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A Master of Nonverbal Humor(1) As Victor Hugo once said, "Laughter is the sun that drives winter from the human face", and up to now nobody has been able to do this better than Charlie Chaplin. He brightened the lives of Americans and British through two world wars and the hard years in between. He made people laugh at a time when they felt depressed, so they could feel more content with their lives.(2) Not that Charlie's own life was easy! He was born in a poor family in 1889. His parents were both poor music hall performer s. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. Such training was common in acting families at this time, especially when the family income was often uncertain. Unfortunately his father died, leaving the family even worse off, so Charlie spent his childhood looking after his sick mother and his brother. By his teens, Charlie had, through his humor, become one of the most popular child actors in England. He could mime and act the fool doing ordinary everyday tasks. No one was ever bored watching him —his subtle acting made everything entertaining.(3) As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world. The tramp, a poor, homeless man with a moustache, wore large trousers, worn-out shoes and a small round black hat. Hewalked around stiffly carrying a walking stick. This character was a social failure but was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him.(4) How did the little tramp make a sad situation entertaining? Here is an example from one of his most famous films, The Gold Rush. It is the mid-nineteenth century and gold has just been discovered in California. Like so many others, the little tramp and his friend have rushed there in search of gold, but without success. Instead they are hiding in a small hut on the edge of a mountain during a snowstorm with nothing to eat. They are so hungry that they try boiling a pair of leather shoes for their dinner. Charlie first picks out the laces and eats them as if they were spaghetti. Then he cuts off the leather top of the shoe as if it were the finest steak. Finally he tries cutting and chewing the bottom of the shoe. He eats each mouthful with great enjoyment. The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted!(5) Charlie Chaplin wrote, directed and produced the films he starred in. In 1972 he was given a special Oscar for his outstanding work in films. He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977. He is loved and remembered as a great actor who could inspire people with great confidence.Slide Vt. &vi.（使）滑动；（使）滑行n. 滑；滑动Content adj.满足的；满意的n. 满足Vt. 使满足Astonish Vt. 使惊讶Particular adj.特殊的；特别的n.细节；细目Throughout prep.遍及；贯穿adv. 到处；始终；全部Overcome Vt. & vi.战胜；克服；征服Fortunate adj.幸运的；吉利的Direct Vt. & vi.导演；指示；指挥Mouthful adj.一口；满口Swing Vt. & vi.摇摆；摆动；旋转n. 秋千Outstanding adj. 杰出的；显著的；未解决的；未偿付的At times 有时候Be content with 以…为满足Badly off 穷的；缺少的Pick up 拿起；捡起；拾起Star in 担任主角；主演Knock into 撞上；撞见；偶然遇见Deal with对付；应付；处理；安排。
Unit 3 A Taste of English HumorReadingA Master Of Nonverbal Humor教材分析：本单元以”英语幽默”为话题。
本文的题目是A Master Of Nonverbal Humor，这一部分是本单元主题的重要体现形式。
本篇阅读以著名喜剧大师Charlie Chaplin为例，为学生展示了幽默的内涵。
The Little Trump凭着他的穿着及行为而受到了人们的喜爱，而在The Gold Rush吃皮鞋这一片段更是让人着迷。
通过阅读让学生领略了这位著名的幽默大师无与伦比的想象力与幽默感。
教学目标：知识目标：1.To make students know about the famous humorist.2. To learn some vocabulary concerning his appearance.能力目标：1.To enable students to talk about some types of Chinese humor and English humor2. To improve students ' reading and speaking ability情感目标: 1. To make students enjoy English humor.2. To arouse students ' interest in English humor教学重难点：重点：1. To help students understand the whole passage and learn some reading skills2. To grasp some useful and important words and expressions难点：. To help students use some reading skills to improve their reading comprehension教学过程：Step1. Leading_inShow students a short poem :LifeLife is challenging, meet it.Life is various, make it.Life is beautiful, discover it.Life is humorous, enjoy it.人文小诗导入本节课UNIT3 A Taste of English HumorStep2. BrainstormShow some pictures about Chinese humor and humorists.And then let students think of the other humorist in the world.Last discuss their differences and similarities.目的：通过看图讨论来激发学生的学习兴趣，激活已有的背景知识，使学生能够运用已有的知识和经验思考本单元的中心话题无声幽默以及幽默大师-----卓别林。
