英语幽默说课稿.docx

必修四 Unit 3 A taste of English humor说课稿
——唐明兰
各位老师：  大家好，我非常荣幸能够在这里与大家分享我的一节课，我这节课的内容是高中英语必修四第三单元A taste of English humor的Warming-up和Reading部分。我准备从以下7个方面来展开我的课：教材分析、教学目标、教学方法、学习方法、教学步骤、板书和教学反思。  
Part One：说教材——教材分析   
   本单元是关于不同类别的英式幽默，通过学习本单元，能够让学生了解Charlie Chaplin滑稽但是却鼓舞人心的幽默，本单元阅读部分不但能让学生了解到关于Charlie Chaplin的相关信息，同时也能够让学生通过本篇课文，提高英语学习的能力。 
 Part Two：说教学目标 
  众所周知，阅读在英语学习的过程中属于语言的输入过程，而语言的输入过程又对语言的输出过程，比如“说”和“写”又有很大的作用，那么，在研究完新课程标准和教学大纲后，我将我的教学目标定为知识目标、能力目标、情感目标。
1. 知识目标 
学生能够听懂，读懂，能够理解文章的内容，并且能够正确地使用文中重点的单词和短语。
重点单词：humor， content ，astonishing， unfortunately， ordinary， bored， entertain， throughout ，homeless， worn， failure ，overcome， leather， chew ，convince， convincing ，direct， outstanding；
重点短语：up to now, badly off, pick out, cut off, star in。
 2．能力目标 
增强学生的听，说，读，写能力，尤其是说和写的能力； 训练学生共同协作的能力 ；增强学生阅读能力，尤其是跳读和精读的能力
3. 情感目标  
通过本文，学生能够从Charlie Chaplin身上学到乐观面对生活的苦难，并且能够自己去发掘我们生活中的幽默。   
Part Three：说教法——教学方法 
英语教学过程中最重要的是什么呢？我认为最重要的莫过于如何让学生读懂文章，并且能够让他们将课文中重要的单词或短语能够自由的在日常生活中加以使用。  如何才能将教学方法改进地更加好呢？通过对文章内容以及学生学习背景的分析，我使用了以下的教学方法：Task-based Language Teaching——  任务型教学，即 围绕核心任务，设定小任务， 开展自主性学习的小组活动，将 合作探究和自主学习相结合 。
   在教学过程中碰到的重点与难点为：  重点：帮助学生了解重点单词及短语的用法，提高学生的阅读能力 难点：帮助学生理解中式和英式幽默的区别  同时，在教学过程中，我也用到了多媒体，图片，黑板和录音机等教学辅助工具。  
Part Four：说学法——学习方法 
这个阶段的学生思维非常敏捷，并且他们也非常渴望展示自己，而他们自身也存在着一定的阅读能力，但是他们缺少相应的外国文化背景以及表达自己思想的勇气，因此，作为老师，就应该非常注意他们的学习策略，在本节课上，我带领着我的学生运用了以下策略： 
1. 自学与团队协作相结合的学习方法，并用这种能力去获得和处理语言信息 
2. 练习策略， 鼓励学生的质疑精神来提高学生发现，分析并解决问题的能力  
Part Five：说教学步骤 
学生是学习的主体，在教学过程中，我会更多地让他们参与到我的教学过程中来，为了达到这个目标，我采用了以下的教学步骤：
 Step 1: Lead-in and Warming up( 5 mins)
为了让学生轻松愉快地进入本单元的中心话题“幽默”，我给学生播放了一段陈佩斯的幽默短片“吃面条”。
 Questions: Do you know who the Chinese comedian is ?( Chen Peisi)
What makes his performance funny? ( his body gestures)
Then show some pictures of Charlie Chaplin to students.
Questions:  Do you know who he is ? (Charle Chaplin)
What do you know about Charle Chaplin?
What do you expect to learn about from this reading? ( students’ answers may vary)
（意图：这一环节的设计将会激发学生对文章中这一话题的兴趣并能让学生在短时间内集中精力，这对于学生完成下面的阅读任务很有帮助。）
Step 2: Reading ( 22 mins)
 接下来就是主题阅读的阶段。这一阶段中，我以两种形式的阅读呈现：跳读及精读。首先进行的是跳读，这需要学生在短时间内，快速地浏览文章，并且得到课文大意及每
个自然段的段落大意，为了降低阅读难度，我分别设置了单选题和连线题的任务模式考
察学生这个阶段的任务完成。）
Fast Reading ( Skimming) (7 mins)
Task 1:  Fast Reading  (3 mins)
What’s the passage mainly about?
A. The history of English humor. B. The films Chaplin made.
C. The life and humor career of Charlie Chaplin
D. The Gold Rush in California.                   ( Key : C )
Task 2: Read to summarize the main idea of each paragragh and match the paragraph with its main idea. (4 mins)
Para 1: (E )             A. His achievements
Para 2: (C )             B.An example of a sad situation that he made funny.
Para 3: ( D)             C. What Charlie’s childhood was like.
Para 4: ( B )             D. What his most famous character was like.
Para 5: ( A)             E. Charlie Chaplin brightened the people’s lives through two world wars and the hard years in between.
然后进行的是精读，在这个阶段，我播放了这篇课文的听力，让学生跟着磁带去进行
这 篇课文的阅读，这个时候，我也设置了不同的任务，来考察学生对这篇课文的细节了解。
Scanning:  Reading for details ( 15 mins)
Task 1: Read the passage again and then fill in the chart.        

