Laughter is good for you 教案汇总

Unit 1 Laughter is good for you1st period Welcome to the UnitTeaching aims:(1). Students are expected to fully participate in a discussion about which event they think is the funniest and most enjoyable.(2) Encourage students to talk about their favourite comedians and the reasons why people like funny things.(3).By talking about the posters and discussing, students’ spoken English can be practised.Important points & difficult points:(1).Students are expected to express their own opinions by talking about the posters and discussing with their partners.(2). Students are encouraged to speak freely.Teaching Procedures:Step 1: Lead-in(1)Show students some pictures of Mickey mouse，Donald duck，Tomand Jerry，Mr Bean，and some comedians.(2). Ask them: (a). Seeing these pictures, you can’t help laughing. Why?(Possible answers: silly, stupid, strange, funny…)(b). What can make people laugh? (Possible answers: jokes, comedians, funny movies, humorous stories, …)(3) What are the health benefits of humor and laughter?(possible answers: reduce stress, lower blood pressure, protect the heart, improve brain functioning, make you feel good ……)Step 2: Picture talkingDescribe each poster in your own words; you can say more with the help of the words in each one.Step 3: Discussion:(1) What kind of comedy do you enjoy the most?2. Laughter is good for everyone. How do you make people laugh?Step 4 Reading(1)scanning and skimming(2)Questions:What are the keys to understanding British humour?What does understatement mean?What kind of people do the British like to make fun of?What jokes do they make about these people?What does Rowan Atkinson use to make people laugh?Why do people find Mr. Bean funnyWhy is Mr. Bean popular in many countries round the world?Step 7 Homework1. Read the article in Part B at page 105.2. Prepare a funny story for us.3. Preview Reading.2nd period ReadingTeaching aims:(1) Encourage the Ss to grasp the main topics of the three sections---types of stand-up, a famous comedian and the fact that laughter is good for your health.(2) Stimulate the Ss’ interest in learning English by talking about theirown opinions when it comes to the topic “Laughter is the best medicine”.(3) Students are expected to gain some knowledge about stand-upcomedy and reinforce their reading comprehension.(4) Develop the students’ reading ability---how to guess the meanings ofnew words.Important points & difficult points:(1)Find the main points in the three sections and express them.(2)Understanding the text.Teaching Procedures:Step 1 Revision1. Get some students to tell their funny stories.Step 2 Lead-in(1) Warming up:Learn about famous comedians and well-known forms of comedy.(2) General questions:1. What is the article about? Stand-up comedy.2. How many types of stand-up are there? There are four main types.3. What is laughter good for? Our health.Step 3 Reading comprehension1. Get the students to give the structure of the passage.2. Get the students to read Types of stand-up, and try to judge what types of stand-up it is.2. Will you create similar situations to perform the four types of stand-up comedy?3. Allow students several minutes to read and try to answer the following questions:(1). What does Billy Crystal always keep when he hosts the Academy Awards? Why?(2). Who were Bob Hope and George Burns?(3). What types of stand-up is it when Crystal told a joke about the very old actor who forgot to turn on the microphone?4. Get the students to read laughter is good for your health and finish the following.Fill in the blanks with proper words:Doctors are _______ to find that people who laugh a lot live _____ after researching what _______ stand-up and other forms of comedy have on us. When we laugh, our ______ sends chemicals around the body which are good for us. _______ keeps the body healthy, as the saying goes, ‘Laughter is the best ________’.