A taste of English humour
I.教学内容分析 . 幽默能给人们带来乐趣, 幽默能给人们带来享受, 幽默还能带给人们深思——幽默是生 活中的有益要素.本单元就以"品尝英语幽默"为主题,让人领略到不同的文化背景下的英 语幽默,同时,也让人认识到因为文化的差异,人们对同一个幽默的理解也
会有所不同.通 过本单元的学习, 不单单是在语言知识上有所收益, 还鼓励了学生发掘, 感受生活中的幽默, 保持一种活泼乐观的生活态度,让生活更轻松,更美好.因为这个单元,是把多个幽默贯穿 起来了,所以学生都能在一种轻松的氛围下学英语. Warming Up 部分设计了三个练习,让学生对幽默有一点感性的认识.练习 1 是让学生 体会两侧笑话里的点睛之笔,引起学生对本单元话题的兴趣.练习 2 是一个填表题,主要目 的是让学生了解英语幽默艺术的一些国际大师级人物, 并按照语言和非语言幽默形式列举我 国的幽默艺术大师.练习 3 是一个开放题,学生可以根据个人实际情况回答,并说明自己喜 欢语言或非语言幽默的原因. Pre-reading 部分通过三个问题使学生对卓别林有一定程度的了解,并要求学生根据课 文标题和插图预测文章大意. Reading 部分介绍了一位世界闻名的喜剧大师——查理卓别林,内容包括他的生平和 他对电影艺术的贡献.虽然他的电影多是无声电影,但是通过他夸张的手法,精湛的演技, 给人们带来的是幽默,是滑稽,是享受.课文中给出两个特写,一是"小流浪汉的形象" , 另一个《淘金记》中"吃皮鞋的过程" ,使学生体会到在一些小的幽默背后,也隐含着一定 的道理. Comprehending 通告引导学生写阅读笔记,让他们既练习了词汇,又课文内容的脉络 有了更清晰的了解. Learning about Language 部分突出了词汇和语法的学习与训练.本单元的语法是-ing 形式在句子中作表语, 定语和宾语补足语. 这个语法项目是英语学习中的一个重点语法项目. Using Language 部分中包括了听,读,写三个部分的内容.读的部分目的在于欣赏, 同时让学生了解到英语幽默也有和汉语有相同的地方, 即都用一些双关语, 或是同音字等 "文 字游戏"达到幽默的目的.听的部分都是围绕笑话和幽默故事展开的,说的部分则围绕录音 中的故事,谈谈对这些故事的理解并说明喜欢或不喜欢的原因. Summing Up 部分让学生对本单元所学知识进行总结. Learning Tip 部吩为学生选择合适的短篇小说提供参考标准.经常阅读短篇小说,既 可以培养语感,又能扩大英语词汇量. II.教学重点和难点 . 1. 教学重点 (1) 本单元的生词和短语; (2) 掌握运用本单元的语法:-ing 形式在句子中作定语,表语和宾语补足语; (3) 了解英语幽默, 体会幽默,热爱生活; (4)培养基本阅读能力. 2. 教学难点 (1) 感受幽默,热爱生活; (2) 学会表达个人喜好和说明理由; (3) 学写幽默短诗.
III.教学计划 . 本单元建议分七课时: 第一课时:Listening (Workbook), Warming up, Pre-reading & Talking (Workbook) 第二课时:Reading, Comprehending 第三课时:Learning about Language (1) 第四课时:Learning about Language (2) 第五课时:Reading (Using Language), Listening (Using Language) & Listening task (Workbook) 第六课时:Reading task (Workbook) & Speaking and writing task (Workbook) IV.教学步骤: .教学步骤: Period 1 Listening (Workbook), Warming Up, Pre-reading & Talking (Workbook) Teaching Goals: 1. To make Ss know about humour. 2. To make Ss interested in learning about English humour. 3. To develop Ss' ability of expressing their favorites and giving their reasons. Teaching Procedures: Step 1. Listening (Workbook) Purpose: To activate Ss and make them know something about humour. To develop Ss' listening ability. 1. Ask Ss to listen to the tape and finish Ex2 on P55. 2. Ask Ss to listen to the tape again, and finish Ex3 on P55. Step 2. Warming Up Purpose: To lead Ss to the topic of this unit through the questions on P17. To make Ss to be aware of the differences in humour. 1. Ask Ss to discuss the following questions and present their answers. (1) Do you think the story we listened just now is a humour? (2) How many kinds of humour do you know? 2. Divide Ss into four groups and ask them to talk about the pictures and finish Ex2 of Warming Up on P17 to see which group knows the most about humour.
