Using LanguageⅡ教案2

Teaching Design Book 4 unit 3

(A Master of Nonverbal Humor)-Reading Teaching Aim（教学目标）：After learning this lesson, students are able to

1. Knowledge aims（知识目标）

Learn the vocabularies and expressions of the text. 2.Emotional aim（情感目标）

Learn from Charlie Chaplin to overcome pressure and difficulties in the study and life. 3. Skill aims（技能目标）

Predict（预测）

the contents of text. Skim（略读）

to get the general idea. Scan（细读）

to know more details.

Important points(教学重点) 1. Words: performer, astonishing, bored, throughout, homeless, moustache, failure, overcome, leather, chew, convincing, direct, outstanding, Switzerland. 2. Phrases: up to now, feel content with, worse off, cut off, pick out, star in, live in.

Difficult points(教学难点) 1. Reading skills: prediction, skimming, and scanning. 2. The –ing form as the Predicative, Attribute, and Object Complement. Teaching methods（教学方法）

1. Communicative Language Teaching (CLT) 2. Task-based Language Teaching (TBLT)

Teaching procedure (教学过程) 一、Target presentation stage(目标呈现阶段)---Pre-reading 1. knowledge links (知识链接): Use some interesting and typical pictures to learning some words and expressions before learning the passage. Some important words and expressions（单词及表达）:

Performer,

moustache, worn-out, homeless, failure, worse off, tramp, star in,

be content with. 2. Leading in (导入新课) a. Introduce two masters of nonverbal humor: invite two students to play the roles of Mr. Bean and Charlie Chaplin to make all of students know about nonverbal humor and increase their interest. b. Predict the contents of the text:

pay attention to the title of the passage and the picture of page 18 to guess the content of the passage. c. Introduce some films of Charlie Chaplin: show some stage photos（剧照）of Charlie Chaplin.

二、Target achievement stage(目标达成阶段)---While reading a. Raising questions (问题呈现) b. Cooperative research (合作探究) c. Interacting to clear up doubts (互动释疑) By the following three tasks, at first, students finish them alone , and then discuss with partners or group members to check their answers; at last, teacher guide them to interact and find the best answer and clear up all the doubts they get during discussing.

Skimming (fast reading) Task1.

Group work: Match the topic sentence for each paragraph. Para. 1

a. His achievements Para. 2

b. An example of his work Para. 3

c. Charlie’s childhood

Para. 4

d. His famous film character Para. 5

e. The world situation Scanning (careful reading)

Task2. Pair work: Choose the best answer and then check with your partner.

1. Who was the little tramp?

A .

A character in his films.

B. One of his friends. C. His brother.

D. A film director.

2. When Charlie Chaplin died, he was ________ years old. A. 66

B. 77

C. 88

D. 99 Task3. Group work: True or False 1. When Chaplin was in his childhood, he lived a happy life with his family.

2. The tramp in The Gold Rush was loved by the audience.

3. Chaplin made the tramp popular with the audience by using gestures and body language.

4. After Chaplin died, he was sent back to England and buried there.

Target detection stage (目标检测阶段)---Post-reading 1. Target detection (目标检测) Describe appearance of the little tramp: show a typical picture of Charlie Chaplin and ask students to describe him through his appearance. For example, a small and round black hat, moustache, a walking stick, large trousers and worn-out shoes. 2. feedback and advice(反馈点拨)：Show a short video about Charlie Chaplin to make students learn more for his life and learn from him.

a. What can we learn from Chaplin?

b. Discuss in the group. How to overcome difficulties in the study and life?

Homework (家庭作业) 1. Read the passage again and preview the new words and expressions of this unit.

2. Make up an ending for the film, The Gold Rush of paragraph four and show it in the next class.

Teaching Reflection(教学反思)：At first, this is a complete reading class, including warming up, pre-reading, while reading, post reading. And the skills of reading are various and practical. I believe that students are very clear about the skills of reading through the class. Use some interesting and typical pictures to learning some words and expressions before learning the passage, which is a better method than just read and translate the meanings. Besides, all of students are excited and energetic in the class, so it means this class is interesting. Students follow me to finish all the tasks smoothly, so it shows my teaching instructions are clear and useful. Finally, I also know my shortcomings of the class. I use too much time in the part of leading in, so it leads to the middle of the class is a little hurried, and for the part of post reading, I should give students more time to think and discuss. In short, the controlling of time is not good. So being a good English teacher. I have a long way to go！