BOOK 6 Unit 1
Laughter is good for you
Ⅰ.单元教学目标
技能目标Skill goals
▲ Read a magazine article about stand-up comedy and two short plays
▲ Listen to an answering machine message and a radio talk show
▲ Discuss comedy and famous crosstalk performers
▲ Write an e-mail about crosstalk
▲ Perform a short play
Ⅱ.目标语言
功
能
句
型
Identifying priorities
I need ... (most important)
I want ... (somewhat important)
I would like ... (least important)
Asking questions orally
Do you know ...? (used for general questions)
Can you name ...? (used when the answer is a proper noun)
Who is /are ...? (used when the answer is a person or people’s names)
Please tell me ... (used for general questions)
When did ...? (used when the answer is a date or a period of time)
Please list ... (used when there are several parts to the answer)
Answering questions in an e-mail
You wanted to know ... (informal)
Since you asked about ... (informal)
I know you need / want / would like information about ... (informal)
You asked me about ... (formal)
In answer to your question about ... (formal)
词
汇
1．四会词汇
laughter, stand-up, humour, well-loved, comedy, comedian, response, reaction, main, physical, humourous, queue, visual, tennis, stage, actor, act, academy, award, routine, live, little-known, toothbrush, mirror, outstanding, microphone, lip, appropriate, silent, howl, amuse, brain, saying, somehow, vital, entertainment, enthusiastic, super, tough, worthwhile, master, foreigner, initial, dialogue, skilled, skill, bench, setting, courtyard, cross, uncross, notebook, cosy, annoyed, wander, crowded, entire, king, raise, meaningfully, official-looking, paper, bow, dash, re-enter, fool, tear, exit, emergency, burst, empty-handed, poster, glare, roll
2．认读词汇
observational, prop, impressionist, improvise, script, crosstalk, invisible, shift, throne, majesty, eyebrow, stack, chase, darling, shrug
3．词组
make fun of, in response to, make jokes about, queue up, silent film, soon after, take on, move on, in pairs, for a while, go on, burst in, glare at, Your Highness, hold out, a roll of, toilet paper
4．重点词汇
humour, well-loved, main, physical, humourous, queue, visual, tennis, stage, actor, act, academy, award, live, little-known, outstanding, microphone, appropriate, silent, howl, saying, somehow, vital, entertainment, enthusiastic, super, tough, amuse, cross, uncross, cosy, annoyed, wander, crowded, entire, raise, official-looking, bow, dash, re-enter, fool, tear, exit, emergency, burst, empty-handed, poster, glare, make fun of, in response to, make jokes about, queue up, silent film, soon after, take on, move on, in pairs, for a while, go on, burst in, glare at, hold out, a roll of, worthwhile, meaningfully
语
法
Present tenses
1. the simple present tense
2. the present continuous tense
3. the present perfect tense
4. the present perfect continuous tense
重
点
句
子
1. Stand-up comedy is special because the comedian is right there in front of the audience and may talk directly to audience members.
2. One reason Crystal has become so famous is his outstanding ability to improvise.
3. It seems appropriate that he got his start in silent films.
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“笑有益健康”为话题，介绍了西方非常流行的滑稽剧、中国相声两种具有代表性的喜剧形式。本单元的语言知识和语言技能都是围绕这一内容展开的。通过本单元的学习，要求学生掌握与舞台表演有关的词汇，了解喜剧这门艺术，以及喜剧在人们生活中的作用。要求学生练习表演喜剧，能够用英语以e-mail形式介绍中国的传统喜剧表演形式——相声。通过本单元的语言技能训练，要求学生学会使用正确得体的英语问问题和回答问题。培养学生传承中国传统艺术形式， 以开放的心态欣赏借鉴外国优秀文化。
1.1 Welcome to this unit该板块通过四张海报让学生讨论最有趣的事，自己最喜欢的喜剧演员，以及为什么人们喜欢趣事，从而引出笑有益健康的话题。由三个开放性的问题引发讨论，既是一种读前热身，也是对本单元话题的一种导入，有利于激活学生已有的相关知识，激发学习兴趣，为接下来的阅读和后面的一系列活动做好铺垫。
1.2 Reading包括:读前问题（A），阅读材料本身(B) 、紧跟在阅读文章后面的Reading strategy和读后练习(C—F)。 A部分的三个问题，训练学生快速阅读技巧的同时， 初步了解文章的主题内容。B部分的阅读文介绍了西方非常流行的喜剧形式——滑稽剧及其种类、著名喜剧明星比利·克里斯托和人们为什么喜欢喜剧。Reading strategy介绍了根据上下文猜词的技巧。C1部分考查学生对文章细节内容的把握。C2部分考查学生对4种滑稽剧形式的理解。D根据上下文猜测和理解词义，考查学生对8个词和短语的理解。E是著名喜剧明星比利·克里斯托的传记，该题以完型填空形式呈现，要求学生在理解课文， 熟练掌握词语及表达的基础上，选择合适的词填空。F部分为拓展延伸练习。要求学生讨论自己最喜欢的喜剧形式以及怎样逗别人开怀大笑。
1.3 Word power共有A、B、C、D四部分。A部分是一篇关于表演的文章，通过阅读该文章，要求学生掌握一些和表演有关的词汇。B部分是一张舞台的示意图，要求学生根据图表提示，掌握一些和舞台有关的词汇。C部分以一篇演讲稿的形式呈现，要求学生练习使用与舞台表演有关的词汇。D部分要求学生学习与笑有关的英语习语。
1.4 Grammar and usage部分归纳和讲解英语现在时各种时态的用法，并配有A（短文）、B（图画形式的）两种形式的练习加以巩固和提高。练习内容仍然围绕本单元话题进行。
1.5 Task板块顺着本单元的话题，以给外国朋友Bill介绍中国传统喜剧形式——相声为目的，设计了一系列的活动，学生在完成任务的过程中，亲历语言实践，获得语言运用能力。任务分三个步骤： Step 1: answering questions包括A、B、C 3部分。A部分要求学生通过听Bill 的电话录音，根据Skills building 1: identifying priorities提示，标出Bill 提出关于中国相声的12个问题的主次。B部分要求学生听电台广播节目，核对关于相声的有关的信息。C部分要求学生读一篇关于著名相声大师丁广泉教外国学生说相声的文章，以便回答Bill的问题。Step 2: taking part in a radio talk show要求学生根据Skills building 2: asking questions orally所提供的对话方式，两人对话谈论中国相声。Step 3要求学生根据在以上环节中所获得的信息，根据Skills building 3 : answering questions in an e-mail提示，按问题的重要性顺序，给Bill写一封e-mail，回答Bill的所有问题。
1.6 PROJECT 为开放性探究学习活动。学生在老师的指导下，通过小组协作，利用课外时间完成他们自己选定的课题。Project 有A、B两个部分，A部分是两个滑稽剧，B部分是8个问题，通过讨论这8个问题，可以帮助学生们更好地完成表演任务。既有利于发展学生的语言能力，也有利于开发学生的非语言能力，提高他们的综合素质。
1.7 SELF-ASSESSMENT该板块分为A、B两部分。A部分要求学生对该单元的各项学习目标进行自我评估。学生通过自我评估，可以体验自己在英语学习过程中的进步与成功，不断建立信心，同时发现存在问题，及时调控自己的学习策略。B部分要求学生对自己学习过程中不足的方面提出改进意见，调整学习策略，争取不断进步。
2. 教材重组
2.1 将Welcome to this unit与Workbook的Reading放在一起上一节阅读和口语课。
2.2 把Reading , Reading strategy和读后练习(C—F) 整合在一起上一节精读课。
2.3 将Word power与Workbook 的Language practice A1、A2、B1和B2整合在一起上一节语言学习课。
2.4 将Grammar and usage 与Workbook的Language practice C1、C2、D1和D2整合在一起上一节语法学习课。
2.5 将Task Writing to a foreign friend设计为一节综合技能课（Ⅰ）。
2.6 将Workbook的Listening 和Writing整合在一起上一节综合技能课（Ⅱ）。
2.7 将 Project Putting on a play设计为一节表演准备课。
3. 课型设计与课时分配
1st Period Speaking and extensive reading
2nd Period Intensive reading
3rd Period Language study
4th Period Grammar
5th Period Integrating skills（Ⅰ）
6th Period Integrating skills（Ⅱ）
7th Period Project
Ⅳ. 分课时教案
The First Period Speaking and extensive reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
laughter, be known for, be famous for, as well as, sense of humor, make fun of, joke about, laugh about, make jokes about
b. 重点句型
The difference is that Regan could do this naturally, while others cannot achieve this as well as he could.
2. Aility goals 能力目标
Enable students to talk about comedy and appreciate western humor.
3. Learning ability goals学能目标
Help students learn how to talk about comedy and appreciate western humor.
