人教版必修四Uint 3 A Master of Nonverbal Humour教學設計

胡筱青

（江西省贛縣中學北校區，江西 贛州 341100）

人教版必修四Uint 3 A Master of Nonverbal Humour教學設計

胡筱青

（江西省贛縣中學北校區，江西 贛州 341100）

本文以人教版高中英語教材必修四第三單元A Taste of English Humour中的A Master of Nonverbal Humour一課為例進行閱讀課教學設計。具體設計包括教學課型和內容、教學目標、教學方法、教學輔助、學情分析、教學過程六個方面。本教學設計的重點是閱讀課教學過程的探究和實踐。

高中英語；閱讀課；A Master of Nonverbal Humour；教學設計

教學課型：閱讀課

課題：必修四 Uint 3 A Master of Nonverbal Humour

教材分析及教學目標：

1.語言知識目標：學習并運用以下詞匯：

單詞：content, astonish, entertaining, throughout, homeless, worn-out, overcome, difficulty, fortunate, outstanding

短語：be content with, badly off, pick out, cut off

2.語言技能目標：學習使用恰當的閱讀方法與技能，如快速搜索信息、猜詞義、信息分析能力以及語篇概括能力；學習地道的英語表達法和英語名言；了解人物傳記的一種寫作框架，即“按照時間順序及抓住人物最突出的特征并舉例說明”。

3.學習策略目標：獨立思考與合作學習相結合。

4.跨文化交際目標：通過討論文中出現的關于幽默的藝術形式，了解中西方文化意識表達的共同點。

5.情感態度目標：通過引導學生閱讀、討論、競賽以及角色扮演等環節，幫助學生認識成功的艱辛：正確地看待生活中的挫折，樂觀向上，珍惜擁有，讓人生少些遺憾多些精彩。

教學方法：任務型、交際型

教學輔助：PowerPoint，黑板，錄音機

學生情況分析：電影幽默大師查理·卓別林是學生感興趣的人物，也是每個學生熟悉的人物，所以由此引出的話題是有意義并讓學生有話可說的。

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.

【設計說明】用中西方幽默名人標志性音頻資料導入會顯得輕松自然。教師引出問題，啟發學生談論幽默的形式和人物。教師可以從這個話題自然過渡到閱讀任務“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.

【設計說明】旨在鍛煉學生快速搜索信息的能力，全班齊答是因為任務較簡單，而且齊答能抓住全班學生的注意力，也是作為閱讀熱身的準備。

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]

①content (Para 1) a.in a poor position, esp.financially

②badly off (Para 2) b.amusing or interesting

③entertaining (Para 2) c.to choose someone or sth.carefully/ to recognize someone or sth.in a group of people or things

④throughout (Para 3) d.in every part; everywhere

⑤overcome (Para 3) e.to deal with and control a problem or feeling

⑥homeless (Para 3) f.satisfied, happy, not wanting more

⑦pick out (Para 4) g.to fill sb.with thoughts, feelings or aims

⑧inspire (Para 5) h.people have nowhere to live

Suggested answers: ①f ②a ③b ④d ⑤e ⑥h ⑦c ⑧g

【設計說明】通過閱讀、理解，讓學生自己找出有把握的正確釋義。有問題的可以由教師幫助找出。旨在鍛煉個體學生從上下文猜詞和構詞法猜詞兩種重要的猜詞技能。

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

【設計說明】這是一個總體到細節上把握作者觀點的任務，旨在鍛煉學生的信息搜索主題概括和分析能力。雖然任務有一定難度，但因為與教師設計的這些相近意思的句子也剛好是各個段落的主題句，所以相信學生還是能完成這項任務的。教師可以通過問題提示學生，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”.

【設計說明】如果學生英語基礎較好，教師可以摘幾個地道而有難度的詞句讓學生進行理解分析。同桌討論能降低難度，但如果學生理解還是有困難，教師將用提示的方式幫助理解。

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

【設計說明】旨在進行語篇概括能力練習，這也是每個學生要著重掌握的閱讀技能。

7.Complete the short summary of the writer’s opinion about “the art of living” with the words in the box.[Individual work]

1.entertaining 2.kind 3.humourous 4.boil 5.worn-out 6.overcome 7.failure 8.throughout 9.content 10.homeless

Chaplin made people laugh at a time when they felt depressed, so they could feel morewith their lives.He was popular with all the world for his particular form ofacting.The little tramp became knownthe world.He played the main character who was poor and, and wore large trousers,shoes and a small round black hat, and carried a walking stick.The character was a social_ , but he won the love of audience for his determination in_difficulties andto others.

In his film The Gold Rush, Chaplin successfully made a sad situationby eating ashoe.

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

【設計說明】旨在進行詞匯鞏固訓練和本單元語法-ing訓練。

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.

【設計說明】目的是讓學生能對所學內容加深印象和理解。

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.

【設計說明】這個角色扮演的任務讓學生從語言和行動兩個方面入手對文章再進行一次回顧，并通過文中所學方法來解決實際問題。學生在課堂實際表演效果有一定程度的不可預測性，所以這項任務對學生將是一種挑戰。當然，不是所有的問題通過一堂課就都能解決，但是至少能給我們以啟發。解決這樣的問題可能更需要集體的智慧和合作，所以設計了小組合作活動。

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.l 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.

【設計說明】聯系社會生活和社會熱點，對話題做進一步的探討與總結，升華師生的情感。同時，為隨后的結束活動輕松鋪墊。

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.

【設計說明】齊讀這首優美、淺顯而又意義深遠的詩，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（無所顧忌的）,

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（祈禱）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（道德水準）.

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（學生課后完成，作為教學反思的參考。）

(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

G63

A

1006-2831(2015)11-0091-4

10.3969/j.issn.1006-2831.2015.04.024

2015-9-7；修改稿：2015-10-16