(共20张PPT)
钢都中学 梁除凤
What are you laughing for
What forms of humour do you know
HUMOUR
FORMS OF HUMOUR
MIME
Comedy
pantomime(童话剧）
funny stories / poems
Verbal jokes
Cross talk
Short sketch
funny pictures
clown
He was a great mime artist who was famous for his silent movies, such as The Gold Rush. Who was he
Guessing？
Charlie Chaplin
What do you know about Charlie Chaplin
Little Tramp
his famous movies
The Gold Rush
Modern Times
City Light
…
A MASTER OF NONVERBAL HUMOUR
1889
1977
mime
fast reading
Born
Job
Famous character
Costume
Type of acting
Died
actor
little tramp
large trousers，worn out shoes，a small round black hat and a walking stick
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
Find out the main idea of each part.
Why people needed cheering up
What Charlie Chaplin’s childhood was like.
What his most famous character was like.
An example of a sad situation that he made funny.
His achievements.
Q: 1. Why do people need cheering up as Victor Hugo said
2. What did Chaplin do to cheer people up
3. Why is Chaplin loved and remembered by people
Laughter is the sun that drives winter from the human face
He brightened the lives of Americans and Britain 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.
Para 1&5:
careful reading
He was a great actor who could inspire people with great confidence.
Finish the chart.
Childhood What happened Things
Family His father _____,
leaving the
family even
___________. His parents taught him
______ as soon as he could
speak and _______ as soon
as he could walk.
Teens Charlie became one of the
most popular child ______
in England through his
________.
died
worse off
sing
dance
actors
humour
Para 2:
a small round black hat
a moustache
a walking stick
large trousers
worn-out shoes
Give a description on “The Little Tramp”
Para 3:
(Tor F) People like the character “the little tramp” because he was a social failure.
F
for his optimism & determination
Para 4: The Gold Rush(1)
Time :
Place :
Job in the film :
In the middle of the 19th century
California
In search of gold
Were they fortunate enough to find the gold
What troubles did they meet in California
Para 4: The Gold Rush(2)
1.Cut off the leather top of the
Shoe
2.Pick out the laces and eat them
3.try cutting and eating the
bottom of the shoe
4.Treat it as if it were the finest
Meat
5.Sit down at the table
5
2
1
4
3
Charlie Chaplin — The Gold Rush
Charlie Chaplin—The Gold Rush
Work in pairs. Imagine that you are Charlie Chaplin, and your partner is a journalist from 21st Century. Make an interview according to the reading passage.
Discussion
What does humour mean Is humour always kind What’s behind fun
What can we learn from Charlie Chaplin
Discussion
1. What does humour mean Is humour always kind What’s behind fun
Not all humour is kind. Although we also laugh when we see someone slide on banana peel, it’s really dangerous to those who slide on the banana peel, especially to those old people. So when we think about it we will find it’s not funny.
Laughing is better than medicine.
---- Jewish saying
Humour is everywhere in our daily life. I hope you can be optimistic(乐观) no matter what difficulties you meet , just as
Charlie Chaplin was.
Homework
1. Write a short summary of the text.
2. Read the text after class and underline the difficult points.
3. Underline the –ing form in the text and analyze their function.
Edward Lear
There was a Young Lady Whose Eyes
There was a young lady whose eyes,
were unique as to colour and size;
When she opened them wide,
people all turned aside,
and started away in surprise.—————课堂教学设计
武汉市钢都中学 梁除凤
一．教学分析
教学内容 《高中英语》（人教版 必修4）Unit 3 A taste of English humour (Reading)
授课时间 40分钟
教学年级 高一年级
教学方法 任务教学法，学生中心教学法，多媒体辅助教学法
教学活动形式 个人活动，小组活动，全班活动
教学资源及工具 ppt课件，多媒体
二．教学内容分析
（一）教材分析
1、本单元的中心话题是“英语幽默”，然后围绕“幽默”展开话题。
2、本课时“阅读（Reading）”部分是本单元的主体，承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。“阅读（Reading）”以“非语言幽默大师”为题，介绍了世界闻名的喜剧大师——查理·卓别林，内容包括他的生平和他对电影艺术的贡献。虽然他的电影多是无声电影，但是通过他夸张的手法、精湛的演技，给人们带来的是幽默、是享受。课文中给出两个特写，一是“小流浪汉的形象”，另一个是《淘金记》中“吃皮鞋的过程”，使学生体会到在一些小的幽默背后，也隐含着一定的道理。
（二）教材重组
将Warming Up，Pre-reading，Reading与Comprehending整合在一起，对Warming up，Pre-reading和Comprehending部分，根据学生兴趣和英语水平能力进行了自己的取舍添加处理，上一节“阅读课”。
三、教学目标及重难点
Teaching goals 教学目标
1. Target language 目标语言
Nonverbal, crosstalk, short sketch, mime, pantomime, clown, feel … content with, performer, astonishing, worse off, bored, throughout, homeless, moustache, failure, overcome, leather, chew, convincing, direct, star in, outstanding, Switzerland.
