精品英语文档：必修4英语同步教案精品

1、.必修4英语同步教案Unit 3 A taste of English humour Part One: Teaching Design (第一部分：教学设计)1. A sample lesson plan for reading(NONVERBAL HUMOUR)AimsTo help students develop their reading ability.To help students learn about English humour.ProceduresI. Warming upWarming up by defining “Humour”What is “Humour”?

2、Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.· temper: a characteristic (habitual or relatively temporary) state of feeling; "whether he praised or cursed me depended on his temper at the time" "he was in a

3、bad humor" · wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter · humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; "the humors are blood and phlegm and yel

4、low and black bile" · liquid body substance: the liquid parts of the body · humor: the quality of being funny; "I fail to see the humor in it" · humor: the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor" &qu

5、ot;you can't survive in the army without a sense of humor" · humor: put into a good moodWarming up watching and listeningHi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.Why worry? There are

6、 only two things to worry about:Either you are well or you are sick.If you are well, then there is nothing to worry about.If you are sick, there are two things to worry about:Either you will get well or you will die.If you get well, then there is nothing to worry about.If you die, there are only two

7、 things to worry about:Either you will go to Heaven or Hell.If you go to Heaven, there is nothing to worry about.But if you go to Hell, you will be so damn busyShaking hands with friends, you won´t have time to worry.Whose job .? This is the story about four people named Everybody,Somebody, Any

8、body and Nobody.There was an important job to be done,and Everybody was sure that Somebody would do it.Anybody could have done it, but Nobody did it.Somebody got angry about thatbecause it was Everybody´s job.Everybody thought Anybody could do it,but Nobody realised that Everybody wouldn´t

9、 do it.It ended up that Everybody blamed SomebodyWhen Nobody did what Anybody could have doneII. Pre-reading Telling the truth Why do you like to laugh at?I like to laugh at cartoons,for theyre lovely and fun.I like to laugh at fairy tales. They are amusing and interesting.Many years ago there lived

10、 an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his

11、new clothes. He had different robes for every single hour of the day.III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the

12、 tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from NONVERBAL HUMOUR Slide on, bump into, round a corner, fall down

13、, in the road, see other peoples bad luck, at times, feel content with, be worse off, astonish with, inspirein sb., play a character, be born in poverty, become famous, use a particular form of acting, ancarry entertaining silent movie, a charming character, be well known throughout the world, play

14、a poor and homeless person, wear large trousers, carry a walking stick, a social failure, be loved by, overcome difficulties, be unkind to , makeentertaining, a sad situation, a boiled shoe, make funny, use nonverbal humour, in the middle of the nineteenth century, discover gold, in search of, rush

15、there, pan for gold, wash from, in a pan of water, pick up, be fortunate enough, be cought on the edge of, in a snowstorm, in a small wooden house, have nothing to eat, boil a pair of leather shoes, sit down at a table, a drinking cup, pick out, cut off, treat as if, eat every monthful with enjoymen

16、t, direct a movie, give a special Oscar, ones lifetime outstanding work, live ones life in, 3. Reading to identify the topic sentence of each paragrapSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 4. R

17、eading and transferring information Read the text again to complete the table.NONVERBAL HUMOURWhat is nonverbal humour?Who is Charlie Chaplin?How does he make a sad situation entertaining?What is the story of The Gold Rush?Facts about OscarA brief life history of Charlie Chaplin5. Reading and unders

18、tanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exer

19、cises No. 1and 2 on pages 18 and 19. Closing down by watching a silent movie by Charlie ChaplinDo you like watching movies? Do you like humourous movies? Now lets watch a silent humourous movie by Charlie Chaplin. Its Charlie Chaplin's first film: Making a LivingClosing down by reading about Cha

20、rlie ChaplinTo end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.Charlie Chaplin (April 16, 1889 - December 25, 1977)Charlie Chaplin, who brought laughter to millions worldwide as the silent "Little Tramp" clown, had the type of

21、 deprived childhood that one would expect to find in a Dickens novel. Born in East Street, Walworth, London on 16 April, 1889, Charles Spencer Chaplin was the son of a music hall singer and his wife. Charlie Chaplin's parents divorced early in his life, with his father providing little to no sup

22、port, either financial or otherwise, leaving his mother to support them as best she could. Chaplin's mother Hannah was the brightest spot in Charlie's childhood; formerly an actor on stage, she had lost her ability to perform, and managed to earn a subsistence living for herself, Charlie, an

23、d Charlie's older half-brother Sidney by sewing. She was an integral part of Charlie's young life, and he credited her with much of his success. Sadly, she slowly succumbed to mental illness, and by the time that Charlie was 7 years old, she was confined to an asylum; Charlie and Sidney were

24、 relegated to a workhouse (a government facility for orphaned and abandoned children) - not for the last time. After 2 months, she was released, and the family was happily reunited, for a time. In later years, she was readmitted for an 8-month stretch later, during which time Charlie lived with his

25、alcoholic father and stepmother, in a strained environment.2A sample lesson plan for Learning about Language(The ing form as the Predicative, Attributive & Object)AimsTo help students learn about The ing form as the Predicative, Attributive & Object)To help students discover and learn to use

26、 some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates. II. Learning about The

27、 ing form as the Attributive What is attributive? It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.The ing form as the Attributive The ing form作定语时表示该动作正在进行。单个The ing form作定语通常

28、放在被修饰词的前面. The ing form短语作定语则放在被修饰词之后。如: The rising sun looks very beautiful. 冉冉升起的太阳看上去很美。 若被修饰词与The ing form是被动关系时,须用The ing form的被动式(being done)作定语。如: The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎。 注意The ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途。如: Let sleeping dog

