Unit 3 A taste of English humour Period 1 Reading?教案。

一名优秀的教师在每次教学前有自己的事先计划，作为高中教师就要根据教学内容制定合适的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师提前熟悉所教学的内容。关于好的高中教案要怎么样去写呢？以下是小编为大家精心整理的“Unit 3 A taste of English humour Period 1 Reading?教案”，欢迎阅读，希望您能够喜欢并分享！

Period1Reading?
TheGeneralIdeaofThisPeriod
ThisperiodincludesWarmingup,ReadingandComprehendingofUnit3.Toelicitthetopicofhumour,theteachercangetthestudentstotalkabouttheirteachersbyaskingwhatkindofteacherstheylikemost.Afterthestudentsknowwhattheywilllearninthisunit,theteachercangetthemtothinkwhathumouris,andthentheteachercanshowthemsomevideoclips,someverbaljokes,funnystoriesandsomepicturesforthemtoappreciateandhavethemtellthetypesofEnglishhumour,thetypicalrepresentativesofeachkindandifthereareChineseequivalentstotypesofEnglishhumourlisted.?
Tounderstandthisreadingpassagebetter,thestudentsarerequiredtoscanthepassagefirstandtrytodecidehowmanypartsthereadingpassagecanbedividedintoandthengetthegeneralideaofeachpart.Afterthattheywillreadthepassagecarefullyagaintofindsomespecificinformationforthequestions.Iftimeislimited,thecomprehendingpartcanbegiventothestudentsastheirhomework.?
TeachingImportantamultimedia?
ThreeDimensionalTeachingAims?
KnowledgeandSkills?
HelpthestudentslearnsomethingaboutsometypesofEnglishandChinesehumour.?
HelpthestudentslearnhowtounderstandandenjoyEnglishhumour.?
Helpthestudentsacquiretheabilitytousethekeywordsandexpressionsconcerninghumourandusefulsentencestructures.?
ProcessandStrategies?
Helpthestudentstousescanningandskimmingmethodstoimprovetheirreadingskillsandspeeduptheirreading.?
EnablethestudentstotalkaboutEnglishhumour.?
FeelingsandValue?
ThroughthestudyofthisperiodthestudentswillbeabletoappreciatetheEnglishhumour.?
TeachingProcedures
Step1Warmingup?
1.Leadin:?
T:Hello,boysandgirls!Wehavebeenhereformorethanhalfofayear,andyouhavegottoknowyourteachers.Whatdoyouthinkofthemorwhatkindofteachersyoulikemost??
S:Ithinkallmyteachersarekindandfriendlytous.Theytakegoodcareofus.Theyarenotonlymyteachersbutalsomygoodfriends.?
S:Inmyopinion,theyarealllearnedandhelpful,andIhavelearnedmuchfromthem.?
S:Iliketeacherswhoareopen-minded,cheerfulandhumourous.?
T:Goodideas!Ahumourousteachercanmaketheclasseslivelyandinteresting,andmakeyouniceinclassandlearnwell.Todaywearegoingtolearnsomethingabouthumour.?
2.Discussion:?
T:Thenwhatdoyouthinkhumouris?Nowpleasediscussitingroupsandexpressyourownideasaboutwhathumouris.?
S:Humour,likejokes,canmakepeoplelaugh.?
S:Humourisasense.It’snatural.?
S:Humourisqualityofbeingamusing;it’sanabilitytoappreciatesomethingcomicoramusing.?
3.Brainstorming:?
T:Quitegood!Youhavespokenoutyourownideasabouthumour.Maybeeverybodyhashis/herowntasteofhumour.Thenhowmanykindsofhumourdoyouknow??
Ss:Verbaljokes,funnystories,etc.?
T:Wonderful!Youknowsomuchabouthumour.SomeofthemareexamplesofEnglishhumourandsomeareexamplesofhumourinChina.Nowlet’sappreciatethefollowing,andtellwhattypesofhumourtheyare.?
Policeman:Youcan’tparkhere.?
Driver:Whynot??
Policeman:Readthesign.?
Driver:Idid.Itsays,“Fineforparking!”?
Customer:Isaywaiter!Therearesomecoinsinmysoup!?
Waiter:Wellyousaidyouwantedsomechangeinyourmeals.?
MrsBrown:Isyournewhomeawarmone??
MrsBlack:Itshouldbe.Thepaintergaveittwocoatslastmonth.?
Ss:Verbaljokes.?
Patient:Doctor,I’velostmymemory.?
Doctor:Whendidithappen??
Patient:Whendidwhathappen??
Doctor:Whathappenedtoyourears??
Man:Iwasironingmyshirtwhenthetelephonerang,butinsteadofpickingupthephone,Iaccidentallypickeduptheironandstuckittomyear.?
Doctor:OhDear!But...whathappenedtotheotherear??
Man:Thescoundrelcalledback.?
Ss:Funnystories.?
Ss:Theyareplayingcrosstalks.?
Ss:Theyareplayingsketches.?
T:Nextlet’sappreciatethevideoclipsfromthe?Mr.Bean?.?
Ss:Mimeandfarce.?Mr.Bean?isquiteagoodexampleofmimeandfarce.?
T:Nowlet’sappreciatethevideoclipsfromthefilmcalled?The??GoldRush.??
Ss:Nonverbal.FromthefilmwecanseethatCharlieChaplinwasquitegoodatnonverbalhumour.?
T:DoyouthinkCharlieChaplin’seatingboiledshoesfunny?Why??
S:Ithinkitisfunny.Itmakesmymouthwatering,especiallywhenitisalmosttimeforlunchandIamveryhungry.?
T:Really,andmetoo!Butwehavetocometothereading.
Step2Reading?
T:ThetitleofthereadingisNonverbalHumour,thepurposeofitistointroducenonverbalhumour.ThisreadingmaterialtakesCharlieChaplinasanexample.Ittellsuswhatnonverbalhumourmeans;what’sCharlieChaplin’sstyleofacting;howhemadeasadsituationentertainingandsoon.?
Readingtask1Generalreading?
T:Boysandgirls,I’dlikeyoutoreadthepassagefastandtrytodecidehowmanypartsthereadingpassagecanbedividedintoandthengetthegeneralideaofeachpartwithyourpartners.?
Afewminuteslater.?
T:Iseemostofyouhavefinishedyourtask.Whowouldliketotellhowmanypartsthereadingpassagecanbedividedinto??
S:Wethinktherearethreepartsinthistext.Thefirstparagraphisthefirstpart.Fromthesecondtothefourthparagraphisthesecond.?
T:OK.Arethereanydifferentopinions??
S:Inouropinion,thereadingpassagecanbedividedintofourparts.Thefirstpartisthefirstparagraph.Thesecondpartisthesecondparagraph.Thethirdandthefourthparagraphisthethirdpart.Andthelastparagraphisthefourthpart.?
T:Canyoutellusthemainideasofthetext??
S:Thefirstparttellsusthatnotallhumouriskind.Thesecondparttellsusthatsomeactorscanastonishuswiththedeepfeelingtheycaninspirewithusforacharactertheyareplaying.ThethirdonetellsussomethingaboutCharlieChaplin’sactingstyle.ThelastoneisashortbiographyaboutCharlieChaplin.?
T:Soundsreasonable.?
Readingtask2Carefulreading?
T:OK,sinceyouhaveagoodunderstandingofthegeneralideaofthisreadingpassage,I’dlikeyoutoreadthepassageonceagainandworktogetherwithyourpartnerstofindouttheanswerstothefollowingquestions.?
1.Whydopeopleenjoyseeingotherpeople’sbadluck??
2.WhatwasChaplingivenaspecialOscarfor??
3.Whydidpeoplelike?ThelittleTramp???
T:Finished?OK,anyvolunteers!?
Suggestedanswers:?
1.Peopleenjoyseeingotherpeople’sbadluck,becauseitmakespeoplemorecontentwith/satisfiedwiththeirlife.?
2.ChaplinwasgivenaspecialOscarforthecontributionshemadeinfilms.?
3.Peoplelike?ThelittleTramp?becauseitgivespeoplecouragetoovercomedifficulties;becausehewasalwayskindevenwhenpeoplewereunkindtohim,andbecausehewasoptimistic.
Step3Languagefocus?
T:Somuchforthequestionsandanswers.Nowlookthroughthepassageagainandseeifyouhaveanylanguageproblems.?
S:Idon’tknowwhetherthephrase“contentwith”hasthesamemeaningwith“besatisfiedwith”??
T:Yes,“content”means“satisfied,happy,notwantingmore.”Forexample:?
1)TheoldGrannyiscontenttoliveinthesmallvillagealone.?
2)Areyoucontentwithyourpresentsalary??
S:Mr.Li,inChinesethethreewords“particular,especial,special”allmean“特别的”,I’mreallyconfusedaboutthem.Willyouexplainthemtous??
T:particular“特别的,讲究的,挑剔的”，强调特定的,个别的,与众不同的;special“专门的,特殊的,特别的”,强调的是事物特有的性质、性格或专门的目的、用途;especial“特别的,主要的,突出的”,强调的是重要性,有“优越、好感”之意。?
Forexample:
1)ThereisoneparticularpatientI’dlikeyoutosee.?
2)Sheisparticularaboutherclothes.?
3)Youwillneedaspecialtooltodothat.?
4)Ilovethecountry,especially(adv.)inspring.?
Step4Summary?
T:Todaywehavelearnedsomethingabouthumour,andyouhaveallperformedwonderfullytohaveagoodtasteofhumour.?
Step5Homework?
T:Nowhomeworkforyoutoday!CompletethechartonPage18,andwriteabiographyforCharlieChaplinaccordingtothenotesyouhavemade.?
Howtimeflies!It’stimeforlunch.Youcangoandhaveyourdeliciouslunch,andyoudon’tneedtowatchCharlieChaplineatingboiledshoetofeelfull.?
TheDesignoftheWritingontheBlackboard
Unit3AtasteofEnglishhumour
Period1WarmingUpFunstories;Funpoems.??
5.Displaythemintheclassandsharethem.?
Referenceforteaching?
BackgroundInformation?
CHARLIECHAPLIN