(Keys:surprised ;longer; effect; brain; Laughing; medicine )Step 4 Further readingChoose the correct answer:1. A stand-up comedian _____ while performing.A. enjoys laughingB. enjoys making fun of himselfC. usually takes advantage of the audienceD. has prepared a lot of jokes in advance2. Which of the following is the style of prop?A. jokes in everyday lifeB. visual humourC. body actionD. imitation of a well-known person3. Billy Crystal started his career ____.A. as a television actorB. as a film actorC. as a stand-up comedianD. as a host4. What does the word ‘routine’ in Para 3 probably mean?A. roadB. performanceC. linesD. style5. What does the word ‘improvise’ in Para 4 probably mean?A. perform with permissionB. perform without preparationC. act wellD. act fast6. At the 2004 Academy Awards, a very old actor ______ at first.A. was asked to make a silent speechB. didn’t turn on the microphone on purposeC. made the audience laughD. couldn’t make himself heard7. What does the word ‘appropriate’ in Para 4 probably mean?A. properB. clearC. sillyD. enjoyable8. We can infer from the 5th paragraph comedians are expected to ______.A. enjoy a very long lifeB. work till the end of lifeC. have no plans to stop workD. perform stand-upStep 5 Developing reading ability through usage1. E(p5) Complete the passage.1. comedians2. got his start3. variety4. stage5. performance6. previous7.affetion 8. performStep 6 Consolidations and ExpansionF(p5) Discuss the questions:1. What kind of comedy do you enjoy the most? Why?2. Laughter is good for you and for everyone else. How do you make other people laugh?3. Tell a funny story to your classmates.Step 7 Homework1.Write a funny story.3rd period ReadingTeaching aims:(1)Encourage the Ss to raise reading ability by focusing on languagepoints.(2)Get the Ss to grasp the new language usage in the text by learningthem.Important points & difficult points:Language usage: make fun of; in response to; make up; the way; it; Teaching Procedures:Step 1 RevisionRetell the article:1.Tell the differences among observational, prop, impressionist, andphysical.2.Say something about Billy Crystal.3. Why is laughter good for health?Step 2 Language points (Learn and use)1. .…, he told himself jokes while standing in front of the mirror, brushing his teeth!(2006湖北) Don’t sit there _c__ nothing. Come and help me with this table.A. doB. to doC. doingD. and doing2. …, Crystal made up a new one.make up 编造;化妆;准备;构成;补齐;make up for 补偿;弥补I think they’re making the whole thing up.They made him up as an old man in the play.We can make up a bed for the boy on the sofa.The research group is made up of 5 scientists and 19 workers.I saved as much as I could, and my mum made up the rest of the money for the bike.I’m t rying to make up the time I lost while I was playing games.The dinner made up for all the disappointments I’d had.其它短语1. make it2. make a difference3. make the most of4. make good/ full use of5. make out6. make for7. make a contribution to 8. make sense of 9. make sth out of ……In Britain today women ____44% of the work force, and nearly half the mothers with children are in paid work.A. build upB. stand forC. make upD. conform to When he realized the police had spotted him, the man ____ the exit as quickly as possible.A. made offB. made forC. made outD. made up3. (P5) I like it when the …某些及物动词,如:like, love, enjoy, prefer, hate, appreciate, etc.之后若没有出现宾语, 而直接跟if/ whether引导的状语从句, 要在从句前使用代词it.She doesn’t like it when her children tell lies to her.I hate it if you use my bike without my permission.We should much appreciate it if you would arrange this trip for us.(98)I hate __a__ when people talk with their mouths full.A. itB. thatC. theseD. them(04) I like _c__ in the autumn when the weather is clear and bright.A. thisB. thatC. itD. one(06山东) I’d appreciate _b__ if you would like to teach me how to use the computer.A. thatB. itC. thisD. youStep 3 ConsolidationA. Fill in the blanks using the verbs given.1. If you hear a comedian _____ jokes about the way people behavewhen they queue up in lines, or _____ why it only rains when you forget your umbrella, you are listening to an observational comedian. (tell; ask)2. Prop comedians use things, called props, _______ jokes.(tell)3. When he started practising stand-up as a child, he told himself jokes while _______ in front of the mirror, ______ his teeth.(stand; brush)4. He is very good at thinking quickly and ______ new jokes about the people and things around them.(make)5. They could only see him ______ there ______ his lips.(stand; move)6. Crystal’s popularity with all age group and his ability ________ people all over the world prove that stand-up can be enjoyed by everyone.