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人教版必修四Uint 3 A Master of Nonverbal Humour教学设计

作者:佚名    文章来源:本站原创    更新时间:2020/9/11
人教版必修四Uint 3 A Master of Nonverbal Humour教学设计
  摘 要:本文以人教版高中英语教材必修四第三单元A Taste of English Humour中的A Master of Nonverbal Humour一课为例进行阅读课教学设计。具体设计包括教学课型和内容、教学目标、教学方法、教学辅助、学情分析、教学过程六个方面。本教学设计的重点是阅读课教学过程的探究和实践。
  关键词:高中英语;阅读课;A Master of Nonverbal Humour;教学设计
  [中图分类号]G63
  [文献标识码]A
  [文章编号]1006-2831(2015)11-0091-4 doi:10.3969/j.issn.1006-2831.2015.04.024
  教学课型:阅读课
  课题:必修四 Uint 3 A Master of Nonverbal Humour
  教材分析及教学目标:
  1. 语言知识目标:学习并运用以下词汇:
  单词:content, astonish, entertaining, throughout, homeless, worn-out, overcome, difficulty, fortunate, outstanding
  短语:be content with, badly off, pick out, cut off
  2. 语言技能目标:学习使用恰当的阅读方法与技能,如快速搜索信息、猜词义、信息分析能力以及语篇概括能力;学习地道的英语表达法和英语名言;了解人物传记的一种写作框架,即“按照时间顺序及抓住人物最突出的特征并举例说明”。
  3. 学习策略目标:独立思考与合作学习相结合。
  4. 跨文化交际目标:通过讨论文中出现的关于幽默的艺术形式,了解中西方文化意识表达的共同点。
  5. 情感态度目标:通过引导学生阅读、讨论、竞赛以及角色扮演等环节,帮助学生认识成功的艰辛:正确地看待生活中的挫折,乐观向上,珍惜拥有,让人生少些遗憾多些精彩。
  教学方法:任务型、交际型
  教学辅助:PowerPoint,黑板,录音机
  学生情况分析:电影幽默大师查理·卓别林是学生感兴趣的人物,也是每个学生熟悉的人物,所以由此引出的话题是有意义并让学生有话可说的。
  Teaching Procedure
  Step I: Lead-in
  Introduce some humour masters’ voice or laughter like Stephen Chow, Mr. Bean and Charlie Chaplin to the class. Then let students guess who he is.
  【设计说明】用中西方幽默名人标志性音频资料导入会显得轻松自然。教师引出问题,启发学生谈论幽默的形式和人物。教师可以从这个话题自然过渡到阅读任务“Charlie Chaplin——A Master of Nonverbal Humour”。
  Step II: Fast reading
  Skimming: Skim the passage to find out which film is one of Chaplin’s most famous films. [Whole-class work]
  Scanning: Scan the passage to find out what Chaplin’s costume is.
  【设计说明】旨在锻炼学生快速搜索信息的能力,全班齐答是因为任务较简单,而且齐答能抓住全班学生的注意力,也是作为阅读热身的准备。
  Step III: Detailed reading
  Comprehending and learning about language
  1. Listen to the tape.
  2. Match the words or expressions with the correct meaning. [Individual work]
  【设计说明】通过阅读、理解,让学生自己找出有把握的正确释义。有问题的可以由教师帮助找出。旨在锻炼个体学生从上下文猜词和构词法猜词两种重要的猜词技能。
  3. Find out the topic sentence of each paragraph.
  Suggested answers:
  Para 1→Laughter is the sun that drives winter from the human face,and nobody has been able to do this better than Charlie Chaplin.
  Para 2→Not that Charlie Chaplin’s life was easy.
  Para 3→The little tramp became known throughout the world.
  Para 4→An example from his most famous film that in bad condition.
  Para 5→He is loved and remembered as a great actor, who could inspire people with great confidence.
 4. Match the topic sentence with a statement which is closest in meaning. But one of the statements is unnecessary. [Team work]
  □a. How Charlie Chaplin made a sad situation entertaining.
  □b. It gives us a short biography about Charlie Chaplin.
  □c. It tells us something about Charlie Chaplin’s acting style.
  □d. What his childhood was like?
  □e. Charlie Chaplin felt content to be given a special Oscar.
  □f. Humor can inspire people.
  Suggested answers: 1.f 2.d 3.c 4.a 5.b
  【设计说明】这是一个总体到细节上把握作者观点的任务,旨在锻炼学生的信息搜索主题概括和分析能力。虽然任务有一定难度,但因为与教师设计的这些相近意思的句子也刚好是各个段落的主题句,所以相信学生还是能完成这项任务的。教师可以通过问题提示学生,如Why did people need cheering up?etc.。
  5. Understand difficult points. [Pair work]
  How do you understand the sentence and words “laughter is the sun that drives winter from the human face” (Para 1.), and “he was the underdog” (Para 3.)?
  Suggested answers:
  “Laughter is the sun that drives winter from the human face” means “ just as the sun can warm the earth and end winter; laughter can make people forget their problems and makes them feel happy.”
  “He was the underdog” means “somebody who is weaker than the others and is always expected to be successful”.
  【设计说明】如果学生英语基础较好,教师可以摘几个地道而有难度的词句让学生进行理解分析。同桌讨论能降低难度,但如果学生理解还是有困难,教师将用提示的方式帮助理解。
  6. Explore the organization of the text?[Individual work]
  What’s the passage mainly about?
