Unit 3 A taste of English humour教案

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1、 Unit 3 A taste of English humour I. 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals Talk about different types of humour; a taste of English humour Learn how to express one’s emotions Learn the -ing form as the Predicative, Attribute & Object Complement Learn to write humorous stories II. 目標(biāo)語言 功 能 句 式 情感（Emotions

2、） 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 ... I’m pleased we were both amused at ... I felt happy because ... It’s amusing that ... 詞 匯 1. 四會詞匯 Astonishing, performer, through

3、out, overcome, homeless, ordinary, entertain, leather, chew, direct, outstanding, 2. 認(rèn)知詞匯 verbal, nonverbal, mime, farce, Charlie Chaplin, Edward Lear, bump, poverty, charming, tramp, lace, enjoyment, Oscar, costume, Sherlock Holmes 3. 詞組 be content with, badly off, pick out, star in, pick

4、out, cut off 語 法 構(gòu)詞法：名詞與形容詞之間的轉(zhuǎn)化 動詞的-ing形式作表語、定語和賓語補足語的用法（The -ing form as predicative, attribute and object complement） Ⅲ. 教材分析與教材重組 1．教材分析 本單元的中心話題是“感受英語幽默”，其中涉及到了幽默的種類及其代表人物，并就中外幽默進行了粗略的比較，以此讓學(xué)生感受英語幽默的內(nèi)涵。 1.1 WARMING UP中提出了三個問題：How many kinds of humour do you know？Do you know these kinds

5、of humour？ Do you have other kinds of humour in China？這三個問題直指本單元中心話題，為下一步的閱讀理解作了準(zhǔn)備。 1.2 PRE-READING在WARMING UP 的基礎(chǔ)上提出了另外三個問題：What do you like to laugh at？ What does humour mean？ Is humour always kind？這三個問題進一步讓學(xué)生了解幽默的含義，即把缺陷與完美、荒唐與合理、愚笨與機敏等兩極對立的屬性不動聲色地結(jié)合起來，在對立統(tǒng)一中見其深刻的意義。 1.3 READING以美國著名喜劇大師Char

6、lie Chaplin的表演為例，為學(xué)生展示了幽默的內(nèi)涵。第一段以常見的踩香蕉皮滑倒為例，指出了幽默的內(nèi)涵之一：“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.從第二段開始介紹卓別林以其獨特的表現(xiàn)方式成為著名的幽默大師，文中列舉了兩部他的喜劇片，一部是The Little Trump，另一部是The Gold Rush。前者以其穿著及行為而受到了人們的喜愛；后者通過吃皮鞋這一片段，讓人領(lǐng)略了他的無與倫比的想象力

7、與幽默感。卓別林將滑稽的相貌、夸張的穿戴和離奇的想象完美地結(jié)合起來，出于現(xiàn)實而又超脫現(xiàn)實。令人在捧腹大笑的同時，感到了他對待苦難的積極態(tài)度，和對下層小人物的同情。這篇文章揭示了幽默的內(nèi)涵，給學(xué)生留下了思考的余地：Is humour always kind？ 1.4 COMPREHENDING分為兩部分。第一部分以填寫表格的形式讓學(xué)生練習(xí)寫閱讀筆記，同時提示他們?nèi)宋飩饔浀膶懛ǎ寣W(xué)生了解文章結(jié)構(gòu)。第二部分練習(xí)課文中出現(xiàn)的生詞。 1.5 LEARNING ABOUT LANGUAGE包括詞匯和語法兩部分。詞匯部分強調(diào)用英語來解釋詞匯，并在實際情景中使用所學(xué)詞匯。 語法部分主要通過大量的例句

8、和習(xí)題來實現(xiàn)讓學(xué)生自主學(xué)習(xí)的目的，總結(jié)-ing形式在句中作表語、賓語和賓語補足語的用法。 1.6 USING LANGUAGE部分, 從聽、說、讀、寫四個方面來學(xué)習(xí)和鞏固所學(xué)語言知識，全面體現(xiàn)語言運用能力。 2. 教材重組 2.1 將WARMING UP（P17）， READING（P22）與SPEAKING（P23）整合在一起上一堂口語課。 2.2 將PRE-READING，READING (P17), COMPREHENDING (P18)及LEARNING ABOUT LANGUAGE中的練習(xí)一和練習(xí)二整合在一起上一堂閱讀課。從字、詞、句、和篇章幾個方面掌握目標(biāo)語言。

9、 2.3 將LEARNING ABOUT LANGUAGE (P20)中的剩余練習(xí)及USING LANGUAGE (P56)中的所有練習(xí)整合成語法課來練習(xí)-ing形式在句中作表語、賓語和賓語補足語的用法。 2.4 將LISTENING(P23), LISTENING(P55) 和LISTENING TASK(P58)整合在一起上一堂聽力課。 2.5 將WRITING（P23），TALKING（P55）和SPEAKING AND WRITING（P60）整合成一堂寫作課。 2.6 將USING WORDS AND EXPRESSIONS（P56），READING TASK（P59

