Using LanguageⅡ教学设计

英语人教版必修4 Unit 3 A taste of English humor 整套精品教案

第一部分

《金色教案》教学设计说明

About the structures 单元话题和结构

本单元的中心话题是“幽默”，内容涉及“幽默的种类”、“什么是幽默”、都是围绕“幽默”这一话题展开的。通过本单元的语言技能训练和阅读能力训练，使学生领会英语国家的幽默表达。

本单元语言功能项目是：情感。

本单元语言结构项目是“-ing形式作表语、定语和宾语补语”。

本单元还要求学生学习写作“幽默文：故事”。

《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。

Period 1 Reading

阅读课

Warming Up

让学生了解幽默的种类，讨论各种英语幽默及与汉语幽默的比较。这部分的目的有两个，一是呈现本单元的话题——幽默，二是为本单元Reading部分做好了铺垫。本书提供了如下两个热身设计：Warming up by learning something about “Humor”，Warming up by watching and listening供教师选择使用。

Pre-reading 课本通过两个问题，引发学生对幽默的思考，幽默不仅仅是轻松一笑，好的幽默在一笑过后发人深省，耐人寻味。本书的设计是Pre-reading by telling the truth —What do you like to laugh at? Reading 是一篇说明文，说明了人们接受、喜欢幽默的微妙心理，同时介绍久盛不衰的喜剧之王查理·卓别林以及他的代表作影片《淘金记》，帮助吸引学生的注意力，引起学生的极大兴趣。教师可以参考使用本书提供的如下程序设计：Reading aloud to the recording，

Reading and underlining，

Reading to identify the topic sentence of each paragraph，Reading to decide on the type of writing and summary of the text，Reading the text to turn out a diagram，Retelling the text with the help of the table below，Reading and understanding difficult sentences，Closing down by watching a silent movie by Charlie Chaplin。

Period 2 Learning about language

Learning about language 课本在此分为两部分，Discovering useful words and expressions是本单元的词汇练习题，引导学生加深对新词汇的理解和记忆，同时也指导学生养成通过语境记忆词组、句型的方法; topic and the “喜剧演员”、“喜剧”、“笑话”和“文字游戏”等。语言技能和语言知识几乎

知识课

Discovering useful structures是本单元的语法练习题，通过本单元的学习，要求学生熟练掌握-ing形式作表语、定语、宾补的语法功能。教师还可以参考本书的如下设计：Warming up by discovering useful words and expressions，

Learning something about the –ing form as the Attributive，Learning about the –ing form as the predicative，

Learning about the –ing form as the Object Complement，Doing exercises for consolidation, Closing down discovering。

Period 3 Using language 运用课

Period 1

Period 2 Using language

教师可以按课本三步曲设计上课，也可以采纳本书如下设计：Warming up by reading school jokes，Reading and underlining，Doing the exercise，Guided Speaking，Guided Writing—Learn to write jokes Closing down by acting。

将Warming Up、

Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。

将Learning about language 和Workbook中的

USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。

实际教学过程课时划分建议

Period 3 Period 4 Period 5 第二部分

教学资源说明

Section 1 背景

Section 2 解析

Section 3 Vocabulary 词汇

第三部分

将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。

将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。

将Workbook 的LISTENING TASK、READING AND WRITING TASK和

SPEAKING TASK整合为一节“综合技能课（二）”。

围绕单元话题“Festival around the world”，《金色教案》提供了几考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。

重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。

按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。

Background

则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参Explanation 的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了

教学测评说明

围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

Part 1 Teaching Design 第一部分

教学设计

Period 1 A sample lesson plan for reading (A MASTER OF NONVERBAL HUMOUR) Introduction In this period, after the warming up, students will first be guided to read aloud to the recording. Then they will read and underline and read to identify the topic sentence of each paragraph. The discourse study can also be done by students reading to decide on the type of writing and summary of the text and reading the text to turn out a diagram. The text can be used for retelling the story.

Objectives To help students understand the text’s forms and contents and learn about English humor

To help students communicate on the topic in focus with the words, expressions and structures learned in this unit Focus Words Expressions Patterns brighten,

content, astonish, entertain, overcome, chew, convince, direct, star, gesture, slide, amuse, whisper, react up to now, badly off, pick out, cut off 1. Do you find it

funny to see someone sliding on a banana skin, bumping into someone else.

2. This character was a social failure but

he was loved by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him.

