Unit 3 A taste of English humour
听力与表达
一、教学内容 Listening (p. 23); Listening (p. 55)
二、教学目的
学生能够根据提供的信息预测听力内容；
学生能够抓住听力文章的主旨大意；
学生能够根据所听到的信息预测下面的内容；
学生能够对幽默故事发表个人的观点和简单的评论。
三、教学步骤
步骤一 听前
小组活动。让学生读练习3（p.23），预测听力内容，教师可以给学生一些问题，引导学生的预测。
小组活动。让学生阅读练习4，对发生的事情进行预测排序。
小组活动。让学生根据练习4中的信息重新修正和补充刚才的预测。
让学生做词汇练习，注意听力部分中的生词。
设计意图：训练学生根据问题猜测要听的内容。关键要给学生预测的指导，教师提出几个问题，让学生在练习题中找答案，这些答案没有对错之分，只是为了引起学生的思考，以便听的时候更有目的性。排序后再让学生补充预测信息，是为了训练学生发掘信息，不断完善预测思维框架的能力。第二步让学生排序，一是要激发学生听的兴趣，二是训练学生的逻辑思维能力。由于听力文章中会有生词出现，所以在听前讲解重点词汇，尽量为学生排除障碍。
步骤二 听
听第一部分，让学生概括大意。
再听第一部分，让学生做笔记，小组讨论，回答练习3中的问题。
听第二部分，让学生排序，对比自己在听之前的预测。
再听第二部分，填写具体信息。
设计意图：听力文章是一则西方幽默，由于中西方文化差异，学生听第一遍时可能不理解，为了降低难度，教师可以把主旨大意中的关键词删掉，让学生听后补充。通过这个步骤，培养学生听取主要信息的能力。听前听后两次排序的对比，使学生更加清楚预测的重要性以及自己在预测中的问题所在。
步骤三 听（练习册）
1．让学生读题，猜测听力内容。
2．听第一遍，做练习2（p.55）。看看学生是否能用勾划出来的这些词表达听力的主要意思。
3. 再听一遍录音，让学生做笔记，小组讨论，做练习3。
4. 小组讨论故事的发展，并记录下来。教师可以提供两个范例，启发学生思考。
设计意图：前三个步骤依旧训练学生预测、听取大意和做笔记的能力。最后一个步骤是为了培养学生的想象力。因为本节课还有口语训练安排，所以在这里可以要求学生简单续写该故事。
步骤四 说
1. 口语表达练习。听完两部分听力内容，让学生进行小组活动，交流喜欢和不喜欢的幽默故事。
2. 教师展示表达评论幽默故事的常用短语。
3. 给学生提供范例。提醒学生注意上述常用表达法是如何使用的。
4. 选取两组学生进行展示。
设计意图：让学生进一步领会幽默艺术，培养学生表达倾向性的能力。
步骤五 作业
准备Project（p. 61）中的幽默小故事、诗歌、笑话等。可以加上自己的推荐理由。
课件20张PPT。Unit 3 A taste of English humour
Listening and speaking
I. Pre-listening 1. Read the questions in Exercise 3 on page 23. Guess what has happened.Who ? Where ? What ?
When ? Relationship:Mary & Johnhome, hotel, kitchen …After work, during travellingPerhaps the plums are cooked too much and burn the pan.Pre-listening2. Read the sentences in Exercise 4 and try to put them in order.
____ Mary got angry with John.
____ Mary saw the chickens behaving strangely.
____ John was sorry.
____ The chickens enjoyed the jam.
____ John said he thought the jam was porridge.
____ Mary looked at the red mess on the ground.
____ John said the chickens were drunk.
____ Mary came home.
Pre-listening3. What new information have you got?Who:
Where: What: …
When: Relationship:home, kitchen …After work Mary & John, chickenThe chickens enjoyed the jam and were drunk.Pre-listening4. Read the following sentences and work out their meanings. Which meaning is used in the listening?
II. ListeningListen to Part 1 and fill in the blanks. Mary made some _____ but left some on the ____________ for a few days as she had to go to _________ her sick mother. Some days later, John, knowing ________ about the jam, came home and _______ it into the _______ yard. Main ideajamkitchen tablelook afternothingthrewchickenListening2. Listen to Part 1 again and answer the questions in Exercise 3 in groups.Don't forget to take notes while listening.Listening1)What was Mary going to do with the cooked plums?
2)What did John think Mary should have done with the mess in the pan?
3)What do you think Mary is going to say when she finds out what has happened?
4)How do you think John will react when he finds out what he did?
She was going to put them in the fridge later when they had cooled down. He thought she should have thrown it out for the chickens to eat. Listening4
2
5
7
6
3
8
1Listening3. Listen to Part 2 and check if you have put the
sentences in Exercise 4 right.Listening 4. Listen to Part 2 again and fill in the blanks.
