新课标高一教学资源库16-17下-必修四unit3教案

UnitUnit3AtasteofEnglishWarmingTeachingaims:EnablestudentstotalkaboutsometypesofEnglishhumorandChineseKeypoints:HelpstudentslearnhowtounderstandandenjoyEnglishhumors.Difficultpoints:HelpstudentsknowthedifferencesbetweenEnglishandChineseinTeachingaids:TeachingStep1:Lead-Showsomepicturestostudents,letthemtalkaboutthepicturesandthenaskthemwhattheythinkofthepictures,whethertheyarefunnyornot.Questions:1)Doyouknowwhothesecomediansare?WhatmakesthemDoyouknowothercomedianswhoarefunnyinthesameHaveyouseenanyofthesecomediansorprogrammers?WhatdoyouthinkofStep2:WarmingTask1.Brain-TypesofExampleofEnglishChineseChaplinPantomimes（哑剧）和MimeandMr.TypesofExampleofEnglishChineseChaplinPantomimes（哑剧）和MimeandMr.Funnyplays，VerbalPlayonwords,Cross ，FunnyTwoFunnyEdwardDoggerel（打油诗Task2.Askstudentstotalkaboutsomefunnystories,anyEnglishorChinesehumorstheyTask3.ReadingonJokeGarcia:Thankyoudoctor.MyfeverisDoctor:Don’tthankme.ThankGarcia:ThenJokeGarcia:Thankyoudoctor.MyfeverisDoctor:Don’tthankme.ThankGarcia:ThenIwillpaythefeestoJokePatient:Doctor,I’velostmyDoctor:Whendidthishappen?Patient:Whendidwhathappen?

Language【课文原句】Perhapsitmakesusfeelmorecontentwithourlifebecausewefeelthereissomeoneelseworseoffthanourselves.(P17)becontentwithsb/sth意为“对或某事感到满意”，相当于bepleasedwith或besatisfiedwith。如：I’mcontenttohelpyoutosetupawebsiteontheThosewhoarenotcontentwiththeprogresstheyhavemadewillhavegreater注：worseoff是badlyoff的，意思是“境况比……更差”；betterTomysurprise,IfoundhislivingconditionsweremuchworseoffthanWiththedevelopmentofeconomy,moreandmorepeoplearebetter MyexplanationseemedtocontentNowshebegantoliveinpeaceandWe'vediscussedtheunusualformofthebook—now,whataboutthe【课文原句However,someactorscanastonishuswiththedeepfeelingstheycaninspireinusforacharactertheyareplaying.(P17)【名师点拨】astonishvt．意为“使大为吃惊；使惊异”，比surprise程度强，比IwasastonishedtohearthattheprofessorhadbrokendownbecauseofhishardIwasastonishedbyhowmuchshe'd【知识拓展】(1)astonishingadj．意为“令人惊异的”。如Theastonishingnewsmadetheworldastonished,andagreatmanypeopleexpressedtheiropinionsontheInternet.sth。如

HewasastonishedatwhatTomhadsaidandTomyastonishment,shestillrememberedmy【课文原句】Hebecamefamousforusingaparticularformofacting,includingmimeandfarce.(P17)

aboutoversth意为“/很挑剔”。inparticular意为“特别Therewasnothinginthenewspaperofparticularimportance.I'mnotparticularaboutmyclothes;Idon'tmindwhatIwear.HetalkedabouttheballgamesingeneralandtalkedaboutfootballWhatinparticulardidyoulikeaboutthelastapartmentthatwe【课文原句】Heplayedapoorandhomeless,whoworelargetrousers,worn-outshoesandasmallroundblackhatandcarriedawalkingstick.(P18)【名师点拨】worn-out意为“磨损的；损坏的；穿破的(用坏的以至完全无用的)”。如：Sinceyourshoesareworn-out,whynotbuyanotherpair?意为“筋疲力尽的；耗尽的”，相当于betiredout。如：Hewasworn-outafterthelongjourney.failure 【课文原句】Thischaracterwasasocialfailurebuthewaslovedbyallwhowatchedthefiforhisdeterminationin ingdifficultiesandbeingkindevenwhenpeoplewereunkindtoAsweallknow,failureisthemotherofAtlast,hewasagreatsuccess,whileshewasafailure.Toourdisappointment,thepartyturnedouttobeafailure. ev.意为“控制(感情)；克服()；征服；战胜”，可用于edifficulties/obstacles/problems/等。如Hemadegreatefforts etheTheysucceeded ethetallestmountaininthe【知识拓展】fail还可作动词，意为“失败；不及格；无法做到”，可用failtodo或者failinngsth。如Ifailedtopersuadehimtogiveup=Ifailedinpersuadinghimtogiveupinsearch【课文原句】ThefilmissetinCaliforniainthemiddleofthenineteenthcenturywhengoldwasdiscoveredandthousandsofpeoplerushedthereinsearchofit.(P18)makeasearchfor／of，在这三个短语中search是名词。如：Today,manycountrysidepeoplehaverushtothecityinsearchofgoodjobs.注意：insearchof中of不可换用forpick

