新課標(biāo)高中生物教案

人教版新課標(biāo)高一第三模塊教案Unit 3 The Million Pound Bank-Note。

俗話(huà)說(shuō)，居安思危，思則有備，有備無(wú)患。高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，幫助高中教師提前熟悉所教學(xué)的內(nèi)容。寫(xiě)好一份優(yōu)質(zhì)的高中教案要怎么做呢？下面是小編精心收集整理，為您帶來(lái)的《人教版新課標(biāo)高一第三模塊教案Unit 3 The Million Pound Bank-Note》，大家不妨來(lái)參考。希望您能喜歡！

Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative

ThefirstperiodIntensivereading
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.

StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.

StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.

StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.

StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups

Thesecondperiod:Acting
StepIActing
T:AreyoureadytoactouttheplaynowSs:Yes.
T:Good.Let’swelcomethefirstgroupandthesecondgrouppleasegetprepared.
…
T:Class,weshouldpayattentiontosomeexamplesofMarkTwain’shumorinthisscene,whichwillhelpusbetterunderstandtheplayandactitoutmoreappropriately.Doyouagreewithme?
Ss:Yes,ofcourse.

StepIIHomework
Reviewwhatwelearnedinthisunit

TheThirdperiodWatchingthemovieTheMillionPoundBanknote

相關(guān)知識(shí)

UNIT 3 The Million Pound Bank-Note單元教案

古人云，工欲善其事，必先利其器。教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的消化課堂內(nèi)容，有效的提高課堂的教學(xué)效率。那么，你知道教案要怎么寫(xiě)呢？下面是小編幫大家編輯的《UNIT 3 The Million Pound Bank-Note單元教案》，相信能對(duì)大家有所幫助。

UNIT3TheMillionPoundBank-Note
I.單元教學(xué)目標(biāo)
技能目標(biāo)Goals
TalkaboutshortstoriesanddramasLearnhowtoactoutaplay
Learnhowtorequestandorderfood
LearnNounclausesastheobjectandpredicativeWriteaplayordrama
II.目標(biāo)語(yǔ)言（TargetLanguage）
功能句式
1.Request（請(qǐng)求）
Wouldyoupleasecomein?
Wouldyoumindwaitingjustafewminutes?
MayIaskyouhowmuchmoneyyouhave?
--Well,tobehonest,Ihavenone.
Couldyouoffermesomekindofwork?
Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?
--Gorightahead.
2.Orderingfood(點(diǎn)餐)
I’dlikesomehamandeggsandanicebigsteak.
I’llhaveanicelongglassofbeer.
詞匯
1.四會(huì)詞匯
bet,scene,tale,servant,permit,bay,stare,spot,passage,account,appearance,patience,silly,jealous,unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,indeed,bow,decade,pilot,humor,novel,character,director,barber
2.認(rèn)讀詞匯
narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issues,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script3.固定詞組
makeabet,goahead,byaccident,accountfor,tobehonest,inrags,evenif,getintotrouble
3.重點(diǎn)詞匯
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble

語(yǔ)法
1.Nounclausesastheobject(賓語(yǔ)從句)
Ican’tsaythatIhaveanyplans.
…andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
2.Nounclausesasthepredictive(表語(yǔ)從句)
That’swhywe’vegivenyoutheletter.

