Of EngliSh IIUmOr ・•・ A PiOneer forAll PeOPleTeaChing type: ReadiIlgTeaCIling arrangement: The 2nd PeriOd・TeaClIing Time: 45 IllinUteS一.设计理念以任务为中心的任务型语言教学是冃前交际教学思想中的一种新的发展形态。

它借导"在做中学，在做中用"的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。

运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。

新人教版英语是一套好教材，然而，"橘生淮南则为橘，生于淮北则为枳”。

在农场中学的英语课堂上，实施任务和开展活动八右很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力來开展行之右效的任务和活动。

同时利用多媒体和网络技术，帮助解决教学难题。

这样，既能为学生创设真实町视的英语学习环境，也能激发学生枳极参与的欲望，引起学生的共鸣和兴趣。

二.教材分析ThiS IeSSOn is the SeCOnd PeriOd Of Unit 3, and it,s a reading IeSSon. The PUrPOSe Of this reading is to introduce the Iife and WOrk Of Charlie ChaPlin and his excellent PerfOrma nce in his Sile nt films. It PlayS a VerY important Part in teachi ng OfthiS unit. SO if the StUdents Can Iearn this IeSSOn WeIl z it VViIl be helpful to make the StUdents Iearn the rest Of this unit. They Can Iearn more about the humor especially English humor. SUCh topic is related to OUr daily life, SO it is helpful to raise Iearning interests Of StUdents and it Will be easier to get knowledge in their IaUghter 三.学生特征分析1,make USe Of multimedia COUrSeWare for EngliSh CIaSS J WhiCh has a SignifiCant effect On StUdentS audio-visual experienee, ShOWing great interest in the appreciation and enjoyment Of Ieaming Z Iearning efficiency is ObViOUS.2,AlthOUgh High SChOOl StUdents t have the basic abil^ies Of IiStening, SPeaking, reading and Writing z they Still need many OPPOrtUnitieS to explore and COnVey meanings; to ClaSSify and reflect On their thoughts, feelings and experiences through PraCtiCe ・3,rural SeCOndary SChOOl StUdents, the POOr mastery Of EngliSh J even though I teach the best CIaSS in rural SChOOL the UneVen IeVel Of StUdent Iearning, SO during the design Of activities I must take into account the SPeCifiC CirCUmStanCeS Of StUdentSat different IeVeIS and different needs・ In Order to make all IeVelS Of StUdents to PartiCiPate in the activitiesThe StUdentS in my CIaSS are Of different IeVeIS SOI ShOUld adapt the IeSSOn to each Of them and try to SOlVe different kinds Of PrOblemS WhiCh may appear in the IeSSon. TeaChing aims and demands1.KnOWledge ObjeCtSMake the StUdentS be aware Of the CUItUral aspects Of humor by Iearning this lesson.2.AbilitV ObjeetS1.DeVelOP StlIdents, ability and Iet them Ieanl different reading2.ElIable StlIdentS to talk about types OfhUmOrS and Chailie ChaPIin3・ Moral ObieCtS(D TO enable the StUdentS to Iearn to be faced With difficulties and OVerCOme them ・(② TO encourage them to keep UP OPtimiStiC attitude towards Iife and improvetheir SenSe Of humor.TeaChing key POintS1.HelP the StUdents grasp the reading SkillS・2.HeIP the StUdents to Iearn to get information, analyze the information and UnderStand the information from the text.TeaChing difficulties1.HOW to fire the students' enthusiasm to express their ideas・2・ TO make the StUdents know the acting StyIe Of Charlie ChaPIin and UnderStand the COnnOtatiOn Of humor.TeaChing methods: TaSk-based teaching method, Skiniming. SCanlling and GrOlIP discussion.TeaChing aids: A multi-media ClaSSrOOm・TeaChing PrOCedUreS & ways:SteP 1 Lead in (4 minutes)1・ ShOW a famous POem to StUdentS【设计说明】图片能吸引学生注意力，从而调动他们学习的积极性。

