教师资格证教学设计（十三）思维导图

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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。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

Wear large trousers, 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 failure

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。由于卓别林扮演的流浪汉形象太深入人心，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进行口头描述，后让学生看第三段回答问题，潜移默化中培养了学生测试

-验证-修正的阅读策略，对人物描写的写作手法也进行了渗透。

Step 3: Appreciate the convincing acting of Chaplin (para. 4)

Tasks:

Boil…cut off…share…cut and chew…pick out…eat

…as if it were the finest steak

…as if it were spaghetti

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，帮助学生体验阅读过程中需要具备的测试、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 sentence and paraphrase the sentence.

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 whose 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.

Unfortunately, his father died, leaving the family even worse 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?

Q: What did Charlie Chapin’s performance bring to the audience during the hard days?

设计意图：学生通过对这一环节的学习，增强了对文本的概括提炼能力，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)

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能力以及释义能力。

(paraphrase)

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?

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

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。

Step 7: imitate the quotation:

T: Now we’ve found out why Chaplin is considered a master of nonverbal humor. And humor can bring us laughter. Just as Victor Hugo once said, “Laugher is the sun that drives winter from the human face.” I think this can be the exact comment for Chaplin’s great contributions to the society. As a saying goes, “Happiness shows up for those who cry, those who hurt, those who have searched and those who have tried, for only they can appreciate the importance of people who have touched their lives.”

Can you imitate the sentence pattern and create a similar sentence to show the true meaning of happiness?

Laugher is the sun that drives winter from the human face. –Victor Hugo

Laughter is __________ that _____________.

设计意图：让学生更好地明白

laughter的含义，明白“苦难中的笑声”含义。开放性的仿写设计让学生可以借着这个简单的定语从句句型自由发挥。