2. Ability goals 能力目标
a. Enable the students to learn what humour means and what is nonverbal humour.
b. To develop Ss’ basic reading skills and speaking skills.
3. Learning ability goals 学能目标
a. Help the students learn how to describe the character “Little tramp” acted by Charlie Chaplin.
b. Help the students learn how to use what they have learned to do the interview.
Teaching important points 教学重点
Help the students to improve reading skills and ability.
Teaching difficult points 教学难点
a. Help the students to summarize the main idea of each paragraph.
b. Help students to do the interview successfully.
四、教学对象分析
高一年级学生，学生们已有小学及初中学习英语的基础，大多数同学能掌握一些最基本的阅读技巧，但并不熟练，而随着高中逻辑思维能力的增强，学生的阅读能力和理解能力都有很大提高空间。由于初中英语文章相对较容易，篇幅较短，阅读起来容易得多，很多同学不适应高中的英语课文文章，再者加上很多同学初中都习惯听老师告知他们文章的中心思想等阅读分析结果，自己运用各种方法和逻辑去分析得少，在总结文章中心思想，如何快速准确找到文章中重要信息并整理信息方面能力较薄弱。老师在高一阶段应该多给予阅读方法和分析方法的指导。在任务布置方面也应该一方面充分调动学生的主观能动性，引导学生自己去阅读去分析，一方面也要适当降低难度，把整理信息理念通过题型方式慢慢渗透给学生。
五．教学设计理念
根据英语课程改革的重点，强调课程从学生的学习兴趣、生活经验和认知水平出发（例如选择一些贴合课文内容而学生感兴趣的图片资料，选择符合学生认知水平的任务），倡导体验、实践、参与、合作与交流的学习方式（例如选择任务要有个人活动，小组讨论活动等），发展学生的综合语言运用能力（比如运用从文中得到的信息进行采访活动），使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。本课时也是本着这些宗旨，有针对性让学生们在老师的指导下进行任务型学习，自主的学习和合作学习。同时也让同学们学会通过思考和讨论去探究一些问题及现象的背后本质及感悟一些人生道理（比如最后要学生讨论什么是幽默，幽默背后是什么以及从卓别林身上我们可以学到什么）。
六、教学过程与方式
I. Lead in
通过一张发笑图片引出问题：what are you laughing for What forms of humour do you know 由此导入，来介绍以下几种常用的幽默方式：mime, verbal jokes，short sketch，crosstalk，comedy，pantomime，funny pictures, funny stories/poems, clown.
（介绍幽默方式时，先用图片来提示学生，再让学生根据图片来说出相对应的幽默形式。）
本环节设计意图：这个单元以幽默为题，需要让学生了解幽默的表现形式有哪些，并为下一步了解课文内容打下基础，因为课文介绍的就是nonverbal humour方面的大师----卓别林。
II．Pre-reading
通过guessing 小活动来引出课文要介绍的人物——卓别林。He was a great mime artist who was famous for his silent movies, such as The Gold Rush. Who was he 然后问学生了解卓别林多少，并引出他的以下几部经典影片：Little Tramp，The Gold Rush，Modern Times, City Light.
（先出影片中的某个片段的图片，以引导学生说出这些著名的影片。学生当然可以自由地说出更多信息。）
本环节设计意图：通过guessing导入课文主题，并通过问学生对卓别林及他出演的影片了解多少这个环节，一方面来了解学生对卓别林背景知识的了解程度，一方面提供一些基础背景知识，为下一步阅读课文做铺垫。
III． Fast Reading
提供一个关于卓别林的个人基本信息表，要求学生快速阅读全文，并在五分钟内完成这个信息表。
Born
Job
Famous character
Costume
Type of acting
Died
本环节设计意图：一方面通过限定时间完成表格的任务来训练学生的快速阅读能力，另一方面通过表格的形式来提示学生如何简单明了地总结出个人基本信息。这样无形中暗示了学生在人物描写文章中用表格形式呈现以及总结基本信息的简单明了性。
IV．Skimming
给学生五分钟时间通读全文，总结出每段的段落大意。
（对于有些难总结的段落，教师可适当提示，比如问学生这个段落的关键词是什么，或者哪句是主题句。）
Paragraph 1 Why people needed cheering up
Paragraph 2 What Charlie Chaplin’s childhood was like.
Paragraph 3 What his most famous character was like.
