高中教案教案

Unit 3 The Million Pound Bank Note Period 7 教案。

俗話說，凡事預則立，不預則廢。作為教師準備好教案是必不可少的一步。教案可以讓學生更好的吸收課堂上所講的知識點，幫助教師更好的完成實現(xiàn)教學目標。教案的內(nèi)容具體要怎樣寫呢？小編收集并整理了“Unit 3 The Million Pound Bank Note Period 7 教案”，歡迎大家閱讀，希望對大家有所幫助。

Unit3TheMillionPoundBankNote

Period7Revision:Summingupandlearningtip
整體設計
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:SummingUp,LearningTip,assessmentandconsolidationexercises.
SummingUpsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentstosumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipencouragesstudentstotrywritingaplaysotheycanpracticetheiroralEnglish.Gettogetherwiththeirfriendsandclassmatesandwritedialoguesforashortplay.Itcanbeaboutanythingofinteresttoallofthem.Everyoneshouldhaveapartoraroletospeak.Theycanuseoneofthereadingpassagesfromtheirtextbooktomakeashortstory.Andactingouttheplaywillhelpimprovetheirpronunciationandintonation.ThisisagoodwaytolearnEnglish.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage61intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教學重點
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教學難點
Getstudentstoturnwhattheyhavelearnedintotheirability.
三維目標
知識目標
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:nounclausesastheobjectandthepredicative.
能力目標
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousenounclausesastheobjectandthepredicativecorrectly.
情感目標
1.Encouragestudentstolearnmoreaboutdramasandlearnhowtoactoutaplay.
2.Stimulatestudents’loveofliteratureandart.
3.Strengthenstudents’senseofgroupcooperation.
教學過程
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit3TheMillionPoundBankNote.Haveyoulearnedandgraspedallinthisunit?TurntoPage24.YoucancheckyourselfbyfillingintheblanksinthepartSummingUp.
→Step3SummingUp
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
Writedownwhatyouhavelearnedabout“TheMillionPoundBankNote”.
(Students’answermayvary.)WehavelearnedaboutthisplayisadaptedfromMarkTwain’sshortstorybythesametitle.LikemostofMarkTwain’sstories,itismeanttobehumorous.Wecanalsolearnaboutthefactfromtheplaythatmoneyiseverythinginthecapitalsociety.
Fromthisunityouhavealsolearned
usefulverbs:wander,permit,stare,spot,account,seek,scream,bow
phrasalverbs:bringup,goahead,stareat,accountfor,takeachance
usefulnouns:birthplace,novel,adventure,phrase,author,scene,pavement,businessman,permit,bay,fault,spot,passage,account,embassy,patience,contrary,envelope,steak,pineapple,dessert,amount,manner,scream,rag,bow,barber
usefuladjectivesandadverbs:contrary,unbelievable,rude,genuine,ahead,indeed
otherusefulexpressions:byaccident,onthecontrary,inrags,asfor
newgrammaritem:nounclausesastheobjectandthepredicative
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling
1.Dickenswrotemanyn.
2.Allthechildrenlistenedtohisawitheagerattention.
3.Thisplayisdividedintothreeacts,andeachacthasthrees.
4.Thechildrenwinthewoods.
5.Doyoupyourchildrentosmoke?
6.Travelingonmyown,Icandecidewhichscanbeskippedovertosaveenergyortimeforanothers.
7.Theashowwehavespentmorethanwereceived.
8.WeshallallrememberMr.Pageforhispandunderstanding.
9.Wesananswertothequestion,butcouldn’tfindone.
10.WethoughtMarywouldpassandJohnwouldfail,butctoexpectationitwastheotherwayround.
11.Itwouldbeuthatsuchanhonestfellowshouldhavebetrayedhisfriends!
12.Inaninvoicetheaofmoneyshouldbewrittenbothinwordsandinfigures.
13.Stops,forwecanhearyou.
14.Allgknowledgeoriginatesindirectexperience.
15.—Didyouheartheexplosionlastnight?
—I______________Idid.
Ⅱ.Completethefollowingsentences,usingtheproperexpressionslearnedinthisunit.
1.______________(事實上),hewasspottedtobelateforschool______________(偶然).
2.______________(說實話),weshouldn’thavesympathyonthosepeoplewhoare______________(衣著襤褸)topretendtobepoor.
3.Itisnotpoliteto______________(盯著看)otherpeople.
4.Hislazinesscould______________(解釋為;導致)hisfailure.
5.Ijustdon’twantto______________(讓你因幫我而陷入困境中)。
6.Theproblemiswhatweshall______________(處理)therubbish.
