高中英语人教版必修三百万英镑教案复习进程
2020届一轮复习人教版必修三Unit3The Million Pound Bank Note 单元教案(82页word版)
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2020届一轮复习人教版必修三Unit3The Million Pound Bank Note 单元教案单元规划类别课程标准要求掌握的项目话题Forms of literature and art: short story and drama; how to act out a play词汇birthplacen. 出生地; 故乡Embassy n. 大使馆; 大使及其官员phrasen. 短语; 词组; 惯用语 Seek vt. & vi. 寻找; 探索; 寻求adventure n. 奇遇; 冒险patience n. 耐性; 忍耐novel n.小说; 长篇故事adj. 新奇的; 异常的 contrary n. 反面; 对立面adj. 相反的; 相违的authorn. 著者; 作家Envelope n. 信封scenen. (戏剧)一场; 现场; 场面; 景色Permit vt. & vi. 许可; 允许; 准许n. 通行证; 许可证; 执照wander vi. 漫游; 漫步; 漂泊steak n. 肉块; 鱼排; 牛排pavement n. 人行道pineapple n. 菠萝businessman n. 商人 dessert n. 餐后甜点unbelievable a dj. 难以置信的amount n. 数量aheadad v. 在前; 向前; 提前r ude adj. 粗鲁的; 无礼的bayn. 海湾mannern. 礼貌; 举止; 方式stare vi. 凝视; 盯着看scream vi. 尖声叫n. 尖叫声; 喊叫声fault n. 过错; 缺点; 故障genuine adj. 真的; 真诚的bow vi. & n. 鞠躬; 弯腰rag n. 破布; 碎布passage n. 船费; 通道; (一)段indeed adv. 真正地; 确实; 实在account vt. & vi. 认为; 说明; 总计有n. 说明; 理由; 计算; 账目spot vt. 发现; 认出n. 斑点; 污点; 地点短语bring up抚养; 培养; 教育; 提出i n rags衣衫褴褛go ahead前进; (用于祈使句)可以; 往下说as for关于; 至于by accident偶然; 无意中; 不小心do with对待; 处理; 处置stare at盯着看; 凝视make a bet打赌account for导致; 做出解释be lost迷路; 倾心于某事on the contrary与此相反; 正相反permit sb. to do sth. 准许某人做某事take a chance冒风险; 碰运气in a. . . manner以……的举止(态度)重要句型 1. Young man, would you step inside a moment, please? (request)2. I wonder, Mr. Adams, if you’d mind us asking a few questions. (I wonder if. . . )3. . . . I found myself carried out to sea by a strong wind. (find+O. +O. C. )4. And it was the ship that brought you to England. (it is/was. . . that. . . )5. The fact is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative)6. You mustn’t think we don’t care about you. (double negative)7. That’s why we’ve given you the letter. (noun clause as the p redicative)8. Well, why don’t you explain what this is all about? (suggestion; noun clause as the object)功能 1. RequestWould you please come in?Could you offer me some kind of work?Would you mind waiting just a few minutes?I wonder, Mr. Adams, if you mind us asking a few questions?May I ask you how much money you have?—Well, to be honest, I have none.—Go right ahead.2. Ordering foodI’d like some ham and eggs and a nice bi g steak.I’ll have a nice long glass of beer.3. Shopping语法 1. Noun clauses as the objectI can’t say that I have any plans.. . . and he does not know what he should do.I did not know whether I could survive until morning.2. Noun clauses as the predicativeThat’s why we’ve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .教学重点 1. Get students to know about forms of literature and art: short story and drama; how to act out a play.2. Have students learn some useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of request and ordering food.4. Let students learn the new grammar item: noun clauses as the object and predicative.5. Develop students’ listening, speaking, reading and writing abilities.教学难点 1. Enable students to master the new grammar item: noun clauses as the object and predicative.2. Let students learn how to act out a play.3. Develop students’ integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learn ing about language: GrammarPeriod 4 Using language: Reading, acting and speakingPeriod 5 Using language: Listening, writing and speakingPeriod 6 Using language: Listening, reading and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about the background knowledge, talking about Mark Twain and his play.Mark Twain is probably one of the few American writers with whom students are already familiar. The Warming Up is intended to discover just how much students know about this 19th century writer and let those who don’t know ab out him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have.Exe rcise 1 in the Pre-reading provides students with an important choice. For some, knowing what they would do with the money is easy to decide. For others, it may pose a real dilemma, especially if they feel obligated to help others with the money. Whatever choice students make here, they should be ready to offer their classmates a good reason for it. Exercise 2 is to check whether students have read the story or have seen the film and for students to be ready for the next part Reading.The reading passage is a play which is adapted from Mark Twain’s short story by the same title. It briefly describes that Henry, a San Francisco businessman, is rescued at sea by a British ship that takes him to London where he finds himself without money, friends, or the prospect of a good job. Hungry and alone, he walks along the streets of the city when unexpectedly he is summoned to a mansion. Two rich brothers, Ro derick and Oliver, have made a secret bet. Roderick believes that a man cannot survive in the city for a month with only a million pound bank note in his possession but Oliver believes he can. The play takes us along on He nry’s misadventures with humor and surprise to discover who will win the bet.Students are encouraged to preview the text and find out the new words and structures themselves. They should try to work out the meaning of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help.Plays will enable students to read and hear natural language in a dramatic context. Just as importantly, reading and acting plays aloud will increase students’ self-confidence in using English, which in turn will increase their overall motivation to learn English. Through their active participation in reading characters’ parts in a play, students relive what others have said. When reading a play aloud, students not only speak to the teacher but directly to their classmates. This oral interaction can contribute to greater class cooperation, especially if reading the play results in trying to act it out. In doing so, students can learn how to interpret language through the tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Therefore, provide students with the opportunity to interpret language by acting out a few scenes of the play.To consolidate the contents of the reading passage, students should be required to give a brief introduction to the story The Million Pound Bank Note in their own words and act out Scene 3 of this play with their group members at the end of the class. In order to aro use students’ interest, the teacher can hold a competition between groups.