俗话说,磨刀不误砍柴工。作为高中教师准备好教案是必不可少的一步。教案可以让上课时的教学氛围非常活跃,帮助高中教师更好的完成实现教学目标。那么怎么才能写出优秀的高中教案呢?下面是小编精心为您整理的“Unit 3 The Million Pound Bank Note Period 4 教案”,但愿对您的学习工作带来帮助。
Unit3TheMillionPoundBankNote
Period4Usinglanguage:Reading,actingandspeaking
整体设计
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.
Inthisperiod,wewillmainlydealwiththepartReading,actingandspeakinginUsinglanguageonPages22-23,thatisActI,Scene4ofTheMillionPoundBankNote.Thepurposeofthispartoftheunitistocontinuetheplayandgivestudentsopportunitytoactoutthesceneinclass.TheteachercanfirstasksomestudentstoactoutActⅠ,Scene3ofTheMillionPoundBankNoteandthenaskstudentstoreadActⅠ,Scene4anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Later,letstudentslistentothetapeandroleplaythetext.Havethemgetintogroupsofsix.Fivestudentswilltaketherolesintheplay.Theywillreadtheirspeechesandtrytomaketheirlanguagesoundauthentic.Thesixpersonsordirectorwilldecidehowtheactingwilltakeplaceinthescene.He/shewillalsoguidetherestofthegroupintheuseoftheirvoicessothattheywillsoundasmuchlikethecharactersintheplayastheycan.Finally,askstudentstoreadActⅠ,Scene4againtounderlinealltheexpressionsusedtoorderfood,makeupadialogueatrestaurantwiththeirpartnerandbereadytoactitoutbeforetheclass.
Attheendoftheclass,askstudentstoretelltheplayofthispartintheirownwordsandperformtheplayofthispartortheirowndialogue.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.
教学重点
1.Developstudents’readingandspeakingskills.
2.Letstudentsreadandacttheplay.
3.Havestudentslearntousetheexpressionstoorderfood.
教学难点
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstoacttheplay.
3.Havestudentsmakeadialogueattherestaurant.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.
2.Getstudentstoreadtheplay.
3.Letstudentslearntheexpressionsoforderingfood.
能力目标
1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.
2.Enablestudentstounderstandandactouttheplay.
3.Havestudentslearnhowtousetheexpressionstoorderfood.
情感目标
1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.
2.Developstudents’senseofgroupcooperationandteamwork.
教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Translatethefollowingsentenceswithnounclausesastheobjectandthepredicative.
1)我认为妇女能够在许多科学领域取得很高的成就。
2)我不知道林巧稚是否记得她曾接生过多少婴儿。
3)告诉我怎样才能保持健康,好吗?
4)她的愿望就是尽快瘦下来。
5)问题是那件事是否值得做。
6)那就是他所担心的。
7)好像要下雨。
8)那就是他上学迟到的原因。
Keysforreference:
1)Ithink(that)womencanreachveryhighachievementsinmanyfieldsofscience.
2)Iwonderwhether/ifLinQiaozhirememberedhowmanybabiesshehaddelivered.
3)WillyoutellmehowIcankeepfitandhealthy?
4)Herwishisthatshecouldloseweightassoonaspossible.
5)Thequestioniswhetheritisworthdoing.
6)That’swhatheisworriedabout.
7)Itlooksasifitis/wasraining.
8)That’swhyhewaslateforschool.
→Step2Warmingup
1.Acting:AsksomestudentstoactoutActⅠ,Scene3.
2.Prediction:Letstudentspredictthenextscene.
WhatwouldhappentoHenryattherestaurant?
A.Hewasnottakenseriously.
B.Hewastreatedpolitely.
→Step3Reading
1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.
1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.
2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.
3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.
4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.
2.Readtheplaycarefullyanddothefollowing:
1)Answerthesequestionsinsmallgroups.
(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
(2)Whatkindofpersonistheowneroftherestaurant?
(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
2)PaymuchattentiontothedifferentattitudestowardsHenry.
BeforeHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
Thatone’sreserved.
Well,wewillhavetotakeachance.
...ifyoupaythebill...Mygoodness!Heeatslikeawolf.
It’llcostatinybit.
Again,everything?
What’stheretowaitfor?
AfterHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
I’msosorry,sir,sosorry.
Oh,please,don’tworry,sir.Doesn’tmatteratall.
Justhavingyousithereisagreathonor!...bow...Screams
Andyouputhiminthebackoftherestaurant!
bow
...bow...