Teaching important points教学重点
Help students talk about the important things to understand western humor.
Teaching difficult points 教学难点
Help students understand the cultural differences and different ways that people use humor.
Teaching methods教学方法
Discussing, and reading.
Teaching aids教具准备
Projector and some slides.
Teaching procedures && ways教学过程与方式
Step Ⅰ Lead-in
Deal with Welcome to the unit. First show students some funny pictures and ask them to talk about what will make people laugh. Then encourage them to draw a conclusion that laughter is good for people. After that students will be asked to find out the differences between Chinese humor and western humor.
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms…
T: Look at the following pictures, how do you feel when you see them?
Show students the pictures.
Ss: (laughing) They are funny.
T: Yes, when I see them every time, l can’t help laughing. And can you tell me who they are?
Ss: They are all comedians.
T: How do you think about them?
Ss: They make people laugh.
T: Yes, they bring us so much laughter. Besides comedies and comedians, what will make people laugh, please discuss in groups.
A few minutes later, ask students to present their answers.
1. Funny pictures, stories, movies, jokes.
2. Humorous stories.
3. Comedies, comedians.
…
T: There are so many ways that can make people laugh. Why do we try to make people laugh?
Ss: Because laughter is good for people’s health.
T: Quite right. There is strong evidence that laughter can actually improve health and help fight disease. Laughter is an exceptionally useful health booster to body and minds. This is what we are going to learn in this Unit. (Show the title) Laughter is good for you.
Step Ⅱ Welcome to the unit
T: Laughter is a great thing — that’s why we’ve all heard the saying, “Laughter is the best medicine.” Everyone loves to laugh. But each of us may have a unique way to have fun and may also have some favorite comedian. Now look at the four posters and discuss the following three questions.
Show the four posters in Welcome to the unit and ask students to talk about them. Several minutes’ later ask students to present their discussion. Different opinions are welcome. The most important thing is that everyone gets involved in the discussion.
Suggested answers:
1. I think a comedy about life in the circus (Picture 4) will be the funniest. The clowns in the circus look very funny and they use body languages. Body language is a universal language and very easy to understand. So no matter what language you speak, where you come from, young or old, their performances will make you laugh.
2. Mr. Bean is my favorite comedian. He has a complete ignorance of how to do many simple tasks, but is also incredibly creative and usually can come up with a solution to any problem that a smarter man would never think of. He rarely talks. He uses body movement and facial expressions to make people laugh. Even if you don’t speak English, you can understand the humor easily.
3. Fun is vital if we want to survive and make our lives more meaningful. Fun is invaluable for living with joy, passion, creativity. In a word funny things make people laugh. Laughter is good for people.
T: Thanks for your answers. Now who would like to tell me how to put more laughter in our life?
S1: Read funny stories and books.
S2: Watch funny movies.
…
T: Good. Thank you very much. Here I’ve got some tips for you. Please look at the tips and let’s read them together.
Show the tips to the students.
Here are some tips to help you put more laughter in your life:
· Figure out what makes you laugh and do it (or read it or watch it) more often.
· Surround yourself with funny people — be with them every chance you get.
· Develop your own sense of humor. Maybe even take a class to learn how to be a better comic — or at least a better joke-teller. Be funny every chance you get — as long as it’s not at someone else’s expense!
Step Ⅲ Reading (Workbook)
Passage A
T: From the tips we can learn that humor helps us enjoy life. What is humor? Please look at sentences on humor. Now let’s read them together.
Show the following sentences.
Humor is ‘THE SHORTEST DISTANCE BETWEEN PEOPLE’. Humor builds bridges between human beings — Helps to diffuse difficult situations — Gives us an opportunity to change our perspective — Lubricates the connections in our lives. Humor is a sense. It is quality of being amusing; it is an ability to appreciate the comic or amusing.
T: Now let’s read the following and try to understand the humor.
Show the following jokes to the students.
1. Co-worker: So you’re the father of twins.
Who do they look like?
Excited parent: Each other.
2. A: Where do you wash?
B: In the spring.
A: I didn’t ask when, I asked you where.
3. A friend went back for her master’s degree at a college in the next community. She leaves every Thursday at 4 p.m. and doesn’t get home until midnight. When she explained to her family that this would be going on for several semesters, her youngest son asked, “Mom, how many pizza nights with Dad is that?”
T: How do you like them?
Ss: They’re very funny.
T: Yes. But sometimes we Chinese find the western humor very difficult to understand just as foreigners sometimes cannot understand Chinese jokes. In order to understand the western humor better, we will learn something about The British Sense of Humor. Now turn to Page 104. Please read the first two paragraphs quickly and find the answers to the following questions. Three minutes later I will ask you to answer the questions.
Scanning
Show students the following questions. Several minutes later ask students to answer the questions.
1. To understand the British sense of humor better, what should you keep in mind?
2. What does understatement means? When and where is understatement used?
Suggested answers:
1. We should keep in mind that the British like to make fun of themselves as well as others. They also like to make jokes about situations that are quite serious. The British often use understatement.
2. Understatement means saying less than you think or feel. Understatement is often used in unpleasant situations or to make another person look silly. Understatement plays an important part in British humor.
T: Now let’s come to the third paragraph. Read it quickly and judge whether the following statements are true or false.
Show students the following True or False questions.
1. The British like to laugh about the silly and unpleasant things that happen to us every day.
2. The British feel sorry for someone who accidentally falls over in the street.
3. The British like to make jokes about people from different classes of society.
4. The British never make jokes about politician.
5. The British like to make jokes about their accents, the way they dress and the way they behave.
6. Finally they like to laugh at people who don’t know how to behave in society.
Two minutes later, ask students to give the answers. Then show the suggested answers.
Suggested answers:
T F T F T T
T: Now let’s watch some video clips about Mr. Bean.
After watching the video clips, ask student to discuss Mr. Bean. Before discussing, they should read the last paragraph, which is about Mr. Bean. They may refer to Questions 3-5 on Page 104. Three minutes later, ask some students to give a presentation about their discussion.
Suggested answers:
1. They like to make fun of themselves as well as others.
2. They like to make jokes about their accents, the way they dress and the way they behave.
3. Mr. Bean uses his body movements and facial expressions to make people laugh.
4. Because he does things that adults in the real world cannot do.
5. Because he rarely talks. Instead he uses his body movements and facial expressions to make people laugh. You don’t have to speak English to understand the humor. That’s why Mr. Bean is so popular in many countries a round the world.
Outline of Passage A
Ask the students to outline the text.
T: Now let’s analyze the passage and see how the article is organized. Please discuss in groups. Five minutes later, you will be asked to present it.
Five minutes later ask some students to outline the text. Then show students the following.
Para. 1: How to understand the British humor better
Para. 2: Explanation of understatement
Para. 3: Things that the British like to make fun of
Para. 4: A popular comedian — Mr. Bean
Passage B
T: After reading the passage, I think we have a better understanding about British humor. There are many famous people who are also well-known for their sense of humor. Now look at this picture. Who is it?
Ss: Ronald Reagan. He was President of the USA.
T: He was also well-known for his good sense of humor. Now let’s read an online article about his humor. After reading the article, please answer the post reading questions. You may discuss in groups.
Five minutes later, ask some students to present their answers to the rest of the class. Then show the suggested answers.
Suggested answers:
1. Because he was very old, almost 70, when he became President of the USA.
2. Because he was shot and it was a matter of life and death, the doctors were very worried. In the doctor’s eyes, the president was their patient. But he joked that if the doctors didn’t support him in the government, the doctors wouldn’t try their best to let him live. That sounded very funny.
3. In the USA, government officials who do not agree with one another often say unkind things about each other. When Reagan made jokes about other people, no one thought he was unkind. At the same time, he used his humor to persuade the American people to agree with him.
4. Reagan used humor when communicating with the public. Before Reagan, presidents didn’t often try to be funny. After him, presidents realized that humour was very important for communicating with the public.
5. The difference between them is that Reagan could do this naturally while others cannot achieve this as well as he could.
Step Ⅳ Explanation
Explain the difficult sentences to help students understand the text better.
T: Do you find any sentences difficult to understand?
S1: I remember ‘as well as’ is a set phrase, which means ‘in addition’. Then what does it mean in the following sentence: The difference is that Regan could do this naturally, while others cannot achieve this as well as he could.
T: Yes, as a set phrase it means ‘in addition’.
E.g. You cannot expect her to do the housework as well as look after the children.
The child is lively as well as healthy.
Then let’s look at the following sentence:
E.g. He can speak French as well as English.
How do you understand it?
S2: He can speak not only English but also French.
S3: He can speak French as well as he speaks English. That is to say He can speak French very well, just as he can speak English well.
T: If we translate it into Chinese, you will understand it much better. Who would like to have a try?