3. He makes it seem as if it were one of the best meals he has ever had！

Aids

Multimedia facilities, tape-recorder, photos, diagrams Procedures 1. Warming up Warming up by learning something about “Humor”

What is “Humor”? Does any one of you know anything about humor? the screen and read the definition of Humor from the Internet. Humor (humour in British English) is the ability or quality of people, objects or situations to invoke feelings of amusement in other people. The term encompasses any form of entertainment or Look at

human communication which invokes such feelings, or which makes people laugh or feel happy. （用原版）

English humor Example nonverbal mime and farce（哑剧和轻喜剧）

Charlie Chaplin, Mr. Bean

funny stories Mark Twain funny poems Edward Lear doggerel（打油诗）

Note:

Humor is particular to each culture. For example, the British laugh at things that are ridiculous and enjoy parody very much. Chinese humor includes puns, extended cross talk between two comedians etc. The British also enjoys play on words(like puns) but they are more like short jokes.

Warming up by watching and listening Hi, 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 only two things to worry about: Either you are well or you are sick. about. about: Either you will get well or you will die. about. about: Either you will go to Heaven or Hell. about. But if you go to Hell, you will be so damn busy Shaking hands with friends, you won´t have time to worry. 2. Pre-reading by telling the truth —What do you like to laugh at? I like to laugh at cartoons, for they’re lovely and fun.

Whose job ...?

This is the story about four people named Everybody, There was an important job to be done, do it. Anybody could have done it, but Nobody did it. because it was Everybody´s job. but Nobody realised that Everybody wouldn´t do it. When Nobody did what Anybody could have done. Chinese humor Example pantomime（哑剧）王景愚

funny plays（喜剧小品）陈佩撕

verbal jokes play on words, usually two lines cross talk（相声）jokes 姜昆

马季

If you are well, then there is nothing to worry Somebody, Anybody and Nobody. If you are sick, there are two things to worry and Everybody was sure that Somebody would If you get well, then there is nothing to worry Somebody got angry about that. If you die, there are only two things to worry Everybody thought Anybody could do it, If you go to Heaven, there is nothing to worry It ended up that Everybody blamed Somebody,

I like to laugh at fairy tales. They are amusing and interesting. Although we have different sense of humor, it seems that the humor that all cultures enjoy is non-verbal humor. We all laugh at the antics of Charlie Chaplin and Mr. Bean. It is good that we can all laugh at something together!

Many years ago there lived 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 new clothes. He had different robes for every single hour of the day. 3. Reading aloud to the recording

Reading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. Now please listen and read aloud to the recording of the text A MASTER OF NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups.

Reading and underlining A really useful way to help us with our listening is to become aware of ‘thought groups’

. When we speak, we need to divide speech up into small 'chunks' to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups. Next you are to read the text, dividing the text into thought groups and circling all the useful expressions or collocations in the passage. Copy them into your notebook after school as homework.

Collocations from A MASTER OF NONVERBAL HUMOUR slide on…在……上滑行, bump into…不期而遇；偶然碰见；邂逅, round a corner在拐角处，在近处, fall down…摔倒，掉进, in the road在路面上, see other people’s bad luck看别人倒霉（遭到不幸）, at times时不时；经常地, feel content with…对……感到满意, be worse off情况更坏; 处境更糟; 经济情况更不好, astonish… with…以……方式令人吃惊, inspire deep feelings in sb. for…因为……激发人内心深处的感情, play a character扮演一个角色, be born in poverty出生穷困, become famous for因为……而出名, use a particular form of acting用独特的表演方式, entertaining silent movie令人愉快的无声影片, a charming character令人愉快的角色，有趣的角色, be well known throughout the world世界闻名, play a poor and homeless person扮演一个贫困而无家可归的人, carry a walking stick拄着拐杖, a social failure社会生活中的失败者, be

loved by…被……爱戴（热爱）, overcome difficulties克服困难, be unkind to …对……不友好, make…entertaining使……令人愉快, a sad situation悲哀的境况, a boiled shoe一只煮沸的鞋, make… funny使……滑稽可笑, use nonverbal humour不用语言表达的幽默, in the middle of the nineteenth century在十九世纪中叶, in search of…搜寻，寻找, pan for gold用淘金盘淘金, wash sand洗沙（以便得到金子）, in a pan of water在淘金盘中, expect to do sth.期待做某事, pick up…得到，淘到, be fortunate enough足够幸运, be caught in a snowstorm遭遇到暴风雪,

on the edge of…在……的边缘, in a small wooden house在一座小木屋, have nothing to eat没有可吃的东西, so… that…如此……以至于……, boil a pair of leather shoes煮一双皮鞋, sit down at the table坐在桌边, pick out…挑选，选出, cut off…切下；割下；砍下, treat… as if…像……一样对待, eat every mouthful with enjoyment快乐地享受每一口, make it seem as if…使它显得（好象）……, direct a movie执导一部影片, star in在……中担任主角, give… a special Oscar授予……奥斯卡特别奖, one’s lifetime某人的一生

outstanding work杰出的工作, live one’s life in…在……度过一生,

Reading to identify the topic sentence of each paragraph

Skim 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.

