Learning about Language第二课时教案

Unit 3 A taste of nonverbal humour

教学设计

一、教学目标

1. 通过轻松的笑话、图片等导入预热词汇，学生能区别语言性幽默和非语言性幽默，并提起对文本阅读的兴趣。

2. 根据题目和插图，学生能预测课文内容，并通过通篇快速阅读检测预测，抓住时间主线，初步了解卓别林的生平。

3. 通过分段仔细阅读，学生完成回答问题、根据内容选折线图、复述、表演等活动，抓住另一条主线——即卓别林最突出演艺事业，详细了解卓别林的生平以及品味卓别林精湛的表演。

4. 通过总结，学生对卓别林的生平和事业再一次梳理，并且在此过程中，领悟出尽管卓别林自己的生活不易，但仍旧能用自己的幽默点亮他人的生活，因此自己面对困难时也要保持乐观的生活态度。

5. 课后学生能通过复述课文巩固课文内容，以及运用课堂上阅读时总结的介绍人物的方法与结构写自己最喜欢的明星。

二、学情分析

本课的授课对象是高二（29）班学生，该班学生上课气氛教活跃，能积极配合教师的指令，学习积极性还是比较高的。但因为他们的英语基本功比较薄弱，词汇量比较少，阅读能力和写作技能都有待提高。

三、教学重难点分析

1. 学生能通过预测、快速阅读以及仔细阅读，抓住文章两条主线，了解卓别林的生平以及其突出的演艺事业，课后能复述课文。

2. 学生能习得介绍人物作文的写法，课后能运用所学写自己喜欢的明星。

四、

教学过程

Step 1 Warming up

1. Make some jokes for little seven

At the beginning of our class, I’d like to introduce one of my friends to you, that’s my little cat. Her name is little Seven. Look at the picture, and do you think she is happy or unhappy? Yes, she is depressed because she is bored with her boring life. I am worried about her and want to find some ways to entertain her, that is to make her feel happy and optimistic. Fortunately, I find that she will be content with her life when she hears some jokes. So would you like to make some jokes for her?

Joke 1:

---Son: Auntie kissed me this morning, mum!

---Mum: how nice! Did you kiss her back, dear?

---Son: of course not, I kissed her face.

Joke 2:

---Girl: if we marry, would you give me a ring?

---Boy: of course, What’s your telephone number?

Thank you for driving sadness from my face with jokes, which really brighten my day! All of you have a sense of humour.

【设计意图】通过一个小故事的讲述以及学生讨论完成两个笑话一方面预热了部分课文中重点词汇，引入了单元话题，另一方面也较轻松，学生兴趣得到了激发。

2. Do you know any other kinds of humour?（展示几幅图片）

sketch cross-talk comedy funny plays

【设计意图】通过展示图片、声音等，学生能够了解其他幽默，如小品、相声、喜剧等，并且通过总结，发现这些幽默形式都与“words”有关，从而引出“verbal humour”，学生们对verbal也就有了直观的了解，也为后面理解“nonverbal humour”做好了铺垫。 3. Another kind of humour

Do you know him？

Let’s enjoy a short video of his humour and find what skills he uses in his humour.

【设计意图】通过观看Mr. Bean

的视频，学生们发现另一种形式的幽默，不用“words”而用

“action”和“body language”，从而得出“nonverbal humour”，引入课文话题。

Step 2 Pre－reading

Look at the title and the picture on the text book:

① Do you know who does the author want to write about?

② What do you know about him?

③

Can you predict what aspects will the author write about him? You can discuss with your desk mates.

【设计意图】通过三个问题的回答, 了解学生对卓别林的了解，同时锻炼学生通过标题和插图预测课文内容的能力，为while reading做准备。

Step 3 While

reading

1. Fast reading

Read the whole passage and check what are mentioned about Charlie Chaplin by the author. And in what order does the author introduce him?

Tip1: When introducing a person, we can organize the passage in time order and mainly focus on his own life and his outstanding aspects, for example, his performance, achievements and so on.

【设计意图】通过通篇快速阅读，检测预测是否正确，通过回答文章写作顺序，引导学生抓住时间主线，初步了解作者在文章中介绍的卓别林的生活和事业。同时给出一个建议，即在介绍人物时，可以采取时间顺序记叙，重点介绍他的生活以及最突出的方面，比如说表演、成就等，为学生课后要完成的写一个自己喜欢的明星提供了文章结构以及文章内容的指导。

2. Careful reading

Para 1 Charlie’s contribution

①Look at the title again, and do you know what is “master”? Can you find the definition of it in Para1?

② What did Charlie Chaplin do for the people at that time as a master?

【设计意图】细读第一段，找到“master”定义，学生对文章标题有更好的了解。通过第二个问题的回答，学生对卓别林的贡献有了一定的了解，也引入了第五段的理解。 Para 5 Charlie’s highest honour

① As Charlie did so much for the people, what did people do in return? Read Para 5 and tell me the answer.

