高中教案教案

Unit 3 The Million Pound Bank Note 教案。

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Unit 3 The Million Pound Bank Note教案2

Unit3Themillionpoundbanknote教學流程圖

Introduction
Findtheinformationaboutmarktwain

Discussion
Listening

Reading
Comprehending

Watchingpartofthemovie

Retelling
Debate
Assignments

以討論、辨析為主的英語閱讀課教學模式及理論依據(jù)
一、模式的提出
從現(xiàn)代教育學心理學理論來看，人的發(fā)展實質上指在社會環(huán)境中不斷養(yǎng)成主體意識和自主能力的過程。前蘇聯(lián)教育家蘇霍姆林斯基提出了“只有促進自我教育的教育，才是真正的教育”的論斷。新《課程標準》中明確指出：“學生是學習和發(fā)展的主體。教學過程必須關注學生的個體差異和不同的學習需求，充分激發(fā)學生的主動意識和進取精神，倡導自主、合作、探究的學習方式?！睘榇?，我校英語教學提出構建以討論、辨析為主的英語閱讀課教學模式。
二、模式內(nèi)涵
以討論、辨析為主的英語閱讀課教學模式以主體教育理論為指導思想，以學生活動為切入點，注重培養(yǎng)學生的領悟能力、質疑精神和創(chuàng)新意識，并以促進學生發(fā)展為最終目標。模式有三個基本含義：
（1）．堅信每個學生都是有能動性的發(fā)展著的主體，每個學生都存在著巨大的發(fā)展?jié)撃埽逃弑仨氁龑W生認識到自己的潛能，并得到最好的發(fā)展。
（2）．主體意識是最能體現(xiàn)主體性課堂教學的關鍵要素。使學生在學習過程中確立學習意識、問題意識、參與意識、全體意識、評價意識等，是學生主題性發(fā)展的主要手段。
（3）．質疑、創(chuàng)新是主體性課堂的靈魂。多元互動、內(nèi)外遷移才能使身心得到充分發(fā)展，素質得以全面提高。
三、理論依據(jù)
（1）素質教育的理論依據(jù)
素質教育是著眼于受教育者的群體和社會發(fā)展的要求，以面向全體學生，全面提高學生基本素質為根本目的，以注重開發(fā)受教育者的潛能、促進受教育者各方面生動活潑地發(fā)展為基本特征的教育。促進發(fā)展和內(nèi)化是素質教育的實質。
（2）主體教育的確理論依據(jù)
主體性指人作為社會生活實踐的主體具有的能動、自主、創(chuàng)造的內(nèi)在特性。在課堂教學中進行主體教育指的是：教師根據(jù)學生的個性特征通過啟發(fā)、引導學生內(nèi)在的教育需要，創(chuàng)設和諧、寬松、民主的課堂教學環(huán)境，啟發(fā)學生積極思維，教會學生學習。
（3）人本主義心理學理論依據(jù)
人本主義心理學強調要尊重、關心、理解與信任每一個人。要發(fā)現(xiàn)人的價值，發(fā)揮人的潛能，發(fā)展人的個性，關注人的自我實現(xiàn)。必須把學習者視為學習活動的主體。教與學，歸根到底是通過學習這個接受知識的主體而完成的，因此，激發(fā)學生積極參與教學活動，是達到教學目的的關鍵。
四、效果結論
本節(jié)以討論、辨析為主的英語閱讀課教學模式效果顯著。學生的學習面貌也有了根本性的轉變，由被迫被動學變?yōu)橹鲃?、興致勃勃地學。在整個教學過程中，強調學生的自主性，主動地自我學習，自我發(fā)現(xiàn)，自我探索，自我發(fā)展。強調學習者要逐漸形成穩(wěn)定、積極、進取的學習心態(tài)，強調學習過程和學習內(nèi)容的開放性等因素，發(fā)展了學生的思維,激發(fā)了學生的求知欲望,鍛煉了學生的閱讀理解及表達能力,幫助學生掌握了正確的學習方法,提高了課堂效率,比較好地完成了教學目標,達到了預期的效果。

