bood4unit2导学案.doc

Unit 3 A taste of English humour整理：张云 韩海常I. 单元教学目标技能目标Skill GoalsTalk about different types of humour; a taste of English humourLearn how to express ones emotionsLearn the -ing form as the Predicative, Attribute & Object ComplementLearn to write humorous storiesII. 目标语言功 能 句 式情感（Emotions）I enjoy this very much because .I laugh at that kind of thing because .This is fun because .How wonderful/ surprising!It surprises me that .Im pleased we were both amused at .I felt happy because .Its amusing that .词 汇1. 四会词汇Astonishing, performer, throughout, overcome, homeless, ordinary, entertain, leather, chew, direct, outstanding, 2. 认知词汇 verbal, nonverbal, mime, farce, Charlie Chaplin, Edward Lear, bump, poverty, charming, tramp, lace, enjoyment, Oscar, costume, Sherlock Holmes3. 词组be content with, badly off, pick out, star in, pick out, cut off语 法构词法：名词与形容词之间的转化 动词的-ing形式作表语、定语和宾语补足语的用法（The -ing form as predicative, attribute and object complement）Period 1Teaching goals 教学目标1. Target language 目标语言a. 重点词汇 verbal, nonverbal, mime, farce, pancakes, mountainous, whisperb. 重点句型I think how short life is and how long the universe has lasted. P222. Ability goals 能力目标Enable the students to talk about some types of English humour and Chinese humour.3. Learning ability goals 学能目标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 教学重点Help the students learn how to understand and enjoy English humors.Teaching difficult points 教学难点Help the students know the differences between English and Chinese in humours.Teaching methods 教学方法 Using pictures, discussion, reading and imitation.Teaching aids 教学准备 A recorder and a projector.Teaching procedures & ways 教学过程与方式Step Revision Have a dictation about the words and expressions that appeared in Unit 2. Step Warming upStart the new unit by showing the students a picture:T: Look! What do you think of the picture?Ss: Its very funny! A wolf or a dog is jumping across the back of a sheep!T: Yeah! Its so funny that we cannot help laughing about their acting. It makes us feel nice. Today, we are going to learn something about humour. The title is A taste of English humour. Do you know something about English humour?S1: Im sorry.S2: I know an English humour.T: Really? Please read it to us.S2: Ill try. One day a patient went to see his doctor. He said to the doctor: “Doctor, I see double.” The doctor said: “Sit on the chair please.” And then the patient asked the doctor: “Which one?”T: Thats really interesting! Thank you! In fact this is a kind of English humour, which we call verbal joke. Ok, here are some pictures. Look, who are they? （1） （2） （3） （4）S3: Its Charlie Chaplin. And I know picture one is from a film called The Gold Rush.T: Right. Who know the man in picture 3?S4: I dare say that everyone know him. Hes Mr. Bean, one of the most famous and successful British actor.T: You are right. Hes now recognized as the most popular British comedy expert. And how about the last one?S5: Its difficult to say. I guess hes an American because the picture behind him looks like an American flag.T: Right. He is Mark Twain, the famous American writer. Do you know something about him?S6: He liked to make jokes with other people.T: Have you once read some?S6: Only a few.T: Can you bring us some next time?S6: Let me try.T: OK, now, lets look at the chart on Page 17. What does it tell us?S7: From the table we can see that Charlie Chaplin is good at nonverbal humour; Mr. Bean is famous for his mime and farce; while Mark Twain was good at tell some funny stories. But I dont know Edward Lear.T: Right. Edward Lear is a famous British poet. His poems are funny. But they were all from daily life. Until now people also read them and enjoy them. Here is one of his short poems. Please look at the screen:There was an old Man with a breadThere was an old man with a bread,Who said, “Its just as I feared!Two owls and a hen,Four larks and a wren,Have all built their nests in my bread!”T: In these two poems we can see that Edward Lear used a kind of magnification to make his poem funny. But because the sense of humour of English and Chinese is different, sometimes what they feel funny would not sound funny to us. But if you want to make fun of one of your friends, you can send them to him/her. They will be surprise to see these. Well, do you know these persons in the pictures? What are they good at? Nonverbal, mime and farce, funny stories or funny poems?（1）（2） （3）（4）S8: Picture 1 is Chen Peisi. I think he is famous for his mime and farce.S9: Picture 2 is Zhao Benshan. He is famous for his Xiao pin. And he is also for his mime, I think.S10: The two persons in picture 4 are Liu Quanhe and Liu Quanlin. They are good at Ya ju (哑剧).T: Do you know the third person? No? He is the famous cross talk actorHou Baolin. When he was living, he was the most popular actor. Many of his works are the classic. OK, now can you finish the last column of the chart? The Suggested answers:English humourNonverbalMime and farceVerbal jokesFunny storiesFunny poemsChinese humourPantomime (哑剧) 刘全和、刘全林Funny plays 陈佩斯、赵本山Cross talk 侯宝林、马季JokesDoggerel （打油诗）Step Reading on P22The purpose of this reading is to introduce the kind of humour we can laugh at -verbal jokes. They use a “play on words” to be funny. Let the students read the three jokes and then match the joke with the explanation.T: Well, boys and girls, just now we learned something about English and Chinese jokes. Now lets read some English jokes on Page 22. Ill give three minutes for you to read them and then match the