S4: Please let me have a try.（1）他会说英语，也会说法语。（2）他的法语说得跟英语一样好。
T: Well done! Please remember that it can be used in different ways. Here it is used to compare Reagan’s humor skill with others. This sentence implies that Reagan could use humor much better than others. Do you have any more difficulties?
Ss: No.
Step Ⅴ Summary
Help students to sum up what they’ve learned about western humor. Students may speak together or the teacher may ask students to speak individually.
T: What have we learned in this class?
Ss: The British sense of humor and the American humor.
T: They are different from the Chinese humor because of the cultural difference.
Ss: In China, people seldom joke about situations that are quite serious. Politicians in China rarely use humor when communicating with the public. The British like to make fun of themselves as well as others. They also like to make jokes about situations that are quite serious. They often use understatement. While American politicians, especially presidents often try to be funny and they often use humor.
T: Quite good. After learning these, I hope we won’t find it difficult to understand the western humor later on. OK, today’s homework is to find two humorous stories or jokes and tomorrow you will be asked to make others laugh. That’s all for today.
Step Ⅵ Homework
Find two humorous stories or jokes.
Preview Reading.
The Second Period Intensive reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
stand-up, humour, well-loved, comedy, comedian, response, reaction, main, physical, humorous, queue, visual, tennis, stage, actor, act, academy, award, routine, live, little-known, toothbrush, mirror, outstanding, microphone, lip, appropriate, silent, silent film, howl, amuse, brain, saying, somehow, vital, entertainment, make fun of, in response to, queue up, silent film, soon after
b. 重点句型
Stand-up comedy is special because the comedian is right there in front of the audience and may talk directly to audience members.
One reason Crystal has become so famous is his outstanding ability to improvise.
It seems appropriate that he got his start in silent films.
2. Aility goals 能力目标
Enable students to talk about stand-up and a famous comedian — Billy Crystal.
3. Learning ability goals学能目标
Help students learn that laughter is good for one’s health and encourage students to develop a sense of humor.
Teaching important and difficult points教学重难点
Types of stand-up and how to help students develop a sense of humor.
Teaching methods教学方法
Listening, reading, skimming, scanning, and discussing.
Teaching aids 教具准备
A projector and slides.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Homework checking
First ask students to tell the humorous stories or jokes they’ve found.
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms ...
T: Last period you were asked to find some jokes or humorous stories. Who would like to be the first one to share yours with us?
S1: Here is a funny quote: Women now have choices. They can be married, not married, have a job, not have a job, be married with children, unmarried with children. Men have the same choice we’ve always had: work or prison. —Tim Allen
S2: I’ve found a Government Joke. A reporter cornered George W. Bush at a press conference: “Many say the only reason you were elected for President is due to the enormous power and influence of your father.”“That notion is ridiculous!” mocked George Jr. “It doesn’t matter how powerful the man is. He was only allowed to vote once!”
S3: A bus of politicians is driving by a farm where a man lives alone. The bus driver, caught up in the beautiful scenery, loses control and crashes into the ditch. The man comes out and finds the politicians, buries them. The next day, the police are at the farm questioning the man. “So you buried all the politicians?” asked the police officer. “Were they all dead?” To which the man replied, “Some said they weren’t, but you know politicians lie.”
…
T: Well done!
Step Ⅱ Brainstorming
Ask some students to brainstorm what makes people laugh.
T: Besides jokes and humorous stories, what else can make people laugh?
After students give their answers, Teacher will introduce the topic — stand-up.
T: Now in this class we’re going to learn something about stand-up, which is a popular form of comedy from the West. Now scan the subtitles and find out what is the article about.
Step Ⅲ Reading
Deal with the reading part. Teach students some reading skills before they read the text. Then analyze the text paragraph after paragraph according to the exercises on Pages 4-5. Ask students to read through the text and deal with the post-reading questions. Before giving students the answers, ask them to discuss first.
Scanning
Deal with A on Page 2. Read the following magazine article quickly and answer these questions.
Suggested answers:
1. It is about stand-up comedy, a famous comedian and why people love stand-up.
2. There are different styles of stand-up comedy. There are mainly four types.
3. Laughter is good for one’s health.
C2
T: Now read the second paragraph and discuss the four main types of stand-up in groups. Make sure all of you are clear about the four main types of stand-up. Five minutes later we will check the answers together. And you will be asked to perform the four main types of stand-up comedy.
Five minutes later ask some students to describe and then perform a certain type of the stand-up comedy, and the rest of the class guess which type of stand-up it is.
Careful reading
Read the text and deal with C1.
T: I will play the tape for you to listen. Then you will discuss in groups and do the exercises in C1.
After listening to the tape, students will read the text and have a discussion.
T: OK. I’m glad you have thought actively and had a heated discussion. Now let’s check the answers to the exercises in C1.
Ask some students to answer the questions. Then show students the suggested answers.
Suggested answers:
1. Stand-up comedy is special because the comedian is right there in front of the audience and may talk directly to audience members.
2. The four main types are observational, prop, physical and impressionist.
3. He started practicing stand-up as a child.
4. One reason he has become so famous is his outstanding ability to improvise.
5. He has hosted the show eight times.
6. Bob Hope and George Burns are also famous comedians, who lived to be 100 years old and kept working until the end of their lives.
7. When you laugh, your brain sends chemicals around your body that are good for you.
8. Laughter is the best medicine.
D
Ask students to deal with exercises in D on Page 4.When students do this exercise, they should refer to Reading strategy: guessing the meaning of a word from the context on Page 3. Ask students to do the exercises individually, and then discuss the answers in groups. Three minutes later check the answers with the whole class.
E
Ask students to read the second part A famous comedian carefully and then deal with E. This exercise will help students to learn more about Billy Crystal and build up the given vocabulary.
Step Ⅳ Explanation
During this procedure, play the tape for students and ask the students to underline the difficult sentences. After that, explain the text and deal with language problems.
T: We have learned something about stand-up and why people love it. This time we will deal with some difficult language focuses. Now I will play the tape for you. Please make a mark where you have difficulties.
After listening, explain the difficult sentences to students. Before explaining the difficult points, ask students to refer to the notes to the text.
T: Do you have any difficulties with the text？
S1: I find the second sentence in the first paragraph a little difficult to understand. I don’t know what “right there” means.
T: OK. In this sentence “right” is an adverbial, which means “exactly”.
E.g. He was sitting right beside you.
他就坐在你的旁边。
The wind was right in our faces.
风迎面吹来。
S2: Line 33 on Page 3 ‘One reason Crystal has become so famous is his outstanding ability to improvise.’Could you please explain what “Crystal has become so famous” is used for?
T: It is an attributive clause. That is omitted here. That can be used after an expression of reason instead of why, and after an expression of time instead of when.
E.g. The year (that) my father died was 1992.
I will never forget the day (that) my sister got married.
S3: I think the sentence “It seems appropriate that he got his start in silent films.” is very useful. Could you give us some other examples with the word appropriate?
T: Appropriate adj. suitable for a particular person, condition, occasion, or place; fitting.
E.g. A dirty face is not appropriate for the school photograph.
His casual clothes were not appropriate for such a formal occasion.
She picked up a dress appropriate for the occasion.
T: Do you have any other questions?
Ss: No.
T: OK. Let’s come to F on Page 5. Talk about comedy. You may refer to the sample of the given conversation. Discuss the three given questions with your partner. Three minutes later I will ask some of you to present your discussion.
F
Sample discussion
A: Do you enjoy watching stand-up comedy?
B: No. Sometimes I find stand-up comedy isn’t funny at all. I like to watch crosstalk very much. Do you like it?
A: Yes, I like it very much.
B: Who is your favorite comedian?
A: Mr. Bean. He rarely talks. He uses his body movements and facial expressions to make people laugh. He is popular around the world. If you don’t speak English, you can still understand the humor. Can you say something about your favorite comedian?
B: Chaplin is my favorite comedian. He looked very funny. He wore the clothes which made his fame — black hat, tight coat, baggy trousers, huge shoes, moustache and walking-stick. Even people who don’t understand English can enjoy Chaplin’s films because they are mostly silent. It isn’t what he says that makes us laugh. His comedy depends upon little actions which mean the same thing to people all over the world. His manner is terribly funny and makes one roar with laughter.
A: Thank you very much for telling me a lot. By the way, how do you make other people laugh?
B: I often imitate Chaplin. Sometimes I tell funny stories.
A: Please tell us a story. Now let’s welcome A to tell a funny story.
B: OK, let me have a try.
Unable to attend the funeral after his father died, a son who lived far away called his brother and told him, “Do something nice for Dad and send me the bill.” Later, he got a bill for $200.00, which he paid. The next month, he got another bill for $200.00, which he also paid, figuring it was some incidental expense. Bills for $200.00 kept arriving every month, and finally the man called his brother again to find out what was going on. “Well,” said the other brother, “you said to do something nice for Dad. So I rented him a tuxedo (礼服).”