CharlieChaplin,whodiedin1977,isconsideredoneofthegreatestandfunniestactorsinthehistoryofthecinema.Duringhislifetime,heactedin13films,andhewrote,directedandactedin69otherfilms.?
ChaplinwasborninLondonin1889andfirstactedwhenhewasfiveyearsold.Attheageofeight,hejoinedagroupofchilddancers,andatseventeenhesetofftotheUSAwithagroupofcomedyactors.DuringasecondtriptotheUSAin1912,animportantfilmdirectorsawChaplinactingaveryfunnypartinaplay.Asaresult,ChaplingothisfirstfilmpartintheStates.?
Asearlyashissecondfilm,Chaplinhaddevelopedhisownmannerofacting,theonethatwastobecomeworld-famous.Heworeasmallblackhat,verywidetrousers,amoustacheandcarriedastickthatheswungintheairashewalked.Evenhiswayofwalkingdownthestreetandturningacornercouldberecognizedashisown.InlessthanthreemonthsChaplinactedin11films.Inashortwhilehestarteddirectingfilmshimself.Duringhisfirstyear,Chaplinactedin35films,manyofwhichhewroteanddirectedhimself.?
Chaplin’searliestfilmsweresilentfilms,becausetheequipmentforaddingsoundtofilmshadnotyetbeendeveloped.ThedevelopmentoffilmswithsoundbecameaproblemforChaplin,ashewasuncertainaboutmakingfilmswithdialogue.Instead,hecontinuedtomakefilmswithoutdialogue,butheaddedmusic,whichhewrotehimself.Twoofhisgreatestfilms,“CityLights”and“ModernTimes”wereofthiskind.?
Chaplin’slaterfilms,however,werenotwellreceived.Hemadeonlysixfilmsbetween1940and1966andonlythefirstoftheseisstillpopulartoday.ChaplinlivedthelastyearsofhislifeinSwitzerland,wherehewasburiedin1977.Beforehedied,hewashonouredinanumberofwaysforhiscontributionstothefilmindustry.?
OneofCharlieChaplin’smostfamousfilmswas“TheGoldRush”,whichwasmadein1925.ThefilmwassetinCaliforniainthemiddleofthenineteenthcentury.Atthattime,goldwasdiscoveredinCaliforniaandthousandsofpeoplerushedtheretolookforgold,soitbecameknownas“thegoldrush”.Peoplesaidgoldcouldeasilybepickedupbywashingsandfromtheriverinapanofwater.Thiswasknownas“panningforgold”.?
Inthefilm,ChaplinandhisfriendareinCalifornia.Sofar,theyhavebeenunluckyintheirsearchforgoldandhavenomoneyatall.Chaplinandhisfriendarecaughtontheedgeofamountaininasnowstorminasmallwoodenhouse.Theyhavenothingtoeat.Theyaresohungrythattheycookapairofshoes,byboilingthem,inapanofwater.Chaplinsitsdownatthetableandeatstheshoewithaknifeandfork,enjoyingeverymouthful.Hemakesitseemasifthisisoneofthemostdeliciousmealsthathehaseverenjoyed.?
LanguagePoints:
1.AtasteofEnglishhumour?
1)tasten.味道;鉴赏力;爱好,嗜好?
e.g.Thefoodhasanattractivetaste.?
Sheshowsgoodtasteinwater-colours.?
Popmusicislikedbymanypeople,butitnottoeveryone’staste.?
2)tastevt.link-v.吃（尝）起来……?
e.g.Ihavenevertastedsnake.?
Whenyouareill,youcan’ttasteproperly.?
Thedishtastesdelicious.?
2.Whatdoeshumourmean??
1)meanv.tohavesth.asameaning意思是?
e.g.Whatdoesthissentencemean??
Theflashlightmeansthatyoumuststop.?
Whatdoyoumeanbythatremark??
2)meanv.(meandoingsth.)tointendtoindicate意味着（必须要做某事或导致某种结果）
e.g.Beingastudentmeansstudyinghard.?
InsomepartsofLondon,missingabusmeanswaitingforanotherhour.?
3)meanv.(meantodosth.)tohaveasapurposeoranintention打算做……?
e.g.Whatdoyoumeantodowithit??
Ihadmeanttocomeovertoseeyoulastnight,butIhadanunexpectedvisitor.?
4)bemeantfor打算给予;打算作……用?
e.g.Theseroomsaremeantforthechildren’scenter?
3.Doyoufinditfunnytoseesomeoneslidingonabananaskin,bumpingintosomeoneelseroundacorner??
finditfunnytoseesomeoneslidingonabananaskin中,find后面跟复合结构n,用it代替不定式,it作形式宾语，能用于这种结构的词还有feel，think,make,consider等。?
e.g.Doyoufinditeasytosolvetheprobleminthisway??
Idon’tthinkitpossibletomasteraforeignlanguagewithoutmuchmemorywork.?
Doyouconsideritnecessarytodotheexperimentonceagain??
Wehavemadeitarulenotsmokeintheoffice.?
4.Perhapsitmakesusfeelmorecontentwithourlifebecausewefeelthereissomeoneelseworseoffthanourselves.?
1)contentn.(oftencontents)sth.containedinsth.所容纳之物,内容,目录;(oftencontent)thesubjectmatterofawrittenorspokenwork,suchasabook,magazineoraspeech.?
e.g.Thedrawerhadbeenemptieditscontents.?
Shehadn’treadtheletterandalsowasunawareofthecontents.?
Atthefrontofbookisatableofcontents,givingdetailsofwhatisinthebook.?
Thecontentofyouressayisexcellent,butit’snotverywellexpressed.?
IlikethestyleofherwritingbutIdon’tlikethecontent.?
2)contentadj.satisfied,happy,notwantingmore满意的;满足的?
e.g.TheoldGrannyiscontenttoliveinthesmallvillagealone.?
Areyoucontentwithyourpresentsalary??
Sheisquitecontenttostayathome,lookingafterherchildren.?
3)contentv.tomakecontentorsatisfied使……满意或满足?
e.g.Weshouldnevercontentourselveswithbookknowledgeonly.?
Hecontentedhimselfwithonepieceofcake.?
4)worseoff是badlyoff的比较级形式,inapoorposition,esp.financially境况比……更差;betteroff是welloff的比较级形势,inabetterposition境况比……较好?
e.g.Theyaretoobadlyofftohaveaholiday.?
Weshouldnotcomplainaboutbeingpoor—manypeopleweremuchworseoff.?
Iwenttohishomeandfoundhislivingconditionwasworseoffthanmine.?
Infactmanypeoplearebetteroffthantheywerefiveyearsago.?
5.However,someactorscanastonishuswiththedeepfeelingstheycaninspireinusforacharactertheyareplaying.?
howeveradv.（usedtocommentonapreviouslystatedfact）althoughsth.,iswasormaybetrue;nevertheless然而,不过,仍然;nomatterhow无论如何,不管怎样。?
e.g.Hisfirstresponsewastosayno.Later,however,hechangedhismind.?
Wethoughtthefigureswerecorrect.However,wehavediscoveredsomeerrors.?
However(Nomatterhow)colditis,healwaysgoesswimminginwinter.?
Youshouldtrytogetagoodnight’ssleephowevermuchworkyouhavetodo.?
Howeverlateheis,motherwillwaitforhimtohavedinnertogether.?
?
however和but都可以表示转折,两者在词性和结构用法上是有区别的。?
however是连接副词,连接两个分句时,必须另起新句,并用逗号隔开,位置可以位于句中、句首、句末。?
but是并列连接词,连接两个并列分句时,只能位于两个句子之间,且其后不能加逗号。
6.Hebecamefamousforusingaparticularformofacting,includingmimeandfarce.?
particularadj.notgeneraloruniversal单独的,特殊的,一般的;separateanddistinctfromothersofthesamegroup,category,ornature特定的,个别的;worthyofnote;exceptional特别的,特殊的,值得注意的,与众不同的?
e.g.ShehasaparticularpreferenceforChineseart.?
ThereisoneparticularpatientI’dlikeyoutosee.?
Wemustpayparticularattentiontothispoint.?
Thedocuments(文件)areofparticularimportance.?
?
inparticular特别地?
particularly特别地,特殊地?
beparticularabout...对……挑剔,对……讲究?
e.g.Helovessciencefictioninparticular.?
Helikesthecountry,particularly(especially)inspring.?
Thefashionableladyisparticularaboutherclothes.??
?
particular,especial,special?
particularadj.特别的,讲究的,挑剔的。强调特定的,个别的,与众不同的。?
specialadj.专门的,特殊的,特别的。强调的是事物特有的性质、性格或专门的目的、用途。?
especialadj.特别的,主要的,突出的。强调的是重要性,有“优越、好感”之意。?
7.Heplayedapoorandhomelessperson,whoworelargetrousers,worn-outshoesandasmallroundblackhatandcarriedawalkingstick.?
worn-outadj.(ofthing)badlydamagedand/ornolongerusefulbecauseithasbeenusedalot磨损的,损坏的,穿破的;（ofaperson）betiredout筋疲力尽的?
e.g.Theseshoesareworn-out.?
Iwasworn-outafterthelongjourney.?
Canwesitdown?I’mworn-out.?
8.Thenhecutofftheleathertopoftheshoe,treatingitasifitwerethefinestmeat.?
cutoffv.1)toremovesth.fromsth.largerbycutting切掉,剪下;toblockorgetinthewayofsth.阻止,切断;2)tostopthesupplyofsth.tosb.中断,中止;3)tointerruptsb.whoisspeakingonthetelephonebybreakingtheconnection中断,中止;4)topreventsb./sth.fromleavingorreachingaplaceorcommunicatingwithpeopleoutsideaplace隔绝,隔离?
e.g.Hehadhisfingercutoffinanaccidentatwork.?
Theycutofftheenemy’sretreat(撤退).?
Ourwatersupplyhasbeencutoff.?
Wewerecutoffinthemiddleofourconversation.?
ShewasinNanshaIslandsforsixmonths.Shefeltasifshewerecutofffromtheoutsideworld.?
?
cutacross取捷径;抄近路cutout剪除；切掉；割掉?
cutin插嘴cutdown看到；砍伤；砍死?
cutback修剪;减少;削减cutup切碎?
9.Hewasinsuchahurrythathebumpedinto/knockedinto/cameacrossanoldlady.?
knockintov.tomeetunexpected撞上,偶遇?
e.g.Iknockedintoanoldfriendofmineinthestreettheotherday.?
Heknockedintoaladystandingthere.?
?
knockdown撞倒knockoff将……撞下?
knockagainst撞击knockover撞翻?
knockat/on敲（门/窗）knockoutof从……中敲出?

精选阅读

Unit 3 A taste of English humour教案Period2 LearningaboutLanguage?

Period2LearningaboutLanguage?
TheGeneralIdeaofThisPeriod
Inthisperiodthestudentsaretodosomeexercisesontheusefulwords,expressionsandstructureslearnedinthereadingpart.Itistohelpthemusetheusefulwordsandexpressionsfromthecontext.Theyarealsotolearnsomethingabouttheusageof-ingform.Toachievetheaboveaims,thatis,theteacherwillgetthestudentstoworkontheexercisesindividuallyfirstandthenchecktheanswerstogetherwiththeirpartners.Whiledealingwiththeusageof-ingform,theteacherwillhelpthestudentsdoitasatask.Thatis,theteacherwillfirstaskthestudentstofindandreadsomesentencesfromthetextinwhichthe-ingformisused,thenaskthemtodiscoverthefunctionofeach-ingform,summarizetherulesandapplythemtotheexercises.Thisistohelpthestudentstolearnautonomouslyandcooperatively.?
TeachingImportantandDifficultPoints?
Howtograspandapplythetheusageof-ingform.?
Howtogaintheabilitytousethekeywordsandexpressionsfromthecontext.?
TeachingMethods?
Autonomouslearning,cooperativelearning,task-basedlearning?
TeachingAids?
Amulti-mediacomputerandablackboard.?
ThreeDimensionalTeachingAims
KnowledgeandSkills?
Helpthestudentsgaintheabilitytousetheusefulwordsandexpressionsfromthecontext.?
Helpthestudentslearnsomethingabouttheusageof-ingform.?
ProcessandStrategies?
Necessaryexplanationtomakethestudentsapplytheusefulwordsandexpressionscorrectly.?
Individualworktofinisheachtask.?
FeelingsandValue?
Getthestudentstosumupthegrammaticalrulesthemselves.Meanwhile,traintheirabilityofappreciatingsimplejokesinEnglish.?
TeachingProcedures
Step1Timeforfun?
T:Nicetoseeyouagain.I’msureeachofyouhaspreparedanEnglishjokeorfunnystoryforus?Nowfirstsharethemwithyourpartners,sothateveryonehasachancetopresentyourwork,andthensomevolunteerswilltelltheirjokesorstoriesinclass.?
T:WhowouldliketotellyourEnglishjokesorfunnystories?Volunteers!?
S:I’dliketo.Myjokeisveryshort.OnedaytheteacheraskedtheclasswhenRomewasbuilt?Tomanswered,“Atnight”.Theteacherfeltpuzzledandasked,“Whotoldyouthat?”“Youdid.YousaidRomewasn’tbuiltinaday.”answeredTom.?
T:That’sfunny.Anotherone!?
S:Letmetellyouafunnystory.ThetitleofthestoryisKeytoone’ssuccess.Itgoeslikethis.Onedayafatherwasteachinghissonandsaid,“Thekeystoyoursuccessarekeepingyourwordandcleverness.Onceyoupromisesomebodyapromise,youmustcarryitoutnomatterwhatwillhappen.Thisiscalled‘keepingone’sword.’”“Whatiscleverness?”askedhisson.“Clevernessisthatyou’llnevermakesuchapromise,”thefatheranswered.?
T:Thankyouforyourwonderfuljokes!?
Step2Discoveringusefulwordsandexpressions.?
T:Justnowwehadgreatfuntellingjokesandstories.Let’smoveontotheDiscoveringusefulwordsandexpressionspart.I’dlikeyoutodoExercises1、2and3firstindividually,asIthinktheyareeasyforyoutofinishthem,andthenwewillchecktheanswerstogether.?
Afewminuteslater.?
T:Let’schecktheanswerstogether.?
KeystoExercise1onPage19:?
AlternativeexpressionsWordsandexpressionsfromthetext
breakdownfoodusingteethchew
outercoveringofabodyorplantskin
thelowerpartorpointofsomethingbottom
behappyandsatisfiedwith;notwantingmorecontent
surprisegreatlyastonishineverypartof
throughoutspecial,morethanusual
particularlysomeoneorsomethingthatisnotsuccessful
failureextremelygood
outstandingwhenwaterishotenoughtoturnintogas
boil
KeystoExercise2onPage19:?
1.chew2.astonishes3.bottom4.contented5.particular6.throughout7.failure8.skin?
KeystoExercise3onPage20:?
NounAdjectiveNounAdjective
enjoymentenjoyable
themanstandingattheschoolgatetheoldmansittingonthesofa?
thefarmersgettingincropsthescientistdoingexperiment?
themanchewinghisownshoesacharmingcharacter?
thesurprisingnewsaninterestingstory?
movingdeedsainspiringleader?
adisappointinganswertheboringclass?
encouragingwordsconfusingchoices?
astonishingloudsoundthetiringjourney?
anexcitingfootballmatch?
3.动名词可以在句子中充当表语,表示一般性、经常性的动作。这是主语和表语的位置可以互换。例如:?
Itsfull-timejobislayingeggs.(Layingeggsisitsfull-timejob.)?
Ourgreatesthappinessisservingthepeople.?
Ourtaskisbuildingsocialism.?
4.现在分词在句子中也可以充当表语,表示主语的性质、特征。这是主语和表语的位置不可以互换。例如:?
Thefilmwesawlastnightisquitemoving.?
Themusictheyareplayingsoundssoexciting.?
Whatshesaidwassurprising.?
常可以作表语的现在分词有:?
charmingsurprising?
interestingmoving?
inspiringdisappointing?
boringencouraging?
confusingastonishing?
tiringexciting?
frightening?
5.现在分词可以在句子中充当宾语补足语,表示正在发生的动作。例如:?
Wewatchedhercrossingthestreet.?
Helookedaroundandcaughtamanputtinghishandintothepocketofapassenger.?
常跟现在分词作宾语补足语的多是一些使役动词(have,get,send,leave,keep)、感官动词（see,hear,watch,observe,notice,catch,find,listento,lookat,etc.）。?

Unit 3 A taste of English humour教案

古人云，工欲善其事，必先利其器。作为高中教师就要好好准备好一份教案课件。教案可以让上课时的教学氛围非常活跃，有效的提高课堂的教学效率。怎么才能让高中教案写的更加全面呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit 3 A taste of English humour教案”，供大家参考，希望能帮助到有需要的朋友。

