廣東省廉江市實(shí)驗(yàn)學(xué)校高一英語(yǔ)教案：Reading《 A Master Of Nonverbal Humour》

1、.Reading:A Master of Nonverbal Humour Teaching Plan教學(xué)設(shè)計(jì)高一級(jí)英語(yǔ)組 班級(jí)高一（15）班科目英語(yǔ)上課時(shí)間2017年5月19日 星期五教學(xué)目標(biāo)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. Ta

2、sk-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

3、improve the sense of humour.教學(xué)重難點(diǎn)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.教學(xué)過(guò)程Step 1: Lead-in(5mins)1. A short performance.2. A br

4、ief 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 Charlie's most famous character was likepara.2 b)Why people needed cheering uppara.3 c)His achievement

5、spara.4 d)What Charlie's childhood was likepara. 5 e)An example of his works(The Gold Rush)What's 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 stud

6、ents ability of skimming 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

7、he was hungry? He had 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

8、 from the human face.” ? 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

9、.Step5: Summary(5mins)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 pa

10、rtner according to the key words.Circle the language points in the passage, and try to understand their meanings.To consolidate knowledge and preview the next class.板書設(shè)計(jì)Reading: A Master of Nonverbal HumourStep1: Lead-inStep2: Fast readingStep3: Careful readingStep4: Reading comprehensionStep5: Summ

11、aryStep6: DiscussionStep7: HomeworkGroup1:Group2:Group3: Group4:To give students a clear mind about this class. Reading:A Master of Nonverbal Humour 教學(xué)反思高一級(jí)英語(yǔ)組 本單元的中心話題是英式幽默，而本堂課主要通過(guò)閱讀一篇文章來(lái)了解一位非言語(yǔ)大師卓別林的幽默。文中介紹了卓別林的主要成就和他的家庭背景，卓別林通過(guò)自己無(wú)聲的幽默感染了幾代人，讓人們?cè)诶Ь持姓业搅税参?。老師通過(guò)卓別林的生平事跡引導(dǎo)學(xué)生正確面對(duì)困境，從而讓學(xué)生養(yǎng)成一種克服困難的決心和樂(lè)觀

12、豁達(dá)的態(tài)度。本節(jié)課的教學(xué)目標(biāo)和內(nèi)容的設(shè)計(jì)比較合理，教學(xué)思路清晰，首先通過(guò)學(xué)生啞劇表演來(lái)進(jìn)行導(dǎo)入，引起了學(xué)生對(duì)啞劇和卓別林興趣。然后通過(guò)快速閱讀、細(xì)節(jié)閱讀讓學(xué)生掌握了文章的主旨大意和關(guān)鍵信息點(diǎn)，突出了閱讀課的特色。然后通過(guò)復(fù)述卓別林的故事梳理了知識(shí)。最后通過(guò)對(duì)卓別林精神的討論來(lái)感情升華，讓學(xué)生笑對(duì)人生、直面困難。課堂導(dǎo)入新穎，課堂氣氛活躍。通過(guò)學(xué)生的表演引入，讓英語(yǔ)課堂貼近學(xué)生的生活。體現(xiàn)了英語(yǔ)科目的真實(shí)性。然后在課堂中通過(guò)小組競(jìng)爭(zhēng)的方式調(diào)動(dòng)了學(xué)生的積極性，讓學(xué)生成為了課堂的主體，老師只是教學(xué)的主導(dǎo)。本堂課不僅增強(qiáng)了學(xué)生之間的競(jìng)爭(zhēng)和合作，同時(shí)也增強(qiáng)了老師和學(xué)生的合作。老師在任務(wù)型教學(xué)法的指導(dǎo)下，

13、為閱讀的各個(gè)階段設(shè)置不同難度的任務(wù)，讓學(xué)生去完成。學(xué)生能夠做課堂的主人，自然而然地增強(qiáng)了積極主動(dòng)性。然而，本堂課也存在一些問(wèn)題。首先課前準(zhǔn)備不夠充分，導(dǎo)致自己對(duì)課堂內(nèi)容的把握不夠熟悉，表現(xiàn)過(guò)于緊張。其次，課堂的設(shè)計(jì)欠缺創(chuàng)新性，除了引入部分的創(chuàng)新，對(duì)文章的挖掘不夠深入，有更多可以創(chuàng)新的內(nèi)容沒(méi)能夠巧妙地展現(xiàn)出來(lái)。通過(guò)本次活動(dòng)，我收獲到了老師的幫助、同事的鼓勵(lì)、學(xué)生的支持。也讓我了解到，每一種課型都有可以突破和創(chuàng)新的方面。只要肯深入挖掘，就能將原本枯燥的內(nèi)容變得生動(dòng)而有趣。更為重要的是：讓學(xué)生積極參與課堂，讓學(xué)生感受英語(yǔ)的魅力。 Reading:A Master of Nonverbal Humou