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。

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.。

Unit 3 A taste of English humorThe analysis of teaching materialThis lesson is the second period of Unit 3, and it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about different kinds of humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter.The analysis of studentsAlthough High school students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings, to classify and reflect on their thoughts, feelings and experiences through practice. The students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problem which may appear in the lesson.Teaching objectivesKnowledge objectives:Students will know new words like humor, cross talk, content, astonishing, unfortunately, homeless, and outstanding and phrase like up to now, badly off, pick out, cut off, and star in.Ability objectives: Students will be able to know more about reading strategies, such as skimming and scanning. And students will be able to realize that humor is to make people be optimistic about everything around. Students will be able to learn how to introduce a person.Emotional and cultural objectives: Students will know more about English humor and learn from Charlie Chaplin to hold an optimistic attitude towards life and improve their sense of humor.Key points and difficult pointsKey points:Students grasp reading skills and learn to get information, analyze the information and understand the information from the text. Students learn some tips to introduce a person.Difficult points: How to fire the students’ enthusiasm to express their ideas and how to make the students know the acting style of Charlie Chaplin and understand the connotation of humor.Teaching methods and teaching aidsTeaching methods: Task-based teaching method.Teaching aids: Text book, multimedia, and blackboard.Teaching procedureStep1 Warming up (10 minutes)First the teacher will greet the whole class as usual. Then shows some pictures of Chinese, French and English actors and ask students whether they know them or not. Then, the teacher will introduce different kinds of humor to students.The purpose of design:1.To arouse the students’ interests.2.To introduce the topic and different kinds of humor to students.Step2 Pre-reading (5 minutes)Task1: Introduce the two English humors on the text book.Task2: Talk about verbal and nonverbal humors and find their differences.Task3: Ask students to guess what the passage is about.The purpose of design:1.To help students get a general understanding of English humor.2.To help students know about verbal and nonverbal humors and find theirdifferences.3.To help students predict the content of the passage.Step3 While-reading (15 minutes)Task4: Students are asked to read the passage quickly to check their prediction about the passage. (2minutes)Task5: Read the passage and find out the main idea of each paragraph. (2minutes) The purpose of design: To skim and get the main idea.Task6: Read the passage and find out the information about Charlie Chaplin.Task7：Read paragraph 3 and find out the appearance of the little trump.Step4 Post-reading (5minutes)1. Lead students to learn three tips can be used to introduce a person.Time orderExampleConjunctions2. Have students work in groups (three person in a group) to discuss the following question and then each group select one leader to present their ideas.What should we learn from Charlie Chaplin?The purpose of design: To understand the passage deeply, learn some tips on introducing a person and encourage students to express their own ideas, and to develop mental process. And learn some good qualities from Charlie Chaplin.Step5 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 sadness, what we should do? We should be optimistic and staunch. Don’t forget to smile!As Victor Hugo said, “Laughter is the sun that drives winter from the human face.”The purpose of design: To make a conclusion and sublimate the theme.Step6 Homework1. Read the passage again, and try to retell it.2. Try to write a passage to introduce your favorite film star. (Don’t forget three tips and try to use as many new words as possible)Blackboard designTeaching reflectionAdvantages:Disadvantages:。

