Using LanguageⅡ教案2

Period 4 Using language 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. Reading 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.