7.I______________(掙船費)byworkingas______________(義務工).
8.She’salwaysspeakingtoothers______________(粗魯?shù)姆绞?.
9.Shewon’t______________(允許她的狗進入這個院子)。
10.Thetopicdoesn’tseemboringtome;______________(與此相反;正相反),Ithinkit’sveryinteresting.
11.Wedecidedto______________(碰運氣)ontheweatherandhavethepartyoutdoors.
12.______________(至于你的書),IpromiseI’llgiveitbacktoyounextweek.
Ⅲ.Choosethebestanswer.
1.Whenyouanswerquestionsinajobinterview,pleaserememberthegoldenrule:givethemonkeyexactly______________hewants.
A.whatB.whichC.whenD.that
2.______________shecouldn’tunderstandwas______________fewerandfewerstudentsshowedinterestinherlessons.
A.What;why
B.That;what
C.What;because
D.Why;that
3.Theseshoeslookverygood.Iwonder______________.
A.howmuchcosttheyare
B.howmuchdotheycost
C.howmuchtheycost
D.howmucharetheycost
4.Doris’successliesinthefact______________sheisco-operativeandeagertolearnfromothers.
A.which
B.that
C.when
D.why
5.TheBeatles,______________manyofyouareoldenoughtoremember,camefromLiverpool.
A.what
B.that
C.how
D.as
6.______________andhappy,Tonystoodupandacceptedtheprize.
A.Surprising
B.Surprised
C.Beingsurprised
D.Tobesurprising
7.—Couldyoudomeafavor?
—Itdependson______________itis.
A.which
B.whichever
C.what
D.whatever
8.ThenIhavelearnedtherearealotoftroublesinourlives,buttheproblemis______________theycontrolyouoryoucontrolthem.
A.why
B.what
C.that
D.whether
9.Thepooryoungmanisreadytoaccept______________helphecanget.
A.whichever
B.however
C.whatever
D.whenever
10.Theshopkeeperdidn’twanttosellfor______________hethoughtwasnotenough.
A.where
B.how
C.what
D.which
Keysforreference:
Ⅰ.1.novels2.adventures3.scenes4.wandered5.permit6.spot;spot7.accounts8.patience9.sought10.contrary11.unbelievable12.amount13.screaming14.genuine15.Indeed
Ⅱ.1.Asamatteroffact;byaccident2.Tobehonest;inrags3.stareat4.accountfor5.putyouintotroubleofhelpingme6.dowith7.earnmypassage;anunpaidhand?8.inarudemanner9.permitherdogtoentertheyard10.onthecontrary11.takeachance12.Astoyourbook
Ⅲ.1～5AACBD6～10BCDCC
→Step5LearningTip
AskthestudentstoturntoPage24.Readthroughthepassageandmakesuretheyunderstandit.EncouragethemtodoasthepassagetellsthemtobecauseiftheyaredoingsotheywillbeteachingthemselvesausefulwayoflearningEnglishandformagoodhabit.
→Step6Assessment
1.Checkingyourself(onPage61intheWorkbook)
Firstgetthestudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.Fillintheform.
Afterlearningthisunit,I’mabletodothefollowingthings...verywellwellonlywiththehelpofothersIneedtoworkharder.
1.GivingabriefintroductiontothestoryTheMillionPoundBankNoteinmyownwords.
2.GivingabriefintroductiontotheAmericanwriter,MarkTwain,inmyownwords.
3.Actingoutafewscenesoftheplaywithmygroupmembers.
4.Writingoutashortsceneoftheplay,usingthestagedirectionsappropriately.
5.Usingthenewwordsandexpressionsofthisunitinspeakingandwriting.
6.Usingtheexpressionsofmakingrequestsandorderingfoodinspeaking.
7.Usingthenounclausesastheobjectandthepredicativecorrectlyinspeakingandwriting.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit3.
板書設計
Unit3TheMillionPoundBankNote
Unitrevision
Summingup
(Students’answermayvary.)WehavelearnedaboutthisplayisadaptedfromMarkTwain’sshortstorybythesametitle.LikemostofMarkTwain’sstories,itismeanttobehumorous.Wecanalsolearnaboutthefactfromtheplaythatmoneyiseverythinginthecapitalsociety.
Fromthisunityouhavealsolearned
usefulverbs:wander,permit,stare,spot,account,seek,scream,bow
phrasalverbs:bringup,goahead,stareat,accountfor,takeachance
usefulnouns:birthplace,novel,adventure,phrase,author,scene,pavement,businessman,permit,bay,fault,spot,passage,account,embassy,patience,contrary,envelope,steak,pineapple,dessert,amount,manner,scream,rag,bow,barber
usefuladjectivesandadverbs:contrary,unbelievable,rude,genuine,ahead,indeed
otherusefulexpressions:byaccident,onthecontrary,inrags,asfor
newgrammaritem:nounclausesastheobjectandthepredicative

