执业药师培训高中英语《A Master of Nonverbal Humor》教案 Teaching goals：
1. The students will be able to know some words and expressions to describe a person’s appearance.
2. The students will be able to know something about Charlie Chaplin’s life experiences, charming character and convincing performance.
3. The students will be able to further understand the meaning of laughter.
4. The students will be able to have a better command of summarizing a short passage by picking out key words from the passage.
5. The students will be able to master a framework of introducing a person.
6. The students will experience the reading strategy of summarizing, analyzing, inferring, and evaluating.
Teaching process：
Step 1： lead-in
Have a taste of English humor by introducing two letters between Albert Einstein and Charlie Chaplin.
Albert Einstein：
You are really great. Everyone understands your film although there is no line.
Charlie Chaplin：
You are even greater although nobody understands your theory.
设计意图：教师用简短的语言概括了爱因斯坦和卓别林之间的一次书信交往。爱因斯坦在书信中高度赞扬了卓别林的艺术成就，引入课文
话题。随后，引导学生猜测卓别林作为一个幽默大师会如何回应，激
发学生的兴趣。最后，教师让学生看卓别林的回信，让学生体会了
“英式幽默”。
Step 2： Describe the little tramp and read for more information (para. 3)
Level 1： physical appearance
女神节快乐英文Wear large trours, worn-out shoes and a small round hat
Wear a moustache
Carry a walking stick
Level 2： general impression
A poor man
A homeless man
A social failurebench
An underdog
Level 3： inner quality
He is a little tramp but he is kind, charming and entertaining.
It was his optimism and determination to overcome all difficulties that made him charming.
He was kind even when others were unkind to him.
设计意图：延续第一环节中卓别林的话题，根据课文插图提问。因为卓别林扮演的流浪汉形象太深入人心，绝大部分人会将其和卓别林本人弄混。教师引导学生对该人物实行口头描述，最后让学生看第三段回答问题，潜移默化中培养了学生预测-验证-修正的阅读策略，对人物描写的写作手法也实行了渗透。
Step 3： Appreciate the convincing acting of Chaplin (para. 4)
观点的英文Tasks：
1. Ask students to circle the verbs.
2. Ask students to retell the scene with the help of the verbs：
Boil…cut off…share…cut and chew…pick out…eat
…as if it were the finest steak
cocoa soft
…
as if it were spaghetti
3. Ask students to discuss： what made it possible for Chaplin to give such convincing performances?
设计意图：放手让学生先看文本，指导学生在阅读过程中圈画出能体现卓别林精湛演技的动词，让学生体验阅读过程中的“标注”策略。后设置一个开放性的问题，激发同学们的思考和探究，引导学生带着问题回看第二段，协助学生体验阅读过程中需要具备的预测、推断、联系上下文及归纳总结等阅读策略。
Step 4： summarize the life experiences of Charlie Chaplin (para. 2)
Task： Find out the topic ntence and paraphra the ntence.
1. Not that his own life was easy.
His own life was not that easy.
Q： Can you find out the facts to support the idea?
Acting family： He was born in an acting family who income was often uncertain.
Early training： He was taught to sing as soon as he could speak and dance as soon as he could walk.
romeo must dieUnfortunately, his father died, leaving the family even wor off.
Hard childhood： Charlie spent his childhood looking after his sick mother and his brother.
Q： Do you think his poor childhood helped him in work? Why?
Q： Why was Charlie Chaplin and the little tramp popular at that time?good foot
Q：What did Charlie Chapin’s performance bring to the audience during the hard days?
设计意图：学生通过对这个环节的学习，增强了对文本的概括提炼水平，也体验了阅读过程中的分析、推理和评价等需要深入思维的阅读策略。
Step 5： understand the great achievements of Chaplin (para.
1 &5)
巧虎欢乐英语T： what great achievements did Chaplin achieve in his lifetime?
…
T： In a word, he is a master of nonverbal humor and brings people laughter. Up to now, we have learned a lot about Charlie Chaplin, who is a master of nonverbal humor. Can you summarize different aspects in describing Chaplin as a master?
设计意图：训练学生对人物的评价，引导学生的英语思维水平以及释义水平。(paraphra)
Step 6： Draw out the outline of the text
Q：Can you summarize the main idea of each paragraph and understand the title from different aspects?
elevation
Para. 1：Chaplin’s popularity
Para. 2：Chaplin’s childhood
Para. 3：Chaplin’s famous film character
Para. 4：An example of Chaplin’s film
preact
Para. 5： His achievements
Q：Why is Charlie Chaplin considered as a “master”?
His astonishing training (para. 2)
His entertaining performance (para.2 )
His charming character (para. 3)
His convincing acting (para. 4)
His outstanding work (para. 5)
设计意图：以“形容词+名词”这样的形式来解读master一词，即高度概括文章的内容，同时又让学生体验了文章的主要内容可用“提炼
名词”和“提炼形容词”来表达。
