广东省廉江市实验学校高一英语教案：Reading《 A Master Of Nonverbal Humour》
A master of nonverbal humor说课稿
A master of nonverbal humor说课稿各位老师，大家好，我是来自第81中学的高中英语教师，今天我说课的内容是人教课标版必修四第三单元的第一篇阅读课文A master of nonverbal humor（无声幽默的大师），是一节阅读课。
我准备从以下几个方面进行说课：教材分析、教学过程以及教学反思。
对教材的分析包括教学内容、目标、重难点以及教学方法。
首先来说说教学内容。
一、教材分析教学内容：这篇文章简要介绍了喜剧大师卓别林的一生，重点突出了他在无声电影时代的精湛表演和以他为代表的非语言形式的幽默。
全文共516字，其中生词15个，短语5个，大部分都可以根据上下文或构词法猜测其含义。
本文结构清晰，语言地道，是训练学生阅读方法的很好的教材。
（根据《课程标准》的要求和对教材的分析，确定了以下的三维教学目标。
）教学目标：1、知识与技能：1）掌握本课的重点词汇：其中8个名词，1个形容词，2个副词，3个词组。
2）能够运用所学词汇谈论卓别林，表达自己对待生活的观点。
2、过程与方法：学生能够通过自主探究和合作学习感悟作者的写作意图，理解文章背后的深层含义。
3、情感态度和价值观：通过分析卓别林的性格特征以及他成功的决定因素，形成正确、积极向上的人生观。
教学重难点:1、培养学生的阅读策略和技巧（比如略读、寻读、细读等阅读微技能）；2、引导学生运用所学知识谈论卓别林和表达自己对待生活的观点。
（为了完成上述教学目标，突破本文的重难点）教学方法：本节课的教学设计采用了读前、读中、读后（即PWP）的阅读教学模式。
这三个阶段呈阶梯状逐渐向上拓展，层层递进。
在读前阶段，激活学生相关背景知识；读中共分为四个环节，在略读和寻读环节，引导学生掌握文章的主旨大意，构建整体框架；细读阶段，培养学生获取特定信息和挖掘深层信息的能力；巩固阶段是积累和运用本课所学的知识。
前几个阶段均是对学生进行语言输入的训练。
在读后阶段，目的是使学生将所学知识加以灵活运用，实现知识的迁移，达到语言的输出。
高中英语：reading a master of nonverbal humour课件人教必修4
1977, Switzerland
Retelling
Charlie Chaplin was born in a _p_o_o_r family in 1_8_8_9_and at that time film were silent. He was a famous _ac_t_o_r, especially inm__im__e and farce. His silent films are still popular today. His charming character wasa__li_t_tl_e__tr_a_m_ p, who was very poor, very_k_in_d_even when people were _u_n_k_in_d_ to him. He was a social _f_a_il_u_re__, and he was homeless, but he had d_e_t_e_r_m__in_a_t_io_n_ to overcome difficulties. What he wore were _w_o_r_n_-_o_u_t shoes, large
Main Body
Work in pair:
get the key word of each paragraph.
para1 Charlira3 film Para4 example
Para5 achievements
Para1
1.H2o.wWdhoyydoiudupnedoerpslteanndeethdecsheneteerninceg“uLpa?ughter is
work.
Chaplin was given a special Oscar for ________.
高中英语_A Master Of Nonverbal Humor教学课件设计
Some pictures of Charlie Chaplin
Fast reading
1.What is the type of writing?
A. a piece of news
√B. a biography (传记)
C. a novel D. a report
Fast reading
2.What will t out the laces and eat them
3.Try cutting and eating the bottom of the shoe.
4.Eat it with great enjoyment.
5.Sit down at the table with plate and drinking up.
A. Laughter is the power to drive winter away and welcome warm spring. B. Laughter can keep one’s face warm, especially during freezing winter.
√C. Laughter can make people forget their problems and make them feel happy.
（1）He was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him.
He wore a small round black hat, very large trousers, worn-out shoes ,a moustache and carried a stick.