Closing down by reading and transferring information

Read the text again to complete the table. A MASTER OF NONVERBAL HUMOUR What 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 Oscar A brief life history of Charlie Chaplin For reference A MASTER OF NONVERBAL HUMOUR What humour? Who Chaplin? is Charlie is nonverbal

the humor not carried out or marked by the use of words but by antics a popular comic actor in the 20th century who used a particular form of acting, including mime and farce to invoke feelings of amusement and inspire deep feelings in people for the characters he played How does he make a sad situation entertaining? What is the story of The Gold Rush? by using nonverbal humour The Gold Rush (1925) is the quintessential Chaplin/Little Tramp film, with a balance of slapstick comedy and pantomime, social satire, and emotional and dramatic moments of tenderness. It was Chaplin's own personal favorite film, showing the classic Tramp character as a romantic idealist and lone gold prospector at the turn of the century, with his cane, derby, distinctive walk, tight shabby suit, and mustache. During the Great Gold Rush to Alaska, men in thousands came from all parts of the world. Many of them were ignorant of the hardships before them - The intense cold, the lack of food and a journey through regions of ice and snow were the problems that awaited them. Classic scenes include the starvation scene of two cabin-marooned prospectors boiling and fastidiously eating a stewed shoe, the teetering cabin on the edge of a cliff, and Chaplin's lonely fantasized New Year's Eve party when he waits for a girl who never comes.

Facts about Oscar The Academy Awards, mostly known as Oscar, is the main national film award in the United States of America. Each Oscar statuette, manufactured in Chicago, is made from copper and nickel silver, and finally, is covered with 24-karat gold. It depicts a knight, holding a crusader’s sword, standing on a reel of film. The five spokes of the film reel signify the five original branches of the Academy: actors, directors, producers,

technicians and writers. Although financially an Oscar statuette is not really valuable, its moral values are inestimable. The tradition of the Academy Awards dates back 71 years, when the first talking movies had just begun. A brief life history of Charlie Chaplin Charlie Chaplin, born in Walworth, London, England on April 26th, 1889, began his official acting career at the age of eight. He is considered to be one of the most pivotal stars of the early days of Hollywood and is most recognized as an icon of the silent film era, often associated with his popular "Little Tramp" character; the man with the toothbrush mustache, bowler hat, bamboo cane, and a funny walk. In 1972 he was honored with an Academy Award for his "incalculable effect in making motion pictures the art form of the century. Charlie Chaplin was considered one of the greatest filmmakers in the history of American cinema, whose movies were and still are popular throughout the world, and have even gained notoriety as time progresses. His films show, through the Little Tramp's positive outlook on life in a world full of chaos, that the human spirit has and always will remain the same. Going over the text to decide on the type of writing and summary of the text Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.) Type of writing Main idea of the passage

Main idea of 1st paragraph Main idea of 2nd paragraph Main idea of 3rd paragraph Main idea of 4th paragraph This is a piece of descriptive writing. Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing. It may arouse in people a sense of satisfaction laughing at other’s bad luck.

Charlie Chaplin is such an actor as to impress us deeply by using a particular form of acting.. Charlie Chaplin could make a sad situation entertaining by using nonverbal humour. The film of The Gold Rush, set in California where gold was discovered, is an good example of nonverbal

humour. Main idea of 5th paragraph Charlie Chaplin produced, directed, and wrote the movies he starred in. Reading to make a diagram of the text and retelling the text with the help of the diagram

Charlie Chaplin’s charming character The little Tramp

impressed people a great deal.

(para 2)

By using nonverbal humour, Chaplin gave a very funny performance, eating a boiled shoe, in The Gold Rush (para 4)

why enjoying laughing at other’s bad luck?

(para 1)

It’s possible to make a sad situation

entertaining by using a particular

form of acting. (para 3)

A special Oscar was given to Charlie Chaplin for his lifetime outstanding work.. (para 5)

8．Closing down by reading about Charlie Chaplin To 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 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 support, 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, and 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 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 alcoholic father and stepmother, in a strained environment.

Unit 3 A taste of English humor Part 1 Teaching Design 第一部分

教学设计

Period 2 A sample lesson plan for Learning about Language (The –ing form as the Predicative, Attribute and Object Complement)

Introduction

In this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: the –ing form as the predicative, attribute and object complement. The following steps of teaching may be taken: Warming up by discovering useful words and expressions，Learning something about the –ing form as the Attributive，Learning about the –ing form as the predicative，Learning about the –ing form as the Object Complement，

Doing exercises for consolidation, Closing down discovering.