3.Retellthestory:
Withthe______________inhand,Henrydecidedtoentera______________forameal.Heorderedsome______________and______________andanicebig______________togetherwithatallglassof______________.Thewaitertoldhimthemealwouldcosthim__________________________________________.Aftereatinghisfirstorder,Henryaskedformoreof____________________________.
WhenHenryopenedtheletter,hefounditwasa________________________________________________________.Hewas______________buttheownerandthewaiterwere______________.Theownerwasnotsureifitwas______________or______________.Theycouldn’tbelieveHenrywhowas____________________________couldbesorich.Atlast,thenotewasprovedtobereal.
Afterknowingthatthebillisgenuine,theowner______________HenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthe______________.Theowner,hostessandwaiterall______________togetherasHenryleft.
Keysforreference:
envelope;restaurant;ham;eggs;steak;beer;atinybit;thesame;millionpoundbanknote;surprised;shocked;genuine;fake;inrags;thanked;bill;bowed
→Step4Languagepoints
1.I’mafraidit’llcostalargeamountofmoney.
恐怕这得花费一大笔钱。
alargeamountof:plentyof大量的(常用于修饰不可数名词)
Nowhehasalargeamountofmoneyandhecandoanythinghewantswithit.
现在他有了一大笔钱,他就可以做他想做的事了。
2.Well,we’llhavetotakeachance.
我们得冒点风险。
takeachance/takethechance/takechances:attempttodosomething,inspiteofthepossibilityoffailure;takearisk;behaveriskily冒险;碰运气
Youshouldnevertakeachancewhendrivingacar.
开车时决不应冒险。
Wemustn’ttakechances.We’dbetterplaysafe.
我们不要冒险,我们最好求稳。
3.(inarudemanner)What’stheretowaitfor?
(很不耐烦地)还等什么?
ina...manner以……的举止;以……的态度
Shetalkedtousinaverypolitemanner.
她很有礼貌地与我们谈话。
4.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样,我觉得这不可能是假钞。
助动词do或其他形式does,did在肯定句中用于谓语动词前,表示强调。例如:
IdidtellhimwhatIthoughtof.
我的确告诉过他我的想法。
can表示推测,与主句中的not结合在一起,表示“不可能”。例如:
Itcan’tbeJim.Iknowhimtoowell.
不可能是吉姆,我太了解他了。
5.Buthe’sinrags!
但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时,意思是“穿着;戴着”。例如:
Thegirlingreenisagoodfriendofmine.
穿绿衣服的女孩是我的一个好朋友。
inrags衣衫褴褛
Theoldmaninragsusedtobeveryrich.
衣着褴褛的那位老人过去很富有。
6.Asforthebill,sir,pleaseforgetit.
至于账单嘛,先生,请把他忘了吧。
asfor:withregardto至于;关于
Asforyou,yououghttobeashamedofyourself.
至于你,你应该感到惭愧。
Asforthehotel,itwasveryuncomfortableandmilesfromthesea.
至于旅馆呢,非常不舒服,而且离海边有好几里地。
→Step5Acting
1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.
2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.
→Step6Speaking
1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.
2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?
2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.
3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.
→Step7Homework
1.Learntheusefulnewwordsandexpressionsinthispartbyheart.
2.Actouttheplay.
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoactoutActⅠ,Scene3.
→Step2Leading-in
1.LetsomestudentstellthestoryofActⅠ,Scene3intheirownwords.
2.HavestudentspredictwhatwouldhappentoHenryinthenextscene.
3.Tellstudents:TurntoPage22.WearegoingtoreadActⅠ,Scene4.
→Step3Reading
1.Askstudentstoreadthetextandgetthegistassoonaspossible.
2.Askstudentstoreadthepassagecarefullytolocateparticularinformationandanswerthefollowingquestions.
1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
2)Whatkindofpersonistheowneroftherestaurant?
3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
3.Whilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpressionsandunderstandsomedifficultsentences.
4.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebookafterclassashomework.
→Step4Dialogue
1.Askstudentstoreadtheexpressionsoforderingfoodandtrytokeeptheminmind.
2.Letthemimaginetheyarehavingagoodmealinarestaurantandmakeadialoguewiththeirpartneractingasawaiterorwaitress.
→Step5Closingdownbyacting
1.Askstudentstoseethefilmorlistentothetape.
2.Letthemroleplaythetextandtrytokeeptheirlinesinmind.
3.Havesomeofthemtoacttheplay.
