新課標(biāo)高一教學(xué)資源庫(kù)16-17下-必修四unit3教案

UnitUnit3AtasteofEnglishWarmingTeachingaims:EnablestudentstotalkaboutsometypesofEnglishhumorandChineseKeypoints:HelpstudentslearnhowtounderstandandenjoyEnglishhumors.Difficultpoints:HelpstudentsknowthedifferencesbetweenEnglishandChineseinTeachingaids:TeachingStep1:Lead-Showsomepicturestostudents,letthemtalkaboutthepicturesandthenaskthemwhattheythinkofthepictures,whethertheyarefunnyornot.Questions:1)Doyouknowwhothesecomediansare?WhatmakesthemDoyouknowothercomedianswhoarefunnyinthesameHaveyouseenanyofthesecomediansorprogrammers?WhatdoyouthinkofStep2:WarmingTask1.Brain-TypesofExampleofEnglishChineseChaplinPantomimes（啞?。┖蚆imeandMr.TypesofExampleofEnglishChineseChaplinPantomimes（啞劇）和MimeandMr.Funnyplays，VerbalPlayonwords,Cross ，F(xiàn)unnyTwoFunnyEdwardDoggerel（打油詩(shī)Task2.Askstudentstotalkaboutsomefunnystories,anyEnglishorChinesehumorstheyTask3.ReadingonJokeGarcia:Thankyoudoctor.MyfeverisDoctor:Don’tthankme.ThankGarcia:ThenJokeGarcia:Thankyoudoctor.MyfeverisDoctor:Don’tthankme.ThankGarcia:ThenIwillpaythefeestoJokePatient:Doctor,I’velostmyDoctor:Whendidthishappen?Patient:Whendidwhathappen?

Language【課文原句】Perhapsitmakesusfeelmorecontentwithourlifebecausewefeelthereissomeoneelseworseoffthanourselves.(P17)becontentwithsb/sth意為“對(duì)或某事感到滿意”，相當(dāng)于bepleasedwith或besatisfiedwith。如：I’mcontenttohelpyoutosetupawebsiteontheThosewhoarenotcontentwiththeprogresstheyhavemadewillhavegreater注：worseoff是badlyoff的，意思是“境況比……更差”；betterTomysurprise,IfoundhislivingconditionsweremuchworseoffthanWiththedevelopmentofeconomy,moreandmorepeoplearebetter MyexplanationseemedtocontentNowshebegantoliveinpeaceandWe'vediscussedtheunusualformofthebook—now,whataboutthe【課文原句However,someactorscanastonishuswiththedeepfeelingstheycaninspireinusforacharactertheyareplaying.(P17)【名師點(diǎn)撥】astonishvt．意為“使大為吃驚；使驚異”，比surprise程度強(qiáng)，比IwasastonishedtohearthattheprofessorhadbrokendownbecauseofhishardIwasastonishedbyhowmuchshe'd【知識(shí)拓展】(1)astonishingadj．意為“令人驚異的”。如Theastonishingnewsmadetheworldastonished,andagreatmanypeopleexpressedtheiropinionsontheInternet.sth。如

HewasastonishedatwhatTomhadsaidandTomyastonishment,shestillrememberedmy【課文原句】Hebecamefamousforusingaparticularformofacting,includingmimeandfarce.(P17)

aboutoversth意為“/很挑剔”。inparticular意為“特別Therewasnothinginthenewspaperofparticularimportance.I'mnotparticularaboutmyclothes;Idon'tmindwhatIwear.HetalkedabouttheballgamesingeneralandtalkedaboutfootballWhatinparticulardidyoulikeaboutthelastapartmentthatwe【課文原句】Heplayedapoorandhomeless,whoworelargetrousers,worn-outshoesandasmallroundblackhatandcarriedawalkingstick.(P18)【名師點(diǎn)撥】worn-out意為“磨損的；損壞的；穿破的(用壞的以至完全無(wú)用的)”。如：Sinceyourshoesareworn-out,whynotbuyanotherpair?意為“筋疲力盡的；耗盡的”，相當(dāng)于betiredout。如：Hewasworn-outafterthelongjourney.failure 【課文原句】Thischaracterwasasocialfailurebuthewaslovedbyallwhowatchedthefiforhisdeterminationin ingdifficultiesandbeingkindevenwhenpeoplewereunkindtoAsweallknow,failureisthemotherofAtlast,hewasagreatsuccess,whileshewasafailure.Toourdisappointment,thepartyturnedouttobeafailure. ev.意為“控制(感情)；克服()；征服；戰(zhàn)勝”，可用于edifficulties/obstacles/problems/等。如Hemadegreatefforts etheTheysucceeded ethetallestmountaininthe【知識(shí)拓展】fail還可作動(dòng)詞，意為“失??；不及格；無(wú)法做到”，可用failtodo或者failinngsth。如Ifailedtopersuadehimtogiveup=Ifailedinpersuadinghimtogiveupinsearch【課文原句】ThefilmissetinCaliforniainthemiddleofthenineteenthcenturywhengoldwasdiscoveredandthousandsofpeoplerushedthereinsearchofit.(P18)makeasearchfor／of，在這三個(gè)短語(yǔ)中search是名詞。如：Today,manycountrysidepeoplehaverushtothecityinsearchofgoodjobs.注意：insearchof中of不可換用forpick

