TheMillionPoundBankNote教案
Unit3
Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative
Teachingimportance:
NounclausesastheobjectIcan’tsaythatIhaveanyplans.
...andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
Nounclausesasthepredicative
That’swhywe’vegivenyoutheletter.
Teachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.
ThefirstperiodIntensivereading
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.
StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.
StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups
ThesecondperiodExtensiveReading
Step1Newwords
Tellthenewwordsinthesepart
steak:eatlikeawolf:genuine:reserve:scream:fake:
shoulder
Step2
ListentoActOne,Scene4intherestaurant
Andanswerthefollowingquestions:
1.Whatwasitintheletter?
2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why?
3.Didtheownerbelievethatthenotewasgenuineornot?Why?
Step3acting
Ingroupoffour,playthepartsof“Henry,waiter,owner,hostessandClemens”.
Step4Explanation
1.It’llcostatinybit.
1)tiny:verysmall极小的,微小的
atinybaby,atinyschool
2)notalittle许多,很
notabit一点也不
I’mnotabittired.我一点也不累。
I’mnotalittlehungry.我非常饿。
2.takea/the/chance/chances碰运气;冒风险
3.inarudemanner
manner表“方式,方法”,常用单数;
表“举止,态度”,也用单数;
表“礼貌,礼仪”,常用复数。
Heansweredinanarrogantmanner.
Hismannerwasimpolite.
Itisbadmannerstotalkwithyour
mouthfull.
6.issue
1)publish出版,发行
TheBankofEnglandissuedthe
millionpoundnotes.
2)come,goorflowout流出
bloodissuingfromawound
7.inrags衣衫褴褛
rag:oddcloth
Heisinrags.
8.indeed
1)infact事实上,其实
Idon’tmind.Indeed,Iamwillingtohelpyou.
2)truly,really,certainly
的确,实在的,确实
-Didhefinishthework?
-Indeed,hedid.
9.evenif
eventhough即使
Hedoesn’twanttobuythenicehouse,evenifhegetsalotofmoney.
Theycametohelpus,eveniftheyhadmanythingstodo.
Step5Homework
1.Readandperformthewholeplaywiththehelpofthescriptsinthebook.
2.Reviewwhatyouhavelearntinthewholeunit.
ThethirdPeriodGrammar
Step1Learningaboutlanguage
Asksomestudentstotelltherightanswerinthispart
Step2UsingwordsandexpressionsinWorkbookP57
Encouragethestudentstoreadthesentencesandcorrectthemiftherearesomeerrors
Step3Grammar
1.Whatisthenounclause?
2.thedifferencesbetweenwhatandthat
Eg.(1)Whatyousaidyesterdayisright.
(2)Thatsheisstillaliveisapuzzle.
3.否定的转移
若主语谓语动词为think,consider,suppose,believe,expect,guess,imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。
4it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语
5.Thendosomeexercisesaboutthenounclause.AndfinishtheexercisesintheUsingstructures(P57and58)
Step4Homework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod
ThefourthperiodListening
Step1Listening
Listentothetapeandanswerthefollowingquestions
1.WhydoesHenryworryafterheleavestherestaurant?
2.Whydoeshegobacktothetwobrothers’house?
3.Whycan’theseethetwobrothersagain?
4.Whatdotheyaskhimtodo?
Step2Listeningtext
Handoutthelisteningmaterialsandlistentothetapeandcompletethepassage,atlastasksomestudentstoreadthepassagewithrightanswers.
Step3ListeninginWorkbook(P55-56)
Ask:Whatyouthinkwillhappeninthetailor’sshopafterHenryshowstheclerkandtheownerthebank-note.
Thenlistentothetapeandanswerthefollowingquestions
1.Whydoesn’ttheclerkgiveHenryhischangerightaway?
2.Istheownerreallyangryattheclerkordoeshejustpretendtobeangry?Howdoyouknow?
3.IsHenrygladtogetmorethanonesuitcoat?Howdoyouknow?
4.Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisn’tsurprisedtohearthisnews.
5.WhatdoestheowneroffertodoforHenry?Why?
Atlast,givethemthelisteningmaterialsandaskthemtocompletethepassage
Step4Homework
Previewthefourthperiod.
ThefifthperiodSpeakingandWriting
Step1Cooperativelearning
HaveaninterviewwithHenry.
