Unit 3 A Taste of English Humour 课 题 Reading: A Master of Nonverbal Humour 1. Knowledge objects (1) To grasp the important phrases and long sentences in the passage. (2)Help the Ss get to know the well-known actor, Charlie Chaplin’s life and his wonderful performances in silent movies. (3)Help them learn how to describe a person. 2. Ability objects (1)Help the Ss improve their reading ability and skills, including 教学目标 predicting, skimming, scanning and summarizing. (2)Help the Ss improve their abilities of listening, speaking and writing. 3. Moral objects (1)Help the Ss learn how to cooperate with others. (2)Inspire Ss to be optimistic and not give up when meeting with difficulties. Learning key points (1) Help the students to understand the passage exactly. 教学重点 (2)Develop the Ss’ reading ability, especially some reading skills, including skimming, scanning, and summarizing. Learning difficulties (1) Some long and difficult sentences. 教学难点 (2)How to use English to express themselves. （1） （2） （3） （4） 任务型教学法 英语四步阅读法 语言情景创设法 讨论法： 教学方法 学习方法 自主学习 合作学习 教学手段 课 时 多媒体辅助教学 1课时 教学过程 复 习 导 入 新 课 教 学 内 容 Good morning , everyone! Today we’ll continue to learn Unit 3 A Master of Nonverbal Humour. Before our class, let’s review some new words. StepⅠ Revision 5’ The students read the key words together for two times. Key words humour, verbal, nonverbal, mime, Charlie Chaplin, up to now, brighten, depressed, content, performer, badly off ，teens, charming ，tramp, moustache, worn-out, ， failure, pick out , cut off ， direct, star in, costume. StepⅡ Lead – in Look at the title:(指板书) 1. Who is a master of nonverbal humour? 2. Why is Charlie Chaplin considered as a master of nonverbal humour? Now let’s come to the reading material. StepⅢ Reading(阅读) 1.Skimming(略读): Look at the screen and listen to the passage carefully, then get the main idea about the whole passage. Question: What’s the passage mainly about? 2．Scanning（查读）： Here is a form about Charlie Chaplin’s information , Read the passage by yourselves for 2-3minutes, then fill in the form. Born Job Famous character Type of acting Died 18 actor The little tramp (流浪汉） mime(哑剧） 1977 教学意图 温故知新 引出话题，激发兴趣。 略读使学生初步了解文章大意 通过查读，训练学生在有限的时间内查找特定信息的能力 。 T; When was Charlie Chaplin born? What does Charlie Chaplin do? What is his famous character? What is his type of acting? When died? 3．Careful reading（精读） Let’s read the passage once again, this time read one paragraph by paragraph carefully and find out some details of the passage. Paragraph1 1）.The main idea ---What the world situation was like? 由浅入深、由2）.Translate 易到难、由表 Laughter is the sun that drives winter from the 及里的阅读理解练习考查学human face . ________________________________________。 生对文章的深 度理解，实现3).Questions: 对文章理解的What did people feel between the two world wars? 升华。 What did Chaplin do? How did he make people feel? Paragraph2 1）.The main idea ----What Charlie ’s childhood was like. 2）.Translate Not that Charlie’s own life was easy! ◆知识归纳：本句为not构成的倒装句。that为副词, 修 饰形容词easy。在英语中, 有时为了强调某一成分而将具有否 定意义的副词置于句首构成倒装句, 这样的副词有not, never, seldom, little, few等。本句可转换为: Charlie’s own life was not that easy! 3).Describe Charlie’s childhood according to timeline? Timeline In 18… As soon as he could speak and walk… After his father died… By his teens… Paragraph3 1）.The main idea ----What his most famous character was like. 2）. Questions: ①Who is he? ____The little tramp. ②What is The little tramp’s costume? ③why was the character loved ? 课堂巩固 What kind of hat did he wear? What did he have on the upper lip? What about his trousers? What did he carry when he walked around? Paragraph4 1）.The main idea ----An example of a sad situation that he made funny.(板书) 2). Questions: The Gold Rush When? Where? What happened? They were caught in a small wooden house. What to eat? How to eat? Paragraph5 1）.The main idea ----Charlie’s achievement 2). Translate Charlie Chaplin wrote , directed and produced the films he starred in . ____________________________________________________ 句中he starred in 做什么成分？ 3）.Questions ①when was Chaplin given the Oscar Award? ②Where did he spend his last years? StepⅣ. Consolidation 1.True or false ①Chaplin was born in a rich family.(F) ②Charlie’s childhood life was not easy.(T) ③Though the little tramp was a social failure, he was still optimistic.(T) ④In The Gold Rush, Charlie and his friend are very lucky.(F) ⑤Chaplin acted in films and wrote and directed films as well.（T） 检查学生对文章的理解程度 讨 论 展 示 总 结 作 业 板 书 StepⅤ Discussion So much for reading, Let’s have discussions. 1.Why is Charlie Chaplin considered as a master of nonverbal humour? （He brightened the lives of Americans and British through two world wars and the hard years in between. He made people laugh at a time when they felt depressed, so they could feel more content with their lives.） 2.What should we learn from Charlie Chaplin? (We should be optimistic(乐观) no matter what difficulties we meet with, just as Charlie Chaplin was.) StepⅥ Performance Do you want to be a humorous person? Task1. Interview Imagine one of the students wants to write an article about Charlie Chaplin for the column “HUMOUR” of the school newspaper. So he is going to interview Charlie Chaplin. Task2. Imitate Chaplin is really a master of nonverbal humour, Do you want to be a humorous person? Would you like to imitate Charlie’s nonverbal humor? StepⅦ summary Teacher: Well done！By learning something about Charlie Chaplin and his humour, We should learn Charlie’s optimism and determination to overcome all difficulties. I hope everybody is happy ever day. Do remember: Laughter is the sun that drives winter from the human face. Step Ⅷ Homework Appreciate the film The Gold Rush after class. Unit 3 Reading A master of nonverbal humour Para.1 a)The world situation. Para.2 b)Charlie’s childhood. Para.3 c)charming character. Para.4 d)An example of his work. Para.5 e)Charlie’s achievements. 通过讨论，让学生进一步理解课文，并体会卓别林在成功的背后所付出的艰辛，以此引导学生学会勇于面对困难，战胜困难的人生态度 运用所学语言进行口头交际 让学生合作自编自演哑剧。体现“以学生为中心”的教学思想 对学生进行情感教育，提出建议和希望，使学生保持乐观的人生态度 课后延伸 强调重点 教学反思 （一）教学成功之处： 1．为本节课运用教学课件，节约了课堂时间，增大了课堂容量，课堂显得紧凑有序。 2.整个教学过程的设计符合学生的认知规律，由易到难的活动设计引导学生进行探究式学习。 （二）教学不足之处： 1．内容多，时间仓促，致使个别环节处理不太恰当，用时太少，而没有完全达到预期的效果。 2．课上有时让学生按部就班地跟着老师的思路走，而忽视了他们的主体地位和主观能动性，从而了学生的思维。