TheysearchedthebuildingfortheHesearchedhispocketsforsome而searchsbforsth意為“搜身以找到某物”。如Hesearchedtheboyforthelostsearchafter／for=lookforhuntfor意為“到處尋找”Peoplewhoaresearchingafterinnerpeacesometimesturnto【課文原句Theywashsandfromtheriverinapanofwater,andexpecttopickupgoldbuttheyhavebeennotfortunateenoughtofindany.(P18)Hepickeduphishatandwentout.pickup還有其他意思：在中途搭載承載(乘客、貨物等)。如Thebusstoppedtopickup(偶然地)發(fā)現(xiàn)，得到，；學(xué)得，得到(知識(shí)、利益)。如Ipickedupthebookinalonelyplace．ShepickedupFrenchveryquicklyinFrance.Whenyouliveinacountry,yousoonpickupthe恢復(fù)，使恢復(fù)。如Ibelievehewillpickupbythe接收，收聽(tīng)(廣播)。如Itiseasytopickuptheprogrammeclearlythroughmy【知識(shí)拓展】pickout意為“選好；選出；認(rèn)出；看清楚”。如：Haveyoupickedoutthemovieyouwanttosee?Canyoupickoutyourbrotheroutfromthatgroupofcut【課文原句Thenhecutsofftheleathertopoftheshoe,treatingitasifitwerethefinest【名師點(diǎn)撥】cutoff意為“切下來(lái)；剪下來(lái)”。如Hecutoffpieceofclothandwrappedthecutoff還可譯為“切斷；停掉；使中斷”。如They’vecutoffthewatertemporarilybecausetheyarerepairingoneofthemainItwasdangerousthatourfoodandwatersupplywerecutoffatthattime.Wewerecutoffinthemiddleofourephoneconversation.BecauseIfailedtopaytheephonebill,theephoneoperatorcutusverbala.verbalskillIwroteamemorandumtoconfirmourverbalagreement.我寫了份備忘錄以確認(rèn)我們的口頭協(xié)議。Thisisaverbaltranslationoftheprose.verbalformsmimen. Amimeistherepresentationofaction,characterormoodusingonlygesturesandmovementsratherthanwords,ortheactorinsuchaperformance,specificallyamimic.Tomimeisalsothetermgiventoasingerwhoperformstoapre-recordedsongandonlypretendstosinglive.ItisusuallylimitedtoperformancesbyPopmusicartists.InancientGreeceandancientRome,amimeisafarcicaldramacharacterizedbymimicryandludicrousrepresentationsofcharacters,orthescriptforsuchaperformance.farce Afarceisacomedywrittenforthestage,orafilm,whichaimstoentertainaudiencebymeansofunlikelyandextravagant-yetoftenpossible-situations,disguiseandmistakenidentity,verbalhumourofvaryingdegreesofsophistication,whichmayincludepunsandsexualinnuendo,andafast-pacedplotwhosespeedusuallyincreasesevenfurthertowardstheendoftheplay,ofteninvolvinganelaboratechasescene.Broadphysicalhumor,anddeliberateabsurdityornonsense,arealsocommonlyemployedinfarce.povertyn. Povertyisanyofawiderangeofcircumstancesassociatedwithneed,hardshipandlackofresources.Forsome,povertyisasubjectiveandcomparativeterm;forothers,itismoralandevaluative;andforothers,scientificallyestablished.Theprincipalusesoftheterminclude:Descriptionsofmaterialneed,includingdeprivationofessentialgoodsandservices,multipledeprivation,andpatternsofdeprivationovertime.Economiccircumstances,describingalackofwealth(usuallyunderstoodascapital,money,materialgoods,orresourcesespeciallynaturalresources).Themeaningof"sufficient"varieswidelyacrossthedifferentpoliticalandeconomicareasoftheworld.IntheEuropeanUnion,povertyisalsodescribedintermsof"economicdistance",orinequality.Socialrelationships,includingsocialexclusion,dependency,andtheabilitytolivewhatisunderstoodinasocietyasa"normal"life:forinstance,tobecapableofraisingahealthyfamily,andespeciallyeducatingchildrenandparticipatinginsociety.Alivingintheconditionofpovertyissaidtobetrampn. Atrampisanitinerantwhotravelsfromplacetoplace,traditionallytram,thatis,walking.Whiletheymaydooddjobsfromtimetotime,trampsaren'tlookingforregularworkandsupportthemselvesbyothermeansi.e.beggingortheft.Thisisincontrasttohoboswhotravelfromplacetoplace(oftenbystealingridesonfreighttrains)lookingforwork,orschnorrers,whotravelfromcitytocitybegging.Boththetermstrampandhobo(andthedistinctionbetweenthem)wereincommonusebetweenthe1880sandthe1940s,andwerenotlimitedtotheGreatDepression.SchnorrerisaYiddishterm.Likehoboandbum,trampissomewhatarchaicinAmericanEnglishusage,havingbeensubsumedbythemoreeuphemistichomeless.failure Failureingeneralreferstothestateorconditionofnotmeetingadesirableintendedobjective.ItmaybeviewedastheoppositeofOscarn. TheAcademyAwards,commonlyknownasTheOscars,arethemostprominentfilmawardsintheworld.TheAwardsaregrantedbytheAcademyofMotionPictureArtsandSciences,aprofessionalhonoraryorganizationwhichasof2003hadavotingmembershipof5,816.Actors(withamembershipof1,311)makeupthelargestvotingbloc.Themostrecentawardswerethe77thAcademyfortunen. Fortuneorfortunecanreferto:Luck;Fortunemagazine;ThefortuneUnix/Linuxcommand;ThenameofacharacterfromMetalGearSolid2:SonsofLiberty,amemberofDeadCell.ThegoddessoffortuneisFortuna(orsensen.&v.Shehasnosenseoftime.她沒(méi)有時(shí)間觀念。Yourbrotherhasagoodsenseofhumor.你兄弟很有幽默感。Heisfreefromanysenseofresponsibility.他絲毫沒(méi)Hehadthegoodsensetowithdrawfromtheelectioncontest.他很明智,Thewordhereisusedinitsfigurativesense.此詞在這兒取的是它的比喻意義。Anyoneinhisrightsenseswouldn'tdothat.神智清醒的人都不會(huì)去干那種事。What'sthesenseofarguingwithhim?同他爭(zhēng)論有什么用處呢IsensedthatIhadmadeaseriousmistake.Teachingaims:Enablestudentstolearnhowtousethe–ingformastheattribute,theobjectcomplementandthepredicative.Keypoints:Letstudentsknowthestructuresofthesentenceswiththe–ingDifficultpoints:Helpstudentstolthe–ingformasthepredicativeandtheuseofthepresentcontinuoustense.Teachingaids:ATeachingStep Check:theexercisesonpage20andStep WordTherearetensuffixesinthechart.Andtherearesomenewwordsinit.Butthepurposeofshowingthischartistoletstudentslearnmoreabouttheadjectivesuffix.Step DiscoveringusefulTask Havearevisionaboutthe–ingformusedasthesubjectandobject.Givestudentssomesentencestotranslate:TalkingtohimisSmokingdoesharmtoyourWalkingismysoleCollectingstampsismyIsuggestedbringingthemeetingtoanHeadmittedtakingtheIcouldn’thelpYourcoatneedswashing.Task2. Newusageofthe–ingformAskstudentstolookattheExercises4onpage20.AndthenwakeinpairstofinishtheTeachercheckstheanswersandgivetheAcooking ApotthatisusedforAdrinking