重點(diǎn)句子
1.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
2.HeislostinLondon.P17
3.Permitmetoleadtheway,sir.P17
4.Asamateroffact,IlandedinBritainbyaccident.P18
5.Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
6.Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P18
7.Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P18
8.Well,wewillhavetotakeachance.P21
9.(inarudemanner)What’stheretowaitfor?P22
10.He’sinrags!P22
III.教材分析與教材重組
1.教材分析
本單元的主要內(nèi)容是根據(jù)馬克.吐溫的名著《百萬(wàn)英鎊》改編而成的劇本中的幾個(gè)片段。
1.1WARMINGUP提出問(wèn)題，通過(guò)對(duì)馬克.吐溫及其作品的討論引發(fā)學(xué)生學(xué)習(xí)興趣，使學(xué)生對(duì)馬克,吐溫及其作品,有個(gè)初步的了解。
1.2PRE-READING要求學(xué)生展開(kāi)想象，假如自己有了一張百萬(wàn)英鎊的鈔票會(huì)怎么做，并闡述自己對(duì)《百萬(wàn)英鎊》這部電影的評(píng)價(jià)。
1.3READING是劇本中第一幕的第三場(chǎng)。富商兄弟倆打賭把一張百萬(wàn)英鎊鈔票給一個(gè)一無(wú)所有，誠(chéng)實(shí)可靠的窮人，想看看會(huì)發(fā)生什么事。最后他們物色到一個(gè)窮困潦倒，流落倫敦街頭的美國(guó)小伙子HenryAdams。教師可以引導(dǎo)學(xué)生通過(guò)戲劇情節(jié)的發(fā)展，了解，感受戲劇的語(yǔ)言。同時(shí)，還可利用劇本的朗誦和表演幫助學(xué)生改進(jìn)語(yǔ)音語(yǔ)調(diào)。
1.4COMPREHENDING中FactorOpinion的練習(xí)和幾個(gè)形容詞的填空練習(xí)旨在檢測(cè)學(xué)生對(duì)事實(shí)和觀點(diǎn)的判斷，加強(qiáng)對(duì)這部分詞語(yǔ)在語(yǔ)境中的理解和運(yùn)用。
1.5LEARNINGABOUTLANGUAGE通過(guò)英語(yǔ)釋義，在文章中填空等形式幫助學(xué)習(xí)理解掌握本單元的重點(diǎn)詞匯，并通過(guò)先發(fā)現(xiàn)再簡(jiǎn)單運(yùn)用的模式幫助學(xué)生了解，掌握本單元的語(yǔ)法項(xiàng)目：賓語(yǔ)從句和表語(yǔ)從句。
1.6USINGLANGUAGE中的Readingandacting介紹了第一幕的第四場(chǎng)。這一場(chǎng)生動(dòng)地講述了衣衫襤褸的流浪漢HenryAdams到餐館用餐時(shí),先遭到冷遇，而后由于拿出了一張百萬(wàn)英鎊的大鈔,又倍受關(guān)照的有趣故事。作者用詼諧的筆調(diào)諷刺了資本主義社會(huì)拜金主義者的丑陋嘴臉。
1.6.1READINGagreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
(3)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(4)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
e.g.Doyoulikebeingstaredat?
(6)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
3.Studentsreadthewholesceneagainandagainandtrytoretellit.
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andcanyouretellit?
(Thenthestudentsbegintoprepareforretellingthewholescene.)
StepVRetelling
1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.
2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.
T:Now,lookatthekeywordsandpictures,whocanretellthereading?
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
T:You’vedoneagoodjob.Nowlet’sretellthewholescenetogether.
StepVISummaryandhomework
T:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?
SS:no.
T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?
S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.
T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdothinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?
T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
1.Reviewthekeysentencesinthispart.
2.Previewthewordsinthesecondperiod.