Objectives

To learn about the –ing form as the Predicative, Attribute & Object Complement To discover and learn to use some useful words and expressions To discover and learn to use some useful structures Procedures 1. Warming up by discovering useful words and expressions Turn to page 20 and do the exercises. Check your answers against your classmates’.

2. Learning something about the –ing form: Participles

用原版

Something about Participles A participle is a verbal that is used as an adjective. It does the work of both a verb and an adjective. The term verbal indicates that a participle, like the other two kinds of verbals (gerund and infinitive), is based on a verb and therefore expresses action or a state of being. However, since they function as adjectives, participles modify nouns or pronouns. There are two types of participles: present participles and past participles. Present participles end in -ing. sometimes doubling the final consonant:

“think” becomes “thinking”

“fall” becomes “falling”

“run” becomes “running”

Past participles end in -ed, -en, -d, -t, or -n, as in the words asked, eaten, saved, dealt, and seen. A participial phrase is a group of words consisting of a participle and the modifier(s) and/or (pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of the action or state expressed in the participle, such as: The student earning the highest grade point average will receive a special award.

The guy wearing the chicken costume is my cousin.

Find the participial phrases in these sentences and tell what word they modify. 1. The man running slowly still finished the race. 2. The boy having been scolded finally did his work. 3. The teacher, having retired, could now travel widely. 4. The soldier, having saluted his superior, continued on his way. 5. The truck swerving and sliding hit the brick wall.

Keys: 1. running slowly modifies man 2. having been scolded modifies boy 3. having retired modifies teacher 4. having saluted his superior modifies soldier 5. swerving and sliding modifies truck You can shorten a normal sentence by using the Participle Constructions. I'm a lucky man feeling like you.

(I'm a lucky man who is feeling like you.) The students wanting extra help were assigned to a special class. (The students who wanted extra help were assigned to a special class.) The screaming fans cheered their fighting team.

(The fans who were screaming cheered their team that were fighting.) Let sleeping dogs lie.

(Let dogs that are sleeping lie.)

Points to remember

1. A participle is a verbal ending in -ing (present) or -ed, -en, -d, -t, or -n (past) that functions as an adjective, modifying a noun or pronoun. 2. A participial phrase consists of a participle plus modifier(s), object(s), and/or complement(s). 3. Participles and participial phrases must be placed as close to the nouns or pronouns they modify as possible, and those nouns or pronouns must be clearly stated. 4. A participial phrase is set off with commas when it: a) comes at the beginning of a sentence, b) interrupts a sentence as a nonessential element, or c) comes at the end of a sentence and is separated from the word it modifies.

the –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 形式作定语时表示该动作正在进行。单个the –ing form作定语通常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.

I think some sleeping pills may help you. Do you know the boy lying under the big tree? There was a terrible noise following the sudden burst of light. 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.

The meeting being held is of very important. We must keep a secret of the things being discussed here.

the –ing form as the predicative the -ing形式作表语多表示主语自身具有的特征。

The –ed and –ing adjective endings signal different relationships to the nouns they modify: That question interests me. That question is interesting.

I am interested.

凡表示“令人……的”都是-ing形式，凡是表示“感到……”都用-ed形式。

interesting使人感到有趣的，interested感到有趣；exciting令人激动的，excited感到激

动；delighting令人高兴的，delighted感到高兴；disappointing令人失望的，disappointed感到失望；encouraging令人鼓舞的，encouraged感到鼓舞；pleasing令人愉快的，pleased感到愉快；puzzling令人费解的，puzzled感到费解；satisfying令人满意的，satisfied感到满意；

surprising令人惊异的，surprised感到惊异；worrying令人担心的，worried感到担心

The situation is disappointing. The question remains puzzling. It sounds frightening but it is not real. I thought this was quite amusing indeed. The movie sounds exciting. How did it end? Why can it be so frustrating getting things to work? Travelling is interesting but tiring．

The argument is very convincing．

The pupils will get confused if they are made to learn too much．

They were very excited at the news．

the –ing form as the Object Complement An object complement follows the direct object and modifies or refers to the direct object. An object complement can be an adjective, a noun, or a word or word group acting as an adjective or noun 用作宾语补语的分词常用来补充说明下列动词之后的宾语：see, watch, look, notice, observe, hear, listen, feel, set, keep, find, have, get,

I saw him walking in the street.

He kept water boiling. I heard them singing in the classroom. We found the baby crying.