→Step6Homework
1.Inpairsmakeadialoguetopracticeorderingfood.
2.Rewritetheplayintoastoryinyourownwords.
板书设计
Unit3TheMillionPoundBankNote
Reading,actingandspeaking
WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?
活动与探究
Role-play(Aninterview)
→Step1Teachergivestheinstructions.
SupposeajournalistinLondonheardthisunbelievablestory:Amillionaireinragshadamealinarestaurant.Hethoughtitmightmakeanexcellentarticle,soherushedtothatrestaurantandinterviewedtheowner,thehostessandthewaiter.Nowworkingroupsoffour,andpreparetoactouttheinterview.Theonewhowantstoactasthejournalistneedstopreparesomegoodquestions.Studentswhoactastheowner,hostessandwaiterneedtogetpreparedforthequestions.
→Step2Studentspracticetheinterviews.
Theteachermayprovidehelpwherenecessary.Choosesomewell-preparedgroupstogivepresentationslater.
→Step3Studentsmakepresentations
Inviteasmanygroupsaspossibletoperforminfrontoftheclass.
一名优秀的教师在教学方面无论做什么事都有计划和准备,作为教师就要精心准备好合适的教案。教案可以让上课时的教学氛围非常活跃,有效的提高课堂的教学效率。写好一份优质的教案要怎么做呢?下面是小编帮大家编辑的《Unit 3 The Million Pound Bank Note Period 1 教案》,仅供您在工作和学习中参考。
Unit3TheMillionPoundBankNote
单元规划类别课程标准要求掌握的项目话题Formsofliteratureandart:shortstoryanddrama;howtoactoutaplay词汇birthplacen.出生地;故乡Embassyn.大使馆;大使及其官员phrasen.短语;词组;惯用语Seekvt.探索;寻求adventuren.奇遇;冒险patiencen.耐性;忍耐noveln.小说;长篇故事adj.新奇的;异常的contraryn.反面;对立面adj.相反的;相违的authorn.著者;作家Envelopen.信封scenen.(戏剧)一场;现场;场面;景色Permitvt.允许;准许n.通行证;许可证;执照wandervi.漫游;漫步;漂泊steakn.肉块;鱼排;牛排pavementn.人行道pineapplen.菠萝businessmann.商人dessertn.餐后甜点unbelievableadj.难以置信的amountn.数量aheadadv.在前;向前;提前rudeadj.粗鲁的;无礼的bayn.海湾mannern.礼貌;举止;方式starevi.凝视;盯着看screamvi.尖声叫n.尖叫声;喊叫声faultn.过错;缺点;故障genuineadj.真的;真诚的bowvi.弯腰ragn.破布;碎布passagen.船费;通道;(一)段indeedadv.真正地;确实;实在accountvt.说明;总计有n.说明;理由;计算;账目spotvt.发现;认出n.斑点;污点;地点短语bringup抚养;培养;教育;提出inrags衣衫褴褛goahead前进;(用于祈使句)可以;往下说asfor关于;至于byaccident偶然;无意中;不小心dowith对待;处理;处置stareat盯着看;凝视makeabet打赌accountfor导致;做出解释belost迷路;倾心于某事onthecontrary与此相反;正相反permitsb.todosth.准许某人做某事takeachance冒风险;碰运气ina...manner以……的举止(态度)重要句型1.Youngman,wouldyoustepinsideamoment,please?(request)2.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.(Iwonderif...)3....Ifoundmyselfcarriedouttoseabyastrongwind.(find+O.+O.C.)4.Anditwastheshipthatbroughtyouto!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--England.(itis/was...that...)5.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...(nounclauseasthepredicative)6.Youmustn’tthinkwedon’tcareaboutyou.(doublenegative)7.That’swhywe’vegivenyoutheletter.(nounclauseasthepredicative)8.Well,whydon’tyouexplainwhatthisisallabout?(suggestion;nounclauseastheobject)功能1.RequestWouldyoupleasecomein?Couldyouoffermesomekindofwork?Wouldyoumindwaitingjustafewminutes?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?MayIaskyouhowmuchmoneyyouhave?—Well,tobehonest,Ihavenone.—Gorightahead.2.OrderingfoodI’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.3.Shopping语法1.NounclausesastheobjectIcan’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.2.NounclausesasthepredicativeThat’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...教学重点1.Getstudentstoknowaboutformsofliteratureandart:shortstoryanddrama;howtoactoutaplay.2.Havestudentslearnsomeusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofrequestandorderingfood.4.Letstudentslearnthenewgrammaritem:nounclausesastheobjectandpredicative.5.Developstudents’listening,speaking,readingandwritingabilities.教学难点1.Enablestudentstomasterthenewgrammaritem:nounclausesastheobjectandpredicative.2.Letstudentslearnhowtoactoutaplay.3.Developstudents’integrativeskills.课时安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:Reading,actingandspeakingPeriod5Usinglanguage:Listening,writingandspeakingPeriod6Usinglanguage:Listening,readingandwritingPeriod7Revision:Summingupandlearningtip
