The Fifth Period Extensive Reading and Acting

I. Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语: wolf, shoulder, in rags, indeed, even if, bow, at the table, next to the front door, take a chance, in a rude manner, just one moment, in the back of the restaurant, leave for the kitchen, go ahead
b. 重点句子:
Take this gentleman’s order.
It’ll cost a tiny bit.
Well, we will have to take a chance.
Would you mind waiting just a few minutes?
The Bank of England has issued two notes in this amount this year. Anyway, it can’t be fake.
He’s in rags!
I’d like some ham and eggs and a nice big steak.
I’ll have a nice long glass of beer.
2. 能力目标
Enable the students to act out a scene of a play and learn to order food.
3.学能目标
Get the students to act out a scene of a play.
II. Teaching important/difficult points教学重/难点：
Act out a scene of a play.
III. Teaching methods 教学方法
Help the students practice acting out a play by themselves, using a co-operative method.
IV. Teaching aid 教具准备
A multiple-media computer & a blackboard
Teaching procedures & ways教学过程与方式

Step I Revision
Check students whether they have remember the words and phrases in this part.

Step II Reading
T: Well, class, last class we practiced writing a play. Today, we’ll practice acting out a play. I’m sure that you can do a good job.
1. Read the passage (Act One, Scene 4) aloud.
2. Explain some words and expressions:
(6)CULTURAL NOTE: Henry asks for a steak “ extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.
3. T: Now, think about one question: Mr. Clemens is also the name of a character in the play. However, you may remember that Mark Twain did not write the play. So why do you think he appears as a character in the play? Give at least two reasons.
(Students discuss the question in pairs. Then, they may get the following agreement.)
SS: The introduction of Mr. Clemens into the story is also humorous to those people who know that Mark Twain (who wrote the story) and Sam Clemens are one and the same. He is there as an authority on whether the banknote is real or not and also as an observer within his own story.
4.Listen to and follow the tape on this part so that students can read sentences correctly and be ready for acting.

Step III Acting
T: Now you are divided into groups and there are six members in each group. Five students will take the parts in the play. You will read your speeches and try to make your language sound authentic. The sixth person or director will decide how the acting will take place in the scene. He/She will also guide the rest of the group in the use of your voices so that you will sound as much like the characters in the play as you can.
5. Students prepare for acting in groups.
T: Ok, class, you should pay attention to some examples of Mark Twain’s humor in this scene, which will help you to better understand the play and act it out more appropriately. For, example, the change in attitude of the owner, the hostess and the waiter when Henry produces a large banknote they can’t change. So in fact Henry does get a free meal with the note (because they trust him to pay when he can get change) although the restaurant owner would have denied trusting him to pay his meal without it.
6. Students act out the play in groups.
7. The teacher gives some comments on their performance and praises some groups that did a better job.
Step IV Homework
1.Watch the movie The Million Pound Bank-note in the free class. Read and perform the whole play with the help of the scripts in the book.
2.Review what you have learnt in the whole unit and next class we’ll have a revision class.

The Sixth Period Writing

I. Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语: speak for oneself, be based on, have very bad luck in business, get angry at sb.
b. 重点句子:
As he is walking down the street, he sees a sign for a barber’s restaurant.
It will be my honor to serve you.
As long as you love me I shall be happy.
2. 能力目标
Enable the students to write a play or drama and learn to express requests.
3.学能目标
Help the students form the ability of writing a play or drama and expressing requests.
II. Teaching important/difficult points教学重/难点：
Writing a play
III. Teaching methods 教学方法
Help the students practice writing a play by themselves using a co-operative method for the writing of a play.
IV. Teaching aid 教具准备
A multiple-media computer & a blackboard
Teaching procedures & ways教学过程与方式