教学重点1. Let students learn more about Mark Twain and his play.2. Get students to learn different reading skills.3. Have students learn how to act out this play.1. Develop students’ reading ability.2. Enable students to act out this play.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: birthplace, novel, adventure, phrase, author, scene, wander, pavement, businessman, permit, ahead, bay, stare, fault, spot, passage, account, embassy, seek, patience, contrary, envelope, bring up, go ahead, by accident, stare at, account for, on the contrary2. Let students learn about Mark Twain and his play.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about Mark Twain and his play.3. Enable students to act out this play.情感目标1. Stimulate students’ interests of learning English by reading and acting this play.2. Develop students’ sens e of cooperative learning.教学过程设计方案(一)→Step 1 Warming upTalk about background knowledge about Mark Twain and his play.1. Getting to know a great literary giant: Mark TwainLet students read the following information about Mark Twain and his works.Real name of Mark Twain Samuel Langhorne ClemensYear of birth 1835Places where he lived R aised in Hannibal, Missouri; traveled much of the US; lived for a long time in EuropeNames of three of his famous stories The Adventures of Tom SawyerThe Adventures of Huckleberry FinnLife on the MississippiEvaluation of him American short story writer, novelist, humorist, and public speaker. American best known literary giant2. Getting to know the story The Million Pound Bank Note.Two rich gentlemen in London made a bet on what would happen to a person if he was given a million pound bank note. An American young man who sailed too far was carried out to sea, but was saved by a British ship for London. So he was now in London, tired, hungry and penniless. . . .→Step 2 Pre-readingDiscuss with students: Have you read the story The Million Pound Bank Note? Have you ever seen the film? If ever, what do you think of it?→Step 3 While-readingTry to gain as much information as possible from the story through reading and train reading skills.Reading strategy: Go through the play for specific information. Don’t read sentence by sentence.Fill in the blanks.1)Time: ________________2)Characters:Henry Adams:_________________Roderick and Oliver:_________________3)EventsAbout a month ago Henry was ______________ out of the bay.Towards nightfall Henry was ______________ out to sea by a strong wind.The next morning Henry was ______________by a ship.Lastly Henry arrived in ______________ by working as an unpaid hand on the ship. Now Henry was ______________ in London and ______________ in the street. Just at that time Roderick ______________ him and asked him to step in.To Henry’s surprise Roderick gave Henry ______________ with money in it. Suggested answers:1)the summer of 19032)Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3)About a month ago Henry was sailing out of the bay.Towards nightfall Henry was carried out to sea by a strong wind.The next morning Henry was spotted by a ship.Lastly Henry arrived in London by working as an unpaid hand on the ship.Now Henry was lost in London and wandering in the street.Just at that time Roderick called him and asked him to step in.To Henry’s sur prise Roderick gave Henry an envelope with money in it.2. SkimmingReading strategy: Go through the play for the gist.1)Answer the following questions:(1)Where does Henry Adams come from? Does he know much about London?(2)What did he do in America?(3)Why did he land in Britain?S uggested answers:(1)Henry comes from San Francisco.No, he doesn’t know London at all.(2)He worked for a mining company.(3)He was sailing out the bay when he was carried out to sea by a strong wind and was rescued by a ship for London.2)Put the following events in a correct order to form a short passage:Henry wandered in London streets.About a month ago Henry Adams was sailing out of the bay.The next morning he was spotted by a ship.Towards nightfall he found himself carried out to sea by a strong wind.On the ship he earned his passage by working as an unpaid hand.Suggested answers:About a month ago Henry Adams was sailing out of the bay. Towards nightfall he found himself carried out to sea by a strong wind. The next morning he was spotted by a ship. On the ship he earned his passage by working as an unpaid hand. Henry wandered in London streets.3. Detailed-readingReading strategy: Read the play carefully and try to get as much information as possible. Try to keep them in mind.Fill in the blanks and retell the story.Henry was an ____________. One day he had an accident in a ______________. Luckily he was rescued by a ship for _____________. He arrived in London by earning his passage without pay. He was _____________ in the street in ______________. To his surprise an ______________ thing happened. Two rich brothers gave him a million pound bank-note because they had made a ______________.Suggested answers:American; bay; London; wandering; rags; incredible; bet4. Reading aloud and underliningAsk students to read the play aloud to the tape and let them pay attention to the pronunciation and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 4 Post-reading1. Discussing and talkingWhat kind of person do you think Henry is? Why do you think so? Find some of his words to prove.1)Is Henry honest?It is my first trip here.Well, to be honest, I have none. (no money)Well, I can’t say that I have any plans.2)Is Henry hard-working?I earned my passage by working as an unpaid hand.Could you offer me some kind of work here?I don’t want your charity; I just want an honest job.3)Is Henry direct/straightforward?Well, it may seem luck to you but not to me.If this is your idea of some kind of joke, I don’t think it’s very funny.Now, i f you’ll excuse me, I think I’ll be on my way.2. Acting1)Listen to the text again.2)Complete the table.Characters Actions Attitudes DecisionNarratorOliverRoderickHenryServant3)Act out the play in groups of four or five, including the narrator.4)Invite two or three groups to perform before the class.3. DiscussionHave a discussion with students.Su ppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do w ith the money?4. WritingRewrite the play into a story.