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1、新课标 人教版高一英语必修4Unit3全单元教案高一英语必修4Unit3全单元教案Teaching Plan for Unit3 A Taste of English Humor 单元教学目标 Talk about different types of humor;a taste of English humor Learn how to express ones emotions Learn the ing form as the Predicative, Attributive and Object Complement Learn to write humorous stories 目标
2、语言 话题 Different types of humor; a taste of English humor 1. 四会词汇: slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, boil, fortunate, 词汇 snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland,
3、fortune, swing, pancake, mountainous, whisper, vast, sense 2. 词组: be content with, badly off, pick out, cut off, star in, knock into 情感 ( Emotion ) I enjoy this very much because It surprises me that I laugh at that kind of thing because I felt happy because 功能 This is fun because Im pleased we were
4、 both amused at How wonderful / surprising Its amusing that 动词的-ing 形式作表语，定语和宾语补足语的用法 Their job is “panning for gold”. 语法 That was the problem facing Charlie Chaplin. Do you find it funny to see someone sliding on a banana skin? 课时分配 st1 Period Reading nd2 Period Speaking rd3 Period Grammar th4 Peri
5、od Listening th5 Period Writing th6 Period Summary 分课时教案 The First Period Teaching aims: Enable students to talk about some types of English humor and Chinese humor. Key points: Help students learn how to understand and enjoy English humors. Difficult points: Help students know the differences betwe
6、en English and Chinese in humor. Teaching aids: pictures 用心 爱心 专心 121号编辑 1 Teaching procedure: Step 1: Lead-in Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not. Questions: 1) Do you know who these comedi
7、ans are? What makes them funny? 2) Do you know other comedians who are funny in the same way? 3) Have you seen any of these comedians or programmers? What do you think of them? Step 2: Warming up Task 1. Brain-storming Ask students to name some types of humors they know. Write those they are not fam
8、iliar with on the blackboard, then show some pictures and summarize. Types of humor Example of English humor Chinese humor Nonverbal Charlie Chaplin Pantomimes(哑剧)刘全和，刘全利 Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山 Verbal jokes Play on words, usually Cross talk 马季， 姜昆 Funny stories Two lines Jokes F
9、unny poems Edward Lear Doggerel(打油诗) Task 2. Talking Ask students to talk about some funny stories, any English or Chinese humors they know. Task 3. Reading on P22 The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three
10、 jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen. Joke 1: Patient: Doctor, Ive lost my memory. Doctor: When did this happen? Patient: When did what happen? Joke 2: Garcia: Thank you doctor. My fever is gone. Docto
11、r: Dont thank me. Thank God. Garcia: Then I will pay the fees to God. Step 3 Homework Ask each student to give a joke and present it in class next period. The Second Period Reading Teaching aims: Enable students to learn what humor means and what is nonverbal humor. Key points: Help students divide
12、the text into several parts according to the meaning. Difficult points: Divide the paragraphs and give the main ideas. Teaching aids: A recorder and a projector Teaching procedure: Step 1. Revision Check homework: ask students to present their jokes in class. Step 2. Pre-reading 用心 爱心 专心 121号编辑 2 Qu
13、estions: (1) What do you like to laugh at? (2) What does humor mean? Is humor always kind? Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse. Step 3. Readin
14、g The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplins style of acting; how he made a sad situation entertaining and so on. Task 1. Divide the text into several parts acc
15、ording to the meaning. Part One: the first and the second paragraph Part Two: the third and the fourth paragraph Part Three: the last paragraph Task 2. Give the main idea of each part The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire pe
16、ople. The main idea of part two: It tells us something about Charlie Chaplins acting style and how Charlie Chaplin made a sad situation entertaining. The main idea of part three: it gives us a short biography about Charlie Chaplin. Task 3. Discussion Let students have a discussion about the text, th
17、en answer some questions. Questions: (1) What is behind fun? (2) Why did people like Little Tramp? (3) Do you think Charlie Chaplins eating boiled shoes funny? Why? Step 4 Language points 1. content (adj.): satisfied, happy, not wanting any more phrases: content with sth; content to do sth e.g. (1)
18、She is quite content to stay at home looking after her children. (2) Are you content with your present salary? Content (n.): that which is contained in sth e.g. I like the style of her writing but I dont like the content. 2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts,
19、feelings or aims. e.g. His speech inspired us with hope. 3. badly off: in a poor position, esp. financially The opposite is “ well off” e.g. (1) They are too badly off to have a holiday. (2) In fact most people are better off than they were five years ago. Step 5 Practice Finish the exercises on pag
20、e 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen. Step 6 Homework 用心 爱心 专心 121号编辑 3 Prev
21、iew grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21. The Third Period Grammar Teaching aims: Enable students to learn how to use the ing form as the attribute, the object complement and the predicative. Key points: Let students know the structures of the sentences with t
22、he ing form Difficult points: Help students to tell the ing form as the predicative and the use of the present continuous tense. Teaching aids: A computer Teaching procedure: Step 1. Revision Check homework: the exercises on page 20 and 21. Step 2. Word formation Suffix Example -able valuable lovabl