TheSecondPeriodGrammar
I.Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)：winthebet,makethebet,beworriedabout,stayoutofjail,apoorly--dressedgentleman,eatlikeawolf,beabigpuzzletosb.
b.重點(diǎn)句子
Mayweaskwhatyouaredoinginthiscountry?
Well,whydon’tyouexplainwhatthisisallabout?
That’swhywe’vegivenyoutheletter.
Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.
Wedoubtedwhetherthemanwasabletopayforthefood.
2.能力目標(biāo)
1.Enablethestudentstousethewordsandexpressionsinthispart.
2.Enablestudentstounderstandandusenounclausesastheobjectandpredicative.
3.學(xué)能目標(biāo)
1.Getthestudentstoguessthemeaningofthewordsorexpressionsaccordingtothecontext.
2.Gethestudentstousethenounclausesastheobjectandpredicative.
II.Teachingimportantpoints教學(xué)重點(diǎn)
1.Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.
2.Getthestudentstomastertheusageoftheimportantwordsofthisunit.
III.Teachingdifficultpoints教學(xué)難點(diǎn)
Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.
IV.Teachingmethods教學(xué)方法
Task-basedmethod
V.Teachingaid教具準(zhǔn)備
Acomputer,aprojector
Teachingproceduresandways教學(xué)過(guò)程與方式
StepIRevision
Checkthestudents’homework.
StepIIDiscoveringusefulstructures(P20-21)
T:Goodmorning/afternoon,class.Todaywearelearningthegrammarofthisunit---Nounclauseastheobjectandpredicative.First,let’sreviewthepassagewestudiedlastclassinordertodiscovertheusefulstructures.
Exercise1
T:Inthescenewe’velearnedtwonounclausesasobjectandonesentenceaspredicative.Whocantellmethethreesentences?
(ThenStudentsreadthewholescenetofindlinesintheplaythatusesanounclauseastheobjectandpredicative.Whilethestudentsarereadingthewholescene,theteacherwalksaroundtheclassroomandcollecttheanswer.Thentheteacheraskssomestudentstotelltheothersthecorrectanswer.)
Suggestedanswers:
Mayweaskwhatyouaredoinginthiscountry?
Well,whydon’tyouexplainwhatthisisallabout?
That’swhywe’vegivenyoutheletter.
Exercise2
Forthispart,studentsmakesentenceswiththenounclausesastheobjectusingoneofthewordsgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,checktheanswerswiththewholeclass.
T:Nowlet’sgoonwiththenextexercise.Turntopage20,andlet’sfillintheblanks.I’dlikeyoutodothisexercisebyyourselves.Afterthatdiscussyouranswersinpairsandthenlet’schecktheanswerstogether.
Allowthestudentsenoughtimefortheexercise.
Exercise3
Inthispart,studentsmakeasmanysentencesaspossibleusingpartsofsentencesgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.
Suggestedanswers:
(1)Henry’squestioniswhythetwobrotherswantedtomakethebet.
(2)Theproblemisthathedoesn’tknowanybodyinLondon.
(3)Henry’sconcernishowhecangetfoodandclothing.
(4)Histroubleisthathedoesn’tknowanybodyinLondon.
(5)Thatiswhythebrotherswantedtomakeabet.
(6)Thebrothers’doubtiswhetherHenrycanstayoutofjail.
(7)Henry’sconcerniswherehecangetajob.
(8)Henry’squestioniswhatgavethetwobrotherstheinterestingidea.
Exercise4
Inthisexercise,studentscompletesomesentenceswithanounclauseastheplay.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.
Suggestedanswers:
(9)ThetroublewasthatHenryAdamswaslostinLondonandhehadnomoney.
(10)Henry’squestionwaswhetherhecouldborrowsomemoney.
(11)ItseemedasifthebrothersweeplayingajokeonHenry.
(12)Thebrothers’problemwaswhowouldbethebestpersontotestthisbet.
(13)Thisiswhytheylenthimthemoney.
StepIIIExplanationandsummary
T:Well,class.Youdidagoodjob.NextIwanttoexplainsomethingaboutnounclausesastheobjectandpredicativesothatyoucanhaveabetterunderstandingofthegrammarofthisunit.
1.名詞性從句是由if,whether,that和各種疑問(wèn)詞where,when等充當(dāng)連接詞所引導(dǎo)的從句，其功能同名詞一樣。
2.What與that在引導(dǎo)名詞性從句時(shí)的區(qū)別
what引導(dǎo)名詞性從句時(shí)在從句中充當(dāng)句子成分，如主語(yǔ)．賓語(yǔ)．表語(yǔ)，而that則不然，它在句子中只起連接作用。例如：1)Whatyousaidyesterdayisright.
2)Thatsheisstillaliveisaconsolation.
3.賓語(yǔ)從句就是在復(fù)合句中作賓語(yǔ)的名詞性從句，通常放在主句謂語(yǔ)動(dòng)詞（及物動(dòng)詞）或介詞之后。
(1)由that引導(dǎo)的賓語(yǔ)從句（that通?？梢允÷裕?例如：Iheardthatbejoinedthearmy.
