高一英语必修3教案全部

Unit 1 Festivals around the world
III. 教材分析与教材重组
1. 教材分析
本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。

1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。

可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。

1.2 Pre-reading是Reading 的热身活动。

主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。

1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。

此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。

处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。

1.4 Comprehending是考察对阅读内容的进一步理解。

练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。

练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。

练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。

这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。

1.5 Learning about Language 分词汇和语法两部分。

其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful
structures 是以文章内容为载体在语境中练习语法，掌握情态动词。

由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。

1.6 Using Language 是英语听说读写的全面运用的练习。

1.6 ① Listening 是课文的延伸，通过听几位学生参加Trinidad Carnival 节日游行的两段对话，使学生体会参加节日游行的真实情景，既训练听力一通过问题训练了他们的分析能力。

1.6 ② Speaking 分为两部分。

第一部分通过电话突出交际用语功能的训练；第一部分让学生编对话，可以按自己的想象、经历为内容，训练思维和表达能力。

1.6 ③ Reading 是发生在情人节的一个令人伤心的爱情故事，其中又插入了一个“七巧节”的故事。

阅读后的讨论不仅帮助学生理解文章主旨大意，更重要的是让学生学会寻求解决问题的方法。

1.6 ④Writing 的任务是写一个与文章结尾不同的结局。

旨在让学生通过思考写出自己的想法，尝试自己解决问题。

总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节日的词汇，并能够丰富语言知识，提升用英语表达观点的能力。

2. 教材重组
2.1 口语从话题内容和功能上分析Warming Up 与Workbook中的Listening和Talking相一致，旨在启发学生讨论、思考并引出本单元关于节日的话题，可以整和成一节任务型“口语课”。

2.2精读可将Pre-reading、Reading、Comprehending三个活动整和成一节“阅读课”。

2.3语言学习将Learning about Language与Workbook中的Using words && expressions Using structures结合在一起，上一节“语言学习课”。

2.4听力可将Using language中的 Listening与Workbook中 Listening和Listening task 放在同一节课中处理，上一堂 "听力课"。