② Pay attention to this sentence“He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977”. Do you know why did he spend his last years in Swaziland?

【设计意图】通过第五段的阅读，学生了解卓别林的最高成就；通过对“He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977”这句话的理解，穿插背景知识的基础上引出了卓别林自己的生活并不容易，引入第二段的阅读。

Para 2 Charlie’s own life

Read Para2 and try to find a picture that can best show Charlie’s experience.（提供四副折线图，让学生阅读第二段后选择）

① When was he born？

② What did he do when he was a very little boy?

③ What made his life even worse off?

④ Fortunately, what happened to him by his teens?

【设计意图】阅读第二段，选择一副最符合他经历的折线图，学生对卓别林在这段时间的经历有一个直观的了解。通过几个问题的回答，学生对卓别林个人的生活经历有了更细致的了解。最后一个问题的回答，引向Para3的阅读。

Para 3 Charlie’s famous character

①What is Charlie’s most famous character?

Read para3 and try to find out what are these things and mark them out on your textbook.

② Look at him, what kind person is he?

③ Why was he still loved by the people?

【设计意图】阅读第三段，学生根据文章内容在书本上标出little tramp 的穿着，从而得出他是一个"social failure”和"underdog”。又回答第三个问题，为什么人们仍旧喜爱这样一个失败者的形象呢？从而从中领悟到面对困境，仍旧要有一份乐观和决心，对他人也要有一份帮助与善意。

Para4 Charlie’s famous film

How did the little tramp make a sad situation entertaining? What does the author use to explain this?

Tip2：An example is a very good way to explain our idea.

1. Read Para 4 and get to know The Gold Rush.

① What is the background of the film？

② Did they succeed？

③ How did Charlie Chaplin make eating a boiled shoe funny? Try to use “First

– Then – Finally” to describe these three pictures.

2. Practice for one minute and retell the procedure of his eating.

Tip3Using some conjunctions such as First- Then- Finally can make our writing more logical.

3. Enjoy his acting and this time try to pay more attention to what they are talking in their minds.

4. Make a dialogue in pairs and act it out

①Chaplin starred in silent films so he had to make use of gestures and body language to tell his stories. What dialogue do you think he would have written for the scene described in the reading passage? In pairs make up a dialogue of your own and act it out. You can start like this:

②Why can you read Charlie’s mind?

【设计意图】第四段为本文的重要段落，也是学生在课后写作要中要学习的，即用例子来更好地说明自己的观点或者介绍一个人。阅读后学生了解了“The Gold Rush”的背景知识以及卓别林是如何将吃鞋子表演的滑稽的。通过使用“First

– Then –

Finally”复述吃鞋子的过程，一方面熟悉课文内容，使用顺序词进行复述，也有利于学生在自己的写作中使用这类：

连接词，另一方面也为后面的编对话和表演做好准备。最后学生通过表演，更加深切体会卓别林表演的精湛，更加深入了解题目的含义。

Step 4 Summary-Blank filling

Although his own life is not easy, his still can use his funny performance to brighten people’s life. That’s the true master of nonverbal humour.

And in our today’s class, we also learned how to introduce a person, and always keep these tips in your mind.

Tip1：When introducing a person, we can organize the passage in time order and mainly focus on his own life and his outstanding aspects, for example, his performance, achievements and so on.

Tip2：An example is a very good way to explain our idea.

Tip3：Using some conjunctions such as First- Then- Finally can make our writing more logical.

Laughter is the sun that drives winter from the human face. Whatever challenge you meet in your life, try to smile and be optimistic!

板书设计

【设计意图】通过简单的填空，再次回顾整节课的内容，有利于学生课后完成复述课文的任务，同时也得出卓别林尽管自己的生活不容易，但还是能通过自己的表演点亮人们的生活，深化了对文章题目“a master of nonverbal humour”的理解，在潜移默化中鼓励学生向卓别林学习,无论面对什么困难与挑战，要保持乐观的心态。最后总结了介绍人物时的三条建议，为学生课后完成写一个自己喜欢的明星的任务做好了准备。最后呈现的板书，设计成了一个卓别林的笑脸，总结概括了课文主要内容，也有利于学生完成复述任务。

Step 5 Assignment

1. Read the passage again, and try to retell it.

2. Try to write a passage to introduce your favourite film star.(Don’t forget three tips and try to use as many new words as possible)

【设计意图】课后第一个任务学生重新复习课文内容，尝试复述文章，对卓别林的生活和事业更深入的了解，为第二课时的深层阅读做好准备。第二个任务——写一个自己喜欢的明星，在写作过程中，要使用课堂中学到的三条建议，并且尝试使用课文中的词汇，以读促写。