14、r 教學(xué)點(diǎn)評(píng)評(píng)課者：高一級(jí)英語(yǔ)組 田秀芳老師于2017年5月19日第六節(jié)課在高一（15）班上了高一年級(jí)青年教師的青賽課。在本節(jié)課中，田老師選擇了Book4 Unit3 Reading A Master of Nonverbal Humor部分,注重培養(yǎng)學(xué)生的對(duì)文章的閱讀和理解能力，從知識(shí)與能力，過(guò)程與方法，情感態(tài)度與價(jià)值觀方面對(duì)學(xué)生有了更好的引導(dǎo)和滲透，把學(xué)生的簡(jiǎn)單閱讀轉(zhuǎn)化為能力進(jìn)行了有益的培養(yǎng)?，F(xiàn)在我將從四個(gè)維度對(duì)田老師的這節(jié)課進(jìn)行點(diǎn)評(píng)。一、學(xué)生表現(xiàn)1. 課前-在老師的指導(dǎo)下，學(xué)生做了充分的課前預(yù)習(xí)，閱讀了幽默大師-卓別林這篇文章，對(duì)這篇閱讀有了初步的認(rèn)識(shí)和了解。2. 課中-學(xué)生們聽(tīng)課認(rèn)真，

15、反應(yīng)迅速，對(duì)課文知識(shí)有較好的理解；學(xué)生們勤于思考，善于交流，樂(lè)于表現(xiàn)。3. 課后-學(xué)生們?cè)谒季S及閱讀能力上均得到較好的發(fā)展。二、教師表現(xiàn)1. 教師對(duì)于目標(biāo)知識(shí)及技能的培養(yǎng)進(jìn)行了清晰、多樣、生動(dòng)的呈現(xiàn)。2. 教師一直在觀察學(xué)生，根據(jù)學(xué)生的動(dòng)態(tài)發(fā)展適時(shí)地作出調(diào)整，并進(jìn)行有針對(duì)性的指導(dǎo)，同時(shí)還注意到了對(duì)學(xué)生的鼓勵(lì)。教師的教學(xué)智慧在教學(xué)過(guò)程中有較好的表現(xiàn)。三、課堂生態(tài)1. 田老師設(shè)置的教學(xué)目標(biāo)明確，以短小的視頻資料為切入點(diǎn)，同時(shí)對(duì)卓別林進(jìn)行一個(gè)簡(jiǎn)單簡(jiǎn)介，喚起學(xué)生對(duì)卓別林的興趣，為課文的學(xué)習(xí)起到了較好的引入作用。而后，深挖掘的方式關(guān)注到閱讀理解中不易被注意的細(xì)微之處，兼有實(shí)用性和前瞻性。2. 在教授過(guò)程

16、中充分發(fā)揮了教師的主導(dǎo)作用，同時(shí)也尊重了學(xué)生的主體地位。3. 田老師采用了動(dòng)態(tài)的激勵(lì)性的評(píng)價(jià)機(jī)制。4. 田老師采用了豐富的教學(xué)資源，呈現(xiàn)了真實(shí)多樣的語(yǔ)言環(huán)境。四、課堂文化1. 田老師采用了形式多樣的教學(xué)方法，如，任務(wù)型教學(xué)法（Step2 Fast reading），互動(dòng)式教學(xué)法(Step6 Discussion)，思維導(dǎo)圖教學(xué)法(Step5 Summary）等。2. 田老師在課堂上發(fā)展了與學(xué)生間良好的關(guān)系，給予了學(xué)生充分的尊重和鼓勵(lì)。3. 田老師敢于創(chuàng)新，憑借較高的專業(yè)素養(yǎng)和教學(xué)智慧，挑戰(zhàn)了日常教學(xué)中較少在閱讀中設(shè)計(jì)的區(qū)域-學(xué)生寫作思維的培養(yǎng)，尤其在一個(gè)成績(jī)相對(duì)較差的班級(jí)更是難能可貴。4. 田老師通過(guò)適時(shí)地鼓勵(lì)和指導(dǎo)，有效地幫助學(xué)生更好地融