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Unit 3 A taste of English humourWarming upTeaching 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: picturesTeaching procedure:Step 1: Lead-inShow 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 upTask 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 humorExample of English humorChinese humorNonverbalCharlie ChaplinPantomimes（哑剧）刘全和，刘全利Mime and farceMr. BeanFunny plays 陈佩斯，赵本山Verbal jokesPlay on words, usuallyCross talk 马季， 姜昆Funny storiesTwo linesJokesFunny poemsEdward LearDoggerel（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, Ive lost my memory.Doctor: When did this happen?Patient: When did what happen?Joke 2:Garcia: Thank you doctor. My fever is gone.Doctor: Dont thank me. Thank God.Garcia: Then I will pay the fees to God.Language points1. content【课文原句】Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves. (P17)【名师点拨】content adj.意为“满足的；满意的”，be content to do意为“乐意去做某事”；be content with sb / sth意为“对某人或某事感到满意”，相当于be pleased with或be satisfied with。如：Im content to help you to set up a website on the Internet.Those who are not content with the progress they have made will have greater success.注：worse off是badly off的比较级，意思是“境况比更差”；better off意为“境况比好”。如：To my surprise, I found his living conditions were much worse off than mine.With the development of economy, more and more people are better off.【知识拓展】content还可作动词，意为“使满足”；作名词时，表示“满足；心满意足”，也可表示“（书、报纸等的）内容；目录；含量”。如：My explanation seemed to content him.Now she began to live in peace and content.Weve discussed the unusual form of the book now, what about the content?2. astonish【课文原句】However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing. (P17)【名师点拨】astonish vt意为“使大为吃惊；使惊异”，比surprise程度强，比shock程度弱。如：I was astonished to hear that the professor had broken down because of his hard work.I was astonished by how much shed grown.【知识拓展】(1) astonishing adj意为“令人惊异的”。如：The astonishing news made the world astonished, and a great many people expressed their opinions on the Internet.(2) astonished adj指(某人)处于惊异、吃惊状况，常用be astonished at sth。如：He was astonished at what Tom had said and done.(3) astonishment n.意为“惊讶”，可用to ones astonishment表示“使某人吃惊的是”。如：To my astonishment, she still remembered my birthday.3. particular【课文原句】He became famous for using a particular form of acting, including mime and farce. (P17)【名师点拨】particular adj.意为“专指的；特别的；格外的；不寻常的”。be particular about / over sth意为“对某事很讲究 / 很挑剔”。in particular意为“特别地”。如：There was nothing in the newspaper of particular importance.Im not particular about my clothes; I dont mind what I wear.He talked about the ball games in general and talked about football in particular.What in particular did you like about the last apartment that we saw?4. worn-out【课文原句】He played a poor and homeless person, who wore large trousers, worn-out shoes and a small round black hat and carried a walking stick. (P18) 【名师点拨】worn-out adj. (1) 意为“磨损的；损坏的；穿破的 (用坏的以至完全无用的)”。如：Since your shoes are worn-out, why not buy another pair? (2) 意为“筋疲力尽的；耗尽的”，相当于be tired out。如： He was worn-out after the long journey.5. failure & overcome【课文原句】This character was a social failure but he was loved by all who watched the films for his determination in overcoming difficulties and being kind even when people wereunkind to him(P18) 【名师点拨】(1) failure意为“失败”时，是不可数名词；意为“失败者；失败的事”时，是可数名词。如：As we all know, failure is the mother of success. At last, he was a great success, while she was a failure.To our disappointment, the party turned out to be a failure.(2) overcome v.意为“控制(感情)；克服(困难)；征服；战胜”，可用于to overcome difficulties / obstacles / problems / resistance等。如：He made great efforts to overcome the difficulty.They succeeded to overcome the tallest mountain in the world.【知识拓展】fail还可作动词，意为“失败；不及格；无法做到”，可用fail to do sth或者fail in doing sth。如：I failed to persuade him to give up smoking.= I failed in persuading him to give up smoking.6. in search of 【课文原句】The film is set in California in the middle of the nineteenth century when gold was discovered and thousands of people rushed there in search of it. (P18)【名师点拨】in search of意为“寻找”。类似的词组有：in theaones search forof，make a search forof，在这三个短语中search是名词。如：Today, many countryside people have rush to the city in search of good jobs.The researchers are in their search for the animals which they want to experiment with.注意：in search of 中of不可换用for。【知识拓展】search还可以是作动词，意为“搜寻”，search 的宾语是寻找的东西所在的处所，即search someplace for sth，意为“搜查某地找”。如：They searched the building for the robber.He searched his pockets for some change.而search sb for sth意为“搜某人身以找到某物”。如：He searched the boy for the lost pen.search afterfor = look for = hunt for意为“到处寻找”。如：People who are searching after inner peace sometimes turn to religion.7. pick up【课文原句】They wash sand from the river in a pan of water, and expect to pick up gold, but they have been not fortunate enough to find any. (P18) He picked up his hat and went out. pick up还有其他意思：(1) 在中途搭载承载(乘客、货物等)。如：The bus stopped to pick up passengers (2) (偶然地)发现，得到，购买；学得，得到(知识、利益)。如：I picked up the book in a lonely placeShe picked up French very quickly in France. When you live in a country, you soon pick up the language.