→Step 5 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the play again and again and try to act it out with your classmates.3. Enjoy the movie The Million Pound Bank Note.设计方案(二)→Step 1 Leading in1. Talk about characters of short stories and dramas.2. Ask students some questions:1)Do you like dramas? Can you list some famous dramas and their writers?2)Do you know about Mark Twain and his play The Million Pound Bank Note?→Step 2 Warming up1. Show the picture of Mark Twain and ask students: What do you know about him?2. Let students read the short passage and take notes to fill in the chart.Real nameMeaning of his pen nameBirth dateBirth placePlace where he grew upHis famous stories→Step 3 Pre-readingLet students discuss the following questions with their partners and then ask them to report their work. Encourage them to express their opinions freely.1. Imagine somebody gives you a large sum of money to spend as you like. What would you do with it?Students have a discussion on this question. Whatever choice students make, they should be ready to offer their classmates a good reason for it.2. Have you ever read the story The Mi llion Pound Bank Note? Have you ever seen the movie? If ever, what did you think of it?→Step 4 Reading1. Give students 3 minutes, and ask them to skim the passage for information to find the answers to the questions.1)How did Henry come to England?2)Why did he land in Britain?3)Where did Henry work before?4)Why did the two gentlemen give him the envelope?5)When can he open it?After students discuss the questions, check the answers with the wh ole class.2. Give students 5 minutes to read the passage carefully, and then do the exercises in Comprehending on Page 19.After most of them finish, check the answers with the whole class.3. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meaning of some new words and expressions. Encourage them to try to deal with the language points in the context.1)a large amount of: a large quantity of; a great deal ofThey bought a large amount of furniture before they moved their new house.2)make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtfulWe made a bet on the result of the match.3)permit sb. to do something: allow somebody to do somethingMy mother doesn’t permit me to ride in the street after it rained.4)by accident: as a result of chanceI only found it by accident.5)stare at: look at somebody or something with the eyes wide open in a fixed gaze (in astonishment, wonder, fear, etc. )Do you like being stared at?6)to be honest: to tell you the truth; to be frankTo be honest, I don’t think we have a chance of winning.4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to take roles to read the text aloud after the tape.→Step 5 DiscussionAfter students read the play, let them discuss these questions in groups.1. Why do you think that the brothers chose Henry for their bet?2. What kind of person do you think Henry is? Why do you think so?→Step 6 Closing down by acting1. Have students get prepared in 3 minutes or so and then ask them to act out the play.2. Ask as many groups as possible to perform before the class.→Step 7 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 19.3. Rewrite the play into a short story in your own words.板书设计Unit 3The Million Pound Bank NoteWarming Up and Reading1. Time: the summer of 19032. Characters:Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3. Events:About a month ago Henry was sailing out of the bay.Towards nightfall Henry was carried out to sea by a strong wind.The next morning Henry was spotted by a ship.Lastly Henry arrived in London by working as an unpaid hand on the ship.Now Henry was lost in London and wandering in the street.Just at that time Roderick called him and asked him to step in.To Henry’s surprise Roderick gave Henry an envelope with money in it.活动与探究Work in groups. Go to the library or surf the Internet to find out more information about Mark Twain. Make a list of his life and his major works. Be ready to give a short report on this to the class.Period 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson. This teaching period mainly deals with the new grammar items: 1. noun clauses as the object; 2. noun clauses as the predicative. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the play The Million Pound Bank Note again, tick out all the sentences from the play where noun clauses are used as the object and the predicative, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering u seful structures on Page 21 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the object and the predicative and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 57 and additional exercises for consolidation.教学重点Get students to understand and use noun clauses as the object and the predicative. 教学难点Enable students to learn how to use noun clauses as the object and the predicative correctly.三维目标知识目标1. Get students to know more about noun clauses.2. Let students learn noun clauses as the object.I can’t say that I have any plans.. . . and he does not know what he should do.I did not know whether I could survive until morning.3. Have students learn noun clauses the predicative.That’s why we’ve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .能力目标Enable students to use noun clauses as the object and the predicative correctly and properly according to the context.