Unit 3A Taste of English Humor 教学设计.docx

Unit 3A Taste of English Humor 教学设计.docx

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Unit3ATasteofEnglishHumor教学设计

Unit3ATasteofEnglishHumor

教学设计

单元教学目标

Talkaboutdifferenttypesofhumor；atasteofEnglishhumor

Learnhowtoexpressone’semotions

Learnthe–ingformasthePredicative,AttributiveandObjectComplement

Learntowritehumorousstories

目标语言

话题

Differenttypesofhumor;atasteofEnglishhumor

词汇

1.四会词汇：

slide,skin,cruel,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,sense

2.词组：

becontentwith,badlyoff,pickout,cutoff,starin,knockinto

功能

情感（Emotion）

Ienjoythisverymuchbecause…Itsurprisesmethat…

Ilaughatthatkindofthingbecause…Ifelthappybecause…

Thisisfunbecause…I’mpleasedwewerebothamusedat…

Howwonderful/surprisingIt’samusingthat…

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.

Doyoufinditfunnytoseesomeoneslidingonabananaskin?

课时分配

1stPeriodWarmingupandspeaking

2ndPeriodReading

3rdPeriodlearningaboutlanguage

4thPeriodListening

5thPeriodWriting

6thPeriodSummary

分课时教案

Warmingupandspeaking

Teachingaims:

EnablestudentstotalkaboutsometypesofEnglishhumorandChinesehumor.

Keypoints:

HelpstudentslearnhowtounderstandandenjoyEnglishhumors.

Difficultpoints:

HelpstudentsknowthedifferencesbetweenEnglishandChineseinhumor.

Teachingaids:

pictures

Teachingprocedure:

Step1:

Lead-in

Showsomepicturestostudents,letthemtalkaboutthepicturesandthenaskthemwhattheythinkofthepictures,whethertheyarefunnyornot.

Questions:

1）Doyouknowwhothesecomediansare?

Whatmakesthemfunny?

2）Doyouknowothercomedianswhoarefunnyinthesameway?

3）Haveyouseenanyofthesecomediansorprogrammers?

Whatdoyouthinkofthem?

Step2:

Warmingup

Task1.Brain-storming

Askstudentstonamesometypesofhumorstheyknow.Writethosetheyarenotfamiliarwithontheblackboard,thenshowsomepicturesandsummarize.

Typesofhumor

ExampleofEnglishhumor

Chinesehumor

Nonverbal

CharlieChaplin

Pantomimes（哑剧）刘全和，刘全利

Mimeandfarce

Mr.Bean

Funnyplays陈佩斯，赵本山

Verbaljokes

Playonwords,usually

Crosstalk马季，姜昆

Funnystories

Twolines

Jokes

Funnypoems

EdwardLear

Doggerel（打油诗）

Task2.Talking

Askstudentstotalkaboutsomefunnystories,anyEnglishorChinesehumorstheyknow.

Task3.ReadingonP17

Thepurposeofthereadingistointroducethekindofverbaljokes.Theyusea“playonwords”tobefunny.Letstudentsreadthethreejokesandthenmatchthejokewiththeexplanation.Thenchecktheanswer.Afterthat,teachercanshowsomeotherjokesonthescreen.

Joke1:

Patient:

Doctor,I’velostmymemory.

Doctor:

Whendidthishappen?

Patient:

Whendidwhathappen?

Joke2:

Garcia:

Thankyoudoctor.Myfeverisgone.

Doctor:

Don’tthankme.ThankGod.

Garcia:

ThenIwillpaythefeestoGod.

Step3Homework

Askeachstudenttogiveajokeandpresentitinclassnextperiod.

Reading

Teachingaims:

Enablestudentstolearnwhathumormeansandwhatisnonverbalhumor.

Keypoints:

Helpstudentsdividethetextintoseveralpartsaccordingtothemeaning.

Difficultpoints:

Dividetheparagraphsandgivethemainideas.

Teachingaids:

Arecorderandaprojector

Teachingprocedure:

Step1.Revision

Checkhomework:

askstudentstopresenttheirjokesinclass.

Step2.Pre-reading

Questions:

（1）Whatdoyouliketolaughat?

（2）Whatdoeshumormean?

Ishumoralwayskind?

Givestudentssometimetodiscuss.Thepurposeistohelpstudentsknowthatdifferentpeoplehavedifferenttasteabouthumor.Itisdifficulttosaywhichoneisbetterorwhichoneisworse.

Step3.Reading

Thepurposeofthisreadingistointroducenonverbalhumor.ThisreadingmaterialtakesCharlieChaplinforexample.Ittellsuswhatnonverbalhumormeans;whatisCharlieChaplin’sstyleofacting;howhemadeasadsituationentertainingandsoon.

Task1.Dividethetextintoseveralpartsaccordingtothemeaning.

PartOne:

thefirstandthesecondparagraph

PartTwo:

thethirdandthefourthparagraph

PartThree:

thelastparagraph

Task2.Givethemainideaofeachpart

Themainideaofpartone:

Ittellsusthattherearetwokindsofhumor.Oneisbad,whiletheothercaninspirepeople.

Themainideaofparttwo:

IttellsussomethingaboutCharlieChaplin’sactingstyleandhowCharlieChaplinmadeasadsituationentertaining.

Themainideaofpartthree:

itgivesusashortbiographyaboutCharlieChaplin.

Task3.Discussion

Letstudentshaveadiscussionaboutthetext,thenanswersomequestions.

