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

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

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

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

　　Unit3ATasteofEnglishHumor

　　单元教学目标

　　Talkaboutdifferenttypesofhumor；atasteofEnglishhumor

　　Learnhowtoexpressone’semotions

　　Learnthe–ingformasthePredicative,AttributiveandObjectComplement

　　Learntowritehumorousstories

　　目标语言

　　话题

　　Differenttypesofhumor;atasteofEnglishhumor

　　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：

　　becontentwith,badlyoff,pickout,cutoff,starin,knockinto

　　功能

　　情感（Emotion）

　　Ienjoythisverymuchbecause…Itsurprisesmethat…

　　Ilaughatthatkindofthingbecause…Ifelthappybecause…

　　Thisisfunbecause…I’mpleasedwewerebothamusedat…

　　Howwonderful/surprising!

It’samusingthat…

　　语法

　　动词的-ing形式作表语，定语和宾语补足语的用法

　　Theirjobis“panningforgold”.

　　ThatwastheproblemfacingCharlieChaplin.

　　Doyoufinditfunnytoseesomeoneslidingonabananaskin?

　　课时分配

　　1stPeriodReading

　　2ndPeriodSpeaking

　　3rdPeriodGrammar

　　4thPeriodListening

　　5thPeriodWriting

　　6thPeriodSummary

　　分课时教案

　　PeriodOne

　　Teachingaims:

EnablestudentstotalkaboutsometypesofEnglishhumorandChinesehumor.

　　Keypoints:

HelpstudentslearnhowtounderstandandenjoyEnglishhumors.

　　Difficultpoints:

HelpstudentsknowthedifferencesbetweenEnglishandChineseinhumor.

　　Teachingaids:

pictures

　　Teachingprocedure:

　　Step1:

Lead-in

　　Showsomepicturestostudents,letthemtalkaboutthepicturesandthenaskthemwhattheythinkofthepictures,whethertheyarefunnyornot.

　　Questions:

1）Doyouknowwhothesecomediansare?

Whatmakesthemfunny?

　　2）Doyouknowothercomedianswhoarefunnyinthesameway?

　　3）Haveyouseenanyofthesecomediansorprogrammers?

Whatdoyouthinkofthem?

　　Step2:

Warmingup

　　Task1.Brain-storming

　　Askstudentstonamesometypesofhumorstheyknow.Writethosetheyarenotfamiliarwithontheblackboard,thenshowsomepicturesandsummarize.

　　Typesofhumor

　　ExampleofEnglishhumor

　　Chinesehumor

　　Nonverbal

　　CharlieChaplin

　　Pantomimes（哑剧）刘全和，刘全利

　　Mimeandfarce

　　Mr.Bean

　　Funnyplays陈佩斯，赵本山

　　Verbaljokes

　　Playonwords,usually

　　Crosstalk马季，姜昆

　　Funnystories

　　Twolines

　　Jokes

　　Funnypoems

　　EdwardLear

　　Doggerel（打油诗）

　　Task2.Talking

　　Askstudentstotalkaboutsomefunnystories,anyEnglishorChinesehumorstheyknow.

　　Task3.ReadingonP22

　　Thepurposeofthereadingistointroducethekindofverbaljokes.Theyusea“playonwords”tobefunny.Letstudentsreadthethreejokesandthenmatchthejokewiththeexplanation.Thenchecktheanswer.Afterthat,teachercanshowsomeotherjokesonthescreen.

　　Joke1:

　　Patient:

Doctor,I’velostmymemory.

　　Doctor:

Whendidthishappen?

　　Patient:

Whendidwhathappen?

　　Joke2:

　　Garcia:

Thankyoudoctor.Myfeverisgone.

　　Doctor:

Don’tthankme.ThankGod.

　　Garcia:

ThenIwillpaythefeestoGod.

　　Step3Homework

　　Askeachstudenttogiveajokeandpresentitinclassnextperiod.

　　PeriodTwoReading

　　Teachingaims:

Enablestudentstolearnwhathumormeansandwhatisnonverbalhumor.

　　Keypoints:

Helpstudentsdividethetextintoseveralpartsaccordingtothemeaning.

　　Difficultpoints:

Dividetheparagraphsandgivethemainideas.

　　Teachingaids:

Arecorderandaprojector

　　Teachingprocedure:

　　Step1.Revision

　　Checkhomework:

askstudentstopresenttheirjokesinclass.

　　Step2.Pre-reading

　　Questions:

（1）Whatdoyouliketolaughat?

（2）Whatdoeshumormean?

Ishumoralwayskind?

　　Givestudentssometimetodiscuss.Thepurposeistohelpstudentsknowthatdifferentpeoplehavedifferenttasteabouthumor.Itisdifficulttosaywhichoneisbetterorwhichoneisworse.

　　Step3.Reading

　　Thepurposeofthisreadingistointroducenonverbalhumor.ThisreadingmaterialtakesCharlieChaplinforexample.Ittellsuswhatnonverbalhumormeans;whatisCharlieChaplin’sstyleofacting;howhemadeasadsituationentertainingandsoon.

　　Task1.Dividethetextintoseveralpartsaccordingtothemeaning.

　　PartOne:

thefirstandthesecondparagraph

　　PartTwo:

thethirdandthefourthparagraph

　　PartThree:

thelastparagraph

　　Task2.Givethemainideaofeachpart

　　Themainideaofpartone:

Ittellsusthattherearetwokindsofhumor.Oneisbad,whiletheothercaninspirepeople.

　　Themainideaofparttwo:

IttellsussomethingaboutCharlieChaplin’sactingstyleandhowCharlieChaplinmadeasadsituationentertaining.

