高中英语说课稿：《B4 U3 A Taste of English Humour》优秀说课稿模板

Part 1 Analysis of this lesson
Teaching aims and demands
Make the students be aware of the cultural aspects of humor by learning this lesson.
Let the students realize that humor is to let people be optimistic about everything around.
① To enable the students to learn to be faced with difficulties and overcome them.
Teaching key points
2. Help the students to learn to get information, analyze the information and understand the information from the text.
1. How to fire the students’ enthusiasm to express their ideas.
Part 2 Teaching theories, methods and aids
1. Make the students the real masters in class while the teacher acts as a director;
Teaching method:
Teaching aids:
Part 3 Teaching procedure
Get the students to match different types of humor that they learned in Warming-up and some names of famous comedy actors. For example, Mr. Bean and mime, Mark Twain and funny stories and so on.
Step 2 Lead-in
① In this film, what was he eating?

Step 3 While-reading
First I will introduce Charlie Chaplin briefly, who was a great silent movie star of his time. And then ask the students to read the passage quickly to find more information about him and answer the questions that will be shown on the screen:
② How many famous film or characters are mentioned in the text? What are the names?

II. Detailed reading
1. True of false
② In The Little Tramp, Chaplin always wore large trousers, worn-out shoes and carried a walking stick.
④ Chaplin’s movies were produced, directed and wrote by other people.
① What’s the passage mainly about?
C. The humor Chaplin made in his films. D. The Gold Rush in California.
A. they enjoy doing so
C. it makes people more content with their life.
③ Why did people like The little Tramp?
B. Because he was always kind even when people were unkind to him.
D. All of the above
A. films B. gold C. entertainment D. water
A. they enjoy doing so. B. the films he directed.
⑥ What’s the author’s attitude to Charlie Chaplin?
3. Write down the main idea of each paragraph:
Paragraph 2: Charlie’s childhood
Paragraph 4: An example of his work
I think a good way to check whether the students have understood the reading is to ask them to summarize the passage in one sentence. This is a valuable skill that students will be asked to attempt in the comprehending section.
1. Discussion
no matter what difficulties we meet with, just as Charlie Chaplin was.)

2. Make a dialogue
The purpose of this step is to create a language environment for students’ communication in class; and give the students a chance to practise their spoken English. If the students can finish this task well, they will benefit a lot in their spoken English. They can use some important words and phrases that they have learned in the passage. This process can be regarded as a quiz. I can know if my students understand the whole text really and if they master what I mean to tell them in this class.
Today we have learned something about humor. Humor is everywhere in our daily life. I hope in the future you can be optimistic no matter what difficulties you meet with, just as Charlie Chaplin was.
Try to rewrite the passage in the first person in 120 words and then present it in the next class.