TheysearchedthebuildingfortheHesearchedhispocketsforsome而searchsbforsth意为“搜身以找到某物”。如Hesearchedtheboyforthelostsearchafter／for=lookforhuntfor意为“到处寻找”Peoplewhoaresearchingafterinnerpeacesometimesturnto【课文原句Theywashsandfromtheriverinapanofwater,andexpecttopickupgoldbuttheyhavebeennotfortunateenoughtofindany.(P18)Hepickeduphishatandwentout.pickup还有其他意思：在中途搭载承载(乘客、货物等)。如Thebusstoppedtopickup(偶然地)发现，得到，；学得，得到(知识、利益)。如Ipickedupthebookinalonelyplace．ShepickedupFrenchveryquicklyinFrance.Whenyouliveinacountry,yousoonpickupthe恢复，使恢复。如Ibelievehewillpickupbythe接收，收听(广播)。如Itiseasytopickuptheprogrammeclearlythroughmy【知识拓展】pickout意为“选好；选出；认出；看清楚”。如：Haveyoupickedoutthemovieyouwanttosee?Canyoupickoutyourbrotheroutfromthatgroupofcut【课文原句Thenhecutsofftheleathertopoftheshoe,treatingitasifitwerethefinest【名师点拨】cutoff意为“切下来；剪下来”。如Hecutoffpieceofclothandwrappedthecutoff还可译为“切断；停掉；使中断”。如They’vecutoffthewatertemporarilybecausetheyarerepairingoneofthemainItwasdangerousthatourfoodandwatersupplywerecutoffatthattime.Wewerecutoffinthemiddleofourephoneconversation.BecauseIfailedtopaytheephonebill,theephoneoperatorcutusverbala.verbalskillIwroteamemorandumtoconfirmourverbalagreement.我写了份备忘录以确认我们的口头协议。Thisisaverbaltranslationoftheprose.verbalformsmimen. Amimeistherepresentationofaction,characterormoodusingonlygesturesandmovementsratherthanwords,ortheactorinsuchaperformance,specificallyamimic.Tomimeisalsothetermgiventoasingerwhoperformstoapre-recordedsongandonlypretendstosinglive.ItisusuallylimitedtoperformancesbyPopmusicartists.InancientGreeceandancientRome,amimeisafarcicaldramacharacterizedbymimicryandludicrousrepresentationsofcharacters,orthescriptforsuchaperformance.farce Afarceisacomedywrittenforthestage,orafilm,whichaimstoentertainaudiencebymeansofunlikelyandextravagant-yetoftenpossible-situations,disguiseandmistakenidentity,verbalhumourofvaryingdegreesofsophistication,whichmayincludepunsandsexualinnuendo,andafast-pacedplotwhosespeedusuallyincreasesevenfurthertowardstheendoftheplay,ofteninvolvinganelaboratechasescene.Broadphysicalhumor,anddeliberateabsurdityornonsense,arealsocommonlyemployedinfarce.povertyn. Povertyisanyofawiderangeofcircumstancesassociatedwithneed,hardshipandlackofresources.Forsome,povertyisasubjectiveandcomparativeterm;forothers,itismoralandevaluative;andforothers,scientificallyestablished.Theprincipalusesoftheterminclude:Descriptionsofmaterialneed,includingdeprivationofessentialgoodsandservices,multipledeprivation,andpatternsofdeprivationovertime.Economiccircumstances,describingalackofwealth(usuallyunderstoodascapital,money,materialgoods,orresourcesespeciallynaturalresources).Themeaningof"sufficient"varieswidelyacrossthedifferentpoliticalandeconomicareasoftheworld.IntheEuropeanUnion,povertyisalsodescribedintermsof"economicdistance",orinequality.Socialrelationships,includingsocialexclusion,dependency,andtheabilitytolivewhatisunderstoodinasocietyasa"normal"life:forinstance,tobecapableofraisingahealthyfamily,andespeciallyeducatingchildrenandparticipatinginsociety.Alivingintheconditionofpovertyissaidtobetrampn. Atrampisanitinerantwhotravelsfromplacetoplace,traditionallytram,thatis,walking.Whiletheymaydooddjobsfromtimetotime,trampsaren'tlookingforregularworkandsupportthemselvesbyothermeansi.e.beggingortheft.Thisisincontrasttohoboswhotravelfromplacetoplace(oftenbystealingridesonfreighttrains)lookingforwork,orschnorrers,whotravelfromcitytocitybegging.Boththetermstrampandhobo(andthedistinctionbetweenthem)wereincommonusebetweenthe1880sandthe1940s,andwerenotlimitedtotheGreatDepression.SchnorrerisaYiddishterm.Likehoboandbum,trampissomewhatarchaicinAmericanEnglishusage,havingbeensubsumedbythemoreeuphemistichomeless.failure Failureingeneralreferstothestateorconditionofnotmeetingadesirableintendedobjective.ItmaybeviewedastheoppositeofOscarn. TheAcademyAwards,commonlyknownasTheOscars,arethemostprominentfilmawardsintheworld.TheAwardsaregrantedbytheAcademyofMotionPictureArtsandSciences,aprofessionalhonoraryorganizationwhichasof2003hadavotingmembershipof5,816.Actors(withamembershipof1,311)makeupthelargestvotingbloc.Themostrecentawardswerethe77thAcademyfortunen. Fortuneorfortunecanreferto:Luck;Fortunemagazine;ThefortuneUnix/Linuxcommand;ThenameofacharacterfromMetalGearSolid2:SonsofLiberty,amemberofDeadCell.ThegoddessoffortuneisFortuna(orsensen.&v.Shehasnosenseoftime.她没有时间观念。Yourbrotherhasagoodsenseofhumor.你兄弟很有幽默感。Heisfreefromanysenseofresponsibility.他丝毫没Hehadthegoodsensetowithdrawfromtheelectioncontest.他很明智,Thewordhereisusedinitsfigurativesense.此词在这儿取的是它的比喻意义。Anyoneinhisrightsenseswouldn'tdothat.神智清醒的人都不会去干那种事。What'sthesenseofarguingwithhim?同他争论有什么用处呢IsensedthatIhadmadeaseriousmistake.Teachingaims:Enablestudentstolearnhowtousethe–ingformastheattribute,theobjectcomplementandthepredicative.Keypoints:Letstudentsknowthestructuresofthesentenceswiththe–ingDifficultpoints:Helpstudentstolthe–ingformasthepredicativeandtheuseofthepresentcontinuoustense.Teachingaids:ATeachingStep Check:theexercisesonpage20andStep WordTherearetensuffixesinthechart.Andtherearesomenewwordsinit.Butthepurposeofshowingthischartistoletstudentslearnmoreabouttheadjectivesuffix.Step DiscoveringusefulTask Havearevisionaboutthe–ingformusedasthesubjectandobject.Givestudentssomesentencestotranslate:TalkingtohimisSmokingdoesharmtoyourWalkingismysoleCollectingstampsismyIsuggestedbringingthemeetingtoanHeadmittedtakingtheIcouldn’thelpYourcoatneedswashing.Task2. Newusageofthe–ingformAskstudentstolookattheExercises4onpage20.AndthenwakeinpairstofinishtheTeachercheckstheanswersandgivetheAcooking ApotthatisusedforAdrinking