　　Themainideaofpartthree:

itgivesusashortbiographyaboutCharlieChaplin.

　　Task3.Discussion

　　Letstudentshaveadiscussionaboutthetext,thenanswersomequestions.

　　Questions:

（1）Whatisbehindfun?

（2）WhydidpeoplelikeLittleTramp?

　　（3）DoyouthinkCharlieChaplin’seatingboiledshoesfunny?

Why?

　　Step4Languagepoints

　　1.content（adj.）:

satisfied,happy,notwantinganymore

　　phrases:

contentwithsth;contenttodosth

（1）Sheisquitecontenttostayathomelookingafterherchildren.

（2）Areyoucontentwithyourpresentsalary?

　　Content（n.）:

thatwhichiscontainedinsth

　　IlikethestyleofherwritingbutIdon’tlikethecontent.

　　2.inspiresb.（withsth.）\inspiresth.（insb.）:

Tofillsb.withthoughts,feelingsoraims.

　　Hisspeechinspireduswithhope.

　　3.badlyoff:

inapoorposition,esp.financially

　　Theoppositeis“welloff”

（1）Theyaretoobadlyofftohaveaholiday.

（2）Infactmostpeoplearebetteroffthantheywerefiveyearsago.

　　Step5Practice

　　Finishtheexercisesonpage18,19,itisagoodtimetoconsolidatethewholecontentofthetextandtheusefulwordsandexpressionsfromthetext.Itiseasyformoststudentstofinish.Soleavestudentsseveralminutestofinishandchecktheanswersbyshowingthemonthescreen.

　　Step6Homework

　　PreviewgrammarbyfinishingExercises3,4onpage20,alltheexercisesonpage21.

　　PeriodThreeGrammar

　　Teachingaims:

Enablestudentstolearnhowtousethe–ingformastheattribute,theobjectcomplementandthepredicative.

　　Keypoints:

Letstudentsknowthestructuresofthesentenceswiththe–ingform

　　Difficultpoints:

Helpstudentstotellthe–ingformasthepredicativeandtheuseofthepresentcontinuoustense.

　　Teachingaids:

Acomputer

　　Teachingprocedure:

　　Step1.Revision

　　Checkhomework:

theexercisesonpage20and21.

　　Step2.Wordformation

　　Suffix

　　Example

　　-able

　　valuablelovablecomfortable

　　-ing

　　amusingmisleadingneighboring

　　-ful

　　hopefulcheerfuluseful

　　-less

　　endlesshomelessharmless

　　-ed

　　excitedinterestedmoved

　　-ish

　　Irishchildishselfish

　　-ive

　　activeattractiveexpensive

　　-ate

　　fortunateaffectionatepassionate

　　-ant

　　importantpleasantignorant

　　-ly

　　friendlyorderlycostly

　　Therearetensuffixesinthechart.Andtherearesomenewwordsinit.Butthepurposeofshowingthischartistoletstudentslearnmoreabouttheadjectivesuffix.

　　Step3.Discoveringusefulstructures

　　Task1.Revision

　　Havearevisionaboutthe–ingformusedasthesubjectandobject.Givestudentssomesentencestotranslate:

（1）Talkingtohimisuseless.

（2）Smokingdoesharmtoyourhealth.

　　（3）Walkingismysoleexercise.

　　（4）Collectingstampsismyhobby.

　　（5）Isuggestedbringingthemeetingtoanend.

　　（6）Headmittedtakingthemoney.

　　（7）Icouldn’thelplaughing.

　　（8）Yourcoatneedswashing.

　　Task2.Newusageofthe–ingform

　　AskstudentstolookattheExercises4onpage20.Andthenwakeinpairstofinishtheexercises.

　　Teachercheckstheanswersandgivetheexplanations.

（1）Acookingpot:

Apotthatisusedforcooking.

（2）Adrinkinghorse:

Ahorsethatisdrinkingwater.

　　（3）Themansittingonthesofaisafriendofmybrother’s.

　　Herethe–ingformareusedasattribute.

　　（4）Isawthemanslidingonabannerskinyesterday.

　　（5）Didyounoticethemanpickingupthatbrokenbottleandputtingitinhisbag?

　　Hearthe–ingformareusedasobjectcomplementThestructureofthesentencewithanobjectcomplementis:

　　Subject+Predicate+Object+Objectcomplement

　　（6）Herjobislookingafterbabies.

　　（7）Whathelikesisplayingchessaftersupper.

　　Herethe–ingformareusedaspredictive.Payattentiontothedifferencesbetween–ingformusedaspredicativeandpresentcontinuoustense.

（1）Herhobbyispainting.

（2）Herfavoritesportisskiing.

　　（3）Thiswasverydisappointing.

　　（4）Thetestresultsareverydiscouraging.

　　（5）Shewasverypleasinginherappearance.

　　（6）Hisconcernforhismotherisverytouching.

　　（7）Thephotographismissing.

　　（8）Thearticlewasmisleading,andthenewspaperhasapologized.

　　Inthefirsttwosentences,the–ingformisusedtoshowthecharacterofthesubject.Inthenextfoursentencesthewordsofthe–ingformareallaboutthefeelings.Inthelasttwosentences,thewordsofthe–ingformshowsomestatesandqualities.

　　（9）Itissnowinghard.

　　（10）Sheisteachinginanightschool.

　　Inthesetwosentences,the–ingformareusedasthepredicateinthepresentcontinuoustense.

　　Step4.UsingStructures

　　Turntopage56.LookattheUsingStructure.Therearetwoexercisesinthispart.Exercise