29、s lie. 别招惹麻烦。(The ing form相当于定语从句 which are sleeping) I think some sleeping pills may help you. 我想安眠药可以助你入睡。(The ing form表示用途,相当于pills for sleeping) III. Ready used materials for The ing form as the Predicative, Attributive & ObjectWhich verbs can be followed by the -ing form?One of the most imp

30、ortant simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has close

31、d his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the

32、 essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are co

33、ncerned. When contrasting the -ing form with the infinitive, the basic point to remember is that -ing can always mean, among other things, a verb-noun, an 'action-thing'. The fact that -ing can always mean a 'thing' gives us the following practical principle:If you can say I (et

34、c.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating).Avoid it. Avoid stepping on the grass if you can.Do you mind it? Do you mind shutting the window?He couldn't risk it. He couldn't risk hurting the children.This is a principle virtually without exceptions. But n

35、aturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing wit

36、h verbs that appear on few, if any, of most grammarians' lists.They have added mistreating prisoners to the list of charges.I can't really afford living like this.The council no longer allows smoking in public buildings.aim - (It is hard to think of a sensible example of -ing being used with

37、 this verb. Can you?)The club arranges dancing for the pensioners.The chairman claimed breaking the strike as a great triumph.I don't count making money as a virtue.The investigators discovered cheating on a huge scale.We must encourage planting earlier in the season.I thank travelling for teach

38、ing me much about the human condition.The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.She insisted on helping me.Bill's putting off writing till tomorrow. (Or: .putting writing off.)The managing director picked out i

39、dling on the job as the main cause of the declining profits.turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.)(Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and

40、 out.) There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because unemphasized pronouns a

41、re never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one

42、does not say *Carry on it. IV. Closing downClosing down by discoveringTo end the period you are going to skim the text and the previous texts to find out all the examples containing ing forms used as the predicative, attributive and object.Closing down by exercisesIn the last few minutes you ar

43、e to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates3 A sample lesson plan for Using Language (Jokes about Sherlock Holmes and Doctor Watson)AimsTo help students read the paragraph of Jokes about Sherlock Holmes and Doctor WatsonTo help students to use the

44、language by reading, listening, speaking and writing.ProceduresI. Warming up Warming up by reading school jokesThere are lots of jokes in English about school life. Read these two to see whether you will laugh or not.Why must we learn this? 为什么要学这个呀？One day our professor was discussing a particularl

45、y complicated concept. A pre-med student rudely interrupted to ask, "Why do we have to learn this pointless information""To save lives." the professor responded quickly and continued the lecture. A few minutes later, the same student spoke up again. "So how does physics save

46、 lives?" he persisted."It keeps the ignoramuses like you out of medical school," replied the professor.I will do anything to pass 说啥也要考个及格A student comes to a young professor's office hours. She glances down the hall, closes his door, kneels pleadingly."I would do anything to

47、 pass this exam." She leans closer to him, flips back her hair, gazes meaningfully into his eyes. "I mean." she whispers, ".I would do.anything." He returns her gaze. "Anything?" "Anything." His voice softens. "Anything?" "Absolutely anythi

48、ng." His voice turns to a whisper. "Would you.study?"II. Guided reading1 Reading and translatingRead the paragraph on page 22 and translate it into Chinese sentence by sentence. 2. Reading and underliningNext you are to read the paragph and underline all the useful expressions or coll

49、ocations in it. Copy them to your notebook after class as homework.Collocations from the paragraph on page 22Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of, try a third time, in ones beds3. Doing the exerciseNow you are going to do the exercise N

50、o. 1 on page 22. III.Guided SpeakingThink of funny stories in English and telll them to your group mates.The Student and the Pharmacist 学生和药剂师A somewhat advanced society has figured how to package basic knowledge in pill form. A student, needing some learning, goes to the pharmacy and asks what kind

51、 of knowledge pills are available.The pharmacist says, "Here's a pill for English literature." The student takes the pill and swallows it and has new knowledge about English literature! "What else do you have?" asks the student. "Well, I have pills for art history, biolo

52、gy, and world history," replies the pharmacist. The student asks for these, and swallows them and has new knowledge about those subjects. Then the student asks, "Do you have a pill for math?" The pharmacist says, "Wait just a moment," and goes back into the storeroom and bri

53、ngs back a whopper of a pill and plunks it on the counter. "I have to take that huge pill for math?" inquires the student. The pharmacist replied, "Well, you know. math always was a little hard to swallow."Out of the mouths of babes 出自孩子之口My two and a half year old grandson lives

54、 with his mother. Her roommate also has a two and a half year old child, a daughter. A few days ago they were playing together and my grandson noting that his playmate's stomach was exposed ,took his forefinger and poked her belly button. She thought that this was great and they both had a laugh

55、 about it. Sometime later his playmate raised her arms inviting my grandson to poke her belly button again. As he moved his forefinger toward her for a repeat performance, she suddenly lowered her arms, backed away and said, "No! I have a headache." IV.Guided WritingLearn to write jokesThe

56、re are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the firs

57、t, as in this example: "My wife just ran off with my best friend. Boy, do I miss him." and "I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off." Notice the assumption that is made in both these examples. In the first, you assume the

58、 person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise

59、. So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about. Now write down your own jokes, in English. IV. Closing down by actingTo end this period, we are going to act the film by Charlie Chaplin The Great Dictator. The Great Dictator 大独裁者Schulz: Speak - it is