Step I Revision
T: I will check your homework and ask some of you to tell us the different ends that you have got.
(Then students tell their different ends to the play that they wrote before class.)
T: Excellent! This class, let’s do some writing practice.
Step II Writing (P23)
T: It sounds difficult to write a play, even a small part of it. But it’s good for us to learn to write a play. Do you know the difference between writing a play and a story?
SS: No. Can you tell us more?
T: Yes. Writing a play or drama is quite different from writing a story. The main purpose of a play is to let the characters speak for themselves as much as possible. How actors show us what the characters think and feel is also important. Now do you understand?
SS: yes.
T: Ok, class, suppose you are the director of this play. Write your own scene for this play with a partner. The beginning of the scene has already been done for you. Try to continue it.
1. Students try to write Act One, Scene 5 and have a discussion with each other.
2. The teacher gives students a suggested scene, using a computer.
Suggested scene:
Act One, Scene 5
N=Narrator H=Henry B=Barber
N: Henry is smiling as he leaves the restaurant. He has had more than enough to eat. As he is walking down the street, he sees a sign for a place that cuts hair. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.
H: Good afternoon, I’d like to get a cut, if I may. (The barber takes one look at Henry and continues cutting another man’s hair.) Er-I’d really like to get a haircut. As you see, it’s much too long.
B: (in a rude manner) Yes, I can see that. Indeed, I can.
H: Fine, well, I’ll just have a seat then.
N: After some time, the barber finishes cutting the other man’s hair, takes his money, and then turns to look at Henry.
B: Look like it’s been a long time. You must be a sailor.
H: Er-not quite. But I was at sea for a long time.
B: All right, then, get in the chair and I’ll see what I can do.
H: Thank you.
B: Where did you say you were from?
H: I didn’t, but I’m from San Francisco.
B: Well, you’re a long way from home.
H: Yes, too long.
N: They both become quiet. After his hair is cut, the barber tells Henry how much money he must pay. Henry shows the barber the banknote.
B: Why, Mr.-(looks shocked)
H: Adams. Henry Adams. I’m sorry, but I don’t have any small bills.
B: Why, Mr. Adams, of course you wouldn’t! (Wearing a big smile) Nothing to worry about! Nothing at all! Please come back any time, even if you only need two little hairs cut! It will be my honor to serve you!
T: Well, all of you did a good job. Then let us go on writing another scene for the play.

Step III Writing Task (P60-61)
T: Imagine that after Henry marries Portia he has bad luck in business and becomes poor once again. Now he must tell his wife the bad news. With a partner, write a short dialogue between these two characters. Before you write, however, discuss these questions with your partner:
(1) Do you think Henry would worry about what his wife would say to him after she heard the bad news? For example, do you think she would get angry at him?
(2) Do you think Henry would worry that his wife would leave him?
(3) Do you think Portia would ask Henry how he suddenly became so poor?
(4) Do you think Portia would worry about their marriage now?
1.Students have a discussion and write a dialogue for this situation.
2.The teacher gives a suggested dialogue with the help of a computer.
Suggested dialogue:
P=Portia H=Henry
P: Oh, Henry. It’s nice to see you home so early!
H: Erm, aah.
P: (looking worried) What’s happened?
H: I can’t hide much from you, can I, dear? We have lost our money. The railway company in Brazil has collapsed and all our money has disappeared. But I have a plan to help us. We can go back to America and start again. I can become a gold miner and we can make our fortune that way.
P: Leave London? Leave my stepfather? Oh no, Henry, please!
H: I think it might be better for us. We would stand on our own feet.
P: (crying) I shall have to go home. You can’t love me if you want to do this dreadful thing.
H: (putting his arms round her) Of course I do. It is for our sake that I suggest this. It will be an adventure. We will be able to travel where we like and I will be able to show you so many lovely places.
P: As long as you love me I shall be happy.
H: And I shall always do that!

Step IV Checking Yourself
T: After learning his unit, What have you learnt? I suggest you should check yourself by asking the following questions.
1. How do you like this play? Would you like to act it out?
2. Do you think reading and acting out plays can help you improve your English? Why?
3. What expressions have you learned about requests and ordering food from this unit?
4. What do you know about Mark Twain? What other novels written by him have you read?
5. What other kinds of plays would you like to read?
6. What thing did you find difficult in this unit? How did you solve them?
7. Do you think you have improved your pronunciation and intonation from reading and acting out the play in this unit?

Step V Learning Tip
Try writing a play so you can practice your oral English. Get together with your friends and classmates and write dialogues for a short play. It can be about anything of interest to all of you. Everyone should have a part or role to speak. You can use one of the reading passages from your textbook to make a short play. And acting out the play will improve your pronunciation and intonation.
Step VI Homework
1. Review the words and expressions learnt this class.
2.Review Act One, Scene 4 on page 21-22 and be ready to act it out.

[1] [2] 下一页