当前位置：首页 → 职业资格 → 教师资格 → 中学英语学科知识与教学能力->设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课教
设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课教学方案。教案没有固定格式，但须包含下列要点：
teaching objectivesteaching contents
key and difficult pointsmajor steps and time allocation
activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。
语言素材：
A Master of Nonverbal Humour
As Victor Hugo once said,"Laughter is the sun that drives winter from the human face",and up to?now nobody has been able to do this better than Charlie Chaplin.He brightened the lives of Americans?and British through two world wars and the hard years in between.He made people laugh at a time when?they felt depressed,so they could feel more content with their lives.
Not that Charlie′s own life was easy!He was born in a poor family in 1889.His parents were both?poor music hall performers.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.Such training was common in acting families at this?time,especially when the family income was often uncertain.Unfortunately his father died,leaving the?family even worse off,so Charlie spent his childhood looking after his sick mother and his brother.By his?teens,Charlie had,through his humour,become one of the most popular child actors in England.He could?mime and act the fool doing ordinary everyday tasks.No one was ever bored watching him--his subtle?acting made everything entertaining.
As time went by,he began making films.He grew more and more popular as his charming character,the little tramp,became known throughout the world.The tramp,a poor,homeless man with a moustache,wore large trousers,worn-out shoes and a small round black hat.He walked around stiffly carrying a walk-ing stick.This character was a social failure but was loved for his optimism and determination to overcome?all difficulties.He was the underdog who was kind even when others were unkind to him.
How did the little tramp make a sad situation entertaining?Here is an example from one of his most?famous films,The Gold Rush.It is the end of the nineteenth century and gold has just been discovered in?Alaska.Like so many others,the little tramp has rushed there in search of gold,but without success.
Instead he and another man are hiding in a small hut during a snowstorm with nothing to eat.They are so?hungry that the little tramp tries boiling one of his leather shoes for dinner.
Charlie cuts off the leather top of the shoe and shares the shoe with the other fellow.He tries cutting?and chewing the bottom of the shoe as if it were the finest steak.Then he picks out the lace of the shoe?and eats it as if it were spaghetti.He eats each mouthful with great enjoyment.The acting is so convincing?that it makes you believe that it is one of the best meals he has ever tasted.
Charlie Chaplin wrote,directed and produced the films he starred in.In 1972 he was given a special?Oscar for his outstanding work in films.He lived in England and the USA but spent his last years in?Switzerland,where he was buried in 1977.He is loved and remembered as a great actor who could inspire?people with great confidence.
Teaching Objectives:
（1）Knowledge objective
Students can get the knowledge about Charlie Chaplin'slife experience through reading this passage.
（2）Ability objective
①Students can improve their reading ability byskimming or scanning this passage.
②Students can talk about some types of English hu-mour andChinese humour andthen findtheirdifferences.
（3）Emotion objective
Students can realize that humour is to let people beoptimistic about everything around.
Teaching Contents:This passage is an introduction a-bout Charlie Chaplin who is a master of nonverbalhumour.
Teaching Key Points:
Students can understand this passage and know a-bout Charlie Chaplin's nonverbal humour.
Teaching Difficult Points:
How to understand the differences between English and Chinese humours.
Teaching Methods:
Using pictures,groupdiscussion,readingand imitation
Teaching Procedures:
Step 1 Warming up（5 minutes）
Warm up by defining"Humour".
The teacher can ask students a question like,"Whatis'Humour'Does anyone of you know anythingabout Humour"Then,the teacher will ask studentsto look at the screen and read the definition of Hu-mour from the Interuet.（Definition omitted.）Afterthat,the teacher can lead students to enjoy a hu-mourous story.
Whose job
This is the story-about four people named Everybody,Somebody,Anybody and Nobody.There was an im-portant job to be done,and Everybody was sure thatSomebody would do it.Anybody could have done it,butNobody did it.
Somebody got angryabout that becauseit wasEverybody's job.Everybody thought Anybody coulddo it,but Nobody realized that Everybody wouldn'tdo it.It ended up that Everybody blamed Somebodywhen Nobody did what Anybody could have done.
（Justification:Stimulatestudents'curiosity aboutEnglish humour and get students involved in talkingabout this topic.）
Step 2 Pre-reading（10 minutes）
Before reading the passage,the teacher can askstudents to think and present their opinions about thetopic,"Telling the truth--what do you like to laughat"After students'presentation,the teacher can tellstudents the story of The Emperor's New Clothes.
（Justification:Through discussing the topic of"Tell-ing the truth--what do you like to laugh at",students'curiosity about English humour can be acti-vated further and they will be prepared for the read-ing part.）
Step 3 While-reading（15minutes）
（1）Reading aloud to the
The teacher can play therecording of the text and ask students to listen andread aloud to it.Thestudents need to pay attention to thePronunciation of each word and the pauses twice and thenshall read aloud togethertwice,too.
（2）Reading and underlining
Next the students will be asked to read and underlineall the useful expressions or collocations in the pas-sage.And students should copy them to their note-book after class as homework.
（3）Reading to identify the topic sentence ofeach paragraph
Let students skim the text and identify the topic sen-tence of each paragraph.They may find it either atthebeginning,themiddleortheendofthe paragraph.
（4）Reading and transferring informationRead the text again to complete the table.
（5）Reading and understanding difficult sentences
As students have read the text several times，they cansurdy tell which sentences are difficult to understand．
So the students can put forward their questions con-cerning the difficult points at this stage.
（Justification:Students’reading ability of getting thegeneral ideas and locating the specific informationcan be trained and imprwoved by skimming and scan-ning practice.）
Step 4 Post-reading（10 minutes）
The teacher asks students to discuss the most hn-mourous story which happened in their daily life ingroup.After discussion the teacher asks them to rec-ommend the most humourous story in each group,and let one student share the story with the wholeclass.
（Justification:Help the students have a better under-standing of the topic of humour.）
Step 5 Summary"and Homework（5 minutes）
Summary:To end the lesson by watching a silent hu-mourous movie called Making a Living by CharlieChaplin.
Homework:Do the comprehending exercises in theworkbook.
（Justification:Summary and homework are of impor-tance for students to master the knowledge they havelearned in class.）
Blackboard Design:
A Master of Nonverbal Humour
What is nonverbal humour
Who is Charlie Chaplin
How does he make a sad situation entertaining
What is the story of The Gold Rush
Facts about Oscar
A brief life history of Charlie Chaplin
教师职业道德区别于其他职业道德的显著标志就是（ ）。
在教育史上主张“不愤不启，不悱不发”的教育家是（）。
心理学家所说的“危险期”或“心理断乳期”是指（ )。
教育工作中做到“因材施教”、“长善救失”符合年轻一代身心发展的（ ）。
德育过程与品德形成过程的关系是（ ）。
德育过程是培养学生（ ）的过程。
学生从事集体活动、结交好友的场所是（ ）。
教师的工作目的和使命是( )。
直接决定教育目的的因素是（ ）。
简述心理健康的标准。