Unit3AtasteofEnglishhumour
I..TeachingGoals:
1.Talkabouthumourandcomedians.
2.Practisesayingtonguetwisters.
3.Expressintentionsandplans.
4.Usethe-ingform(1)astheAttributeandObjectComplement.
5.WriteafunnystoryorjokeinEnglish.
Ⅱ.TeachingTime:
Fourperiods
TheFirstPeriod
TeachingAims:
1.Practisesayingtonguetwisters.
2.Dosomelistening.
3.Talkaboutintentionsandplans.
4.Learnandmasterthenewwordsandexpressionsofthispart.
TeachingImportantPoints:
1.Improvethestudentslisteningabilitybylistening.
2.Improvethestudentsspeakingabilitybymakingupdialogues.
3.Letthestudentsmasterhowtoimpresstheirintentionsandplans.
TeachingDifficultPoints:
1.Makedialoguestoexpresstheirideas.
2.Saytonguetwistersfluently.
TeachingMethods:
1.Listeningandspeakingmethodstoimprovethestudentslisteningandspeakingability.
2.Pairworkorgroupworktomakeeverystudentactiveinclassactivities.
TeachingAids:
1.ataperecorder
2.aprojectorandsomeslides
3.acomputerformultimediause
TeachingProcedures:
StepⅠ.GreetingsandRevision
T:Goodmorning,everyone.
Ss:Goodmorning,teacher.
T:Sitdown,please.Inthelastperiod,ItoldyoutomakesentenceswiththeexpressionsofUnit19andsaythemingroups.Inthisperiod,Illasksomestudentstosaytheirsentencesagainbeforeclass.Pleaselistentothemcarefully.WangFei,readyoursentences,please.
StepⅡ.PreparationforListeningandSpeaking
T:Today,weregoingtolearnanewunitUnit20,Humour.(Teacherwritesthefollowingontheblackboard:Unit20,Humour,theFirstPeriod.)Fromthetitle,wecanguessthatthisunitwillbemuchmoreinteresting,foreveryoneofuslikesfun,andeveryfunmakesushappyandgay.Ihopeyoullbeinterestedinthisunit.First,letslearnthenewwordsandexpressionsofthisperiod.Lookatthescreen.
T：Lookatthefirstword:twister.Readafterme:“twister”.(Readittwice),tonguetwister….Doyouknowtonguetwister?Itmeans“awordorphrasedifficulttospeakquicklyorcorrectly”.suchasinChinese“吃葡萄，吐葡萄皮，不吃葡萄，不吐葡萄皮”.InEnglish,therearemanytwisters,too.Inawhile,letsreadthem.…
(Teachergivesbriefexplanationstootherwordsifnecessary.)
StepⅢ.Warmingup
T:PleaseopenyourbooksandturntoPage39.LookatWarmingup.Letspractisesayingthefollowingtonguetwisters.First,readitslowly.Thenreadthemfasterandfaster.Youcanreadthemtoyourpartner.Andletyourpartnerseeifthereisanymistakeinyourreading.Atlast,Illaskfivestudentstoreadthembeforeclasstoseewhocanspeakfasterwithoutmakingmistakes,OK?letsbegin.
StepⅣ.Listening
T:Somuchforwarmingup.Nowwelldolistening.Inthenextperiodoftimeyouwillhearaninterestingstory.Itisaboutacouplewhogotmarried.Achildisaskinghergrandmotherabouthermarriage.Numberthepicturesintheproperorder.Thefirstonehasbeendonetohelpyou.Pleasereadtheothertworequirementstoseewhatyouwillhavetodoafteryoufinishlistening.(Afterafewminutes.)Doyouknowaboutthethingsyoulldo?(Ss:Yes.)Duringtheperiodwhenyoulistentothetape,Illplayitthreetimesinall.WhenIplayitforthefirsttime,justlisten.WhenIplayitforthesecondtime,dotheexercisesandyoucancheckyouranswerstomakesuretheyarerightwhenIplaythetapeforthethirdtime.Thencheckyouranswerswithyourclassmatesandtellyourpartnerthestory.NotethatthebeginningofthestoryhasbeengiventoyouonPage39.(Atlast,theteachershowsthepicturesintherightorderandtheanswersofPart2onthescreentogetallthestudentstocheckandthenasksastudenttotellthestorytothewholeclass.)
StepⅤ.Speaking
T:Nowletsdospeaking.First,pleasereadadialoguebetweenajournalist(j)andacomedian(c).
T:(Afterstudentsreadthedialogue)Whatsthemostimportantthinginacomediansjob?
SA:Theimportantthinginacomediansjobisnotonlytomakepeoplelaugh,butalsotogetthemtothinkaboutlife.
T:Howmanywaystomakepeoplelaugharegiven?Whatarethey?Whatotherexamplescanyougive?
SB:Twowaysaregiven.Theyare:Jokesaboutspeakingaforeignlanguageandthewaysomeonewalksandtalks.Otherexamplesare:theirmake-up,thestylesoftheirclothes,shoesandthewaytheyhearsomethingorseesomethingetc.
T:Pleasemakeadialogueyourself.Pairwork.Oneactsasthepartofajournalist(j)andyourpartneractsasacircusclown(c).ThedialogueyoumakeshouldincludethequestionsonPage40.Andyoucanusetheexpressionsonthescreentohelpyou.(Showthescreen.)Later,wellaskonepairtogiveusaperformance.Letsbegin.
Usefulexpressions:
Iwill…Imgoingto…
Iintendto…Ihopeto…
Iplan/wantto…Iwishto…
Ivedecided(not)to…Ihopenotto…
Sampledialogue:
J:Forwhichagedoyouwriteyourshow?
C:Imainlywritemyshowforchildren.Theyreveryinterestedinit.Butalotofadultslikemyshow,too.
J:Whatdoyoudoasaclown?
C:Tomakepeoplelaugh:Weoftendontuseanywords.Itisourclothes,make-upandwayweactthatmakepeoplelaugh.Peoplelaughandtheyforgettheirproblemsforatleastamoment.
J:Whatareyoudoingatthismoment?
C:Imgettingreadyforaperformancewithmypartner.ItsthefunnestIveevershown.
J:Whatareyourplansforyournextshow?
C:Ivewrittenseveralshows.Iintendtodotheminthenextfewweeks.Ihopetoactthemduringthechristmasholiday.
J:Howdoyoumakechildrenlaugh?
C:Imakethemlaughbymovements.IcopyCharlieChaplinsmovementsinmyperformance.Childernlaughwithtears.
J:Whenwillyoustopworkingasaclown?
C:Aslongaspeopleespeciallychildrenlikeme,IwanttogoonworkinguntilImveryold.Ilikemyjobverymuch.
J:Thankyouverymuch.
StepⅦ.SummaryandHomework
T:Inthisclass,wevepractisedsometonguetwistersandlistenedtoastory.Thenwevedonesomespeakingpractice.Aboveall,weshouldremembertheusefulexpressionsabouthowtoexpressintentionsandplans.Whatarethey?Theyare…(TheDesignoftheWritingontheBb.Teacherandstudentssaythemaloudtogether.)Todayshomework:1.Collectasmanytonguetwistersaspossible;2.Makedialoguesafterclassaccordingtothesituationsgivenonthescreen.(Teachershowsthescreen.)Thatsallforthisclass.Classisover.
Situation1:Thisweekendyouintendtoseeafilm/watchafootballmatch/visitafriendorsomerelatives.Oryouplantogoshopping/gofishing/gosightseeing/gomountain-climbingetc.
Situation2:SupposeyouhavesomespecialplansforNewYearorforthewinterholidays.Youdliketotalkaboutitwithyourfriend.
TheSecondPeriod
TeachingAims:
1.Learnandmasterthenewwordsandexpressionsofthetext.
2.Learnsomethingaboutcomedy,clownandcomedian,especiallyaboutcrosstalkshow.
3.Improvethestudentsreadingabilitybyreadingthetext.
TeachingImportantPoints:
1.Howtomasterthenewwordsandexpressionsofthetext.
2.Howtoimprovethestudentsreadingandwritingability.
TeachingDifficultPoint:
Howtogetthestudentstograspthemainideaofapassageassoonaspossible.
TeachingMethods:
1.Fastreadingtoimprovethestudentsreadingability.
2.Pairworkorgroupworktogeteverystudentactiveinclass.
3.Inductivemethodtomakethestudentsunderstandthetextbetter.
TeachingAids:
1.arecorder
2.aprojectorandsomeslides
3.acomputerformultimediause
TeachingProcedures:
stepⅠ.GreetingsandRevision
Greetthewholeclassasusual.Teacherchecksthestudentshomework.
stepⅡ.Preparationforreading
T:Now,pleaseturntoPage114.Letslearnthenewwordsandexpressionstogether.Firstreadthembyyourselves.
T:(Afterthestudentsfinishreading.)Whowillreadthenewwordsandexpressionsforus?
SA:(Standingup)Illtry.(SAbeginstoread.)(Afterthestudentfinishesreadingteacherpointsoutthestudentsmistakesinpronunciationandstressifthereisany.Thenteacherplaysthetape-recordertoletthestudentslistenandfollow.)
T:Somuchforthenewwordsandexpressions.PleaseturntoPage40andreadtheinstructionsinPre-reading.Haveadiscussionwithyourpartnerandmakepreparationsforthequestions.(Teachershowsthepicturesonthescreen.Afterfiveminutes.)
T:Areyouready?(Ss:Yes,weareready.)Lookatthephotos.Doyouknowwhothefirstcomedianis?
SB:HeisChaplinandhewasborninBritain.Hebegantoactwhenhewasfive.Whenhewasseventeen,hewenttotheUnitedStates.Duringhislifetime,hewrote,actedanddirectedmanyfilms.Ireadthisfromamagazinesometimetwoweeksago.
T:Doyouknowwhatmakeshimfunny?
SB:Hisownmannerofacting.Evenhiswayofwalkingdownthestreet,eatingandturningacornerisdifferentfromothers.Isawseveralofhisfilms.
T:Whataboutthesecondpicture?
SC:HeisZhaoBenshanandisfromNortheast.WeoftenseehimactonTV.Heisafamousactorandeveryoneofuslikeshim.
T:Doyouknowexamplesofothercomedianswhoarefunnyinthesameway?
SD:Yes.Inourcountry,WangJingyuisacomedian,whoisalmostinthesamewayasCharlieChaplin.Isawseveralofhisprogrammes.TherearemanyothercomedieslikeZhaoBenshan,suchasPanChangjiangandChenPeisi.TheyoftenappearonthestageorTV.Ithinkcomediansnotonlyareactorsbutalsoartists.Theymakeourlifecolourful,makepeoplelaughaswellasgetallofuseducatedbytheiracting.
SE:3.Yes.Ithinkcomediansplayanimportantroleinourlife.Laughterandhumourareimportantparts.JustthinkwhatourworldwouldbewithouthumourousTVprogrammes,filmsetc.Thatsterrible.
StepⅢ.FastReading
T:Quiteright.Ihavethesameopinionasyou.Letsstudyhardnowandhelptomakeourlifefullofhomourandhappiness.Now,pleasereadthetext“Laughingmatter”fastandthenanswerthequestionsonthescreen.Writeyouranswersonapieceofpaper.Illcollectthefirstfivepieces.
(Teachershowsthescreen.)
Answerthefollowingquestions:
1.HowdoAmericanssoundfunnyinacomedy?
2.Howcanclownshelppeople?
3.Whatissketch?
(Teachergoesamongthestudentsandcollectsthefirstfivepiecesofanswers.)
T:(Afterallthestudentsfinish.)Whocangiveusthefirstanswer?
Sf:Theysoundfunnyspeakingwithaforeignaccent.
T:Thesecondquestion?
Sg:Theycanhelppeoplerelaxandforgettheirproblemsforatleastashortmoment.
T:Whatissketch?
SH:Comedianmayactoutasituationduringtheirshowandwecallthatasketch.
StepⅣ.Reading
T:Youhavedoneverywell.NowpleasereadthetextagainanddiscussthequestionsinPostreading.Pairworkorgroupwork.Illasksomestudentstogiveustheiranswersinaminute.(Teachergoesamongthestudentsandjoinsinthestudentsdiscussion.Whenallthestudentsfinish,teachersaysthefollowing.)
T:Haveyoufinished?(Ss:Yes.)Whowillgiveustheanswers?Volunteers?
Sa:1.ThetexttellsusthatdatingbacktotheQinDynasty,thetraditionalcrosstalkshows,orXiangShengshows,havemadepeoplealloverChinaroarwithlaughterforcenturies.Thatstosay,itexistsinChinaformorethantwothousandfourhundredyears.
Sb:2.Whenthewritersofcomedieswriteinordertomakepeoplelaugh,theyoftenletcross-dressingmenandwomenappearonthestageorhavecharactersthatarestereotypescomingdifferentcountriesorpeopledoingcertainjobs.Theyalsoplayonwordstocreatefun.
Sc:Americancomediansspeakwithaforeignaccent.
Sd:3.Becausethewordsusedbythecomediesthenhavethedifferentmeaningnow,sotheycantbeunderstoodevenbynativeEnglishmen.
Se:4.Aclownoftenappearsonthestagealoneorwithapartner.Usuallytheydontsayanything.Theymakepeoplelaughonlybytheirclothes,makeupandthemovementsofthebody.Eventheywalk,eatandsleepinadifferentwayfromanormalperson.
