人教版高中英语必修三Unit3 The Million Pound Bank Note教学设计
文档属性
| 名称 | 人教版高中英语必修三Unit3 The Million Pound Bank Note教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 58.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-12 19:53:41 | ||
图片预览
文档简介
Unit 3 The Million Pound Bank-Note
教学设计
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
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 birthplace novel adventure phrase author scene wander pavement businessman permit ahead bay stare fault spot passage account embassy seek patience contrary envelope unbelievable steak pineapple dessert amount rude manner scream genuine rag indeed bow barber
bring up go ahead by accident stare at account for on the contrary take a chance in rags as for
功 能 Request请求Would you (please) …? I wonder if you’d mind….May we ask …? Could you …? If you don’t mind, may I…? Please don’t … Ordering food (点餐)Can I help you? I’ll take your order in a minute.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’d have…. Do you have…? What do you suggest? I’ll have that. The bill, please. Can I have the check, please?Shopping (购物) 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’ll think 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’s all we have.
语 法 宾语从句 （ Noun clauses as the object）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’t know whether I could survive until morning. If you don’t mind, may I ask you how much money you have? 表语从句（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.
教材分析与教材重组
1. 教材分析
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段。
1.1 WARMING UP 提出问题，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。
1.2 PRE-READING要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。
1.3 READING 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。教师可以引导学生通过戏剧情节的发展，理解、感受戏剧的语言。同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。
1.4 COMPREHENDING 中Fact or Opinion 的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对这部分词语在语境中的理解和运用。
1.5 LEARNING ABOUT LANGUAGE 通过英语释义，在文章中填空等形式帮助学习理解掌握本单元的重点词汇， 并通过先发现再简单运用的模式帮助学生了解、掌握本单元的语法项目：宾语从句和表语从句。
1.6 USING LANGUAGE 中的Reading and acting 介绍了第一幕的第四场。这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams到餐馆用餐时, 先遭到冷遇， 而后由于拿出了一张百万英镑的大钞,又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。
1.6.1 READING && ACTING 是剧本中第一幕的第四场。
1.6.2 LISTENING &&WRITING中又介绍了第一幕的第五场，进一步印证了Henry Adams 诚实正直的品格。
1.6.3 READING 是关于马克·吐温的介绍。
1.6.4 WRITING要求学生自己写一个场景---第一幕的第五场。
1.7 SUMMING UP 总结本单元所学到的内容：《百万英镑》，有用的动词，名词，表达和新的语法项目。
1.8 LEARNING TIP 是关于如何写一个剧本的。
2. 教材重组
2.1从本单元话题内容和功能上分析,Warming up, Pre-reading, Reading, Comprehending和Using language中的 Reading (about Mark Twain)相一致，可以整合成两节任务型“阅读课（精读）”。
2.3 将Learning about language中的 Words and expressions, Using language中的Useful structures与Workbook中的Using structures, Using words and expressions放在同一节课中处理，上一堂 “语言学习课”.
2.4将Using language中的Reading and acting (ACT ONE Scene 4)上成一节“阅读和表演课”。
2.5将Using language中的Writing (ACT ONE Scene 5)与Workbook中的Writing Task 和Checking yourself, Learning Tips 上成一节“写作课”。
3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时完成)
1st and 2nd period Warming up and Reading
3rd period Learning about language
4th period Extensive Reading and Acting
5th period Writing
Ⅳ. 分课时教案
Periods 1-2 Warming up and reading
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 17 so that you can know more about him.
1. Students read the passage about Mark Twain and answer the questions given in the form on page 17.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. 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.
Step ⅡPre-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
1. 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
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter.
2. 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.
Step Ⅳ Post-reading
Do comprehending exercises and explain :
a. 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.
b. 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.
c. 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.
d. by accident: as a result of chance
e.g. I only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. 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.
Finish exercises in learning about language on page 20-21 :
Step Ⅴ Homework
1. Review the key sentences in this part
2. Preview the words in the second period.
3. Act out the play in groups
Period 3 Learning about language
Period 4 Acting
Step I Acting
T: Are you ready to act out the play now to the class?
Ss: Yes.
T: Good. Let’s welcome the first group and the second group please get prepared.
…
T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?
Ss: Yes, of course.
Step II Homework
Review what we learned in this unit
Period 5 Writing
I. In pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble. Make a short list of your ideas. Choose the best one to make a new scene for the play. When you write your play, make sure to follow these steps.
1 Make a list of the characters.
2 Make an outline of the events and the actions of the scene.
3 Make a note of how the characters' feelings change.
4 Decide on the stage directions which tell the actors what to do or how to say something.
5 Think up an exciting ending.
II． The beginning of the scene has been already done.
Act I, Scene 5
NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber's shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.
