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2019-2020年高中英语《Unit3AtasteofEnglishhumour》教案新人教版必修4I.教学内容分析幽默能给人们带来乐趣,幽默能给人们带来享受,幽默还能带给人们深思——幽默是生活中的有益要素本单元就以“品尝英语幽默”为主题,让人领略到不同的文化背景下的英语幽默,同时,也让人认识到因为文化的差异,人们对同一个幽默的理解也会有所不同通过本单元的学习,不单单是在语言知识上有所收益,还鼓励了学生发掘,感受生活中的幽默,保持一种活泼乐观的生活态度,让生活更轻松、更美好因为这个单元,是把多个幽默贯穿起来了,所以学生都能在一种轻松的氛围下学英语WarmingUp部分设计了三个练习,让学生对幽默有一点感性的认识练习1是让学生体会两侧笑话里的点睛之笔,引起学生对本单元话题的兴趣练习2是一个填表题,主要目的是让学生了解英语幽默艺术的一些国际大师级人物,并按照语言和非语言幽默形式列举我国的幽默艺术大师练习3是一个开放题,学生可以根据个人实际情况回答,并说明自己喜欢语言或非语言幽默的原因Pre-reading部分通过三个问题使学生对卓别林有一定程度的了解,并要求学生根据课文标题和插图预测文章大意Reading部分介绍了一位世界闻名的喜剧大师——查理·卓别林,内容包括他的生平和他对电影艺术的贡献虽然他的电影多是无声电影,但是通过他夸张的手法、精湛的演技,给人们带来的是幽默、是滑稽、是享受课文中给出两个特写,一是“小流浪汉的形象”,另一个《淘金记》中“吃皮鞋的过程”,使学生体会到在一些小的幽默背后,也隐含着一定的道理prehending通告引导学生写阅读笔记,让他们既练习了词汇,又课文内容的脉络有了更清晰的了解LearningaboutLanguage部分突出了词汇和语法的学习与训练本单元的语法是-ing形式在句子中作表语、定语和宾语补足语这个语法项目是英语学习中的一个重点语法项目UsingLanguage部分中包括了听、读、写三个部分的内容读的部分目的在于欣赏,同时让学生了解到英语幽默也有和汉语有相同的地方,即都用一些双关语,或是同音字等“文字游戏”达到幽默的目的听的部分都是围绕笑话和幽默故事展开的,说的部分则围绕录音中的故事,谈谈对这些故事的理解并说明喜欢或不喜欢的原因SummingUp部分让学生对本单元所学知识进行总结LearningTip部吩为学生选择合适的短篇小说提供参考标准经常阅读短篇小说,既可以培养语感,又能扩大英语词汇量II.教学重点和难点
1.教学重点1本单元的生词和短语;2掌握运用本单元的语法-ing形式在句子中作定语、表语和宾语补足语;3了解英语幽默体会幽默,热爱生活;
(4)培养基本阅读能力
2.教学难点1感受幽默,热爱生活;2学会表达个人喜好和说明理由;3学写幽默短诗III.教学计划本单元建议分七课时第一课时ListeningWorkbookWarmingupPre-readingTalkingWorkbook第二课时Readingprehending第三课时LearningaboutLanguage第四课时ReadingUsingLanguageListeningUsingLanguageListeningtaskWorkbook第五课时ReadingtaskWorkbookSpeakingandwritingtaskWorkbookIV.教学步骤TeachingGoals:
1.TomakeSsknowabouthumour.
2.TomakeSsinterestedinlearningaboutEnglishhumour.
3.TodevelopSs’abilityofexpressingtheirfavoritesandgivingtheirreasons.TeachingProcedures:Step
1.ListeningWorkbookPurpose:ToactivateSsandmakethemknowsomethingabouthumour.TodevelopSs’listeningability.
1.AskSstolistentothetapeandfinishEx2onP
55.
2.AskSstolistentothetapeagainandfinishEx3onP
55.Step
2.WarmingUpPurpose:ToleadSstothetopicofthisunitthroughthequestionsonP
17.TomakeSstobeawareofthedifferencesinhumour.
1.AskSstodiscussthefollowingquestionsandpresenttheiranswers.1Doyouthinkthestorywelistenedjustnowisahumour2Howmanykindsofhumourdoyouknow
2.DivideSsintofourgroupsandaskthemtotalkaboutthepicturesandfinishEx2ofWarmingUponP17toseewhichgroupknowsthemostabouthumour.SuggestedAnswers:表格1TypesofhumourTypicalactors/writersofEnglishhumourExamplesofChinesehumourNoverbalmimeCharlieChaplinMrBeanCrosstalk相声)Shuanghuang双簧)VerbalJokesfunnystoriesfunnypoemsedyMarkTwainEdwardLearMarxBrothersStep
3.Pre-readingandTalkingWorkbookPurpose:Tousetheusefulphrasestoexplaintheirideasclearlyandpolitely.