AMasterofNonverbalHumour教案一、教学目标1. 让学生了解并掌握非言语幽默的定义和特点。
2. 培养学生运用非言语幽默进行交流的能力。
3. 引导学生理解非言语幽默在日常生活和社交场合的重要性。
二、教学内容1. 非言语幽默的定义和分类2. 非言语幽默的特点3. 非言语幽默在交流中的应用4. 非言语幽默的训练方法5. 非言语幽默在日常生活和社交场合的实践三、教学过程1. 导入：通过一个有趣的非言语幽默视频，引发学生对非言语幽默的兴趣。
2. 讲解：介绍非言语幽默的定义、分类和特点，让学生理解非言语幽默的概念。
3. 示范：教师展示非言语幽默的技巧，如表情、肢体动作、声音等，让学生直观感受非言语幽默的魅力。
4. 训练：引导学生进行非言语幽默的训练，如角色扮演、即兴表演等，提高学生运用非言语幽默的能力。
5. 实践：让学生在日常生活和社交场合中尝试运用非言语幽默，培养学生的交际技巧。
四、教学评价1. 学生对非言语幽默的理解程度。
2. 学生运用非言语幽默的能力。
3. 学生在日常生活和社交场合中运用非言语幽默的实际情况。
五、教学资源1. 非言语幽默视频资料。
2. 角色扮演道具。
3. 即兴表演场地。
六、教学活动1. 案例分析：分析一些著名的非言语幽默大师的作品，如卓别林、金·凯瑞等，让学生了解非言语幽默在专业领域的应用。
2. 小组讨论：学生分组讨论非言语幽默在生活中的实际应用场景，分享彼此的看法和经验。
3. 反馈与评价：学生互相观摩表演，给出建设性的反馈意见，共同提高非言语幽默的表达能力。
七、教学策略1. 情境教学：创设真实的社交场景，让学生在实践中学习和运用非言语幽默。
2. 任务驱动：布置相关的实践任务，让学生在课外进行非言语幽默的训练和应用。
3. 互助合作：鼓励学生之间的互帮互助，共同进步。
八、教学拓展1. 组织非言语幽默比赛：让学生在比赛中发挥创意，提高非言语幽默的表达能力。
2. 邀请专家讲座：邀请专业喜剧演员或非言语沟通专家进行讲座，为学生提供更多学习机会。
A Master of Nonverbal Humour 教案第一章：引言教学目标：1. 让学生了解非言语幽默的定义和特点。
2. 激发学生对非言语幽默的兴趣和好奇心。
教学内容：1. 介绍非言语幽默的定义和重要性。
2. 探讨非言语幽默的特点和表现形式。
教学活动：1. 引入非言语幽默的概念，让学生思考幽默的定义。
2. 引导学生讨论非言语幽默的例子，如肢体语言、面部表情等。
评估方式：1. 观察学生的参与程度和理解程度。
第二章：肢体幽默教学目标：1. 让学生了解肢体幽默的定义和特点。
2. 培养学生运用肢体幽默的能力。
教学内容：1. 介绍肢体幽默的定义和重要性。
2. 探讨肢体幽默的特点和表现形式。
教学活动：1. 引导学生讨论肢体幽默的例子，如夸张的动作、模仿等。
2. 进行肢体幽默的表演练习，让学生分组进行创意表演。
评估方式：1. 观察学生的参与程度和表现能力。
第三章：面部表情幽默教学目标：1. 让学生了解面部表情幽默的定义和特点。
2. 培养学生运用面部表情幽默的能力。
教学内容：1. 介绍面部表情幽默的定义和重要性。
2. 探讨面部表情幽默的特点和表现形式。
教学活动：1. 引导学生讨论面部表情幽默的例子，如夸张的表情、搞笑的面部特征等。
2. 进行面部表情幽默的表演练习，让学生分组进行创意表演。
评估方式：1. 观察学生的参与程度和表现能力。
第四章：声音和语调幽默教学目标：1. 让学生了解声音和语调幽默的定义和特点。
2. 培养学生运用声音和语调幽默的能力。
教学内容：1. 介绍声音和语调幽默的定义和重要性。
2. 探讨声音和语调幽默的特点和表现形式。
教学活动：1. 引导学生讨论声音和语调幽默的例子，如夸张的语调、模仿等。
2. 进行声音和语调幽默的表演练习，让学生分组进行创意表演。
评估方式：1. 观察学生的参与程度和表现能力。
第五章：情境幽默教学目标：1. 让学生了解情境幽默的定义和特点。
2. 培养学生运用情境幽默的能力。
必修四Unit 3 readingA Master Of Nonverbal Humour教案Teaching Aims1. To learn non-verbal form of humor art.2.To learn the world-famous movie actor and comedian ---Charlie Chaplin and his excellent performance in the nonverbal movie world.3. To improve students’ ability in predicting, skimming and summarizing further while reading.Teaching important and difficult points1.Be able to master the skills of reading and the main idea of the text.2. How to seize effective information to understand the text completely. Teaching AidsWhite board and projectorTeaching Procedures and WaysI. Leading inEnjoy the videoII. Fast-readingScanning: complete task1 and task2Task1: (Read the passage quickly and match the main idea of each paragraph.) Paragraph 1: A: an example of a sad situation that he made funny Paragraph 2: B:his achievementsParagraph 3: C: what Charlie’s childhood was likeParagraph 4: D: what his most famous character was likeParagraph 5: E: why people needed cheering up.Task2：Read the text carefully and finish the chartIII. Careful-readingChoose the correct answerE.g. 1. The writer used what Victor Hugo said in order to_____A. show how great Victor Hugo wasB. tell the importance of Charlie ChaplinC. make you remember the truthD. tell readers Charlie Chaplin couldn’t speak well2. From Para2 we can learn that____A. Charlie lived an easy life when he was young.B. it was easy for Charlie to become angryC. it was his mother who looked after him when he was youngD. Charlie was very clever as a childAnswer the following questionsE.g. 1. What effect does Charlie Chaplin's acting have?2. When was he taught to sing and dance?IV. SummaryCharlie Chaplin was born in a family in ____and he acting could make people laugh at a time when they felt ，so people could feel more their lives. His parents were both poor music hall . ，his father died , leaving the family even .His charming character was _______ ,who was a poor, ______man with a . The character was a social_______but he had __________ to overcome difficulties.V. WritingAccording to information form the text, write a short passage to introduce Charlie Chaplin brieflyVI. HomeworkSearch for information about Chapin and make a poster about Chaplin. VII. Summing Up1. What do we learn form the class?2. Do you have any questions?教学反思：。