情感目标1. Get students to becom e interested in grammar learning.2. Develop studen ts’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.→Step 2 Leading-in by a gamePlay the game of “Pass the message”. Show the same written message to the first person in each team of the class. Ask the person to pass the message on orally in indirect speech as quickly as possible. The first team that finishes it must put up their hands and the last person tells the class the message. If he/she has got it right, that team has won the game.Example 1:Message: There will be no homework tonight.S1: The teacher said that there would be no homework tonight.Example 2:Message: The fact is that she has been ill for 3 days.S1: The teacher said the fact was that she had been ill for 3 days.→Step 3 Grammar learning1. Reading and discoveringAsk students to turn back to Page 17 to read through the play The Million Pound Bank Note, let them pick out the sentences using noun clauses as the object and the predicative, read them aloud, and then translate them into Chinese.Suggested answers:Sentences using noun clauses as the object:1. Oliver believes that with a million pound bank note a man could survive a monthin London.奥利弗相信一个拥有一张百万英镑钞票的人可以在伦敦生存一个月。
人教版高中英语必修三Unit3TheMillionPoundBankNote教案新部编本
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精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科: _____________任教年级: _____________任教老师: _____________xx市实验学校精选教课教课设计设计| Excellent teaching planUnit 3 The Million Pound Bank Note教课目标和要求( Teaching aims and demands)类型课程标准要求掌握的项目话题Forms of literature and art: short story and drama; how to act out a playbet scene tale servant permit bay stare spot passage accountappearance patience silly jealous unbelievable steak词汇tiny wolf dessert rude manner scream shoulder rag indeed bowdecade pilot humour novel character director barbermake a bet go ahead by accident account for to be honest 词组、短语in rags even if get into trouble1.恳求( Request )Would you please come in?Could you offer me some kind of work?Would you mind waiting just a few minutes?I wonder, Mr Adams, if you mind us asking a few questions?功能May I ask you how much money you have?— Well, to be honest, I have none.— Go right ahead.2.点餐( Ordering food)I ’d like some ham and eggs and a nice big steak.I ’ll have a nice long glass of beer.1.宾语从句( Noun clauses as object)I can ’t say that I have any plans.语法... and he does not know what he should do.I did not know whether I could survive until morning.2.表语从句( Noun clauses as the predicative)That ’ s why we’ve given you the letter.随堂练习1、 For each statement, write“ F” if it is a fact, write“ O” if it is an opinion.1 F Henry wants to find a job in London.2 F Henry is given an envelope by the two brothers.3 O Henry is an unlucky young man.4 O Henry is not a proud man.5 O Henry is foolish to go and meet the two brothers.2、 Find an adjective in the list to complete each sentence. Each word is usedonly once.foolish jealous clever glad confident1 Both brothers probably felt that Henry was a clever young man.2 Henry was not confident about what would happen to him when he left the brothers.3Henry must have felt foolish when he saw how far he had travelled out to sea.4Henry was not glad to accept from the brothers.5Henry felt jealous when he saw the food on the brothers’ table.讲堂笔录精选教课教课设计设计| Excellent teaching plan1、 A rich person gives you a large amount of money to use as you like. What willyou do with it?一个有人了你一大笔你任意花,你会拿它做些什么?do with待;理;置(与what 用)deal with待;理;与⋯⋯交易(与how用)①The new teacher didn’t know what to do with the class.=The new teacher didn’t k now how to deal with the class.那位新老不知道怎样付他班上的学生。
高中英语教案:百万英镑The Million Pound Bank Note
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高中英语教案:百万英镑The Million Pound BankNote教案标题:百万英镑The Million Pound Bank Note目标学生群体:高中生教学时间:1个课时教学目标:1. 了解和掌握单词和短语:bank note, bet, fortune, destiny, wealthy, persuade, misfortune等;2. 能够理解故事的主要情节和主题;3. 能够用适当的语言描述和讨论故事中的主要人物和情节;4. 能够分析故事中传达的价值观,并进行个人思考和探讨。
教学材料:1. The Million Pound Bank Note故事简介,包括主要人物的介绍以及故事的主要情节;2. 单词和短语卡片;3. 学生练习册,包括与故事相关的问题和练习。
教学步骤:Step 1:导入(5分钟)1. 展示一张英镑纸币,向学生展示现金的概念,并问学生是否知道英国有一张百万英镑的纸币。
2. 引入故事《The Million Pound Bank Note》,告诉学生故事的大致情节和主人公的遭遇。
Step 2:词汇学习(15分钟)1. 教师出示单词卡片,学生跟随朗读,并复习其意义,并用单词造句。
2. 教师展示短语卡片,学生跟随朗读,并复习其意义。
Step 3:故事理解(20分钟)1. 阅读故事简介,学生尽量理解故事的主要情节、人物和主题。
2. 学生阅读故事的部分段落,并回答相关问题。
Step 4:讨论与练习(15分钟)1. 学生分组讨论故事中的主要人物和情节,并用英语进行描述。
2. 学生根据故事回答一些问题,例如:1) What would you do if you were given a million pound bank note? 2) Do you think money can change people's lives? Why or why not?Step 5:反思总结(5分钟)1. 教师带领学生总结故事的主要情节和主题。
高中英语教案:百万英镑The Million Pound Bank Note
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高中英语教案:百万英镑TheMillionPoundBankNote一、教学目标1.知识目标:(1)让学生掌握课文中的重点词汇、短语和句型。
(2)让学生了解英国文化背景,提高对英语国家的认识。
2.能力目标:(1)培养学生阅读理解能力,能独立分析课文内容,理解文章主旨。
(2)培养学生口语表达能力,能就课文主题进行讨论。
3.情感目标:培养学生独立思考、勇于表达自己的观点的品质。
二、教学重点与难点1.教学重点:(1)课文中的重点词汇、短语和句型。
(2)课文内容的理解与分析。
2.教学难点:(1)课文中的长难句理解。
(2)课文主题的深入探讨。
三、教学过程Step1:导入1.利用图片或视频,介绍课文背景,引发学生对课文主题的兴趣。
2.邀请学生分享他们对“金钱”的看法。
Step2:课文阅读1.让学生快速阅读课文,了解文章大意。
2.教师带领学生分析课文结构,梳理文章脉络。
3.学生分角色朗读课文,注意语音、语调、停顿等。
Step3:重点词汇、短语和句型讲解1.教师选取课文中的重点词汇、短语和句型进行讲解。
2.学生跟读,模仿教师发音。
3.学生进行小组讨论,运用所学词汇、短语和句型进行练习。
Step4:课文内容分析1.教师提问,引导学生分析课文内容。
2.学生回答问题,分享自己的观点。
Step5:口语表达1.教师提出讨论话题,如:“金钱对人生的影响”。
2.学生分组讨论,准备论点。
3.各组代表发言,分享本组的讨论成果。
四、教学反思1.学生对课文内容的理解程度。
2.学生对重点词汇、短语和句型的掌握情况。
3.学生口语表达能力的提升。
4.教学过程中是否存在不足,如何改进。
五、教学延伸1.利用课后时间,让学生观看电影《百万英镑》,加深对课文的理解。
2.组织学生进行英语角活动,讨论金钱与人生的关系。
3.邀请家长参与课堂,分享他们对金钱教育的看法。
重难点补充:教学过程:Step2:课文阅读教师提问:“Whatdoyouthinkmighthappenifsomeonegaveyouamillion-poundba nknote?”学生回答后,教师引导:“Let'sseewhatactuallyhappensinthestoryreading'TheMillionPo undBankNote'.”教师让学生注意文章中对于人物动作、表情的描述,并提问:“Canyoufindanyexamplesofbodylanguageorexpressionsthatshowt hecharacters'emotions?”学生寻找并分享后,教师进一步引导:“Thesedetlscanhelpusunderstandthecharacters'feelingsandmot ivationsbetter.”Step3:重点词汇、短语和句型讲解教师选取“beggaringbelief”(难以置信)等表达,并提问:“Doesanyoneknowwhat'beggaringbelief'means?”学生尝试解释后,教师解释并给出例句:“Itmeanssomethingissosurprisingthatit'shardtobelieve.Forex ample,'Hisperformanceintheplaywassogood,itwasbeggaringbelie f!'”教师让学生练习使用该短语,并提问:“Canyoumakeasentenceusing'beggaringbelief'?”学生造句后,教师给予反馈:“Greatsentence!You'reusingthephrasecorrectly.”Step4:课文内容分析教师提问:“Whydoyouthinktheoldmangavetheyoungmanthemillion-poundbank note?”学生讨论并回答后,教师引导:“Itmightbebecausehewantedtoseeiftheyoungmanhadintegrityand wouldacthonorablywithsuchalargesumofmoney.”教师再提问:“Howdidtheyoungmanreacttothebanknote?”学生回答后,教师继续提问:“Doyouthinkhisreactionwasgenuineorwashejustacting?”学生讨论并分享观点。