高中英语《A Master of Nonverbal Humor》优质教学课件设计
N o t that Charlie’s o w n life w a s
点Ca击re添f加ul标re题a d i n g (For detailed i n f o r m a t i o n )
A question to think over: Did his poor childhood help him in his acting?
2. What’s the main difference between his film
and other films we have seen?
His film is nonverbal
.
Chaplin is a master of nonverbal
P r e d ic tio n
A Master of Nonverbal
e x a m p l e f r o m the Gold Rush( 淘金记 )?
To s h o w h ow Chaplin m a d e a s a d situation entertaining .
点击Care添加ful标题r e a d i n g (For detai led
information)
Why?
Yes, his poor life helped him understand th e lkiefey/ptorohbilsemsusccoefstsh:epoor, m a k i n g h i s aHcitsinpgoocrocnhvilndchinogo/dvipvriodvi.des h i m withm_ateria_l for acting, which helps him succeed.
点Ca击re添f加ul标re题a d i n g (For detailed i n f o r m a t i o n )
高中英语新人教版精品教案《Unit 3 A master of nonverbal humor》
Unit 3 A tate of Engih humorReading I A MASTER OF NONVERBAL HUMORTeaching aim:the human face magic orCharie wa the un that drove winter from the human facebrighten; deentierabe chidhood ourceequi with an amaing inight into the —hi ubte acting made everthing entertainingthe image of a ocia faiure nonverba; ubte;entertainingCritica thining: Wa the tram The God Ruh who; what; howconvincing; nonverba; ubte; entertainingActua, the image of the tramef from a mierabe chidhood to a great ucce【文本的第三段和第四段举例说明了卓别林对于幽默的卓越表现力，借助小流浪汉的形象表达自己的成长经历】: remarabe achievement mar to fi in the ban【通过ummar的形式让学生应用所学的新词汇】Ste ade Charie a mater mierabe chidhood; amaing inight; marabe achievementremarabe achievement a haration i within reach forthoe with oim and determinationa eon for a【通过分析卓别林的成长经历，探究促使他成功的一些品质，使学生的认识从感性上升到理性，最后得出结论—苦难是上帝的赐福而不是负担；困难是垫脚石，不是障碍；折磨可以得到另一种收获，而不是走向成功的枷锁】Ste of a game Sta To The End【以“一战到底〞的形式来稳固词汇，通过游戏环节激发学生对词汇的兴趣】SteeworFind more humor to hare and memorie new word earned toda【实现语言的输出并且稳固词汇】。
A Master of Nonverbal Humor教案
Lesson PlanningClass: Grade 1. Junior high schoolLesson duration:20 minutesDate:2014/12/10Teaching materials: English book 2, Unit 3---A Taste of English HumorTeaching topic:Different types of humor; a taste of English humor1. Knowledge aim: 1.Understand the main idea of the tex t.2. Learn the –ing form as the Predicative, Attributive and Object Complement3Make the students be aware of the cultural aspects of humor by learning this lesson.2. Ability aim:Talk about different types of humor；A taste of English humor3. Emotional aim:①To enable the students to learn to be faced with difficulties and overcome them.②To encourage them to keep up optimistic attitude towards life and improve their sense of humor.4. Key points / Teaching important points:1. Help the students to learn to get information, analyzethe information and understand the information from the text.2. Help the students grasp the important words and phrases in the text.3. Help students learn how to understand and enjoy English humors.5. Teaching aids: computer and pictures6.Teaching methods: Using pictures, discussion, reading.7. Teaching difficulties1. How to fire the students” enthusiasm to express their ideas.2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor.Teaching procedures:1st Period Warming up and speaking (4minutes)2nd Period Reading (6minutes)3rd Period learning about language (vocabulary and grammar)(8minutes) 4th Period Summary (2minutes)Today we have learned something about humor. Humor is everywhere in our daily life. I hope in the future you can be optimistic(乐观) no matter what difficulties you meet with, just as Charlie Chaplin was.5th Period Homework（1 minute）Finish the text in page 56 number 2。
Unit 3 A Master of Nonverbal Humour Reading课件
Para.3 Give a description of Chaplin?
a small black hat a moustache
a stick
very wide trousers worn-out shoes
Picture of Charlie
Para.4
Describe the Actions
The Gold Rush 淘金记 1925
THANKS
1. Read Para.4, pay attention to the verbs.
2.Watch the video then use “First,--- Then,--- Finally” to describe his actions.