joke with the explanation. If you like, you may have a discussion. And then well check the answer. OK, read them.The students read and finish their task, and the teacher can show some other jokes on the screen. After they have finished the task, check the answer and ask them to enjoy the jokes on the screen.T: Have you finished the reading? Are the jokes funny?Ss: Yes, they are very funny. Weve never found that English jokes so funny.T: Whats the answer?S11: The answer is 1 to B, 2 to C and 3 to A.T: Good. Now, please look at the screen. Here are more jokes on it. Read them and enjoy them. If you have some troubles in understanding, discuss, or ask me.Give the students some time to read the jokes：Ss: Were laughing to death!T: Dont do that, another joke is waiting for you. Please read the neat joke on Page 22. And then finish the question followed.Give the students three minutes to do it. T: Now decide which of these two kinds of jokes you like better. Give your reason.S12: I find the first kind jokes are easier to understand.S13: Those jokes on the screen are the funnies ones, I think.S14: We must understand the background of the funny story at first, and then we can know what a humor Sherlock Holmes was. I think to understand this kind of jokes needs wisdom to understand. We must know that he was a detective, so he was always thinking of the things such as stealing. T: What you said is reasonable. Now lets listen to the tape, pay attention to the intonation, and try to bring out the humorous meaning.If time permits, the teacher can ask some students to act out the jokes.Step IV SpeakingT: Now, weve learned some jokes and listened to some too. How about speaking out what you feel funny in class? Ill give you five minutes to prepare this task, and then ask some of you to tell us your story. There are some steps for you to finish the task. If you think they are useful, follow them.Five minutes later.S15: My story is one day Lian Hong was standing by the window, talking with other students. Ren Xinglian came up. She wanted to make a joke with Lian and gave her a surprise. So she rushed towards Lian and kicked her at the same. But to all of us surprise, Ren slipped on the floor! Everybody laughed to bend their backs, me too.T: Me too! OK, this class is full of joy. We know that in our life, there are full of happiness, sorrows, boredoms, and joys. When we meet with sorrows or boredoms, dont forget to read these jokes. Maybe they can bring you sunshine. Am I right?Ss: Yes. Thank you.Step V HomeworkT: Todays homework is to preview the Reading material and finish theComprehending ahead. And I have a wish that at the beginning of each class, one of our classmates can give us a joke, to bring smile into the classroom. Do you agree?Ss: Thats a good idea.T: Lets begin from Group one. One of you will tell a joke to us at the beginning of next class. Dont forget it. Ok, class is over. See you next time.Ss: See you. Period 2 ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇 slide, skin, cruel, content with, badly off, particular, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, fortunate, snowstorm, pick out, cut off, chew, star in, outstanding, Switzerlandb. 重点句子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? P17Perhaps 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. P18Imagine 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. P18He solved it by using nonverbal humour. P18Their job is “panning for gold”. P18Finally he tries cutting and eating the bottom of the shoe. P18First he picks out the laces and eats them as if they were spaghetti. P18Then he cuts off the leather top of the shoe, treating if as if it were the finest meat. P18He makes it seems as if it were one of the best meals he has ever had! P182. Ability goals 能力目标Enable the students to learn what humour means and what is nonverbal humour.3. Learning ability goals 学能目标Help the students learn how to describe what nonverbal humour is by Chailie Chaplins career. Teaching important points 教学重点Help the students to divide the text into several parts according to the meaning of the passage.Teaching difficult points 教学难点a. Decide the divide of the paragraphs of the text.b. Help students to learn the Subjunctive Mood.Teaching methods 教学方法Scanning, careful reading, and discussion.Teaching procedures & ways 教学过程与方式StepRevisionT: Glad to see you, everyone! Classmates in Group one, have you prepared a joke for us?Ss: Yes.T: Who would like to tell us?S: Id like to. My joke is very short. In order to let all of us understand the joke, Id like to act it out. But there is a new word in the story. It is “leash”. It means a rope used to tie a dog. The title of the joke is A blind man in a store. Look, this is my dog. Ok, now Ill act out the joke.A blind man in a storeA blind man walks into a store with his Seeing Eye dog. All of a sudden, he picks up the leash and begins swinging the dog over his head. The manager runs up to the man and asks, “What are you doing?!” The blind man replies, “Just looking around.”S: Thats all for the joke. Thank you.T: Woo! Its so wonderful. Thank you for bringing us so wonderful joke and your performance. Lets clap our hands for him. Ok, lets continue to check your home- work. Last time we learned something about humour. Some jokes made us laugh. Well, what is humour?S1: Humour, like jokes, can make people laugh.S2: I think, humour includes nonverbal, mime and farce, verbal jokes, funny stories and funny poems. S3: Humour is a sense. Some people have it. Its