HENRY: Good afternoon, I'd like to get a cut, if I may.
BARBER: ...
III．Finish your own writing.
教学设计
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
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 birthplace novel adventure phrase author scene wander pavement businessman permit ahead bay stare fault spot passage account embassy seek patience contrary envelope unbelievable steak pineapple dessert amount rude manner scream genuine rag indeed bow barber
bring up go ahead by accident stare at account for on the contrary take a chance in rags as for
功 能 Request请求Would you (please) …? I wonder if you’d mind….May we ask …? Could you …? If you don’t mind, may I…? Please don’t … Ordering food (点餐)Can I help you? I’ll take your order in a minute.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’d have…. Do you have…? What do you suggest? I’ll have that. The bill, please. Can I have the check, please?Shopping (购物) 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’ll think 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’s all we have.
语 法 宾语从句 （ Noun clauses as the object）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’t know whether I could survive until morning. If you don’t mind, may I ask you how much money you have? 表语从句（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.
教材分析与教材重组
1. 教材分析
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段。
1.1 WARMING UP 提出问题，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。
1.2 PRE-READING要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。
1.3 READING 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。教师可以引导学生通过戏剧情节的发展，理解、感受戏剧的语言。同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。
1.4 COMPREHENDING 中Fact or Opinion 的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对这部分词语在语境中的理解和运用。
1.5 LEARNING ABOUT LANGUAGE 通过英语释义，在文章中填空等形式帮助学习理解掌握本单元的重点词汇， 并通过先发现再简单运用的模式帮助学生了解、掌握本单元的语法项目：宾语从句和表语从句。
1.6 USING LANGUAGE 中的Reading and acting 介绍了第一幕的第四场。这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams到餐馆用餐时, 先遭到冷遇， 而后由于拿出了一张百万英镑的大钞,又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。
1.6.1 READING && ACTING 是剧本中第一幕的第四场。
1.6.2 LISTENING &&WRITING中又介绍了第一幕的第五场，进一步印证了Henry Adams 诚实正直的品格。
1.6.3 READING 是关于马克·吐温的介绍。
1.6.4 WRITING要求学生自己写一个场景---第一幕的第五场。
1.7 SUMMING UP 总结本单元所学到的内容：《百万英镑》，有用的动词，名词，表达和新的语法项目。
1.8 LEARNING TIP 是关于如何写一个剧本的。
2. 教材重组
2.1从本单元话题内容和功能上分析,Warming up, Pre-reading, Reading, Comprehending和Using language中的 Reading (about Mark Twain)相一致，可以整合成两节任务型“阅读课（精读）”。
2.3 将Learning about language中的 Words and expressions, Using language中的Useful structures与Workbook中的Using structures, Using words and expressions放在同一节课中处理，上一堂 “语言学习课”.
2.4将Using language中的Reading and acting (ACT ONE Scene 4)上成一节“阅读和表演课”。
2.5将Using language中的Writing (ACT ONE Scene 5)与Workbook中的Writing Task 和Checking yourself, Learning Tips 上成一节“写作课”。
3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时完成)
1st and 2nd period Warming up and Reading
3rd period Learning about language
4th period Extensive Reading and Acting
5th period Writing
Ⅳ. 分课时教案
Periods 1-2 Warming up and reading
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 17 so that you can know more about him.
1. Students read the passage about Mark Twain and answer the questions given in the form on page 17.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. 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.
Step ⅡPre-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
1. 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
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter.
2. 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.
Step Ⅳ Post-reading
Do comprehending exercises and explain :
a. 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.
b. 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.
c. 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.
d. by accident: as a result of chance
e.g. I only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. 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.
Finish exercises in learning about language on page 20-21 :
Step Ⅴ Homework
1. Review the key sentences in this part
2. Preview the words in the second period.
3. Act out the play in groups
Period 3 Learning about language
Period 4 Acting
Step I Acting
T: Are you ready to act out the play now to the class?
Ss: Yes.
T: Good. Let’s welcome the first group and the second group please get prepared.
…
T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?
Ss: Yes, of course.
Step II Homework
Review what we learned in this unit
Period 5 Writing
I. In pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble. Make a short list of your ideas. Choose the best one to make a new scene for the play. When you write your play, make sure to follow these steps.
1 Make a list of the characters.
2 Make an outline of the events and the actions of the scene.
3 Make a note of how the characters' feelings change.
4 Decide on the stage directions which tell the actors what to do or how to say something.
5 Think up an exciting ending.
II． The beginning of the scene has been already done.
Act I, Scene 5
NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber's shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.
HENRY: Good afternoon, I'd like to get a cut, if I may.
BARBER: ...
III．Finish your own writing.
同课章节目录