Using LanguageⅡ教案和学案内容

Teaching Plan for M4U3 Reading A Master of Nonverbal Humour

Analysis of teaching material:

The text is a narrative writing about Charlie Chaplin, a master of nonverbal humor. It is a relatively long but logical passage with a clear structure. The first and last paragraphs are two general parts while the main body covers Charlie Chaplin’s life experience and how he became popular because of the charming character, the little tramp. The toughness and optimism of both Chaplin and his character are worth our admiration.

Analysis of students:

The students are from Class 1, Senior 1 in No. 97 Middle School. They have interests in learning English and they are willing to meet any challenge they are faced with. As for their cognition levels of reading, remembering and understanding is within their capacity. But they can perform better in applying and analyzing. Their ability to evaluate and create also needs further development.

Teaching Aims: After learning the lesson, students will be able to: 1)

have a general idea of Charlie Chaplin’s life experience and his achievements. 2)

admire Charlie Chaplin’s nonverbal humour as well as his qualities.

3)

create an ending to evaluate Charlie Chaplin. Teaching focus and difficulty: 1)

inspire students to admire Charlie Chaplin’s nonverbal humour and his qualities. 2)

encourage students to create an ending to evaluate Charlie Chaplin.

Teaching method: questions and answers,

task-based teaching and learning, scaffolding Teaching aids: PPT, blackboard, teaching illustrations, student’s sheet Teaching procedures: Step Purpose

Teacher activities

Students activities

1.

use teaching illustrations to 1.

give feedback when form the image of Chaplin’s questioned character---the tramp 2.

read the first paragraph to get students 2.

guide students to read the first aloud and find out why Step 1 involved in the Lead in

paragraph to see the Chaplin was a master topic introduction of Chaplin 3.

predict the content of the 3.

inspire students to predict the text

following content

1.

motivate students to read the 1.

skim to analyze the to help text fast and finish Task 1 structure as well as write Step 2 students to Fast 2.

encourage students to share down the main idea for have a general reading

their answer

each paragraph idea of the text 3.

offer possible answer 2.

share their answer

to enable 1.

ask the students to read students to paragraph 2 and find out why Step 3 understand Charlie’s own life was not Careful Chaplin’s easy

reading (of childhood life 2.

invite students to give answer

paragraph and admire his 3.

guide students to use 2) qualities adjectives to describe Chaplin’s qualities to motivate 1.

instruct students to read Step 4 students to paragraph 3 to finish Task 3 Careful figure out why 2.

ask representatives to share reading (of the character their answer paragraph was popular 3.

motivate students to read the 3)

next paragraph to strengthen 1.

encourage students to read students’

and imagine the scene understanding 2.

invite a pair of volunteers to of Chaplin by act out the scene and check appreciating how well other students the description understand the text Step 5 Careful of

his acting 3.

instruct students to think reading (of about whether Chaplin’s poor paragraph childhood helped him in the 4)

film

4.

guide students to pay attention to the tense in paragraph 4 and figure out the function of the present tense 5.

offer possible explanation to test how 1.

instruct students to read for well students Chaplin’s other information

have 2.

inspire students to create an understood the ending to evaluate Chaplin Step 6 text

3.

invite some students to share Creating an their answer ending

4.

encourage students to make an oral summary of Chaplin 5.

make a brief summary of the text to consolidate write a summary of the text Step 7 what students with comments on Charlie Homework have learned

Chaplin

1.

read paragraph 2 and finish Question 1 of Task 2 2.

present their answer 3.

use adjectives to describe Chaplin’s qualities

4.

take notes if necessary 1.

read paragraph 3 carefully to find out why people love the tramp 2.

present their answer

1.

read paragraph 4 while imaging the scene 2.

volunteers perform 3.

watch the show when thinking about the questions 4.

comment on the performance and share their answer to the questions

5.

think and discuss the advantage of the present tense used in paragraph 4 6.

voice their opinion 1.

read paragraph 5 and finish Task 5

2.

write down the answer 3.

create an ending according to the context 4.

some representatives share their works optional:

*5. make a oral summary by using the information card

set down homework