Sf:5.Ithinkitismorelikeacomedythantheshowofaclown.Becausethewaytheymakepeoplelaughisnotliketheshowofaclown,butliketheactorsinacomedy.Theybothusewordplay.
Sg:6.Theybothusethesametechniquestomaketheaudienceslaugh,suchasstrange-dressingmenorwomen,charactersfromdifferentplacesthewordsthatmakepeoplelaugh,aswellastheirstrangeaccents.ThoughbothwesternandChinesecomediansusethesametechniques,thetechniquestheyuseareclosertotheirownpeople,suchasthestyleoftheirclothes,thefoodtheyeat,thesceneinacomedyandsoon.
T:Youvedonewell.Nowletshavesomestudentsacthowpeoplefromdifferentcountrieswalk,talkandbehave.
(Studentsact.)
T:Nowlookatthescreen.Illgiveyousomefurtherexplanationsforsomenewwordsandexpressions.
Notes:
a.character:apersoninabook,playetc.
b.makefunof:tolaughorcauseotherstolaughratherunkindly.
e.g.Peoplemakefunofherbecauseshewearssuchastrangehat.
c.playonwords:useamusinglyawordorphrasethathastwomeanings,orwordshavingthesamesoundbutdifferentmeanings.
d.incommon:insharedpossession
e.g.Thefourboysgrewuptogetherandhavealotincommon.
e.applaud:topraise(aplay,actor…)
especiallybystrikingoneshandstogether
f.appreciate:tounderstandandenjoythegoodqualitiesof
T:Pleasereadthetextagainandseeifyouhaveanythingyoudontunderstand.(Teachergoesamongthestudentsandanswersanyquestionsraisedbythestudents.)
StepⅤ.ListeningandReadingAloud
T:Nowletslistentothetape.Illplaythetaperecordertwice.ThefirsttimeIplayit,listencarefully.WhenIplayitforthesecondtime,pleaselistenandfollowit.Thenyoureaditaloud.Areyouclear?
StepⅥ.SummaryandHomework
T:Lookatthescreen.Thefourtopicsarealldiscussedinthetext.Readthetextagainandfindtheparagraphorparagraphseachtopicincludes.Thengivesomedetailedinformationaboutthem.Pairworkorgroupwork.Inafewminutes,wellchecktheanswers.
Completethefollowing:
TtTheThirdPeriod
TeachingAims:
1.Learnthe“-ing”formusedastheAttributeandObjectComplement.
2.Learnaboutwordformation.
3.Improvethestudentsabilitytomakesentencesandwrite.
TeachingImportantPoint:
Howtogetthestudentstomasterthe“-ing”form.
TeachingDifficultPoint:
Thedifferencebetweenthe“-ing”formusedastheAttributeandObjectComplement.
TeachingMethods:
1.Discussiontomakeeverystudenthaveaclearunderstanding.
2.Explanationtomakeeverystudenthaveaclearconcept.
3.Pairworkorgroupworktomakeeverystudentactive.
TeachingAids:
1.aprojectorandsomeslides
2.acomputerformultimediause
TeachingProcedures:
stepⅠ.GreetingsandRevision
Greetthewholeclassasusual.
Teacherchecksthestudentshomework.
stepⅡ.WordStudy
T:NowletsdoWordStudy.Readthesesentencesandfindwordsofthesamerootfromthisunit.ThentranslatethesentencesintoChinese.Doyouknowwhat“thewordsofthesameroot”means?Forexample,wehavelearnedthewords:nationn.;nationaladj.;nationalityn.Andwecansaythatthethreewordshavethesameroot,becauseeachofthemhasthewordroot“nation”.Areyouclearaboutthis?(Ss:Yes.)OK,haveadiscussionwithyourpartner.Later,Illhavesomestudentsgiveustheanswers.
T:(Afterafewminutes.)Areyouready?
Ss:Yes.Weareready.
T:Nowpleasegiveusyouranswers.Onestudent,onesentence.
SA:Sentence1.当喜剧演员讲笑话时，人们从他说话的声音中就能感觉到他的辛酸。“bitterness”and“bitter”hasthesameroot.
SB:2.我本来打算来这儿住几天，但现在我已决定要走了。“intention”and“intent”havethesameroot.
SC:3艾伦，现在是一位世界著名的喜剧演员，从来没有对他本人的表演满意过。“satisfied”and“satisfy”havethesameroot.
SD:4.现在你说不准这部电影是否将是一部成功的影片。“certainly”and“certain”havethesameroot.
SE:5.这种相声，是典型的双人相声，在中国很受欢迎。“typically”and“type”havethesameroot.
SF:6.南希，出身于一个纯艺术家庭，已经成了一位大画家。“artistic”and“art”havethesameroot.
SG:7.这本书的销售，因为作者的冒险经历已经迅速增长了。“rapidly”and“rapid”havethesameroot.
SH:8.学会说外语使人的阅历丰富。“richness”and“rich”havethesameroot.
T:Youvedonewell.Nowlookatthescreenagain.Wellhaveanotherexercise.Matchthewordsontheleftwiththeirmeaningsontheright.
Matchthefollowing:
1.comedya.afixedpatternrepresentingatypeofpersonoraction.
2.audienceb.amanwhodressesfunnilyandactsfoolishlytomakepeoplelaugh
3.stereotypec.afunnyplay,filmorotherwork.
4.clownd.thepeoplelisteningtoorwatchingaperformance,speech,televisionshow,etc.
5.comediane.ashortinformalpieceofliteratureorstageacting
6.sketchf.theregularbeatofpoetryormusic
7.traditiong.anactorwhoactsinfunnyplaysorfilms
8.rhythmh.(ofwordsorpoetry)toendwiththesamesound.
9.rhymei.thepassingdownofopinions,beliefs,customsetc.
T:(Afewminuteslater.)Haveyoufinished?Ifyouhavefinishedit,pleasecheckyouranswerswiththescreen.
Suggestedanswers:
1.c2.d3.a4.b5.g6.e7.i8.h9.f
StepⅢ.Grammar
T:NowpleaseturntoPage42.LookatGrammar:The-ingform(1).Asweknow,the-ingformisoftenusedastheAttribute.Whereshouldweputit?StudentI,readthetwosentencesbelowGrammar.(SIreadsthesentences.)Lookatthephrasesandthesentenceonthescreen.
(Teachershowsthescreen.)
1.interestingcrosstalkamusingstory
laughingaudiencecross-dressingmen
2.WoodyAllenisfamousforhisroleactingasawoman.
T:Inthefourphrasesonthescreen,each“-ing”formisusedastheattributive.Becauseitisasingleword,itisputbeforetheworditmodifies,whileinthesentenceonthescreen,the“-ing”formisplacedaftertheworditmodifies,becauseitisaphrase.Areyouclearaboutit?
Ss:Yes.
T:NowlookatExercise1.TrytoputthefollowingphrasesintoEnglish.Pairwork.Pleasegetprepared.(Aftertwominutes.)
T:WhowillgivetheirChinesemeaning?Onestudent,twophrases.Readitfirst,andthengiveyourtranslation.Volunteer?
Sa:aflamingray灼热的光线；
workingpeople劳动人民
Sb:smiligfaces微笑的面孔；
aflyingkite翱翔的风筝
Sc:aninterestingcrosstalk有趣的相声；
anexcitingevent激动人心的事件
Sd:therisingsun升起的太阳；
thesufferingpeasants受苦受难的农民
Se:thecomingweek下周；
thedancinggirl舞女
T：Quiteright.NowletsdoExercise2.Lookatthescreen.(Teachershowsthescreen.)Makesentencesfromthetable,usingthe“-ing”formastheattribute.Writeasmanysentencesasyoucan.
Makesentencesfromthetable,usingthe“-ing”formastheattribute
T:Nowreadyoursentencestous.Onestudent,onesentence.
Sf:Theboycomingtodinnerthiseveningisaclassmateofmine.
Sg:Theboyperformingtheshowisaclassmateofmine.
Sh:Theboysingingnowcanplayfourmusicalinstruments.
Si:Thepersongettingmarriedisafriendofmymothers.
Sj:Thepersoncomingtodinnerthiseveningisinhis40s.
Sk:Thecomediangettingmarriedcanplayfourmusicalinstruments.
Sl:Thecomedianperformingtheshowisinhis40s.
Sm:Thewomaneatingherlunchwriteshersongsherself.
Sn:Thewomanlookingathermapisafriendofmymothers.
So:Thecouplegettingmarriedarefamousmoviestars.
T:TurnbacktoPage42.Pleaselookatthesentence:“Atonemomentinashow,youcanseetheaudiencelaughingloud.”Inthissentence,is“laughingloud”usedasattribute?
Sp:Yes.
Sq:Idontagreewithhim.Herethe“-ing”form“laughingloud”isusedasobjectcomplement.Weoftensay“seeorhearsb.doingsth.”Inthestructure,the“-ing”formisusedasobjectcomplement.AmIright?
T:Yes,youareright.Verbswhicharefollowedbythe“-ing”formusedasobjectcomplementare:see,hear,feel,watch,notice,keep,find,get,have,etc.Areyouclear?
Ss:Yes.
T:PleaselookatExercise3.Choosethebestverbandcompleteeachsentenceaftertheexample.Writeyouranswersonapieceofpaper.Wellchecktheminafewminutes.
(Afterafewminutes,teachershowsthescreen.)
Suggestedanswers:
1.Isawthemforcing(force)thedooropenwithahammer.
2.Weheardthemlaughing(laugh)afterthecomedyshow;theysoundedveryhappy.
3.Iheardhimdropping(drop)somethingheavyintotheriver.
4.Youcanseethemperforming(perform)everynightthisweekattheNewTheatre.
5.Icouldhearthenewly-marriedcouplequarrelling(quarrel)everydayoververysmallmatters.
6.Wewatchedthearmymarching(march)downthestreettowardsthepark.
7.Isawthepeopleentering(enter)thetheatre,andtherewere286ofthem.
8.Wewatchedthreeoldmensharing(share)theirfoodwitheachother.
9.Wewatchedthechildrendiving(dive)intothewaterfromthetopdivingboard.
10.Inoticedyouhelping(help)thecomedianswiththeirperformances.Thatwasverykindofyou.
StepⅤ.SummaryandHomework
T:Inthisclass.WevelearnedGrammaranddonealotofexercisestothetextandGrammar.Asweknownow,the“-ing”formcanbeusedastheAttributeandObjectComplement.WhenitisusedastheAttribute,itisusually…(TheDesignoftheWritingontheBlackboard)WhenitisusedastheobjectComplement,itisoftenusedaftertheverbs:…(WritethemontheBb.)Todayshomework:Afterclass,makefoursentences.Twoofthemusethe“-ing”formastheAttribute.Andtheothertwouseitastheobjectcomplement.Thatsall.
TheFourthPeriod
TeachingAims:
1.Learnandmasterthefollowingwordsandexpressions:
cyclist,direction,brake,fortunately,driveoff,silence,lookon…as,rude
2.Reviewtheotherexpressionsinthisunit.
3.Improvethestudentsreadingability.
4.Getthestudentstounderstandthatpeopleshouldtolerancetowardseachother.
TeachingImportantPoints:
1.Theuseofthewordsandexpressionsabove.
2.Letthestudentsunderstandthetextbetter.
TeachingDifficultPoint:
Howtoletthestudentsunderstandthetextbetter.
TeachingMethods:
1.Fast-readingtotrainthestudentsabilitytofindoutthegeneralinformation.
2.Question-and-answertomakestudentsunderstandthedetailedinformation.
3.Pairworkorgroupworktomakeeverystudentwork.
TeachingAids:
1.aprojectorandsomeslides
2.ataperecorder
3.acomputerformultimediause
TeachingProcedures:
StepⅠ.GreetingsandRevision
Greetthewholeclassasusual
(Teachergoesoverthestudentshomework.)
StepⅡ.PreparationforReading
T:Attention,please.Beforewehavethenewlesson,Iwanttoknowsomethingaboutanewjobyouwanttoget.Supposeyouhavefinishedyourschoolandnowyouarelookingforanewjob.Andyouaretoldthatyouaregoingtohaveaninterview.Tellmewhatyoushoulddoaspreparations.Willyouwearyourbestclothes?
Ss:Maybe.
T:Whataretheotherthingsyoushouldgetreadyfortheinterview?
SA:Wellbereadyforsomequestions,suchasoureducation,age,experienceandsoon.
T:Doyouwantthemanagertohaveagoodimpressiononyou?
Ss:Yes.
T:Yeah.Generallyspeaking,ifyouwantajobinacompany,youusuallyhavetogotothecompanyforaninterviewfirst.Thebossofthecompanywillaskyousomequestionsaboutyourself.Youalsohavethechancetoaskquestionsaboutthekindofworkwhichyoulldointhecompanyifyougetthejob,However,ifyouwanttogetthejobyoudbettergetthebosstohaveagoodimpressiononyouwhenyouareinterviewed.Todayweregoingtoreadastoryaboutaninterviewforajob.
(Teachershowsthescreen.)
Newwords:
cyclistn.骑脚踏车的人
directionn.方向，指导；(常用复数)说明
braken.闸、刹车vi.刹车
fortunatelyadv.幸运地
driveoff赶走，击退
silencen.2.ReadtheTipsandCheckpointofthisunitandhaveadiscussion;3.WriteashortfunnystoryorajokeinEnglish.
Samplewriting:
AJoke
IwasonmywayhomewhenIheardafriendsighingunhappily.ThenIaskedherwhatsthematter.
Shesaidwearingalongface(哭丧着脸).“JustnowImetwithMrsZhong,myoldneighbour.Iaskedherhowherhusbandwasrecently.Shesaidthathewasout.Ididntunderstandwhatshereallymeantbysayingthat.Ihadthoughthewasouttravellingsomewhere.(Butinfactherhusbanddiedlastweek).SoIsaid…”

