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

1、Unit3ATasteofEnglishHumor教案Unit3ATasteofEnglishHumor单元教学目标Talkaboutdifferenttypesofhumor；atasteofEnglishhumorLearnhowtoexpressonesemotionsLearnthe-ngformasthePredicative,AttributiveandObjectComplementLearntowritehumorousstories目标语百话题Differenttypesofhumor;atasteofEnglishhumor词汇1. 四会词汇：slide,skin,crue

2、l,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,sense2. 词组：becontentwith,badlyoff,pickout,cutoff,starin,knock

3、into功能情感(Emotion)Ienjoythisverymuchbecause?ItsurprisesmethatIlaughatthatkindofthingbecause-IfelthappybecauseThisisfunbecauseImpleasedwewerebothamusedatHowwonderful/surprising!Itsamusingthat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.Doyoufinditfunnytose

4、esomeoneslidingonabananaskin?课时分配1stPeriodReading2ndPeriodSpeaking3rdPeriodGrammar4thPeriodListening5thPeriodWriting6thPeriodSummary分课时教案PeriodOneTeachingaims:EnablestudentstotalkaboutsometypesofEnglishhumorandChinesehumor.Keypoints:HelpstudentslearnhowtounderstandandenjoyEnglishhumors.Difficultpoin

5、ts:HelpstudentsknowthedifferencesbetweenEnglishandChineseinhumor.Teachingaids:picturesTeachingprocedure:Step1:Lead-inShowsomepicturestostudents,letthemtalkaboutthepicturesandthenaskthemwhattheythinkofthepictures,whethertheyarefunnyornot.Questions:1)Doyouknowwhothesecomediansare?Whatmakesthemfunny?2)

6、 Doyouknowothercomedianswhoarefunnyinthesameway?3) Haveyouseenanyofthesecomediansorprogrammers?Whatdoyouthinkofthem?Step2:WarmingupTask1.Brain-stormingAskstudentstonamesometypesofhumorstheyknow.Writethosetheyarenotfamiliarwithontheblackboard,thenshowsomepicturesandsummarize.TypesofhumorExampleofEngl

7、ishhumorChinesehumorNonverbalCharlieChaplinPantomimes（哑剧）刘全和，刘全利MimeandfarceMr.BeanFunnyplays陈佩斯，赵本山VerbaljokesPlayonwords,usuallyCrosstalk马季，姜昆FunnystoriesTwolinesJokesFunnypoemsEdwardLearDoggerel（打油诗）Task2.TalkingAskstudentstotalkaboutsomefunnystories,anyEnglishorChinesehumorstheyknow.Task3.Readin

8、gonP22Thepurposeofthereadingistointroducethekindofverbaljokes.Theyusea“playonwords”tobefunny.Letstudentsreadthethreejokesandthenmatchthejokewiththeexplanation.Thenchecktheanswer.Afterthat,teachercanshowsomeotherjokesonthescreen.Joke1:Patient:Doctor,Ivelostmymemory.Doctor:Whendidthishappen?Patient:Wh

9、endidwhathappen?Joke2:Garcia:Thankyoudoctor.Myfeverisgone.Doctor:Dontthankme.ThankGod.Garcia:ThenIwillpaythefeestoGod.Step3HomeworkAskeachstudenttogiveajokeandpresentitinclassnextperiod.PeriodTwoReadingTeachingaims:Enablestudentstolearnwhathumormeansandwhatisnonverbalhumor.Keypoints:Helpstudentsdivi

10、dethetextintoseveralpartsaccordingtothemeaning.Difficultpoints:Dividetheparagraphsandgivethemainideas.Teachingaids:ArecorderandaprojectorTeachingprocedure:Step1.RevisionCheckhomework:askstudentstopresenttheirjokesinclass.Step2.Pre-readingQuestions:(1)Whatdoyouliketolaughat?(2)Whatdoeshumormean?Ishum

11、oralwayskind?Givestudentssometimetodiscuss.Thepurposeistohelpstudentsknowthatdifferentpeoplehavedifferenttasteabouthumor.Itisdifficulttosaywhichoneisbetterorwhichoneisworse.Step3.ReadingThepurposeofthisreadingistointroducenonverbalhumor.ThisreadingmaterialtakesCharlieChaplinforexample.Ittellsuswhatn

12、onverbalhumormeans;whatisCharlieChaplinsstyleofacting;howhemadeasadsituationentertainingandsoon.Task1.Dividethetextintoseveralpartsaccordingtothemeaning.Part 1: :thefirstandthesecondparagraphPart 2: :thethirdandthefourthparagraphPart 3: ee:thelastparagraphTask2.GivethemainideaofeachpartThemainideaof