Watch a short video together.
1.What is the style of writing? C
• A. Exposition [ˌekspəˈzɪʃn] • B. Argumentation • C. Narration • D. Practical writing
2.What is the way of writing?
In the order of ___T_i_m__e___
He eats each mouthful with great enjoyment and treats it as if it were the finest steak.
Para.5
Chaplin wrote, _d_i_r_e_c_te_d_, and produced many movies he _s_ta_r_r_e_d_i_n_.
Para2
B. His famous character
Unit3 A Master of Nonverbal Humour
Unit3 A Master of Nonverbal HumourWang dandan 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’ reading and understanding abilityKey points: Help students divide the text into several parts according to the meaning. Difficult points:Divide the paragraphs and give the main ideas.Teaching procedure:Step 1. Lead-inAsk students to present their jokes in class.（通过学生的小组展示，相声，小品或哑剧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 master of nonverbal Humour）Step 2. Pre-readingAsk students some questions:1.What do you know about Charlie Chaplin?2.What do you know about his films? What is so interesting about them?Then introduce Charlie Chaplin—He is one of the most famous humourists that can make others laugh all the time. He was a great silent movie star. Modern Times, The Little Tramp, The Gold Rush, City Light are his masterpieces.Step 3. ReadingThe purpose of this reading is to introduce nonverbal humor. This reading material takesCharlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1. 1. SkimmingWhat’s the passage mainly about?A. The history of English humor.B. The films Chaplin made.C. The humour Chaplin made in his films.D. The Gold Rush in California.Task 2. Give the main idea of each partPara1 Why people needed cheeringPara2 What Chalie’s childhood was likePara3 What Chalie’s most famous character was likePara4 An example of a sad situation that he made funnyPara5 His achievementsTask 3. Careful-readingRead the second paragragh ,then notes about Charlie Chaplin’s careerTask4 Read the third paragraph , then try to describe Chalie Chaplin.Task 5 Read the fourth paragraph, then finish the exercise(put them in rightorder).1.Cut off the leather top of the shoe2.Pick out the laces and eat them3.try cutting and eating the bottom of the shoe4.Treat it as if it were the finest meat5.Sit down at the table with plate and drinking upStep 4 post readingAn interview -------Work in groups. Imagine that one is Charlie Chaplin, and another one is a journalist from 21st Century. Make an interview according to the reading passage.Step 5 Homework1.Finish the exercises on page 18, 19.(It is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. )2.Read the passage again and the underline some phrases or sentences that you don't quite understand.Step 6 课后反思：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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Reading:A Master of Nonverbal Humour Teaching Plan
教学设计
高一级英语组
___________
___________
___________
___________
___________
Step6: Discussion(5mins)
What made Chaplin so successful?
What should we learn from him?
Step7: Homework.(1min)
Retell the passage again with your partner according to the key words.
Circle the language points in the passage, and try to understand their meanings.