…
T: Well done! Today’s homework is to go over the vocabulary and the text. Next period you will be asked to practice the four main types of stand-up comedy and Billy Crystal. That’s all for today.
Step Ⅴ Homework
Go over the four main types of stand-up comedy and say something about Billy Crystal.
Preview Word power.
The Third Period Language study
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
prop, script, stage direction, microphone, to laugh one’s head off, to smile on someone 2. Ability goals能力目标
Enable students to use words used in play scripts properly and freely.
3. Learning ability goals学能目标
Help students learn how to use words used in play scripts properly and freely.
Teaching important points教学重点
Words used in play scripts and some idioms about smiling and laughing.
Teaching difficult points 教学难点
Teach students how to use words used in play scripts properly.
Teaching methods教学方法
Explaining and practicing.
Teaching aids教具准备
The multimedia computer.
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Ask students to practice the four main types of stand-up comedy.
T: Last period you were asked to practice the four main types of stand-up comedy. Now who would like to have a try?
…
After their performance, ask a student to say something about Billy Crystal. Students may refer to the following phrases shown.
Well-known as a stand-up comedian, his outstanding ability to improvise, in the1970s, in the 1980s, Pepsi, also famous for, the Academy Awards ...
...
Step Ⅱ Words used in play scripts
Deal with A && B on Page 6. Remind students of Reading strategy: guessing the meaning of a word from the context on Page 3.
T: Good. Glad you’ve done a very good job. Now open your books to Page 6. Let’s learn words used in play scripts. First please read the passage about acting. While reading, please pay more attention to the words in blue. Try to guess the meaning from the context.
Students are given several minutes to remember the words used in play scripts. Then ask them to do Exercise C on Page 7. Five minutes later check the answers with the whole class. Then ask students to read A and C again. After reading the two passages, students will be asked to sum up what an actor is supposed to do.
Step Ⅲ Explanation of useful expressions
Explain some useful expressions. Explain in Chinese when necessary.
1. be supposed to do：be expected to do；be allowed to do 应该 / 被期望做
a. We are not supposed to play football on Sundays. (= We should not play football on Sundays.)
b. You’re not supposed to take the books out of the reading room. (= You should not take the books out of the reading room.)
c. You are not supposed to smoke in here. (= You should not smoke here.)
d. Employees are supposed to be here at eight every day. (= Employees should be here at eight every day.)
e. What are you supposed to do when you meet for the first time? (= What should you do when you meet for the first time?)
f. You’re supposed to shake hands.
g. I was supposed to arrive at 7:00, but I arrived at 8:00.
h. You should have asked what you were supposed to wear.
2. divide into分开；划分
a. The Nile divides near its mouth and forms a delta.
尼罗河在靠近河口的地方分开，形成一个三角洲。
b. Let’s divide ourselves into several groups.
我们分成几个小组吧。
c. How shall we divide up the labor in the work?
我们怎样分工?
d. This class is too large; we shall have to divide it for oral practice.
“这个班级太大,我们必须把它分成小班作口语练习。”
3. be made up of: to constitute; form 由……构成
a. That country is made up of ten states.
那个国家由十个州构成。
b. One hundred years make up a century.
一百年构成一个世纪。
Step Ⅳ Idioms about smiling and laughing
T: Now we are going to learn some idioms about smiling and laughing. First learn the two idioms in D on Page 7 and then you are supposed to consult the dictionary to find more idioms about smiling and laughing. We will have a competition to see which group learns more.
After the competition, show the following to the students.
1. a horse laugh是一种表示不信任的嘲笑
When this guy running for Congress told us how much money he’d save us taxpayers, we all gave him the horse laugh. We knew when he was in the state legislature he always voted for higher taxes.
当这个竞选国会议员席位的人对我们说，他会为我们这些缴税的人省多少钱的时候，我们大家都哄堂大笑。我们知道，在他担任州议员期间，他老是投票赞成提高税收的。
Harry thinks he’s God’s gift to women: that none of them can resist his charm. So we all gave him the horse laugh when he asked the new girl in class to go to a movie and she told him to get lost.
哈里总是以为自己具有莫大的魅力，女人们都被他倾倒，他就像上帝恩赐给女人的礼物一样。所以，当他请班里新来的那个女孩去看电影，而被那女孩毫不客气地拒绝了以后，我们都禁不住地嘲笑他。
2. the last laugh可以说是最令人满意的笑了
I used to laugh at my roommate in college — he’d stay in and study on weekends while I went out for a good time. But I guess he has the last laugh on me. He’s a famous brain surgeon and me, I’m selling used cars and barely make enough to live on.
我过去在大学的时候总是笑话我同宿舍的同学，因为他周末老是呆在学校念书，而我总是出去玩。现在，我猜想他一定很得意地在笑我。他已经成为一个脑外科专家，而我则以卖旧汽车为生，只能勉强糊口。
3. just for laughs这个俗语在不同情况下，它的意思也就不同。首先，它可以解释为：做某件事纯属为了高兴, 有时也可以指做愚蠢的事，或有害的事。Come on and get your jacket — let’s go out and have a couple of beers just for laughs.
来吧，穿上你的外套，我们到外面去喝两杯啤酒高兴高兴。
Just for laughs they tossed Mary in the swimming pool with all her clothes on. Then they found out she didn’t know how to swim.
就是为了开玩笑，他们把玛丽连衣服带鞋F 整个扔进了游泳池，结果他们发现，玛丽根本不会游泳。
I really enjoyed that movie last night. It won’t win any prizes, but it has two funny guys in it that are worth watching just for laughs.
我很喜欢昨晚看的那个电影。这个电影不见得会得什么奖，但是那两个滑稽的角色值得一看，非常好玩。
4. laugh up (one’s) sleeve或laugh in (one’s) sleeve：to rejoice or exult in secret, as at another’s error or defeat.幸灾乐祸：偷偷地欣喜或高兴，如对他人的错误或失败
We were all laughing up our sleeves at the teacher when he was up at the blackboard explaining the math problem. He had a rip in the back of his pants and didn’t know it.
当老师在黑板前讲解数学题的时候，我们都偷偷地笑，因为他裤子后面有个裂缝，他自己还不知 道。
We were all laughing up our sleeves at our brother when he sat down at the dinner table. He’d seen his girl off at the airport and had lipstick on his face and didn’t know it.
当哥哥坐下吃晚饭的时候，我们都在偷偷地笑他，因为他刚去机场送他的女朋友，脸上留下了口红，他还不知道。
5. be all smiles：looking very happy形容人非常愉快、满面春风的样子。
The student was all smiles when he got the highest score on the test.
那个学生考试得最高分，显得满面春风。
Tom was all smiles when he heard the news.
听到这消息,汤姆满面笑容。
Step Ⅴ Language practice
After the explanation of the idioms, ask students do Exercises A1, A2 on Page 100 individually. Five minutes later check the answers with the whole class. Teacher should help students to understand the purpose of each exercise. Ex. A1 helps students to gain some knowledge of word formation. Ex. A2 helps students to memorize phrases with prepositions and adverbs.
Step Ⅵ Homework
Go over words and expressions.
Prepare for Grammar and usage.
The Fourth Period Grammar
Teaching goals 教学目标
1. Target language目标语言
Learn the Grammar — Overview of tenses: present tenses
2. Ability goals能力目标
Enable students to use present tenses freely.
3. Learning ability goals学能目标
Help students to learn how to use present tenses freely.
Teaching important points教学重点
How to use present tenses correctly, especially the present perfect tense.
Teaching difficult points 教学难点
Verbs that don’t have present continuous tense.
Teaching methods教学方法
Explaining and practicing.
Teaching aids教具准备
The multimedia computer.
Teaching procedures && ways教学过程与方式
Step Ⅰ Lead-in
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms ...
T: In this class, we are going to study the Grammar in Unit 1—present tenses. Who can tell me something about it?
S: Present tenses are used to talk about the present time.
S: These tenses include simple present, present continuous, present perfect and present perfect continuous.
T: Well done! Next, please discuss with your partner the situations where different tenses are used.
Step Ⅱ Grammar and usage
A game
After students finish discussing the usage of present tenses, do a game to build up the grammar. Print the following out as handout and ask students to finish it.
A. Complete the questions based on the statements. Then move around the class, asking other students the questions. Make a small mark for each yes or no answer. After you have asked enough students, decide whether each statement is true or false.
1. Most people in the class use an alarm clock to wake up on weekdays.
Do you use an alarm clock to wake up on weekdays? Yes: ___ No: ___
2. Only two people are wearing contact lenses at the moment.
Are you_____________________________?
