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视频课题：高中英语人教版新课标必修四unit3 a taste of english houmour reading_重庆市 - 渝北区
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高中英语人教版新课标必修四unit3 a taste of english houmour reading_重庆市 - 渝北区
Module 4 Unit3 A Taste of English Humour
Reading – A Master of Nonverbal humour
Teaching Design
渝北区松树桥中学 唐小涵
Teaching Material New Senior English for China, Students Book4,
Unit3, A Taste of English Humour
Type
Reading
Class Period
40 minutes
Teaching Material Analysis
The topic of this unit is about English humour. And the purpose of this reading is to introduce nonverbal humour and the structure of passages introducing people. This reading material takes Charlie Chaplin for example and tells us what nonverbal humour means, what Charlie Chaplin’s style of acting is, and how he made a sad situation entertaining through his acting. At the mean time it is implied in the whole unit that the quality in Charlie Chaplin and his character of being positive should be appreciated and learned from.
Learner Analysis
Students in their second year of senior high have their own featured characteristics. As strong points, they have accumulated necessary knowledge to give opinions on topics familiar to them. They have mastered the basic abilities of listening, speaking, reading, and writing.
But they still need chances to practice their skills and express their own experiences, opinions and feelings in English. Also, they are in need of supporting knowledge concerning cultural appreciation as well as knowledge of other aspects to widen their vision. What's more, it is important for them to become more autonomous and cooperative in learning. Teaching Aims
Knowledge aims
1. to skim through the passage and get the main idea.
2. to scan the passage to get specific information fast and precisely. 3. to have a better understanding of nonverbal humour.
Ability aims
1. to enhance the reading ability, such as getting main idea, skimming and scanning and getting summaries.
2. to organize and use English skills to communicate about a certain topic. Emotional aims
1. to understand the importance of being positive and keeping a sense of humour.
2. to appreciate art forms like mime and other types of acting. 3. to enjoy the experience of reading and expressing in English.
2
Learning strategy
to build the sense of cooperative learning and self-directed learning.
Key&Difficult
Points
Key points:
1. to apply their reading skills to efficient reading under the guidance of the teacher.
2. to understand the benefit and importance of being positive 3. to practice writing a summary. Difficult points:
1. to extract summary from the passage.
2. to practice speaking, especially to use their own words to express their own ideas.
Teaching& Learning Methods
Teaching methods
Under the student-centered and teacher-assisted teaching mode, several methods will be adopted.
1. Task-based teaching and learning method 2. Communicative method
3. Group work and individual study method Learning methods
self-directed learning and cooperative learning. Teaching aids
Multimedia and other teaching tools.
Teaching Procedures
Teacher’s Activity
Students’ Activity
Purposes Step1
Warming up (Time
consumption: 2min)
1. Present two groups of funny pictures with one question, “which is a better choice in such a situation?”, asking students to choose between two related answers.
2. Guide them to reach to a conclusion that being optimistic and keeping a sense of humour is beneficial in life.
Look at the pictures, thinking about the situations, and answer together.
Use funny context to show the concept of staying positive in life. Step 2
Lead in
(Time consumption: 3min) 1. Use a quotation from Victor Hugo to bring Charlie Chaplin out. 2. Play a piece of his acting in the movie Modern Times, introducing mime as a form of
nonverbal humour.
Watch and think about what mime is. Give students a
conceptual
understanding of mime and lead the topic to nonverbal humour.
Step3
Reading
(Time consumption: Skim for main idea 1. Present the main idea of this passage, with several key words blanked.
Skim the passage fast and fill in the blanks of the description of main idea. Students learn to skim for the general idea and learn a bit of the features of this
3
18min)
2. Ask students to skim the text and give answers.
3. Remind them to pay attention to the first and last paragraph.
Answer together.
type of writing: General introduction and conclusion lie in the first and last paragraph.
Scan for specific information 1. Play the audio of this passage and ask students to complete
the chart of basic information about Chaplin.
2. Guide them to read the third paragraph to find out what his most famous character is like.
1. Listen to the text and complete the form. Then answer by individual.
2. Fill in the blanks on the corresponding
working sheet, and check the answers together.
To let students get some basic understanding of Charlie Chaplin the actor as well as the most famous character of his.
Read for summary 1. Check the key words that students
circled in preview.
2. Taking the first paragraph for example, show students step by step how to draw a summary sentence from key words to phrases and at last into a sentence.
3. Ask them to pick out the phrases that bear key information from the phrases provided, and then put the phrases into the right order to form a sentence as the main idea of each paragraph through discussion.
4. Check the answers and give marks.
1. Preview the passage, and circle the real key words that bear key information on the paper that the teacher provided previously. (Done yesterday)
2. Understand the process of drawing a key sentence from a paragraph through steps from key words, to phrases and finally to sentences.
3. Put the phrases into the right order to form sentences with the help of group members.
4. Give answers.
Help students to form a habit of doing preview and form their ability of pinning down key words.
Guide students to draw summary sentences from each paragraph in a relatively easy way, influencing them to pay attention to the importance of key words and phrases.
4
Understand organization of the text 1. Ask the students to put the summary sentences of
each paragraph into a given structure to form a passage.
2. Guide students to find the organization of passages introducing people.
1. Write the summary on the specified working sheet.
2. Understand the organization of this kind of passage and keep it in mind to apply it in reading comprehension and writing practice in the future.
1. Students practicing the idea of forming a passage from sentences.
2. Understanding the structure of a certain type of passage is good for them to understand other similar passages better and even apply this understanding into their own writing when they need to write to introduce someone.
Step 4
Post reading (Time
consumption:
16min)
Time for thinking Present a piece of video from the Gold Rush and guide students to compare the two characters in it.
1. Think and choose the right key words to describe Charlie’s character and his friends in the video. 2. By comparison, find out why Charlie’s acting is funny.
Students are able to have a better understanding about how Chaplin made a sad situation entertaining through his acting and his attitude.
Task: Draw, write and tell 1. Ask students to think about how to cope in a humorous
way when in awkward or difficult situation. 2. Show an example to help understanding. 3. Remind students that together with the working sheets in the previous steps, they are able to make a poster to introduce the master of nonverbal humour- Charlie Chaplin.
1. Draw a simple sketch to show an awkward or difficult situation.
2. Write a humorous sentence that you can use in such a situation. 3. Show and explain it in front.
Give students a chance to come up with an output after learning about Charlie Chaplin and humour.
5
Step 5
Assignment (Time
consumption: 1min) 1. Finish the poster and show it in the classroom.
2. Read a passage of introduction to a humorous actor and write a summary to introduce him to your classmates.
Making the poster helps with gaining a sense of achievement and summarizing another passage helps in practicing summarizing and learn more about humour.
Blackboard Design
Module 4 Unit 3
Reading
A Master of Nonverbal Humour
- Charlie Chaplin
Working sheet 1: Scan the text to find out information about Charlie Chaplin.
| Born: | _______________ |
| Died: | _______________ |
| Job: | _______________ |
| Type of acting: | _______________ |
| Famous character: | _______________ |
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