(2)由what,whether(if)引導(dǎo)的賓語(yǔ)從句，例如：Shedidnotknowwhathadhappened.
Iwonderwhetheryoucanchangethisnoteforme.
4.否定的轉(zhuǎn)移:若主句謂語(yǔ)動(dòng)詞為think,consider,suppose,believe,expect,guess,imagine等，其后的賓語(yǔ)從句若含有否定意義，一般要把否定詞轉(zhuǎn)移到主句謂語(yǔ)上，從句謂語(yǔ)用肯定式。例如：Idon’tthinkthisdressfitsyouwell.（我認(rèn)為這件衣服不適合你穿。）
5.it常可以放在動(dòng)詞think,find,consider,believe,feel,make等后作為形式賓語(yǔ):it不僅可以作為形式主語(yǔ)，還可以作為形式賓語(yǔ)而真正的賓語(yǔ)-that從句則放在句尾，特別是在帶復(fù)合賓語(yǔ)的句子中。例如：Wehearditthatshewouldgetmarriednextmonth.
6.表語(yǔ)從句是在復(fù)合句中作表語(yǔ)的名詞性從句，放在系動(dòng)詞之后，一般結(jié)構(gòu)是“主語(yǔ)＋連系動(dòng)詞＋表語(yǔ)從句”?？梢越颖碚Z(yǔ)從句的系動(dòng)詞有be,look,remain,seem等。引導(dǎo)表語(yǔ)從句的that?？墒÷?。另外，常用的還有thereasonwhy…isthat...和Itisbecause…等結(jié)構(gòu)。例如：
1)Thequestioniswhetherwecanmakegoodpreparationinsuchashorttime.
2)Thisiswhywecan’tgetthesupportofthepeople
3)Butthefactremainsthatwearebehindtheotherclasses.
4)Thereasonheislateforschoolisthathemissedtheearlybus.
7.賓語(yǔ)從句考點(diǎn)及熱點(diǎn)問(wèn)題
(1)______wecan’tgetseemsbetterthan____wehave.
A.What,whatB.What,thatC.That,whatD.That,that
(2)Youcan’timagine______whentheyreceivedtheseniceChristmaspresents.
A.howexcitedtheywereBhowtheywereexcited
C.howweretheyexcitedD.theywerehowexcited
(3)Theymake____arulewhoeverbreaksthelawwillbepublished.
A.itB.thatC.whatD.this
(4)_____youhaveseenbothfighters,______willwin?
Asince,doyouthinkwhoB.As,whodoyouthink
C.When,whoeverD.Since,whodoyouthink
Suggestedanswers:(1)A(2)A(3)A(4)D
StepIVUsingstructures(P57-58)
T:Aftertheexplanationonthegrammar,Istillhopethatyoucanhavemoreexercisessoastoconsolidatewhatyouhavelearnedaboutnounclausesastheobjectandpredicative.
1.Completethepassagebyusingthewordsintheboxgiveninthetextbook.
(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)
2.Completethefollowingsentencesgiveninthetextbook,usingnounclausesastheobjectorthepredicative.
(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)
Suggestedanswers:
(1)Thetwobrotherscan’tagreetowhomtheyshouldgivethebank-note.
(2)Henrywonderswhytheychosehimforthetest.
(3)ThefirstthingHenrydecidestodoishowcaneatameal.
(4)ThewaiterissurprisedtofindthatHenryhasamillion-poundnote.
(5)Theowneroftherestaurantneverexpectsthatamillionairewillvisithisrestaurant.
(6)ItseemsthatHenryisabletobuyanythingbutnotpayforit.
(7)WhatHenrywantstotellPortiaisthathelovesher.
(8)Everyonemaywanttoknowwhatfinallyhappenstothemillion-poundnote.
3.T:Next,class,let’splayagame“Guesswhatitis”.Lookatthechartbelowandreadthequestionsandclues.Decidewhateachoftheobjectsis.Choosetherightwordfromthebox.Afterfinishingthefourquestions,youmaygoonwiththerestofthewords
(Thisgameisasimplewayofhelpingstudentstodevelopstrategiesfordefiningwordsthemselves.).
Suggestedanswers:
(1)Wolf:Thewolfisanenemytohumansandespeciallyfarmers.Thisisbecausewolveslikeeatingmeat.Luckilywolvesliveindensinforestsfarfromhumanbeingsandareeasilycaughtinnets.
(2)Novel:Anovelisawonderfulsourceofinformationandimaginativestories.Ifyouarelucky,youcanrelaxwithoneinyourhandbutifnotitwillremainintheshelf.
(3)Dessert:Adessertisgoodbothtoeatandtolookat.Itisajoyforchildrenandapleasuretomakeinthekitchen.
(4)Rags:Keepingyourhousecleanisaneasiertaskwithmanyragsinyourhand.
(5)Steak:Asteakisapieceofgoodqualitybeefthatisbesteatenwithsaladandchips.
(6)Tale:Ataleisanexcitingstoryaboutinterestingimaginaryevents.
StepVLearningaboutlanguage(P19-20)
1.Lookatthereadingpassageagaintofindwordsthatmeanthesame.
First,studentsdotheexercisesindependently.
Second,theteachergivestheanswers.
Suggestedanswers:
AlternativewordsandexpressionsWordsandexpressionsfromthetext
someonepaidtodohomeworkservant
unbelievableincredible
earlyeveningnightfall
thecostofajourneyonashippassage
insb.awaynotplannedbyaccident
lookat…foralongtimestareat
bethereasonforaccountfor
allowpermit
storytale
apieceofpaperusedasmoneyabank-note
willingnesstowaitpatience
foolishsilly
thewaysomeonelooksappearance
tellyouthetruthtobehonest

