高中英語 Unit3 A taste of English humour教案 新人教版必修4

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1、Unit 3 A taste of English humour Warming up 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 between English and Chinese in

2、humor. Teaching aids: pictures 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 comedians are? What makes them funny?

3、 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 familiar with on

4、 the blackboard, then show some pictures and summarize. Types of humor Example of English humor Chinese humor Nonverbal Charlie Chaplin Pantomimes（啞?。﹦⑷停瑒⑷? Mime and farce Mr. Bean Funny plays 陳佩斯，趙本山 Verbal jokes Play on words, usually Cross talk 馬季， 姜昆 Funny stories Two lines Jo

5、kes Funny poems Edward Lear Doggerel（打油詩） 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 student

6、s read the three 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, I’ve lost my memory. Doctor: When did this happen? Patient: When did what happen? Joke 2: Garcia: Thank you doctor.

7、My fever is gone. Doctor: Don’t thank me. Thank God. Garcia: Then I will pay the fees to God. Language points 1. content 【課文原句】Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves. (P17) 【名師點(diǎn)撥】content adj.意為“滿足的；滿意的”，be content to

8、 do意為“樂意去做某事”；be content with sb / sth意為“對(duì)某人或某事感到滿意”，相當(dāng)于be pleased with或be satisfied with。如： I’m content to help you to set up a website on the Internet. Those who are not content with the progress they have made will have greater success. 注：worse off是badly off的比較級(jí)，意思是“境況比……更差”；better off意為“境況比……

9、好”。如： To my surprise, I found his living conditions were much worse off than mine. With the development of economy, more and more people are better off. 【知識(shí)拓展】content還可作動(dòng)詞，意為“使?jié)M足”；作名詞時(shí)，表示“滿足；心滿意足”，也可表示“（書、報(bào)紙等的）內(nèi)容；目錄；含量”。如： My explanation seemed to content him. Now she began to live in peace and

10、 content. We've discussed the unusual form of the book — now, what about the content? 2. astonish 【課文原句】However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing. (P17) 【名師點(diǎn)撥】astonish vt．意為“使大為吃驚；使驚異”，比surprise程度強(qiáng)，比shock程度弱。如： I was asto

11、nished to hear that the professor had broken down because of his hard work. I was astonished by how much she'd grown. 【知識(shí)拓展】(1) astonishing adj．意為“令人驚異的”。如： The astonishing news made the world astonished, and a great many people expressed their opinions on the Internet. (2) astonished adj．指(某人)處

12、于驚異、吃驚狀況，常用be astonished at sth。如： He was astonished at what Tom had said and done. (3) astonishment n.意為“驚訝”，可用to one’s astonishment表示“使某人吃驚的是”。如： To my astonishment, she still remembered my birthday. 3. particular 【課文原句】He became famous for using a particular form of acting, including mime an

13、d farce. (P17) 【名師點(diǎn)撥】particular adj.意為“專指的；特別的；格外的；不尋常的”。be particular about / over sth意為“對(duì)某事很講究 / 很挑剔”。in particular意為“特別地”。如： There was nothing in the newspaper of particular importance. I'm not particular about my clothes; I don't mind what I wear. He talked about the ball games in general an

14、d talked about football in particular. What in particular did you like about the last apartment that we saw? 4. worn-out 【課文原句】He played a poor and homeless person, who wore large trousers, worn-out shoes and a small round black hat and carried a walking stick. (P18) 【名師點(diǎn)撥】worn-out adj. (1) 意

15、為“磨損的；損壞的；穿破的 (用壞的以至完全無用的)”。如： Since your shoes are worn-out, why not buy another pair? (2) 意為“筋疲力盡的；耗盡的”，相當(dāng)于be tired out。如： He was worn-out after the long journey. 5. failure & overcome 【課文原句】This character was a social failure but he was loved by all who watched the films for his determinat