Period1Warmingupandreading
整体设计教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyhavingafreetalkwithstudentsaboutthebackgroundknowledge,talkingaboutMarkTwainandhisplay.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.TheWarmingUpisintendedtodiscoverjusthowmuchstudentsknowaboutthis19thcenturywriterandletthosewhodon’tknowabouthimknowabouthimbeforetheyreadtheplay.TheteachercanusethisparttointroduceinformationthatChinesestudentsshouldhave.Exercise1inthePre-readingprovidesstudentswithanimportantchoice.Forsome,knowingwhattheywoulddowiththemoneyiseasytodecide.Forothers,itmayposearealdilemma,especiallyiftheyfeelobligatedtohelpotherswiththemoney.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.Exercise2istocheckwhetherstudentshavereadthestoryorhaveseenthefilmandforstudentstobereadyforthenextpartReading.ThereadingpassageisaplaywhichisadaptedfromMarkTwain’sshortstorybythesametitle.ItbrieflydescribesthatHenry,aSanFranciscobusinessman,isrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friends,ortheprospectofagoodjob.Hungryandalone,hewalksalongthestreetsofthecitywhenunexpectedlyheissummonedtoamansion.Tworichbrothers,RoderickandOliver,havemadeasecretbet.RoderickbelievesthatamancannotsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.Studentsareencouragedtopreviewthetextandfindoutthenewwordsandstructuresthemselves.Theyshouldtrytoworkoutthemeaningofthenewwordsthroughthecontext.Thenifnecessary,theycanlookthemupinthedictionaryorturntotheteacherforhelp.Playswillenablestudentstoreadandhearnaturallanguageinadramaticcontext.Justasimportantly,readingandactingplaysaloudwillincreasestudents’self-confidenceinusingEnglish,whichinturnwillincreasetheiroverallmotivationtolearnEnglish.Throughtheiractiveparticipationinreadingcharacters’partsinaplay,studentsrelivewhatothershavesaid.Whenreadingaplayaloud,studentsnotonlyspeaktotheteacherbutdirectlytotheirclassmates.Thisoralinteractioncancontributetogreaterclasscooperation,especiallyifreadingtheplayresultsintryingtoactitout.Indoingso,studentscanlearnhowtointerpretlanguagethroughthetoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.Therefore,providestudentswiththeopportunitytointerpretlanguagebyactingoutafewscenesoftheplay.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtogiveabriefintroductiontothestoryTheMillionPoundBankNoteintheirownwordsandactoutScene3ofthisplaywiththeirgroupmembersattheendoftheclass.Inordertoarousestudents’interest,theteachercanholdacompetitionbetweengroups.教学重点1.LetstudentslearnmoreaboutMarkTwainandhisplay.2.Getstudentstolearndifferentreadingskills.3.Havestudentslearnhowtoactoutthisplay.教学难点1.Developstudents’readingability.2.Enablestudentstoactoutthisplay.三维目标知识目标1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:birthplace,novel,adventure,phrase,author,scene,wander,pavement,businessman,permit,ahead,bay,stare,fault,spot,passage,account,embassy,seek,patience,contrary,envelope,bringup,goahead,byaccident,stareat,accountfor,onthecontrary2.LetstudentslearnaboutMarkTwainandhisplay.能力目标1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.EnablestudentstotalkaboutMarkTwainandhisplay.3.Enablestudentstoactoutthisplay.情感目标1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.2.Developstudents’senseofcooperativelearning.