2.Completethispassagewithsomeofthenewwordsandexpressionsintheplay.
Suggestedanswers:tale,bet,nightfall,unbelievable,servant,byaccident,appearance
3.Fillintheblankswiththewordsinthebox.
Suggestedanswers:(1)silly(2)permit,goahead(3)stare,patience(4)madeabet(5)passage,account(6)accountfor(7)Tobehonest,jealous(8)willingness,probably
4.Makealistofusefulexpressionsforrequestingfromtheplay.
Wouldyoudo(something),please?
Mayweask…?
Iwonderifyou’dmind…?
Couldyouofferme…?
Ifyoudon’tmind,mayIaskyou…?
T:Youaregreat.Sowewilldomoreexercises.
StepVIUsingwordsandexpressionsinWorkbook(56-57)
First,studentsreadanddotheexercisesbythemselves.
Second,theteachergivestheanswers.
1.Fillintheblankswiththewordsinthebrackets.
Suggestedanswers:(1)humor,humorous(2)simply,simple(3)appear,appearance(4)unbelievable,believe(5)probable,probably(6)patience,patient(7)permitted,permission(8)willingness,willing
2.Fillintheblankswiththewordsintheboxintheirrightforms.
Suggestedanswers:(1)was(not)permitted(2)getting(3)topretend(4)account(5)should(6)bow
3.TranslatethefollowingsentencesintoEnglish,usingthewordsandexpressionsinthebrackets.
Suggestedanswers:
(1)Asamatteroffact,hewasspottedbyaccidentwhenhegotintotheoffice.
(1)Tobehonest,thegentlemanwasinragsinordertopretendthathewaspoor.
(2)Heworkedasanunpaiddirectorinthecompany.Butwhentheownerofthecompanyshoutedathiminarudemanneragainandagain,hebegantolosehispatience.
(3)Shescreamedasifshehadseenasnake.
(4)Evenifyourcompanyislarge,itcanstillgetintotroublebygrowingtooquickly.
(5)Thereasonhegavetoaccountforhissillyactionswereindeedunbelievable.
StepVIIHomework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod.