1.AskSstohaveadiscussionofthefollowingquestionsingroupsandhelpthemtoknow:Humourmakespeoplelaughfeelhappyandrelaxed.Sometimesonepersonmayfindfunnywhileanotherpersondoesn’tfinditamusingatall.1Whatdoyouliketolaughat2WhatdoeshumourmeanIshumouralwayskind
2.AskSstopresenttheirideasabouttheirfavouritesandthefollowingusefulexpressionswhiletalking.UsefulExpressions:Ienjoy…verymuchbecause…Itsurprisesmethat…Ilaughatthatkindofthingbecause…I’mpleasedwewerebothamusedat…Thisisfunbecause…Itisveryamusingthat…Ifelthappybecause…Howwonderful/surprising!SampleSentences:◆IenjoyMrBean’shumourbecausehemakessuchwonderfulfacesashedoessomethingstupid.◆Itsurprisedmethattheactorlooksattheladiesinthatway.Heopenshismouthopenshiseyesandopenshisarms.◆Ilaughatthatkindofthingsbecausewhenhewalksheisalwayscaringawalkingstickandnearlyfallsdownbutnot.◆I’mpleasedwewerebothamusedattheendofthestorywhichwasincredible.◆Thisisfunbecauseeverydayhemeetsnothingbutbadluck.◆Ifelthappybecauseinthehumourtheuniversitystudentevenknewsolittleaboutthemonsenseandhewaspunishedeveryday.◆Howwonderful/surprising!MrBeanevensleptinsuchafunnywaywhilelisteningtothebeautifulmusic.Step
4.Homework
1.AskSstofindaveryshorthumorousstoryandtellittotheothers.
2.AskSsprepareforthereadingtext..板书设计和反思Period2ReadingprehendingTeachingGoals:
1.TolearnaboutEnglishnon-verbalhumour.
2.TodevelopSs’somebasicreadingskills.
3.ToarouseSs’interestinlearningaboutCharlieChaplinafamousactor.TeachingProcedures:Step
1.Leading-inPurpose:ToarouseSs’interestinlearningaboutnonverbalhumour.
1.ShowsomeveryshortpartsofsomesilentfilmsandaskSstogivetheiropinionsbyusingtheusefulexpressionslearntinthelastperiod.Step
2.FastreadingPurpose:Togetabriefunderstandingofthetext.TotrainSs’abilityofguessingthemeaningofwordsaccordingtothecontext.AskSsiftheyhaveknownsomethingabouthumouresp.EnglishhumourandthenaskSstoreadthetextquicklyandtrytogetageneralideaofthewholepassage.SuggestedAnswer:Thewholetextintroducesaworld-famousactor---CharlieChaplieandhisexcellentperformancesmakingusunderstandmoreaboutnonverbalhumour.Step
3.IntensivereadingPurpose:Togetthebasicstructureofthetext.TogetSomedetailsofthetext.
1.AskSstoreadthetextcarefullyandgettheclueofthetextandtrytofinishthefollowingform.
2.AskSstotakethequizbelowreferringtothetext;seewhetherSscangraspthedetailsofthetext.1WhichstatementaboutCharlieChaplinistrueaccordingtothetextA.CharlieChaplinwasborninapoorfamily.B.CharlieChaplinwasfamousforhisfunnywords.C.CharlieChaplin’ssilentfilmsarenotpopularatalltoday.D.CharlieChaplinwashonoredwithanOscarforhisfamousfilmTheGoldRush.2InafilmCharlieChaplinonceplayedthecharacterofTheLittleTrampwhichofthefollowingaboutthelittletrampiswrongA.Hewasasocialfailure.B.Hewaskind-hearted.C.Hehasdeterminationtooveredifficulties.D.Hewasveryclever.3InTheGoldRushthecharacterplayedbyCharlieChaplin________.A.waslovedbypeopleforhisdetermination.B.gotalongwellwithpeoplearoundhim.C.wasgoodatcooking.D.wasunlucky.4WhycouldCharlieChaplinmaketerriblesituationslikepovertyandstarvationfunnyA.Becausehewasgoodatacting.B.Becausehehadexperiencedthebadsituationandmadethem“real”forhisaudience.C.Becausehewasasocialfailureinhiscareer.D.Becausehewasatthetimeofsilentfilm.5WhydidhegetaspecialOscarA.BecauseheplayedthelittletrampsuccessfullyB.BecausehesuccessfullyplayedinthefilmTheGoldRushC.Becauseofhislifelongcontribution.D.Becauseheproduceddirectedandwrotethemovies.SuggestedAnswers:1A2D3C4B5C
3.AskSstofinishEx1ofprehendingonP
19.