教学过程设计方案(一)→Step1WarmingupTalkaboutbackgroundknowledgeaboutMarkTwainandhisplay.1.Gettingtoknowagreatliterarygiant:MarkTwainLetstudentsreadthefollowinginformationaboutMarkTwainandhisworks.RealnameofMarkTwainSamuelLanghorneClemensYearofbirth1835PlaceswherehelivedRaisedinHannibal,Missouri;traveledmuchoftheUS;livedforalongtimeinEuropeNamesofthreeofhisfamousstoriesTheAdventuresofTomSawyerTheAdventuresofHuckleberryFinnLifeontheMississippiEvaluationofhimAmericanshortstorywriter,novelist,humorist,andpublicspeaker.Americanbestknownliterarygiant2.GettingtoknowthestoryTheMillionPoundBankNote.TworichgentlemeninLondonmadeabetonwhatwouldhappentoapersonifhewasgivenamillionpoundbanknote.AnAmericanyoungmanwhosailedtoofarwascarriedouttosea,butwassavedbyaBritishshipforLondon.SohewasnowinLondon,tired,hungryandpenniless....→Step2Pre-readingDiscusswithstudents:HaveyoureadthestoryTheMillionPoundBankNote?Haveyoueverseenthefilm?Ifever,whatdoyouthinkofit?→Step3While-readingTrytogainasmuchinformationaspossiblefromthestorythroughreadingandtrainreadingskills.1.ScanningReadingstrategy:Gothroughtheplayforspecificinformation.Don’treadsentencebysentence.Fillintheblanks.1)Time:________________2)Characters:HenryAdams:_________________RoderickandOliver:_________________3)EventsAboutamonthagoHenrywas______________outofthebay.TowardsnightfallHenrywas______________outtoseabyastrongwind.ThenextmorningHenrywas______________byaship.LastlyHenryarrivedin______________byworkingasanunpaidhandontheship.NowHenrywas______________inLondonand______________inthestreet.JustatthattimeRoderick______________himandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenry______________withmoneyinit.Suggestedanswers:1)thesummerof19032)HenryAdams:alostAmericanbusinessmaninLondonRoderickandOliver:twobrothersandrichEnglishmen3)AboutamonthagoHenrywassailingoutofthebay.TowardsnightfallHenrywascarriedouttoseabyastrongwind.ThenextmorningHenrywasspottedbyaship.LastlyHenryarrivedinLondonbyworkingasanunpaidhandontheship.NowHenrywaslostinLondonandwanderinginthestreet.JustatthattimeRoderickcalledhimandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenryanenvelopewithmoneyinit.
2.SkimmingReadingstrategy:Gothroughtheplayforthegist.1)Answerthefollowingquestions:(1)WheredoesHenryAdamscomefrom?DoesheknowmuchaboutLondon?(2)WhatdidhedoinAmerica?(3)WhydidhelandinBritain?Suggestedanswers:(1)HenrycomesfromSanFrancisco.No,hedoesn’tknowLondonatall.(2)Heworkedforaminingcompany.(3)HewassailingoutthebaywhenhewascarriedouttoseabyastrongwindandwasrescuedbyashipforLondon.2)Putthefollowingeventsinacorrectordertoformashortpassage:HenrywanderedinLondonstreets.AboutamonthagoHenryAdamswassailingoutofthebay.Thenextmorninghewasspottedbyaship.Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.Ontheshipheearnedhispassagebyworkingasanunpaidhand.Suggestedanswers:AboutamonthagoHenryAdamswassailingoutofthebay.Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.Thenextmorninghewasspottedbyaship.Ontheshipheearnedhispassagebyworkingasanunpaidhand.HenrywanderedinLondonstreets.3.Detailed-readingReadingstrategy:Readtheplaycarefullyandtrytogetasmuchinformationaspossible.?Trytokeeptheminmind.Fillintheblanksandretellthestory.Henrywasan____________.Onedayhehadanaccidentina______________.Luckilyhewasrescuedbyashipfor_____________.HearrivedinLondonbyearninghispassagewithoutpay.Hewas_____________inthestreetin______________.Tohissurprisean______________thinghappened.Tworichbrothersgavehimamillionpoundbank-notebecausetheyhadmadea______________.Suggestedanswers:American;bay;London;wandering;rags;incredible;bet4.ReadingaloudandunderliningAskstudentstoreadtheplayaloudtothetapeandletthempayattentiontothepronunciationandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.→Step4Post-reading1.DiscussingandtalkingWhatkindofpersondoyouthinkHenryis?Whydoyouthinkso?Findsomeofhiswordstoprove.1)IsHenryhonest?Itismyfirsttriphere.Well,tobehonest,Ihavenone.