内容：
通过本次课程的培训和研修，你一定对自己的教学方法和职业素养有了创新性的提升。请列举一个自己的教学案例，运用研修成果从教学设计、教学策略、教学评价三个角度分析其优点和不足，并提出改进建议。
要求：
1.要求原创，拒绝雷同。
2.为方便批改，请尽量不要用附件形式提交。（最好现在文件编辑器word软件里编辑好。）
3.请在截止日之前提交。
Book 4 Unit2 ATaste for English Humour
Period 2 Reading
Teaching aims:
1. Process aim: (1) Students are able to imitate the movie to comprehend the text.
(2)Students can learn to scan the text and find out the main idea of each paragraph.
2. Knowledge aim: Students are able to know the general meaning of the whole text.
3. Emotional attitude aim: Students are able to know that optimism can help overcome difficulties and learn to be humorous.
Teaching important point:
Students should be informed the general meaning of the text.
Teaching difficulties:
1. How to arouse the students’ activity.
2. How to teach students to scan the text and find out the main idea of the text.
Teaching method:
1. Group work
2. Situational method
Teaching aims:
Multimedia scoreboard（计分板）
Teaching procedure:
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Teacher’s teaching |
Student’s activity |
教学策略 |
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Step 1 Revision of words （5mins） |
(1) Teacher put up the scoreboard （计分板） of groups on the blackboard.
（2）Teacher chooses 2 groups to translate the words. The winner get 20 points.
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(1)Students read listed words on page97 , book4 (2) Words Competition between groups. The whole class are divided into 9 groups with the name from A to J. While the Tracheal disk(转盘) move, the indicator(指针) choose one group to stand up and translate the English words to Chinese in 30 seconds. |
帮助学生在阅读前扫清部分单词障碍，降低阅读难度。 |
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Step 2 Warming-up (5mins) |
Teacher asks question: (1) Do you know how many types of humour there are in the world? （2）Could you name some typical star? |
(1) Students guess the Chinese meaning of the type of humour on ppt. (2) Students guess the name of typical star according to the cartoon. Students may stand up to answer if they know the answers. The fast one gets 10 points for their group. |
帮助学生理解什么是幽默，引起学生阅读的兴趣，为阅读储备相关背景知识 |
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Step3 pre-reading (8mins) |
(1)Teacher explains Charlie Chaplin’s famous films and character （2）Teacher plays the video clip of The Gold Rush and explains the characteristic of acting. Teacher play the movie when so that the students can imitate. |
Students volunteer to copy the video and perform in class. The group which gives prefermance got 20 points. (The group with low points should be encouraged to perform) |
通过表演让学生更深刻理解卓别林的表演特点，同时也为下面的阅读做铺垫 |
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Step4.Reading (15mins) |
(1) Teacher explains how to scan the text and what should be paid attention on while scanning. (2) Teacher checks the answers with students. |
（1）Students can the text.(4mins) （2）Students Match the main idea of each para. (3)Students skim and do Exercise 1 page 19. (4)Students read carefully to do multiple choices. Students may stand up to answer if they know the answers. The fast one gets 10 points for their group. |
让学生略读课文获取每段大意。 让学生找读课文获取卓别林个人信息资料。 让学生仔细阅读文章提取细节信息。
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Step5. After-reading (6mins) |
Teacher asks 2 group leaders to share their ideas. |
Students discuss two questions on ppt in group. 2 groups may share the result. |
给学生展现自己机会，深入理解幽默内涵。 |
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Step6. Homework (1min) |
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板书设计：
A Master of Nonverbal Humour
Paragraph1 Why people need cheer up
Paragraph2 Charlie’s childhood
Paragraph3 His most famous character ——little tramp
Paragraph4 An example ——The Gold Rush
Paragraph5 His achievements
记分板：
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Words competition |
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Warming-up |
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Acting |
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Reading |
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After-reading discussion |
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合计 |
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教学设计：
这节阅读课我主要设计了略读，找读，仔细阅读三个环节，在阅读文章之前，我首先通过小组竞赛法帮助学生熟悉课文生词，扫清阅读中的部分词汇障碍。学生在单词竞赛环节中能够快速融入课堂。接着用图示教学法展示给学生们诙谐幽默的种类，让学生根据图片来猜测类型及主要代表人，激发他们继续学习的兴趣。然后引出哑剧的西方主要代表人是卓别林，逐步过渡到课文，紧接着介绍无声幽默大师卓别林及其在无声电影时代的精湛表演。在介绍卓别林的表演风格时，采用先播放电影《淘金记》的吃鞋子片段，继而让学生模仿来加深印象。为了降低模仿难度，ppt上还给出表演的步奏。略读环节，学生们通过略读获取文章每个段落的大意，从整体上把握了文章内容。继而找读寻得卓别林的一些个人细节信息，最后通过仔细阅读获取更多的有用信息。阅读结束后，我还设计了读后有感讨论环节，让学生充分展现自我。这也是这节课我最满意的地方，因为学生积极性很高，非常配合。在每个环节中都有小组抢答得分，下课前统计总分，拿第一名的小组成员将得到奖励。
教学策略：
每个步骤教学策略已经在表格中罗列清楚了，不足在于模仿加深印象的部分放在阅读之前效果不是太好，可能放在阅读中，涉及到所在段落，首先通过填空方式让学生自己总结出卓别林的表演特点，然后再由学生表演出来，更容易让人加深印象，这样的教学策略才更为有效
教学评价：
优点：阅读课的基本构架是符合学生认知规律的；学生模仿卓别林很好的调动了气氛；记分很好的调动了学生的积极性
不足：最后post reading环节设计的过于松散应该限制在一定范围内；表演加分分值过多
改进建议
第一，由于课堂时间有限，难以做到让每个学生都参与进来。少数几个成绩较好的学生表现很抢眼，而有几个反应没那么快的同学就参与得相对少一点。那么对于这次还没有机会展示自己的学生，以后的课堂我会多关注他们。
第二，表演分值降低，毕竟这不是一节表演课呢，另外把表演部分挪到具体的阅读过程中，通过填空方式让学生自己总结出卓别林的表演特点，然后再由学生表演出来
第三，换掉POST READING变成语法填空的形式，紧跟高考新题型
2015年