(amuse)7. Doctors ______________________ what effect stand-up and other forms of comedy have on us. (research)B. Fill in the blanks, using the correct form.1. I _______________ tennis every day for a month. I don’t understand why I’m not losing weight. (play)2. Like other stand-up comedians who ___________to act in films, Crystal still enjoys stand-up. (go on)3. Instead of telling the jokes he ___________, Crystal made up a new one. (plan)C. Fill in the blanks, using proper preposition or adverb.1.Only a few stand-up comedians have become famous as television andfilm actors later ____ in life.2. The audience howled ______ laughter.3. Doctors have been researching what effect stand-up and other forms of comedy have _____ us.4. He hopes to follow ___ the footsteps of other famous comedians, such as Bob Hope and George Burns, who lived to be 100 years and kept working _____the end of their lives.Step4 Homework1. Read through the magazine article.2.Finish A1 and A2 at page100.3.Preview word powder.4th period Word powerTeaching aims:(1). Learn and master the new words in play scripts.(2). Enlarge the knowledge about expressions of smile and laugh. Important points & difficult points:(1). Talk about drama to learn new words.(2). Remember the new expressions of smile and laugh.Procedure:Step 1 Revision:1. What are the four types of stand-up?2. What effect do stand up and other forms of comedy have on us?3. What do we need while performing?Step 2 Words used in play scripts:Show the students pictures related to acting, asking them to give the names.Step 3 Read and understandAsk the students to give names to the following descriptions.1. The person who gives instructions to the actors, cameraman etc. in a film or play.2. All the people who act in a play or film.3. The words of a play or performance that an actor learns.4. The written form of a play or film5. The instructions and advice given on where to stand on the stage.6. One of the main parts into which a stage play is divided.7. Plays which are very short.(keys: director cast lines script stage direction acts or scenes one-act play)Step 4 Further study1. Complete the exercise of Part C.(1) director (2) lines (3) stage (4) acts (5) scenes(6) wings (7) lights (8) stage directions2. According to Part C, answer this question “What kinds of things sh ould an actor do to become successful?”*listen to the director*learn lines by heart*find out when the character he or she is playing on stage*dress in his or her costume and wait in the wings in time*know the props that are going to be used before going on stage*calm down and be confident when on stageStep 5. Idioms about smiling & laughing1.to laugh one’s head off-----to laugh very hardThe comedy I saw last night made me laugh my head off.2. to smile on someone---someone is luckyLuck was smiling on me as I passed the driving test.Homework1.Keep in mind all the useful expressions related to drama.2.Preview grammar and usage5th period Grammar and usageThis section is an overview of non-finite verbs，which students wereintroduced to in Module 5. Students are expected to learn more about how to use non-finite verbs in a sentence. They will learn the difference between the infinitive and the verb-ing used aωs the subject of a sentence. They will also learn the differences in using the to infinitive, the verb-ing or the verb-ed when these non-finite verbs are used as the attributive or the object complement in a sentence. Two exercises are presen ted to students for them to practise using non-finite verbs correctly.Overview: infinitive, verb-ing and verb-ed (I)1 Begin this section by writing some sentences using non-finiteverbs on the blackboard. For example，To see/Seeing is to believe/believing. Playing football is myfavourite activity when I am free.It is important to consult a doctor before you take this medicine.It is necessary for young peopleωknow how to use a compute民It is no use talking to him. He won't listen to anyone.Have students read and try to point out the to infinitive or theverb-ing in each of these sentences. Then ask them the function of each to infinitive or verb-ing in these sentences. They can see that the to infinitive or the verb-ing is used as the subject in each ofthese sentences.Tell students that the to infinitive and the verb-ing are callednon-finite verbs, and that the verb-ed is also called a non-finiteverb. Then have students read the directions and Part 1 on Page 8.Make sure that they understand the explanation in each of the four points in this part. To check whether they know how to use a to infinitive or a verb-ing as the subject, you can ask them to make sentences with a to infinitive or a verb-ing.2 Write some sentences in which a to infinitive, a verb-ing or averb-ed is used as the attributive. For example, Be quiet. I have something important to tell you.The mid-aged woman talking with the director now is the writer of the pIa严The problems discussed at yesterday's meeting are very important.Have students read the three sentences, point out the