簡單教案
高一必修3Unit3theMillionPoundBank-Note
TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer
TeachingProcedures:
StepI.Introduction
StepII.Reading
Readthepassageonpage23.FindmoreinformationaboutMarkTwain
StepIII.Reading
ReadScene3,Act1oftheMillionPoundBank-Noteandanswersomequestionsaboutit
StepIV.Listening
Listenandsolvesomecomprehensionquestions
StepV.watchingpartofthemovietheMillionPoundBank-Note
StepVI.RetellingtheMillionPoundBank-Note
StepVII.Debatetheimportanceofthemoney
StepVIII.Assignments
StepIX.Recordafterteaching

詳細教案
高一必修3Unit3TheMillionPoundBank-Note

TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer4.aVCD
TeachingProcedures:
StepI.Introductionandreading
T:Morning,everyone,doyoulikehumor?
Ss:Yes,ofcourse.
T:Me,too.AndIlikewatchinghumorousplay.Lookatthescreen;canyouguesswhatplayitis?
Ss:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.
T:Then,doyouknowthewriteroftheplay?
SS:Yes.ItisMarkTwain.
T:WhatdoyouknowabouttheAmericanwriterMarkTwain?
Next,read“ABOUTMARKTWAIN”onpage23sothatyoucanknowmoreabouthim.
T:Haveyoufinishedreading?Ok.Lookatthescreenandsaysth.aboutMARKTWAIN.
T:1.Tellushiswokexperiences
S1:Overthenexttwodecadeshewasaprinter,ariverboatpilot,asoldier,agoldminer,abusiness-manandanewspaperreporter.
T:2.Whatwashispenname?
S2:Marktwain
T:SamuelLanghorneClemenswashisrealname.
T:3.Tellusthemeaningofhispenname
S3:“Twain”isanoldwordfor“two”.
“MarkTwain”istosaythatthewateristwofathomsdeep.
T:4.Whatwashisfirstsuccessfulstory?
S4:Hisfirstsuccessfulstorywasaboutajumpingfrogcontest.
T:5.Whatarehismostfamousbooks?
S5:TheadventuresofTomSawyer.
TheAdventuresofHuckleberryFinn.
LifeontheMississippi
T:Whydidyouforgetthisone----THEMILLIONPOUNDBANK-NOTE?Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousplay.
StepII.ListeningandReading
T:First,expressyouropinionsfreely.Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?Pleasediscussingroupsoffour.
S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingforapersonistoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.
S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofourcountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.
S3:…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?We’lllearnthestorytogether.
1.Listening
T:NowwearegoingtolearnACTONEScene3.Listenthewholescenequicklyandfindouttheanswerstothefourquestionshere.
Showthequestionsonthescreen:
1.HowdidHenryAdamscometoEngland?
2.WheredidHenrywork?Howmuchmoneydidhehave?
3.WhatdidthetwogentlemengiveHenry?
4.WhencanHenryopentheletter?
T:Well,class,haveyoufinishedreadingthewholescene?
SS:Yes.
T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?
S1:ItwastheshipthatbroughthimtoEngland.
T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?
S2:Heworkedforaminingcompanyandhehadnomoneyatall.
T:Verygood.Thenwhatdidthetwogentlemengivehim?
S3:Theygavehimaletter.
T:WhencanHenryopentheletter?
S4:Hecan’topenituntiltwoo’clock.
T:Ok,great.Next,let’sdosomelistening.
StepIII.Readingandcomprehending
T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.
(Studentslistentothetape.)
T:Well,Canyoutellmethecharacteristicsofthepassage?
SS:Yes.Thisispartofaplay.So,thetaleiswritteninthepresenttense.
T:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
Thesequestionsinoralmayhelpunderstandtheproblem:
1.WhathappenedtoHenryAdamsatsea?
2.Didhehaveanymoneyorwork?
3.WhathappenedtoHenryinahouseinLondon?
StepIVPost-reading
1.Docomprehendingexercises.
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
2.Explainlanguagepoints.
T:Well,class.Whatdoyouthinkofthescene?Doyouthinkitisdifficulttounderstandsomesentences?
SS:Yes.
T:Now,pleaselookatthescreenandletmeexplainsomesentences.
(1)alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(3)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(4)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepIV.WatchingpartofthemovietheMillionPoundBank-Note
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andwouldyouliketoretellittoyourparentsoryourfriends?
StepV.RetellingtheMillionPoundBank-Note
T:Now,lookatthekeywords.Prepareforretellingthewholescene.
summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
StepVI.Debatetheimportanceofthemoney
T:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?
SS:no.
T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?
S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.
T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdoyouthinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
StepVII.Assignments
1.Reviewthekeysentencesinthispart.
2.Actouttheplayingroups.
StepIX.Recordafterteaching