16、ion in overcoming difficulties and being kind even when people were unkind to him．(P18) 【名師點(diǎn)撥】(1) failure意為“失敗”時(shí)，是不可數(shù)名詞；意為“失敗者；失敗的事”時(shí)，是可數(shù)名詞。如： As we all know, failure is the mother of success. At last, he was a great success, while she was a failure. To our disappointment, the party turned ou

17、t to be a failure. (2) overcome v.意為“控制(感情)；克服(困難)；征服；戰(zhàn)勝”，可用于to overcome difficulties / obstacles / problems / resistance等。如： He made great efforts to overcome the difficulty. They succeeded to overcome the tallest mountain in the world. 【知識(shí)拓展】fail還可作動(dòng)詞，意為“失??；不及格；無法做到”，可用fail to do sth或者fail in

18、doing sth。如： I failed to persuade him to give up smoking. = I failed in persuading him to give up smoking. 6. in search of 【課文原句】The film is set in California in the middle of the nineteenth century when gold was discovered and thousands of people rushed there in search of it. (P18) 【名師點(diǎn)撥】in s

19、earch of意為“尋找”。類似的詞組有：in the／a／one’s search for／of，make a search for／of，在這三個(gè)短語中search是名詞。如： Today, many countryside people have rush to the city in search of good jobs. The researchers are in their search for the animals which they want to experiment with. 注意：in search of 中of不可換用for。 【知識(shí)拓展】searc

20、h還可以是作動(dòng)詞，意為“搜尋”，search 的賓語是尋找的東西所在的處所，即search someplace for sth，意為“搜查某地找……”。如： They searched the building for the robber. He searched his pockets for some change. 而search sb for sth意為“搜某人身以找到某物”。如： He searched the boy for the lost pen. search after／for = look for = hunt for意為“到處尋找”。如： People w

21、ho are searching after inner peace sometimes turn to religion. 7. pick up 【課文原句】They wash sand from the river in a pan of water, and expect to pick up gold, but they have been not fortunate enough to find any. (P18) He picked up his hat and went out. pick up還有其他意思： (1) 在中途搭載承載(乘客、貨物等)。如： T

22、he bus stopped to pick up passengers． (2) (偶然地)發(fā)現(xiàn)，得到，購買；學(xué)得，得到(知識(shí)、利益)。如： I picked up the book in a lonely place． She picked up French very quickly in France. When you live in a country, you soon pick up the language. (3) 恢復(fù)，使恢復(fù)。如： I believe he will pick up by the seaside. (4) 接收，收聽(廣播)。如：

23、It is easy to pick up the programme clearly through my radio. 【知識(shí)拓展】pick out意為“選好；選出；認(rèn)出；看清楚”。如： Have you picked out the movie you want to see? Can you pick out your brother out from that group of people? 8. cut off 【課文原句Then he cuts off the leather top of the shoe, treating it as if i

24、t were the finest meat．(P18) 【名師點(diǎn)撥】cut off意為“切下來；剪下來”。如： He cut off piece of cloth and wrapped the wound. cut off還可譯為“切斷；停掉；使 中斷”。如： They’ve cut off the water temporarily because they are repairing one of the main pipes. It was dangerous that our food and water supply were cut off at that tim

25、e. We were cut off in the middle of our telephone conversation. Because I failed to pay the telephone bill, the telephone operator cut us off. 9．verbal a. verbal skill 運(yùn)用語言的能力 I wrote a memorandum to confirm our verbal agreement. 我寫了份備忘錄以確認(rèn)我們的口頭協(xié)議。 This is a verbal translation of the prose. 這是那篇

26、散文的逐字直譯。 verbal forms 動(dòng)詞的形態(tài) 10．mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only p

27、retends to sing live. It is usually limited to performances by Pop music artists. In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance. 11．farce n. A farce is a comedy written fo

28、r the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usual

29、ly increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce. 12.poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of

30、 resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include: Descriptions of material need, including deprivation of essential goods and services, multiple deprivation,

31、 and patterns of deprivation over time. Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of "sufficient" varies widely across the different political and economic areas of the world. I

