Using LanguageⅡ评课稿

Book 4 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

1st Period : Warming up 2nd and 3rd Period : New words and expressions 4 and 5Period： Reading 6 Period: Exercise 7 and 8 Period : Grammar and Practice 9 Period :Extensive Reading and listening 10Period :Practice 11 Period : Writing

The First Period warming up 制案：

执案： 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 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 and third Period New words and expressions 制案：

执案：

I. 单词

1. content

adj.表示或感到满意或满足的; 心满意足的

【观察思考】

vt. 1) We should never content ourselves with book knowledge oniy.

Adj. 1)

He is content to stay in his present job.

2) Don’t be content with such a small success.

n.

1) The drawer had been emptied of its contents.

2) The content of your essay is excellent, but it's not very well expressed. 3) We can swim in the river to our heart’s content.

【归纳总结】

__________________________________________________________________ 【巩固运用】

1) 他安於现状.He is____ _____ ______ where he is now.

2) 既然没有奶油, 我们只好喝清咖啡算了.As there's no cream, we'll have to_____ ourselves_____ black coffee. 3) 书的前部有目录, 详列了书中的内容.At the front of the book is a table of____, giving details of what is in the book. 2. inspire

adj. 有创作力的,受灵感启示的:__________ 有创作力的诗人______________ 【观察思考】

vt. 1) Our first sight of the dingy little hotel did not inspire us with much confidence. 2) This inspired in us a love for learning.

3) The teacher inspired us to work harder.

4) The teacher inspired us to great efforts.

【归纳总结】

___________________________________________________________________________________________________ 【巩固运用】

1) The father inspired confidence ______his son.

2 His sly ways inspire me_________ distrust.

3) We were ___________by his_________ speech? 3. entertain

adj使人愉快的; 有趣的.________n.

宴客; 招待; 款待; 娱乐____________ n.（娱乐节目的）表演者; （尤指）艺人_____________________ 【观察思考】

vt.1) He entertained us for hours with his stories and jokes.

2) I usually entertain friends to dinner on Sundays. 【归纳总结】

___________________________________________________________________________________________________ 【巩固运用】

1) I don't entertain very often._________________________________________ 2) The local entertainments are listed in the newspaper.____________________________ 4. direct

n. 方向，指导____________主管，导演______________说明书_______________ 【观察思考】

vt. 1) Can you direct me to the station?

2) The owners directed that the factory be closed. 3) The officer directed them to advance. 【归纳总结】

___________________________________________________________________________________________________ 【搭配】

in the direction of _________________ under the direction of______________________ in all directions=__________________ 【辨析】direct/directly

direct. adv

1) 中途不停地; 径直地; 笔直地2) 亲自地; 直接地

directly. adv 1) 径直地; 直接地; 坦率地; 直爽地

2) 立即; 马上Come in directly 3) conj as soon as 一俟; 一...就...:

【巩固运用】

1) The train goes there _________. 2) She speaks very_______ to people.

3) I went home _______I had finished work. 4) _______,I had no difficulty in finding the famous actor’s house.

A.Directing by Jack

B.I was directed by Jack

C.With Jack directing me

D.Jack directed me 5. sense

【观察思考】

n. 1) He is far from any sense of responsibility.

2) There is no sense in getting upset about it . 3) It doesn't make sense to buy that expensive coat when these cheaper ones are just as good. 4) Can you make sense of this poem? 5) She came to senses in hospital. 【联想】sensible/sensitive 【归纳总结】

___________________________________________________________________________________________________【搭配】

in a sense __________

in no sense ________ in some sense _________

in all senses ________

【巩固运用】

1). I have read the material several times but it doesn’t ________ any ____ to me.

2). I think he may be right _____ __ _______. 在某种意义上

3). No one can _______ (理解，弄清…的意思) what you write, so I think this sentence doesn’t _____.（讲得通；有意义）

4).His speech was so confusing that I could hardly make any ______of it.

A.meaning

B.understanding

C.sense

D.explanation Ⅱ. 短语归纳

1. cut off 【观察思考】

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

2) Our water supply has been cut off.

3) She feels very cut off living in the country.

【归纳总结】

___________________________________________________________________________________________________ 【搭配】

cut down______

cut in_________ cut through_______

cut up________cut out______ cut away________

【巩固运用】

1) Let’s________the unimportant details. 2) She always __________when other people are talking. 3) He was in hospital for six months .He felt as if he was _______from the outside world. 4) He ____the old branches from the tree. 5) We must ________our expenses.

2. break down 【观察思考】

1)

The telephone system has broken down. 2)

Negotiations between the two sides have broken down. 3)

Her health broke down under the pressure of work. 4)

Sugar and starch are broken down in the stomach.

5)

Expenditure on the project breaks down as follows: wages 10m, plant 4m, raw materials 5m. 【归纳总结】

__________________________________________________________________________________________________ 【搭配】

break in ________ break into___________break out

________

break off_____________beak through ____________

break up___________________break with

___________

break away from_______________

【巩固运用】

1) The thieves broke_______ while the family was away. 2) A rebellion broke________the following day. 3) This school has broken ________for the holidays. 4) Fortunately ,he broke_____

______the lawless group years ago. 5) I can’thave you breaking _______in health.

6) The audience broke_____applause. 7) He broke _____langhing. 当堂达标

★单项选择

1.Our supply of water has been ________ for 3 days. A. cut off

B. shut down

C. cut through

D. turned down 2.She is perfectly ______ to live in a hut and paint pictures all dy. A. likely

B. fit

C. content

D. Satisfactory 3.See what you have done! Don’t you have a ________ of right or wrong?

A. feeling

B. thought

C. sense

D. knowledge 4. _____ that I was not in London at the time. A. I so happened

B. It so happened C.I was happened

D. It was happened 5. He was in such a hurry that he almost ________ the old man. A. knocked at

B. knocked into

C. knocked off

D. knocked on 6.—

What’s the matter with the car?

—

It looks ______ the engine couldn’t work.

A. as if

B. like

C. as

D. that 7.Before doing shopping, you should ______ a shopping plan at home in advance. A. pick out

B. work out

C. give out

D. carry out 8.Though there were too many people in the waiting-room, I had little difficulty ___ my friend, Jane, a pretty model.

A. making up

B. setting out

C. picking out

D. picking up 9.The _______ report is well worth

______. A. encouraged; being listening to

B. encouraging; listening to C. encouraging ; listening to

D. encouraging; being listening to 10.The explosion sent things _______)in all direction. A. to fly

B. flying

C. fiy

D. flied 11.Mr. hill is very kind and friendly ___ his students, but he is also very strict ___ them. A. with; to

B. to; with

C. to; to

D. with; with STEP 4. Homework

Preview useful words and expressions.

The Fourth and fifth Period Reading 制案：

执案：

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 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 Seventh and eighth Period Grammar 制案： 执案：

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 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 Ninth Period Extensive Reading and listening 制案：

执案：

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 Eleventh Period Writing 制案：

执案：

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 happening. 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.