Suggested Answer: 表格 1 Types of humour Typical actors/writers of English Examples humour humour Charlie Chaplin Mr Bean Cross talk (相声) Shuanghuang (双簧) of Chinese
Verbal (Jokes,funny stories,funny poems Comedy)
Mark Twain Edward Lear Marx Brothers
Step 3. Pre-reading and Talking (Workbook) Purpose: To use the useful phrases to explain their ideas clearly and politely. 1. Ask Ss to have a discussion of the following questions in groups and help them to know : Humour makes people laugh, feel happy and relaxed. Some times one person may find funny while another person doesn't find it amusing at all. (1) What do you like to laugh at? (2) What does humour mean? Is humour always kind? 2. Ask Ss to present their ideas about their favourites and the following useful expressions while talking. Useful Expressions: I enjoy … very much because… It surprises me that… I laugh at that kind of thing because… I'm pleased we were both amused at… This is fun because… It is very amusing that… I felt happy because… How wonderful / surprising!
Sample Sentences: ◆ I enjoy Mr Bean's humour because he makes such wonderful faces as he does something stupid. ◆ It surprised me that the actor looks at the ladies in that way. He opens his mouth, opens his eyes and opens his arms. ◆ I laugh at that kind of things because when he walks he is always caring a walking stick, and nearly falls down, but not. ◆ I' m pleased we were both amused at the end of the story, which was incredible. ◆ This is fun because everyday he meets nothing but bad luck. ◆ I felt happy because in the humour the university student even knew so little about the common sense, and he was punished every day. ◆ How wonderful/surprising! Mr Bean even slept in such a funny way while listening to the beautiful music. Step 4. Homework 1. Ask Ss to find a very short humorous story and tell it to the others. 2. Ask Ss prepare for the reading text.
Period 2 Reading & Comprehending
Teaching Goals: 1. To learn about English non-verbal humour. 2. To develop Ss' some basic reading skills. 3. To arouse Ss' interest in learning about Charlie Chaplin, a famous actor. Teaching Procedures: Step 1. Leading-in Purpose: To arouse Ss' interest in learning about nonverbal humour. 1. Show some very short parts of some silent films, and ask Ss to give their opinions by using the useful expressions learnt in the last period.
Step 2. Fast reading Purpose: To get a brief understanding of the text. To train Ss' ability of guessing the meaning of words according to the context.
Ask Ss if they have known something about humour, esp. English humour, and then ask Ss to read the text quickly and try to get a general idea of the whole passage. Suggested Answer: The whole text introduces a world-famous actor---Charlie Chaplie and his excellent performances, making us understand more about nonverbal humour. Step 3. Intensive reading Purpose: To get the basic structure of the text. To get Some details of the text. 1. Ask Ss to read the text carefully and get the clue of the text and try to finish the following form.
Paragraph 1: Why people needed cheering up
Paragraph 2: what Charlie's childhood was like Paragraph 3: what his most famous character was like
2. Ask Ss to take the quiz below referring to the text; see whether Ss can grasp the details of the text. (1) Which statement about Charlie Chaplin is true according to the text? A. Charlie Chaplin was born in a poor family. B. Charlie Chaplin was famous for his funny words. C. Charlie Chaplin's silent films are not popular at all today. D. Charlie Chaplin was honored with an Oscar for his famous film The Gold Rush. (2) In a film, Charlie Chaplin once played the character of The Little Tramp, which of the following about the little tramp is wrong? A. He was a social failure. B. He was kind-hearted. C. He has determination to overcome difficulties. D. He was very clever. (3) In The Gold Rush, the character played by Charlie Chaplin ________. A. was loved by people for his determination. B. got along well with people around him. C. was good at cooking. D. was unlucky. (4) Why could Charlie Chaplin make terrible situations (like poverty and starvation) funny?