1.WhatdidyoudobeforeyoucametoLondon?
2.Didyoufindithardtogetajobthere?
3.Howdidyoufeelwhenyouwereaskedtotherichbrother’shouse?
4.Didyoubelievethattheletterwillwork?
5.Didyoufeelangrywhentheclerkatthetailor’sshoptreatedyoubadlyatfirst?......
MakeadialogueforActTwoandasksomestudentstoact
Step2Listening,SpeakingandWritingTask(P58)
ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?
Step3WritingTask(P60-61
ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Beforeyouwrite,however,discussthesequestionswithyourpartner:
1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftersheheardthebadnews?Forexample,doyouthinkshewouldgetangryathim?
2)DoyouthinkHenrywouldworrythathiswifewouldleavehim?
3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor?
4)DoyouthinkPortiawouldworryabouttheirmarriagenow?
Step4Homework
1.Reviewthewordsandexpressionslearntthisclass.
2.ReviewActOne,Scene4onPage21-22andbereadytoactitout.
俗话说,磨刀不误砍柴工。高中教师要准备好教案为之后的教学做准备。教案可以让学生更容易听懂所讲的内容,帮助高中教师缓解教学的压力,提高教学质量。您知道高中教案应该要怎么下笔吗?下面是小编为大家整理的“Unit 3 The Million Pound Bank Note教案设计”,欢迎阅读,希望您能够喜欢并分享!
Unit3TheMillionPoundBank-Note
I.教学内容分析
本单元的主要内容是根据马克•吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克•吐温的生平简介。
WarmingUp通过对马克•吐温及其作品的讨论引发学生学习兴趣,使学生对马克•吐温及其作品有个初步的了解。
Pre-reading首先要求学生回答几个相关的问题,并让他们展开想象,借助讨论引入到《百万英镑》的情节。
Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的钞票给一个一无所有、诚实可靠的穷人,想看看会发生什么事。最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子HenryAdams。本部分可以通过先熟读后改编的形式,让学生登台表演,培养学生的调控能力和交际能力,然后再利用多种形式的练习让学生深入理解课文。
LearningaboutLanguage部分突出了词汇和语法的学习与训练。本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。
UsingLanguage部分中包括了听、读、写三个部分的内容,是本单元主要篇章的延伸。学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。该部分比较连贯,提出的一些问题有利于培养学生独立思考的能力和文学素养。其中写作部分是训练学生选取和组织材料的能力,通过前面的学习,结合独立的思考,写出形象鲜明且语言流畅的戏剧。
LearningTip指导学生掌握对话的技巧,了解如何使用相应的语音和语调来编排戏剧,提高学生的写作水平。
II.教学重点和难点
1.教学重点
(1)本单元教学目的和要求中的生词和短语;
(2)掌握名词性从句中的宾语从句和表语从句的具体用法;
(3)了解戏剧(剧本)语言的特点,如舞台说明(stagedirections)用一般现在时态,台词中有很多的省略句等。
2.教学难点
(1)了解《百万英镑》及其作者马克•吐温的时代背景,提高学生的文学修养和培养学生的跨文化意识;
(2)学习语言交际中委婉请求、请求允许和点餐的表达法;
(3)学习怎样去写或编一个短剧和更难的比较长的戏剧。
III.教学计划
本单元建议分六课时:
第一、二课时:Pre-reading,Readingthenyoudonthavetorememberanything.
◆Themanwhodoesnotreadbookshasnoadvantageoverthemanthatcannotreadthem.
◆Goodbreedingconsistsinconcealinghowmuchwethinkofourselvesandhowlittlewethinkoftheotherperson.
◆Whenpeopledonotrespectuswearesharplyoffended;yetdeepdowninhisprivateheartnomanmuchrespectshimself.
◆Anyonewhocanonlythinkofonewaytospellawordobviouslylacksimagination.
2.AskSstoreadthepassagecarefullyandanswerthefollowingquestions:
(1)WhichfamousriverplayedanimportantroleinTwain’swriting?
(2)WhydidMarkTwaingetthispenname?
(3)WhatkindofjobsdidMarkTwaineverdo?
(4)ForwhatMarkTwain’swritingissofamous?
(5)Ishestilloneofthemostpopularwritersintheworldtoday?
SuggestedAnswers:
(1)TheMississippiRiver.