“You __________ my jam,” she shouted. “Oh, ______ what it was,” he said. “I’m _____ but I thought it was _______ which had gone bad in the hot weather. The chickens have ________ the jam, but it’s made them ________. threw awaythat’ssorryporridgeenjoyeddrunkIII. Listening (Workbook)Read the exercises on page 55 and try to predict the listening.
who:
where:
when:
what:Peter, his wife, a thiefmidnight A thief wanted to steal the potatoes from Peter and his wife, but he failed. Listening (Workbook)2. Listen to the tape and tick the words you hear.
thief knife potatoes midnight shirt
spread stole whispered shouted Write down the main idea in one sentence. The story is about a thief who tries to steal some potatoes and Peter who successfully prevents them from being stolen. Is your prediction right?Listening (Workbook)3. Listen to the story again and answer the questions in Exercise 3 in your own words.
1) Where did Peter get the potatoes?
2) Why did he ask his wife to be quiet when she heard the thief?
3) Why couldn’t the thief take away the potatoes?
4) Why was the thief angry?
He thought the thief might have a knife and he did not want to make him angry. Peter was given the potatoes by a friend. Peter removed the shirt that the thief had planned to put the potatoes in. He thought the husband had stolen his shirt so he could no longer steal the potatoes. Listening (Workbook)4. In pairs discuss what you think will happen next. Write down your ending.Listening (Workbook)Sample
1. Peter will leap out of bed and grab the thief. Then he’ll
take him to the police station and the thief will go to
prison.
2. Peter’s wife will become very angry with Peter because
she was right. While she and Peter are arguing the thief
will take the potatoes and leave the house.
IV. Talking1. Work in groups and discuss about the stories you have just heard.Did you think it was funny? Why?
Who do you think is funny? Why?Talking2. Study the following expressions.
I enjoyed the story because …
How enjoyable that was!
It is very amusing/funny that …
I find it extremely funny that …
It surprises me that …
I can’t help laughing when …
I burst into laughter when …
I laughed till my sides split when …
I’ve never laughed so much as when …I don’t like the story at all.
I don’t think that’s funny at all.
What’s so funny about that?
I can’t understand why you laughed at that.TalkingS1: What do you find funny? I enjoy watching Mr Bean because he makes such wonderful faces as he does stupid things.
S2: I’m not surprised you like Mr Bean, because all my family are crazy about him and cannot get enough of his programmes.
S1: We enjoy this kind of humour because my father loves Charlie Chaplin films. When he sees his stick and hat and that funny walk, he always bursts into laughter.
S2: What I like best is the problems Mr Bean has with everyday situations ? like changing his clothes on the beach. I laughed till my sides split when I was watching it.
S1: Yes, I know that one. It reminded me when I stayed in England and I watched everybody try to change into their swimming costume, under a towel. It’s good that we both enjoyed that! V. HomeworkMake your own collection of jokes, funny poems or short stories. You can write the reason why you recommend it under each entry.Unit 3 A taste of English humour
阅读与表达
教学内容 Warming Up (p. 17); Reading and speaking (p. 22); Speaking (p. 23)
二、教学目标
让学生能够理解西方的幽默故事和笑话，找到其中的关键语（punchline）。
能够用简单的语言解释西方幽默中的双关语（pun）。
能够将简单的西方幽默故事编成对话，表演出来。
能够简单评论所读的幽默故事或所看到的幽默表演。
三、教学步骤
步骤一 回顾与热身
1. 给学生展示两幅照片（卓别林、豆子先生），让学生回顾已经学过的一种英语幽默形式nonverbal，继而引起学生思考英语幽默的另一种形式verbal humour。
2. 采用brainstorming的方式，让学生思考 verbal humour的不同形式。