Unit 3 A taste of English humour教案2

一名优秀的教师在每次教学前有自己的事先计划，教师要准备好教案为之后的教学做准备。教案可以让上课时的教学氛围非常活跃，帮助教师提高自己的教学质量。那么一篇好的教案要怎么才能写好呢？小编收集并整理了“Unit 3 A taste of English humour教案2”，希望能对您有所帮助，请收藏。

Unit3AtasteofEnglishhumour
Ⅰ.TeachingGoals:
1.Talkabouthumourandcomedians.
2.Practisesayingtonguetwisters.
3.Expressintentionsandplans.
4.Usethe-ingform(1)astheAttributeandObjectComplement.
5.WriteafunnystoryorjokeinEnglish.
Ⅱ.TeachingTime:
Fourperiods
Ⅲ.BackgroundInformation:
Onewordorphrasemayhavetwoormoremeanings;wordsorphraseswhichhavedifferentmeaningsmayhavethesameorsimilarsounds.Wordsorphraseslikethesemaysometimescauseconfusionorambiguity,buttheyalsomakeitpossibletojokeorplayonwordsforahumorouseffect.
ForsomereasonEnglishhasoneofthelargestcollectionsofjokesbasedonplaysonwords.Thesejokesareoftenintheformofadialogueinwhichonepersonusesawordinonesense,whichtheotherpersonunderstandsitordeliberatelyinterpretesitinadifferentsense.Herearesomeexamplesofthehumorousdialogues.
1.Policeman:Youcan’tparkhero.
Driver:Whynot?
Policeman:Readthatsign.
Driver:Idid.Itsays,“Fineforparking”,soIparked.
2.A:Wheredoyouwash?
B:Inthespring.
A:Ididn’taskwhen,Iaskedyouwhere.
3.Diana:Howlongwillthenextbusbe?
Charles:Oh,almost45feet.
4.Dick:Myaunthas88keys.
Tracy:Shemusthavealotofdoors.
Dick:Shedoesn’t.Sheplaysthepiano.
5.Customer:Isthereanysouponthemenu?
Waiter:Therewas,butIwipeditoff.
6.Dick:Whereareweeattonight?
Nick:Let’seatupthestreet.
Dick:Let’snot.Idon’tlikeconcrete.
7.Professor:Nametwopronouns.
Student:Who,me?
8.Teacher:Jimmy,whatarethethreewordsthatstudentsusemostoftenatschool?
Jimmy:Idon’tknow….
Teacher:Correct.
Playsonwordscanalsobeintheformofariddle.Andsomeriddlesareplaysoncompoundwords.Acompoundwordconsistsoftwoormorepants,andthepantsdonothavethesamemeaningastheyhavewhentheyareusedseparately,thoughtheymaykeeptheiroriginalsound.Herearesomeexamples:
(1)IworkonlywhenI’mfired.WhatamI?(Arocket.)
(2)Ihaveteeth,butnomouth.WhatamI?(Acomb.)
(3)Ihaveamouth,butnoteeth,whatamI?(Ariver.)
(4)Whydoesariversleepalot?(Becauseitisalwaysinabed.)
(5)Whydoesariverhavealotofmoney?(Becauseithastwobanks.)
(6)IfyouthrowawhitestoneintoRedSea,whatwillitbecome?(Wet.)
(7)Whatcanyouseewithyoureyesshut?(Adream.)
(8)Whichrunsfaster,heatorcold?Why?(Heat.Becauseyoucancatchcold.)
(9)Ihavecitiesbutnohouses;forestsbutnotrees;riverswithoutwater.WhatamI?(Amap.)
(10)Whatletterarepeoplethemostafraidof?(E.Becauseit’stheendof“life”.)
(11)Whatkindofdriverneverneedsalicense?(Ascrewdriver.)
(12)Whatkindofanailshouldyounothitwithahammer?(Yourfingernail.)
Somejokesarebasedonwordswhichhavethesamesoundbutdifferentmeaningsandspellings.Jokesofthiskindisbetterheard,notseen.Whentheyarewrittenorprinted,thehumorislargelylost.Forexample:
Sevendayswithoutwatermakesoneweak(week).
Wemustallhangtogetherorweshallallhangseparately.
TheFirstPeriod
TeachingAims:
1.Practisesayingtonguetwisters.
2.Dosomelistening.
3.Talkaboutintentionsandplans.
4.Learnandmasterthenewwordsandexpressionsofthispart.
TeachingImportantPoints:
1.Improvethestudentslisteningabilitybylistening.
2.Improvethestudentsspeakingabilitybymakingupdialogues.
3.Letthestudentsmasterhowtoimpresstheirintentionsandplans.
TeachingDifficultPoints:
1.Makedialoguestoexpresstheirideas.
2.Saytonguetwistersfluently.
TeachingMethods:
1.Listeningandspeakingmethodstoimprovethestudentslisteningandspeakingability.
2.Pairworkorgroupworktomakeeverystudentactiveinclassactivities.
TeachingAids:
1.ataperecorder
2.aprojectorandsomeslides
3.acomputerformultimediause
TeachingProcedures:
StepⅠ.GreetingsandRevision
T:Goodmorning,everyone.
Ss:Goodmorning,teacher.
T:Sitdown,please.Inthelastperiod,ItoldyoutomakesentenceswiththeexpressionsofUnit19andsaythemingroups.Inthisperiod,Illasksomestudentstosaytheirsentencesagainbeforeclass.Pleaselistentothemcarefully.WangFei,readyoursentences,please.
(Studentslistencarefullyandhelptocorrectthemistakes.)
StepⅡ.PreparationforListeningandSpeaking
T:Today,weregoingtolearnanewunitUnit20,Humour.(Teacherwritesthefollowingontheblackboard:Unit20,Humour,theFirstPeriod.)Fromthetitle,wecanguessthatthisunitwillbemuchmoreinteresting,foreveryoneofuslikesfun,andeveryfunmakesushappyandgay.Ihopeyoullbeinterestedinthisunit.First,letslearnthenewwordsandexpressionsofthisperiod.Lookatthescreen.
(Teachershowsthescreen.)
Newwordsandexpressions
twistern.骗子，说慌的人；难事，难题
tonguetwister绕口令
bitteradj.苦的，痛苦的
couplen.(一)对；(一)双；夫妇
ministern.部长，大臣
humourn.(=humor)幽默，诙谐
humourousadj.富幽默感的，滑稽的
mostlyadv.主要地，大部分，通常
laughtern.笑，笑声
tearn.眼泪
circusn.马戏团(场)；杂技团(场)
clownn.小丑，粗鲁愚蠢的人
intendvt.想要，打算，意指
intentionn.意图，目的
Fred佛瑞德(男名)
T：Lookatthefirstword:twister.Readafterme:“twister”.(Readittwice),tonguetwister….Doyouknowtonguetwister?Itmeans“awordorphrasedifficulttospeakquicklyorcorrectly”.suchasinChinese“吃葡萄，吐葡萄皮，不吃葡萄，不吐葡萄皮”.InEnglish,therearemanytwisters,too.Inawhile,letsreadthem.…
(Teachergivesbriefexplanationstootherwordsifnecessary.)
StepⅢ.Warmingup
T:PleaseopenyourbooksandturntoPage39.LookatWarmingup.Letspractisesayingthefollowingtonguetwisters.First,readitslowly.Thenreadthemfasterandfaster.Youcanreadthemtoyourpartner.Andletyourpartnerseeifthereisanymistakeinyourreading.Atlast,Illaskfivestudentstoreadthembeforeclasstoseewhocanspeakfasterwithoutmakingmistakes,OK?letsbegin.
StepⅣ.Listening
T:Somuchforwarmingup.Nowwelldolistening.Inthenextperiodoftimeyouwillhearaninterestingstory.Itisaboutacouplewhogotmarried.Achildisaskinghergrandmotherabouthermarriage.Numberthepicturesintheproperorder.Thefirstonehasbeendonetohelpyou.Pleasereadtheothertworequirementstoseewhatyouwillhavetodoafteryoufinishlistening.(Afterafewminutes.)Doyouknowaboutthethingsyoulldo?(Ss:Yes.)Duringtheperiodwhenyoulistentothetape,Illplayitthreetimesinall.WhenIplayitforthefirsttime,justlisten.WhenIplayitforthesecondtime,dotheexercisesandyoucancheckyouranswerstomakesuretheyarerightwhenIplaythetapeforthethirdtime.Thencheckyouranswerswithyourclassmatesandtellyourpartnerthestory.NotethatthebeginningofthestoryhasbeengiventoyouonPage39.(Atlast,theteachershowsthepicturesintherightorderandtheanswersofPart2onthescreentogetallthestudentstocheckandthenasksastudenttotellthestorytothewholeclass.)
StepⅤ.Speaking
T:Nowletsdospeaking.First,pleasereadadialoguebetweenajournalist(j)andacomedian(c).
T:(Afterstudentsreadthedialogue)Whatsthemostimportantthinginacomediansjob?
SA:Theimportantthinginacomediansjobisnotonlytomakepeoplelaugh,butalsotogetthemtothinkaboutlife.
T:Howmanywaystomakepeoplelaugharegiven?Whatarethey?Whatotherexamplescanyougive?
SB:Twowaysaregiven.Theyare:Jokesaboutspeakingaforeignlanguageandthewaysomeonewalksandtalks.Otherexamplesare:theirmake-up,thestylesoftheirclothes,shoesandthewaytheyhearsomethingorseesomethingetc.
T:Pleasemakeadialogueyourself.Pairwork.Oneactsasthepartofajournalist(j)andyourpartneractsasacircusclown(c).ThedialogueyoumakeshouldincludethequestionsonPage40.Andyoucanusetheexpressionsonthescreentohelpyou.(Showthescreen.)Later,wellaskonepairtogiveusaperformance.Letsbegin.
Usefulexpressions:
Iwill…Imgoingto…
Iintendto…Ihopeto…
Iplan/wantto…Iwishto…
Ivedecided(not)to…Ihopenotto…
Sampledialogue:
J:Forwhichagedoyouwriteyourshow?
C:Imainlywritemyshowforchildren.Theyreveryinterestedinit.Butalotofadultslikemyshow,too.
J:Whatdoyoudoasaclown?
C:Tomakepeoplelaugh:Weoftendontuseanywords.Itisourclothes,make-upandwayweactthatmakepeoplelaugh.Peoplelaughandtheyforgettheirproblemsforatleastamoment.
J:Whatareyoudoingatthismoment?
C:Imgettingreadyforaperformancewithmypartner.ItsthefunnestIveevershown.
J:Whatareyourplansforyournextshow?
C:Ivewrittenseveralshows.Iintendtodotheminthenextfewweeks.Ihopetoactthemduringthechristmasholiday.
J:Howdoyoumakechildrenlaugh?
C:Imakethemlaughbymovements.IcopyCharlieChaplinsmovementsinmyperformance.Childernlaughwithtears.
J:Whenwillyoustopworkingasaclown?
C:Aslongaspeopleespeciallychildrenlikeme,IwanttogoonworkinguntilImveryold.Ilikemyjobverymuch.
J:Thankyouverymuch.
StepⅥ.Consolidation
T:Nowmakeanotherdialoguewithyourpartner,usingtheexpressionsonthescreen.
Sampledialogue.
(A:ajournalist;B:adirector)
A:Whatareyoudoingatpresent?
B:Weredoingacomedy.Itsreallyfunny.
A:Whatsyourplanforthefuture?
B:Ivedecidedtodoanopera.Iwouldliketohaveatryintheopera.
A:Ihopeitwillbeverysuccessful.Bytheway,whatdoyouenjoydoingmostofall?
B:Er…,itsabithardtosay.Ialwaysintendtotrysomethingnew.
StepⅦ.SummaryandHomework
T:Inthisclass,wevepractisedsometonguetwistersandlistenedtoastory.Thenwevedonesomespeakingpractice.Aboveall,weshouldremembertheusefulexpressionsabouthowtoexpressintentionsandplans.Whatarethey?Theyare…(TheDesignoftheWritingontheBb.Teacherandstudentssaythemaloudtogether.)Todayshomework:1.Collectasmanytonguetwistersaspossible;2.Makedialoguesafterclassaccordingtothesituationsgivenonthescreen.(Teachershowsthescreen.)Thatsallforthisclass.Classisover.
Situation1:Thisweekendyouintendtoseeafilm/watchafootballmatch/visitafriendorsomerelatives.Oryouplantogoshopping/gofishing/gosightseeing/gomountain-climbingetc.
Situation2:SupposeyouhavesomespecialplansforNewYearorforthewinterholidays.Youdliketotalkaboutitwithyourfriend.
Sampledialogues:
Dialogue1.
A:Anyplansfortheweekend?
B:Iintendtogotothecountrytovisitmygrandparents.
A:Yourgrandparentsliveabitfaraway,dontthey?
B:Yes.Ittakesabouttwohoursbybus.
A:Areyougoingtherealone?
B:No.Sincewehaventseenmygrandparentsforalongtime,myparentsandmyunclesfamilywillgotheretogether.
A:Sotherewouldbealargefamilyget-togetherthisweekend.Ithinkyourgrandparentswillcertainlybeveryhappy!
B:Ofcoursetheywill.
Dialogue2:
A:HowdoyouplantocelebrateNewYear,B?
B:WehavedecidedtogiveacomedyatNewYearsparty.
A:Areyouallreadyforit?
B:Notyet.Buttheplayandtheactorshavebeenchosen.Wearebusymemorizingthelinesofourownparts.Thenwewillpractisewheretostand,wheretomove,entrancesandexits.Ibelieveitwillbeterrific.
A:Ihopeitwillbeagreatsuccess.
StepⅧ.TheDesignoftheWritingontheBlackboard
Unit20Humour
TheFirstPeriod
Usefulexpressions:
Iwill…Imgoingto…
Iintendto…Ihopeto…
Iplan/wantto…Iwishto…
Ivedecided(not)to…Ihopeto…
StepⅨ.RecordafterTeaching
______________________________
______________________________
______________________________
______________________________