(2)Becausehelovedtheriversomuchthatevenhispennameisabouttheriver.
(3)Apainter,ariverboatpilot,asoldier,agoldminer,abusinessmanandanewspaperreporter.
(4)Hiswritingisfamousforitsdescriptionofcommonpeopleandthewaytalked,butespeciallyforhishumors.
(5)Yes.Heisstilloneofthemostpopularwritersintheworldtoday.
3.AskSstofillinthetablebelowunderthepassageonP23andthenchecktheanswersinpairs.
Step4.Homework
1.AskSstochooseanytopictomakeashortplayandactitout.
2.AskSstopreviewthenextperiod.
Period4LearningaboutLanguage
TeachingGoals:
1.TogetSstoknowhowtousenewwordsandphrases.
2.TohelpSstomastersomenewwordsandexpressions.
3.TogetSstohavetheknowledgeofthisgrammarpoint:Anounclauseisusedastheobject;anounclauseisusedasthepredicative.
TeachingProcedures:
Step1.Revision
Purpose:Toconsolidatethewordsandphrasesinthetext.
1.AskSstolookthroughthereadingpassageandfinishEx1ofDiscoveringusefulwordsandexpressions.
2.AskSstofinishEx2ofDiscoveringusefulwordsandexpressions.Thenletthemchecktheanswersinpairs.
3.Organizeagame.AskSstofinishEx3toseewhocangetthemostrightanswersintheleasttime.
Step2.Grammar
1.AskSstofinishEx1andEx2ofDiscoveringusefulstructuresandtrytofindsomerulesabouthowtouseanounclauseastheobject.
2.AskSstofinishEx3,Ex4andEx5ofDiscoveringusefulstructuresandtrytofindsomerulesabouthowtouseanounclauseusedasthepredicative.
3.Conclusion
(1)宾语从句:引导词为that;whether/if;what;which;who;whom;whose;when;where;how;whyandsoon.Theobjectclausecanbeplacedaftervt,prep,andsomeadj.
注意事项:
◆用陈述句的语序。
◆注意从句的时态呼应(主句是现在时,从句用各种时态;主句是过去时,从句用过去的时态,包括过去、过去进行、过去完成、过去将来),表示客观真理或普遍事实时除外。
◆主句的谓语动词是advise,demand,request,order,suggest,insist时,宾语从句的谓语动词用should+v.
◆主句的主语是第一人称,谓语是think,suppose,believe,expect,imagine时,否定转移。
◆that引导宾语从句时,一般省略。不省略的情况为:a.从句位于句首以示强调时;b.及物动词后的第二个及以后的宾语从句;c.谓语动词和that从句间有短语隔开时;d.在复合宾语中;e.宾语从句由“从句+主句”构成,从句的引导词紧跟在主句谓语动词后,that不省。
(2)表语从句:
①从属连词引导
Thequestioniswhetherweshouldaskthemforhelp.
Thefactremainsthatyouarestillbehindtheothers.
②连接代词引导
Guilinisnotwhatitusedtobe.
Whatshewantstoknowiswhichdresssheshouldbuy.
③连接副词引导
ThatiswhereLuXunusedtolive.
Thatiswhyhedidn’tpasstheexam.
Thatwashowtheyweredefeated.
注:还可由asif或asthough引导。
Itlooksasifitweregoingtorain.
4.Practice
(1)AskSstofinishEx1ofUsingStructuresonP57andchecktheiranswers.
(2)AskSstofinishEx2ofUsingStructuresonP57andchecktheiranswersinpairs.
(3)AskSstofinishthefollowingexercises.
①isafactthatEnglishisbeingacceptedasaninternationallanguage.
A.ThereB.ThisC.ThatD.It
②wecan’tgetseemsbetterthanwehave.
A.What;whatB.What;thatC.That;thatD.That;what
③Ireadaboutitinsomebookorother,doesitmatteritwas?
A.whereB.whatC.howD.which
④It’sgenerallyconsideredunwisetogiveachildheorshewants.
A.howeverB.whateverC.whicheverD.wherever
⑤–IdrovetoZhuhaifortheairshowlastweek.
-Isthatyouhadafewdaysoff?
A.whyB.whenC.whatD.where
⑥Perseveranceisakindofquality----andthat’s
ittakestodoanythingwell.