I thought Hilruk's story the most touching. Delores noticed her cousin walking along the shoreline. A cook will be immediately fired if he is found smoking in the kitchen. His remarks left me wondering about his real purpose. Foreign men really get me going. It is exciting to me that someone is from another culture or destination, because there is so much that one can share. 3. Doing exercises for consolidation 1. Seeing the sun ____ above the surface of sea, we let out a cry of joy. (9194上海). A. to rise

B. to raise

C. rising

D. raising 2. The ____ boy was last seen ____ near the East Lake. (2000上海) A. missing, playing

B. missing, play

3. It is believed that if a book is ____, it will surely ____ the reader. (2003上海) A. interested; interest

B. interesting; be interested

C. interested; be interesting

D. interesting; interest 4. Will those ____ the children from abroad come to the headmaster’s office? (2000上海) A. teaching

B. teach

C. who teaches

D. who teaching 5. The picture ____ on the wall is painted by my nephew.(2000春) A. having hung

B. hanging

C. hangs

D. being hung Keys: C A D A B 4. Closing down by discovering To 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.

Unit 3 A taste of English humor Part 1 Teaching Design 第一部分

教学设计

Period 3 A sample lesson plan for Using Language (English jokes) Introduction Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by reading school jokes comes first to be followed by reading and underlining and doing the exercises. Guided speaking and writing will lead to the end of the period: closing down by acting. Objectives

To enjoy reading the paragraph of Jokes about Sherlock Holmes and Doctor Watson To learn to use the language by reading, listening, speaking and writing Procedures 1. Warming up

Warming up by reading school jokes There are lots of jokes in English about school life. Read one to see whether you will laugh or not. 用原版

Why must we learn this?

One day our professor was discussing a particularly 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 lives?” he

persisted.

“It keeps the ignoramuses like you out of medical school,” replied the professor.

2. Reading and underlining Read the paragraph and underline all the useful expressions or collocations in it. Copy them into your notebook after class as homework. Collocations from the paragraph on page 22 go camping去野营, in a mountainous area山区, lie in the open air露营, under the stars在星空下, look up at the stars抬头看星星, think of…考虑；思考, try a third time试第三次, in one’s beds在床上

3. Doing the exercise Now you are going to do the exercise 1 on page 22.

4. Guided Speaking Think of funny stories in English and tell 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 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, biology, 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 brings 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.”

5. Guided Writing—Learn to write jokes There are two main parts to the structure of a joke. The first part 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 first, 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 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.

So, to write jokes you need to practice reading statements and writing down the assumptions 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.

6. Closing down by acting Acting out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us. To 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 our only hope. The Jewish Barber (Charlie Chaplin's character): Hope... I'm sorry but I don't want to be an Emperor —

that's not my business —

I don't want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that. We all want to live by each other's happiness, not by each other's misery. We don't want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone. The way of life can be free and beautiful. But we have lost the way. Greed has poisoned men's souls —

has barricaded the world with hate; has goose-stepped us into misery and bloodshed. We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness.

Without these qualities, life will be violent and all will be lost. The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say “Do not despair”.

The misery that is now upon us is but the passing of greed, the bitterness of men who fear

the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish... Soldiers

—

in the name of democracy, let us all unite! Look up! Look up! The clouds are lifting —

the sun is breaking through. We are coming out of the darkness into the light. We are coming into a new world. A kind new world where men will rise above their hate and brutality. The soul of man has been given wings —

and at last he is beginning to fly. He is flying into the rainbow —

into the light of hope —

into the future, that glorious future that belongs to you, to me and to all of us. Look up. Look up.

Unit 3 A taste of English humor Part 2 Teaching Resources 第二部分

教学资源

Section 1 Background for Unit 3 A taste of English humor

Six ways to improve your nonverbal communications 1. Eye contact:

Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.

2. Facial expressions:

Smiling is a powerful cue that transmits: Happiness, Friendliness, Warmth, Liking, and Affiliation.

3. Gestures:

If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.

4. Posture and body orientation:

You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.

5. Proximity:

Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are: Rocking, Leg swinging, Tapping, Gaze aversion.

6. Paralinguistics:

This facet of nonverbal communication includes such vocal elements as: Tone, Pitch, Rhythm, Timbre, Loudness, Inflection.

7. Humor:

Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning.

Unit 3 A taste of English humor Part 2 Teaching Resources 第二部分

教学资源

Section 2 Notes to difficult sentences from Unit 3 Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road?

本句的句型是：find it + adj.+ to do sth. 其中it 是形式宾语, adj.作宾语补足语,不定式作真正的宾语。在不定式短语中，sliding、bumping、falling都是现在分词短语作宾语someone 的补足语。He found it almost impossible to express what he wanted to say. 他觉得要表达他想说的话几乎是不可能的。

2. However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing. 这个句子较长，其结构是：Actors can astonish us for a character.

with the deep feelings 是状语, they can inspire in us 是定语从句，修饰feelings。They are playing是修饰character 的定

语从句。

3. This character was a social failure but he was loved by all who watched the films for his determination in overcoming difficulties and being kind even when people were unkind to him.