Notes on Charlie Chaplin’s career
Born
1889
Died
1977
Job
Actor
Famous Character
“ the tramp”, a poor and homeless person
Costume
Large trousers, worn-out shoes and small round black hat
Reason for success
Charming, social failure with a determination to overcome difficulties and always kind

Task 2: Work in pairs to read for difficulties. 
1. Explain in your own words the sentence “Charlie brightened the lives of American and British through two world wars”.
                                                                 __________________________________________ 
2. Why was“The Little Tramp ”loved by many people around the world?
 A. Because the appearance of the character is so funny.
 B. Because the tramp is a social failure.
 C. Because he is always made fun of by others.
 D. Because of his optimism and determination fo overcome all difficulties.
3. Find a sentence in the passage similar in meaning to the following one:
 Charlie’s real life was not so comfortable as it was showed in his films.

4. Translate the sentence into Chinese “You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk”.

5. Guess the meaning of the word “convincing” in line 30 Page 18.

（意图：这一环节沿用了英语阅读教学中最重要的两种阅读技能，即略读和查读。这也是本课设计的重点。同时，在查读这一环节的任务2中，我设计了高考新题型的相关练习，如翻译，代词指代等等，这样就有效地把高考和日常教学联系了起来，也锻炼了学生应答这种练习的能力。
Step 3 : Retelling （5 mins） 
在这个阶段，我用多媒体呈现出了这篇课文的压缩版，但是会省略部分信息，要求学生按照 章内容补全短文    
People may laugh at others_______ on a banana skin, or falling down a hole, for it makes them _______ with themselves seeing others _______ _______ than themselves.
As an outstanding humourous actor, Chaplin could always _______ in the people deep feelings by using _________ forms of acting in the time of silent films. His charming _________ “the little tramp” is well-known all over the world, a poor and _________ person wearing large trousers, ________ shoes, and carrying a walking _______.
A social _______ as he was, he was loved by all the people for his ____________ in overcoming difficulties and being kind to people _______ to him. When playing the famous film The Gold Rush, Chaplin managed to make the sad situation—eating a _______ shoe, entertaining by using __________ humour.
Such is Charlie Chaplin who produced, _______ , and wrote the movies that he _______ in. He was given a special Oscar for his lifetime work ____________ of bringing humour to us all.
（意图：这一环节是一巩固练习，使得学生对文章中的既得信息有所加强，并对这篇 文章有了更加整体的理解）
Step 4: Pair work. ( Enjoying  4 mins)
在这两个环节中，我让学生自己组成对和小组，一起来完成阶段任务，比如英语笑话对话，及角色扮演。  
Part 1:
JOKE 1  
Wife talking to her husband (who reads newspaper all day): I wish I were a newspaper so I'll be in your hands all day.
Husband: I wish that too, so I could change you daily
JOKE 2
TOM'S EXCUSE
Teacher: Tom, why are you late for school every day?
Tom: Every time I come to the corner, a sign says, "School-Go Slow".
Part 2:
Show the students some pictures of nonverbal homour to let them appreciate .   (omitted)
Step 5 : Interview   ( Group activity 8mins)
The students are divided into groups of 4 . Then in each group students will take their turns to be Charlie and the other 3 act as reporters to interview him/her using the information from the reading.
（意图：这两个环节是为了知识转化, 即让学生切实体会到nonverbal humor is really universal, 又给了学生练习口语的机会，同时也体现了本课时的情感目的。）
Step Six :  Homework
Find more information about Chaplin through The Internet or from books and you are expected to present it to your classmates in the next class.
（意图：这是这节课的综合落实环节）
Part Six:说板书
阅读课中理解最重要，所以我将各段大意呈现在黑板上，以便学生能更清晰的理解整篇文章。
Para 1: Charlie Chaplin brightened the people’s lives through two world wars and the hard years in between.
Para 2:   What Charlie’s childhood was like. 
Para 3: What his most famous character was like.
Para 4: An example of a sad situation that he made funny.
Para 5: His achievements
Part Seven：课后反思 
本节课主要训练阅读技能，兼顾听、说和译等技能的培养。在具体实施过程中采用了任务型教学法，体现了因材施教原则和以学生为主体的教学原则，通过师生的共同努力与配合，能够圆满地完成教学任务，提高学生的阅读能力，同时通过小组讨论，也能够增强学生的合作意识。此期间也出现了一些问题，如内容太多，时间仓促，致使个别环节处理不太恰当，用时太少，而可能不会完全达到预期的效果。另外，在上课中有时让学生按部就班地跟着老师的思路走，而忽视了他们的主体地位和主观能动性，从而限制了学生的思维。还有，学生的学习积极性还没有完全调动起来，这一点也是以后的教学中需要特别注意的。总之，教与学两个环节中，应把重点放在学生身上，老师的教是为学生的学服务的。