人教版高中英语必修三Unit3TheMillionPoundBankNoteWriting教案
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必修三 Unit 3 The Million Pound Bank Note——-Writing一.教材分析:1.教材所处的地位和作用:本教学案例是人教版《普通高中课程标准实验教科书·英语(必修)3》第三单元The Million Pound Bank Note第三课时U sing languag e部分。
本单元的主要内容是根据马克•吐温的短篇小说《百万英镑》改编的戏剧剧本。
其中“趣味阅读”(Reading for Fun)部分独具特色,这里列举的马克•吐温的名言都充分体现了这位伟大作家的诙谐幽默。
本课选取《夏娃日记》中的一句名言,贴近学生生活实际,有助于学生树立正确的人生观和价值观。
此外,本课的设计与2014年英语全国高考福建卷、山东卷、湖北卷、重庆卷的书面表达接轨,以谚语或名言为载体,要求学生结合自身经历论述自己的理解感悟,旨在让学生明确高考来源于教材而高于教材,进而更加重视课本知识的学习和积累。
2.教育教学目标:(1) 知识目标:学生能理解背诵马克•吐温的名言:How little a thing can makeus happy when we feel that we have earned it!(2) 能力目标:学生能结合自身经历写一篇短文论述自己对该名言的理解。
(3) 情感目标:学生能学会通过自己的努力实现自己的目标,体验生活中的点滴幸福。
3.教学重点、难点:(1) 重点:理解背诵马克·吐温的名言:How little a thing can make us happy when we feel that we have earned it!(2) 难点:学生结合自身经历阐述对该名言的理解和感悟,完成相关书面表达。
二.教法和学法1. 教法(1) 目标教学法 (2)任务教学法 (3)启发式教学法2. 学法(1)自主学习 (2) 合作探究 (3)头脑风暴 (4) 限时写作三.学情分析高一学生对英美文学著作知之甚少,对文化类阅读文章的欣赏力和深度挖掘文章内涵的能力还有所欠缺,对外国作家作品名言也缺乏自己独特地深刻地理解。
高中英语 Unit3 The Million Pound Bank Note教案2 新人教版必修3
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高中英语 Unit3 The Million Pound Bank Note教案2 新人教版必修3Unit3 The Million Pound Bank Note课百万英镑课型新授课课时 1课时题教学过程设计意图通过电影片段,复习亨利是如何在富有的兄弟俩的打赌游戏中得到了信封通过复习亨利情如何得到信封及预测下面会景发生什么,引入课题。
引入教师:今天我们要重点学习的是Henry得到信封后会发生什么。
Step I Leading—in(导入) 让学生通过头Step II Brainstorming 脑风暴,讨论Let the students discuss the following questions in pairs 并预测Henry1. What do you think will happen to Henry? 拿到信封会怎样,这张百万教 2. Will the bank-note help him or get him into trouble? 英镑支票会给Step III Reading 他带来好运还学 Task1 是麻烦,Before read Act I, Scene4, give your answer to the following question: 过 What would happen to Henry at the restaurant? 预测Henry在A: He was not taken seriously. 餐馆会得到什程 B: He was treated politely. 么样的对待,教师:What is your answer? A: Because Henry was in rags then. B: Because 激发学生的阅he had an envelope with a million pound band-note in it. 读兴趣Task 2 Fast reading: (快速阅读)Read through the text quickly and then complete the True or False questions. 快速阅读全文____1) The owner looked down upon Henry when he noti ced Henry’s 并完成判断正appearance. 误题,使学生____2) Henry asked for more of the same food because he is an American 大体把握文章who like to eat a lot. 内容____3) When Henry saw the million pound bank-note, he was happy and proud of it.____4) The owner didn’t believ e that the bank-note was real and he asked Henry to get out of the restaurant.教师:Let’s check the answers together. No1, True; No2, False. Can you 教correct it? 详细阅读文章学生:Any student can express his or her opinion.(The possible reason 并完成相应的is that he hadn’t had anything for a long time); No3, False; No4,练习题,使学False.生对文章细节内容有了深入Task 3 Detailed reading:(详细阅读)的把握,并能Read the passage and finish the following questions: 深层挖掘文章1. How did Henry feel when he found the million pound bank note in the 学的中心内涵。
高中英语人教版必修3Unit3TheMillionPoundBank单元教学设计全面版
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Unit 3 The Million Pound Bank-Note教课方案Teaching aims:1.Talk about short stories and dramas.2.Learn how to act out a play3.Learn how to request and order food4.Learn noun clauses as the object and predicative程准要求掌握的目Forms of literature and art: short story and drama; how to act out a playbirthplace novel adventure phrase author scene wanderpavement businessman permit ahead bay stare faultspot passage account embassy seek patiencecontrary envelope unbelievable steak pineapple dessertamount rude manner scream genuine rag indeedbow barberbring up go ahead by accident stare at account foron the contrary take a chance in rags as for1.Request求Would you (please)⋯ ? I wonder if you ’d mind⋯.May we ask ⋯ ? Could you ⋯?If you don’t mind, may I⋯? Pleasedon’ t ⋯2.Ordering food (点餐 )功Are you ready to order, sir/ madam?What would you like ⋯? Enjoy your meal! Here’s your bill.Here you are. I ’d like ⋯ I ’dhave⋯. Do you have⋯ ?能The bill, please.What do you suggest? I ’ havell that. CanI have the check, please? 3. Shopping (物 )I’d like to have⋯ I ’m looking for ⋯Do you have any⋯ ?Could you show me⋯ , please? May I try it on?Do you have any other⋯?How much is it / are they?Well, I ’llthink about it.Just have a look.I’ll take it.That’s it.May /Can I help you?What can I do for you?What about this one?Did you find everything OK?Is that everything?That’sall we have.1. 从句( Noun clauses as the object)法Oliver believes that with a million pound bank note a man could survive a month in London.I wonder, Mr. Adams, if you’d mind us asking a few questions.May we ask what you’re doing in this country and what your plans are?I didn’tknow whether I could survive until morning.If you don’tmind, may I ask you how much money you have?2.表从句( Noun clauses as the predicative)The fact is that I earned my passage by working as an unpaid hand.That’s why we’ve given you the letter.教材剖析与教材重1.教材剖析本元的主要内容是依据克·吐温的名著《百万英》改而成的本中的几个片段。
高中英语:unit3 The million pound bank note教案(新人教版必修3)