精简一下此句是: This character was a social failure but he was loved by all for his determination and being kind. 原句中who watched the films 是all 的定语从句, in overcoming difficulties 是determination 的定语, even when people were unkind to him 是

being kind 的时间状语从句。

4. He makes it seem as if it were one of the best meals he has ever had！他表演得好像这是他曾经吃过的最美的佳肴。

本句使用的结构是：make it + do，其中as if it were one of the best meals he has ever had是系动词seem的表语从句。were表示虚拟。he has ever had是定语从句修饰the best meals。He talks as if he knew all about it. 他说话的口气好像他全部都已经知道了。

Unit 3 A taste of English humor Part 2 Teaching Resources 第二部分

教学资源

Section 3 Words and expressions from Unit 3

brighten v. 变亮,使...生辉

1. These flowers will brighten up your garden. 这些花会使你的花园增色。

2. The sky/weather is brightening. 天空[天气]转晴。

3. He brightened (up) when he heard the good news. 他听到这个好消息时喜形于色。

4. Flowers brighten (up) a room. 房间里有了花显得满室生辉。

content

n. 内容,目录,含量

a. 满足的,满意的,意义的

v. 使...满足,使...安心

1. I like the style of his writing but I don't like the content. 我喜欢他的写作风格，但是不喜欢他的内容。

2. He is quite content with his present fortune. 他对自己目前的境遇颇为得意。

3. We can't go abroad this year, so we'll have to content ourselves with a holiday in Shanghai. 今年我们不能出国，所以只能去上海度假了。

astonish

v. 使...惊讶

1. I was astonished at the news of his escape. 听到他逃之夭夭的消息，我感到惊讶。

2. She astonished me with her beautiful handwriting. 她以其秀丽的书法而使我惊异。

badly off

贫困的,境况不好的

1. The refugees are badly off for blankets, and even worse off for food.

难民需要毯子, 更需要食物.

2. I am quite badly off recently. 最近我经济上很拮据。

3. Live within our means? —

we may be poor, Harry, but we are not that badly off. 什么，应该量入为出？—

我们虽然穷，哈里，可我们还没穷到那么糟糕呢。

entertain

v. 娱乐,招待,怀抱

1. I like to entertain friends with music and refreshments at home. 我喜欢在家里用音乐和茶点招待朋友。

2. The child entertained himself with his building blocks. 孩子在搭积木玩。

3. He cut off a bunch of grapes to entertain us. 他剪下一串葡萄招待我们。

overcome a. 充满了的,占据了的

v. 战胜,克服

1. Can you overcome your shortcomings? 你可以克服你的缺点吗？

2. He was overcome by their entreaties. 他屈从了他们的请求。

3. We need a spirit of enterprise if we are to overcome our difficulties. 如果我们要克服困难，我们就要有进取精神。

4. After she'd overcome her initial shyness, she became very friendly. 她克服了开始时的羞涩之后，就变得非常友善。

5. It is greatly to your credit that you have overcome such difficulties. 你们克服了这么大的困难, 值得表扬。

pick out

挑出

1. My father helped me pick out a new book. 我父亲帮我选了一本新书。

2. The author of the article picks out a few pat tag lines such as “Unbelievable-but absolutely true! Nothing like it on any screen! A picture you will never forget! ” 文章的作者挑出几条他所钟爱的广告语，如：“难以置信－但千真成确！屏幕上绝无仅有的！一幅将永远留在你记忆中的画面！”