A.whatB.thatC.whichD.why
⑦Meetingmyuncleafteralltheseyearswasanunforgettablemoment,Iwillalwaystreasure.
A.thatB.oneC.itD.what
⑧There’safeelinginmewe’llneverknowwhataUFOis-----notever.
A.thatB.whichC.ofwhichD.what
⑨Thereisanewprobleminvolvedinthepopularityofprivatecarsroadconditionsneed.
A.that;tobeimprovedB.which;tobeimproved
C.where;improvingD.when;improving
SuggestedAnswers:
①D②A③D④B⑤A⑥A⑦B⑧A⑨A
Step3.Homework
1.AskSstofinishtheexercisesofUsingWordsAndExpressions.
2.AskSstoremembertherulesoftheobjectclausesandpredicativeclausesandusethemtomakesomesentences.
Period5&6Workbook
TeachingGoals:
1.ToenableSstodeveloptheirimaginationtocontinuethestory.
2.TodevelopSs’abilityinspeakingandlistening.
3.TogiveSsthechancetofinishaplayorastory.
TeachingProcedures:
Step1.Talking
Purpose:TogetSstotalkaboutthestorieshappeningafterHenryreadtheletterfromthebrothers.
1.AskSstothinkaboutthefollowingquestionsandthenpresenttheirviewstoallclassmates.
①WhatwillHenrydowiththebank-note?
②Doeshewanttorunoutofthemoneyassoonaspossible?
③Afterhefindshiscoatiswornout,wherewillhego?
2.TellSsthatHenrynownoticeshiscoatiswornout.Sohegoesintoatailor’sshopandwantstogetanewcoat.AskSstodiscussthestorieshappeninginthetailor’sshop.ThenletthemmakeadialogueforActTwo,Scene1withtheirpartnersusingallofthefollowinginformation:
Henrytellsaclerkthathewantsacoatforasuit.Theclerkshowshimacheapcoatdownstairs.Henrydoubtsifheshouldtakeit.Theclerkpersuadeshimtobuyit.Henryagrees,butexplainsthathecan’tpayhimrightnowashehasnosmallchange.
3.AskSstousethefollowingexpressionsonshoppinginthedialogue.Thenletsomegroupspresenttheirdialoguesinclass.
CanIhelpyou?/WhatcanIdoforyou?I’dliketohave…
Thisway,please.Doyouhaveabiggersize?Whatcolourdoyoulikebest?
Whatsizedoyouwear?Couldwehaveatableforfive?
What’stoday’sspecial?MayIseethemenu,please?
WhatdoyousuggestIorder?Whatsortofsidedishwouldyoulike,sir?
Eathereortogo?Isthereanythingelse?Hereisthechange.
Canyoubringmethecheck,please?It’snotexpensive,right?
forthegist.Forthesecondtime,askSstofinishEx2.
4.PlaythetapeagainandaskSstocheckeachother’sanswers.
Step2.Readingandspeakingtask
1.AskSstoworkinpairsandtalkabouthowtheythinktheplaywillend.Thenletsomepairspresenttheirideas.
2.AskSstoreadthewholepassageofActTwo,Scene4andanswerthefollowingquestions.
(1)WhatadvicedidPortiagiveHenryaboutthejob?
(2)WhatsortofbetdidOliverandRoderickmake?
(3)Whowonatlast?
(4)WhatkindofjobdoesHenrywanttogetatfirst?
(5)DidPortiaknowHenry’sstorybeforeHenrymether?Why?
(6)Wasthebank-notestillusefulaftertheirmarriage?
SuggestedAnswers:
(1)Iftheyasktoomuch,theymaygetnosalaryatall.
(2)Whetherthebank-notcanbespent.
(3)Oliver.
(4)Hewantednothing.
(5)Yes.BecauseOliverwasherstepfather.
(6)No,itwasnotusefulatlast.
3.PlaythetapeforSsandaskthemtolearnActTwo,Scene4byheart.Thenletthemactitout.Remindthemtospeakwithexpression.
Step3.Writingtask
1.AskSstoimaginewhatwouldhappenafterHenrymarriesPortia.
2.AskSstoworkinpairsandimagineHenryfailsinhisbusinessandbecomespooragain.ThenaskthemtotalkaboutthequestionsofWritingtask.