(nomoney)Well,Ican’tsaythatIhaveanyplans.?2)IsHenryhard-working?Iearnedmypassagebyworkingasanunpaidhand.Couldyouoffermesomekindofworkhere?Idon’twantyourcharity;Ijustwantanhonestjob.?3)IsHenrydirect/straightforward?Well,itmayseemlucktoyoubutnottome.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.Now,ifyou’llexcuseme,IthinkI’llbeonmyway.?2.Acting1)Listentothetextagain.2)Completethetable.CharactersActionsAttitudesDecisionNarratorOliverRoderickHenryServant3)Actouttheplayingroupsoffourorfive,includingthenarrator.4)Invitetwoorthreegroupstoperformbeforetheclass.3.DiscussionHaveadiscussionwithstudents.Supposeyougetalargeamountofmoneybybuyinglotteryticketsandbecomeamillionaire.Whatwillyoudowiththemoney?4.WritingRewritetheplayintoastory.→Step5Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readtheplayagainandagainandtrytoactitoutwithyourclassmates.3.EnjoythemovieTheMillionPoundBankNote.设计方案(二)→Step1Leadingin1.Talkaboutcharactersofshortstoriesanddramas.2.Askstudentssomequestions:1)Doyoulikedramas?Canyoulistsomefamousdramasandtheirwriters?2)DoyouknowaboutMarkTwainandhisplayTheMillionPoundBankNote?→Step2Warmingup1.ShowthepictureofMarkTwainandaskstudents:Whatdoyouknowabouthim?2.Letstudentsreadtheshortpassageandtakenotestofillinthechart.RealnameMeaningofhispennameBirthdateBirthplacePlacewherehegrewupHisfamousstories→Step3Pre-readingLetstudentsdiscussthefollowingquestionswiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.1.Imaginesomebodygivesyoualargesumofmoneytospendasyoulike.Whatwouldyoudowithit?Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmake,theyshouldbereadytooffertheirclassmatesagoodreasonforit.2.HaveyoueverreadthestoryTheMillionPoundBankNote?Haveyoueverseenthemovie?Ifever,whatdidyouthinkofit?→Step4Reading1.Givestudents3minutes,andaskthemtoskimthepassageforinformationtofindtheanswerstothequestions.1)HowdidHenrycometoEngland?2)WhydidhelandinBritain?3)WheredidHenryworkbefore?4)Whydidthetwogentlemengivehimtheenvelope?5)Whencanheopenit?Afterstudentsdiscussthequestions,checktheanswerswiththewholeclass.2.Givestudents5minutestoreadthepassagecarefully,andthendotheexercisesinComprehendingonPage19.Aftermostofthemfinish,checktheanswerswiththewholeclass.3.ExplanationHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningofsomenewwordsandexpressions.Encouragethemtotrytodealwiththelanguagepointsinthecontext.1)alargeamountof:alargequantityof;agreatdealofTheyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtfulWemadeabetontheresultofthematch.3)permitsb.todosomething:allowsomebodytodosomethingMymotherdoesn’tpermitmetorideinthestreetafteritrained.4)byaccident:asaresultofchanceIonlyfounditbyaccident.5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc.)Doyoulikebeingstaredat?6)tobehonest:totellyouthetruth;tobefrankTobehonest,Idon’tthinkwehaveachanceofwinning.4.ListeningandreadingaloudPlaythetapeofthetextforstudentsandletthempayattentiontothepronunciationandintonation.Thenaskthemtotakerolestoreadthetextaloudafterthetape.→Step5DiscussionAfterstudentsreadtheplay,letthemdiscussthesequestionsingroups.1.WhydoyouthinkthatthebrotherschoseHenryfortheirbet?2.WhatkindofpersondoyouthinkHenryis?Whydoyouthinkso?→Step6Closingdownbyacting1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoactouttheplay.2.Askasmanygroupsaspossibletoperformbeforetheclass.→Step7Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage19.3.Rewritetheplayintoashortstoryinyourownwords.板书设计
Unit3TheMillionPoundBankNote
WarmingUpandReading1.Time:thesummerof19032.Characters:HenryAdams:alostAmericanbusinessmaninLondonRoderickandOliver:twobrothersandrichEnglishmen3.Events:
AboutamonthagoHenrywassailingoutofthebay.TowardsnightfallHenrywascarriedouttoseabyastrongwind.ThenextmorningHenrywasspottedbyaship.LastlyHenryarrivedinLondonbyworkingasanunpaidhandontheship.NowHenrywaslostinLondonandwanderinginthestreet.JustatthattimeRoderickcalledhimandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenryanenvelopewithmoneyinit.活动与探究Workingroups.GotothelibraryorsurftheInternettofindoutmoreinformationaboutMarkTwain.Makealistofhislifeandhismajorworks.Bereadytogiveashortreportonthistotheclass.