3. He tried to pick out the tune of a song he had heard on the radio.

他凭听觉记忆把无线电广播中听到过的一首歌曲弹奏出来。

4. If you run back over the season, you can't pick out a game in which he played badly. 如果你回顾一下整个赛季，你举不出他哪一场打得不好。

cut off 切断

1. We were cut off in the middle of our conversation.

我们正交谈时, 线路被切断了。

2. Just when she had reached the most important point we were cut off. 她刚刚讲到最要紧的地方，我们的电话就被切断了。

3. A storm cut off power to the whole region. 切断了整个地区电力供应的暴风雨。

4. He cut off a bunch of grapes to entertain us. 他剪下一串葡萄招待我们。

5. He cut off the flowers at the stalk with a pair of scissors. 他用剪子连花带茎都剪下来。

convince v. 说服,使...相信

1. He convinced me of his sincerity. 他使我确信他的真诚。

2. Your argument is too weak to convince me. 你的论点太薄弱了，说服不了我。

3. I try to convince him of the reality of the danger. 我试图使他相信危险的确存在。

4. We utterly failed to convince them. 我们根本说服不了他们。

direct

a. 笔直的,直接的,坦白的

v. 指示,指挥,命令

1. He directed the building of the new bridge. 他主持修建这座桥的建筑工程。

2. The general directed that the prisoners should be set free. 将军下令释放犯人。

3. She directed the planning of the festival. 她统管节日活动的筹划。

4. I prefer to deal with him direct. 还是我直接跟他打交道为好。

gesture n. 手势,姿态

v. 作手势,作姿态

1. She gestured her disappointment by laying her hand on her forehead.

她把手放在额头上，以表示失望。

2. A speaker often makes gestures with his hands or arms to stress something he is saying.

演讲者常用手或手臂做手势来强调他所说的某些要点。

3. The doctor gestured me to take off my coat.

医生做手势要我脱去外套。

4. He dismissed people with a lordly gesture.

他傲慢地让大家离去。

5. We all dislike her for her imperious gesture.

因她那傲慢的样子，我们都不喜欢她。

slide

n. 滑,幻灯片,雪崩

v. 使滑,滑,跌落

1. The book slid off my knee.

书从我膝上滑落。

2. The thief slid into the room.

小偷溜进房间。

3. The children were taking turns on the slides in the playground.

孩子们在操场上轮流滑滑梯。

4. House values may begin to slide.

房价可能开始逐渐下降了。

amuse

v. 消遣,娱乐,使...发笑

1. The boys amuse themselves by drawing caricatures of their teacher.

男孩子们以画老师的漫画取乐。

2. The actors were really hamming it up to amuse the audience.

这些演员为博观众一粲, 表演得实在太过火了。

whisper

n. 耳语,密谈,飒飒的声音

v. 耳语,密谈,飒飒地响

1. The children were whispering in the corner.

孩子们正在角落里低声耳语。

2. The wind was whispering in the roof.

屋顶上风声飒飒。

3. She said it in a whisper, so I didn't hear.

她是悄声说的，所以我没有听见。

react v. 反应,起作用,反动

1. An acid can react with a base to form a salt.

酸可以和碱起反应而生成盐。

2. How did they react to your suggestion?

他们对你的建议有什么反应？

3. She reacted to the insult by turning her back on him.

她受辱之后就不再理睬他了。

4. Iron reacts with water and air to produce rust.

铁与水和空气起化学反应而生锈。

Unit 3 A taste of English humor Part 3 Teaching Assessment 第三部分

教学测评

I. Complete the summary of the story with one word in each blank. People may laugh at others 1_______ on a banana skin, 2_______ into someone else, or falling down a hole, kind of cruel 3_______, for it makes them 4_______ with themselves seeing others 5_______ 6_______ than themselves.

As an 7_______ humourous actor, Chaplin could always 8_______ in the audience deep feelings by using 9 ________ forms of acting in the time of silent films. His charming 10_______ the Little Tramp is well known all over the world, a poor and 11_______ person, wearing large trousers, 12_______ shoes, and carrying a walking 13_______. A social 14_______ as he was, he was loved by all the audience for his 15________ in overcoming difficulties and being kind to people 16_______ to him. When playing the famous film The Gold Rush, Chaplin managed to make the sad situation, eating a 17_______ shoe, entertaining by using 18_______ humour.

Such is Charlie Chaplin who produced, 19_______, and wrote movies that he 20_______ in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all. II. Answer the text comprehension questions.

1. Why do people enjoy seeing other people’s bad luck at times?

A. Because they think that is humorous.

B. Because seeing others’ bad luck makes them happy.

C. Because they feel more content with their life.

D. Because they are bad persons. 2. The role Charlie Chaplin played in films ______.

A. was poor and homeless

B. wore large trousers, worn-out shoes and a small round black hat

C. always carried a walking stick

D. all the above 3. Charlie Chaplin made eating a boiled shoe funny by______.

A. using funny lines

B. using nonverbal humour

C. using amusing expressions

D. using gestures 4. Which of the following information about Charlie Chaplin is NOT mentioned in the text? A. Chaplin wrote some movies for some other famous stars in his days. B. Chaplin produced and directed some films he starred in. C. Chaplin was born in 1889 and passed away in 1977. D. Chaplin was given a special Oscar for his lifetime outstanding work in 1972. III. Structure and vocabulary 1. A cook will be immediately fired if he is found _____ in the kitchen.（NMET 2003）

A. smoke

B. smoking

C. to smoke

D. smoked 2. He was in hospital for six months. He felt as if he was _____ from he outside world.

(2004北京春) A. cut out

B. cut off

C. cut up

D. cut through 3. She _____ Japanese when she was in Japan. Now she can speak it freely. (2006福建) A. picked out

B. made out

C. made up

D. picked up 4. Reading is an experience quite different from watching TV; there are pictures _____ in your mind instead of before your eyes. (2004广西) A. to form