人教新课标英语必修4全册教案(Unit 3A taste of English humour)Unit3AtasteofEnglishhumourTeachinggoals1.Targetlanguageverbal,nonverbal,mime, farce,pancakes,mountainous,whisperb.Ithinkhowshortl ifeisandhowlongtheuniversehaslasted.P222.AbilitygoalsEnablethestudentstotalkaboutsomety pesofEnglishhumourandchinesehumour.3.Learningabilit ygoalsa.Helpthestudentslearnhowtotalkaboutsometypes ofEnglishandchinesehumour,andthenfindtheirdifferenc es.b.Letthestudentslisten,read,andthenimitatethejok es,sothattheycanrealizethathumouristoletpeopletobeo ptimisticabouteverythingaround.Teachingimportantpoi ntsHelpthestudentslearnhowtounderstandandenjoyEngli shhumors.TeachingdifficultpointsHelpthestudentsknow thedifferencesbetweenEnglishandchineseinhumours.Tea chingmethodsUsingpictures,discussion,readingandimit ation.TeachingaidsArecorderandaprojector.Partone:Te achingDesignreadingAimsTohelpstudentsdeveloptheirre adingability.TohelpstudentslearnaboutEnglishhumour. ProceduresI.warmingupwarmingupbydefining“Humour”whatis“Humour”?Doesanyoneofyouknowanythingabouthumour?L ookatthesreenandreadthedefinitionofHumourfromtheInt ernet.whosejob...?Thisisthestoryaboutfourpeoplename dEverybody,Somebody,AnybodyandNobody.Therewasanimportantjobtobedone,andEverybodywassurethatSomebodywoulddoit.Anybodycouldhavedoneit,butNobodydidit.SomebodygotangryaboutthatbecauseitwasEverybody´sjob.EverybodythoughtAnybodycoulddoit,butNobodyrealisedthatEverybodywouldn´tdoit.ItendedupthatEverybodyblamedSomebodywhenNobodydidwhatAnybodycouldhavedoneII.Pre-reading Tellingthetruth—whydoyouliketolaughat?Iliketolaughatcartoons,forthe y’relovelyandfun.Iliketolaughatfairytales.Theyareamus ingandinteresting.manyyearsagotherelivedanEmperorwhowassoexceedinglyfondoffinenewclothesthathespentvas tsumsofmoneyondress.Tohimclothesmeantmorethananythi ngelseintheworld.Hetooknointerestinhisarmy,nordidhe caretogotothetheatre,ortodriveaboutinhisstatecoach, unlessitwastodisplayhisnewclothes.Hehaddifferentrob esforeverysinglehouroftheday.III.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadalo udtotherecordingofthetextNoNVERBALHUmoUR.Payattenti ontothepronunciationofeachwordandthepausesbetweenth ethoughtgroups.Iwillplaythetapetwiceandyoushallread aloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlineal ltheusefulexpressionsorcollocationsinthepassage.cop ythemtoyournotebookafterclassashomework.3.ReadingtoidentifythetopicsentenceofeachparagrapSkim thetextandidentifythetopicsentenceofeachparagraph.y oumayfinditeitheratthebeginning,themiddleortheendof theparagraph.4.ReadingandtransferringinformationReadthetextagainto completethetable.NoNVERBALHUmoURwhatisnonverbalhumo ur?whoischarliechaplin?Howdoeshemakeasadsituationen tertaining?whatisthestoryofTheGoldRush?Factsaboutos carAbrieflifehistoryofcharliechaplin5.ReadingandunderstandingdifficultsentencesAsyouhaver eadthetexttimes,youcansurelytellwhichsentencesaredi fficulttounderstand.Nowputyourquestionsconcerningth edifficultpointstometheteacher.IV.closingdownclosin gdownbydoingexercisesToendthelessonyouaretodothecom prehendingexercisesNo.1and2onpages18and19.closingdo wnbywatchingasilentmoviebycharliechaplinDoyoulikewa