Paragraph 4 An example of a sad situation that he made funny.
Paragraph 5 His achievements.
本环节设计意图：通过Skimming，训练学生总结文章段落大意的能力。在这个环节，对于难以总结的段落，教师的适当提示其实也是提供学生阅读技巧的途径。并且这个环节为接下来的仔细阅读做铺垫。
V．Careful Reading
1. Paragraph 1&5
要求学生仔细阅读第一段和第五段，找出下列三个问题的答案：
1） Why do people need cheering up as Victor Hugo said
2） What did Chaplin do to cheer people up
3） Why is Chaplin loved and remembered by people
设计意图：通过三个问题的设置，把第一段和第五段的主要信息提炼出来，要学生去查明。之所以把第一段和第五段放在一块，一方面是因为这两段内容都不多，分开阅读浪费时间；另一方面是因为第一段和最后一段都是全文总括性的对于卓别林的介绍。
2. Paragraph 2
Read Paragraph 2 carefully and then finish the chart.
Childhood What happened Things
Family His father _____, leaving the family even ___________. His parents taught him ______ as soon as he could speak and _______ as soon as he could walk.
Teens Charlie became one of the most popular child ______ in England through his ________.
本环节设计意图：通过表格形式，简单明了地提炼出这段的主要信息，也让学生对于这个段落的内容结构有所了解。
3. Paragraph 3
Give a description on “The Little Tramp”and judge the following statement:
People like the character “the little tramp” because he was a social failure.
(为了更形象直观地让学生了解流浪汉的形象，教师特意用了图片展示出“流浪汉”的外形特征，这样要求学生不看书，根据图片来描述。
本环节设计意图：这段主要介绍卓别林塑造的一个典型形象---流浪汉。所以要求学生根据图片来描述流浪汉的外形特征不但感官上直接，也训练了学生口头描述的能力，而后面陈述句的正误判断则进一步让学生深入理解“流浪汉”这个角色受观众喜爱的原因以引发学生深入理解和思考卓别林所塑造的人物形象。
4. Paragraph 4
分两个部分来布置任务：
一、要求学生根据文章内容找出《淘金热》下列信息：
Time :
Place :
Job in the film :
Were they fortunate enough to find the gold
What troubles did they meet in California
二、将卓别林吃皮鞋的过程按正确顺序排列一下。
1.Cut off the leather top of the shoe
2.Pick out the laces and eat them
3.try cutting and eating the bottom of the shoe
4.Treat it as if it were the finest meat
5.Sit down at the table
答案 52143
然后播放该片段给学生看。
本环节设计意图：通过这些信息填写，回答问题及排列顺序的任务逐步充分让学生了解该段内容，并通过视频的播放让学生直观感受《淘金热》中卓别林的杰出表演。
VI．Interview
Work in pairs. Imagine that you are Charlie Chaplin, and your partner is a journalist from 21st Century. Make an interview according to the reading passage.
本环节设计意图：通过采访活动，让学生更进一步熟悉文章并训练学生综合运用语言的能力。
VII. Discussion
Divide the students into groups and ask them to discuss the following questions in groups:
What does humour mean Is humour always kind What’s behind fun What can we learn from Charlie Chaplin
（要求学生以小组为单位先进行讨论交流，再选出发言人来代表小组表述意见。）
本环节设计意图：通过讨论活动，一方面增强学生用英语相互交流的能力，一方面让学生深入思考幽默背后的内涵以及从卓别林大师身上学到的知识和人生道理。
VIII．Conclusion
Laughing is better than medicine. ---- Jewish saying
Humour is everywhere in our daily life. I hope you can be optimistic(乐观) no matter what difficulties you meet , just as Charlie Chaplin was.
本环节设计意图：总结全文，升华思想，对学生进行情感价值教育。
七、教学评价
1. 每个阅读环节都设有相对应的问题或者任务要求学生去完成。
2. 阅读之后设计了采访活动来检验学生对文章掌握的熟练程度及对语言综合运用的能力。
3.最后通过小组讨论活动来检验学生对幽默的深层理解及了解学生从文中，从卓别林大师身上学到的知识和道理。
八、教学反思
1、这一堂课从开始到结束，同学们参与学习、参与阅读任务的积极性很高，学习气氛也很活跃。但在最后的采访和讨论环节，许多学生感到力不从心，很多观点和思想无法用英语表达清楚，而在当众陈述时，同学普遍存在紧张害怕的心理，要么不够胆量进行表述，要么表述磕磕巴巴。
2、这一堂课对于后进的同学而言，阅读速度有点跟不上。在完成任务时存在不少难度。
以上二点，一直以来都是在同学当中普遍存在的问题，也同样值得我们探讨与深思，寻求更好的解决的方法。