23、e comfortable -ing amusing misleading neighboring -ful hopeful cheerful useful -less endless homeless harmless -ed excited interested moved -ish Irish childish selfish -ive active attractive expensive -ate fortunate affectionate passionate -ant important pleasant ignorant -ly friendly orderly costly
24、 There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix. Step 3. Discovering useful structures Task 1. Revision Have a revision about the ing form used as the subject and object. Give stu
25、dents some sentences to translate: (1) Talking to him is useless. (2) Smoking does harm to your health. (3) Walking is my sole exercise. (4) Collecting stamps is my hobby. (5) I suggested bringing the meeting to an end. (6) He admitted taking the money. (7) I couldnt help laughing. (8) Your coat nee
26、ds washing. Task 2. New usage of the ing form Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises. Teacher checks the answers and give the explanations. (1) A cooking pot: A pot that is used for cooking. (2) A drinking horse: A horse that is drinking wa
27、ter. (3) The man sitting on the sofa is a friend of my brothers. 用心 爱心 专心 121号编辑 4 Here the ing form are used as attribute. (4) I saw the man sliding on a banner skin yesterday. (5) Did you notice the man picking up that broken bottle and putting it in his bag? Hear the ing form are used as object c
28、omplement The structure of the sentence with an object complement is: Subject + Predicate + Object + Object complement (6) Her job is looking after babies. (7) What he likes is playing chess after supper. Here the ing form are used as predictive. Pay attention to the differences between ing form use
29、d as predicative and present continuous tense. (1) Her hobby is painting. (2) Her favorite sport is skiing. (3) This was very disappointing. (4) The test results are very discouraging. (5) She was very pleasing in her appearance. (6) His concern for his mother is very touching. (7) The photograph is
30、 missing. (8) The article was misleading, and the newspaper has apologized. In the first two sentences, the ing form is used to show the character of the subject. In the next four sentences the words of the ing form are all about the feelings. In the last two sentences, the words of the ing form sho
31、w some states and qualities. (9) It is snowing hard. (10) She is teaching in a night school. In these two sentences, the ing form are used as the predicate in the present continuous tense. Step 4. Using Structures Turn to page 56. Look at the Using Structure. There are two exercises in this part. Ex
32、ercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the
33、 help of the pictures, students can easily understand the meaning and correctly use the ing form to finish the blanks. Teacher can check the answers in class. Step 4. Homework Finish all exercises on page 56. The Fourth Period Listening Teaching aims: Enable students to understand the humor in the l
34、istening material. Key points: Train the students to get the key wards by reading the questions before listening. Difficult points: Get the main idea from the listening materials while listening. Teaching aids: A recorder Teaching procedure: Step 1. Revision Check homework: (1) Ask a couple of stude
35、nts to tell their jokes in class. 用心 爱心 专心 121号编辑 5 (2) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class. Step 2. Listening ( page 23 ) This is a funny story. Mary made some plum jam and left some in th
36、e pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will
37、do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question. Questions: (1) Did you find this story funny? Give the reason. (2) What do you think
38、 of Johns behavior? Step 2. Listening ( page 55 ) This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on. There are three steps for th
39、is listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the st
40、udents check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers. Step 3. Listening ( page 58 ) There are four exercises in this listening. The first one requests student
41、s to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teachers feeling. And the last one is a good exercise, it gives the students another chance to practice their ora
42、l English. Step 4. Homework Collect as many funny stories as possible, do some preparations for the writing in the next period. The Fifth Period Writing Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps. Key points: Teach s
43、tudents to write according to the writing of the writing steps. Difficult points: Help students make up a dialogue, using the target language. Teaching aid: A projector Teaching procedure: Step 1. Revision Check homework: Ask several students to read their funny stories in class. Step 2. Writing ( p
44、age 23 ) Give students some instructions on writing a funny story. 1) Writing down your story in a logical order. 2) For each of your story try to find the most interesting words you can to 用心 爱心 专心 121号编辑 6 describe how you felt or what was happing. 3) Then write out your story using these interest
45、ing words. 4) Read through your story. 5) Then show it to your partner. Let him/ her suggest some new and exciting words. 6) Write out the story and put it into a class collection of stories. Give students enough time to finish the task and give them enough help in the writing. Tell them to give the
46、 outline first, then finish the story. Step 3. Talking Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not. Task 2. Imagine you want to play a trick on someone, maybe an April Fools trick. Work with partners, think up a fun
47、ny thing and share it with the class. Step 4. Speaking and writing task This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the p
48、oems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem. After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and fee