经验告诉我们,成功是留给有准备的人。高中教师要准备好教案,这是教师工作中的一部分。教案可以让学生们能够更好的找到学习的乐趣,帮助高中教师在教学期间更好的掌握节奏。您知道高中教案应该要怎么下笔吗?下面是小编帮大家编辑的《Unit 3 The Million Pound Bank Note Period 6 教案》,相信能对大家有所帮助。
Unit3TheMillionPoundBankNote
Period6Usinglanguage:Listening,readingandwriting
整体设计教材分析Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.Inthisperiod,theteachingactivitieswillfocusonListeningtask,!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Readingandspeakingtask,andWritingtask.ListeningtaskandReadingandspeakingtaskofferthestudentstheopportunitytoenjoyActⅡ,Scene3andActⅡ,Scene4ofthisplay.ForListeningtask,theteachershouldfirstaskstudentstomakealistofallthechangesthatHenryhasmadetohislifeanddiscusswiththeirpartnerwhatdifferencethiswillmaketothewaypeopletreathim.ThenletstudentslistencarefullytoActⅡ,Scene3andwritedownthemainidea.Next,theylistentothetapeagainfordetailedinformation,makenotesastheylistenandchecktheiranswerswiththeirpartner.AstoReadingandspeakingtask,firstletstudentsdiscussthetwoquestionsinpairs(1.WhatwillHenryandPortiatelleachotheraboutthemselves?2.Whatwilltheykeepasecretfromeachother?),andthenhavethemlistentothetapeandreadtheplayaloud,payingattentiontotherhythm,pronunciationandintonationsoastoactouttheplayintheend.Writingtaskismorechallenging,foritinvolvesahigherlevelofinterpretiveskill.Sotheteachershouldgivethemenoughencouragementandnecessaryhelp.BeforetheycanwritetheirdialoguebetweenHenryandPortia,helpthemevaluatethesecharactersaspresentedintheplaybylettingthemdiscussingtherelatedquestionswiththeirpartnerandgivethemasmuchadviceaspossibleonhowtofinishtheirtask.Writingisahigherstageoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.教学重点1.Developstudents’integrativeability.2.LetstudentslistentoActⅡ,Scene3.3.HavestudentsreadActⅡ,Scene4.4.AskstudentstomakeadialoguebetweenHenryandPortia.教学难点1.GetstudentstolistentoandunderstandActⅡ,Scene3.2.LetstudentsmakeadialoguebetweenHenryandPortia.三维目标知识目标1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.GetstudentstolistentoActⅡ,Scene3andreadActⅡ,Scene4oftheplay.能力目标1.Developstudents’integrativeability.2.EnablestudentstolistentoandunderstandActⅡ,Scene3.3.EnablestudentstoreadandunderstandActⅡ,Scene4.4.EnablestudentstomakeadialoguebetweenHenryandPortia.情感目标1.Stimulatestudents’interestoflearningEnglishbyenjoyingthisplay.2.Developstudents’senseofgroupcooperationandteamwork.