Unit 3 The Million Pound Bank Note教案2

一名優(yōu)秀的教師在教學方面無論做什么事都有計劃和準備，高中教師要準備好教案，這是高中教師需要精心準備的。教案可以讓學生們能夠更好的找到學習的樂趣，幫助高中教師在教學期間更好的掌握節(jié)奏。高中教案的內(nèi)容具體要怎樣寫呢？下面的內(nèi)容是小編為大家整理的Unit 3 The Million Pound Bank Note教案2，歡迎閱讀，希望您能夠喜歡并分享！

Unit 3 The Million Pound Bank Note Period 3 教案

Period3Learningaboutlanguage:Grammar

整體設計教材分析Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.Thisteachingperiodmainlydealswiththenewgrammaritems:1.nounclausesastheobject;2.nounclausesasthepredicative.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadtheplayTheMillionPoundBankNoteagain,tickoutallthesentencesfromtheplaywherenounclausesareusedastheobjectandthepredicative,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage21andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesastheobjectandthepredicativeandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage57andadditionalexercisesforconsolidation.教學重點Getstudentstounderstandandusenounclausesastheobjectandthepredicative.教學難點Enablestudentstolearnhowtousenounclausesastheobjectandthepredicativecorrectly.三維目標知識目標1.Getstudentstoknowmoreaboutnounclauses.2.Letstudentslearnnounclausesastheobject.Ican’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.3.Havestudentslearnnounclausesthepredicative.That’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...能力目標Enablestudentstousenounclausesastheobjectandthepredicativecorrectlyandproperlyaccordingtothecontext.情感目標1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.

