新牛津译林版高中英语选修六unit 1《laughter is good for you》优秀教案(重点资料).doc

BOOK 6 Unit 1
Laughter is good for you Ⅰ.单元教学目标
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[:学_科_网]
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 ⅠLead-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 ⅡWelcome 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 sen se 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 ⅢReading (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.[:学&科&网Z&X&X&K]
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 ⅣExplanation
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 ⅤSummary
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 ⅥHomework
Find two humorous stories or jokes.
Preview Reading.
The Second Period Intensive reading[:Z+xx+k]
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 ⅠHomework 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 ⅡBrainstorming
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 ⅢReading
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 ⅣExplanation
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).”
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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 ⅤHomework
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 ⅠRevision
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?
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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 ⅡWords 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 ⅢExplanation 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.。