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1、Reading:A Master of Nonverbal Humour Teaching Plan教学设计高一级英语组 班级高一（15）班科目英语上课时间2017年5月19日 星期五教学目标Knowledge and Ability1. To help students know about the meaning of nonverbal humour.2. To train the students predicting, skimming and summarizing abilities during reading the text.Process and Method1. Tas
2、k-based Language Teaching2. 2. Group competition3. Teachers guidance and interaction with studentsEmotion, Attitude and Values1. To enable students to develop the determination to be faced with difficulties and overcome them. 2. To encourage students to keep an optimistic attitude towards life and i
3、mprove the sense of humour.教学重难点Key point: Enable students to develop the optimism and determination to overcome all kinds of difficulties.Difficult point: Enable students to grasp the reading abilities of predicting, skimming and summarizing.教学过程Step 1: Lead-in(5mins)1. A short performance.2. A bri
4、ef introduction of Charlie Chaplin. To arousestudents interests in Charlie Chaplin.Step 2: Fast reading(8mins)Task 1: Skim the passage to find out the main idea of each paragraph.para.1 a)What Charlies most famous character was likepara.2 b)Why people needed cheering uppara.3 c)His achievementspara.
5、4 d)What Charlies childhood was likepara. 5 e)An example of his works(The Gold Rush)Whats the passage mainly about?A. The history of English humour.B. The films Chaplin made.C. The Gold Rush in California.D. Chaplin s life and the humour Chaplin made in his films.To improve students ability of skimm
6、ing a passage quickly and grasp the main idea of a passage. Step3: Careful reading(10mins)Task2 Para.3: Give a description of the little tramp._Task3 Para.4: Answer the two questions.1. Why did the little tramp go to California? He rushed there _.2. What did he have to eat when he was hungry? He had
7、 to boil _ for his dinner.To help students understand the humour of Charlie Chaplin by analyzing his famous character-the little tramp.Step 4: Reading comprehension.(6mins)Task4 Choose the best answer. 1. How do you understand the sentence “Laughter is the sun that drives winter from the human face.
8、” ? 2. People enjoy seeing other peoples bad luck because _. 3. The little tramp is well known except that _. 4. Chaplin was given a special Oscar for _. 5. What do you think it was that made Charlie more and more popular?To practice students ability of predicting and analyzing .Step5: Summary(5mins
9、)Retell the story according to the key words. To improve students summarizing ability.Step6: Discussion(5mins)What made Chaplin so successful? What should we learn from him?To learn the good qualities of Charlie Chaplin.Step7: Homework.(1min)Retell the passage again with your partner according to th
10、e key words.Circle the language points in the passage, and try to understand their meanings.To consolidate knowledge and preview the next class.板书设计Reading: A Master of Nonverbal HumourStep1: Lead-inStep2: Fast readingStep3: Careful readingStep4: Reading comprehensionStep5: SummaryStep6: DiscussionS
11、tep7: HomeworkGroup1:Group2:Group3: Group4:To give students a clear mind about this class. 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
12、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
13、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
14、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
15、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