教學過程設計方案(一)→Step1Revision1.Checkthehomeworkexercises.2.Dictatesomenewwordsandexpressions.→Step2Leading-inbyagamePlaythegameof“Passthemessage”.Showthesamewrittenmessagetothefirstpersonineachteamoftheclass.Askthepersontopassthemessageonorallyinindirectspeechasquicklyaspossible.Thefirstteamthatfinishesitmustputuptheirhandsandthelastpersontellstheclassthemessage.Ifhe/shehasgotitright,thatteamhaswonthegame.Example1:Message:Therewillbenohomeworktonight.S1:Theteachersaidthattherewouldbenohomeworktonight.Example2:Message:Thefactisthatshehasbeenillfor3days.S1:Theteachersaidthefactwasthatshehadbeenillfor3days.→Step3Grammarlearning1.!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--ReadinganddiscoveringAskstudentstoturnbacktoPage17toreadthroughtheplayTheMillionPoundBankNote,letthempickoutthesentencesusingnounclausesastheobjectandthepredicative,readthemaloud,andthentranslatethemintoChinese.Suggestedanswers:Sentencesusingnounclausesastheobject:1.OliverbelievesthatwithamillionpoundbanknoteamancouldsurviveamonthinLondon.奧利弗相信一個擁有一張百萬英鎊鈔票的人可以在倫敦生存一個月。2.ItisHenryAdams,anAmericanbusinessman,whoislostinLondonanddoesnotknowwhatheshoulddo.他叫亨利·亞當斯,一個美國商人,在倫敦迷了路,不知道該怎么辦。3.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.亞當斯先生,不知你是否介意我們問你幾個問題。4.Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?可不可以問問,你在這個國家要干點什么？你的計劃又是什么呢？5.Well,Ican’tsaythatIhaveanyplans.嗯,談不上有什么計劃。6.Ididn’tknowwhetherIcouldsurviveuntilmorning.我不知道是否能活到早晨。7.I’mafraidIdon’tquitefollowyou,sir.對不起,先生,你的話我沒有聽懂。8.Ifyoudon’tmind,mayIaskyouhowmuchmoneyyouhave?如果你不介意,能不能告訴我,你手頭有多少錢？9.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.如果你們認為這是一個笑話,我可一點兒也不覺得好笑。10.Nowifyou’llexcuseme,IthinkI’llbeonmyway.好了,請原諒,我想我該上路了。11.Youmustn’tthinkwedon’tcareaboutyou.你千萬不要以為我們不在意你的感受。12.Weknowyou’rehard-working我們知道你工作是很賣力的。13.Well,whydon’tyouexplainwhatthisisallabout?怎么不給我講講,這究竟是怎么回事呢？Sentencesusingnounclausesasthepredicative:1.ThefactisthatIearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.我是作為一個不拿工資的幫手賺來我的船費的,這就是我為什么會衣冠不整的原因了。2.That’swhywe’vegivenyoutheletter.這正是我們給你這封信的原因。2.ThinkinganddiscussingLetstudentsreadthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.3.Summingup:nounclausesastheobjectandthepredicative種類關聯(lián)詞例句說明賓語從句陳述意義that1.Ibelieve(that)heishonest.2.Ithink(that)heishonestandthatheisalwayskeepinghispromise.3.Wemustrealize(that)weshouldlearnEnglishwell.that在從句中不充當任何成分;在口語或非正式文體中常被省去,但若從句并列時后面的從句that不能省略。疑問意義ifwhether1.Idon’tknowif/whetheritisinteresting.2.Hedoesn’tcareifitisn’tafineday.3.Iwonderwhetherhewillcomeornot.4.Everythingdependsonwhetherwehaveenoughmoney.if和whether一般可以互換,但當與ornot連用和作介詞賓語時要用whether,不能用if;從句是否定句時一般用if。特殊疑問意義who,?whom,?which,?whose,?what,?when,?where,?why,etc.1.Pleasetellmewhowillgowithyou.2.Heisn’tawareofwhataterriblethinghehasdone.3.Iwonderwhyhehasn’tcalledme.4.Shealwaysthinksofhowshecanworkwell.5.Iwonderwhereheisgoingwithhisclassmates.賓語從句作及物動詞的賓語,也可作介詞的賓語。賓語從句用陳述語序。注1Wemustmakeitclearthatanybodywhobreaksthelawwillbepunished.如果賓語是復合賓語,則用it作形式賓語,將從句放后。注21.Wedon’tthinkyouareright.2.Idon’tbelievehewilldoso.think,believe,imagine,suppose等的賓語從句,否定前移到主句中。表語從句連詞thatwhetherasif1.Theproblemis(that)theycan’tgetthereearly.2.Itlooksasifitisgoingtorain.在非正式的文體中that可以省略。連接代詞whowhatwhich1.That’sjustwhatIwant.2.Thequestioniswho/whichofyouwillbethenextspeaker.連接副詞Whenwherewhyhow1.Thisiswhereourproblemlies.2.Thatiswhyhedidn’tcometothemeeting.表語從句位于主句連系動詞之后?！鶶tep4Grammarpractice1.TurntoPage21.AskstudentstodotheexercisesinDiscoveringusefulstructures.Severalminuteslater,checktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.2.TurntoPage57.AskstudentstodoExercises1-3.Checktheanswersaftermostofthemfinish.→Step5ClosingdownbyaquizShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinfiveminutestoseeiftheyhavemasterednounclausesastheobjectandthepredicative.Fiveminuteslater,checktheanswerswiththewholeclass.1.