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Unit3 The Million Pound Bank Note单元教案Teaching aims:1.Talk about short stories and dramas.2.Learn how to act out a play3.Learn how to request and order food4.Learn noun clauses as the object and predicative5.V ocabulary: birthplace, bring up, novel, adventure, phrase, author, scene, make a bet,wander, pavement, permit, go ahead, by accident, stare, spot, account, embassy, seek, contrary, envelop, pineapple, take a chance, manner, scream, genuine, rag, in rags, indeed, as for, bow, barberPeriod 1 Warming up and ReadingTeaching Aims:1. To know the life of Mark Twain2. To know some of his works3. To lead the Ss to pay attention to the play.4. To improve the listening ability.1 Warming upStep 1 GreetingStep 2 lead-in1. Mark Twain is probably one of the few American writers with whom students are alreadyfamiliar. 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 17 so that you can know more about him. Then fill in the chart.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.2 Reading1) Fast readingT: 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? How will you react? What will you plan to do with the money? (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. Listen to the tape and then answer these questions.1. Where does Henry Adams come from? Does he know much about London?Henry comes from San Francisco. No, he doesn’t know London at all.2. What did he do in America?He worked for a mining company.3. Why did he land in Britain?He was sailing out the bay when he was carried out to sea by a strong wind and was survived by a ship for London.4. Why do the brothers make a bet?Because they want to know if a poor man can live with a million pound note in a strange place.2) Careful readingRead the text again and fill in the form according to the text and see what an experience Henry has.Put the following events in correct order(1)Henry wandered in London streets.(2)About a month ago Henry Adams was sailing out of the bay.(3)The next morning he was spotted by a ship.(4)Towards nightfall he found himself carried out to sea by a strong wind.(5)On the ship he earned his passage by working as an unpaid hand.Answer :2,4,3,5,13. DiscussWhat kind of persons you think the characters are?Henry Adams:proud (he earns his passage by working on a ship to England), careless( he arrived in England by accident after not sailing his boat well), honest (he asks for work not charity).Oliver & Roderick:rich (servants and not worrying about giving a stranger a million pound bank-note), mischievous(恶作剧的;调皮的,淘气的)(prepared to bet one million pounds just for a bit of fun), good judges of character( they see Henry is honest and proud)What do you think will happen to Henry?Will the bank-note help him or get him into trouble?Give a possible development to the story.Homework:1.Read the story aloud and find out some beautiful sentences。
必修3:Unit 3 The Million Pound Bank Note单元复习教案(人教版必修3)
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Unit 3 The Million Pound Bank Note单元复习学案<人教版必修3)教材面面观单词拓展1.________n.出生地;故乡________n.出生2.________n.小说;长篇故事________n.小说家3.________n.冒险________n.冒险家________adj.冒险的4.________n.一场;现场;场面;景色5.________n.商人________n.生意;商业6.________n.耐心________adj.耐心的________adv.耐心地7.________n.礼貌;举止;方式8.________vi.漫游;漫步;徘徊9.________vt. & vt.许可;允许________n.允许10.________vi.凝视;盯着看11.________vi.发现;认出12.________vt.寻找;探索13.________vt.尖叫14.________adj.难以置信的________vt.相信________n.信仰________adj.相信的3zPJyAyu1d15.________adj.粗鲁的;无礼貌的________n.粗鲁________adv.粗鲁地3zPJyAyu1d短语回顾1.bring________ 抚养;培养;教育;提出2.go________ 前进;(用于祈使句>可以;往下说3.________accident 偶然;无意中;不小心4.stare________ 盯着看;凝视5.account________ 导致;做出解释6.________the contrary 与此相反;正相反7.________a chance 冒险8.________rags 衣衫褴褛9.as________ 关于;至于10.a large amount________ 大量的11.make a________ 打赌12.be________to do sth. 正要干……13.be________in 迷失在……14.________a matter of fact 事实上15.to be________ 说实话句型背诵1.Well,towards nightfall I________myself________ ________to sea by a strong wind.3zPJyAyu1d嗯,夜晚来临的时候,我发现自己被一阵强风刮进了海里。
高中英语 Unit 3 The million Pound Bank教案 新人教版必修3
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Unit 3 The million Pound Bank-noteStudy aims and demands:1. To learn some words and expressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.4. To o know more about a play by reading and acting.Ability aims:1. To cultivate the students’ reading ability.2. To cultivate the students’ oral English skills and related knowledge about a play by discussion and acting.Teaching aids:Multi-media facilitiesTeaching procedures:Step1 Warming up1. Guess the person.2. What do you know about him? Do you know any of his works? Discuss it in pairs and get a general understanding of Mark Twain.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.Step2 Fast reading.Take down some notes about the main factors of the play.London Henry Adams Roderick Oliver ServantStep2Careful reading1.Choose the best answer1.What is the text mainly about?A. The story of Henry.B. The story about the wealthy brothers.C. How Henry got the letter.D. How the million pound notes came out.2. What is the style of this text?A. narrationB. an exposition (说明文)C. an argumentationD. a drama (戏剧)3.By saying “What luck!”Oliver was happy that to meet their bet.A. Henry was pennilessB. he himself was rich while Henry notC. Henry was not EnglishD. Henry was an American4. Which of the following is not true according to the text?A. Henry was a mineworker before.B. Henry had planned to come to England.C. Henry was a hard-working young man.D. Henry wouldn’t open the letter until 2 o’clock.5. Why did the two brothers make a bet?A. They wanted to make fun of Henry.B. They wanted to rob Henry some money.C. To see how important money is for a poor man.D. They wanted to make Henry their son-in-law.2. Put the following events in correct order.5a.Henry wandered in London streets.1b.About a month ago Henry Adams was sailing out of the bay.3c.The next morning he was spotted by a ship.2d.Towards nightfall he found himself carried out to sea by a strong wind.4e.On the ship he earned his passage by working as an unpaid hand.Step3 Post readingThe story happened in _________ in 1903. Henry, a tramp(流浪者) who came from __________ landed in Britain by __________. He earned his _________ by working as an _________ hand. ________in London streets, he met two rich brothers who asked him to _____________ their house. To his surprise, an ________ thing happened, they gave him an _________ with a million pound bank note in it just because they made a _________.Step4 Discussion1.What kind of person is Henry according to his words.Henry is ________, _________ and ___________.1.It is my first trip here.2.Well, to be honest, I have none. (no money)3.Well, I can’t say that I have any plans.4.I don’t want your charity. I just want an honest job.Three reasons why the two brothers choose Henry:1)__________________________________________________________________2)__________________________________________________________________3)_________________________________________________________________答案1) It was his first visit to London so nobody knew him.2) He had no money so he would have to rely on the bank note.3) They thought he looked honest because he asked for a job and not charity.2.Is money everything?Money Is Not EverythingMoney can buy a house, but not a homeMoney can buy a bed, but not sleepMoney can buy a clock, but not timeMoney can buy a book, but not knowledgeMoney can buy you a position, but not respectMoney can buy you medicine, but not healthMoney can buy a friend, but not loveMoney can buy you blood, but not lifeHomework:Act out the play after classMark Twain is known for his wit and humor. His wit, humor, and wisdom helped his lectures to be well received; and these characteristics have continued to make Mark Twain a widely beloved writer after all these years.Task 1. InterviewSuppose some of you get a large amount of money by buying lottery tickets (彩票) and become millionaires(百万富翁)and some of you are reporters .Make dialogues in group of two.1.抚养;培养___________2.对待;处理;处置____________3.打赌____________4.迷路;倾心于某事__________5.准许……做某事______________6.前进;可以;往下说___________7. 偶然___________8.凝视;盯着_________10.导致;作出解释 __________。
高中英语 Unit 3《The Million Pound Bank Note》教案 新人教版必修3
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Unit 3 The Million Pound Bank Note 第一部分《金色教案》教学设计说明About the topic and the structures 单元话题和结构 本单元学习“百万英镑”,剧本根据马克·吐温同名小说改编。
富豪之家的两兄弟,从银行取出面额为一百万英镑的钞票,籍以此验证各自的理论。
一个认为,这样一张钞票对穷人毫无价值;另一个认为,仅拥有这样一张钞票(不兑现),就可以过上上等人的生活。
他们选中了一个身无分文的年轻人作为试验品。
于是,这个小伙子经济上的突变,引起了生活方式的改变。
他人的种种误解,命运的重重转机,他将如何去面对这突如其来的全新生活呢?本单元语言功能项目是:恳请、点菜和购物。
本单元语言结构项目是“名词从句作宾语和表语”。
本单元还要求学生学习写作剧本。
《金色教案》教学设计在单元课时划分上与课本保持一致,即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中,建议教师依据学生基础、教学条件、学校安排的因素,对课本、对《金色教案》教学设计重新划分课时,裁剪、拼接使用提供的材料,以便“物尽所用”,达到最佳教学效果。
教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up 教师选择使用课本中的“阅读和填表”或者我们提供的“Warming up by learning vocabulary”进行热身,激发学生的阅读兴趣,导入本课,为Reading部分的阅读做好铺垫。
Pre-reading 通过giving background information about Twain Mark进行预读操作。
Reading 部分是剧本中第一幕的第三场。
富商兄弟俩打赌把一张百万英镑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Henry Adams。
人教版英语必修三Unit3TheMillionPoundBankNote教案3
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Unit 3The Million Pound Bank Note一、教学设计(一)课标分析1、能正确的判断宾语从句的引导词;2、准确的把握宾语从句的语序;3、弄清宾语从句的时态问题;4、参照范例能准确的组织含有宾语从句的复合句;5、运用宾语从句的知识能创造出属于自己的句子,实现语言输出。
(二)内容分析Module 3 的重点语法是宾语从句和表语从句,本节课主要处理宾语从句,宾语从句应从三方面入手:引导词、语序和时态;其中比较难把握的是语序和时态。
(三)学生分析学生能正确使用引导词, 对学生的表现给予表扬。
学生在练习中可能会产生一些疑问,很容易对语序和时态含混不清,为确保人人清楚需要老师、同学多练习。
(四)教学目标1.学生掌握宾语从句的正确使用;2. 学生能创造出宾语从句,实现语言输出。
(五)教学重、难点宾语从句的引导词、语序和时态。
(六)教学策略1.复习单词开始,集体表扬,让全班学习气氛升温。
2.翻译句子、仿例子造句、反复练习宾语从句、课堂专练每一项都以竞争的方式开展,吸引学生踊跃参加。
(七)教学准备1.学生准备Students’book,Notebook 和 Exercise-book。
2.粉笔、幻灯片和教案。
二、教学过程Step 1导入正课。
让学生翻译三个句子,并仿其造句,导入宾语从句。
Step 2宾语从句需要注意的三个方面:引导词、语序和时态,并且根据例句让学生总结,分别列出引导词,语序和时态的分类。
1.引导词(根据从句句式)2.语序宾语从句的语序是陈述语序。
3.从句的时态(根据主句时态)Step 3让学生参照幻灯片把上述两个表格用自己的语言复述一遍,再加上一部分练习,加深学生的印象。
Step 4复习巩固。
让学生先自己完成练习题(一)把两句话合并成一句话即改成含有宾语从句的复合句,然后进行探究,教师参与学生的合作,找出疑惑,进行解答。
这是一种大众化题型,几乎每个学生都会完成。
Step 5深化知识,层层递进。
#必修3:Unit3TheMillionPoundBankNote单元复习教案(人教版必修3)
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Unit 3The Million Pound Bank Note 单元复习教案 <人教版必修 3)教材面面观单词拓展1.________ n.出生地;故土________n.出生2. ________ .小说;长篇故事________ .小说家n n3. ________n.冒险________n.冒险家________adj . 冒险的4. ________n.一场;现场;场面;风景5. ________n.商人________n.买卖;商业6. ________n.耐心 ________adj . 耐心的________adv. 耐心地7. ________n.礼貌;举止;方式8. ________vi . 遨游;闲步;彷徨9. ________vt . & vt . 赞同;赞同 ________n.赞同10. ________vi . 凝望;盯着看11. ________vi . 发现;认出12. ________vt . 找寻;探究13. ________vt . 尖叫14. ________adj . 难以置信的________vt . 相信________n.崇奉 ________adj . 相信的 3zPJyAyu1d15 . ________ adj . 粗鲁的;无礼貌的________n.粗鲁________adv. 粗鲁地3zPJyAyu1d短语回首抚育;培育;教育;提出2. go________ 行进; ( 用于祈使句 >能够;往下说3. ________accident 有时;无心中;不当心4. stare________ 盯着看;凝望5. account________ 致使;做出解说6. ________the contrary 与此相反;正相反7. ________a chance 冒险8. ________rags 衣不蔽体9. as________ 对于;至于10. a large amount________ 大批的11. make a________ 打赌12. be________to do sth. 正要干13. be________in 迷失在14. ________a matter of fact 事实上15. to be________ 说真话句型背诵, towards nightfall I________myself________ ________to sea by astrong wind. 3zPJyAyu1d嗯,夜晚到临的时候,我发现自己被一阵强风刮进了海里。
高中英语Unit3TheMillionPoundBankNote(人教课标必修3)教案
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Unit 3 The Million Pound Bank Note单元学习目标导航类型新课标要求掌握的项目1. Talk about short stories and dramas.话 2. How to act out a play.题3.How to request and order food.Birthplace, novel, adventure phrase author scene wander pavement businessman词单permit ahead bay stare fault spot passage accountembassy seek patience词 contrary envelope unbelievable steak pineapple dessert amount rude mannerscream genuine rag indeed bow barber语bring up, go ahead, by accident, stare at, account for, on the contrary, take a 词组chance, in rags, as forRequest (恳求) Would you please e in?Would you mind waiting just a few minutes?功May I ask you how much money you have?— Well, to be honest, I have none.Could you offer me some kind of work?I wonder, Mr. Adams, if you mind us asking a few questions? 能— Go right ahead. Ordering food (点餐 )I ’ d like some ham and eggs and a nice big steak. I ’ ll have a nice long glass of beer.Noun clauses as the object 宾(语从句 ) 语I can ’ t say that I have any plans....and he does not know what he should do.法I did not know whether I could survive until morning. Nounclauses as the predicative 表(语从句 )That ’ s why we ’ ve given you the letter.第一课时warming up & pre-reading 自主学习教案【教课目的】认识《百万英镑》及其作者马克·吐温的时代背景,认识戏剧的基本知识,提升学生文学涵养和赏识水平。
高中英语人教版高中必修3Unit3TheMillionPoundBankNote教案