Unit 3 A taste of English humour Period 2 Learning about Language?教案

一名爱岗敬业的教师要充分考虑学生的理解性，作为教师就要早早地准备好适合的教案课件。教案可以保证学生们在上课时能够更好的听课，帮助授课经验少的教师教学。你知道如何去写好一份优秀的教案呢？经过搜索和整理，小编为大家呈现“Unit 3 A taste of English humour Period 2 Learning about Language?教案”，欢迎阅读，希望您能够喜欢并分享！

Period2LearningaboutLanguage?

TheGeneralIdeaofThisPeriodInthisperiodthestudentsaretodosomeexercisesontheusefulwords,expressionsandstructureslearnedinthereadingpart.Itistohelpthemusetheusefulwordsandexpressionsfromthecontext.Theyarealsotolearnsomethingabouttheusageof-ingform.Toachievetheaboveaims,thatis,theteacherwillgetthestudentstoworkontheexercisesindividuallyfirstandthenchecktheanswerstogetherwiththeirpartners.Whiledealingwiththeusageof-ingform,theteacherwillhelpthestudentsdoitasatask.Thatis,theteacherwillfirstaskthestudentstofindandreadsomesentencesfromthetextinwhichthe-ingformisused,thenaskthemtodiscoverthefunctionofeach-ingform,summarizetherulesandapplythemtotheexercises.Thisistohelpthestudentstolearnautonomouslyandcooperatively.?TeachingImportantandDifficultPoints?Howtograspandapplythetheusageof-ingform.?Howtogaintheabilitytousethekeywordsandexpressionsfromthecontext.?TeachingMethods?Autonomouslearning,cooperativelearning,task-basedlearning?TeachingAids?Amulti-mediacomputerandablackboard.?

ThreeDimensionalTeachingAimsKnowledgeandSkills?Helpthestudentsgaintheabilitytousetheusefulwordsandexpressionsfromthecontext.?Helpthestudentslearnsomethingabouttheusageof-ingform.?ProcessandStrategies?Necessaryexplanationtomakethestudentsapplytheusefulwordsandexpressionscorrectly.?Individualworktofinisheachtask.?FeelingsandValue?Getthestudentstosumupthegrammaticalrulesthemselves.Meanwhile,traintheirabilityofappreciatingsimplejokesinEnglish.?

TeachingProceduresStep1Timeforfun?T:Nicetoseeyouagain.I’msureeachofyouhaspreparedanEnglishjokeorfunnystoryforus?Nowfirstsharethemwithyourpartners,sothateveryonehasachancetopresentyourwork,andthensomevolunteerswilltelltheirjokesorstoriesinclass.?T:WhowouldliketotellyourEnglishjokesorfunnystories?Volunteers!?S:I’dliketo.Myjokeisveryshort.Onedaytheteacheraskedtheclasswhen!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Romewasbuilt?Tomanswered,“Atnight”.Theteacherfeltpuzzledandasked,“Whotoldyouthat?”“Youdid.YousaidRomewasn’tbuiltinaday.”answeredTom.?T:That’sfunny.Anotherone!?S:Letmetellyouafunnystory.ThetitleofthestoryisKeytoone’ssuccess.Itgoeslikethis.Onedayafatherwasteachinghissonandsaid,“Thekeystoyoursuccessarekeepingyourwordandcleverness.Onceyoupromisesomebodyapromise,youmustcarryitoutnomatterwhatwillhappen.Thisiscalled‘keepingone’sword.’”“Whatiscleverness?”askedhisson.“Clevernessisthatyou’llnevermakesuchapromise,”thefatheranswered.?T:Thankyouforyourwonderfuljokes!?Step2Discoveringusefulwordsandexpressions.?T:Justnowwehadgreatfuntellingjokesandstories.Let’smoveontotheDiscoveringusefulwordsandexpressionspart.I’dlikeyoutodoExercises1、2and3firstindividually,asIthinktheyareeasyforyoutofinishthem,andthenwewillchecktheanswerstogether.?Afewminuteslater.?T:Let’schecktheanswerstogether.?KeystoExercise1onPage19:?AlternativeexpressionsWordsandexpressionsfromthetextbreakdownfoodusingteethchewoutercoveringofabodyorplantskinthelowerpartorpointofsomethingbottombehappyandsatisfiedwith;notwantingmorecontentsurprisegreatlyastonishineverypartofthroughoutspecial,morethanusualparticularlysomeoneorsomethingthatisnotsuccessfulfailureextremelygoodoutstandingwhenwaterishotenoughtoturnintogasboilKeystoExercise2onPage19:?1.chew2.astonishes3.bottom4.contented5.particular6.throughout7.failure8.skin?KeystoExercise3onPage20:?