Yes: ___ No: ___
3. Everyone sleeps more than six hours every night.
Do you______________________________?
Yes: ___ No: ___
4. Three people are feeling sleepy now.
Are you_____________________________?
Yes: ___ No: ___
5. Most people wear a digital watch every day.
Do you______________________________?
Yes: ___ No: ___
6. Right now, fewer than half of the students are thinking of time.
Are you_____________________________?
Yes: ___ No: ___
B. As a class, compare results. Does everyone agree about which statements are true and which statements are false?
C. Work together in groups to answer these questions.
1. Habits are things that people do regularly or routinely. Which statements describe people’s habits? _________________ ________________ Are the verbs in these statements in the simple present or the present continuous? _________
2. Which statements describe things people are doing at this moment in time?
___________ ____________ _____________
Are these verbs in the simple present or the present continuous? __________
Help students to sum up the usage of the simple present tense and the present continuous tense.
After the game, show the following grammar briefing to the students.
The simple present tense is used to talk about habitual or repeated actions in the present and about things that are generally accepted as true, including scientific facts. The present continuous tense is used to talk about actions in progress at the moment of speaking or during a period of time including the present.
T: Now let’s look at the following sentences together. Why is the simple present or the present continuous used in these sentences? Please choose a reason according to the usage.
Show students the following sentences.
1. Tiny batteries provide the power for digital electronic watches.
2. Please don’t interrupt me! I’m trying to set my watch.
3. Megan never wears a watch.
S1: In the first sentence it is scientific fact or thing generally accepted as true.
S2: In the second sentence it is an action in progress at this moment.
S3: In the third sentence it is a habitual action.
Explain the usage in detail.
Simple Present
The simple present tense in English has one main meaning and three less common meanings.
1) Main meaning: The action occurs regularly in the present period of time (like a habit or a general truth).
E.g. I get up at 6:00.
Alex works out at a gymnasium.
Our class meets at 9:30 on Tuesdays.
The earth revolves around the sun.
Elephants live in Africa and Asia.
2) Meaning 2: The action is happening at the moment of speaking, but the verb is a static verb, which means we don’t use it in the present progressive even though we should.
E.g. This room is hot today.
I see some money on the floor.
We are listening, but we don’t hear anything.
3) Meaning 3: The action will happen in the future, but it is part of a schedule.
E.g. My plane leaves at 9:00 next Monday.
The movie begins at 7:00 tonight.
4) Meaning 4: The action will happen in the future, but it is in a dependent adverb clause in the sentence.
E.g. If it snows tonight, I will shovel my driveway.
After I teach my 4:00 class, I will go home.
The teacher will write comments on your paragraphs before he gives them back to you.
Present Progressive
The Present Progressive has two main meanings and two less common meanings.
1) Main Meaning 1: The subject is in the middle of the action at the moment of speaking or writing. This means the subject began the action before the moment of speaking and will finish it after the moment of speaking.
E.g. I am typing on the computer.
My husband is watching TV.
My dog is lying by the fireplace.
2) Main Meaning 2: The subject began an activity before the moment of speaking or writing and will finish it after the moment of speaking but is not involved in the activity exactly at the moment of speaking.
E.g. Alice is teaching three classes this semester.
Walter is building a bookshelf.
We are teaching our dog not to jump on people.
3) Meaning 3: The action is a future action that the subject has a plan for at the moment of speaking.
E.g. I’m planting flowers and shrubs in front of my house next summer.
Jane is teaching both summer sessions next year.
Gary is starting college next fall.
4) Meaning 4: Some static verbs can be used in the present progressive when the meaning is not a static meaning.
E.g. We are having a good time. (“have” does not mean “own”, it means “experience” or “enjoy”)
My dog is being strange. (“be” means “act” in this sentence)
John is seeing Elizabeth. (“see” means “date”)
I am seeing a doctor tomorrow. (“see” means “visit”)
After explaining simple present and present continuous,
show students the following and ask them to keep this in mind.
English Verb Tenses
Meanings of Tenses
Present
Simple
Continuous / Progressive
do/does
be doing
1. Regularly occurring actions in the present.
2. Static verbs that tell actions happening right now.
3. Future actions that are scheduled.
4. Future actions that are in a time clause.
1. Actions that are happening at the moment of speaking.
2. Subject began an activity before the moment of speaking and will finish it after the moment of speaking but is not involved in the activity exactly at the moment of speaking.
3. Future actions that are already planned.
4. Static verbs when their meaning is not static meaning.
Static (or state) verbs describe states (things that don’t change easily or quickly, for example, what you believe, think or own) rather than actions (jump, talk or buy). These verbs are not normally used in the continuous form (-ing). It can be grouped into the following categories:
Verbs of emotion: fear, (dis)like, hate, love
Verbs of ownership (possession): belong to, have, owe, own, possess
Verbs of thought: believe, feel (= think), forget, know, mean, realize, remember, suppose, think, understand
Verbs of Attitudes: (dis)agree, doubt, hope, mind, need, prefer, want, wish
Verbs of Senses: feel, hear, see, smell, taste
Verbs of Description: appear, be, cost, look (like), seem, sound (like), tend, weigh
Other Verbs: contain, depend, matter
Some of these static verbs can be used in the continuous form but their meaning will change.
For example:
To think:
Do you think so? (Static — Is that your opinion? Is that the state of your belief?)
He’s thinking about his friends in Poland (Dynamic — The action of thinking. His friends are in his thoughts, in his mind right now but he might be thinking of something else soon).
To have:
He has got brown eyes (Static — He possesses brown eyes. The color is unlikely to change).
He’s having a pint of beer (Dynamic — The action of drinking. He might be drinking something else soon).
To see:
I don’t see what you mean. (Static — I don’t understand what you mean.)
She is seeing him next week. (Dynamic — She is meeting him.)
T: Have you got these above so far?
S: Yes!
T: Great! Next let’s do some practice.
Practice
Show students the following exercises.
Check Your Understanding
1. Which answer is the best?
Can you go downtown with me right now?
A． No, I’m waiting for a phone call.
B． No, I eat lunch.
C． No, I take care of my son.
2. Which answer is the best?
How often do you drive to school?
A． I’m often driving to school every morning.
B． I’m never driving to school.
C. I drive to school every morning.
3. Which question is the best?
A． Is he waiting for the bus on the corner every day?
B． Does he usually brush his teeth after breakfast?
C． Is he often going to the park on Sunday?
4. Which sentence is the best?
A． I’m usually brushing my teeth every morning.
B． He’s learning how to drive this month.
C． I don’t eat breakfast this morning.
5. Which sentence is the best?
A． Is she liking to go shopping?
B． I’m hating to drink coffee.
C． They hate to get to school late.
6. Which sentence is the best?
A. I’m smelling the milk now, and it doesn’t smell bad.
B. The soup is tasting good.
C. The house is smelling very good when the cake is baking.
7. Which answer is the best?
What are you doing now?
A.I’m tasting the soup to see if it needs more salt.
B. I taste the spaghetti to see if it needs more salt.
C. The spaghetti is tasting good.
8. Which sentence is the best?
A I’m knowing that he came yesterday.
B. I’m thinking of taking a vacation.
C． “Enormous” is meaning “big.”
9. Which sentence is the best?
A. They are having a nice house.
B. She usually isn’t having a good time shopping.
C. We don’t have a lot of fun going to the dentist.
10. Which sentence is the best?
A. This coat is seeming really expensive.
B. I don’t think it’s very expensive. It is only costing twenty dollars.
C. I think it costs two hundred dollars.
Key: 1-5 ADBBC 6-10 AABCC
T: So far, we have learned the simple present tense and the present continuous tense, next, let’s learn something about the present perfect and the present perfect continuous tenses.
Show students the following.
Explanation of the present perfect and the present perfect continuous tenses.
Perfect
Perfect Progressive
have / has + past participle
have / has + been + v-ing
1. The action happened sometime before the moment of speaking.
2. The action happened multiple times before the moment of speaking, and all of those actions are finished.
3. The action began in the past and has continued until the moment of speaking. The amount of time is usually included with for or since.
1. The action began in the past and will likely continue into the future. The speaker might not be involved in the activity exactly at the moment of speaking. The amount of time is usually included with for or since.
2. The subject was recently involved in an activity that still affects them at the moment of speaking.
T: Present Perfect emphasizes on a permanent event.
E.g. They have read a book about philosophy.(They finished reading the book.)
Present Perfect Continuous / Progressive emphasizes on a temporary event.
E.g. They have been reading a book about philosophy. (They are still reading the book.)
Practice
Check Your Understanding
Sam has played tennis with two different teams.
Is Sam playing tennis right now?
1. Yes, he’s playing now.
2. No, he’s not playing now.
Jeff has already finished his homework.
Is Jeff doing his homework right now?