3.AskonestudenttopretendtobeHenryandhispartnertobePortia.ThenletthemmakeupashortdialogueinwhichHenrytellshiswifethebadnews.
Step4.Homework
1.AskSstoreviewwhathasbeenlearntinthisunit.
AskSstopreviewthenextunit.
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,高中教师要准备好教案,这是高中教师需要精心准备的。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。高中教案的内容具体要怎样写呢?下面的内容是小编为大家整理的Unit 3 The Million Pound Bank Note教案2,欢迎阅读,希望您能够喜欢并分享!
Unit3TheMillionPoundBankNoteUnit3Themillionpoundbanknote教学流程图
Introduction
Findtheinformationaboutmarktwain
Discussion
Listening
Reading
Comprehending
Watchingpartofthemovie
Retelling
Debate
Assignments
以讨论、辨析为主的英语阅读课教学模式及理论依据
一、模式的提出
从现代教育学心理学理论来看,人的发展实质上指在社会环境中不断养成主体意识和自主能力的过程。前苏联教育家苏霍姆林斯基提出了“只有促进自我教育的教育,才是真正的教育”的论断。新《课程标准》中明确指出:“学生是学习和发展的主体。教学过程必须关注学生的个体差异和不同的学习需求,充分激发学生的主动意识和进取精神,倡导自主、合作、探究的学习方式。”为此,我校英语教学提出构建以讨论、辨析为主的英语阅读课教学模式。
二、模式内涵
以讨论、辨析为主的英语阅读课教学模式以主体教育理论为指导思想,以学生活动为切入点,注重培养学生的领悟能力、质疑精神和创新意识,并以促进学生发展为最终目标。模式有三个基本含义:
(1).坚信每个学生都是有能动性的发展着的主体,每个学生都存在着巨大的发展潜能,教育者必须引导学生认识到自己的潜能,并得到最好的发展。
(2).主体意识是最能体现主体性课堂教学的关键要素。使学生在学习过程中确立学习意识、问题意识、参与意识、全体意识、评价意识等,是学生主题性发展的主要手段。
(3).质疑、创新是主体性课堂的灵魂。多元互动、内外迁移才能使身心得到充分发展,素质得以全面提高。
三、理论依据
(1)素质教育的理论依据
素质教育是着眼于受教育者的群体和社会发展的要求,以面向全体学生,全面提高学生基本素质为根本目的,以注重开发受教育者的潜能、促进受教育者各方面生动活泼地发展为基本特征的教育。促进发展和内化是素质教育的实质。
(2)主体教育的确理论依据
主体性指人作为社会生活实践的主体具有的能动、自主、创造的内在特性。在课堂教学中进行主体教育指的是:教师根据学生的个性特征通过启发、引导学生内在的教育需要,创设和谐、宽松、民主的课堂教学环境,启发学生积极思维,教会学生学习。
(3)人本主义心理学理论依据
人本主义心理学强调要尊重、关心、理解与信任每一个人。要发现人的价值,发挥人的潜能,发展人的个性,关注人的自我实现。必须把学习者视为学习活动的主体。教与学,归根到底是通过学习这个接受知识的主体而完成的,因此,激发学生积极参与教学活动,是达到教学目的的关键。
四、效果结论
本节以讨论、辨析为主的英语阅读课教学模式效果显著。学生的学习面貌也有了根本性的转变,由被迫被动学变为主动、兴致勃勃地学。在整个教学过程中,强调学生的自主性,主动地自我学习,自我发现,自我探索,自我发展。强调学习者要逐渐形成稳定、积极、进取的学习心态,强调学习过程和学习内容的开放性等因素,发展了学生的思维,激发了学生的求知欲望,锻炼了学生的阅读理解及表达能力,帮助学生掌握了正确的学习方法,提高了课堂效率,比较好地完成了教学目标,达到了预期的效果。
简单教案
高一必修3Unit3theMillionPoundBank-Note
TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer
TeachingProcedures:
StepI.Introduction
StepII.Reading
Readthepassageonpage23.FindmoreinformationaboutMarkTwain
StepIII.Reading
ReadScene3,Act1oftheMillionPoundBank-Noteandanswersomequestionsaboutit
StepIV.Listening
Listenandsolvesomecomprehensionquestions
StepV.watchingpartofthemovietheMillionPoundBank-Note
StepVI.RetellingtheMillionPoundBank-Note
StepVII.Debatetheimportanceofthemoney
StepVIII.Assignments
StepIX.Recordafterteaching
详细教案
高一必修3Unit3TheMillionPoundBank-Note
TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer4.aVCD
TeachingProcedures:
StepI.Introductionandreading
T:Morning,everyone,doyoulikehumor?