—Whatdidyourparentsthinkaboutyourdecision?—Theyalwaysletmedo______________IthinkIshould.A.whenB.thatC.howD.what2.Ijustwonder______________thatmakeshimsoexcited.A.whyitdoesB.whathedoesC.howitisD.whatitis3.Acomputercanonlydo______________youhaveinstructedittodo.A.howB.afterC.whatD.that4.Someoneisringingthedoorbell.Goandsee______________.A.whoisheB.whoheisC.whoisitD.whoitis5.—Lookatwhatyouaredoing!—Ah,Iwonder______________thisbootwon’tfitme.I’vebeentryingtoputitonthewrongfoot.A.howB.ifC.whyD.that6.Hisabilityhasneverbeenindoubt.Thequestionis______________heispreparedtoworkhard.A.thatB.whenC.whereD.whether7.—Areyoustillthinkingaboutyesterday’sgame?—Oh,that’s______________.A.whatmakesmefeelexcitedB.whateverIfeelexcitedaboutC.howIfeelaboutitD.whenIfeelexcited8.Youcan’timagine______________whentheyreceivedtheseniceChristmaspresents.A.howexcitedtheywereB.howtheywereexcitedC.howweretheyexcitedD.theywerehowexcited9.Theymake______________arulewhoeverbreaksthelawwillbepunished.A.itB.thatC.thisD.what10.Youaresayingthateveryoneshouldbeequal,andthisis______________Idisagree.A.whyB.whereC.whatD.howSuggestedanswers:1～5DDCDC6～10DAAAB→Step6Homework1.Finishofftheworkbookexercises.2.PreviewtheplayTheMillionPoundBankNote(Act1Scene4)onPage22,findthesentencesinwhichnounclausesastheobjectandthepredicativeareused,andseeifyoucanidentifytheuseofeachnounclause.設計方案(二)→Step1Revision1.Checkthehomeworkexercises.2.TranslatethefollowingphrasesandsentencesintoEnglish.1)撫養(yǎng);培養(yǎng);教育2)偶然;無意中3)盯著看;凝視4)導致;作出解釋5)與此相反;正相反6)俱樂部的規(guī)定是不允許抽煙。(permit)7)——不知你是否介意我問你幾個問題？——請問吧。(mind;goahead)8)事實上,當他進入辦公室時是偶然被保安發(fā)現(xiàn)的。(spot)9)說實話,我從來沒有喜歡過他。(tobehonest)→Step2WarmingupTellstudentsthatnounclausescanbeusedfordifferentpurposes.Theycanbeusedasthesubject,theobject,thepredicativeandtheappositive.Askthemtoreadthroughtheplayandfindoutatleasttensentencesthatcontainnounclausesastheobjectandthepredicative.Thenletthemexplainthemeaningsanddiscussinpairshoweachofthenounclausesisbeingusedinthesituations.→Step3Learningthegrammar1.AskstudentstoturntoPage91andlearnthegrammarNounClausesbythemselves.2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.3.Solvetheproblemsstudentsmeetduringtheirstudy.4.Sumuptherulesofnounclausesastheobjectandthepredicative.→Step4PracticeShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinsixminutestoseeiftheyhavemasterednounclausesastheobjectandthepredicative.Sixminuteslater,checktheanswerswiththewholeclass.1.Workinpairs.Taketurnstoaskeachotherthequestionsandanswerthemusingnounclausesastheobject.Thinkofmorequestions.1)Canyoutellmeifyoulikethisplay?→ImustsaythatIreallyenjoyit.2)Whatdoyouthinkofthebetthebrothershavemade?3)WhatdoesHenrytellthebrothersabouthisjobinAmerica?4)WhatelsedoesHenrytellthebrothers?5)WhatdothebrotherswanttoknowaboutHenry?6)WhatdoyouthinkwillhappentoHenry?2.Completethefollowingsentencesusingnounclausesasthepredicativebasedontheinformationfromtheplay.1)HenryarrivedinLondonbyaccident.Thereasonwas________________________.2)Henryhasalotofproblems.Oneofhisproblemsis________________________.Anotherproblemis________________________.3)Henryrealizedheneededhelp.Theembassyis________________________.4)HenrytellsthebrothersabouthisjobinAmerica.Hisconcernis____________________.5)ThebrothersaskHenrysomequestions.Thebrothers’concernis____________________.6)Henryisinvitedtothebrothers’house.Theenvelopeis________________________.(Theanswersareomitted.)→Step5Consolidation1.AskstudentstodoExercise5inDiscoveringusefulstructuresonPage21.2.LetthemdotheexercisesinUsingstructuresonPage57.→Step6Homework1.FinishofftheWorkbookexercises.2.Summarizethegrammaritemnounclausesastheobjectandthepredicativeinyourexercisebook.