32、n the European Union, poverty is also described in terms of "economic distance", or inequality. Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a "normal" life: for instance, to be capable of raising a healthy family, and esp

33、ecially educating children and participating in society. A person living in the condition of poverty is said to be poor. 13．tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't look

34、ing for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the dist

35、inction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person. 14．failure n. F

36、ailure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success. 15．Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of

37、Motion Picture Arts and Sciences, a professional honorary organization which as of 2003 had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards. 16．fortune n. Fortune or fortune can refer to: Luck;

38、 Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell. The goddess of fortune is Fortuna (or Tyche). 17．sense n. & v. She has no sense of time. 她沒有時(shí)間觀念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free

39、 from any sense of responsibility. 他絲毫沒有責(zé)任感。He had the good sense to withdraw from the election contest. 他很明智,退出了競選。 The word here is used in its figurative sense. 此詞在這兒取的是它的比喻意義。Anyone in his right senses wouldn't do that. 神智清醒的人都不會(huì)去干那種事。What's the sense of arguing with him? 同他爭論有什么用處呢? I sensed t

40、hat I had made a serious mistake. 我意識(shí)到自己犯了個(gè)嚴(yán)重的錯(cuò)誤。 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 the –ing form Difficult points: Help studen

41、ts 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 lovable

42、 comfortable -ing amusing misleading neighboring -ful hopeful cheerful useful -less endless homeless harmless -ed excited interested moved -ish Irish childish

43、 selfish -ive active attractive expensive -ate fortunate affectionate passionate -ant important pleasant ignorant -ly friendly orderly costly There are ten suffixes in t

44、he 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 students some sentenc

45、es to translate: Talking to him is useless. Smoking does harm to your health. Walking is my sole exercise. Collecting stamps is my hobby. I suggested bringing the meeting to an end. He admitted taking the money. I couldn’t help laughing. Your coat needs washing. Task 2. New usage of the

46、–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. A cooking pot: A pot that is used for cooking. A drinking horse: A horse that is drinking water. The man sitting on the sofa is

47、a friend of my brother’s. Here the –ing form are used as attribute. I saw the man sliding on a banner skin yesterday. Did you notice the man picking up that broken bottle and putting it in his bag? Hear the –ing form are used as object complement The structure of the sentence with an object comp

48、lement is: Subject + Predicate + Object + Object complement Her job is looking after babies. What he likes is playing chess after supper. Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense. Her hobby is

49、painting. Her favorite sport is skiing. This was very disappointing. The test results are very discouraging. She was very pleasing in her appearance. His concern for his mother is very touching. The photograph is missing. The article was misleading, and the newspaper has apologized. In the f

50、irst 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 show some states and qualities. It is snowing hard. She is teaching in a night sc

51、hool. 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. Exercise 1 is to let students correct some errors in the sentences. This is no

52、t 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 help of the pictures, students can easily understand the meaning and correc

53、tly use the –ing form to finish the blanks. Teacher can check the answers in class. Step 4. Homework Finish all exercises on page 56. Listening Teaching aims: Enable students to understand the humor in the listening material. Key points: Train the students to get the key wards by readi

54、ng 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 students to tell their jokes in class. (2 ) Ask some stu

55、dents 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 the pan. Five days later, her husband came home and poured th

56、e 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 do while listening. After that teacher plays the tape for t

57、hem 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 of John’s behavior? Step 2. Listening (

58、 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 this listening. At first let stu

59、dents 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 students check their answers wit

60、h 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 students to get the general idea

61、 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 teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English. Step 4. Hom

62、ework Collect as many funny stories as possible, do some preparations for the writing in the next period. Reading Teaching aims: Enable students to learn what humor means and what is nonverbal humor. Key points: Help students divide the text into several parts according to the meaning. Diffic

63、ult 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 Questions: (1) What do you like to laugh at? (2 ) What

64、 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. Reading The purpose of this reading is to int

65、roduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on. Task 1. Divide the text into several parts according to the meaning. Part One: t

66、he 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 people. The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining. The main idea of part three: it gives us a short biography a