Unit 3 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 one's emotions Learn the -ing form as the Predicative, Attributive and Object Complement Learn to write humorous stories 目标语言 匚话题 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 fortunate. snowstorm 词汇 chew, bottom, mouthful, direct, star, outstanding, Switzerland, 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 功能1 laugh at that kind of thing because felt happy because This is fun because I'm pleased we were both amused at How wonderful / surprising It's amusing that 动词的-ng形式作表语,定语和宾语补足语的用法 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 Ist Period Reading 2nd Period 3rd Period Grammar 4th Period sth Period Writing 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 between English and Chinese in humor Teaching aids: pictures Teaching procedure Step 1: Lead-in 第1页共8页
第 1 页 共 8 页 Unit 3 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 one’s emotions Learn the –ing form as the Predicative, Attributive and Object Complement Learn to write humorous stories 目标语言 话题 Different types of humor; a taste of English humor 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： be content with, badly off, pick out, cut off, star in, knock into 功能 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… This is fun because… I’m pleased we were both amused at… How wonderful / surprising It’s amusing that… 语法 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”. That was the problem facing Charlie Chaplin. Do you find it funny to see someone sliding on a banana skin? 课时分配 1 st Period Reading 2 nd Period Speaking 3 rd Period Grammar 4 th Period Listening 5 th Period Writing 6 th 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 between English and Chinese in 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? 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 u Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and 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 s陈佩斯,赵本山 Verbal jokes Play on words, usually Cross talk马季,姜昆 Funny stories Jokes Funny 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 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 Doctor: 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 Teaching aims: Enable students to learn what humor means and what is nonverbal hume Key points: Help students divide 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 Questions: (1)What do you like to laugh at? 第2页共8页
第 2 页 共 8 页 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? 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 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 Funny 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 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. My fever is gone. Doctor: Don’t 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 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 Questions: (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. Reading 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 according to the meaning Part One: the first and the second paragraph Part Two: the third and the fourth paragraph Part Three: the last paragraph 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 spire de 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 about Charlie Chaplin Task 3. Discussio Let students have a discussion about the text, then answer some questions Questions: (1)What is behind fun? (2)Why did people like Little Tramp (3)Do you think Charlie Chaplin' s eating boiled shoes funny? Why? (adj ) satisfied, happy, not wanting any more hrases: content with sth: content to do sth e.g.(1) 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, 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 page 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 them on the screen Step 6 Homework Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21 The Third Period Grammar 第3页共8页
第 3 页 共 8 页 (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. Reading 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 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: 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 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 about Charlie Chaplin. Task 3. Discussion Let students have a discussion about the text, then answer some questions. Questions: (1) What is behind fun? (2 ) Why did people like Little Tramp? (3 ) Do you think Charlie Chaplin’s 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) 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 don’t like the content. 2. inspire sb. ( with sth.) \ inspire sth. (in sb.): To fill sb. with thoughts, 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 page 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 Preview 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 educative Key points: Let students know the structures of the sentences with the -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 Step 1. Revision Check homework: the exercises on page 20 and 21 Step 2. Word formation Suffix Xample valuable comfortable endless homeless harmless -ed excited interested moved Irish childish selfish -lve active attractive expensive Important pleasant Ignorant ly 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. Rey Have a revision about the -ing form used as the subject and object. Give students some sentences to (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 needs 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 water (3)The man sitting on the sofa is a friend of my brothers 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? 第4页共8页
第 4 页 共 8 页 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 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 lovable 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 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 students 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 couldn’t help laughing. (8) Your coat needs 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 water. (3) The man sitting on the sofa is a friend of my brother’s. 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 complement The structure of the sentence with an object complement 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 used as predicative and present continuous tense (1)Her hobby is painting (2)Her favorite sport is skiing (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 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 show 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 Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise I 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, le students finish it in a short time. With the help of the pictures, students can easily under stand the meaning and correctly use the -ing form to finish the blanks. Teacher can check the answers in class Step 4. Hom Finish all exercises on page 56 The Fourth Period Listening Teaching aims: Enable students to understand the humor in the listening 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 students to tell their jokes in class (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 the 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 第5页共8页
第 5 页 共 8 页 Hear the –ing form are used as object complement 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 used 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 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 show 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. Exercise 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 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 listening 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 students to tell their jokes in class. (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 the 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