活動與探究
Asweknow,MarkTwainwasagreathumorist.Manyfamousjokeswasabouthim.GotothelibraryorsurftheInternettofindsomeandsharethemwithyourclassmates.
Samples:
MarkTwainandtheBarber
Inthecourseofoneofhislecturetrips,MarkTwainarrivedatasmalltownbeforedinner.Hewenttoabarber’sshoptobeshaved.
“Areyouastranger?”askedthebarber.
“Yes,”MarkTwainreplied.“ThisisthefirsttimeI’vebeenhere.”
“Youchoseagoodtimetocome,”thebarbercontinued.“MarkTwainisgoingtogivealecturetonight.You’llgo,Isuppose?”
“Oh,Iguessso.”
“Haveyouboughtyourticket?”
“Notyet.”
“Buteverythingissoldout.You’llhavetostand.”
“Howannoying!”MarkTwainsaidwithasigh.“Ineversawsuchluck.Ialwayshavetostandwhenthatfellowlectures.”
MarkTwainandWhistler
Whistler,thefamousartist,onceinvitedMarkTwaintovisithisstudiotoseeanewpaintinghewasjustfinishing.Thehumoristexaminedthecanvasforsometimeinsilence,thensaid,“I’ddoawaywiththatcloudifIwereyou,”andextendedhishandcarelesslytowardonecornerofthepictureasthoughabouttosmudgeoutacloudeffect.Whistlercriedoutnervously,“God,sir,becareful!Don’tyouseethepaintisstillwet?”
“Oh,thatdoesn’tmatter,”saidMarkTwain.“I’vegotmygloveson.”

相關知識

Unit 3 The Million Pound Bank Note Period 4 教案

俗話說，磨刀不誤砍柴工。作為高中教師準備好教案是必不可少的一步。教案可以讓上課時的教學氛圍非?；钴S，幫助高中教師更好的完成實現(xiàn)教學目標。那么怎么才能寫出優(yōu)秀的高中教案呢？下面是小編精心為您整理的“Unit 3 The Million Pound Bank Note Period 4 教案”，但愿對您的學習工作帶來幫助。