tchingmovies?Doyoulikehumourousmovies?Nowlet’swatchasilenthumourousmoviebycharliechaplin.It’scharliechaplin'sfirstfilm:makingaLivingclosingdown byreadingaboutcharliechaplinToendtheperiodweshallre adanarticleaboutcharliechaplin.Nowlookatthescreenan dreaditaloudwithme.ThesecondperiodLearningaboutLang uageAimsTohelpstudentslearnaboutThe–ingformasthePredicative,Attributive&object)Tohe lpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.Tohelpstudentsdiscoverandlearntousesomeus efulstructures.ProceduresI.warmingupwarmingupbydisc overingusefulwordsandexpressionsTurntopage19anddoex ercisesNo.1,2,3,4and5.checkyouranswersagainstyourcl assmates’.II.LearningaboutThe–ingformastheAttributivewhatisattributive?Itissometh ingplacedbeforethenounstobemodified:“red”isanattributiveadjectivein“aredapple”.“walking”isalsoanattributiveadjectivein“awalkingstick”.III.ReadyusedmaterialsforThe–ingformasthePredicative,Attributive&objectwhich verbscanbefollowedbythe-ingform?IV.closingdownclosi ngdownbydiscoveringToendtheperiodyouaregoingtoskimt hetextandtheprevioustextstofindoutalltheexamplescon taining–ingformsusedasthepredicative,attributiveandobject.c losingdownbyexercisesInthelastfewminutesyouaretodoe xercises1,2,3and4onpage21.checkyouranswersagainstth oseofyourgroupmates’ThethirdperiodUsingLanguageAimsTohelpstudentsreadth eparagraphofjokesaboutSherlockHolmesandDoctorwatson Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.warmingupwarmingupbyr eadingschooljokesTherearelotsofjokesinEnglishabouts choollife.Readthesetwotoseewhetheryouwilllaughornot .whymustwelearnthis?为什么要学这个呀？onedayourprofessorwasdiscussingaparticularlycomplic atedconcept.Apre-medstudentrudelyinterruptedtoask," whydowehavetolearnthispointlessinformation""Tosavelives."theprofessorrespondedquicklyandcontin uedthelecture.Afewminuteslater,thesamestudentspokeupagain."Sohowd oesphysicssavelives?"hepersisted."Itkeepstheignoramuseslikeyououtofmedicalschool,"re pliedtheprofessor.II.Guidedreading1．ReadingandtranslatingReadtheparagraphonpage22andtra nslateitintochinesesentencebysentence.2.ReadingandunderliningNextyouaretoreadtheparagphandu nderlinealltheusefulexpressionsorcollocationsinit.copythemtoyournotebookafterclassashomework.collocati onsfromtheparagraphonpage22Gocamp,inamountainousare a,lieintheopenair,underthestars,lookupatthestars,th inkof…,tryathirdtime,inone’sbeds3.DoingtheexerciseNowyouaregoingtodotheexerciseNo.1on page22.III.GuidedSpeakingThinkoffunnystoriesinEngli shandtelllthemtoyourgroupmates.IV.Guidedwriting—LearntowritejokesTherearetwomainpartstothestructure ofajoke.Thefirstpreparesyouforthelaughbytellingasto rywhichcreatesasenseofexpectation.Thesecondpartofth ejoke,thepunchline,provokeslaughterbytellinganunexp ectedanddifferentstory,yetonewhichisstillcompatible withthefirst,asinthisexample:"mywifejustranoffwithm ybestfriend.Boy,doImisshim."and"Ihadamudpackfaciald one,andforthreedaysmyfacelookedmuchbetter.Thenthemu dfelloff."Noticetheassumptionthatismadeinboththesee xamples.Inthefirst,youassumethepersontellingthestor yisangrywithhiswife,sothepunchlinesurprisesyoubecau sehe'sfeelingsomethingdifferentandunexpected.Again, inthesecondexample,you'dmostlikelyassumethemudhadbe