TheThirdPeriodListening
I.Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)：bymistake,gotraveling,asumofmoney,haveabetonsb.,abornfool,getpaid
b.重點(diǎn)句子:
Hebeginstoworrythathehasgotthebanknotebymistake.
He’llthinkweneverdealtwitharichmanbefore.
2.能力目標(biāo)
a.Enablethestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.
b.Mastertheusageof“nounclausesastheobject”
3.學(xué)能目標(biāo)
1.Getthestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.
2.Makethestudentsmastertheusageof“nounclauseastheobject”.
II.Teachingimportantpoints教學(xué)重點(diǎn)：
1.Practicestudents’listening
2.Mastertheusageof“nounclausesastheobject”
III.Teachingdifficultpoints教學(xué)難點(diǎn)
Mastertheusageof“nounclausesastheobject”
IV.Teachingmethods教學(xué)方法
PracticingindependentlyC=Clerk;H=Henry)
O:Theresacustomer,Todd.Willyouservehim?
C:Idontknowwhyhesinatailorsshop.Justlookathisclothes!
O：Nomatterwhatheswearing,Todd,justshowhimthecheapest.
C:Doyouwantanything?
H：Yes,please.Iwanttobuyasuit.
C:Ofcourse.Youmayfindtheseratherexpensive.Wevegotsomecheaperonesinthebackroom.Willyoucomethroughtotheback,please?...Whydontyoutrythisoneon?
H：Mmm,itdoesntseemtofitverywell.
C:Imafraiditsthecheapestonewevegot.
H：Verywell,Illtakeit.Couldyouwaitafewdaysforthemoney?Idonthaveanysmallnotesonme.
C:Oh,youhavent?Well,ofcourse,Iknowthatgentlemenlikeyoucarryonlylargenotes.
H：Myfriend,youshouldntjudgestrangersalwaysbytheclothestheywear.Imquiteabletopayforthissuit.Ijustdidntwishtoputyoutothetroubleofchangingalargenote.
C:Whydoyouthinkwecantchangeyournote?Ofcoursewecan.
H：Oh,verywell.Thenthereisnothingtoworryabout.Iapologize.(Handshimthenote.)
2.Explanationstothesuggestedscene:
T:Maybeyoufindsomethingisdifficulttounderstand.Soletmeexplainsometoyou.
(1)have…on/with/aboutsomebodymeanstakeorbringsomethingwhensomeonegoestoaplace.
(2)putsomebodytothetroubleofdoingsomethingmeansmakesomeonehavethetroubleofdoingsomething.
(3)Changemeansthemoneythatyougavebackwhensomebodyhaspaidyoutoomuch.e.g.Givememychange.
(4)judgesomebody/somethingby/fromsomething:formanopinionaboutsomebody.
e.g.Judgingfromwhatyousay,theyoughttosucceed.
e.g.Don’tjudgeamanbyhislooks.
StepIIIListening,SpeakingandwritingTask(P58)
T:ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?Now,listencarefullytoActTwo,Scene3andmakeafewnotestousewhenyouwriteyourdialogue.
1.Studentslistentothetape,makenotesandthensharetheirnoteswithanotherpair.
T:Well,boysandgirls,allofdidagoodjob.Butinordertohelpyoutowriteabetterdialogue,weshouldreadthelisteningtexttogether.Lookatthebigscreen.
Thentheteachershowthelisteningmaterialandthestudentsreaditaloud.
(Thefollowingisthelisteningtextofthispart.)
N=NarratorA=AmbassadorP=PortiaH=Henry
ActTwo,Scene3
N:Well,verysoon,itseemedasifeveryoneinLondonwastalkingaboutHenry.Afterawhile,hefeltitwashisdutytoreporttotheAmericanambassadortoBritain.TheAmbassadorgavehimawarmwelcomeandinvitedHenrytoadinnerpartythatverynight.Ofcourse,Henrywasgladtogo.Heknewthathemightneedtheambassadorwhenothersfoundoutjusthowpoorhereallywas.NowHenryisonthebalconyoftheAmericanambassador’shomeinLondon.
A:Ah,thereyouare.
P:(toHenry)Howdoyoudo?
A:Mr.Adams,myspecialguest,MissPortiaLangham.
H:Howdoyoudo?
P:I’mafraidyoumustbetoobusyforme.
H:Yes,indeed,Iam.Imean,no,no,notatall!
A:Ifyou’llexcuseme,Imustreturnotheotherguests.
P:Won’tyousitdown,please?
H:Yes,I’dloveto-err-I’dliketo.Thankyou,Miss.
P:Thatpoor,dearambassador.HehatesthesepartiesalmostasmuchasIdo.Nothingbuttalk,talk,talk.Andnoonesaysanythinganyonewantstohear,dothey?
H:No,Isupposenot.
P:Theambassadortellsmeyouarearichman.
H:Well-err-notreally.
P:HetellsmeyouarethetalkofLondonthesedays.Why,itseemsthateverybankerandshopownerinthecitywantstomeetyou.
H:Yes,I’vehead.Ican’tunderstandwhy,really.I’mnotsospecialasthat.
P:Oh,Idon’tknowaboutthat,Mr.Adams.
H:Please,callmeHenry.
P:Henry.Imean,eventheambassadoriseagertoknowyoubetter.
H:Yes,itwouldseemtobeso.
P:What’sthematter?
H:Oh,nothing.Nothing,atleast,thatanyonecanhelpwith.
P:Areyouinsomekindoftrouble,Henry?
2.Studentsdiscusseachofthefollowingthingsinpairs:
(1)WhichthingsHenrymighttellPortiaabouthimself?
(2)Whichthingshemightkeepasecrethimself?
(3)WhichthingsPortiamighttellHenryaboutherself?
(4)Whichthingsshemightkeepasecretaboutherself?
(5)Whattheymightsayabouteachother?
3.StudentsfinishwritingthedialogueforActTwo,Scene3,makingthewordssoundbelievable.
Suggesteddialogue:
Henry:Inaway,yes.Itisnotofmyowndoingthough.Iwasgivenamillionpoundbanknotetousefor30days.NoweverybodythinksIamrich.ButIreallydon’thaveapenny.
Portia:Isthatall?Ithoughtyouwereabankrobberorhadhityourgrandmother.
Henry:Howcouldyouhavesuchterriblethoughts?
Portia:IdotendtothinkaboutthebadsideofthepeopleImeet.
Henry:Whyisthat?Iamsurepeoplecouldonlybekindandthoughtfultoyou.
Portia:Well,yousee….
Henry:IfIamgoingtoletyouseeallmybadpoints,Ihadbetterdoitnow.IcannotsailaboatwellandIhavenojob.
Portia:WellIcannotsailaboatwelleitherandhavenojobeither.
Henry:Iknewweweremeantforeachother.
Portia:Whatalovelythought.Nowmybadpoints.IhavenomoneyofmyownandIcannotearnmyownlivingatall.InfactIamuseless.
Henry:Nottome!Youlookthesweetestandmosthonestgirlintheworldtome!
T:Welldone!Yourdialoguesaredifferent,buttheyareallgood.Doyouwanttoknowwhichisfitforthenextscene?Now,let’sreadActTwo,Scene4.
StepIVReadingandSpeakingTask(P59)
1.StudentsreadActTwo,Scene4bythemselves.
T:Afterreadingthispart,canyouguesshowtheplaywillend?Now,inpairs,talkabouttheendandbesuretodescribewhatyouthinkPortiawillsayanddonext.ThendescribewhatyouthinkHenryandthetwobrotherswillsayanddoafterthat.
2.Studentsdiscusstheendtotheplay:
S1:Ithinktheplayhastoendhappily.ButitwillbedifficultifPortiathinksHenryisrichandheisnot.
S2:Yes,Iagree.TheremustbesomewayoflettingHenryandPortiagetmarriedbuthavemoneytoo.
S1:ButhowcanthathappenwhenHenryhastogivebackthebanknote?
S2:Thereisalsotheproblemofhimhavingbroughtalotofthingsandnotpaidforthem.
S1:SoIthinkoneofthebrothersmustcometotherescueandhelphim.
S2:Perhapstheycanadopthimastheirsonsohegetsalotofmoneythatway.
S1:Perhapsthejobtheygivehimwillpayverywell.
S2:Yes,Ithinkthatistheanswer.Hewillhavetobegivenajobwithaverylargesalary.
3.Studentsreadtherealendtotheplay.
4.StudentslistentothetapethatisaboutActTwo,Scene4andtherealendtotheplaysothattheycancorrecttheirpronunciationandbereadyforacting.
StepVHomework
T:Boysandgirls,youdidverywelltoday.ButsupposethatHenryfeelstrickedbyPortiawhenhefindsoutthatOliverisherstepfather.Howmighttheplayenddifferentlyunderthesecircumstances?So,today’shomework:Writeadifferentendtotheplay.

