HUMOUR
I. Type of writing and summary of the idea Type of writing Main idea passage of This is a piece of describtive writing. the Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing. Topic sentence of 1st Some humour can be cruel. paragraph Topic sentence of 2nd Charlie Chaplin is such an actor as to astonish us with the deep feelings. paragraph Topic sentence of 3rd How did Charlie Chaplin make a sad situation entertaining? paragraph Topic sentence of 4th The film of The Gold Rush is set in California. paragraph Topic sentence of 5th Charlie Chaplin produced, directed, and wrote the movies he starred in. paragraph II. A tree diagram of the text Charlie Chaplin — The Gold Rush
Charlie Chaplin making a sad situation entertaining? (para 3) The film of The Gold Rush set in California where gold was discovered (para 4) Charlie Chaplin astonishing us with the deep feelings (para 2) Humours being cruel (para 1)
III. A retold passage of the text Give A possible version:
Charlie Chaplin producing, directing, and writing the movies he starred in (para 5) The fourth period Listening
Step 1 Listening on P23
Listen to the tape and answer the following questions 1. Which is best title for this story? 2. Why was Mary Smith frustrated? 3. What turned the jam into wine? 4. Did you find this story funny? Why? 5. What do you think of John’s behavior? Step 2 Listening text
Hand out the listening material and listen to the tape ,then complete the passage
Step 3 Listening on P55
1. Listen to the tape and tick the words you hear.
2. Listen to the tape again and answer the following questions. 1). Where did Peter get the potatoes?
2). Why didn’t Peter want to get up when the thief was in his house? 3. Why couldn’t the thief take away the potatoes? 4. How did Peter stop the man stealing the potatoes？ Step 4 Listening text
Listen to the tape and complete the listening text
Then ask some students to read the passage with the right answers , and tell the main idea
Step 5 Listening task on P58
1.Listen to the tape and Choose the best picture that best describes what happened.
2.Choose the best answer to each question
3. Listen to the tape again and answer the question.
How do you think the teacher felt when he was offered the dog? Step 6 Discussion
Discuss how you would solve these problems and help the teacher. Step 7 Homework
Please collect as many funny stories as you can. They will be useful in the next period. And try to find some interesting words in these stories.
The fifth period Speaking and Writing Step 1 Warming up
Look at the following pictures about humour
Then ask : How many kinds of humour do you know? Step 2 Enjoy a comedy
Listen to the tape and finish the following form Born Died Job Acting type Masterpieces Step 3
Other examples of English homour 1. mime and farce Mr. Bean 2. funny stories
Mark Twain : Life on the Mississippi Adventures of Huckleberry Finn Adventures of Tom Sawyer Examples of Chinese humour funny plays Step 4
1. Read some of these customer and waiter jokes and match the joke with the explanation on P22. 2.Show more jokes
Step 5 Homework
Preview the Reading material and finish the Comprehending ahead.
Unit 4 Body Language
Part One: Teaching Design
Teaching goals 1. Target Language a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish b. 重点句型或交际用语
Act out the following meanings, please. Please guess what I mean.
Please show the actions, using body language. Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language. 3. Learning ability goals
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most
appropriate occasions. Teaching difficult points
a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
b. Let the students know that there is both positive body language and negative body language. Teaching methods
a. Individual work, pair work and group work.
b. Acting out by imitation, mime or with gestures and body movement. Teaching aids
A computer, a projector and some pictures.
Teaching procedures & ways
The first period reading
(COMMUNICATION: NO PROBLEM?) Aims
To help students develop their reading ability. To help students learn about body language. Procedures I. Warming up
Warming up by acting
Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.
Examples Of Body Language
Warming up by defining—What is body language? II. Pre-reading
6. Looking and saying
Look at the man in the picture below. What does he say to you by his body language?
Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.
7.
Talking and sharing
Body language is the quiet, secret and most powerful language of all!