高一英语必修四unit3Reading教学设计与反思幼师自我评价
第一篇：高一英语必修四 unit 3 Reading 教学设计与反思
高一英语必修四
unit 3 Reading 教学设计与反思
梦见吃饼
A Master of Nonverbal Humour
反应慢万里
一.整体设计思路、指导依据说明
英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。《新课标》提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。” “……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力……” 根据这一指导思想，我结合本班学生的实际，对教材进行了操作性较强的设计和处理。二.教
学背景分析 1.教学内容分析：
（注：含本课时在本单元的教学定位分析）本文介绍了世界著名电影演员、喜剧大师查理·卓别林的一生以及他在无声电影时代的精湛表演；特别是在著名影片《淘金记》中，他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余，体会在琐屑、卑微之中所隐藏的深刻本质。本文是一篇描写“人”的文章，在阅读中指导学生熟悉这种文体的结构和写作过程很重要。因为这种体裁的文章非常实用，对学生自身的写作能力也有很大的帮助。本文在描写卓别林的过程中，有两条主线：一是按照时间的先后顺序，即从卓别林的出生，成长，到最后的成名过程；二是抓住人物最突出的特征, 并且通过举例（The Gold Rush）, 说明卓别林与众不同之处。对文章结构有所了解之后，引导学生分析卓别林成功的决定因素，在潜移默化中影响学生形成正确、积极向上的人生观。阅读部分在整个单元中起着举足轻重的作用，是点睛之笔。2.学生情况分析：
经过高一第一学期的英语学习，学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。大部分学生英语基础较好，学习习惯良好并善于钻研和思考。但部分学生的基础知识仍然较为薄弱，运用英语进
行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。三.教学目标分析
1.知识与能力目标：
(1)使学生充分理解课文大意并完成所给的任务, 并用所学的英语知识与同学进行交流、沟通，学会交际。
怎么设置朋友圈
(2)在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。2.方法与途径目标：
在教学中淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量，注重培养学生 “课前、课中、课后” 良好的学习习惯。具体采用了以下教学方法与途径： 提问法——逐步引导，逐渐深入； 自主探究法——学生实践，巩固提高；
归纳法与整理法——学生实践，形成积极的抽象思维； 讨论法——积极参与，总结规律, 形成正确的自我评价与相互评价； 点拨法——展开联想，拓宽思路。3.情感与评价目标：
(1)通过在学生头脑中塑造出一个勤奋、乐观、坚忍不拔的卓别林形象，鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操，感知幽默，形成积极向上的生活态度。
(2)将各种活动设计成小组活动和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。4.现代教学手段的运用目标：
最漂亮的狗应用现代化教学手段——多媒体辅助教学，丰富课堂教学的内容，增强教学的直观性、趣味性，提高课堂教学效果。四.教学重点、难点分析 1.教学重点：
(1)使学生了解幽默的种类及无声幽默大师卓别林。让学生认识到因为中外文化的差异，人们对幽默理解不同，表现幽默的方式也会不同。
(2)对全文大意做整体理解，并找出各段的主题句并归纳出本文的中心思想，提高运用英语的综合能力。2.教学难点：
(1)如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读手段形成阅读策略。
(2)如何帮助学生运用阅读策略，促进学生自主学习。
(3)怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
浪费水的图片五.教学过程设计
(中文为主 + 所教学科目标语言）
StepⅠ Lead-in导入（时间：6分钟）
Teacher: Hello, everyone！Before class, I’d like to show you some cartoon portraits(pictures).Do you know who they are? Students: Zhao Benshan, Huang Hong, Chen Peisi, Pan Changjiang, Gong Hanlin, Xiao Shenyang, Feng Gong , Niu Qun, Jiang Kun, Zhou Xingchi Teacher: What do they have in common? Students: All of them usually make people laugh.Teacher: If someone often makes others laugh, we say he is humorou
s or he has a n of humor.We call him or her a humorist.But how many kinds of humor do you know? Students: jokes, sketch, comedy, funny stories, funny plays, funny poems, cross talk, clown, Shuanghuang, mime…
Teacher: Usually we u words to make people laugh.This kind of humour is called verbal humour.But sometimes we only u body language and facial expressions to make people laugh.This kind of humour is called nonverbal humour.For example, mime and clown belong to nonverbal humour.We know Chine humorists give us Chine humour while English humorists bring us English humour.Here are two reprentatives of English nonverbal humour.(Show the students two pictures)Picture one Teacher: Who is he? Students: Mr Bean Teacher: Mr Bean is famous for mime.He makes funny faces and ems quite stupid.The things he does are strange.He is a great actor of nonverbal humour.Picture two Teacher: Who is he? Students: Charlie Chaplin Teacher: I’ll give you a brief introduction to Charlie Chaplin.Charlie Chaplin was born in a poor family in 1889 in Britain.His parents were poor music hall performers.Charlie had a gift for acting.He first acted when he was 5 years old.Unluckily his father died when he was 6.So he lived a ver