enremoved,leavingthefacelookingbetter,sothepunchlinetakesyoubysurprise.So,towritejokesyouneedtopractic ereadingstatementsandwritingdowntheasumptionsyoumak eaboutthem.youmustbeabletointerpretthestatementinat leasttwodifferentwaysinordertoprovidethesecond,diff erentstoryi.e.thepunchline.Andwhattowriteabout?Anyt hingthatinterestsyou.Anythingyouhavestrongopinionsa bout.Nowwritedownyourownjokes,inEnglish.IV.closingd ownbyactingToendthisperiod,wearegoingtoactthefilmby charliechaplinTheGreatDictator.PartTwTeachingResour ces1．AtextstructureanalysisofNoNVERBALHUmoURI.Type ofwritingandsummaryoftheideaTypeofwritingThisisapie ceofdescribtivewriting.mainideaofthepassagecharliec haplinastonishesuswiththedeepfeelingshecaninspirein usforacharacterheisplaying.Topicsentenceof1stparagr aphSomehumourcanbecruel.Topicsentenceof2ndparagraph charliechaplinissuchanactorastoastonishuswiththedee pfeelings.Topicsentenceof3rdparagraphHowdidcharliec haplinmakeasadsituationentertaining?Topicsentenceof 4thparagraphThefilmofTheGoldRushissetincalifornia.T opicsentenceof5thparagraphcharliechaplinproduced,di rected,andwrotethemovieshestarredin.II.Atreediagram ofthetextcharliechaplin—TheGoldRushcharliechaplinmakingasadsituationenterta ining?ThefilmofTheGoldRushsetincaliforniawheregoldwasdiscoveredHumoursbeingcruelcharliechapl inastonishinguswiththedeepfeelingscharliechaplinpro ducing,directing,andwritingthemovieshestarredinIII. AretoldpassageofthetextGiveApossibleversion:Thefour thperiodListeningStep1ListeningonP23Listentothetapeandanswe rthefollowingquestions1.whichisbesttitleforthisstor y?2.whywasmarySmithfrustrated?3.whatturnedthejamint owine?4.Didyoufindthisstoryfunny?why?5.whatdoyouthi nkofjohn’sbehavior?Step2ListeningtextHandoutthelisteningmate rialandlistentothetape,thencompletethepassageStep3L isteningonP551.Listentothetapeandtickthewordsyouhea r.2.Listentothetapeagainandanswerthefollowingquesti ons.1).wheredidPetergetthepotatoes?2).whydidn’tPeterwanttogetupwhenthethiefwasinhishouse?3.whycouldn’tthethieftakeawaythepotatoes?4.HowdidPeterstopthema nstealingthepotatoes？Step4ListeningtextListentothetapeandcompletethelist eningtextThenasksomestudentstoreadthepassagewiththe rightanswers,andtellthemainideaStep5Listeningtaskon P581.Listentothetapeandchoosethebestpicturethatbest describeswhathappened.2.choosethebestanswertoeachqu estion3.Listentothetapeagainandanswerthequestion.Ho wdoyouthinktheteacherfeltwhenhewasofferedthedog?Ste p6DiscussionDiscusshowyouwouldsolvetheseproblemsand helptheteacher.Step7HomeworkPleasecollectasmanyfunn ystoriesasyoucan.Theywillbeusefulinthenextperiod.An dtrytofindsomeinterestingwordsinthesestories.ThefifthperiodSpeakingandwritingStep1warmingupLooka tthefollowingpicturesabouthumourThenask:Howmanykind sofhumourdoyouknow?Step2EnjoyacomedyListentothetape andfinishthefollowingformBornDiedjobActingtypemaste rpiecesStep3otherexamplesofEnglishhomour1.mimeandfa rce学习永无止境mr.Bean2.funnystoriesmarkTwain:Lifeonthemississippi AdventuresofHuckleberryFinnAdventuresofTomSawyerExamplesofchinesehumourfunnypl aysStep41.Readsomeofthesecustomerandwaiterjokesandm atchthejokewiththeexplanationonP22.2.ShowmorejokesS tep5HomeworkPreviewtheReadingmaterialandfinishtheco mprehendingahead.专业的学习。

