高中英语A taste of English humour新人教版必修四.docx

高中英语A taste of English humour新人教版必修四.docx

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高中英语AtasteofEnglishhumour新人教版必修四

Unit3AtasteofEnglishhumour

PartOne:

TeachingDesign（第一部分：

教学设计）

1.Asamplelessonplanforreading

（NONVERBALHUMOUR）

Aims

Tohelpstudentsdeveloptheirreadingability.

TohelpstudentslearnaboutEnglishhumour.

Procedures

I.Warmingup

Warmingupbydefining“Humour”

Whatis“Humour”?

Doesanyoneofyouknowanythingabouthumour?

LookatthesreenandreadthedefinitionofHumourfromtheInternet.

∙temper:

acharacteristic（habitualorrelativelytemporary）stateoffeeling;"whetherhepraisedorcursedmedependedonhistemperatthetime";"hewasinabadhumor"

∙wit:

amessagewhoseingenuityorverbalskillorincongruityhasthepowertoevokelaughter

∙humor:

（MiddleAges）oneofthefourfluidsinthebodywhosebalancewasbelievedtodetermineyouremotionalandphysicalstate;"thehumorsarebloodandphlegmandyellowandblackbile"

∙liquidbodysubstance:

theliquidpartsofthebody

∙humor:

thequalityofbeingfunny;"Ifailtoseethehumorinit"

∙humor:

thetraitofappreciating（andbeingabletoexpress）thehumorous;"shedidn'tappreciatemyhumor";"youcan'tsurviveinthearmywithoutasenseofhumor"

∙humor:

putintoagoodmood

Warmingupwatchingandlistening

Hi,everyone!

WearegoingtolearnaboutAtasteofEnglishhumourtoday.Nowwatchtheslides/picturesandlistentotheEnglishhumourpoems.

Whyworry?

Thereareonlytwothingstoworryabout:

Eitheryouarewelloryouaresick.

Ifyouarewell,thenthereisnothingtoworryabout.

Ifyouaresick,therearetwothingstoworryabout:

Eitheryouwillgetwelloryouwilldie.

Ifyougetwell,thenthereisnothingtoworryabout.

Ifyoudie,thereareonlytwothingstoworryabout:

EitheryouwillgotoHeavenorHell.

IfyougotoHeaven,thereisnothingtoworryabout.

ButifyougotoHell,youwillbesodamnbusy

Shakinghandswithfriends,youwon´thavetimetoworry.

Whosejob...?

ThisisthestoryaboutfourpeoplenamedEverybody,

Somebody,AnybodyandNobody.

Therewasanimportantjobtobedone,

andEverybodywassurethatSomebodywoulddoit.

Anybodycouldhavedoneit,butNobodydidit.

Somebodygotangryaboutthat

becauseitwasEverybody´sjob.

EverybodythoughtAnybodycoulddoit,

butNobodyrealisedthatEverybodywouldn´tdoit.

ItendedupthatEverybodyblamedSomebody

WhenNobodydidwhatAnybodycouldhavedone

II.Pre-reading

Tellingthetruth—Whydoyouliketolaughat?

Iliketolaughatcartoons,forthey’relovelyandfun.

Iliketolaughatfairytales.Theyareamusingandinteresting.

ManyyearsagotherelivedanEmperorwhowassoexceedinglyfondoffinenewclothesthathespentvastsumsofmoneyondress.Tohimclothesmeantmorethananythingelseintheworld.Hetooknointerestinhisarmy,nordidhecaretogotothetheatre,ortodriveaboutinhisstatecoach,unlessitwastodisplayhisnewclothes.Hehaddifferentrobesforeverysinglehouroftheday.

III.Reading

1.Readingaloudtotherecording

NowpleaselistenandreadaloudtotherecordingofthetextNONVERBALHUMOUR.Payattentiontothepronunciationofeachwordandthepausesbetweenthethoughtgroups.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.

2.Readingandunderlining

Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.

CollocationsfromNONVERBALHUMOUR

Slideon…,bumpinto…,roundacorner,falldown…,intheroad,seeotherpeople’sbadluck,attimes,feelcontentwith…,beworseoff,astonish…with…,inspire…insb.,playacharacter,beborninpoverty,becomefamous,useaparticularformofacting,ancarryentertainingsilentmovie,acharmingcharacter,bewellknownthroughouttheworld,playapoorandhomelessperson,wearlargetrousers,carryawalkingstick,asocialfailure,belovedby…,overcomedifficulties,beunkindto…,make…entertaining,asadsituation,aboiledshoe,make…funny,usenonverbalhumour,inthemiddleofthenineteenthcentury,discovergold,insearchof…,rushthere,panforgold,wash…from…,inapanofwater,pickup…,befortunateenough,becoughtontheedgeof…,inasnowstorm,inasmallwoodenhouse,havenothingtoeat,boilapairofleathershoes,sitdownatatable,adrinkingcup,pickout…,cutoff…,treat…asif…,eateverymonthfulwithenjoyment,directamovie,give…aspecialOscar,one’slifetimeoutstandingwork,liveone’slifein…,

3.Readingtoidentifythetopicsentenceofeachparagrap

Skimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.

4.Readingandtransferringinformation

Readthetextagaintocompletethetable.

NONVERBALHUMOUR

Whatisnonverbalhumour?