y hard life in his childhood.Through his humour, Charlie became famous at the age of 19.Later, he began making films and played the role of the little tramp.He had his own way of acting.During his life, he acted, wrote and directed in many films.His films were very popular with people all over the world.Although most of his films were silent, Charlie ud funny facial expressions and body language to make a sad situation entertaining.In 1972, he got a special Oscar for his contributions to the film industry.He spent his last years in Switzerland and died on December 25th, 1977.Charlie Chaplin makes people laugh when they feel unhappy and brightens the lives of people.He is really A Master of Nonverbal Humour.【设计意图】本环节的主要目的是引出话题，激发兴趣。俗话说，“良好的开端是成功的一半”。好的导入扣人心弦，极大地激发学生的学习兴趣，为下一环节的教学做好良好的铺垫。我先向学生展示一些中国著名幽默人物的卡通图片，让学生说出他们的名字，学生兴趣浓厚，课堂气氛热烈。我让学生说出他们的共同之处，即都是具有幽默感的人，给人们带来欢乐。同时让学生讨论幽默的不同形式，可分为有声幽默和无声幽默。接着给学生介绍两位外国无声幽默大师憨豆先生和查理·卓别林。重点对查理·卓别林的生平做了概述。最后引出本文的标题A Master of Nonverbal Humour，为课文的进一步学习做了铺垫。Step Ⅱ Fast reading 泛读（时间：8分钟）
群众工作总结
Read the text quickly and try to finish the following exercis.1.New words or phras生词
moustache: a line of hair that grows on a man’s upper lip homeless: poor having no home performer: a person who performs for audience badly off : poor
worn-out: be no longer uful;be badly damaged outstanding: excellent astonishing: surprising very much content: satisfied and happy
overcome: succeed in solving a problem tramp: a person who is homeless and has no money 2.Questions问答
(1)Which of the following information about Charlie Chaplin is mentioned in the passage? Charlie’s parents(√)Charlie’s wife(×)Charlie’s childhood(√)
Charlie’s character(√)Charlie’s film(√)Charlie’s hobby(×)
忍的名言
Charlie’s costume(√)Charlie’s children(×)Charlie’s books(×)
Charlie’s type of acting(√)
(2)What does the little tramp acted by Charlie Chaplin look like? Teacher: Here I have a picture of the little tramp acted by Charlie Chaplin but it is divided into five parts.I’ll invite two students to come to the blackboard.When other students describe Charlie’s character, you should choo the correct part, and put them together.Let’s describe him from his head.Teacher: What kind of hat did he wear?
Students: He wore a small round black hat.Teacher: Was he a poor man with a moustache? Students: Yes.He was a poor, homeless man with a moustache.Teacher: What about his trours? Students: He wore large trours.Teacher: What kind of shoes did he wear? ⑤
④
③
②
①
Students: He wore worn-out shoes.Teacher: What did he carry when he walked around? Students: He carried a walking stick.The little tramp, a poor, homeless man with a moustache, wore a small round black hat, large trours and worn-out shoes carrying a walking stick.【设计意图】本环节的主要任务是突破生词，训练学生的查读和略读能力，在有限的时间内查找特定的信息。我列出本文出现的几个重点生词并用英语解释，训练学生克服母语的干扰并学会用英语思维。然后给学生提供一些信息，让学生快速阅读课文，判断这些信息在文章中是否被提到，目的是训练学生迅速捕捉正确信息的能力。最后是一个互动活动。一幅由卓别林扮演的小流浪汉图画（提前画好）被分成了五个部分。当全体学生从头到脚口头描述小流浪的外貌特征时，我请两名学生上讲台选择对应的部分图画并将其张贴在黑板上。全体学生描述完后，一幅完整的小流浪汉图画就呈现在了学生面前。该活动既增强了学生的动手能力，激发了学生的学习兴趣，又锻炼了学生的口头表达能力，是新课程理念的体现。Step Ⅲ Careful reading精读（时间：20分钟）Listen to the tape and do the following tasks.1.Main idea段落大意