（Using language中的 Speaking可视听力时间而定，可课上处理亦可留做课下作业下堂课提问。

）
2.5. 泛读可将Using Language中的Reading &&Writing和Workbook中的Reading Task上成一节 "泛读课"。

（Workbook 2.6 复习、写作可将Workbook中的Speaking Task 和Writing Task 上成一节复习写作课。

中的Project && checking yourself, 可视学生水平安排在本堂课或留做作业。

）
3. 课型设计与课时分配 (经分析教材, 本单元可以用5课时教完。

)
1st period Speaking
2nd period Reading
3rd period Learning about Language
4th period Listening
5th period Extensive Reading
The 1st period Speaking
教学目标
1). knowledge & skills
Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up
Phrases: Would you like …
Could I have…?
Might I offer help…?
May I see…?
You should try…
Could we like at…
Can you suggest…?
We might take…
2). process & method
3). emotion, attitude & value
2.Teaching emphasis on the difficulties：
3.Teaching preparation:
4.Teaching Procedures;
Step I Leading in
T: Hello, everybody! Welcome back to school! Did you have a good time in
your winter holidays?
Ss. Yes. Of course!
T: When did you feel most happy and excited?
Ss: At the Spring Festival.
T: Who can tell us why? Any volunteers?
S1: Because it is the most important festival in our country.
S2: Because I got a lot of lucky money from my parents.
S3: Because I needn’t study at festivals and there was a lot of delicious food
to eat. How great.
S4: Because I met my cousins and friends who I hadn’t seen for
a long time.
T:Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?
Ss: New year, Yuan xiao festival…
T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?
Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…
T: You have done a good job, boys and girls! .
StepⅡ Warming –up
Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.
StepⅢ Pre- reading
Discuss in groups of four
1.What’s your favourite holiday of the year? Why?
2.What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?
StepⅣ Assignment
1.Consolidation
2.Listening to the material again after class to be familiar with it.
3.Homework: Collect as much information about festivals as
possible.
StepⅤ Reflection after teaching
The 2nd period Reading
教学目标
1.Vocabulary:
starve, starvation, plenty, satisfy ancestors,lamps,lead,feast,bone,origin, in memory of,dress up,trick,poet,arrival,national,gain independence,gather agricultural,European,custom,awards,watermelon,handsome,rooster, admire, look forward to, religious, as though, have fun with, daily 2.To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world
3.To enable the students to master some English expressions and phrases about festivals.
Teach the basic reading skills: skimming and scanning.
Try to compare and make conclusion s of different festivals.
StepⅠ Revision
1.Greetings.
2.Review the new words of this part.
3.Check the students’ homework---festivals
StepⅡ Reading
1.Scanning
T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.
( Ask the student to look through the questions and then read the text silently.)
( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)
2.Intensive reading
( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details) T: Read the text loudly for a second time and them try to tell if these sentences are True or False.
3.Reading and discussion
T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)
4.Explanation
(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
T: Now I will discuss some important sentences and phrases in the passage.
a.Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
b.in memory of
c.In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.
d.People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.
e.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
f.The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.
The suggested explanation:
a.An attributive clause.
The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
b.in memory of …serving to recall sb, to keep him fresh in people’minds.
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard) in hopes/the hope of (hoping)
in defence of (defending)
c.a noun phrase followed by an attributive clause as the appositive
d.two clauses for reason
e.energy→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. I’m looking forward to hearing from you.
StepⅢ Listening
T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).
StepⅣ Reflection after teaching
The 3rd period Learning about language
教学目标
1.Let the students know the usage of modal verbs.
2.Enable the students to recognize the words and expressions in the
reading
passage according to what mean the same as them.
StepⅠ Greeting and Revision
Ask some students to retell the text we learned .
StepⅡ. Practicing the useful words and expressions
T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ”Can you give me some examples? Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.
T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.
S1. I’m looking forward to hearing form my friend
S2: We are talking about verbs.
S3: Would you like to talk with me?
S4: Who can think of an effective solution to the problem?
S5: Please think about my proposal.
StepⅢ Useful Structures
T: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94
StepⅣ Summing up and home work
T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them. Homework
1.Practice of WBP42EX.1,2,3.
2.Please find out10 sentences with modal verbs, and try to get their meanings.
StepⅤ Reflection after teaching
The 4th period Listening
教学目标
1.Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes
2.Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.
StepⅠ Revision
After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.
StepⅡ Warming up
T: By the way, what’s the topic of this unit?
Ss: Festivals around the world.
T: Would you like to know something more about festivals around the world?
Ss: Of course.
T: Now I will show you several pictures. What’s the festival called?
StepⅢ Listening
T: I will play the tape for you twice. Please listen carefully
and pay
much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners. ( It’s important to encourage the students to adapt their present knowledge any
skill to a variety of situations wherever they can. Make sure to allow various
expressions of the answers. Do not demand the same words form all students.)
StepⅣ Speaking
This part is intended to give the students the opportunity to practice a
telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.
StepⅤ Listening task
T: There are about 10 minutes left. Let’s come to listening task.
Turn to
page 43 and look at the pictures. They have something in common. Can you find it out?
Ss: They are all about festivals bout the dead.
T: That’s right. I will play the tape for you. For the first time you should try
to write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.
StepⅥ Reflection after teaching
The 5th period Extensive reading
教学目标
1.Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,
2.Learn to compare the festivals in China and in western countries. StepⅠ Revision
Check homework
StepⅡ Reading (1)
T: As we know, there are all kinds of festivals around the world.
We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival—Qi Qiao and Valentine’s Day. Now please read it quickly and find out the sentence below are true or false.
T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.
Some language points:
StepⅢ Discussion and writing
T: That’s for the reading part of the passage. Please think about the ending
of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own
ideas. Try to use the vocabulary and structures you have learned of you like.
StepⅣ Reading(2)
T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45.
Five minutes for you.
Unit 2 Healthy eating
II．目标语言
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。

针对现实中遇到的实际问题发表自己的看法。

最后让学生运用所学知识，两人一组研究中餐，设计食谱。

1.1 WARMING UP 是本单元一个重要的组成部分。

让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。

通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.
1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。

可添加讨论如何在烹饪中保持食物营养，从而有利于健康。

1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮
食的关注和对时尚的追求。

但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。

戏剧性的结尾增添了故事的趣味性。

通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。

1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。

1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。

注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。

1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。

2．教材重组
2.1 精读把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending 整合在一起作为一堂“精读课”。

2.2 语言学习把Learning About Language和Workbook中的Using words and expressions, Using Structures结合在一起上一节“语法课”。

2.3 听力把Using Language 中的Listening和 Workbook中的 Listening， Listening Task 放在一起上一堂“听力课”。