Paragraph 4:An example of a sad situation that he
Paragraph 5: His achievements
A. Because he was good at acting. B. Because he had experienced the bad situation and made them "real" for his audience. C. Because he was a social failure in his career. D. Because he was at the time of silent film. (5) Why did he get a special Oscar? A. Because he played the little tramp successfully B. Because he successfully played in the film The Gold Rush C. Because of his life long contribution. D. Because he produced, directed and wrote the movies. Suggested Answers: (1) A (2) D (3) C (4) B (5) C 3. Ask Ss to finish Ex1 of Comprehending on P19. 4. Ask Ss to retell the passage in third person with the help of Ex1 of Comprehending on P19. Remind them to use some words and phrases learnt in the reading text. Suggested Answers: Charlie Chaplin was born in a poor family in 1889 and at that time films were silent. He was a famous actor, especially in mine and farce. His silent films are still popular today. His charming character was a The Little Tramp, who was very poor, very kind even when people were unkind to him. He was a social failure, and he was homeless, but he had determination to overcome difficulty. What he wore were worn-out shoes, large trousers and a small round black hat, and he was always carrying a stick. Charlie Chaplin acted in the film The Gold Rush. He played a bad luck man eating shoes with great enjoyment when he was caught in a snowstorm in a small wooden house. Charlie Chaplin was successful mainly because he could astonish and entertain people with the deep feelings by the characters he played. And he had the experience when he was young. He died in Switzerland in 1977. Step 4. Homework 1. Ask Ss to discuss the topic: Why did Charlie Chaplin succeed? Let them list at least three reasons. 2. Ask Ss to listen to the tape and follow it in a loud voice. 3. Ask Ss to find the sentences or phrases that they still don't understand.
Period 3 Learning about Language (1)
Teaching Goals: 1. To enable Ss to master some new words and expressions. 2. To get Ss to have knowledge of the word formation: the connection between noun and adjective. Teaching Procedures: Step 1. Revision Purpose: To consolidate the words and phrases in the text.
1. Ask Ss to look at the reading passage again and finish Ex1 of Discovering Useful Words And Expressions on P19. 2. Ask Ss to work in pairs and finish Ex2 of Discovering Useful Words And Expressions on P19 check each other's answers. Step 2. Grammar 1. Ask Ss to finish Ex1 of Discovering Useful Words And Expressions on P20 and then complete the following form. Suggested answers: Noun fortune contentment Performer/performance Verb --------------perform Adjective fortunate Contented, content performing Adverb fortunately contentedly ________
astonish astonishment bore bore
charm charm entertain entertainment
2. Ask Ss to see if they have found the connection between the noun and adjective forms of the words and explain it to Ss. 3. Ask Ss to finish Ex1 on P56 and pay attention to their forms. Step 3. Consolidation Purpose: To enable Ss to use the words correctly, especially their forms 1. Ask Ss to fill in the blanks and pay attention to their proper forms of the missing words, and then ask some Ss to present their answers. Mr Hills in London bought a hedge (矮树树篱) cutter made in China. It was very small and very cheap and it worked very___(1)____. At first he was very ___(q)____with it. It made his hedges look smart and ___(3)____. Then one day it broke down. There was nothing he could do to make it work. He took it apart and put it together again but still it would not work. Next he took
out the booklet of ___(4)____to see if they had any advice for him. Imagine his amazement when he saw these words written in the booklet. "No one is to touch or try to repair this hedge cutter without ___(5)____." What was he to do? Should he have written to the___(6)____ in Beijing before he took his hedge cutter apart? Mr. Hills thought long and hard. Finally he went back to the shop and bought another ___(7)____. He put his old one in the dustbin. He thought no one need ever know what he had done. Suggested Answers: (1) Well . (2) pleased. (3)neat/nice (4) instructions (5) permission (6) manufacturers (7) hedge cutter/one/不填 2. Ask Ss the following question. Why did Mr Hill find the words in the instruction book amazing? Suggested Answers: In this case it was the translation from Chinese into English which troubled Mr. Hills. The translator meant that it was unsafe to repair the hedge cutter if you were not qualified to do so, but the translation gave the impression that it was illegal to do a repair without asking to be allowed to do so first. So the humour of this incident comes from an inaccurate translation into English. Step 3. Homework. 1. Ask Ss to finish Ex2 on P56. 2. Ask Ss to read some books about –ing form.
Period 4 Learning about language (2)
Teaching Goals: 1. To get Ss to have knowledge of the grammar: The –ing form as the predicative, attribute and object complement. 2. To make Ss master the grammar through exercises. Teaching Procedures: Step 1. Leading-in and revision. Purpose: To go over grammar point: -ing form as the subject and object. To introduce more about the function of –ing form: -ing form as the predicative, attribute and object complement. 1. Show Ss some sentences as below. (1) Mr. Smith's hobby is walking in the morning, and he knows, walking in the mornings is a good habit for an old man. (2) He enjoys walking every day. (3).There is a problem facing Mr. Smith. He is old, so he has to use his walking stick when he takes a walk around his house. (4). There is a good swimming pool near his house. When he was young he likes swimming and fishing there. (5) He found many people visiting the place so early. (6) So he went up to one watching the sleeping child, but to his surprise, he could only hear them speaking in a foreign language. (7).His wife is good at cooking. Today, he found her cooking at the kitchen, so he took out his own drinking cup, waiting for his break fast.