(3) 恢复，使恢复。如：I believe he will pick up by the seaside. (4) 接收，收听(广播)。如：It is easy to pick up the programme clearly through my radio. 【知识拓展】pick out意为“选好；选出；认出；看清楚”。如：Have you picked out the movie you want to see?Can you pick out your brother out from that group of people?8. cut off【课文原句Then he cuts off the leather top of the shoe, treating it as if it were the finest meat(P18)【名师点拨】cut off意为“切下来；剪下来”。如：He cut off piece of cloth and wrapped the wound.cut off还可译为“切断；停掉；使 中断”。如：Theyve cut off the water temporarily because they are repairing one of the main pipes.It was dangerous that our food and water supply were cut off at that time.We were cut off in the middle of our telephone conversation.Because I failed to pay the telephone bill, the telephone operator cut us off.9verbal a. verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。This is a verbal translation of the prose. 这是那篇散文的逐字直译。verbal forms 动词的形态10mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live. It is usually limited to performances by Pop music artists. In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance. 11farce n. A farce is a comedy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce.12.poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time. Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of sufficient varies widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of economic distance, or inequality. Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a normal life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society. A person living in the condition of poverty is said to be poor.13tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps arent looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.14failure n. Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.15Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of 2003 had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.16fortune n. Fortune or fortune can refer to: Luck; Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell. The goddess of fortune is Fortuna (or Tyche).17sense n. & v. She has no sense of time. 她没有时间观念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free from any sense of responsibility. 他丝毫没有责任感。He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。Anyone in his right senses wouldnt do that. 神智清醒的人都不会去干那种事。Whats the sense of arguing with him? 同他争论有什么用处呢? I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。GrammarTeaching 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 formDifficult points: Help students to tell the ing form as the predicative and the use of the present continuous tense.Teaching aids: A computerTeaching procedure: Step 1. Revision Check homework: the exercises on page 20 and 21. Step 2. Word formationSuffixExample-ablevaluable lovable comfortable-ingamusing misleading neighboring-fulhopeful cheerful useful-lessendless homeless harmless-edexcited interested moved-ishIrish childish selfish-iveactive attractive expensive-atefortunate affectionate passionate-antimportant pleasant ignorant-lyfriendly 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. RevisionHave a revision about the ing form used as the subject and object. Give students some sentences to translate:Talking to him is useless.Smoking does harm to your health.Walking is my sole exercise.Collecting stamps is my hobby.I suggested bringing the meeting to an end.He admitted taking the money.I couldnt help laughing.Your coat needs washing. Task 2. New usage of the ing formAsk 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.A cooking pot: A pot that is used for cooking.A drinking horse: A horse that is drinking water.The man sitting on the sofa is a friend of my brothers.Here the ing form are used as attribute.I saw the man sliding on a banner skin yesterday.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 complementHer job is looking after babies.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.Her hobby is painting.Her favorite sport is skiing.This was very disappointing.The test results are very discouraging.She was very pleasing in her appearance.His concern for his mother is very touching.The photograph is missing.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.It is snowing hard. 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.ListeningTeaching 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 Johns 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 teachers 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.ReadingTeaching 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 projectorTeaching 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 Chaplins 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 paragraphPart Two: the third and the fourth paragraphPart 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 Chaplins acting style and how Charlie Chaplin made a sad situation entertaining. The main idea of part three: it gives us a short biography a
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