设计意图：学生在主课文里学到了卓别林的幽默（nonverbal humour）后，对于英语幽默有了一定的认识，但还不够深入。而言语幽默更能体现中英两种语言的差别，也是中国学生最不易理解的。通过第二步，让学生了解nonverbal humour的几种具体形式。
步骤二 阅读
让学生阅读Warming Up (p. 17) 中的两则笑话，然后小组讨论，看看是否能够理解笑话。
教师可以用第一则笑话做例子，给学生示范punchline是什么。然后再让学生小组讨论第二则笑话的punchline。
给学生提供两个双关语，要求找出其中的punchlines。并提醒学生这些笑话都是以play on words为基础的。
设计意图：punchline是理解英语幽默的关键。其中有语言的因素，也有文化的因素。学生只有理解了幽默中的punchline，才能够欣赏幽默。有的幽默由于文化背景不同，一时难以理解或不觉得好笑，也是非常常见的现象。学生没有必要因此感到沮丧。
让学生阅读English jokes (p. 22)，小组讨论后完成练习1（p. 22），学习如何解释英语幽默。
让学生按照练习1中的解释模式，说明教师提供的两个双关语的幽默之处。
设计意图：先让学生阅读课本中的笑话，搭配合适的解释，这样能更加深刻地体会英语幽默中的“双关”。然后再让学生用学到的解释方法来说明前面看过的两个双关语，从而不仅使学生自己能够欣赏英语幽默，还能解释给别人，和别人共享，提高了学生的交际能力。
步骤三 口头表达与表演
让学生阅读课本22页的幽默故事。读之前，可以给学生提供一些关于福尔摩斯的背景信息。
给学生布置阅读任务，要求学生填表，从文章中获取基本信息。
小组活动。学生根据文章信息，分析主要人物的性格特点。
学生以三人为一组，把幽默故事改编成小喜剧，分别扮演福尔摩斯、华生医生和叙述者。提醒学生应该在适当的时候表现出原文的幽默之笔（punchline）。
选取两组同学进行表演。
设计意图：福尔摩斯的故事对学生来说并不陌生。这里选取一个小片断，让学生阅读后改编成小喜剧。通过这个活动，可以使学生学习戏剧的基本要素，即时间、人物、地点、开端、发展和高潮。由于课堂时间有限，戏剧的其他要素，比如场景、服装、道具等无法让学生准备。如果学生有兴趣，教师可以把这项活动作为本单元的主题任务，给以充分的准备时间和指导，帮助学生完成一个小戏剧的创作。
步骤四 小组讨论
小组活动。就刚才读到的笑话、幽默故事，或者同学们刚刚表演的小喜剧，发表自己的看法。要求每组选出一位同学做笔记，记录组内其他同学的发言。
教师提供课本23页的常用短语和句型，并带领学生通读一遍，增强学生使用这些语言的主动性。
规定时间结束前，教师可提醒学生整理本组的发言记录，包括每位学生的发言情况，下课前交给老师。
设计意图：本步骤把课本23页的Speaking活动提前到阅读后进行，目的是结合刚刚阅读后的材料和看到的表演训练学生陈述个人观点的能力。一般来说，学生亲自参与表演之后，他们的学习热情比较高涨，说话的欲望也比较强，此时组织小组讨论，效果更好。但由于本节课时间有限，可能没有时间让学生展现个人的评论和感受，所以要求每组认真记录和整理组内发言，教师审阅后，可选择其他时间择优展示。这样既保持了学生参与讨论的积极性，也训练了他们的合作学习能力。
步骤五 作业
写作练习（每位学生可以选择下面其中一个题目）：
整理自己的戏剧创作Sherlock Holmes and Doctor Watson。
就课堂上看到的或听到的笑话或故事，写一篇短文，说明自己的感受和评论。
课件17张PPT。Unit 3 A taste of English humour
Reading and speaking
I. Warming UpCharlie Chaplin was a master of
_____________ . So is Rowan Atkinson.nonverbal humourWarming Up2. What kinds of verbal humour do you know?Verbal humourJokesFunny storiesComedy Funny poemsCrosstalkPunsII. Reading1. Work in groups. Read the jokes on page 17. Do you understand them? Reading2. What is a punchline? Find the jokes’ punchlines.PunchlineThe words that form the climax of a jokeReadingPunchlineReading3. Read the two puns and enjoy
playing on words.
A bicycle can’t stand on its own because it is two-tired.
A small boy went to the counter to pay for his lunch but he was a little short.
Reading4. Read English jokes on page 22 and do Exercise 1.
Tips
amuse vt. 1) to make sb laugh or smile
2) to entertain
amusing adj.
pancake n. a thin flat round cakeReading5. How to explain a joke which uses “play on words”?
Explanation
1) The first person …, The second person ….
2) The answer to the question contains a
word which, when spoken, can have two
meanings.Reading6. How to explain the two puns?
1) Two-tired, when spoken, can have two
meanings: a. with two tires; b. too tired.
2) Short, when spoken, can have two
meanings: a. small in height; b. not
having enough money.III. Role playRead the funny story on page 22.
Tips
Sherlock Holmes is a character created by the English writer Sir Arthur Conan Doyle. Sherlock Holmes became the prototype (原型) for the modern mastermind detective. Doyle introduced Holmes in 1887 in the short story A Study in Scarlet. Doctor Watson is Sherlock’s best friend and partner.Role play2. Fill in the chart.Role play3. Discuss in groups. What kind of people are Sherlock Holmes and Doctor Watson?
Role play4. Discuss in groups of three. Change the funny story into a short play. Be prepared to act it out.
IV. DiscussionDiscuss in groups. Do you think the jokes/story/play funny? Give your reasons. Choose one student in each group to take notes.
Discussion2. Study the words and expressions.
V. Homework Choose one topic and do your writing.
1) The play Sherlock Holmes and Doctor
Watson
2) Do you think the jokes/story/play you
have read/watched funny? Give your
reasons.