non-finite verb and tell the function of each non-finite verb in each sentence.They should see that in these sentences the non-finite verbs are usedas the attributive.Have students make sentences with have + the object +ωinfinitive，so they can be familiar with this pattern. For example，He is quite busy now. He has a lot of things to do.I won't go out this afternoon. I have several letters to write.Mr Crystal，we have a few questionsωask you.Ask students whether they know the differences in using a verb-ing or a verb-ed. Tell them to pay attention to the noun which theverb-ing or the verb-ed modifies. For less able students，you can have them first change the non-finiteverb into an attributive clause，so they will learn better when to use a verb-edand when to use a verb-ing. For example，the mid-aged woman talking with the director now = the mid-aged woman who is talking with the director nowthe problems discussed at yesterday's meeting = the problems which were discussed at yesterday's meetingHave students go over Part 2. Make sure that they understand the explanation in each of the three points in this part. Tell them to pay special attention to thebeing + verb-ed form in the second point，which means the action is being done.Have students make some sentences with the verb-ing or theverb-ed used as the attributive.3 Have students do Part A on Page 9 individually. Then checkthe answers with the class.4 Have students read Part 3 and the tip box to review the use ofnon-finite verbs as the object complement in the sentence or after the preposition with. Make sure that they understand theexplanation. Tell them to pay attention to whether the action of the object complement in each sentence is done by the object or not.Have students do Part B on Page 9 in pairs. Then check theanswers by asking two students to read the dialogue.5 Have students do Parts Cl and C2 onPage 98 in the w orkbook. They can also do this as their homework. 7th period TaskTeaching aims:(1).Practise students’ language skills of listening, reading, speaking and writing.(2). Students will get information about Chinese crosstalk through listening and reading.(3) Ask students to use the information they have got to write an e-mail toa foreign friend answering his questions about Chinese crosstalk. Important points & difficult points:(1). Find and underline the main ideas.(2). Find and circle the key words.(3). Get some information about Chinese crosstalk.(4) Listen and get useful information.(5) Read and learn how to write a summary.(6) Proofread writings with desk mate.Teaching Procedures:Step 1. Lead-in:Christmas Day is on the way. We are going to have a party. The headmaster asked me to be in charge of the party. But I have never experienced such a thing.What should I do?I need to know how many students will attend it. I’ll have to booka theatre.I want to know how much money I can make use of. I’ll preparesome candies and nuts.I would like to know who will help me.Step 2. Skills building1: identifying priorities(1). ‘I need…’ most important(2). ‘I want…’ somewhat important(3). ‘I would like…’ least importantStep 3. Step1 answering questionsPart A Listen to the tape and check the answers.most important: 1, 2, 3rather important: 5, 6, 7least important: 4, 8, 9, 10, 11, 12Step 4. Practise listening and reading(1). Ask the students “What do you know about crosstalk”?(2). Listen to the tape and correct the notes.(3). Show the students some pictures related to Ding Guangquan and ask: Do you know him?Can you say something about him?“Ding Guangquan, a well-known master of crosstalk (a Chinese comedy form), has been teaching this unique art form to foreigners since 1989.The most famous is the Canadian Mark Roswell, known in China as Da Shan. Other students are David Moser (MO Dawei) from the USA and Koiac Korio (Ka Erluo) from Yugoslavia.Step 5 Skills building 2: asking questions orallyHow can we ask questions?e.g.If I’d like to find a post office to have this letter posted, I can ask in these ways:a. Do you know the way to the nearest post office?b. Can you tell me the way to the nearest post office?c. Where can I find a post office? ……Step 6 Step 2: taking part in a radio talk show(1)Use the information to make a dialogue with desk mate.Step 7 Skills building 3: answering questions in an e-mailTips: Make a list. Mention the question.You want to know…(informal)Since you asked about…(informal)I know you need/want/would like information about…(informal)You asked me about…(informal)Regarding your question about…(formal)In answer