Ss:Yes,ofcourse.
T:Me,too.AndIlikewatchinghumorousplay.Lookatthescreen;canyouguesswhatplayitis?
Ss:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.
T:Then,doyouknowthewriteroftheplay?
SS:Yes.ItisMarkTwain.
T:WhatdoyouknowabouttheAmericanwriterMarkTwain?
Next,read“ABOUTMARKTWAIN”onpage23sothatyoucanknowmoreabouthim.
T:Haveyoufinishedreading?Ok.Lookatthescreenandsaysth.aboutMARKTWAIN.
T:1.Tellushiswokexperiences
S1:Overthenexttwodecadeshewasaprinter,ariverboatpilot,asoldier,agoldminer,abusiness-manandanewspaperreporter.
T:2.Whatwashispenname?
S2:Marktwain
T:SamuelLanghorneClemenswashisrealname.
T:3.Tellusthemeaningofhispenname
S3:“Twain”isanoldwordfor“two”.
“MarkTwain”istosaythatthewateristwofathomsdeep.
T:4.Whatwashisfirstsuccessfulstory?
S4:Hisfirstsuccessfulstorywasaboutajumpingfrogcontest.
T:5.Whatarehismostfamousbooks?
S5:TheadventuresofTomSawyer.
TheAdventuresofHuckleberryFinn.
LifeontheMississippi
T:Whydidyouforgetthisone----THEMILLIONPOUNDBANK-NOTE?Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousplay.
StepII.ListeningandReading
T:First,expressyouropinionsfreely.Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?Pleasediscussingroupsoffour.
S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingforapersonistoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.
S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofourcountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.
S3:…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?We’lllearnthestorytogether.
1.Listening
T:NowwearegoingtolearnACTONEScene3.Listenthewholescenequicklyandfindouttheanswerstothefourquestionshere.
Showthequestionsonthescreen:
1.HowdidHenryAdamscometoEngland?
2.WheredidHenrywork?Howmuchmoneydidhehave?
3.WhatdidthetwogentlemengiveHenry?
4.WhencanHenryopentheletter?
T:Well,class,haveyoufinishedreadingthewholescene?
SS:Yes.
T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?
S1:ItwastheshipthatbroughthimtoEngland.
T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?
S2:Heworkedforaminingcompanyandhehadnomoneyatall.
T:Verygood.Thenwhatdidthetwogentlemengivehim?
S3:Theygavehimaletter.
T:WhencanHenryopentheletter?
S4:Hecan’topenituntiltwoo’clock.
T:Ok,great.Next,let’sdosomelistening.
StepIII.Readingandcomprehending
T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.
(Studentslistentothetape.)
T:Well,Canyoutellmethecharacteristicsofthepassage?
SS:Yes.Thisispartofaplay.So,thetaleiswritteninthepresenttense.
T:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
Thesequestionsinoralmayhelpunderstandtheproblem:
1.WhathappenedtoHenryAdamsatsea?
2.Didhehaveanymoneyorwork?
3.WhathappenedtoHenryinahouseinLondon?
StepIVPost-reading
1.Docomprehendingexercises.
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
2.Explainlanguagepoints.
T:Well,class.Whatdoyouthinkofthescene?Doyouthinkitisdifficulttounderstandsomesentences?
SS:Yes.
T:Now,pleaselookatthescreenandletmeexplainsomesentences.
(1)alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(3)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(4)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepIV.WatchingpartofthemovietheMillionPoundBank-Note
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andwouldyouliketoretellittoyourparentsoryourfriends?
StepV.RetellingtheMillionPoundBank-Note
T:Now,lookatthekeywords.Prepareforretellingthewholescene.
summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
StepVI.Debatetheimportanceofthemoney
T:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?
SS:no.
T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?
S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.
T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdoyouthinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
StepVII.Assignments
1.Reviewthekeysentencesinthispart.
2.Actouttheplayingroups.
StepIX.Recordafterteaching
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