Reading:A Master of Nonverbal Humour
教学反思
高一级英语组
本单元的中心话题是英式幽默，而本堂课主要通过阅读一篇文章来了解一位非言语大师——卓别林的幽默。
文中介绍了卓别林的主要成就和他的家庭背景，卓别林通过自己无声的幽默感染了几代人，让人们在困境中找到了安慰。
老师通过卓别林的生平事迹引导学生正确面对困境，从而让学生养成一种克服困难的决心和乐观豁达的态度。
本节课的教学目标和内容的设计比较合理，教学思路清晰，首先通过学生哑剧表演来进行导入，引起了学生对哑剧和卓别林兴趣。
然后通过快速阅读、细节阅读让学生掌握了文章的主旨大意和关键信息点，突出了阅读课的特色。
然后通过复述卓别林的故事梳理了知识。
最后通过对卓别林精神的讨论来感情升华，让学生笑对人生、直面困难。
课堂导入新颖，课堂气氛活跃。
通过学生的表演引入，让英语课堂贴近学生的生活。
体现了英语科目的真实性。
然后在课堂中通过小组竞争的方式调动了学生的积极性，让学生成为了课堂的主体，老师只是教学的主导。
本堂课不仅增强了学生之间的竞争和合作，同时也增强了老师和学生的合作。
老师在任务型教学法的指导下，为阅读的各个阶段设置不同难度的任务，让学生去完成。
学生能够做课堂的主人，自然而然地增强了积极主动性。
然而，本堂课也存在一些问题。
首先课前准备不够充分，导致自己对课堂内容的把握不够熟悉，表现过于紧张。
其次，课堂的设计欠缺创新性，除了引入部分的创新，对文章的挖掘不够深入，有更多可以创新的内容没能够巧妙地展现出来。
通过本次活动，我收获到了老师的帮助、同事的鼓励、学生的支持。
也让我了解到，每一种课型都有可以突破和创新的方面。
只要肯深入挖掘，就能将原本枯燥的内容变得生动而有趣。
更为重要的是：让学生积极参与课堂，让学生感受英语的魅力。
Reading:A Master of Nonverbal Humour
教学点评
评课者：高一级英语组
田秀芳老师于2017年5月19日第六节课在高一（15）班上了高一年级青年教师的青赛课。
在本节课中，田老师选择了Book4 Unit3 Reading A Master of Nonverbal Humor部分,注重培养学生的对文章的阅读和理解能力，从知识与能力，过程与方法，情感态度与价值观方面对学生有了更好的引导和渗透，把学生的简单阅读转化为能力进行了有益的培养。
现在我将从四个维度对田老师的这节课进行点评。
一、学生表现
1.课前---在老师的指导下，学生做了充分的课前预习，阅读了幽默大师---卓别林这篇文章，对这篇阅读有了初步的认识和了解。
2.课中---学生们听课认真，反应迅速，对课文知识有较好的理解；学生们勤于思考，善于交流，乐于表现。
3.课后---学生们在思维及阅读能力上均得到较好的发展。
二、教师表现
1.教师对于目标知识及技能的培养进行了清晰、多样、生动的呈现。
2.教师一直在观察学生，根据学生的动态发展适时地作出调整，并进行有针对性的指导，同时还注意到了对学生的鼓励。
教师的教学智慧在教学过程中有较好的表现。
三、课堂生态
1.田老师设置的教学目标明确，以短小的视频资料为切入点，同时对卓别林进行一个简单简介，唤起学生对卓别林的兴趣，为课文的学习起到了较好的引入作用。
而后，深挖掘的方式关注到阅读理解中不易被注意的细微之处，兼有实用性和前瞻性。
2.在教授过程中充分发挥了教师的主导作用，同时也尊重了学生的主体地位。
3.田老师采用了动态的激励性的评价机制。
4.田老师采用了丰富的教学资源，呈现了真实多样的语言环境。
四、课堂文化
1.田老师采用了形式多样的教学方法，如，任务型教学法（Step2 Fast reading），互动式教学法(Step6 Discussion)，思维导图教学法(Step5 Summary）等。
2.田老师在课堂上发展了与学生间良好的关系，给予了学生充分的尊重和鼓励。
3.田老师敢于创新，凭借较高的专业素养和教学智慧，挑战了日常教学中较少在阅读中设计的区域------学生写作思维的培养，尤其在一个成绩相对较差的班级更是难能可贵。
4.田老师通过适时地鼓励和指导，有效地帮助学生更好地融入课堂，以实现其全方位的发展。
建议和反馈
1.考虑到班级的特殊性----英语基础薄弱，问题的呈现和分析的进程可适当放缓，有助于学生更为充分地对目标知识和技能进行理解和感悟。
2.不妨对学生投入更多一点的信任，在一些有挑战性节点上，让学生进行更多相互间的评价和交流，表达他们的想法，有助于师生间达成更好的合作效果。
如Retell the story.
3.减少老师的一些不好的习惯性动作，比如用手频繁调整麦克风的位置，过多走动的动作，课堂下观察学生固定在某个区域。
相信年轻的田老师经过不断的历练，会有更大的进步！。