Using LanguageⅡ教学设计模板

A

Teaching

Plan

孝感市大悟县第一高级中学

余文希

TeachingMaterial:

NSEFC Module4 Unit3 A Master of Nonverbal Humor---Reading Target Students:

Students of Class Two,Grade One from No.1 High School in DaWu Analysis On Studengts:

Students of No.1High School have a good command of English.They are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes and they are willing to share,thus making the atmosphere of the lesson rather active.Besides,they can well understand the teacher’s instructions and follow it accordingly.But as Senior One students,their vocabulary is quite limited and they tend to compromise with the difficulties occurred in their life.So I must try my best to help them develop their sense of humor and adopt an optimistic attitude towards life. Teaching Objectives: 1.

Knowledge: 1)

Students will be able to learn some new words and expressions in the certain contexts. 2)

Students will be able to know the life experience and career of Charlie Chaplin. 2.

Ability;

Students’

reading,speaking and writing skills can be trained and improved when they complete their tasks by using the target language. Emotions:

After learning this lesson,students will develop their own sense of humor and adopt an optimistic attitude towards life. Strategy:

1)

to guess the meaning of new words according to certain contexts. 2)

To solve problems through team-work. Teaching focus and difficulties: 1.

Focus: The way Charlie Chaplin and his character drive “winter away” from the human face as well as Charlie Chaplin’s performance in one of his most famous films. 2:Difficult Points:

Help students to work out the “winter”

of people living in two world wars,the “winter”

of Chaplin’s childhood and the “winter”of the little tramp,and analyse how they drive it away.Thus they can summarize the text after class.

Help students understand the humor and optimism of the little tramp and help him to persuade his friend to be optimistic. Teaching Method: 1.

Task-based Teaching Approach 2.

Communicative Approach Teaching Aids: PPT, blackboard, chalks Teaching Procedures:

Step1. warming up and lead-in 1.Enjoy an English song .While listening,ask students to follow it and in the mean time act it. 设计意图：通过听英文歌，增加学生的学习兴趣，引出关于本课幽默的话题。

2.A guessing game

Guess some famous people with the descriptions given. 1)Guo Degang---crosstalk 2)Zhou Xingchi----comedy 3)Mr Bean----mime 设计意图：猜一猜的游戏一方面能够点燃课堂气氛，激发学生参与课堂活动的欲望；另一方面，也预热了部分课文中重点词汇，引入了单元话题。同时，在猜名人的过程中，他们分别擅长什么得到了“crosstalk’“comedy’“mime”等词，为下一步作比较得出不同形式的幽默做了铺垫。

3.

Discussion 1)

What do they have in common? They can make us laugh/They are very humorous. 2)

Do they make us laugh in the same way? Crosstalk

comedy

joke

sketch They make us laugh by playing on

w_ords_____.

Verbal humor

Mime Mime doesn’t involve much t_alking______.

Non-verbal humor 设计人，得出意图：通过比较三位名他们都能给人带来幽默，使人发笑的共同点。通过追问Do they make us laugh in the same way?得出两种不同形式的幽默，即verbal humor and nonverbal humor,为学生扫清生词障碍。在此基础上，教师以一句“Today,we are going to learn a master of nonverbal humor”自然过渡到文本阅读环节。

Step2

Reading 1.

Prediction By reading the title and the picture,guess what do you think we will read about Charlie Chaplin in the passage?give some words to choose. 设计意图：通过读标题和图片，预测文章内容，培养学生猜测文章大意的阅读能力。

2.

Fast reading: Activity: Match the key words with each paragraph. Para1---------contribution Para2---------Childhood Para3---------Character Para4----------Example Para5---------Achievements

设计意图：通过快速阅读，帮助学生梳理文章脉络，了解文本主要内容。

4.

Detailed Reading

Para1 Q: What is the meaning of “winter”？

A:

a hard time/difficulty/depression/disappointment

设计意图：雨果的这句话是全文的主线，通过对这条主线中的关键词“winter”的解读，可以帮助学生快速理解这条主线：即幽默驱散人们内心的“冬天”（悲伤），帮助人们用乐观应对困难。

（2）What did Chaplin do during two world wars to “drive winter from human face”? He brightened lives of Americans and British through two world wars by making them laugh at a time when they felt depressed. (down)

Para2

Q1:Can you find out Chaplin’s “winter” in childhood? Q2:How did he drive his “winter”away? 设计意图：第一问使学生理解卓别林童年时期所遇到的困难和悲伤；第二问使学生理解卓别林以自己的幽默度过了人生的低潮，成了一名优秀的演员。这两个问题的结合，再次显现了文章的主线:Humor can drive winter away.并自然过低到下一段。

Para3 Q1：What is the most famous character of chaplin’s film? Q2: What does the little Tramp lool like? Q3：Why was the character loved by people? 设计意图：阅读第三段，学生根据内容在课本插图上标出little trampd的穿着，从而得出他是一个social failure,通过追问为什么人们依然热爱这样一个失败者的形象，使学生领悟到面对困境，我们需要用乐观，决心和善意来应对。最后用“Are you curious about his performance?”引入第四段的学习。

Para4 (1)

How did the little tramp drive the “winter” away? (2)

Put the following sentences in the right order. (3)

Enjoy the video and check the answers:DACBE 设计意图：第四段为文章的重要段落，也是文章主线Humor can drive winter away的第三次呈现。通过寻读，学生找出Gold Rush 的背景信息，从而理出the little tramp所遇到的winter.通过回答他是如何drive winter away的以及他吃皮鞋的过程，使学生体会他的滑稽的表演，从而品味他的乐观，幽默，同时也为后面的表演打下基础。

Para5 (1)

Chalin’s films (2)

What did people do to honor him? 设计意图：通过给学生补充介绍卓别林的影视作品，使他们深刻体会到卓别林的成就。通过第五段的阅读，学生总结出人们给予卓别林的各种荣誉，以纪念他伟大传奇的一生。

Step3 Post Reading 1.

Imitation: Situation1,2,3 设计意图：本环节通过设置三个情境，学生任选一个情境完成表演，通过这个活动，学生既可以学会用自己的幽默曲帮助和感染别人，带给被人欢乐，又可以通过表演再次感受卓别人的精彩表演。

2.

Summing Up: 设计意图：通过PPT动画，从文章内容总结过渡到文本意义总结，即每个人都有他的”winter”,我们需要保持幽默，经常微笑，只有这样，我们才能保持乐观积极的态度，升华对文章的理

解。

Step4 Homework Come up with a motto to help you understand the difficult times. 设计意图：学生在理解文章主旨大意的基础上进行思维创作，从而升华对文章的理解。