TheFifthPeriodExtensiveReadingandActing
I.Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ):wolf,shoulder,inrags,indeed,evenif,bow,atthetable,nexttothefrontdoor,takeachance,inarudemanner,justonemoment,inthebackoftherestaurant,leaveforthekitchen,goahead
b.重點(diǎn)句子:
Takethisgentleman’sorder.
It’llcostatinybit.
Well,wewillhavetotakeachance.
Wouldyoumindwaitingjustafewminutes?
TheBankofEnglandhasissuedtwonotesinthisamountthisyear.Anyway,itcan’tbefake.
He’sinrags!
I’dlikesomehamandeggsandanicebigsteak.
I’llhaveanicelongglassofbeer.
2.能力目標(biāo)
Enablethestudentstoactoutasceneofaplayandlearntoorderfood.
3.學(xué)能目標(biāo)
Getthestudentstoactoutasceneofaplay.
II.Teachingimportant/difficultpoints教學(xué)重/難點(diǎn)：
Actoutasceneofaplay.
III.Teachingmethods教學(xué)方法
Helpthestudentspracticeactingoutaplaybythemselves,usingaco-operativemethod.
IV.Teachingaid教具準(zhǔn)備
Amultiple-mediacomputeramazingorfantastic難以置信的；不可思議的；驚人的；奇異的
e.g.Sallyearnsanincredibleamountofmoneyinthatcompany.薩莉在那家公司的薪水多的驚人。
(2)impossibletobelieve不可相信的
e.g.Theytoldusanincrediblestory!他們對(duì)我們講了個(gè)不可信的故事。
Incredibly(adv.)
(1)toagreatdegree;extremelyorunusually非常地；極端地
e.g.incrediblyhotweather極熱的天氣
(2)inawaythatisdifficulttobelieve;amazingly難以置信地；驚人地
e.g.Incredibly,noonehadeverthoughtofsuchasimpleideabefore.真是難以置信，這樣簡(jiǎn)單的主意竟沒(méi)有人想到。
II.背景知識(shí)
1.Aboutthe￡1,000,000Bank-note
英格蘭銀行出于特殊的需要發(fā)行了兩張面值一百萬(wàn)的鈔票，其中一張收回并作廢，但還有一張卻留在銀行，兩兄弟打賭，一個(gè)身無(wú)分文的人帶著這張鈔票會(huì)發(fā)生什么，兄弟A說(shuō)會(huì)死去，兄弟B說(shuō)他肯定能活一個(gè)月。他們物色了一個(gè)年輕人做試驗(yàn)，帶著這張毫無(wú)使用價(jià)值的百萬(wàn)英鎊鈔票。年輕人走進(jìn)商店買(mǎi)東西，拿出鈔票要求找錢(qián)，店老板都震驚了并立刻改變態(tài)度，極力討好這個(gè)年輕人，年輕人得到了他想得到的，包括愛(ài)情和受人尊敬。他愛(ài)上的女孩正是兄弟B的女兒。最后，百萬(wàn)英磅被銀行收回并作廢，年輕人過(guò)上了幸福生活。
TheBankofEnglandonceissuedtwonotesofamillionpoundseach,tobeusedforaspecialpurposeconnectedwithsomepublictransactionwithaforeigncountry.Forsomereasonorotheronlyoneofthesehadbeenusedandcanceled;theotherstilllayinthevaultsoftheBank.Well,thebrothers,chattingalong,happenedtogettowonderingwhatmightbethefateofaperfectlyhonestandintelligentstrangerwhoshouldbeturnedadriftinLondonwithoutafriend,andwithnomoney