2. Ask Ss to tell the class the function of the -ing form in each sentence. Suggested Answers: (1) predictive/subject (2) object (3) attributive/attributive (4) attributive/objective (5)object complement (6) attributive/attributive/object /object (7)object /object complement/attributive Step 2. Grammar Purpose: to make the grammar point clear by more examples. 1 Refer to the sentences above to explain the -ing form as the predicative, attributive and object complement. (1) .动词-ing 形式在句子中可以作定语,比如上面的句子中的 facing, watching, visiting. 注意: 形式作前置定语时, ing 多是既可以表示被修饰者的作用或功能也可以表被修饰的 动作或状态. 1 ○ 2 ○ a dancing hall is a hall for dancing. a running cat is a cat that is running.
(2). 动词-ing 形式在句子中可以作表语,比如上面的句子中的 Mr. Smith's hobby is walking. 1 ○.My job is teaching. 2 ○ The real problem is getting to know the needs of the customers.
(3) 动词-ing 形式在句子中可以作宾语补足语,比如上面的句子中的 hear him speaking, found her cooking. 1 ○ 2 ○ I saw a man sliding on a banana skin, and I laughed a lot. He saw a man stealing into the small room.
2. Ask Ss to finish Ex1 of Discovering Useful Structures on P21. Step 3. Consolidation Purpose: To put the grammar rules into practice . 1. Ask Ss to finish Ex2 on P21. 3.Divide Ss into groups and ask them to finish Ex3 on P21. Praise the one who makes the most sentences. 4. Ask Ss to finish Ex4 on P21. 5. Ask Ss to finish Ex2 on P57 and see who can be the first to finish. Step 4. Homework. 1. Ask Ss to finish Ex2 on page 56. 2. Ask Ss to complete the following sentences with the words in the form. astonish depress play do ride amuse bark welcome (1) I can't imagine Billy __________a motorbike. (2) Did you hear the dog downstairs__________ for most of the night? (3) Frank is very good at telling funny jokes. He can be very _________.
(4) (5) (6) (7) (8)
You can't stop me __________ what I want. He gave me a __________ hug when he met me at the airport. Jim has really learnt very fast . She has made __________progress. It's been raining all day. This weather is ___________ . When I came out of the theatre, I noticed a group of children ___________ musical instruments across the street. Suggested Answers: (1) riding (2) barking (3) amusing (4) doing (5) welcoming (6) astonishing (7) depressing (8) playing
Period 5 Reading (Using Language), Listening (Using Language) & Listening task (Workbook)
Teaching Goals: 1. To get Ss to enjoy and learn more about English humour. 2. To improve Ss' listening ability. Teaching Procedures: Step 1. Reading (Using Language) 1. Leading-in Purpose: To lead Ss to the topic and arouse Ss' interest in the reading text. (1) Ask Ss the following question. Do you find the short story funny that we listened in the first period of this Unit? (2) Help Ss to get the answer to the question. The key words are: at night, thief, potatoes, husband and wife. (3) Tell Ss you are going to enjoy some jokes that are even more funny. 2. Reading (1) Purpose: To read the first three jokes and learn more about English humour. (1) Ask Ss to enjoy the three jokes of Ex1 on P22 in a few minutes. (2) Ask Ss to answer the following question and give their reasons. Why do you think they are funny? (3) Ask Ss to match the jokes with the explanation. Suggested Answers: ① B ② C ③ A 3. Reading (2) Purpose: To get Ss to enjoy another funny story and have another sense of English humour. (1) Ask Ss to enjoy the story of Ex2 on P22. Before that, teacher may say, " Some jokes are longer and tell a short, funny story. The following is one joke about the famous detective Sherlock Holmes and his friend Doctor Watson. Sherlock Holmes and Doctor Watson are two characters in
the detective novel called Adventures of Holmes." (2) Ask Ss to discuss the following question. Which of these two kinds of humour (joke and short, funny story) do you like better? Why? (3) Divide Ss into several groups of three. Each group is to choose one role to play: Holmes, Watson or the narrator. Remind Ss to pay attention to the intonation and bring out the humorous meaning. Step 2. Listening (Using Language) Purpose: To improve Ss' listening ability. To enjoy English houmour and know some common sense in real life. 1. Ask Ss to answer the following questions and talk about them. (1) Have you have the experience of eating plums? (2) What do you think will happen if chickens eat them? 2. Ask Ss to finish Ex2,3,4,5on P23. 3. Ask Ss to discuss the following questions. (1) Do you think the story funny? Why? (2) How do you feel about John's behaviour? Step 3. Listening task (Workbook) 1. Ask Ss to turn to P58, compare the three pictures and guess what will be the humour. 2. Ask Ss to listen to the tape and finish Ex2 on P58. 3. Ask Ss to describe picture C. Sample Description: (1) The teacher see some boys looking at a dog. (2) The dog is thin and he feels sorry for it. (3) He asks what they intend to do with it. (4) He finds they all want to look after it but only the person who tells the biggest lie can have it as a pet. (5) The teacher is angry and lectures the boys about telling lies and how honest he was at their age. (6) The boys decide to give him the dog. Step 4. Homework 1. Ask Ss to get on the Internet to search for a humorous story or a humorous conversation. 2. Ask Ss to find an experience in their real lives that was very funny and make up a story.
