新人教版高一英语必修四Unit3ATasteofEnglishHumor教案.doc

新人教版高一英语必修四 Unit 3 A Taste of English Humor教案

　　Unit 3 A Taste of English Humor

　　单元教学目标

　　Talk about different types of humor；a taste of English humor
　　Learn how to express one’s emotions
　　Learn the –ing form as the Predicative, Attributive and Object Complement
　　Learn to write humorous stories

　　目标语言

　　话题
　　Different types of humor; a taste of English humor
　　词汇
　　1. 四会词汇：
　　slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,
　　homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense
　　2. 词组：
　　be content with, badly off, pick out, cut off, star in, knock into
　　功能
　　情感 ( Emotion )
　　I enjoy this very much because… It surprises me that…
　　I laugh at that kind of thing because… I felt happy because…
　　This is fun because… I’m pleased we were both amused at…
　　How wonderful / surprising! It’s amusing that…
　　语法
　　动词的-ing 形式作表语，定语和宾语补足语的用法
　　Their job is “panning for gold”.
　　That was the problem facing Charlie Chaplin.
　　Do you find it funny to see someone sliding on a banana skin?

　　课时分配
　　1st Period Reading
　　2nd Period Speaking
　　3rd Period Grammar
　　4th Period Listening
　　5th Period Writing
　　6th Period Summary

　　分课时教案
　　Period One

　　Teaching 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: pictures
　　Teaching procedure:
　　Step 1: Lead-in
　　Show 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 up
　　Task 1. Brain-storming
　　 Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.

　　Types of humor
　　Example of English humor
　　Chinese humor
　　Nonverbal
　　Charlie Chaplin
　　Pantomimes（哑剧）刘全和，刘全利
　　Mime and farce
　　Mr. Bean
　　Funny plays 陈佩斯，赵本山
　　Verbal jokes
　　Play on words, usually
　　Cross talk 马季， 姜昆
　　Funny stories
　　Two lines
　　Jokes
　　Funny poems
　　Edward Lear
　　Doggerel（打油诗）
　　Task 2. Talking
　　 Ask students to talk about some funny stories, any English or Chinese humors they know.
　　Task 3. Reading on P22
　　 The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.

　　Joke 1:
　　Patient: Doctor, I’ve lost my memory.
　　Doctor: When did this happen?
　　Patient: When did what happen?
　　Joke 2:
　　Garcia: Thank you doctor. My fever is gone.
　　Doctor: Don’t thank me. Thank God.
　　Garcia: Then I will pay the fees to God.

　　Step 3 Homework
　　Ask each student to give a joke and present it in class next period.

　　Period Two Reading

　　Teaching 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 projector
　　Teaching procedure:
　　Step 1. Revision
　　 Check homework: ask students to present their jokes in class.
　　Step 2. Pre-reading
　　 Questions: (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. Reading
　　 The 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 paragraph
　　Part Two: the third and the fourth paragraph
　　Part Three: the last paragraph
　　 Task 2. Give the main idea of each part
　　 The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.
　　 The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.
　　 The main idea of part three: it gives us a short biography about Charlie Chaplin.
　　 Task 3. Discussion
　　 Let 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 points
　　1. content (adj.): satisfied, happy, not wanting any more
　　phrases: content with sth; content to do sth
　　 (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 sth
　　 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.
　　 His speech inspired us with hope.
　　3. badly off: in a poor position, esp. financially
　　The opposite is “ well off”
　　 (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 Practice
　　 Finish 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 Homework
　　Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.

　　Period Three Grammar

　　Teaching 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 form
　　Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.
　　Teaching aids: A computer
　　Teaching procedure:
　　Step 1. Revision
　　 Check homework: the exercises on page 20 and 21.
　　Step 2. Word formation

　　Suffix
　　Example
　　-able
　　valuable lovable comfortable
　　-ing
　　amusing misleading neighboring
　　-ful
　　hopeful cheerful useful
　　-less
　　endless homeless harmless
　　-ed
　　excited interested moved
　　-ish
　　Irish childish selfish
　　-ive
　　active attractive expensive
　　-ate
　　fortunate affectionate passionate
　　-ant
　　important pleasant ignorant
　　-ly
　　friendly orderly costly

　　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 structures
　　 Task 1. Revision
　　Have 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 form
　　Ask 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 Structures
　　 Turn 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. Homework
　　 Finish all exercises on page 56.

　　Period Four Listening

　　Teaching 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 recorder
　　Teaching procedure:
　　Step 1. Revision
　　 Check 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 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 behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.
　　 Questions: (1) Did you find this story funny? Give the reason.
　　 (2 ) What do you think of John’s behavior?
　　Step 2. Listening ( page 55 )
　　 This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.
　　 There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.
　　Step 3. Listening ( page 58 )
　　 There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.
　　Step 4. Homework
　　 Collect as many funny stories as possible, do some preparations for the writing in the next period.

　　Period Five Writing

　　Teaching 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 projector
　　Teaching procedure:
　　Step 1. Revision
　　Check 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 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. Talking
　　 Task 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 task
　　 This 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