人教新课标英语必修4全册教案(Unit;3;A;taste;of;English;humour) 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.。

Unit 3 A Taste of English Humour复习学案【教学目标】在木节课结束时，学生能够掌握重点单词、短语和句型，并自我检测木单元所学语法知识。

【教学重点，难点】动词ing形式做定语【课型】检测【回顾复习】Review the language points learned in the this unit.【自主合作探究】一：单选（共15小题；每小题1分，满分15分）1.It was so cold that they had the fire _______ all night during the winter.A.burnB. burnedC. burningD. to burn2.The driver will be stopped at once if he or she is found _________ o ver the limited speed.A. driveB. drivingC. to driveD. driven3.If we are not ________ t he progress we have made, we will have greater success.A. interested inB. strict inC. popular withD. content with4.The boss wasn't _______ at the _____ the news at all.A. astonished; astonishingB. astonishing; be astonishedC. astonishing; astonishingD. astonished; astonished5.Mr. Kou is an English teacher who isn't ________ about his clothes.B.carefulC. worriedD. con tented6.—Do you know the tall man _______ t o Mr. King over there?—Sorry, I don't know him.A. to speakB. speakingC. is speakingD. has spoken7.Can you ______ your sister from that group of girls?A. bring outB. pick upC. pick outD. bring up8.In the _____ , he had to go to the lonely island to protect the wild animals.单词读熟并能默写A. particular式24.The learner of a second language has a lot of difficulties to o _________25.1 have had eno ugh and can't eat ano ther m _______ o f dinner.27.A. came up with B. came out C. came up D. came on28.A・ kept B. rose C. carried D. invited29. A. if B. unless C. since D. before30. A. speed B.shape C. cost D.race31. A. climbed B. jumped C・ covered D. stopped32. A. yard B. street C. bathroom D. kitchen33. A. worry B.care C. identity D・ power34. A. signal B. work C. war D. truth35. A. doubt B. understand C・ wonder D・ dislike36. A. reached B. searched C. looked D. prepared37. A. even B. still C. ever D. yet38. A. while B・ because C. until D. as39. A. gave in B. gave up C. gave away D. gave out40. A. broke B. woke C. picked D. packed41. A. water B. heater C・ cooker D. light42. A. hoped B. considered C・ admitted D. decided43. A. enough B.good C. bad D. true44. A. plans B. mistakes C. decisions D・ faces45. A. boss B. member C. adult D. child【反思捉升】On the evening of June 21, 1992, a tall man with brown hair and blue eyes entered the beautiful hall of the Bell Tower Hotel in Xi'an with his bicycle. The hotel workers received him and telephoned the manager, for they had never seen a bicycle in the hotel ball before though they lived in "the kingdom of bicycles/9Robert Friedlander, an American, arrived in Xi，an on his bicycle trip across Asia which started last December in New Delhi, India.When he was 11, he read the book Marco Polo and made up his mind to visit the Silk Road・Now, after 44 years , he was on the Silk Road in Xi’an and his early drcams werecoming true.Robert Friedlander^ next destinations （H 的地）were Lanzhou, Dunhuang, Urumqi, etc. He will complete his trip in Pakistan.51 ・ The best headline（标题）for this newspaper article wouldbeA. The Kingdom of BicyclesB. A Beautiful Hotel in Xi'anC. Marco Polo and the Silk RoadD. An American Achieving His Aims52. The hotel workers told the manager about Friedlander coming to the hotel becauseA. he asked to see the managerB・ he entered the hall with abikeC・ the manager had to know about all foreign guestsD・ the manager knew about his trip and was expecting him53. Friedlander is visiting the three countries in the following order,A. China, India, and PakistanB. India, China, and PakistanC. Pakistan, China, and India D・ China, Pakistan, and India54. What made Friedlander want to come to China?A. The stories about Marco Polo ・B. The famous sights in Xi'an •C. His interest in Chinese silk・ D・ His childhood dreams about bicycles .55. Friedlander can be said to beA. cleverB. friendly C・ hardworking D. strong一minded【拓展延伸】Do the exercises on the newspape匸【教学反思】答案：1-5 CBDAA 6-10 BCBCA 11-15 DCDAC16 .astonished 17.homeless 18.c ontent 19.fortune 2O.failure 21.outsta nding22.whisperi ng 23.entertaining 24.overcome 25.mouthful26-30 ACACA 31-35 BCBCB 36-40 DACBB 41-45 DCABA51-55 DBBAD。