AhorsethatisdrinkingThemansittingonthesofaisafriendofmyHerethe–ingformareusedasIsawthemanslidingonabannerskinDidyounoticethemanpickingupthatbrokenbottleandputtingitinhisHearthe–ingformareusedasobjectcomplementThestructureofthesentencewithanobjectcomplementis:Subject+Predicate+Object+ObjectHerjobislookingafterWhathelikesisplayingchessafterHerethe–ingformareusedaspredictive.Payattentiontothedifferencesbetween–ingformusedaspredicativeandpresentcontinuoustense.HerhobbyisHerfavoritesportisThiswasveryThetestresultsareveryShewasverypleasinginherHisconcernforhismotherisveryThephotographisThearticlewasmisleading,andthenewspaperhasInthefirsttwosentences,the–ingformisusedtoshowthecharacterofthesubject.Inthenextfoursentencesthewordsofthe–ingformareallaboutthefeelings.Inthelasttwosentences,thewordsofthe–ingformshowsomestatesandqualities.ItissnowingSheisteachinginanightInthesetwosentences,the–ingformareusedasthepredicateinthepresentcontinuoustense.Step UsingStep Turntopage56.LookattheUsingStructure.TherearetwoexercisesinthisStep FinishallexercisesonpageTeachingaims:Enablestudentstounderstandthehumorinthelisteningmaterial.Keypoints:TrainthestudentstogetthekeywardsbyreadingthequestionsbeforeDifficultpoints:GetthemainideafromthelisteningmaterialswhileTeachingaids:ArecorderTeachingprocedure:Step Check:(1)Askacoupleofstudentstoltheirjokesin(2)Asksomestudentstocometotheblackboardtowritetheirtranslation.Aftertheyhavefinished,teachercorrectsomeerrorswiththewholeStep (page23Thisisafunnystory.Marymadesomeplumjamandleftsomeinthepan.Fivedayslater,herhusbandcamehomeandpouredthejamintothechicken.LaterMarycamehomeandfoundallofherchickenswerebehavingstrangely.Whathadhappened?Givestudentstwochancestolistentothestory.First,gothroughExercise1and2toknowwhatarethethingstheywilldowhilelistening.AfterthatteacherplaysthetapeforthemtofinishExercise1.Thesecondlisteningistochecktheanswers.ForExercise2,teachershouldleavesometimeforstudentstodiscussthequestion.Questions:(1)Didyoufindthisstoryfunny?Givethe(2)WhatdoyouthinkofJohn’sStep Listening(page55Thisisastoryaboutathiefandaman.Thesituationisveryinteresting.Beforelistening,askstudentswhattheywoulddoiftheyfindathiefintheirhomeoneday;whethertheywillbeafraidofthethiefandsoon.Therearethreestepsforthislistening.Atfirstletstudentsreadthequestionstomakesurethattheyknowwhattheyshoulddointhislistening.Next,playthetapeforthefirsttimetoletstudentsfinishExercise1.ThenplaythetapeagainandletthestudentsfinishthequestionsinExercise2.Afterthat,letthestudentschecktheiranswerswitheachother.Atlast,listentothetapeagain,teachercanmakeapausewherethereisanquestiontothequestion,inthiswaystudentscancheckalltheStep Listening(page58Therearefourexercisesinthislistening.Thefirstonerequestsstudentstogetthegeneralideaofthematerial.Thesecondoneistoaskthestudentstoknowsomedetailsofthematerial.Thethirdoneisaquestionthatasksthestudentstospeculatetheteacher’sfeeling.Step Andthelastoneisagoodexercise,itgivesthestudentsanotherchancetoStep Collectasmanyfunnystoriesaspossible,dosomepreparationsforthewritinginthenextTeachingaims:EnablestudentstolearnwhathumormeansandwhatisnonverbalKeypoints:HelpstudentsdividethetextintoseveralpartsaccordingtotheDifficultpoints:DividetheparagraphsandgivethemainTeachingaids:ArecorderandaTeachingStep Check:askstudentstopresenttheirjokesinStep Pre-Questions:(1)Whatdoyouliketolaugh(2)Whatdoeshumormean?IshumoralwaysGivestudentssometimetodiscuss.Thepurposeistohelpstudentsknowthatdifferentpeoplehavedifferenttasteabouthumor.Itisdifficulttosaywhichoneisbetterorwhic