1. Yes, he is. (The action is continuing.)
2. No, he isn’t. (The action is finished.)
Peter and Paul have already cleaned their room.
Are they cleaning right now?
1.Yes. (The action is continuing.)
2. No. (The action is finished.)
Shaq has been playing for The Lakers since 1996.
Does Shaq still play for the Lakers?
1.Yes, he does. (The action is continuing.)
2. No, he doesn’t. (The action is finished.)
Jeff has been thinking about changing his field of study.
Is he still considering changing it?
1. Yes, he is. (The action is continuing.)
2. No, he isn’t. (The action is finished.)
They have been practicing English for many years.
Do they still practice English?
1.Yes, they do.
2. No, they don’t.
Key: 2 2 2 1 1 1
PLEASE NOTE:
Sometimes it’s possible to use words like WORK, PLAY, STUDY, LIVE, in either tense with no change in meaning.
Compare:
Mr. Sanchez has taught English for 6 years. / Mr. Sanchez has been teaching English for 6 years.
We have lived in CT for 3 years. / We have been living in CT since 1997.
Present Perfect
We want to know:
How much someone has done something
How many times someone has done something
How many things someone has done
…
E.g. She has cooked and cleaned all day.
We have met twice a week for two months.
Present Perfect Continuous / Progressive
We want to know or talk about:
How long something has been happening.
E.g. I have been reading the New York Magazine for two months.
Use the present perfect, not the present perfect progressive, when stating the number of times an action is repeated (once, twice, five time, etc.)
E.g. I have written that paper many times. √
I have been writing that paper many times. ×
Like other progressives, the present perfect continuous is not usually used with verbs with static meaning. Use the present perfect instead.
Eg. I have known him for many years. √
I have been knowing him for many years. ×
Step Ⅲ Practice
Ask students to do Exercise A on Page 9 individually first. Then check the answers with the whole class. After finishing Exercise A, do Exercise B together with the whole class.
Step Ⅳ Homework
Finish Exercises C1, C2 and D1.
The Fifth Period Integrating skills(Ⅰ)
Teaching goals 教学目标
1. Ability goals 能力目标
Enable students to write an e-mail.
2. Learning ability goals学能目标
Help students learn how to write an e-mail to a foreign friend.
Teaching important and difficult points教学重难点
How to organize and write an e-mail.
Teaching methods教学方法
Reading and writing.
Teaching aids 教具准备
The multimedia computer.
Teaching procedures && ways 过程与方式
Step Ⅰ Homework checking
Check the answers to Exercise C1, C2 and D1, on Pages 102 and 103.
Step Ⅱ Skills building 1: identifying priorities
Explain the following patterns which identify priorities so that students can label each of Bill’s requests with ‘most important’, ‘somewhat important’ or ‘least important’. Then deal with the exercises in Step 1: answering questions. These exercises will help students to get prepared to answer Bill’s questions in an email.
1. ‘I need ...’ (most important)
2. ‘I want ...’ （somewhat important）
3. ‘I would like ...’ ( least important)
T: Today we are going to learn to write an e-mail. Before you write the e-mail, what should you do?
Ss: To learn whom the e-mail will be written to and what is the e-mail about.
T: Quite right. You will write an e-mail to your foreign friend Bill. He wants to know what Chinese crosstalk is.
Ss: Then he may ask many questions.
T: Yes. So it is important for us to identify which are the most important ones. Now please remember the language ‘I need ...’, ‘I want ...’and ‘I would like...’ used in requests helping you identify what is most important, what is somewhat important and what is least important. Exercise A requests you to identify priorities of Bill’s message on your answering machine. Bill is so interested in Chinese crosstalk that he asks many questions on that. Now listen to his questions and label each of his requests with ‘most important’, ‘somewhat important’ or ‘least important’.
Ask students to label each sentence when listening to the tape. Then check the answers with the whole class. Ask the students to explain why they think the question is labeled so. Then continue with Exercise B. Exercise B is a radio talk show about crosstalk, which provides students with the information they need to answer Bill’s questions.
T: In order to answer Bill’s questions, you are listening to a radio talk show about crosstalk. Use the information you hear to correct your notes. The correct information will help you to answer Bill’s questions in an e-mail.
After dealing with Exercise B, go on with Exercise C. Ask students to read a magazine article and underline the information that will help them answer Bill’s questions.
T: In Exercise B, from the radio talk show, you’ve got some information on Chinese crosstalk. Is that enough for you to answer Bill’s questions?
Ss: No.
T: Don’t worry. The magazine article in Exercise C will provide you with more information. Now read it quickly and underline any information that will help you answer your friend’s questions.
Three minutes later, ask the students to exchange their information with others in a group.
Step Ⅲ Skills building 2: asking questions orally
Ask students to practice asking questions orally. They will learn to use the following common ways to phrase questions and the correct situations.
Do you know ...? (used for general questions)
Can you name ...? (used when the answer is a proper noun)
Who is/are ...? (used when the answer is a person or people’s names)
Please tell me ... (used for general questions)
When did ...? (used when the answer is a date or a period of time)
Please list ... (used when there are several parts to the answer)
Deal with Step 2: taking part in a radio talk show.
T: Suppose you are on the radio talk show. You will talk about Chinese crosstalk. Please work in pairs to talk about Chinese crosstalk. One asks the questions about the topics in column A and the other uses the information in column B to answer them. Then switch roles. Six minutes later I will ask some of you to act it out.
Sample dialogue:
A: Welcome to the talk show.
B: Thank you. It is an honor to be invited to the talk show.
A: Today we’re going to talk about Chinese crosstalk. First can you name one of the first crosstalk performers?
B: Zhu Shaowen.
A: Do you know Zhu Shaowen’s stage name?
B: Qiongbupa, or ‘Poor-but-proud’.
A: Do you know where Qiongbupa performed?
B: At Tianqiao, Bejing.
A: OK. Thanks. Who is the most important master of crosstalk?
B: Hou Baolin.
A: Can you name one of Hou Baolin’s famous students?
B: Ding Guangquan.
A: I see. Please tell me a famous crosstalk family.
B: Ma Sanli’s family. Ma Sanli was a well-known master of crosstalk. His grandfather, father and brother also performed.
A: When did Ma Sanli die?
B: In 2003.
A: Please list some famous modern crosstalkers.
B: Feng Gong, Jiang Kun, and Niuqun.
A: Can you name a famous foreign crosstalk performer?
B: Da Shan from Canada, whose English name is Mar Roswell.
A: Thank you for so much information about the Chinese crosstalk. Hope you will come to the talk show again.
B: Thank you. It’s my pleasure. See you!
A: See you!
Step Ⅳ Skills building 3: answering questions in an e-mail
First explain the basic rules to answer questions in an e-mail. Ask students to discuss the basic rules and the information they need to answer Bill’s questions. Then ask students to write an e-mail. In the e-mail students will answer Bill’s questions with the information they gathered in Steps 1 and 2 in order of importance.
T: Now we’ve learned a lot about Chinese crosstalk. I’m sure you have enough information to answer Bill’s questions. It is time to write him an e-mail to answer his questions. Before you write the e-mail, please turn your books to Page 13 and discuss the instructions on how to answer questions in an e-mail. I think this will help you to answer Bill’s questions. Remember to answer all of his questions in order of importance.
Give students several minutes to finish the e-mail. If there is enough time, check one or two e-mails with the whole class, using the projector. Correct the mistakes if there are any.
Step Ⅴ Homework
Do Exercise D2 on Page 103.
Find some information about Charlie Chaplin.
The Sixth Period Integrating skills (Ⅱ)
Teaching goals 教学目标
1. Ability goals能力目标
Help students learn and talk about Charlie Chaplin.
Enable students to write a summary.
2. Learning ability goals学能目标
By listening to a conversation and a radio program students will learn and talk about Charlie Chaplin. By practicing, students will learn how to write a summary.
Teaching important points教学重点
Listening and writing.
Teaching difficult points 教学难点
Teach the students how to write a summary.
Teaching methods教学方法
Listening, explaining and writing.
Teaching aids教具准备
The multimedia computer, tape recorder.
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Point out the mistakes students have made in Ex. D2. Give students a few minutes to correct their mistakes.
Step Ⅱ Lead-in
Get the students to talk about Charlie Chaplin. Show the students the following picture.
T: Please look at the picture, who is it?
Ss: Charlie Chaplin.
T: Who would like to say something about Charlie Chaplin?
S1: Charlie Chaplin, the greatest comedy artist, was born on April 16, 1889 in London.
S2: He learned to act when he was a small boy.
S3: British-born actor, director, and producer who gained fame for his role as a tramp in baggy trousers and a bowler hat. His productions include The Kid (1921), The Gold Rush (1925), and City Lights (1931). His appearance makes people laugh a lot. He looks very funny.