AhorsethatisdrinkingThemansittingonthesofaisafriendofmyHerethe–ingformareusedasIsawthemanslidingonabannerskinDidyounoticethemanpickingupthatbrokenbottleandputtingitinhisHearthe–ingformareusedasobjectcomplementThestructureofthesentencewithanobjectcomplementis:Subject+Predicate+Object+ObjectHerjobislookingafterWhathelikesisplayingchessafterHerethe–ingformareusedaspredictive.Payattentiontothedifferencesbetween–ingformusedaspredicativeandpresentcontinuoustense.HerhobbyisHerfavoritesportisThiswasveryThetestresultsareveryShewasverypleasinginherHisconcernforhismotherisveryThephotographisThearticlewasmisleading,andthenewspaperhasInthefirsttwosentences,the–ingformisusedtoshowthecharacterofthesubject.Inthenextfoursentencesthewordsofthe–ingformareallaboutthefeelings.Inthelasttwosentences,thewordsofthe–ingformshowsomestatesandqualities.ItissnowingSheisteachinginanightInthesetwosentences,the–ingformareusedasthepredicateinthepresentcontinuoustense.Step UsingStep Turntopage56.LookattheUsingStructure.TherearetwoexercisesinthisStep FinishallexercisesonpageTeachingaims:Enablestudentstounderstandthehumorinthelisteningmaterial.Keypoints:TrainthestudentstogetthekeywardsbyreadingthequestionsbeforeDifficultpoints:GetthemainideafromthelisteningmaterialswhileTeachingaids:ArecorderTeachingprocedure:Step Check:(1)Askacoupleofstudentstoltheirjokesin(2)Asksomestudentstocometotheblackboardtowritetheirtranslation.Aftertheyhavefinished,teachercorrectsomeerrorswiththewholeStep (page23Thisisafunnystory.Marymadesomeplumjamandleftsomeinthepan.Fivedayslater,herhusbandcamehomeandpouredthejamintothechicken.LaterMarycamehomeandfoundallofherchickenswerebehavingstrangely.Whathadhappened?Givestudentstwochancestolistentothestory.First,gothroughExercise1and2toknowwhatarethethingstheywilldowhilelistening.AfterthatteacherplaysthetapeforthemtofinishExercise1.Thesecondlisteningistochecktheanswers.ForExercise2,teachershouldleavesometimeforstudentstodiscussthequestion.Questions:(1)Didyoufindthisstoryfunny?Givethe(2)WhatdoyouthinkofJohn’sStep Listening(page55Thisisastoryaboutathiefandaman.Thesituationisveryinteresting.Beforelistening,askstudentswhattheywoulddoiftheyfindathiefintheirhomeoneday;whethertheywillbeafraidofthethiefandsoon.Therearethreestepsforthislistening.Atfirstletstudentsreadthequestionstomakesurethattheyknowwhattheyshoulddointhislistening.Next,playthetapeforthefirsttimetoletstudentsfinishExercise1.ThenplaythetapeagainandletthestudentsfinishthequestionsinExercise2.Afterthat,letthestudentschecktheiranswerswitheachother.Atlast,listentothetapeagain,teachercanmakeapausewherethereisanquestiontothequestion,inthiswaystudentscancheckalltheStep Listening(page58Therearefourexercisesinthislistening.Thefirstonerequestsstudentstogetthegeneralideaofthematerial.Thesecondoneistoaskthestudentstoknowsomedetailsofthematerial.Thethirdoneisaquestionthatasksthestudentstospeculatetheteacher’sfeeling.Step Andthelastoneisagoodexercise,itgivesthestudentsanotherchancetoStep Collectasmanyfunnystoriesaspossible,dosomepreparationsforthewritinginthenextTeachingaims:EnablestudentstolearnwhathumormeansandwhatisnonverbalKeypoints:HelpstudentsdividethetextintoseveralpartsaccordingtotheDifficultpoints:DividetheparagraphsandgivethemainTeachingaids:ArecorderandaTeachingStep Check:askstudentstopresenttheirjokesinStep Pre-Questions:(1)Whatdoyouliketolaugh(2)Whatdoeshumormean?IshumoralwaysGivestudentssometimetodiscuss.Thepurposeistohelpstudentsknowthatdifferentpeoplehavedifferenttasteabouthumor.Itisdifficulttosaywhichoneisbetterorwhic