10、），PROJECT（P61）和 SUMMING UP（P24）整合在一起上一堂復(fù)習(xí)課，總結(jié)這個單元所學(xué)全部內(nèi)容。 3． 課時分配 1st period Speaking 2nd period Reading 3rd period Grammar 4th period Listening 5th period Writing 6th period Summary Ⅳ. 分課時教案 The First Period Speaking Te

11、aching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯 verbal, nonverbal, mime, farce, pancakes, mountainous, whisper b. 重點句型 I think how short life is and how long the universe has lasted. P22 2. Ability goals 能力目標(biāo) Enable the students to talk about some types of English humour and Chinese humou

12、r. 3. Learning ability goals 學(xué)能目標(biāo) 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 ever

13、ything around. Teaching important points 教學(xué)重點 Help the students learn how to understand and enjoy English humors. Teaching difficult points 教學(xué)難點 Help the students know the differences between English and Chinese in humours. Teaching methods 教學(xué)方法 Using pictures, discussion, reading and imitatio

14、n. Teaching aids 教學(xué)準(zhǔn)備 A recorder and a projector. Teaching procedures & ways 教學(xué)過程與方式 Step ⅠRevision Have a dictation about the words and expressions that appeared in Unit 2. Step Ⅱ Warming up Start the new unit by showing the students a picture: T: Look! What do you think of t

15、he picture? Ss: It’s very funny! A wolf or a dog is jumping across the back of a sheep! T: Yeah! It’s 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

16、about English humour? S1: I’m sorry. S2: I know an English humour. T: Really? Please read it to us. S2: I’ll 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

17、?” T: That’s 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: It’s Charlie Chaplin. And I know picture one is from a film called The Gold

18、 Rush. T: Right. Who know the man in picture 3? S4: I dare say that everyone know him. He’s Mr. Bean, one of the most famous and successful British actor. T: You are right. He’s now recognized as the most popular British comedy expert. And how about the last one? S5: It’s difficult to say. I gue

19、ss he’s 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?

20、 S6: Let me try. T: OK, now, let’s 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 don’t know Edward Lear. T:

21、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 bread There was an old man with a bread, Who said, “It’s ju

22、st 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 fe

23、el 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）

24、（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 (啞劇). T: Do you know t

25、he third person? No? He is the famous cross talk actor—Hou 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 humour Nonverbal Mime and farce Verbal jokes Funny sto

26、ries Funny poems Chinese humour Pantomime (啞劇) 劉全和、劉全林 Funny plays 陳佩斯、趙本山 Cross talk 侯寶林、馬季 Jokes Doggerel （打油詩） Step Ⅲ Reading on P22 The 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 student

27、s 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 let’s read some English jokes on Page 22. I’ll give three minutes for you to read them and then match the joke with the explanation. If yo

28、u like, you may have a discussion. And then we’ll 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 finish

29、ed the reading? Are the jokes funny? Ss: Yes, they are very funny. We’ve never found that English jokes so funny. T: What’s 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 tro

30、ubles in understanding, discuss, or ask me. Give the students some time to read the jokes. Patient: Doctor, I’ve lost my memory. Doctor: When did this happen? Patient: When did what happen? Anisha: Thank you doctor. My fever is gone. Doctor: Don’t thank me. Thank god. Anisha: Then I’ll pay

31、the fees to god. A man with two red ears went to see his doctor. Doctor: What happened to your ears? Man: I was ironing a shirt and the phone rang but instead of picking up the phone, I accidentally picked up the iron and stuck it to my ear. Doctor: Oh Dear! But ... what happened to your othe

32、r ear? Man: The scoundrel (惡棍) called back! T: Funny? Ss: We’re laughing to death! T: Don’t 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 o

33、f 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

34、 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 let’s listen to the tape, pay attention to the intonation, and try to bring out the humorous meaning. If t

35、ime permits, the teacher can ask some students to act out the jokes. Step IV Speaking T: Now, we’ve learned some jokes and listened to some too. How about speaking out what you feel funny in class? I’ll give you five minutes to prepare this task, and then ask some of you to tell us your story.