板書設計

Unit3TheMillionPoundBankNote

Grammar:nounclausesastheobjectandthepredicative

活動與探究Asweknow,nounclausesareoftenusedinformalsituations.Imagineyouarelookingforajob.Yourpartneristheinterviewer.Makeadialoguetobrainstormsomequestionsandanswerthemwithnounclauses.Bereadytopresentyourdialoguetotheclass.Thefollowingquestionsmayhelpyou:Whydoyouwanttoworkforthiscompany?Couldyoutellmewhyyouareinterestedinthisjob?Whatqualitydoyouthinkisthemostimportantforthisjob?Couldyoutellmewhatyouknowaboutthiscompany?Youmaybeginlikethis:Theinterviewer:Whydoyouwanttoworkforthiscompany?You:Thereasonisthat...

UNIT 3 The Million Pound Bank-Note教案

一位優(yōu)秀的教師不打無準備之仗，會提前做好準備，作為高中教師就要精心準備好合適的教案。教案可以讓學生更好的消化課堂內(nèi)容，幫助高中教師營造一個良好的教學氛圍。那么，你知道高中教案要怎么寫呢？以下是小編收集整理的“UNIT 3 The Million Pound Bank-Note教案”，歡迎大家閱讀，希望對大家有所幫助。

UNIT3TheMillionPoundBank-Note

TheFirstPeriodIntensiveReading

I.Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語：
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous
b.交際用語：
*Expressionsonrequest:
Wouldyoustepinsideamoment,please?
Wouldyoupleasecomein?
c.重點句型：
(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
(2)HeislostinLondon.P17
(3)Permitmetoleadtheway,sir.P17
(4)Asamateroffact,IlandedinBritainbyaccident.P18
(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
2.Abilitygoals能力目標
a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.
b.EnablestudentstosumupthemainideaofACTONEScene3.
c.Enablestudentstounderstandthedetailsaboutthewholescene.
d.Retellthesceneusingthekeywordsofthewholescene.
3.Learningabilitygoals學能目標
a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.
b.HelpstudentstosumupthemainideaofACTONEScene3.
c.Helpstudentstounderstandthedetailsofthewholescene.
d.Getstudentstoretellthewholescene.
II.Teachingimportantpoints教學重點
1.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.
2.Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
III.Teachingdifficultpoints教學難點
Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
IV.Teachingmethods教學方法
Elicitation,discussion,listening,reading,pairwork
V.Teachingaid教具準備
Acomputer,aprojector,andataperecorder
Teachingproceduresandways教學過程與方式

StepIWarmingup
MarkTwainisprobablyoneofthefewAmericanwriterswithwhomStudentsarealreadyfamiliar.Thisexerciseallowsteacherstodiscoverjusthowmuchstudentsrememberaboutthis19thcenturywriter.Findoutinthediscussionshowmuchthestudentsknowanddecidehowmuchmoretheyneedtoknowabouttheauthorbeforetheyreadtheplay.
StudentsreadthispassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23..
StepIIPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.
StepIIIWhile-reading
1.Firstreading:Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Teachersgivethestudentsacoupleofminutestolookthroughthewholescene.Tellthestudentstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.Teachersencouragethestudentstoexpresstheirideas.
2.Secondreading:Readingaloud
Inthispart,studentswillreadthetextagainandtrytounderstandthesentencesandthemainideasofthewholescene.
3.Listening
Inthispart,studentswilllistentothetapeandtrytofindthecharacteristicsofthewholescene.Afterthat,teachersdiscussthequestionwiththestudentsandthenchecktheanswer.Andthentheteacheraswellasthestudentsreadthepassagetogether,whichwillbeservedasthegroundfortheretellingafterwards.
StepIVPost-reading
1.Docomprehendingexercises.
T:Readthesceneagainanddosomecomprehendingexercises.(P19)
(Thestudentsbegintoprepareforthesetwoexercises.Afterawhile,theteacherstartstocollecttheanswers.)(Latertheteachergivestheanswers,usingaslideprojector.)
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
(Latertheteachergivestheanswers,usingaslideprojector.)
2.Explainlanguagepoints.
3.Studentsreadthewholesceneagainandagainandtrytoretellit.
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.

Step6homework.
1.Reviewthekeysentencesinthispart.
2.Previewthewordsinthesecondperio