Period 6 Reading task (Workbook) & Speaking and writing task (Workbook)
Teaching Goals: To get Ss to know that not all special days are serious and some can be fun. To train Ss' ability of talking about a material. To introduce Ss to amusing limericks. To make Ss try some funny poems. Teaching Procedures: Step 1. Reading task(Workbook) 1. Leading-in
Purpose: To lead Ss to the topic and arouse the Ss' interest in the reading text. (1) Ask Ss to look at the picture and guess what is on the tree and what the two farmers are doing? (2) Ask Ss to talk about the following question and encourage Ss to use a variety of words. Do you think newspapers will play a trick on the readers by some fake news? 2. Fast reading Purpose: To get a brief understanding of the text. (1) Ask Ss if they believe the following things and then answer them in pairs. ① that pigeons follow roads and road sings when they find their way home. ② that the earliest football has been found in a grave dated to 1000 years ago. ③ that earliest human paintings on cave walls are all modern fakes. ④ that advanced computers can "talk" to each other without the aid of humans. (2) Ask Ss to read the text quickly and discuss the following question. Do you believe the story is true? 3. Intensive reading Purpose: To get Ss to have some details in the text. To train Ss' ability of speaking. (1) Ask Ss to read the text carefully and discuss what they cannot understand (2) Ask Ss to answer the following questions. ① Read the first paragraph and tell the class what is April Fool's Day? ② Read the second and third paragraph and tell the class why so many people believe the programme Panorama? ③ Read the last paragraph and tell the class: Was the advice given by BBC was serious when the people who believe the news and telephoned The BBC? Suggested Answers: ① April Fool's Day falls on the 1st of April every year. On this day , Children enjoy playing jokes on each other. When they "fool" someone they say "April Fool" to them. The most common kind of joke is to say something like "Your dress is hanging down at the back". When you turn round they say "April Fool".
② People believed the programme Panorama because it was always serious and known for its factual correctness. It is always telling true news. ③ The advice that The BBC gave to people wanting to grow their own noodle tree could not be serious as no tree could be grown in this way. It is unbelievable. Step 3. Speaking and writing task (Workbook) Purpose: To get the Ss to know about limericks for fun. To arouse Ss' interest in collecting funny poems and make them enjoy life. 1. Ask Ss to read the short poems of Speaking and writing task on P60. 2. Introduce to Ss what is the limerick.
Limerick is a very old way of writing a funny poem that originated in Britain. It was first devised by the nineteenth-century poet, Edward Lear. H e wrote a lot of this kind of poem which seems "nonsense verse" for children. 3. Ask Ss to answer the following questions to make a summary. (1) How many lines are there in the poem? (2) What is the rhythm pattern? (3) Are all the lines the same in length? (4) Is it simple and amusing? Suggested Answers: (1) There are only five lines. (2) The first, second and fifth line end the same. The third and the forth end the same. So the rhythm pattern is aabba. (3) Not all the lines are the same in length, the first, the second and the fifth are a bit longer than the third and forth.
(4) Yes, they are simple, and some seems nonsense and musing. 4. Ask Ss to finish Ex2 of Speaking and writing task on P60.. 5.Ask Ss to write some other limericks to appreciate, compare and make fun. (1) There was an old woman they say Who would eat an apple a day When asked she replied It's good for my inside For I am never ill anyway. (2) There was a young boy of Harbin Whose face was incredibly clean He washed it each day With soap mixed with clay And scrubbed it until it would gleam. Step 4. Homework 1.Ask Ss to search for some funny stories or limericks on the Internet and copy them. 2.Ask Ss to read Learning Tip on P24 and make some notes.