36、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 rush

37、ed 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

38、boredoms, don’t forget to read these jokes. Maybe they can bring you sunshine. Am I right? Ss: Yes. Thank you. Step V Homework T: Today’s homework is to preview the Reading material and finish the Comprehending ahead. And I have a wish that at the beginning of each class, one of our classmates

39、 can give us a joke, to bring smile into the classroom. Do you agree? Ss: That’s a good idea. T: Let’s begin from Group one. One of you will tell a joke to us at the beginning of next class. Don’t forget it. Ok, class is over. See you next time. Ss: See you. The Second Period Reading Teachi

40、ng goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯 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, Switzerland b. 重點句子 Do you find it funny to se

41、e someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road? P17 Perhaps it makes us feel more content with our life ... P17 He became famous for using a particular form of acting, including mime and farce. P17 But he was lived by all who watch

42、ed the films for his determination in overcoming difficulties and being kind even when people were unkind to him. P18 Imagine you are hungry and all there is to eat is a boiled shoe. P18 That was the problem facing Charlie Chaplin in one of his most famous films. P18 He solved it by using nonverb

43、al humour. P18 Their job is “panning for gold”. P18 Finally he tries cutting and eating the bottom of the shoe. P18 First he picks out the laces and eats them as if they were spaghetti. P18 Then he cuts off the leather top of the shoe, treating if as if it were the finest meat. P18 He makes it

44、seems as if it were one of the best meals he has ever had! P18 2. Ability goals 能力目標(biāo) Enable the students to learn what humour means and what is nonverbal humour. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to describe what nonverbal humour is by Chailie Chaplin’s career. Teachin

45、g important points 教學(xué)重點 Help the students to divide the text into several parts according to the meaning of the passage. Teaching difficult points 教學(xué)難點 a. Decide the divide of the paragraphs of the text. b. Help students to learn the Subjunctive Mood. Teaching methods 教學(xué)方法 Scanning, careful re

46、ading, and discussion. Teaching aids 教學(xué)準(zhǔn)備 A recorder and a projector. Teaching procedures & ways 教學(xué)過程與方式 StepⅠ Revision T: 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: I’d like to. My joke is very short. In o

47、rder to let all of us understand the joke, I’d like to act it out. But there is a new word in the story. It is “l(fā)eash”. 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 I’ll act out the joke. A blind man in a store A blind man walks

48、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: That’s all for the joke. Thank you. T: Woo! It’s so wonderful. T

49、hank you for bringing us so wonderful joke and your performance. Let’s clap our hands for him. Ok, let’s 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, humou

50、r includes nonverbal, mime and farce, verbal jokes, funny stories and funny poems. S3: Humour is a sense. Some people have it. It’s natural. S4: Humour is quality of being amusing; it’s an ability to appreciate the comic or amusing. I think my answer is the most correct answer, because I looked u

51、p the dictionary. T: All right, I think these explanations give us a full understanding about humour. I think, humour can also reflect a person’s 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, car

52、s, 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 let’s look at the

53、two questions in Pre-reading. StepⅡ Pre-reading T: 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. D

54、ifferent people have different understanding about the same jokes. One day, if one of your friends says to you: “Dog, I’ll 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 don’t think this is funny.

55、 It’s 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 o

56、ne person considers beautiful may not be beautiful to another. So we can see that humour is not always kind. Step Ⅲ Reading The purpose of this reading is to introduce nonverbal humour. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humour means; what’s Charl

57、ie Chaplin’s 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 follo

58、wing 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 Chaplin’s eating boiled shoes funny? Why? Step IV Summary of the passage: In Britain and America people were feeling miserable because of the bad economic

59、 situation. Charlie understood their problems. His character “the little tramp” was poor and homeless, but everybody loved him for his kind heart and the way he dealt with his difficult situation. Charlie Chaplin made people laugh at some of these terrible situations like being without food or money

60、. He wrote and directed his own films and received an Oscar for his outstanding work. Step V Homework Preview grammar by finishing Exercises on Page 21. The Third Period Grammar Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 2. Ability goals 能力目標(biāo) Enable the students to learn to use the -ing

61、 form as the attribute, the object complement and the predicative. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to use the -ing form as the attribute, the object complement and the predicative. Teaching important points 教學(xué)重點 Let the students know the members of the sentence and th

62、e structures of the sentences with the -ing form. Teaching difficult points 教學(xué)難點 Help the students to tell the -ing form as the predicative and the usage of the present continuous tense. Teaching methods 教學(xué)方法 Practice and conclude. Teaching aids 教具準(zhǔn)備 A computer and a projector. Teaching proc

63、edures & ways 教學(xué)過程與方式 StepⅠDiscovering useful structures There 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 Revision T: Now let’s have a revision about the -in

64、g 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 mone

65、y. 7. I couldn’t help laughing. 8. Your coat needs brushing. Suggested translation: 1. 和他說話等于對牛彈琴。 2. 吸煙會致癌。 3. 散步是我唯一的運動。 4. （諺）空談無濟于事。 5. 我建議結(jié)束會議。 6. 他承認(rèn)錢是他拿的。 7. 我禁不住笑了起來。 8. 你的大衣需要刷一下了。 Task 2 New usage of the -ing form Ask the students to look at Exercise 4 on Page 20. And then wor

66、k 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 let’s finish the Exercise 4 on Page 20. I’ll 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 I’ll choose some of them to let you explain. But before doing this you’d better pay attention to the example. In the example, we can use for ... phrase or an