13、partone:Ittellsusthattherearetwokindsofhumor.Oneisbad,whiletheothercaninspirepeople.Themainideaofparttwo:IttellsussomethingaboutCharlieChaplinsactingstyleandhowCharlieChaplinmadeasadsituationentertaining.Themainideaofpartthree:itgivesusashortbiographyaboutCharlieChaplin.Task3.DiscussionLetstudentsha

14、veadiscussionaboutthetext,thenanswersomequestions.Questions:(1)Whatisbehindfun?(2)WhydidpeoplelikeLittleTramp?(3)DoyouthinkCharlieChaplinseatingboiledshoesfunny?Why?Step4Languagepoints1. content(adj.):satisfied,happy,notwantinganymorephrases:contentwithsth;contenttodosth(1)Sheisquitecontenttostayath

15、omelookingafterherchildren.(2)Areyoucontentwithyourpresentsalary?Content(n.):thatwhichiscontainedinsthIlikethestyleofherwritingbutIdontlikethecontent.2. inspiresb.(withsth.)inspiresth.(insb.):Tofillsb.withthoughts,feelingsoraims.Hisspeechinspireduswithhope.3. badlyoff:inapoorposition,esp.financially

16、Theoppositeis“welloff”(1) Theyaretoobadlyofftohaveaholiday.(2)Infactmostpeoplearebetteroffthantheywerefiveyearsago.Step5PracticeFinishtheexercisesonpage18,19,itisagoodtimetoconsolidatethewholecontentofthetextandtheusefulwordsandexpressionsfromthetext.Itiseasyformoststudentstofinish.Soleavestudentsse

17、veralminutestofinishandchecktheanswersbyshowingthemonthescreen.Step6HomeworkPreviewgrammarbyfinishingExercises3,4onpage20,alltheexercisesonpage21.PeriodThreeGrammarTeachingaims:Enablestudentstolearnhowtousethe-ngformastheattribute,theobjectcomplementandthepredicative.Keypoints:Letstudentsknowthestru

18、cturesofthesentenceswiththe-ingformDifficultpoints:Helpstudentstotellthe-ingformasthepredicativeandtheuseofthepresentcontinuoustense.Teachingaids:AcomputerTeachingprocedure:Step1.RevisionCheckhomework:theexercisesonpage20and21.Step2.WordformationSuffixExample-ablevaluablelovablecomfortable-ingamusin

19、gmisleadingneighboring-fulhopefulcheerfuluseful-lessendlesshomelessharmless-edexcitedinterestedmoved-ishIrishchildishselfish-iveactiveattractiveexpensive-atefortunateaffectionatepassionate-antimportantpleasantignorant-lyfriendlyorderlycostlyTherearetensuffixesinthechart.Andtherearesomenewwordsinit.B

20、utthepurposeofshowingthischartistoletstudentslearnmoreabouttheadjectivesuffix.Step3.DiscoveringusefulstructuresTask1.RevisionHavearevisionaboutthe-ngformusedasthesubjectandobject.Givestudentssomesentencestotranslate:(1) Talkingtohimisuseless.(2) Smokingdoesharmtoyourhealth.(3) Walkingismysoleexercis

21、e.(4) Collectingstampsismyhobby.(5) Isuggestedbringingthemeetingtoanend.(6) Headmittedtakingthemoney.(7) Icouldnthelplaughing.(8) Yourcoatneedswashing.Task2.Newusageofthe-ingformAskstudentstolookattheExercises4onpage20.Andthenwakeinpairstofinishtheexercises.Teachercheckstheanswersandgivetheexplanati

22、ons.(1) Acookingpot:Apotthatisusedforcooking.(2) Adrinkinghorse:Ahorsethatisdrinkingwater.(3) Themansittingonthesofaisafriendofmybrothers.Herethe-ingformareusedasattribute.(4) Isawthemanslidingonabannerskinyesterday.(5) Didyounoticethemanpickingupthatbrokenbottleandputtingitinhisbag?Hearthe-ngformar

23、eusedasobjectcomplementThestructureofthesentencewithanobjectcomplementis:Subject+Predicate+Object+Objectcomplement(6) Herjobislookingafterbabies.(7) Whathelikesisplayingchessaftersupper.Herethe-ingformareusedaspredictive.Payattentiontothedifferencesbetween-ingformusedaspredicativeandpresentcontinuou