Noun

Adjective

Noun

Adjective

enjoyment

enjoyable

difficulty

difficult

entertainment

entertaining

cruelty

cruel

mouth

mouthful

honesty

honest

help

helpful

fortune

fortunate

T:Finished?Youseeitisveryimportanttolearntousetheusefulwordsandexpressionsinthegivensituation.Onlyinthiswaycanyougaintheabilitytousethemcorrectly.Itisthesamewiththelearningofgrammar.Sointhenextpart,whilelearningtheusagesof-ingform,youshouldalsolearnthembydiscoveringtheusages,summarizingtherulesandthenyoucanapplythemtospeakingandwriting.Nowlet’smoveontothenextpart.Step3Discoveringusefulstructures?T:Firstyouaretoreadthetextonceagainquicklytofindoutthesentencesinwhichthe-ingformisused,andtrytotellthefunctionofeach-ingform.?Afewminuteslater.?T:Haveyoufinishedyourjob?OK,let’sreadthemout.?1.Doyoufinditfunnytoseesomeoneslidingonabananaskin,bumpingintosomeoneelseroundacorner,orfallingdownaholeintheroad??2.Hisentertainingsilentmoviesarestillpopulartoday.?3.Hischarmingcharacter?ThelittleTramp?iswellknownthroughouttheworld.?4.ThatwastheproblemfacingCharlieChaplininoneofhismostfamousfilms?TheGoldRush.??5.Theirjobis“panningforgold”.?6.Chaplinsitsdownatthetablewithhisplateanddrinkingcup.?T:Fromthesesentenceswhatcanyoulearnaboutthe-ingform??S:Letmetry.Fromthesesentences,wecanlearnthatthe-ingformcanbeusedastheattribute,thepredicativeandtheobjectcomplement.?T:Good!Anythingmore??S:Whenan-ingformwordisusedastheattribute,itisputbeforethenoun,whilewhenan-ingformphraseisusedastheattribute,itisputafterthenoun.?T:Whatagoodobservation!Anotherpointforyoutobearinmindisthatwhenthe-ingformisusedastheattribute,itmaytelltheuseofthenounortelltheaction,characterorqualityofthenoun,andthe-ingformattributecanbereplacedbyanattributiveclause.Nowlet’sconsolidatethispointbydoingExercise4onpage20.?T:Well,whatdoesasleepingboymean??S:Asleepingboyisaboywhoissleeping.?T:Whatdoesadrinkingcupmean??S:Adrinkingcupisacupusedfordrinking.?T:Itseemsthatyouhavemastertheusageofthe-ingformasattribute.Now,dothesamewithyourpartnersandfinishtherestphrases.?T:Nowlet’shaveacompetition.LookatExercise3onPage21.I’dlikeyoutodoitingroups.?T:Thisisaveryinterestingexercise,isn’tit?Let’slearntheusageof-ingformastheobjectcomplement.Canyoutellthestructureof-ingformastheobjectcomplement??Ss:Thestructureis?Subject+Predicate+Object+Objectcomplement.??T:Yes.Theobjectcomplementisusedtoexplainwhatobjecthasdone,ordoing,ortodo.Orwecanthinkthatthespeakerwantstoexpresshis/hermeaningmorecompletely.Ofcourse,inthisunitweonlystudythe-ingformastheobjectcomplement.Tograspit,doExercise2onPage21.?T:OK,nowlet’schecktheanswersforthisExercise.Whowouldliketosayyouranswersout??Theteachercanask9studentstoreadthe9completesentencestochecktheanswers.Iftherearesomequestions,theteachershouldgivethestudentssomeexplanations,andmakesomechangesiftherearesomeincorrectanswers.?T:Well,canyouanalyzethepartofspeechofthe-ingforminthe9sentences??S:Inthefirstthreesentencesthe-ingformisusedasobjectcomplement.?T:Right.Haveyoufoundthesamestructureinothersentences??S:Yes.Inthefifth,thesixth,theseventh,theeighthandtheninthsentence,the-ingformisalsousedastheobjectcomplement.?T:Howabouttherest??S:Inthefourthsentence,the-ingformisusedastheattribute.?T:Quiteright.Itisveryimportanttoanalyzethesentencescorrectlywhilelearningtheusagesofthe-ingform.Andhere,I’dliketoremindyoutopayattentiontotheverbsthatcanbefollowedbythe-ingformastheobjectcomplement,suchassee,watch,notice,find,observe,andsoon.?T:Well,nowlet’slookatEx4.Whowouldliketodothisexercise??S:Seeingisbelieving.?S:Hisjobisteachingusphysics.?S:Whathelikesisplayingchessaftersupper.?S:Thenewsisexciting.?S:ThefilmismoreinterestingthananythatI’veeverseen.?T:Verygood.Allofthemareright.Inordertomakesurethatyoumastertheusageofthestructure,I’llgiveyousomemoresentences.Nowpleaselookatthescreen,andtrytoanalyzetheusageofthe-ingforminthesesentences.?1.Itsfull-timejobislayingeggs.(Layingeggsisitsfull-timejob.)?2.Ourgreatesthappinessisservingthepeople.?3.Thefilmwesawlastnightisquitemoving.?4.Themusictheyareplayingsoundssoexciting.?5.Whatshesaidwassurprising.?T:Inthefirsttwosentences,the-ingformisusedtoexpressaconstantactionofthesubject.Inthenextthreesentencesthe-ingformisusedtoshowthecharacterorthequalityofthesubject.Areyouclear??Ss:Yes.?T:Well,I’llgiveyousomewordsthatcanbeusedasthepredicativetoshowthecharacterofthesubject.Theyare:?charmingsurprising?interesting?movinginspiring?disappointingboring?encouragingconfusing?astonishingtiring?excitingfrighteningStep4Summaryandhomework?T:Well,it’salmosttimeforabreak.Wehavetobringanendtotheclass.Toconsolidatewhatwehavelearnedinthisperiod,I’dlikeyoutodotheexercisesintheUsingwordsandexpressionspartandtheexercisesintheUsingstructurespartasyourhomework.Yes,ifyouwanttomasteragrammaritem,youmustdomuchpractice,andpracticemakesperfect.Seeyoutomorrow!?Ss:Seeyou!?

TheDesignoftheWritingontheBlackboard

Unit3AtasteofEnglishhumour

Period2LearningaboutlanguageTheusageofthe-ingform?1)astheattribute?2)astheobjectcomplement?3)asthepredicative?

RecordafterTeaching

ActivitiesandResearchInthisperiodtheteachermayofferthestudentsasituationandaskthestudentsmakeupastoryaccordingtothesituationgivenusingthe-ingform.Itseemstobeatwo-birds-with-one-stonetask,whichcannotonlyenablethestudentstoapplythe-ingformcorrectly,butcan...?

ReferenceforteachingGrammar?

动词-ing形式?1.动名词可以在句子中充当定语,表示所修饰名词的用途或使用目的,并且位于所修饰词的前面。可以转换成“for...”的结构。例如:awalkingstick=astickforwalking?swimmingpoolreadingroom?waitingroomwalkingstick?diningroompaintingshop?washingmachinesleepingcar?teachingbuildingworkingmethod?sleepingbagdrinkingcup?dancinghalloperatingtable?2.现在分词在句子中也可以充当作定语,表示正在进行的动作、状态、性质、特征。可以转换成定语从句结构或表语结构。例如:adevelopingcountry=acountrywhichisdeveloping;thetiringjourney=thejourneyistiring?注意:单个现在分词作定语放在所修饰名词的前面;分词短语作定语放在所修饰名词的后?awaitingmanadevelopingcountry?amissingboyasleepingchild?awalkingmanadancinggirl?adrinkinghorsetherisingsun?thegirlwearingaredskirttheboyplayingfootball?themanstandingattheschoolgatetheoldmansittingonthesofa?thefarmersgettingincropsthescientistdoingexperiment?themanchewinghisownshoesacharmingcharacter?thesurprisingnewsaninterestingstory?movingdeedsainspiringleader?adisappointinganswertheboringclass?encouragingwordsconfusingchoices?astonishingloudsoundthetiringjourney?anexcitingfootballmatch?3.动名词可以在句子中充当表语,表示一般性、经常性的动作。这是主语和表语的位置可以互换。例如:?Itsfull-timejobislayingeggs.(Layingeggsisitsfull-timejob.)?Ourgreatesthappinessisservingthepeople.?Ourtaskisbuildingsocialism.?4.现在分词在句子中也可以充当表语,表示主语的性质、特征。这是主语和表语的位置不可以互换。例如:?Thefilmwesawlastnightisquitemoving.?Themusictheyareplayingsoundssoexciting.?Whatshesaidwassurprising.?常可以作表语的现在分词有:?charmingsurprising?interestingmoving?inspiringdisappointing?boringencouraging?confusingastonishing?tiringexciting?frightening?5.现在分词可以在句子中充当宾语补足语,表示正在发生的动作。例如:?Wewatchedhercrossingthestreet.?Helookedaroundandcaughtamanputtinghishandintothepocketofapassenger.?常跟现在分词作宾语补足语的多是一些使役动词(have,get,send,leave,keep)、感官动词（see,hear,watch,observe,notice,catch,find,listento,lookat,etc.）。