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BookⅢ Module 2Reading and vocabularyTeaching goals1. Target languagea. Words &PhrasesLearn the following words and expressions: hunger, income, poverty, human, development, index, measure, goal, position, educate, life expectancy, make progress, make effortsb. Important sentencesThe Index measures a country’s achievement in three ways…Norway is at the top of the list, while the US is at number 7.The UK is in the thirteenth position, while China is in the middle of the list.However, the challenges are still great.Although more than 80% of children in developing countries go to primary schools…The report shows that we are making some progress but that we need to make greater efforts..2. Ability goalsEnable the students to know about some expressions related to the topic and some information about the Human Development Report.3. Learning ability goalsEnable the students to reflect upon the issues raised in the reading and discuss their relevance and importance.Teaching important pointsHelp the students to make comparisons and get information from the text.Teaching difficult pointsHow to help the students to fix on special language in a report.Teaching methodsTalking method, skimming, scanning and Pair work / Group work.Teaching aidsA computer and a TVTeaching procedures & waysStep 1 Lead-inT:First ,let’s enjoy an English song You and me(A few minutes later.)Yes ,you and me ,from the same world . We should help each other, especially ,developed countries should give more help to developing countries .Why? Let’s look at some pictures. Show some pictures in developed countries and developing countries on the screen ,then let Ss compare and discuss.After a short discussion ,let’s learn a passage about the human development report ,please turn to page 12.Step 2 SkimmingT:How many paragraphs are there in the reading?Ss : Five.T:OK,please match the main idea with each paragraph.The five most important goals of the reportPara 2 Examples of successful developmentDeveloped countries should give more financial help.How the Human Development Report came out.The Index measures a country’s achievement.Step 3 Scanning1. Read paragraph 1 . Answer these questions.T:What did 147 world leaders agree to do in 2000?S:They agreed to work together to reduce world poverty by 2023 or earlier.in the chat.1 . The report describes five Development Goals . ( )2 . The first goal of the report is to reduce poverty and hunger . ( )3. Each child in developing countries has education up to the age of 11 . ( )4. Developing countries are always fighting AID and other diseases. ( ),complete the figures.(1). What do developed countries need to do?—They need to give more money. (2).Which countries give the most money?—Netherlands , Norway and Sweden. Step 5 Careful ReadingRead the text carefully and fill in the blanks.1. Ask the students to retell this passage according to the first five questions and the list of useful words, expressions and patterns.2. Recite the third and the last paragraph板书设计。
高中英语 Unit3 The Million Pound Bank Note教学设计 新人教版必修3
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Unit 3 The Million Pound Bank NotePeriod 1 Warming up, Pre-reading一、内容及其解析1、内容:根据马克·吐温的短篇小说《百万英磅》改编的戏剧剧本。
2、解析:学习《百万英磅》的故事,了解马克·吐温的生平和他的作品风格,探讨金钱和人性的关系,树立正确的价值观和人生观。
二、目标及其解析1、目标〔1〕在本节课结束时,要求学生了解有关美国人民的历史、文化、社会状况、道德观念等知识。
〔2〕了解作家的生平简介,轶闻趣事或更多的信息。
〔3〕最后通过完成表格加深印象。
2、解析〔1〕重点词汇:birth place. bring up. novels. adventures phrase. author.〔2〕重点句型结构:be brought up in……be best known for……三、教学问题诊断分析Know about the author.,his short story.and the play.四、教学支持条件分析:录音与多媒体课件,同时根据学生对课文的掌握情况调节速度,调整难度。
五、教学过程设计〔一〕教学基本流程:lead in —Warming up— Pre—reading— Summary〔二〕教学情景Step 1. Lead in〔导入〕头脑风暴:教师提出问题:Q1. What was the real name of Mark Twain ?Q2. What century was he born?Q3. What was his job?Q5. Did he write plays as well as novels and shortstories.设计意图:通过问题,了解学生课前对马克·吐温的了解情况。
Step 2. ask students if any of them have read or seena film.The adventures of Tom Sawyer or The Adventures ofbriefly.(1)Summary of the adventures of Tom Sawyer.(2)(3)Summary of The adventures of Huckle berry Finn.设计意图:了解学生对作者的两部作品的了解情况。
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宾语从句
表语从句
在句中的作用
在复合句中起宾语的作用
在复合句中起表语的作用
连词
that, if, whether
that,asif, whether
连接代词
who, whose, what, which
who, what, which
连接副词
when, where, how, why
when, where, how, why
Step4.调动学到复述文章的大致内容
Step5.讲解文章大意及重点词句
Step6.以文章中学生找出的宾语从句和表语从句为例详细讲解宾语从句和表语从句,并带动学生造宾语从句及表语从句。
教
学
过
程
课程延伸
Step1.要求学生讲出马克吐温的生平事迹及作品
Step2.带动学生从查询的马克吐温的生平事迹中分析马克吐温的人物性格
马克·吐温
作品:《百万英镑》(短篇)《哈克贝利·费恩历险记》、
《汤姆索亚历险记》、《乞丐王子》、《金钱的魔力》、
《威尼斯的小艇》、《哥尔斯密的朋友再度出洋》、
《竞选州长》、《镀金时代》、《傻瓜威尔逊》、
《赤道环行记》、《败坏了哈德莱堡的人》、《神秘来客》
性格特征:幽默、富于独特的个人机智与妙语、深刻的社会洞察与剖析
根据对马克吐温的人物分析,分析文章《百万英镑》大致要表达什么?
(学生自由发挥部分略)
课后活动
1.要求学生课后读完整部《百万英镑》小说,并对小说进行分析,对于自己之前对课文内容分析的是否吻合。
2.要求学生去了解更多的外国作家,并选择一个自己喜欢的作家风格,选择其喜欢的代表作阅读,并试着分析小说要表达的深层含义。
3.要求学生在下次课上能上讲台跟同学分享自己喜欢的外国作家,及其作品,可以讲出其中自己比较感兴趣的片段,若有其他同学与之相同,可以一起进行探讨。
教
学
反
思
本次课比较成功的一点是成功以中国电视剧《薛平贵与王宝钏》为引入点,成功引起学生对本单元《百万英镑》的兴趣。
在关于马克吐温的资料查询方面由于学生手边没有可借助查询的工具及资料库,所以在本次课中采用了给学生展示马克·吐温资料及生平的方式,由于马克·吐温的生平部分比较有趣,上课效果较好,学生也通过了其生平故事很好的分析了马克·吐温的人物特征。
教学重点
语法部分及激起学生对外国文学的兴趣部分
难点
成功激起学生对马克吐温及其作品《百万英镑》的深入分析,进而激起学生对外国文学的兴趣
教学用具
多媒体、黑板
教
学
过
程
课前活动
要求学生通过各种途径查询马克·吐温的资料、作品及生平事迹,要求学生能在课堂中讲出马克吐温至少一个作品或生平事迹
课程引入
电视剧《薛平贵与王宝钏》中皇帝为惩罚王宝钏的母亲及姐妹,赐其金碗在城门口乞讨,结果没有乞讨到任何东西反而遭到百姓的唾弃(此处放电视片段给学生看)。
本单元《百万英镑》讲的是一个手里只有一张百万英镑支票的美国商人在英国敦的故事,那么这个美国商人身上又会发生什么呢?
课程讲授
Step1.新单词认读
Step2.简单给学生讲解宾语从句和表语从句的结构
Step3.要求学生默读Reading部分和Using Language部分,要求默读时找出文中的宾语从句和表语从句,读完之后能够讲出文章大致故事内容。
板书设计
1.宾语从句在复合句中起宾语的作用
eg. I think(that) woman can reach very high achievements in many fields of science.
2.表语从句在复合句中起表语的作用
eg. Her wish isthat she could lose weight soon.
高中英语人教版必修三百万英镑教案
教师
授课时间
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课时
课题
人教版必修三Unit 3 The Million Pound Bank Note
课型
新课
教பைடு நூலகம்目标
(1)知识目标:
a.熟记本单元的新单词及短语
b.本单元语法知识:宾语从句和表语从句
(2)能力目标:要求学生会造宾语从句和表语从句
(3)情感目标:要求学生深入了解Mark Twain,分析马克·吐温的性格特点,进一步去了解马克·吐温及他的作品,进而激起学生对外国文学的兴趣