24、stense.(1) Herhobbyispainting.(2) Herfavoritesportisskiing.(3) Thiswasverydisappointing.(4) Thetestresultsareverydiscouraging.(5) Shewasverypleasinginherappearance.(6) Hisconcernforhismotherisverytouching.(7) Thephotographismissing.(8) Thearticlewasmisleading,andthenewspaperhasapologized.Inthefirstt

25、wosentences,the-ingformisusedtoshowthecharacterofthesubject.Inthenextfoursentencesthewordsofthe-ingformareallaboutthefeelings.Inthelasttwosentences,thewordsofthe-ingformshowsomestatesandqualities.(9) Itissnowinghard.(10) Sheisteachinginanightschool.Inthesetwosentences,the-ngformareusedasthepredicate

26、inthepresentcontinuoustense.Step4.UsingStructuresTurntopage56.LookattheUsingStructure.Therearetwoexercisesinthispart.Exercise1istoletstudentscorrectsomeerrorsinthesentences.Thisisnotaneasyjobformoststudents,becauseitneedsotherknowledge,besideswhatthestudentslearnedtoday.Sobetterleavethemmoretimetodo

27、thisexercise.Forexercise2,letstudentsfinishitinashorttime.Withthehelpofthepictures,studentscaneasilyunderstandthemeaningandcorrectlyusethe-ingformtofinishtheblanks.Teachercanchecktheanswersinclass.Step4.HomeworkFinishallexercisesonpage56.PeriodFourListeningTeachingaims:Enablestudentstounderstandtheh

28、umorinthelisteningmaterial.Keypoints:Trainthestudentstogetthekeywardsbyreadingthequestionsbeforelistening.Difficultpoints:Getthemainideafromthelisteningmaterialswhilelistening.Teachingaids:ArecorderTeachingprocedure:Step1.RevisionCheckhomework:(1)Askacoupleofstudentstotelltheirjokesinclass.(2)Asksom

29、estudentstocometotheblackboardtowritetheirtranslation.Aftertheyhavefinished,teachercorrectsomeerrorswiththewholeclass.Step2.Listening(page23)Thisisafunnystory.Marymadesomeplumjamandleftsomeinthepan.Fivedayslater,herhusbandcamehomeandpouredthejamintothechicken.LaterMarycamehomeandfoundallofherchicken

30、swerebehavingstrangely.Whathadhappened?Givestudentstwochancestolistentothestory.First,gothroughExercise1and2toknowwhatarethethingstheywilldowhilelistening.AfterthatteacherplaysthetapeforthemtofinishExercise1.Thesecondlisteningistochecktheanswers.ForExercise2,teachershouldleavesometimeforstudentstodi

31、scussthequestion.Questions:(1)Didyoufindthisstoryfunny?Givethereason.(2)WhatdoyouthinkofJohnsbehavior?Step2.Listening(page55)Thisisastoryaboutathiefandaman.Thesituationisveryinteresting.Beforelistening,askstudentswhattheywoulddoiftheyfindathiefintheirhomeoneday;whethertheywillbeafraidofthethiefandso

32、on.Therearethreestepsforthislistening.Atfirstletstudentsreadthequestionstomakesurethattheyknowwhattheyshoulddointhislistening.Next,playthetapeforthefirsttimetoletstudentsfinishExercise1.ThenplaythetapeagainandletthestudentsfinishthequestionsinExercise2.Afterthat,letthestudentschecktheiranswerswithea

33、chother.Atlast,listentothetapeagain,teachercanmakeapausewherethereisanquestiontothequestion,inthiswaystudentscancheckalltheanswers.Step 3. Listening ( page 58 )Therearefourexercisesinthislistening.Thefirstonerequestsstudentstogetthegeneralideaofthematerial.Thesecondoneistoaskthestudentstoknowsomedet

34、ailsofthematerial.Thethirdoneisaquestionthatasksthestudentstospeculatetheteachersfeeling.Andthelastoneisagoodexercise,itgivesthestudentsanotherchancetopracticetheiroralEnglish.Step4.HomeworkCollectasmanyfunnystoriesaspossible,dosomepreparationsforthewritinginthenextperiod.PeriodFiveWritingTeachingai

35、ms:Helpthestudentslearnhowtowritefunnystoriesusingthetargetlanguageandaccordingtothewritingsteps.Keypoints:Teachstudentstowriteaccordingtothewritingofthewritingsteps.Difficultpoints:Helpstudentsmakeupadialogue,usingthetargetlanguage.Teachingaid:AprojectorTeachingprocedure:Step1.RevisionCheckhomework

