《高中英语必修4·Unit3·A·taste·of·English·humour--Reading教案.doc》由会员分享，可在线阅读，更多相关《高中英语必修4·Unit3·A·taste·of·English·humour--Reading教案.doc（5页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、必修4A Master of Nonverbal Humour 徐晓晓 山东省昌邑市文山中学教材版本：普通高中课程标准实验教科书 人民教育出版社年级册次：高一英语 必修4课题：A Master of Nonverbal Humour (Period1 reading)Teaching aims:1.to introduce the life and work of Charlie Chaplin2.to introduce the kind of humour we can all laugh at -nonverbal humour3.to train the students readin
2、g and understanding abilityDifficult and important teaching pointThe influence of Ving form on the students understanding of the textTeaching aids: a tape recorder , multimedia , a pair of leather shoe, a knife, a plate, a pot, a stick , a hatLearning aids: textbooks, dictionaries, papers Teaching p
3、roceduresStep1 Lead-in Two short stories to lead in the topic of this passage（通过两则引人发笑的故事使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入A taste of English Humour）Step2 Review the words related to this passage(Ss check ini their groups first, and then the teacher checks several students)1.master 2.nonverbal 3.depress
4、ed 4.astonishing 5.homeless 6.moustache 7.failure 8.overcome 9.spaghetti 10.mouthfulStep3 Pre-reading1.What do you know about Charlie Chaplin?2.What do you know about his films? What is so interesting about them?(先让学生回答问题，然后教师利用多媒体播放卓别林的几部经典影片中的片段，让学生体会以下大师的惟妙惟肖的表演，从而激发学生的好奇心，使其迫不及待地去读课文，更深入地了解“无声的幽
5、默的大师卓别林”Step4 Reading1.Fast Reading :read the passage quickly to have a general idea of the passage and then use the information in the passage to complete the notes about Charlie Chaplin.1)Born:_2)job:_3)Famous character:_4)Costume:_5)Type of acting:_6) Died:_(Ss check the answers in groups of four
6、 )2. Listen to the tape of the passage to have a further understanding of it.3. Read the passage for the second time and then work in groups : first translate the passage and then find out the useful phrases and the teacher ask several representatives of each group to write these phrases on the blac
7、kboard.1).直到现在 2).感到沮丧3).对他们的生活感到满意 4).一就5).家庭收入 6).穷困潦倒7).照顾 8).到他十几岁时9).日常任务 10).对感到厌倦11).全世界 12)一顶黑色的小圆帽13).手杖 14).克服困难15).对友善 16)十九世纪中叶17).淘金 18)在山边19)一双皮鞋 20)挑出21)担任主角 22)使人们充满信心4. The teacher divide the students into five groups: read the text for the third time and find out the main idea of e
8、ach paragraph.Paragaph1: Why people needed cheering up?Paragraph2:What Charlies childhood was like ?Paragraph3:What his most famous character was like?Paragraph4:An example of a sad situation that he made funny.Paragraph5:His achievements.5. Difficult points因为是第一课时阅读课，因此对语言点不做详细解释，而只是为下一节课的语言点学习做准备。
9、找出课文中的几个重点句子让学生分析句子结构并翻译句子（first in their own group and then between groups）1) As Victor Hugo once said ,”Laughter is the sun that drives winter from the human face”, and up to now nobody has been able to do this better than Charlie Chaplin.2). He made people laugh at a time when they felt depressed
10、, so they could feel more content with their lives.3).You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk.4).Unfortunately his father died , leaving the family even worse off, so Charlie spent his childhood looking after his sick m
11、other and his brother.5).The character was a social failure but was loved for his optimism and determination to overcome all difficulties.6) How did the little tramp made the sad situation entertaining?7) Then he cut off the leather top of the shoe as if it were the finest steak.8) He is loved and r
12、emembered as a great actor who could inspire people with great confidence.6. Groupwork学生现在对课文已经有了比较清晰的了解，进入英语运用环节。Task1. let the students act out the scene of eating the pair of leather shoe(first rehearse it in groups and then act it out before the class)（学生利用所准备的道具，把吃鞋子这一情节表演得非常生动，充分证明了把课堂“还”给学生是正
13、确的，发挥了学生的主体作用）Task2. Use the information you have learnt in this period to write a summary of the passage in your own words.A possible version:In Britain and America, people were feeling miserable because of the bad economic situation. Charlie understood their problems. His character “the little tra
14、mp” was poor and homeless, but everybody loved him for his kind heart and the way he dealt with his difficult situation. Charlie Chaplin made people laugh at some of these terrible situations like being without food or money. He wrote and directed his own films and received an Oscar for his outstand
15、ing work.Step4.HomeworkReview this passage and complete a passage about another humouristMr. Bean with the given words in their proper forms. Enjoyment overcome laughter cut off outstanding uncertain pick out throughout failure charge chewIn the 1990s, Mr.Bean became a star using mime to highlight d
16、ifficult social situations much as Charlie Chaplin had done. His method of acting was to appear_ ,look around and then do exactly the wrong thing. Children particularly would burst into _at his behaviour. He always managed to _those things that people are afraid of doing because they do not want to
17、appear a social _.On one occasion in a restaurant he ordered a steak tartare. When the uncooked meat arrived he was_by shame because he could not eat it. He _ a piece of meat and pretended to _a mouthful but instead put it into the plant pot beside him. He put other pieces into his pocket._ the meal
18、 he seemed to show great _in his food. He was such an _performer that when he finished eating his dinner, the waiter offered him the same dish again at no extra_! Step5. 教学反思 英语是一门语言学科，因此我们不能仅仅局限于语言点的讲解，而是要搞好阅读以及学生对课文的理解与运用。本节课中教师引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生深入地了解了卓别林。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子
19、，（这是表层理解），最后总结全文，通过字面理解使学生有了浅层认识卓别林的生平事迹，升华到深层理解。引入部分达到预期效果，利用短片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。 本节课的不足之处是在阅读后回答问题那部分，设计问题大多是主观性的问答题，因此对阅读能力稍差的学生没有完全照顾到，原因是我认为他们是高一学生，在课文中找出答案并不难，何况这些问题并不是推理题，就以为他们都能接受。但下课后我了解到有一些学生并未能在短时间内回答完所有问题，在以后类似的教学过程中，我会分几个环节设计精读练习，例如针对中下层学生设计Yes/No questions或T/F或者是选择题。 当然教学有法，教无定法。不足之处还需加以改进，不断完善。教师在教学过程中应不拘一格，综合学生、教材、教法及自身教学风格，创造性地开展教学活动，激活学生的学习热情，激发学生的学习兴趣，激励学生的学习信心，永葆英语课的新鲜、趣味、活泼。因此，在英语教学中教师要精心设计课堂教学，注重教学方法，要重视让学生在创造性的学习活动中获得愉悦的心理体验，这种体验一方面来自教师对学生的评价，更主要的是让学生在自主发现的活动中获得。学生几个人一组，全身心地投入到活动中去，有的负责收集资料，有的负责制作课件，有的上台表演，创造力得到充分的体现。学生在体验中享受到了快乐，在快乐中发挥了创造力。