人教新课标英语必修4教案unit3

BOOK 4 Unit 3 A taste of English humour

Teaching goals

1. Target language

verbal, nonverbal, mime, farce, pancakes, mountainous, whisper

b. I think how short life is and how long the universe has lasted. P22 2. Ability goals

Enable the students to talk about some types of English humour and Chinese humour. 3. Learning ability goals

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

Help the students learn how to understand and enjoy English humors.

Teaching difficult points

Help the students know the differences between English and Chinese in humours.

Teaching methods

Using pictures, discussion, reading and imitation.

Teaching aids

A recorder and a projector.

Part One: Teaching Design reading

(NONVERBAL HUMOUR)

Aims

To help students develop their reading ability. To help students learn about English humour.

Procedures I. Warming up

Warming up by defining ―Humour‖

What is ―Humour‖? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet. Whose job ...?

This is the story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done,

and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that

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because it was Everybody′s job.

Everybody thought Anybody could do it, but Nobody realised that Everybody wouldn′t do it. It ended up that Everybody blamed Somebody

When Nobody did what Anybody could have done

II. Pre-reading

Telling the truth —Why do you like to laugh at? I like to laugh at cartoons,for they’re lovely and fun.

I like to laugh at fairy tales. They are amusing and interesting.

Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too. 2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. 3. Reading to identify the topic sentence of each paragrap

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 4. Reading and transferring information

Read the text again to complete the table. NONVERBAL HUMOUR What is nonverbal humour? Who is Charlie Chaplin?

How does he make a sad situation entertaining? What is the story of The Gold Rush? Facts about Oscar

A brief life history of Charlie Chaplin

5. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19. Closing down by watching a silent movie by Charlie Chaplin

Do you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living

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Closing down by reading about Charlie Chaplin

To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.

The second period Learning about Language

(The –ing form as the Predicative, Attributive & Object)

Aims

To help students learn about The –ing form as the Predicative, Attributive & Object)

To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures.

Procedures I. Warming up

Warming up by discovering useful words and expressions

Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.

II. Learning about The –ing form as the Attributive

What is attributive? It is something placed before the nouns to be modified: ―red‖ is an attributive adjective in ―a red apple‖. ―walking ‖ is also an attributive adjective in ―a walking stick‖.

III. Ready used materials for The –ing form as the Predicative, Attributive & Object

Which verbs can be followed by the -ing form?

IV. Closing down

Closing down by discovering

To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object. Closing down by exercises

In the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’

The third period Using Language

(Jokes about Sherlock Holmes and Doctor Watson)

Aims

To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson To help students to use the language by reading, listening, speaking and writing.

Procedures I. Warming up

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Warming up by reading school jokes

There are lots of jokes in English about school life. Read these two to see whether you will laugh or not.

Why must we learn this? 为什么要学这个呀？

One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, \\

A few minutes later, the same student spoke up again. \how does physics save lives?\he persisted.

\

II. Guided reading

1． Reading and translating

Read the paragraph on page 22 and translate it into Chinese sentence by sentence. 2. Reading and underlining

Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework. Collocations from the paragraph on page 22

Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of…, try a third time, in one’s beds 3. Doing the exercise

Now you are going to do the exercise No. 1 on page 22.

III.Guided Speaking

Think of funny stories in English and telll them to your group mates.

IV.Guided Writing—Learn to write jokes

There are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: \and \fell off.\person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.

So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about. Now write down your own jokes, in English.

V. Closing down by acting

To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.

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