4.AskSstoretellthepassageinthirdpersonwiththehelpofEx1ofprehendingonP
19.Remindthemtousesomewordsandphraseslearntinthereadingtext.SuggestedAnswers:CharlieChaplinwasborninapoorfamilyin1889andatthattimefilmsweresilent.Hewasafamousactorespeciallyinmineandfarce.Hissilentfilmsarestillpopulartoday.HischarmingcharacterwasaTheLittleTrampwhowasverypoorverykindevenwhenpeoplewereunkindtohim.Hewasasocialfailureandhewashomelessbuthehaddeterminationtooveredifficulty.Whatheworewereworn-outshoeslargetrousersandasmallroundblackhatandhewasalwayscarryingastick.CharlieChaplinactedinthefilmTheGoldRush.Heplayedabadluckmaneatingshoeswithgreatenjoymentwhenhewascaughtinasnowstorminasmallwoodenhouse.CharlieChaplinwassuccessfulmainlybecausehecouldastonishandentertainpeoplewiththedeepfeelingsbythecharactersheplayed.Andhehadtheexperiencewhenhewasyoung.HediedinSwitzerlandin
1977.Step
4.Homework
1.AskSstodiscussthetopic:WhydidCharlieChaplinsucceedLetthemlistatleastthreereasons.
2.AskSstolistentothetapeandfollowitinaloudvoice.
3.AskSstofindthesentencesorphrasesthattheystilldon’tunderstand.板书设计和反思Period3LearningaboutlanguageTeachingGoals:
1.TogetSstohaveknowledgeofthegrammar:The–ingformasthepredicativeattributeandobjectplement.
2.TomakeSsmasterthegrammarthroughexercises.TeachingProcedures:Step
1.Leading-inandrevision.Purpose:Togoovergrammarpoint:-ingformasthesubjectandobject.Tointroducemoreaboutthefunctionof–ingform:-ingformasthepredicativeattributeandobjectplement.
1.ShowSssomesentencesasbelow.1Mr.Smith’shobbyiswalkinginthemorningandheknowswalkinginthemorningsisagoodhabitforanoldman.2Heenjoyswalkingeveryday.
3.ThereisaproblemfacingMr.Smith.Heisoldsohehastousehiswalkingstickwhenhetakesawalkaroundhishouse.
4.Thereisagoodswimmingpoolnearhishouse.Whenhewasyounghelikesswimmingandfishingthere.5Hefoundmanypeoplevisitingtheplacesoearly.6Sohewentuptoonewatchingthesleepingchildbuttohissurprisehecouldonlyhearthemspeakinginaforeignlanguage.
7.Hiswifeisgoodatcooking.Todayhefoundhercookingatthekitchensohetookouthisowndrinkingcupwaitingforhisbreakfast.
2.AskSstotelltheclassthefunctionofthe-ingformineachsentence.SuggestedAnswers:1predictive/subject2object3attributive/attributive4attributive/objective5objectplement6attributive/attributive/object/object7object/objectplement/attributiveStep
2.GrammarPurpose:tomakethegrammarpointclearbymoreexamples.1Refertothesentencesabovetoexplainthe-ingformasthepredicativeattributiveandobjectplement.
1.动词-ing形式在句子中可以作定语,比如上面的句子中的facingwatchingvisiting注意ing形式作前置定语时,多是既可以表示被修饰者的作用或功能也可以表被修饰的动作或状态adancinghallisahallfordancing.arunningcatisacatthatisrunning.
2.动词-ing形式在句子中可以作表语,比如上面的句子中的Mr.Smith’shobbyiswalking..Myjobisteaching.Therealproblemisgettingtoknowtheneedsofthecustomers.3动词-ing形式在句子中可以作宾语补足语,比如上面的句子中的hearhimspeakingfoundhercooking.IsawamanslidingonabananaskinandIlaughedalot.Hesawamanstealingintothesmallroom.
2.AskSstofinishEx1ofDiscoveringUsefulStructuresonP
21.Step
3.ConsolidationPurpose:Toputthegrammarrulesintopractice.
1.AskSstofinishEx2onP
21.