natural.S4: Humour is quality of being amusing; its an ability to appreciate the comic or amusing. I think my answer is the most correct answer, because I looked up the dictionary.T: All right, I think these explanations give us a full understanding about humour. I think, humour can also reflect a persons wit or intelligence. For example, what do you think of a banker?S1: A banker is a millionaire.S2: A banker is a big potato. He owns large houses, cars, and he can enjoy plenty of good things in the world.T: Yes. All of you are right. But Mark Twain once said: “A banker is a fellow who lends you his umbrella when the sun is shining; but wants it back the minute it begins to rain.” That is why Mark Twain is Mark Twain. OK, now lets look at the two questions in Pre-reading.Step Pre-readingT: What do you like to laugh at?S1: Some funny things, such as funny looks, funny acts, funny words and so on.T: Good. Is humour always kind?S2: I guess mostly humour is kind. But it depends on who is joking and who is listening.T: Right. Different people have different understanding about the same jokes. One day, if one of your friends says to you: “Dog, Ill pick your head and beat it like a basketball.” You are shouting at him/her “Stop! You pig.” What an interesting thing it is! Do you like this?S3: I dont think this is funny. Its crazy! If he really says this to me, he will lose me.T: But some people like this. It is difficult to see who is right and who is wrong. Some people think it is funny; while other people will think it will make them throw up. “Beauty is in the eye of the beholder.” This sentence means what one person considers beautiful may not be beautiful to another. So we can see that humour is not always kind.Step ReadingThe purpose of this reading is to introduce nonverbal humour. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humour means; whats Charlie Chaplins style of acting; how he made a sad situation entertaining and so on.What do you know about Charlie Chaplin?This step can have three tasks. Task 1, find the main idea of each paragraph. Work in groups to decide how many passages the material can be divided. Task 2, discuss the following questions：1. Do you think his poor childhood helped him in his work? Why? 2. Why did people like The Little Tramp?3. Do you think Chaplins eating boiled shoes funny? Why?Step IV Summary of the passage:Step V HomeworkPreview grammar by finishing Exercises on Page 21. Period 3 GrammarTeaching goals 教学目标1. Target language 目标语言2. Ability goals 能力目标Enable the students to learn to use the -ing form as the attribute, the object complement and the predicative.Teaching important points 教学重点Let the students know the members of the sentence and the structures of the sentences with the -ing form.Teaching difficult points 教学难点Help the students to tell the -ing form as the predicative and the usage of the present continuous tense. Teaching methods 教学方法Practice and conclude.Teaching procedures & ways 教学过程与方式StepDiscovering useful structuresThere are two steps in this step. One is to revise the usage of the -ing form which the students have learned in Unit 2. The other one is to learn the new usage of the -ing form.Task 1 RevisionT: Now lets have a revision about the -ing form used as the subject and the object. Here are some sentences for you to translate.1. Talking to him is talking to a wall.2. Smoking may cause cancer.3. Walking is my sole exercise.4. Talking mends no holes.5. I suggested bringing the meeting to an end.6. He admitted taking the money.7. I couldnt help laughing.8. Your coat needs brushing.Suggested translation:1. 和他说话等于对牛弹琴。 2. 吸烟会致癌。3. 散步是我唯一的运动。 4.（谚）空谈无济于事。5. 我建议结束会议。 6. 他承认钱是他拿的。7. 我禁不住笑了起来。 8. 你的大衣需要刷一下了。Task 2 New usage of the -ing formAsk the students to look at Exercise 4 on Page 20. And then work in pairs to finish the Exercise. In order to make sure the quality, the teacher can ask some of the students to explain some of the phrases in the Exercise.T: Now lets finish the Exercise 4 on Page 20. Ill give one minute for you to check your answers. Because you have done this in the homework, I think one minute is enough. And then Ill choose some of them to let you explain. But before doing this youd better pay attention to the example. In the example, we can use for . phrase or an attributive to explain the -ing phrases. Are you clear?Find some sentences with an object complement is: (Show the following on the screen.)Subject + Predicate + Object + Object complement Are you clear now?S4: Yes.T: Now, lets look at Exercise 2. Have you done this?Ss: Yes.T: Ok, now lets check the answers for this Exercise. Who would like to say your answers out?Teacher can ask 9 students to read the 9 complete sentences to check the answers. If there are some questions, teacher should give students some explanations, and make some changes if there are some incorrect answers.T: Well, can you analyze the part of speech of the -ing form in the 9 sentences?S5: In the first three sentences the -ing form is used as object complement.T: Right. Have you found the same structure in other sentences?S5: Yes. In the fifth, the sixth, the seventh, the eighth and the ninth sentence, the -ing form is also used as the object complement.T: How about the rest?S5: In the fourth sentence, the -ing form is used as the attribute.T: Quite right. Now I think we can go on to do Exercise 3. Let me see if you have finished this Exercise.Teacher walks around, the students are asked to check their answers.T: Im very glad that most of you have finished