Questions:

（1）Whatisbehindfun?

（2）WhydidpeoplelikeLittleTramp?

（3）DoyouthinkCharlieChaplin’seatingboiledshoesfunny?

Why?

Step4Languagepoints

1.content（adj.）:

satisfied,happy,notwantinganymore

phrases:

contentwithsth;contenttodosth

e.g.

（1）Sheisquitecontenttostayathomelookingafterherchildren.

（2）Areyoucontentwithyourpresentsalary?

Content（n.）:

thatwhichiscontainedinsth

e.g.IlikethestyleofherwritingbutIdon’tlikethecontent.

2.inspiresb.（withsth.）\inspiresth.（insb.）:

Tofillsb.withthoughts,feelingsoraims.

e.g.Hisspeechinspireduswithhope.

3.badlyoff:

inapoorposition,esp.financially

Theoppositeis“welloff”

e.g.

（1）Theyaretoobadlyofftohaveaholiday.

（2）Infactmostpeoplearebetteroffthantheywerefiveyearsago.

Step5Practice

Finishtheexercisesonpage18,19,itisagoodtimetoconsolidatethewholecontentofthetextandtheusefulwordsandexpressionsfromthetext.Itiseasyformoststudentstofinish.Soleavestudentsseveralminutestofinishandchecktheanswersbyshowingthemonthescreen.

Step6Homework

PreviewgrammarbyfinishingExercises3,4onpage21.

Learningaboutlanguage

Teachingaims:

Enablestudentstolearnhowtousethe–ingformastheattribute,theobjectcomplementandthepredicative.

Keypoints:

Letstudentsknowthestructuresofthesentenceswiththe–ingform

Difficultpoints:

Helpstudentstotellthe–ingformasthepredicativeandtheuseofthepresentcontinuoustense.

Teachingaids:

Acomputer

Teachingprocedure:

Step1.Revision

Checkhomework:

theexercisesonpage20.

Step2.Wordformation

Suffix

Example

-able

valuablelovablecomfortable

-ing

amusingmisleadingneighboring

-ful

hopefulcheerfuluseful

-less

endlesshomelessharmless

-ed

excitedinterestedmoved

-ish

Irishchildishselfish

-ive

activeattractiveexpensive

-ate

fortunateaffectionatepassionate

-ant

importantpleasantignorant

-ly

friendlyorderlycostly

Therearetensuffixesinthechart.Andtherearesomenewwordsinit.Butthepurposeofshowingthischartistoletstudentslearnmoreabouttheadjectivesuffix.

Step3.Discoveringusefulstructures

Task1.Revision

Havearevisionaboutthe–ingformusedasthesubjectandobject.Givestudentssomesentencestotranslate:

（1）Talkingtohimisuseless.

（2）Smokingdoesharmtoyourhealth.

（3）Walkingismysoleexercise.

（4）Collectingstampsismyhobby.

（5）Isuggestedbringingthemeetingtoanend.

（6）Headmittedtakingthemoney.

（7）Icouldn’thelplaughing.

（8）Yourcoatneedswashing.

Task2.Newusageofthe–ingform

AskstudentstolookattheExercises4onpage20.Andthenwakeinpairstofinishtheexercises.

Teachercheckstheanswersandgivetheexplanations.

（1）Acookingpot:

Apotthatisusedforcooking.

（2）Adrinkinghorse:

Ahorsethatisdrinkingwater.

（3）Themansittingonthesofaisafriendofmybrother’s.

Herethe–ingformareusedasattribute.

（4）Isawthemanslidingonabannerskinyesterday.

（5）Didyounoticethemanpickingupthatbrokenbottleandputtingitinhisbag?

Hearthe–ingformareusedasobjectcomplementThestructureofthesentencewithanobjectcomplementis:

Subject+Predicate+Object+Objectcomplement

（6）Herjobislookingafterbabies.

（7）Whathelikesisplayingchessaftersupper.

Herethe–ingformareusedaspredictive.Payattentiontothedifferencesbetween–ingformusedaspredicativeandpresentcontinuoustense.

（1）Herhobbyispainting.

（2）Herfavoritesportisskiing.

（3）Thiswasverydisappointing.

（4）Thetestresultsareverydiscouraging.

（5）Shewasverypleasinginherappearance.

（6）Hisconcernforhismotherisverytouching.

（7）Thephotographismissing.

（8）Thearticlewasmisleading,andthenewspaperhasapologized.

Inthefirsttwosentences,the–ingformisusedtoshowthecharacterofthesubject.Inthenextfoursentencesthewordsofthe–ingformareallaboutthefeelings.Inthelasttwosentences,thewordsofthe–ingformshowsomestatesandqualities.

（9）Itissnowinghard.

（10）Sheisteachinginanightschool.

Inthesetwosentences,the–ingformareusedasthepredicateinthepresentcontinuoustense.

Step4.UsingStructures

Turntopage57.LookattheUsingStructure.Therearetwoexercisesinthispart.Exercise1istoletstudentscorrectsomeerrorsinthesentences.Thisisnotaneasyjobformoststudents,becauseitneedsotherknowledge,besideswhatthestudentslearnedtoday.Sobetterleavethemmoretimetodothisexercise.Forexercise2,letstudentsfinishitinashorttime.Withthehelpofthepictures,studentscaneasilyunderstandthemeaningandcorrectlyusethe–ingformtofinishtheblanks.Teachercanchecktheanswersinclass.

Step4.Homework

Finishallexercisesonpage5