3.DivideSsintogroupsandaskthemtofinishEx3onP
21.Praisetheonewhomakesthemostsentences.
4.AskSstofinishEx4onP
21.
5.AskSstofinishEx2onP57andseewhocanbethefirsttofinish.Step
4.Homework.AskSstofinishEx2onpage
56.AskSstopletethefollowingsentenceswiththewordsintheform.astonishdepressplaydorideamusebarkweleIcan’timagineBilly__________amotorbike.Didyouhearthedogdownstairs__________formostofthenightFrankisverygoodattellingfunnyjokes.Hecanbevery_________.Youcan’tstopme__________whatIwant.Hegavemea__________hugwhenhemetmeattheairport.Jimhasreallylearntveryfast.Shehasmade__________progress.It’sbeenrainingallday.Thisweatheris___________.WhenIcameoutofthetheatreInoticedagroupofchildren___________musicalinstrumentsacrossthestreet.SuggestedAnswers1riding2barking3amusing4doing5weling6astonishing7depressing8playing板书设计和反思Period4ReadingUsingLanguageListeningUsingLanguageListeningtaskWorkbookTeachingGoals:
1.TogetSstoenjoyandlearnmoreaboutEnglishhumour.
2.ToimproveSs’listeningability.TeachingProcedures:Step
1.ReadingUsingLanguage
1.Leading-inPurpose:ToleadSstothetopicandarouseSs’interestinthereadingtext.1AskSsthefollowingquestion.DoyoufindtheshortstoryfunnythatwelistenedinthefirstperiodofthisUnit2HelpSstogettheanswertothequestion.Thekeywordsare:atnightthiefpotatoeshusbandandwife.3TellSsyouaregoingtoenjoysomejokesthatareevenmorefunny.
2.Reading1Purpose:ToreadthefirstthreejokesandlearnmoreaboutEnglishhumour.1AskSstoenjoythethreejokesofEx1onP22inafewminutes.2AskSstoanswerthefollowingquestionandgivetheirreasons.Whydoyouthinktheyarefunny3AskSstomatchthejokeswiththeexplanation.SuggestedAnswers:
①B
②C
③A
3.Reading2Purpose:TogetSstoenjoyanotherfunnystoryandhaveanothersenseofEnglishhumour.1AskSstoenjoythestoryofEx2onP
22.Beforethatteachermaysay“Somejokesarelongerandtellashortfunnystory.ThefollowingisonejokeaboutthefamousdetectiveSherlockHolmesandhisfriendDoctorWatson.SherlockHolmesandDoctorWatsonaretwocharactersinthedetectivenovelcalledAdventuresofHolmes.”2AskSstodiscussthefollowingquestion.WhichofthesetwokindsofhumourjokeandshortfunnystorydoyoulikebetterWhy3DivideSsintoseveralgroupsofthree.Eachgroupistochooseoneroletoplay:HolmesWatsonorthenarrator.RemindSstopayattentiontotheintonationandbringoutthehumorousmeaning.Step
2.ListeningUsingLanguagePurpose:ToimproveSs’listeningability.ToenjoyEnglishhoumourandknowsomemonsenseinreallife.
1.AskSstoanswerthefollowingquestionsandtalkaboutthem.HaveyouhavetheexperienceofeatingplumsWhatdoyouthinkwillhappenifchickenseatthem
2.AskSstofinishEx2345onP
23.
3.AskSstodiscussthefollowingquestions.DoyouthinkthestoryfunnyWhyHowdoyoufeelaboutJohn’sbehaviourStep
3.ListeningtaskWorkbook
1.AskSstoturntoP58parethethreepicturesandguesswhatwillbethehumour.
2.AskSstolistentothetapeandfinishEx2onP
58.
3.AskSstodescribepictureC.SampleDescription:1Theteacherseesomeboyslookingatadog.2Thedogisthinandhefeelssorryforit.3Heaskswhattheyintendtodowithit.4Hefindstheyallwanttolookafteritbutonlythepersonwhotellsthebiggestliecanhaveitasapet.5Theteacherisangryandlecturestheboysabouttellingliesandhowhonesthewasattheirage.6Theboysdecidetogivehimthedog.Step
4.Homework
1.AskSstogetontheInternettosearchforahumorousstoryorahumorousconversation.
2.AskSstofindanexperienceintheirreallivesthatwasveryfunnyandmakeupastory.板书设计和反思Period5ReadingtaskWorkbookSpeakingandwritingtaskWorkbookTeachingGoals:
1.TogetSstoknowthatnotallspecialdaysareseriousandsomecanbefun.