WhoisCharlieChaplin?

Howdoeshemakeasadsituationentertaining?

WhatisthestoryofTheGoldRush?

FactsaboutOscar

AbrieflifehistoryofCharlieChaplin

5.Readingandunderstandingdifficultsentences

Asyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.

IV.Closingdown

Closingdownbydoingexercises

ToendthelessonyouaretodothecomprehendingexercisesNo.1and2onpages18and19.

ClosingdownbywatchingasilentmoviebyCharlieChaplin

Doyoulikewatchingmovies?

Doyoulikehumourousmovies?

Nowlet’swatchasilenthumourousmoviebyCharlieChaplin.It’sCharlieChaplin'sfirstfilm:

MakingaLiving

ClosingdownbyreadingaboutCharlieChaplin

ToendtheperiodweshallreadanarticleaboutCharlieChaplin.Nowlookatthescreenandreaditaloudwithme.

CharlieChaplin（April16,1889-December25,1977）

CharlieChaplin,whobroughtlaughtertomillionsworldwideasthesilent"LittleTramp"clown,hadthetypeofdeprivedchildhoodthatonewouldexpecttofindinaDickensnovel.BorninEastStreet,Walworth,Londonon16April,1889,CharlesSpencerChaplinwasthesonofamusichallsingerandhiswife.CharlieChaplin'sparentsdivorcedearlyinhislife,withhisfatherprovidinglittletonosupport,eitherfinancialorotherwise,leavinghismothertosupportthemasbestshecould.Chaplin'smotherHannahwasthebrightestspotinCharlie'schildhood;formerlyanactoronstage,shehadlostherabilitytoperform,andmanagedtoearnasubsistencelivingforherself,Charlie,andCharlie'solderhalf-brotherSidneybysewing.ShewasanintegralpartofCharlie'syounglife,andhecreditedherwithmuchofhissuccess.Sadly,sheslowlysuccumbedtomentalillness,andbythetimethatCharliewas7yearsold,shewasconfinedtoanasylum;CharlieandSidneywererelegatedtoaworkhouse（agovernmentfacilityfororphanedandabandonedchildren）--notforthelasttime.After2months,shewasreleased,andthefamilywashappilyreunited,foratime.Inlateryears,shewasreadmittedforan8-monthstretchlater,duringwhichtimeCharlielivedwithhisalcoholicfatherandstepmother,inastrainedenvironment.

2．AsamplelessonplanforLearningaboutLanguage

（The–ingformasthePredicative,Attributive&Object）

Aims

TohelpstudentslearnaboutThe–ingformasthePredicative,Attributive&Object）

Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.

Tohelpstudentsdiscoverandlearntousesomeusefulstructures.

Procedures

I.Warmingup

Warmingupbydiscoveringusefulwordsandexpressions

Turntopage19anddoexercisesNo.1,2,3,4and5.Checkyouranswersagainstyourclassmates’.

II.LearningaboutThe–ingformastheAttributive

Whatisattributive?

Itissomethingplacedbeforethenounstobemodified:

“red”isanattributiveadjectivein“aredapple”.“walking”isalsoanattributiveadjectivein“awalkingstick”.

The–ingformastheAttributive

　　The–ingform作定语时表示该动作正在进行。

单个The–ingform作定语通常放在被修饰词的前面.The–ingform短语作定语则放在被修饰词之后。

如:

　　Therisingsunlooksverybeautiful.冉冉升起的太阳看上去很美。

　　若被修饰词与The–ingform是被动关系时,须用The–ingform的被动式（beingdone）作定语。

如:

　　Thesongbeingbroadcastisverypopularwiththeyoungstudents.正在播放的歌曲深受青年学生的欢迎。

　　注意The–ingform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:

　　Letsleepingdogslie.别招惹麻烦。

（The–ingform相当于定语从句whicharesleeping）

　　Ithinksomesleepingpillsmayhelpyou.我想安眠药可以助你入睡。

（The–ingform表示用途,相当于pillsforsleeping）

III.ReadyusedmaterialsforThe–ingformasthePredicative,Attributive&Object

Whichverbscanbefollowedbythe-ingform?

Oneofthemostimportantsimpleprinciplesthatgrammarianstendtomissistheonethatexplainswhatverbstakethe-ingform.ThemethodofalmostallbooksonEnglishgrammaristogivealistofsuchverbs.Thisimpliesthatitiscompletelyarbitrarywhetheraverbtakesthe-ingformornot,thatGodhasclosedhiseyesandprickedoffverbshereandthereatrandomwithapin.Studentsarethuscutofffrominsightintoabasicpatternofmeaning,andconfrontedwithalifelessseriesofunconnectedwordswhichtheyhavetolearnbyheart.Theyarepushedintoapurelymechanicalprocessthatmissestheessentialtruththatlearninglanguagesislearningaboutmeaningsandtheirlogicalconnectionstoothermeanings.Itissignificantoftheimpracticalarbitrarinessoftheseliststhattherearealmostnotwoofthemthatarethesame,evenwherethemostcommonoftheverbsusedwith-ingareconcerned.

Whencontrastingthe-ingformwiththeinfinitive,thebasicpointtorememberisthat

-ingcanalwaysmean,amongotherthings,averb-noun,an

'action-thing'.

Thefactthat-ingcanalwaysmeana'thing'givesusthe