Teacher may ask a student to imitate Charlie Chaplin.
…
T: Quite good! Look at the picture. This is the typical character — the Little Tramp who wears a bowler hat, slightly too small for him, a tight jacket, outsize pants, enormous boots and a jaunty little swagger cane swinging in the air. In this class we are going to listen for some information about Charlie Chaplin and finish the exercises.
Step Ⅲ Listening
Play the tape for students to do Exercises A and B. Play the tape again if necessary. After doing the listening comprehension exercises, go on with Exercise C. Students may discuss the information they’ve got for a few minutes to make sure everyone has got enough information for Exercise C.
Step Ⅳ Writing
Part A helps students to learn what a summary is and how to write a summary. First ask students to read the rules for writing a summary. Then explain the rules to the students. When students are clear about the rules, ask them to read the summary of The Merchant of Venice and see how it is written. They may discuss in groups and several minutes later, analyze the summary with the whole class.
T: Now let’s see how the author writes the summary. S1: The first sentence: The Merchant of Venice is one of Shakespeare’s most famous plays.
S2: The second sentence tells when.
S3: The third sentence tells where.
S4: Then the author tells how the story develops.
T: Well done!
Part B
Ask students to watch The Tramp. Then students will have a discussion about it. After the discussion, students will be asked to write a summary.
T: Now please discuss The Tramp in groups. After the discussion, you will write a summary for it. Please don’t forget to refer to the rules in Part A.
Sample summary
The Tramp (1915)
Chaplin’s favorite character and one of the world’s most indelible images is introduced in this movie, the Tramp. Chaplin also sets up the theme that recurs in all of his best movies, the thing that man will do for love, whether real or imagined. In this movie Charlie is a tramp on the road. A hobo manages to exchange Charlie’s sandwich for a brick so Charlie must eat grass. The same hobo molests a farmer’s daughter; Charlie comes to aid with the help of the brick. When two more hobos show up Charlie throws all three into a lake. The grateful girl takes Charlie home where he fails as a farmhand. He again helps drive off the hobos (who are now trying to break into the house). The girl’s fiancé arrives. Though a hero, Charlie, knowing he must go, writes a farewell note and leaves for the open road. It is a funny and touching movie.
Step Ⅴ Homework
Go over this unit and get ready for putting on a play.
The Seventh Period Project
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
cozy, annoyed, wander, crowded, entire, raise, meaningfully, official-looking, paper, bow, dash, re-enter, fool, tear, exit, emergency, burst, empty-handed, poster, glare, roll, for a while, go on, burst in, glare at, hold out, a roll of, toilet paper
b. 重点句型
I must have forgotten to tell you.
2. Ability goals能力目标
Enable students to perform a short play.
3. Learning ability goals学能目标
Help students to learn how to prepare a play, and also some acting skills.
Teaching important points教学重点
Teach the students how to perform a play.
Teaching difficult points 教学难点
How to get everyone involved in performing the play.
Teaching methods教学方法
Reading, explaining, discussing and acting out.
Teaching aids教具准备
The multimedia computer.
Teaching procedures && ways教学过程与方式
Step Ⅰ Lead-in
Ask students to read the two comic plays on Pages 14-15.
T: Yesterday we read the summary of The Merchant of Venice by Shakespeare. Have you ever seen the play?
Ss: Yes.
T: Have you ever acted in a play?
Ss: Yes. / No.
T: Would you like to act in a play?
Ss: Yes.
T: Today we are going to put on a play. First let’s read the two comic plays on Pages 14-15. Then you will discuss which play to act out.
Step Ⅱ Reading
For the first time, Teacher will play the tape for students to imitate the pronunciation and intonation. Then ask students to read the two comic plays on Pages 14-15. While reading, students should pay attention to the stage directions.
T: Now I will play the tape for you to listen. Please pay attention to the pronunciation and the changes of intonation as well as the stage directions. After listening, you will be given several minutes to read the two plays.
Step Ⅲ Explanation
After students finish reading the two plays, explain the difficult sentences to students. Before explaining the difficult sentences, students are asked to refer to Notes 18-22 on P67-68.
Step Ⅳ Discussion
Ask the students to work in groups, discuss which play to choose. After the discussion, they will decide which play to act out. Then they will discuss who will play which each character and who will be the director.
Preparing
The group members will discuss what kind of scenery they will need and who will make it. They will also discuss if they need props and who will find them. They will decide if they need costumes and who will make them or find them. When the final decision is made, they should find a good place and proper time to practise it.
Producing
When everything is settled, students will practice the play. When they practise the play, make sure everyone should listen to the director. The director will help them learn their lines in the most believable way possible. Every member should learn his lines by heart. He or she also needs to know where the character is supposed to stand on the stage. They are expected to be dressed in costumes.
Presenting
After some practice outside of class, students will present their performance to the whole class.
Step Ⅴ Homework
Practice the play they choose and get prepared to act out the play in the class.
Finish Exercises B1, B2 on Page 101.
附 件
Ⅰ. 本单元课文注释与疑难解析
1. One reason Crystal has become so famous is his outstanding ability to improvise.
克里斯托这么出名的一个原因就是因为他出色的即兴发挥能力。
Crystal has become so famous 是定语从句，修饰one reason. 省略了关系副词that。that 有时可以代替关系副词when, where或why引导定语从句，表示时间、地点或原因，that 也可以省去。
We moved here the year (that) my mother died. 我们是我母亲去世的那年搬来的。
The reason (that) he missed the train is that he got up late. 他没赶上火车的原因是他起晚了。
This is the university that he studied at 20 years ago. (This is the university where he studied 20 years ago.) 这就是他20年前求学的那所大学。 （注意： 这句用where时，后不能用at。）
2． It seems appropriate that he got his start in silent films!
看来，他不愧是从无声电影起步的啊！
be appropriate for / to sth. 合适的， 恰当的
She picked up a dress appropriate for the occasion.
她挑了一件适合该场合穿的衣服。
Is this film appropriate for small children?
这部电影适合孩子们看吗？
I didn’t think his comments were very appropriate at that time.
我认为他说的话在那时并不是很合适。
Is this an appropriate occasion to discuss finance? 这时候讨论财政问题合适吗？
Jeans are not appropriate for a formal party.
正式聚会上穿牛仔裤不合适。
The book was written in a style appropriate to the age of children. 这本书的文体适合儿童阅读。
Is now an appropriate time to make a speech?
现在发表演讲是不是时候？
3. Somehow, the new things he thinks of are always funnier than what he was supposed to say.
不知怎么地，他临场发挥的总是比他本应该说的话更好笑。
somehow adv. for some reason
由于某种未知的原因;不知怎么地
Somehow he was afraid of her.
不知怎的,他怕她。
Somehow，I don’t feel I can trust him.
不知什么缘故，我觉得不能信任他。
I always knew I’d get the job somehow.
也不知为什么，我总是觉得我能得到那份工作。
be supposed to do 应该，期望
You are not supposed to smoke in here.
你不该在这儿吸烟。
Employees are supposed to be here at eight every day. 店员应该每天八点到这儿。
You’re not supposed to take the books out of the room. 这些书不能拿出屋去。
4. I must have forgotten to tell you.
我一定是忘记告诉你了。
Someone must be able to bring my important papers.
一定得有人把我的重要文件拿来。
must 表示肯定的推测, 意思是“一定, 谅必”。
must +do / be doing 表示对现在或将来正在进行的情况进行推测
This must be your room. 这一定是你的房间了。
He must be eighty now. 他现在八成有八十岁了。
At this moment, our teacher must be correcting our exam papers.
这时，我们老师想必在批改试卷。
must + have done 表示对过去情况的推测
The road is wet. It must have rained last night.
地是湿的，昨天晚上一定下雨了。
推测的否定形式，疑问形式用can’t, couldn’t表示。
Mike can’t have found his car, for he came to work by bus this morning.
迈克一定还没有找回他的车，因为早上他是坐公车来上班的。
Ⅱ. 文化背景知识
“The art of medicine consists of keeping the patient amused while nature heals the disease.”
— Voltaire
What are the health benefits of humor and laughter?
The sound of roaring laughter is far more contagious than any cough, sniffle, or sneeze. Humor and laughter can cause a domino effect(多米诺效应) of joy and amusement, as well as set off a number of positive physical effects. A good hearty laugh can help:
· reduce stress
· lower blood pressure
· elevate mood
· boost immune system
· improve brain functioning
· protect the heart
· connect you to others
· foster instant relaxation, and
· make you feel good
Laughter activates the chemistry of the will to live and increases our capacity to fight disease. Laughing relaxes the body and reduces problems associated with high blood pressure, strokes, arthritis (关节炎), and ulcers（溃疡）. Some research suggests that laughter may also reduce the risk of heart disease.