人教新课标英语必修4全册教案(Unit 3 A taste of English humour)Unit 3 A taglish humourTeaching goals1. Target languageverbal, nonverbalarce, pancakes, mountainous, whisperb. Iw short life is and how long the universe has lasted. P222. Ability goalsEnabludalk abouglish humour andumour.3. Learning ability goalsa. Heludents learn how to talk abouglish andumour, andd their db. Ludents lad, andaaan realize that humoulet people to babout everything around. Teaching importaHeludents learn how to understand andglish humors.Teaching difficulHeludw the dbetween English andumours.Teaching methodsUsing pictures, discuading and imitation.Teaching aidsA recorder and aPart One: Teaching Design reading (NONVERBAL HUMOUR)AimsTo help students develading ability.To help students learn about English humour. ProceduresI. Warming upWarming up by defining “Humour”What is “Humour”? Does au know anything about humour? Look aand read the dHumouIWhose job ...? Tabout four people named Everybodbody, Anybody and Nobody.There was aant job to be dand Everybody was sure that Somebody would dAnybody could have dbut Nobody didbody got angry about thatbecause it was Everybody´s job.Everybody thought Anybody could dbut Nobody realised that Everybody wouldn´t dIt ended up that Everybody blamed SomebodyWhen Nobody did what Anybody could have done II. Pre-readingTelling the truth —Why do you like to laugh at?I like to laugh at ca’re lovely and fun.I like to laugh at fairy tales. They are amusing andg. Many years aglived awho was so exceedingly fondw clavast sudress. To him claan anything elworld. Hadid he care to gadrive abouate coach, unless it was to displaw clothes. He had dbvery single houday. III. Reading1. Reading alouddingNow please listen and read alouddingxt NONVERBAL HUMOUR. Pay aunciaach word and the pauses betwught groups. I will play the tape twice and you shall read aloud tw2. Reading and underliningNext you aad and underline all the useful exllocaassagur notebook after class as homewReading to idach paragraxt and idach paragraph. You may findat the beginningddldaragraph. 4. Reading and trag informationRead the text agalable.NONVERBAL HUMOURWhaverbal humour?Warlie Chaplin?How dake a sad situaaining?WhaThe Gold Rush?Facts about OscarA brief larlie Chaplin5. Reading and understanding difficulAs you have read the texu can surely tell ware difficult to understand. Now put your qug the difficulaIV. Closing downClosing down by doing exTo end the lu are to dding exNo. 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'lm: Making a LivingClosing down by reading about Charlie ChaplinTo endd we shall read an article about Charlie Chaplin. Now look aand read it aloud wTd period Learning about Language(The –ing form as the Predicative, Attributive Object)AimsTo help students learn about The –ing form as thePredicative, Attributive Object)To help students discover and learn to uuseful words and exTo help students discover and learn to uuseful structures.ProceduresI. Warming upWarming up by discovering useful words and exTurn to page 19 and do exNo. 1, 2andur answers against your classmates’. II. Learning about The –ing form as the Attributive What is attributive? Ig placed buns 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 endd you are goingxt andvious texd out all the examples containing –ing forms used adicative, attributive and object.Closing down by exIn the last few minutes you are todo ex2, 3 and 4 on page 2ur answers agaur groupmates’The third period Using Language(Jokes about Sherlock Holmes and Doctor Watson) AimsTo help students read the paragraabout Sherlock Holmes and Doctor WatsonTo help studuse the language by reading, listening, speaking and writing.ProceduresI. Warming upWarming up by reading school jokesThere are lglish about school life. Readwwu will laugWhy must we learn this? 为什么要学这个呀？One day ouwas discussing a particularly complicatedA pre-med student rudelupted to ask, "Why do we have to lealaTo save livded quickly and continued the lecture.A few minutes laame studup agaw dave lives?d. "Ignoramuses like you out of medical school," repliedII. Guided reading1． Reading and translatingRead the paragraph on page 22 and translab2. Readingand underliningNext you aad the paragph and underline all the useful exllocaur notebook after class as homewllocaaragraph on page 22Go camp, in a mountainous area, lair, undars, look up aa…, try a third’s beds3. Doing the exerciseNow you are going to do the exercise Nage 22.III.Guided SpeakingTuglish and telllur group mates.IV.Guided Writing—Learn to wThere are two main paucture of a joke. Tares youlaugh by telling a story wates axpectation. Td paunch lvokes laughter by telling an unexpected and dwll compatible waxample: "My wife just ran off with my bd. Boy, do Iand "I had a mud pack facial done, anddays my face looked much better. Tud fell off." Nassuat is made in bxamples. Iu assullingangry wwunch line suu because he's feelingg dand unexpected. Agad example, you'd most likely assuud had bved, leaving the face looking bunch line takes you by suwu need to praading staand writing down the asuu make abouu must be ablatement(line) in at least two dwadvidd, dunch line. And what to write about? Anything thau. Anything you have strongabout.Now write down your owglish.IV. Closing down by actingTo endd, we are going to alm by Charlie Chaplin The Great Dictator.Part Tw Teaching Resou．A text structure analNONVERBAL HUMOURI. Type of writing and summadeaType of writingThis is adescribtive writing.Main ideaassageCharlie Chaplin aus wdeep feelings he caus for a charalaying.Taragraumour can be cruel.T2nd paragraphCharlie Chaplin is such an actor as to aus wdeep feelings.Td paragraphHow did Charlie Chaplin make a sad situaaining? TaragraphThe film of The Gold Rualifornia.TaragraphCharlie Chaplin produced, directed, and wvarred in. II. A tree diagraxt Charlie Chaplin —The Gold RushThe film of The Gold Rualifornia where gold was discovered(para 4)III. A retold passagxtGive A possible version:The foud ListeningListening on P23Lape and answllowing quWbest titl?2. Why was Maustrated?3. What turned the jam into wine?4. Did you findunny? Why?5. What do you’s behavior?Step 2 Listening textHand out the listening material and lalassagListening on P551. Lape andwords you hear.2. Lape again and answllowing qu). Where did Peter gatoes?2). Why didn’t Peter want to get up wwause?3. Why couldn’ake awaatoes?4. How did Pan stealingatoes？Listening textLape and compllistening textThen audad the passage wght answers , and tell the main ideaListening task on P58pe andbure that best describes what happened. 2best answer to each quLape again and answer the quHow do youacher felt when he wad the dog?Discussion Discuss how you would solvblems and helaHomework Please collect as many fuas you can. They will be usefulxt period. Anddg wordTd Speaking and WritingWarming upLook allowing pictures about humourThen ask : How many kinds of humour do you know? Step 2 Enjoy a comedyLape andllowing formBornDiedJobActingaxamplgluand faBean2. fuark Twain : LAdventures of Huckleberry FinnAdventures of Tom SawyerExamplumourfunny plaReadustomer and waand mawxplanaP22.2.ShowHomeworkPreview the Reading material andding ahead。

Unit 3 A Taste of English HumorReading: A Master of Nonverbal Humor Learning Aims:Knowledge Aim:(1) Master important words and expressions occurred in this passage.(2) Get a general understanding of the story of Charlie Chaplin. Ability Aim:(1) Learn to find the topic sentence(s) of each paragraph.(2) Learn to describe or introduce a person.Affection Aim:(1) Have a taste of English humor.(2) Arouse Ss’ interest in English language, music, film, etc.I. Review1. humor2. performer3. astonishing4. ordinary5. bored6.entertaining7. throughout 8. homeless 9. moustache10. worn-out 11. failure 12. overcome13.leather 14. chew 15.convincing16.direct 17.outstanding 18. unfortunately 1. 直到现在 2. 对…感到满足3.穷的，缺少的更穷的4. 挑出，辨别出5. 切断，断绝6.担任主角，主演I. Warming-up幽你一默之Day after DayA teacher was always so involved in the text being studied that he never looked up . He would call on a student for translation and explanation, and (without realizing it) he often chose the same student day after day. Out of respect, the student wouldn't point this out to him.After being called on four days in a row, a student named Goldberg ask ed his friends for advice. The next day when the teacher said "Goldberg, translate and explain," Goldberg replied, "Goldberg is absent today .""All right," said the teacher. "YOU translate and explain.”(1)be involved in 卷入；投入(2) out of respect出于尊敬(2)in a row 接连不断地II. Pre-reading1. How many types of humor do you know? And tell us some humorists you like.2. How much do you know about Charlie Chaplin?III. Fast readingTask 1.Skim over the passage and complete the notes about Chaplin.Birth: He was born in .Job: .Famous character: .Charlie Chaplin Costume: .Type of acting: .Death: He died in .It is about the life，work and his nonverbal humor-mime of Chaplin. Task 2. Read the passage again and match the main idea of each paragraph.(Pay attention to the first and the last sentence of each paragraph.)Para.1 Chaplin’s childhood.Para.2 An example of Chaplin’ acting.Para.3 Chaplin’s influence on people going through a hard time. Para.4 Chaplin’s achievements.Para.5 Chaplin’s famous character, the little tramp. VI. Careful readingTask3. Read the passage carefully and answer the following questions.1.What was Chaplin’s own life like?A. It was easy.B. It was a little hard.2. Why did the people never feel bored watching Chaplin acting?.3. What was the little tramp like?.4. Why was the little tramp loved by people around the world?.5. The following are Chaplin’s most famous films. Which one was mentioned in this passage?A. City LightsB. The Gold RushC. Modern TimesD. the Great Dictator6. Where was Chaplin buried?A. EnglandB. the USAC. SwitzerlandTask4. Enjoy the languageTranslate the following sentences.1. Laughter is the sun that drives winter from the human face..孩子好像早上八九点钟的太阳。