to your question about…(formal)Step 8 Writing an e-mail.Write an email to Bill to answer his questions. Remember to answer them in order of importance.Step 9 Homework:1. Finish your e-mail.2. Preview project.8th period ProjectTeaching aims:Improve the students’ ability of practice.Important points & difficult points:Read the two passages about drama.Teaching Procedures:Step I Lead- in1. What do you know about drama?Drama means a piece of writing to be performed by actors, a play for theatre, television, radio, etc.2. Have you ever seen dramas either on TV or in a theatre?3. Have you ever acted in a drama?4. In your opinion, in order to put on a drama, what preparations should be made? What steps are needed to prepare a play?(1) Listen to the director(2) Learn lines by heart(3) Find out when the character(he or she is playing) is on stage.(4) Make a list of which acts and scenes you are in.(5) dressed in your costume and waiting in the wings at least one scene before you go on stage.(6)Follow the stage directions.Well done! You all know how to prepare a play.Step II. Today, you will have a chance to experience dramas. Ok. Let’s move to the project section. In this section, you’ll read two short plays and choose one to perform. In order to finish the project, you are expected to learn how to cooperate as a team and how to fulfil each part of the work.T: Ok. Let’s come to the first play: The invisible benchRead it please, and then answer the questions:1) What kind of comedy does this play use?The play mainly uses the physical style of comedy.2) What do you think of the children except Mike?They are dishonest, insincere, false/ hypocritical3) At the end of the play, Mike said, “No. I must have forgotten to tell you. It got too crowded, so I moved the bench.” Why did he say so?He wanted to punish them or make fun of them.4) Is there a bench in the play?No. There isn’t any.The important papersRead it quickly and answer the following questions?1) What kind of comedy does this play use?The play uses the style of prop. Actors use the prop---- toilet paper and some other papers to perform the play.2) Who do you think is the main character in the play?3) What does the king actually want?4) Why are the others unable to understand him?Because he was a king and he says that he wants important papers. The others would mistake them for some official documents.5) How does the playwright make the play funny?The playwright uses a play upon words---- important paper and toilet paper---- to make people laugh.Step III Discussion:Divide the students in two. Discuss the questions:What do you think the playwright wants to tell us?The Students’ answersT: The two plays have a similarity. That is, both the playwrights tell us a phenomenon in our society. A small group of people around us are hypocritical and proud of themselves. They save their faces at all costs, but actually they will suffer from their own actions.The playwrights write the plays in an ironic way. This kind of play always leads us to thinking, because they always reflect some social problems around us.Step IV. Act out the two playsStep V. Language points1.I am sitting on an invisible bench, of course. (page 14)invisibleadj.1) impossible to see:The aircraft is designed to be invisible to radar.These bacteria are invisible unless viewed with a microscope.2) [before noun] describes money that is added to a country's economy by activities such as the service and financial industries rather than the production of goods in factories:an increase in invisible exportsTourism brings in 40% of the island's invisible earnings.2 You should join us. It’s nice and cosy. (page 14)cosyadj. comfortable and pleasant, especially (of a building) because small and warm:This room is nice and cosy in the winter.He showed me into a cosy little room.3 Mike stands up and wanders over to the middle of the stage and “sits” down. (page14)wandersvi. or vt.to walk around slowly in a relaxed way or without any clear purpose or direction.We spent the morning wandering around the old part of the city.She was found several hours later, wandering the streets, lost.He was here a moment ago but he's wandered off somewhere.4 It got too crowded, so I moved the bench.（page 14）crowdedadj. If a place is crowded, it is full of people.By ten o'clock the bar was crowded.group noun [C] a large group of people who have gathered together.A crowd of about 15 000 attended the concert.Step 7 Homework:1.Review words and phrases in this unit.2.Review the whole unit.3.Preview the next unit。