  A. The history of English humour.
  B. The films Chaplin made.
  C. The humour Chaplin made in his films.
  D. The Gold Rush in California.
  Suggested answers: c
  【设计说明】旨在进行语篇概括能力练习,这也是每个学生要着重掌握的阅读技能。
  7. Complete the short summary of the writer’s opinion about “the art of living” with the words in the box. [Individual work]
  Chaplin made people laugh at a time when they felt depressed, so they could feel more 1 with their lives. He was popular with all the world for his particular form of 2 acting. The little tramp became known 3 the world. He played the main character who was poor and 4 , and wore large trousers, 5 shoes and a small round black hat, and carried a walking stick. The character was a social 6 , but he won the love of audience for his determination in 7 difficulties and 8 to others.
  In his film The Gold Rush, Chaplin successfully made a sad situation 9 by eating a 10 shoe.
  As a forever humour master, Charlie Chaplin will always be remembered by us.
 Suggested answers: 1. content 2. particular 3. throughout 4. homeless 5. worn out 6. failure 7. overcoming 8. being kind 9. entertaining 10. boiled
  【设计说明】旨在进行词汇巩固训练和本单元语法-ing训练。
  Step IV. Making connections
  1. Cross-cultural understanding:
  Watch part of The Gold Rush, and then think about, “Chaplin didn’t say anything in the film,but we all of us laughed. How can you understand the humour style?
  Answers can vary.
  【设计说明】目的是让学生能对所学内容加深印象和理解。
  2. Change (role play) (Team work)
  Task: suppose that your parents are tired after work, or they are depressed by their bluesky stocks(不可靠的股票). Please design a humourous way to cheer them up. And act it out.
  【设计说明】这个角色扮演的任务让学生从语言和行动两个方面入手对文章再进行一次回顾,并通过文中所学方法来解决实际问题。学生在课堂实际表演效果有一定程度的不可预测性,所以这项任务对学生将是一种挑战。当然,不是所有的问题通过一堂课就都能解决,但是至少能给我们以启发。解决这样的问题可能更需要集体的智慧和合作,所以设计了小组合作活动。
  Step V. Teacher’s summary
  1. What should we learn from Charlie Chaplin? [Whole-class work]
  Suggested answers: Optimistic attitude towards life. His determination in overcoming difficulties. Being kind even when people were unkind to him.
  2. I think we need to reflect on our life. Humour is one of the ways in which we relax and recreate ourselves. The things we find humourous may vary, but to have a sense of humour is very important. Think about life we are faced with. Think about the many wars which are still happening. This passage has inspired us to be content with what you have and never give up.
  【设计说明】联系社会生活和社会热点,对话题做进一步的探讨与总结,升华师生的情感。同时,为随后的结束活动轻松铺垫。
  Step VI. Sharing a poem [Whole-class work]
  Life
  Life can be good,
  Life can be bad,
  Life is mostly cheerful,
  But sometimes sad.
  Life can be dirty,
  Life can even be painful;
  But life is what you make it,
  So try to make it beautiful.
  【设计说明】齐读这首优美、浅显而又意义深远的诗,感悟。
  Homework:
  1. Read the limerick and share thoughts with each other.
  Paradox of Our Times
  We have bigger houses and smaller families;
  more conveniences, but less time;
  we have more degrees, but less common senses;
  more knowledge, but less judgment;
  more experts, but more problems;
  more medicine, but less wellness.
  We spend too recklessly(无所顾忌的),
  laugh too little, drive too fast,
  get to angry too quickly, stay up too late,
  get up too tired, read too little,
 watch TV too often, and pray(祈祷)too seldom.
  We have multiplied our possessions, but reduced our values.
  We talk too much, love too little and lie too often.
  We have learned how to make a living, but not a life;
  we’ve added years to life, not life to years.
  We have taller buildings, but shorter tempers;
  wider freeways, but narrower viewpoints.
  We spend more, but have less;
  we buy more, but enjoy less.
  We’ve been all the way to the moon and back,
  but have trouble crossing the street to meet the new neighbor.
  We have conquered outer space, but not inner space.
  We’ve split the atom, but not our prejudice;
  we write more, but learn less;
  plan more, but accomplish less.
  We have learned to rush, but not to wait;
  we have higher incomes, but lower morals(道德水准).
  We build more computers to hold more information,
  to produce more copies, but have less communication.
  We are long on quantity, but short on quality.
  These are the times of fast foods and slow digestion;
  tall men and short character;
  steep profits and shallow relationships.
  More leisure and less fun;
  more kinds of food, but less nutrition;
  two incomes, but more divorce;
  fancier houses, but broken homes.
  This is a strange and confusing age.
  There are so many paradoxes in our times
  that we hardly know who we are,
  where we are, and where to go.
  2. Feedback(学生课后完成,作为教学反思的参考。)
  (1) What expressions about humour do you remember after class?
  ____________________________________________________
  ____________________________________________________
  (2) Which part or parts of the lesson interested you most?
  □Talking about homour actors
  □Learning about language
  □Learning about Charlie Chaplin
  □Learning about the wise words
  □Having a debate
  □Sharing the poem
  □Others_________________________________________________
  (3) Are Chaplin’s life and achievements helpful to you?
  □Very much □A little □Not at all Xi Yangyang and Hui Tailang 教学设计及反思
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人教版必修四Uint 3 A Master of Nonverbal Humour教学设计:https://www.ryedu.net/syy/zxyy/202009/59264.html
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