B. form

C. forming

D. being formed 5. The wild flowers looked like a soft orange blanket _____ the desert. (2006湖南) A. covering

B. covered

C. cover

D. to cover 6. Don’t leave the water _____ while you brush your teeth. (2004天津) A. run

B. running

C. being run

D. to run 7. I smell something __________ in the kitchen. Can I call you back in a minute? (2007全国I)

A. burning

B. burnt

C. being burnt

D. to be burnt 8. —Robert is indeed a wise man.

—Oh, yes. How often I have regretted ______ his advice! (2007安徽)

A. to take

B. taking

C. not to take

D. not taking 9. —Come on, please give me some ideas about the project. —Sorry. With so much work

my mind, I almost break down. (2007福建) A. filled

B. filling

C. to fill

D. being filled 10. You can't imagine what difficulty we had ______ home in the snowstorm. (2007 辽宁) A. walked

B. walk

C. to walk

D. walking IV. Choose the best answer.

1. Which do you enjoy _____ your weekends, fishing or watching TV? A. to spend

B. spending

C. spend

D. being spent 2. The missing boys were last seen _____ near the river. A. playing

B. to be playing

C. play

D. to play 3. What an interesting _____ she played in the film! No wonder she has won an Oscar. A. role

B. character

C. position

D. function 4. Victor doesn’t have _____ sense of _____ humour. If you joke with him, he may get very angry. A. the; the

B. a; the

C. a; /

D. /; / 5. The boat sank quickly but _____ everybody was rescued. A. generally

B. thoroughly

C. naturally

D. fortunately 6. The managers discussed the plan that they would like to see _____ the next year. A. carry out

B. carrying out

C. carried out

D.

to carry out 7. It was raining heavily. Little Mary felt cold, so she stood _____ to her mother. A. close

B. closely

C. closed

D. closing

8. I really appreciate _____ to relax with you on this nice island. A. to have had time

B. having time

C. to have time

D. to having time 9. The creators of computer games are far from _____. A. finishing

B. being finished

C. finished

D. finish 10. _____ one challenge after another gives me self-confidence. A. Overcoming

B. Getting

C. Facing

D. Fulfilling V. Translate the Chinese into English.

1. 那汽车撞到了前面的车子。（bump into）

2．你对于你现在的薪水感到满意吗？（be content with）

3．他决心靠自己克服困难。（overcome difficulties）

4．这部影片以十八世纪中叶的伦敦为背景。（be set in）

5．这户贫困的人家因未缴费而被切断煤气供应。（cut off）

Keys：

I.1.sliding

2. bumping

3. humour

4. satisfied

5. worse

6. off

7. outstanding 8. inspire

9. particular

10. character

11. homeless

12. worn-out

13. stick 14. failure

15. determination

16. unkind

17. boiled

18. nonverbal

19. directed 20 starred

II.

C D B A

III. 1-5 BBDCA

6-10 BADBD

IV. 1-5 A A A C D 6-10 C A B C A

V.

1．The car bumped into the car in front. 2．Are you content with your present salary？3. He is determined to overcome difficulties on his own/by himself. 4. The film is set in London in the middle of the eighteenth century. 5. The gas was cut off because the poor family hadn’t paid accounts

A selected English passage for recitation英文精选背诵短文

The Charm of Chinese Language Chinese Language faces some challenges. As compared with English and other Latin based languages, Chinese is less popular and more difficult for computer word processing. Some college students, wondering whether it is still one of the best languages in the world, neglect Chinese study.

Extensive research has revealed that Chinese possesses many advantages over other languages. Written Chinese is based on a set of ideogram characters. From a simple word one may obtain a wealth of information about its hidden meaning, evolution history and related phrases. Historians can decipher the damaged ancient characters carved on ox hones but no such

achievement could be obtained with Latin-based languages. To express a given idea, the Chinese version is always the shortest, most accurate and most effective.

Moreover, Chinese kids learn Chinese by memorizing patterns or funny pictures which stimulate curiosity and imagination. It is well recognized that human brains work well with patterns and pattern recognition in turn promotes brain development. What's more, Chinese is also easy to learn. Many foreigners speak Chinese fluently after a few years of learning. Recently, several word processing programs have been successfully developed for Chinese language and turned out to be better than those designed for English.

Chinese is the crystallization of the splendid culture developed continuously for over 5,000 years. Many treasures remain to be explored. As China grows stronger, more and more foreigners will learn Chinese and share the invaluable treasure. (247 words)