Laughter lowers blood pressure. People who laugh heartily on a regular basis have lower standing blood pressure than the average person. When people have a good laugh, initially the blood pressure increases, but then it decreases to levels below normal. Breathing then becomes deeper which sends oxygen enriched blood and nutrients throughout the body.
Humor changes our biochemical state. Laughter decreases stress hormones and increases infection fighting antibodies. It increases our attentiveness, heart rate, and pulse.
Laughter protects the heart. Laughter, along with an active sense of humor, may help protect you against a heart attack, according to the study at the University of Maryland Medical Center (cited above). The study, which is the first to indicate that laughter may help prevent heart disease, found that people with heart disease were 40 percent less likely to laugh in a variety of situations compared to people of the same age without heart disease.
Laughter gives our bodies a good workout. Not only does laughter give your midsection a workout, it can benefit digestion and absorption（吸收） functioning as well. It is estimated that hearty laughter can burn calories equivalent to several minutes on the rowing machine or the exercise bike.
Humor improves brain function and relieves stress. Laughter stimulates both sides of the brain to enhance learning. It eases muscle tension and psychological stress, which keeps the brain alert and allows people to retain more information.
How does humor improve mental and emotional health?
Humor is a powerful emotional medicine that can lower stress, dissolve anger and unite families in troubled times. Mood is elevated by striving to find humor in difficult and frustrating situations. Laughing at ourselves and the situation helps reveal that small things are not the earth-shaking events they sometimes seem to be. Looking at a problem from a different perspective can make it seem less formidable（难以应付的） and provide opportunities for greater objectivity and insight. Humor also helps us avoid loneliness by connecting with others who are attracted to genuine cheerfulness. And the good feeling that we get when we laugh can remain with us as an internal experience even after the laughter subsides.
The Doctor says “You’ll live to be 60!”“I AM 60!”“See, what did I tell you?” — Henny Youngman
Mental health professionals point out that humor can also teach perspective by helping patients to see reality rather than the distortion that supports their distress. Humor shifts the ways in which we think, and distress is greatly associated with the way we think. It is not situations that generate our stress, it is the meaning we place on the situations. Humor adjusts the meaning of an event so that it is not so overwhelming.
Here are some additional things we can do to improve our mood, enjoyment of life and mental health.
· Attempt to laugh at situations rather than bemoan(哀叹)them — this helps improve our disposition and the disposition of those around us.
· Use cathartic laughter to release pent-up(被压抑的)feelings of anger and frustration in socially acceptable ways.
· Laugh as a means of reducing tension because laughter is often followed by a state of relaxation.
· Lower anxiety by visualizing a humorous situation to replace the view of an anxiety-producing situation.
Why do we need humor to stay healthy emotionally?
A healthy sense of humor is related to being able to laugh at oneself and one’s life. Laughing at oneself can be a way of accepting and respecting oneself. Lack of a sense of humor is directly related to lower self-esteem. (Note that laughing at oneself can also be unhealthy if one laughs as a way of self degradation.)
Humor is essential to mental health for a variety of reasons:
· Humor enhances our ability to affiliate or connect with others.
· Humor helps us replace distressing emotions with pleasurable feelings. You cannot feel angry, depressed, anxious, guilty, or resentful and experience humor at the same time.
· Lacking humor will cause one’s thought processes to stagnate leading to increased distress.
· Humor changes behavior — when we experience humor we talk more, make more eye contact with others, touch others, etc.
· Humor increases energy, and with increased energy we may perform activities that we might otherwise avoid.
· Finally, humor is good for mental health because it makes us feel good!
What are the social benefits of humor and laughter?
Our work, marriage and family all need humor, celebrations, play and ritual (例行仪式；例行习惯) as much as record-keeping and problem-solving. We should ask the questions “Do we laugh together?” as well as “Can we get through this hardship together?” Humor binds us together, lightens our burdens and helps us keep things in perspective. One of the things that saps our energy is the time, focus and effort we put into coping with life’s problems including each other’s limitations. Our families, our friends and our neighbors are not perfect and neither are our marriages, our kids or our in-laws. When we laugh together, it can bind us closer together instead of pulling us apart.
Remember that even in the most difficult of times, a laugh, or even simply a smile, can go a long way in helping us feel better
· Laughter is the shortest distance between two people.
· Humor unites us, especially when we laugh together.
· Laughter heals.
· Laughs and smiles are enjoyed best when shared with others.
· To laugh or not to laugh is your choice.
How do we bring more humor and laughter into our lives?
When we consider the inestimable benefits of humor, we want to bring as much laughter into our lives as possible. But for those who grew up in humor-deprived environments, where fun was discouraged or thought of as frivolous, finding opportunities to belly laugh at ourselves and with (not at) others may be rare and experienced as awkward.
Fortunately, as individuals we are programmed to laugh. Think of times when others were laughing around you — and maybe you didn’t even know why — but you found yourself laughing uncontrollably with them. There are many kinds of humor and many opportunities for developing humor. We can learn to laugh more frequently by expanding our sense of humor and using it with others. Learning about the nature and variety of humorous experience helps us see that our lives abound with opportunities for finding humor and exercising laughter.
“The older you get, the tougher it is to lose weight, because by then your body and your fat are really good friends.” — Bob Hope
How can you make sure that your humor won’t offend?
Because we want others to feel that we are laughing with and not at them, here are some suggestions for using humor safely with people. Use humor:
· After another person uses humor with you.
· When the situation is socially “appropriate” — humor at a party will be experienced differently than humor at a funeral.
· Aimed at yourself (as opposed to humor aimed at another person).
· To poke fun at a situation rather at another person or group of persons.
How can you expand your sense of humor?
A sense of humor is developed by putting time, focus and energy into experiences that make us laugh and feel good. The tips below can help you add to your capacity for laughter.
· Look for the everyday humor. Start looking for the absurd, silly, incongruous activities that go on around you each day.
· Observe infants and young children to learn how to find delight and amusement in the most ordinary things.
· Increase you exposure to comedies, comic sitcoms, joke books, comedy clubs, etc.
· Hang around funny friends, or better yet, marry a funny partner.
· Take a 5-10 minute humor break each day. Read jokes, add to a humor notebook, listen to a funny tape.
· If you hear a joke you really like, write it down, or tell it to someone else to help you remember it.
· Remind yourself to have fun.
· Spend time with those who help you see the bright side, and, whenever possible, avoid people who are negative and dour.
· Avoid conversation, news, entertainment, etc., that frightens, upsets and distresses you or makes you feel sad and unhappy.
Writing a Summary
（http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx）
A summary is condensed version of a larger reading. A summary is not a rewrite of the original piece and does not have to be long nor should it be long. To write a summary, use your own words to express briefly the main idea and relevant details of the piece you have read. Your purpose in writing the summary is to give the basic ideas of the original reading. What was it about and what did the author want to communicate?
While reading the original work, take note of what or who is the focus and ask the usual questions that reporters use: Who? What? When? Where? Why? How? Using these questions to examine what you are reading can help you to write the summary.
Sometimes, the central idea of the piece is stated in the introduction or first paragraph, and the supporting ideas of this central idea are presented one by one in the following paragraphs. Always read the introductory paragraph thoughtfully and look for a thesis
statement. Finding the thesis statement is like finding a key to a locked door. Frequently, however, the thesis, or central idea, is implied or suggested. Thus, you will have to work harder to figure out what the author wants readers to understand. Use any hints that may shed light on the meaning of the piece: pay attention to the title and any headings and to the opening and closing lines of paragraphs.
In writing the summary, let your reader know the piece that you are summarizing. Identify the title, author and source of the piece. You may want to use this formula:
In “Title of the Piece” (source and date of piece), author shows that: central idea of the piece. The author supports the main idea by using __________ and showing that ___________________________.
Here is a sample summary:
In the short story “The Secret Life of Walter Mitty,” author James Thurber humorously presents a character who fantasizes about himself as a hero enduring incredibly challenging circumstances. In his real life, Walter Mitty lives an ordinary, plain life; he is a husband under the control of an overbearing, critical wife. Thurber uses lively dialogue to give readers an understanding of Mitty’s character. The story takes place over a period of about twenty minutes; during this brief time, Mitty drives his wife to the hairdresser and runs errands that his wife has given him while he waits for her. In between his worrying that he is not doing what she wants him to do, he daydreams about himself as a great surgeon, brilliant repair technician, expert marksman, and brave military captain. This story shows that fantasy is often a good alternative to reality
Remember:
· Do not rewrite the original piece.
· Keep your summary short.
· Use your own wording.
· Refer to the central and main ideas of the original piece.
· Read with who, what, when, where, why and how questions in mind.
· Do not put in your opinion of the issue or topic discussed in the original piece. Often, instructors ask students to put their opinions in a paragraph separate from the summary.
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