2.4 泛读 Using Language中的Reading与Workbook中的Reading Task放在一起上一堂“泛读课”。

2.5 语言运用将Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“写作课”。

3．课型设计与课时分配
1st period Warming up and Reading
2nd period Language study
3rd period Listening
4th period Extensive reading
5th period Writing
The 1st period Warming up and reading
StepⅠ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
StepⅡ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
StepⅢ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.
The two restaurants supplied the healthy diet.
The reason why Yong Hui’s restaurant was so popular with customers.
Wang Pengwei found out why he had lost his customers and decided to win them back
Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the
sentences.
Usually Wang Pengwei’s restaurant was full of people. (T ) Yong Hui served a balanced diet. ( F)
Yong Hui could make people thin in two weeks by giving them a good diet. (F)
Wang Pengwei’s customers often became fat after eating in his restaurant. (T)
Yong Hui’s menu gives them energy foods. (F )
Wang Pengwei’s menu gives them foods containing fiber. (F ) Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.
(F )
Wang Pengwei decided to copy Yong Hui’s menu. (F )
StepⅣ Comprehending
By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
T: You all have a point here. But what will they do? We will see it next
period. Facing the serious competition Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s look at
the sentences:
a.Wang Pengwei sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “feeling very frustrated”
happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies.
StepⅤ Homework
Try to retell the text.
Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)
StepⅥ Reflection after teaching
The 2nd period Language study
StepⅠ Revision
Check the students’ homework.
Ask some of the students to retell the text.
StepⅡ Word study
This part is a consolidation of the words in the text. Ask the students to do
the exercise individually.
T: Now please open your books and turn to page 11. Fill in the
chart using
the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.
…
StepⅢ Grammar
The students will learn the usage of modal verbs. First try to make the
students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text.
By lunchtime they would have all be sold---It indicates possibility. His restaurant ought to be full of people.---It indicates possibility. What could have happened?--- It indicates possibility.
Nothing could have been better.--- It indicates possibility.
Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.
He could not believe his eyes. ---It indicates intension.
a.He wonder if he should go to the library to find out ---It indicates duty.
b.He wouldn’t have Yong Hui getting away with telling people
lies!---It indicates intension.
…
StepⅣ Homework
a.Review the rules of word formation and the meanings of modal verbs.
b.Prepare the Using Structure on page 50 by making a dialogue in pairs.
StepⅤ Reflection after teaching
The 3rd period Listening
StepⅠ Revision
Check the using structure on page 50.
Ask the students to make a short dialogue in pairs.
StepⅡ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right.
StepⅢ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.
StepⅣ Homework
Pre-view the reading(2) and reading task on Page 52. See how the story ended.
Find some information about healthy eating on the Internet. StepⅤ Reflection after teaching
The 4th period Extensive reading
StepⅠ Revision
Check the homework
Share the information the students have got form the Internet. StepⅡ Pre-reading
Ask the students to read some proverbs and translate them into Chinese.
T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.
You are what you eat.
An apple a day keeps the doctor away.
First wealth is health.
The students discuss with their partners.
人如其食.
一天一个苹果,医生不来找我.
健康是人生的第一财富.
StepⅢ Reading
The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading,
let the students do the exercises on page 15. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.
Ask the students to report their work.
Then find the words from the text to match the definitions.
StepⅣ Homework
Collect eating attitudes from the Internet
Practice presenting reasons to support your ideas.
StepⅤ Reflection after teaching
The 5th period Writing and re-viewing
StepⅠ Revision
Check the homework and take a dictation.
StepⅡ Writing
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.
T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land? Can you write an article to support your idea? Give you 20 minutes and finish your articles. Pay attention to the orders.
Describe the new design
Draw a plan
explain the advantages of your ideas
Unit 3 The Million Pound Bank-Note
The 1st period Reading(1)
Step I Warming up
1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain”on page 23 so that you can know more about him.
Students read the passage about Mark Twain and answer the questions given in the form on page 23.
What’s the real name of Mark Twain?
When was he born and when did he die?
Do you know all the places where he lived?
Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
StepⅡ Pre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.
Step Ⅲ While reading
Scanning
Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions
How did Henry Adams come to England?
Where did Henry work before? How much did he have?
What did the two gentlemen give Henry?
When can Henry open the letter.
After the students discuss the questions and then check the answers with the whole class.
T: Listen to the tape and try to find out the characteristics of the whole passage.
Ss: This is part of a play. So, the narration is written in the present tense.
T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.
StepⅣ Post-reading
Do comprehending exercises and explain :
a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their new house.
make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. We made a bet on the result of the match.
permit sb to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it rained.
by accident: as a result of chance
e.g. I only found it by accident.
stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning. StepⅤ Homework
Review the key sentences in this part
Preview the words in the second period.
Act out the play in groups
StepⅥ Reflection after teaching
The 2nd period Reading(2)
Teaching goals
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous
Expressions on request:
Would you step inside a moment, please?
Would you please come in?
May we ask what you’re doing in this country and what your plans are?。