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.

　　設計意圖：教師用簡短的語言概括了愛因斯坦和卓別林之間的一次書信交往。愛因斯坦在書信中高度贊揚了卓別林的藝術成就，引入課文話題。隨后，引導學生猜測卓別林作為一個幽默大師會如何回應，激發(fā)學生的興趣。最后，教師讓學生看卓別林的回信，讓學生體會了“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.

　　設計意圖：延續(xù)第一環(huán)節(jié)中卓別林的話題，根據課文插圖提問。由于卓別林扮演的流浪漢形象太深入人心，大部分人會將其和卓別林本人弄混。教師引導學生對該人物進行口頭描述，最后讓學生看第三段回答問題，潛移默化中培養(yǎng)了學生預測-驗證-修正的閱讀策略，對人物描寫的寫作手法也進行了滲透。

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

　　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

　　…as if it were spaghetti

　　3. Ask students to discuss: what made it possible for Chaplin to give such convincing performances?

　　設計意圖：放手讓學生先看文本，指導學生在閱讀過程中圈畫出能體現卓別林精湛演技的動詞，讓學生體驗閱讀過程中的“標注”策略。后設置一個開放性的問題，激發(fā)同學們的思考和探究，引導學生帶著問題回看第二段，幫助學生體驗閱讀過程中需要具備的預測、推斷、聯(lián)系上下文及歸納總結等閱讀策略。

　　Step 4: summarize the life experiences of Charlie Chaplin (para. 2)

　　Task: Find out the topic sentence and paraphrase the sentence.

　　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 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?

　　設計意圖：學生通過對這一環(huán)節(jié)的學習，增強了對文本的概括提煉能力，也體驗了閱讀過程中的分析、推理和評價等需要深入思維的閱讀策略。

　　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?

　　設計意圖：訓練學生對人物的評價，引導學生的英語思維能力以及釋義能力。(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)

　　設計意圖：以“形容詞+名詞”這樣的形式來解讀master一詞，即高度概括文章的內容，同時又讓學生體驗了文章的主要內容可用“提煉名詞”和“提煉形容詞”來表達。

　　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 _____________.

　　設計意圖：讓學生更好地明白laughter的含義，明白“苦難中的笑聲”含義。開放性的仿寫設計讓學生可以借著這個簡單的定語從句句型自由發(fā)揮。

　　附課文原文：