36、:Askseveralstudentstoreadtheirfunnystoriesinclass.Step2.Writing(page23)Givestudentssomeinstructionsonwritingafunnystory.1) Writingdownyourstoryinalogicalorder.2) Foreachofyourstorytrytofindthemostinterestingwordsyoucantodescribehowyoufeltorwhatwashapping.3) Thenwriteoutyourstoryusingtheseinteresting

37、words.4) Readthroughyourstory.5) Thenshowittoyourpartner.Lethim/hersuggestsomenewandexcitingwords.6) Writeoutthestoryandputitintoaclasscollectionofstories.Givestudentsenoughtimetofinishthetaskandgivethemenoughhelpinthewriting.Tellthemtogivetheoutlinefirst,thenfinishthestory.Step3.TalkingTask1.Showst

38、udentssomepictures.Askthemtodescribethepicturesandexplainwhatishappening,whetheritisfunnyornot.Task2.Imagineyouwanttoplayatrickonsomeone,maybeanAprilFoolstrick.Workwithpartners,thinkupafunnythingandshareitwiththeclass.Step4.SpeakingandwritingtaskThisisachanceforstudentstolearnlimericks.Ithasonlyfive

39、lines.Threeofthemarelongerthantheothertwo.Thelongerlinesallrhymewitheachotherandtheshorteronesrhymewitheachother.Whenintroducingthepoems,teacherreadthemfirst,andletthestudentsenjoythebeautyoftherhyme.Andatthesametimepointoutthattheremustbetwosetsofrhymingwordsinthesamepoem,sothestudentscangraspthema

40、infeatureofthepoem.Afterreading,askstudentstotelltherhymeofthefirstandthesecondpoem.Letstudentsreadthepoemsseveraltimesandfeelit.Findmorelimericksforstudentstoenjoy.Givestudentssomeinstructionsonhowtowriteapoem,letthemthinkofrhymingwordsbeforewriting.Theyneedtwosetsofrhymingwords.Step5.Homework1) Fi

41、nishExercise5onPage20.2) Makeasummaryaboutwhathasbeenlearntinthisunit.PeriodSixSummaryTeachingaims:1)Learntoexpressthesentencesthatareconnectedwiththepositiveandnegativeviewofthesamething.2)Makeasummaryaboutwhathasbeenlearntinthisunit.Keypoints:Sumupwhatwehavelearntinthisunit.Difficultpoints:Sumupwh

42、atwehavelearntinthisunit.Teachingaids:AprojectorTeachingprocedure:Step1.RevisionCheckhomework:Askstudentstopresenttheirdialogueinclass.Step2.ReadingThisreadingtaskgivesusanotherjoke.Thetitleis“AnAprilfoolsjoke:TheNoodleHarvest”.Askstudentstoreadthesentence:“Afoolseesnotthesametreethatawisemansees.Af

43、terreading,explainthemeaningofthesentence.(Themeaningisthatthethingisthesame,butthewaytotreatitisdifferentbetweenafoolandawiseman.)Givestudentssometimetoreadthepassage,thenanswersomequestionsandretellthewholestory.Questions:1)WhatdochildrenusuallydoonAprilFoolsDay?2) WhydidpeoplebelievetheprogrammeP

44、anorama?3) DoyouthinktheadvicethattheBBCgavepeoplewhoaskedhowtogrownoodletreeswasserious?Giveareason.4) Whatwouldyoudotofindoutwhetherastorylikethiswastrue?Step3.ProjectAskstudentstomaketheirowncollectionofjokes,funnypoemsorshortstories.Theycanbetheonesthattheyenjoyinthebooksthattheyhaveread.Makesur

45、etheyaddeitherajoke,afunnypoemorafunnyshortstoryoftheirown.Copythemintoabookanddisplayitintheclasssothatallyourclassmatescanenjoythem.Step4.SummingupThisisasummaryaboutwhattheyhavelearnedintheunit.Leavestudentssometimetofinishtheframe.Thenteachergivestudentsadictationabouttheusefulwordsandexpressions.功能句式：1.1enjoythisverymuchbecause1.1 laughatthatkindofthingbecause3. Thisisfunbecause4. Howwonderful/surprising！5. Itsurprisesmethat6. Impleasedwewerebothamusedat7. Ifelthappybecause8. Itsamusingthat语法：1. Wordformation2. The-ngformoftheverbusedaspredicative,