2.TotrainSs’abilityoftalkingaboutamaterial.
3.TointroduceSstoamusinglimericks.
4.TomakeSstrysomefunnypoems..TeachingProceduresStep
1.ReadingtaskWorkbook
1.Leading-inPurpose:ToleadSstothetopicandarousetheSs’interestinthereadingtext.AskSstolookatthepictureandguesswhatisonthetreeandwhatthetwofarmersaredoingAskSstotalkaboutthefollowingquestionandencourageSstouseavarietyofwords.Doyouthinknewspaperswillplayatrickonthereadersbysomefakenews
2.FastreadingPurpose:Togetabriefunderstandingofthetext.1AskSsiftheybelievethefollowingthingsandthenanswertheminpairs.
①thatpigeonsfollowroadsandroadsingswhentheyfindtheirwayhome.
②thattheearliestfootballhasbeenfoundinagravedatedto1000yearsago.
③thatearliesthumanpaintingsoncavewallsareallmodernfakes.
④thatadvancedputerscan“talk”toeachotherwithouttheaidofhumans.2AskSstoreadthetextquicklyanddiscussthefollowingquestion.Doyoubelievethestoryistrue
3.IntensivereadingPurpose:TogetSstohavesomedetailsinthetext.TotrainSs’abilityofspeaking.1AskSstoreadthetextcarefullyanddiscusswhattheycannotunderstand2AskSstoanswerthefollowingquestions.
①ReadthefirstparagraphandtelltheclasswhatisAprilFool’sDay
②ReadthesecondandthirdparagraphandtelltheclasswhysomanypeoplebelievetheprogrammePanorama
③Readthelastparagraphandtelltheclass:WastheadvicegivenbyBBCwasseriouswhenthepeoplewhobelievethenewsandtelephonedTheBBCSuggestedAnswers:AprilFool’sDayfallsonthe1stofAprileveryyear.OnthisdayChildrenenjoyplayingjokesoneachother.Whenthey“fool”someonetheysay“AprilFool”tothem.Themostmonkindofjokeistosaysomethinglike“Yourdressishangingdownattheback”.Whenyouturnroundtheysay“AprilFool”.
②PeoplebelievedtheprogrammePanoramabecauseitwasalwaysseriousandknownforitsfactualcorrectness.Itisalwaystellingtruenews.
③TheadvicethatTheBBCgavetopeoplewantingtogrowtheirownnoodletreecouldnotbeseriousasnotreecouldbegrowninthisway.Itisunbelievable.Step
3.SpeakingandwritingtaskWorkbookPurpose:TogettheSstoknowaboutlimericksforfun.ToarouseSs’interestincollectingfunnypoemsandmakethemenjoylife.
1.AskSstoreadtheshortpoemsofSpeakingandwritingtaskonP
60.
2.IntroducetoSswhatisthelimerick.LimerickisaveryoldwayofwritingafunnypoemthatoriginatedinBritain.Itwasfirstdevisedbythenineteenth-centurypoetEdwardLear.Hewrotealotofthiskindofpoemwhichseems“nonsenseverse”forchildren.
3.AskSstoanswerthefollowingquestionstomakeasummary.1Howmanylinesarethereinthepoem2Whatistherhythmpattern3Areallthelinesthesameinlength4IsitsimpleandamusingSuggestedAnswers:Thereareonlyfivelines.Thefirstsecondandfifthlineendthesame.Thethirdandtheforthendthesame.Sotherhythmpatternisaabba.Notallthelinesarethesameinlengththefirstthesecondandthefifthareabitlongerthanthethirdandforth.Yestheyaresimpleandsomeseemsnonsenseandmusing.
4.AskSstofinishEx2ofSpeakingandwritingtaskonP
60..
5.AskSstowritesomeotherlimerickstoappreciatepareandmakefun.1TherewasanoldwomantheysayWhowouldeatanappleadayWhenaskedsherepliedIt’sgoodformyinsideForIamneverillanyway.2TherewasayoungboyofHarbinWhosefacewasincrediblycleanHewashediteachdayWithsoapmixedwithclayAndscrubbedituntilitwouldgleam.Step
4.Homework
1.AskSstosearchforsomefunnystoriesorlimericksontheInternetandcopythem.
2.AskSstoreadLearningTiponP24andmakesomenotes.板书设计和反思Paragraph1:WhypeopleneededcheeringupParagraph2:whatCharlie’schildhoodwaslikeParagraph3:whathismostfamouscharacterwaslikeParagraph4:AnexampleofasadsituationthathemadefunnyParagraph5:HisachievementsMainbody。