Unit 3 The Million Pound Bank-Note(Vocabulary and Useful Expressions)教案

Unit 3 The Million Pound Bank Note 教案

高中英語(yǔ)必修三Unit 3 The Million Pound Bank-Note教案

一名優(yōu)秀的教師在教學(xué)方面無(wú)論做什么事都有計(jì)劃和準(zhǔn)備，高中教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓學(xué)生們充分體會(huì)到學(xué)習(xí)的快樂(lè)，幫助高中教師掌握上課時(shí)的教學(xué)節(jié)奏。高中教案的內(nèi)容具體要怎樣寫(xiě)呢？以下是小編為大家精心整理的“高中英語(yǔ)必修三Unit 3 The Million Pound Bank-Note教案”，大家不妨來(lái)參考。希望您能喜歡！

Unit3TheMillionPoundBank-Note

Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative

ThefirstperiodIntensivereading

StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.

StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.

StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.

StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.

StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups

Thesecondperiod:Acting

StepIActing
T:AreyoureadytoactouttheplaynowSs:Yes.
T:Good.Let’swelcomethefirstgroupandthesecondgrouppleasegetprepared.
…
T:Class,weshouldpayattentiontosomeexamplesofMarkTwain’shumorinthisscene,whichwillhelpusbetterunderstandtheplayandactitoutmoreappropriately.Doyouagreewithme?
Ss:Yes,ofcourse.

StepIIHomework
Reviewwhatwelearnedinthisunit

TheThirdperiodWatchingthemovieTheMillionPoundBanknote