教学过程→Step1Revision1.Checkthehomeworkexercises.2.AsksomegroupsofstudentstoActⅡ,Scene1orActⅡ,Scene2.→Step2Warmingup1.AskstudentstomakealistofallthechangesthatHenryhasmadetohislife.2.Havetheminpairsdiscusswhatdifferencetheythinkthiswillmaketothewaypeopletreathimandreporttheirideastotheclass.→Step3Listeningtask1.Tellstudents:TurntoPage58.WearegoingtolistentoActⅡ,Scene3.2.Letthemlistencarefullyandwritedownthemainidea.3.Havethemgothroughthechartandmakesuretheyknowwhattodo.ThethingsPortiaknowsaboutHenryHenry’sresponse1.2.3.1.2.3.4.Playthetapeagainforthemtolistentoandletthemmakenotes.5.Twoorthreeminutesforthemtodiscussandsharetheirnoteswithanotherpair.6.Playthetapeathirdtimeforthemtocheckandhavethecorrectanswers.→Step4Readingandspeakingtask1.Askstudentstodiscussthefollowingquestionsinpairs.1)WhatwillHenryandPortiatelleachotheraboutthemselves?2)Whatwilltheykeepasecretfromeachother?2.Letsomeofthemreporttheirideastotheclass.3.Tellthem:TurntoPage58.WearegoingtoreadActⅡ,Scene4.4.Letthemreadtheplayfasttogetthemainidea.5.Havethemreadtheplaycarefullyandretellthestoryintheirownwords.6.Letthemlistentothetapeandreadtheplayaloud,payingcloseattentiontotherhythm,pronunciationandintonation.7.Givethemenoughtimeforthemtotrytolearntheendoftheplaybyheartandthenactitout.Makesuretheyspeakwithexpression.→Step5Writingtask1.Supposethesituation:ImaginethatafterHenrymarriesPortia,hehasbadluckinbusinessandbecomespooragain.Nowhemusttellhiswifethebadnews.Withapartnerwriteashortdialoguebetweenthesetwocharacters.2.Letstudentsdiscussthequestionswiththeirpartner.(Showthefollowingonthescreen.)1)HowdoyouthinkPortiafeelswhenshehearsthebadnews?2)WhatdoyouthinkHenryplanstodotosolvethecrisis?3)DoyouthinkPortiawillleaveHenry?4)Doyouthinktheywillgethelpfromthetwobrothersoranybodyelse?Givereasons.5)Whatwilltheyfinallydo?6)Howdoyouthinkpeople’sattitudeswillchangetowardsHenryandPortia?3.Givethemthefollowingadvice.(Showthefollowingonthescreen.)1)Readthequestionsandbrainstormsomeideas.2)Writedownyourideas.3)Shareyourideaswithanotherpairandaskthemforadvice.4)Organizetheideasintoanordersuitableforwriting.5)Makeupadialogueandwriteitdown.4.Theybegintowritetheirdialogue.5.Inviteasmanypairsaspossibletoperformtheirdialoguetotheclass.Theteacherandothersshouldgivecomments.Sampledialogue:Portia:Oh,Henry.It’snicetoseeyouhomesoearly!Henry:Erm,aah.Portia:(lookingworried)What’shappened?Henry:Ican’thidemuchfromyou,canI,dear?Wehavelostallourmoney.TherailwaycompanyinBrazilhascollapsedandallourmoneyhasdisappeared.ButIhaveaplantohelpus.WecangobacktoAmericaandstartagain.Icanbecomeagoldminerandwecanmakeourfortunethatway.Portia:LeaveLondon?Leavemystepfather?Ohno,Henry,please!Henry:Ithinkitmightbebetterforus.Weshouldstandonourownfeet.Portia:(crying)Ishallhavetogohome.Youcannotlovemeifyouwanttodothisdreadfulthing.Henry:(puttinghisarmsaroundher)OfcourseIdo.ItisforoursakethatIsuggestthis.Itwillbeanadventure.WewillbeabletotravelwherewelikeandIwillbeabletoshowyousomanylovelyplaces.Portia:AslongasyoulovemeIshallbehappy.Henry:AndIshallalwaysdothat!→Step6Homework1.FinishofftheWorkbookexercises.2.SupposethatHenryfeelstrickedbyPortiawhenhefindsoutthatOliverisherstepfather.Howmighttheplayenddifferentlyunderthesecircumstances?Pleaserewritetheendoftheplayonthebasisofthequestion.3.ReviewthecontentsoftheunitandcompleteSummingUponPage24.
板书设计
Unit3TheMillionPoundBankNote
Listening,readingandwritingQuestionstodiscussbeforewriting:1.HowdoyouthinkPortiafeelswhenshehearsthebadnews?2.WhatdoyouthinkHenryplanstodotosolvethecrisis?3.DoyouthinkPortiawillleaveHenry?4.Doyouthinktheywillgethelpfromthetwobrothersoranybodyelse?Givereasons.5.Whatwilltheyfinallydo?6.Howdoyouthinkpeople’sattitudeswillchangetowardsHenryandPortia?Adviceonwriting:1.Readthequestionsandbrainstormsomeideas.2.Writedownyourideas.3.Shareyourideaswithanotherpairandaskthemforadvice.4.Organizetheideasintoanordersuitableforwriting.5.Makeupadialogueandwriteitdown.
活动与探究
Reading,watchingandperformingWorkingroups.Gotothelibrarytofindoutthewholeplayandtakerolestoreaditcarefully.Trytorecitemostofthelines.SurftheInternettofindoutthefilmandwatchitagainandagain.Payattentiontothecharacters’looksandwords.Thenbewellpreparedtoperformthewholeplaywiththehelpofyourteacher.Finallypresentittotheclassortotheschool.
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