Using LanguageⅡ优质课教案内容

必修4Unit3 Usinglanguagell 教学设计

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 ) Ienjoy this very much because… It surprises me that…

Ilaugh 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

1st Period Reading 2nd Period Speaking 3rd Period Grammar 4th Period Listening 5th Period Writing 6th Period Summary 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 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 them 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 ( 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 students 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 with 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 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. Homework Collect as many funny stories as possible, do some preparations for the writing in the next period. The Fifth Period Writing Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps. Key points: Teach students to write according to the writing of the writing steps.

Difficult points: Help students make up a dialogue, using the target language. Teaching aid: A projector Teaching procedure: Step 1. Revision Check homework: Ask several students to read their funny stories in class. Step 2. Writing ( page 23 ) Give students some instructions on writing a funny story. 1) Writing down your story in a logical order. 2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing. 3) Then write out your story using these interesting words. 4) Read through your story. 5) Then show it to your partner. Let him/ her suggest some new and exciting words. 6) Write out the story and put it into a class collection of stories. Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story. Step 3. Talking Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not. Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class. Step 4. Speaking and writing task This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.

After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy. Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words. Step 5. Homework 1) Finish Exercise 5 on Page 20. 2) Make a summary about what has been learnt in this unit. The Six Period Summary Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit. Key points: Sum up what we have learnt in this unit. Difficult points: Sum up what we have learnt in this unit. Teaching aids: A projector Teaching procedure: Step 1. Revision Check homework: Ask students to present their dialogue in class. Step 2. Reading This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.) Give students some time to read the passage, then answer some questions and retell the whole story. Questions: 1) What do children usually do on April Fool’s Day?

2) Why did people believe the programme Panorama? 3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..

4) What would you do to find out whether a story like this was true? Step 3. Project Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them. Step 4. Summing up This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions. 功能句式: 1. I enjoy this very much because….

2. I laugh at that kind of thing because…

3. This is fun because….

4. How wonderful / surprising! 5. It surprises me that…

6. I’m pleased we were both amused at…

7. I felt happy because…

8. It’s amusing that…

语法: 1. Word formation 2. The –ing form of the verb used as predicative, attribute and object complement. 重点句子: 1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end. 2. Perhaps it makes us feel more content with our life…

3. He became famous for using a particular form of acting, including mime and farce.

4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him. 5. Imagine you are hungry and all there is to eat is boiled shoe. 6. He solved it by using nonverbal humor. 7. Their job is “panning for gold”.

8. This was the problem facing Charlie Chaplin in one of his most famous films. Translate the following sentences into Chinese and pay attention to the use of the –ing form. 1. The two comedians performing on the stage are from Liaoning Province. 2. Who is the girl walking by the river. 3. The children playing the violin will give a performance next week. 4. The man with sunglass standing near the car is a cross talk artist. 5. The old lady talking to the children is a famous musician. 6. I saw a group of policemen coming out of a green jeep and running to the building. 7. I saw a dog carrying a piece of meat entering your garden. 8. I heard her singing a beautiful song at the party last night. 9. I got frightened when I saw a man playing with a snake in the park. 10. There were some boys shouting and crying under my window, so I could not fall asleep. Step 5. Check yourself 1. Do you find it difficult to understand English humor? Why? 2. What role do you thing humor plays in your life? 3. What language points have you learned in this unit? 4. How well have you done in the exercises on the –ing form? 5. Did you have any problems in understanding this unit? How did you solve them? Step 6. Homework Do some preparations for unit 4.