Unit3TheMillionPoundBankNote

Period4Usinglanguage:Reading,actingandspeaking
整體設計
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.
Inthisperiod,wewillmainlydealwiththepartReading,actingandspeakinginUsinglanguageonPages22-23,thatisActI,Scene4ofTheMillionPoundBankNote.Thepurposeofthispartoftheunitistocontinuetheplayandgivestudentsopportunitytoactoutthesceneinclass.TheteachercanfirstasksomestudentstoactoutActⅠ,Scene3ofTheMillionPoundBankNoteandthenaskstudentstoreadActⅠ,Scene4anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Later,letstudentslistentothetapeandroleplaythetext.Havethemgetintogroupsofsix.Fivestudentswilltaketherolesintheplay.Theywillreadtheirspeechesandtrytomaketheirlanguagesoundauthentic.Thesixpersonsordirectorwilldecidehowtheactingwilltakeplaceinthescene.He/shewillalsoguidetherestofthegroupintheuseoftheirvoicessothattheywillsoundasmuchlikethecharactersintheplayastheycan.Finally,askstudentstoreadActⅠ,Scene4againtounderlinealltheexpressionsusedtoorderfood,makeupadialogueatrestaurantwiththeirpartnerandbereadytoactitoutbeforetheclass.
Attheendoftheclass,askstudentstoretelltheplayofthispartintheirownwordsandperformtheplayofthispartortheirowndialogue.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.
教學重點
1.Developstudents’readingandspeakingskills.
2.Letstudentsreadandacttheplay.
3.Havestudentslearntousetheexpressionstoorderfood.
教學難點
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstoacttheplay.
3.Havestudentsmakeadialogueattherestaurant.
三維目標
知識目標
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.
2.Getstudentstoreadtheplay.
3.Letstudentslearntheexpressionsoforderingfood.
能力目標
1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.
2.Enablestudentstounderstandandactouttheplay.
3.Havestudentslearnhowtousetheexpressionstoorderfood.
情感目標
1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.
2.Developstudents’senseofgroupcooperationandteamwork.

教學過程
設計方案（一）
→Step1Revision
1.Checkthehomeworkexercises.
2.Translatethefollowingsentenceswithnounclausesastheobjectandthepredicative.
1)我認為婦女能夠在許多科學領域取得很高的成就。
2)我不知道林巧稚是否記得她曾接生過多少嬰兒。
3)告訴我怎樣才能保持健康,好嗎？
4)她的愿望就是盡快瘦下來。
5)問題是那件事是否值得做。
6)那就是他所擔心的。
7)好像要下雨。
8)那就是他上學遲到的原因。
Keysforreference:
1)Ithink(that)womencanreachveryhighachievementsinmanyfieldsofscience.
2)Iwonderwhether/ifLinQiaozhirememberedhowmanybabiesshehaddelivered.
3)WillyoutellmehowIcankeepfitandhealthy?
4)Herwishisthatshecouldloseweightassoonaspossible.
5)Thequestioniswhetheritisworthdoing.
6)That’swhatheisworriedabout.
7)Itlooksasifitis/wasraining.
8)That’swhyhewaslateforschool.
→Step2Warmingup
1.Acting:AsksomestudentstoactoutActⅠ,Scene3.
2.Prediction:Letstudentspredictthenextscene.
WhatwouldhappentoHenryattherestaurant?
A.Hewasnottakenseriously.
B.Hewastreatedpolitely.
→Step3Reading
1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.
1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.
2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.
3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.
4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.
2.Readtheplaycarefullyanddothefollowing:
1)Answerthesequestionsinsmallgroups.
(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
(2)Whatkindofpersonistheowneroftherestaurant?
(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
2)PaymuchattentiontothedifferentattitudestowardsHenry.
BeforeHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
Thatone’sreserved.
Well,wewillhavetotakeachance.
...ifyoupaythebill...Mygoodness!Heeatslikeawolf.
It’llcostatinybit.
Again,everything?
What’stheretowaitfor?

AfterHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
I’msosorry,sir,sosorry.
Oh,please,don’tworry,sir.Doesn’tmatteratall.
Justhavingyousithereisagreathonor!...bow...Screams
Andyouputhiminthebackoftherestaurant!
bow
...bow...
3.Retellthestory:
Withthe______________inhand,Henrydecidedtoentera______________forameal.Heorderedsome______________and______________andanicebig______________togetherwithatallglassof______________.Thewaitertoldhimthemealwouldcosthim__________________________________________.Aftereatinghisfirstorder,Henryaskedformoreof____________________________.
WhenHenryopenedtheletter,hefounditwasa________________________________________________________.Hewas______________buttheownerandthewaiterwere______________.Theownerwasnotsureifitwas______________or______________.Theycouldn’tbelieveHenrywhowas____________________________couldbesorich.Atlast,thenotewasprovedtobereal.
Afterknowingthatthebillisgenuine,theowner______________HenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthe______________.Theowner,hostessandwaiterall______________togetherasHenryleft.
Keysforreference:
envelope;restaurant;ham;eggs;steak;beer;atinybit;thesame;millionpoundbanknote;surprised;shocked;genuine;fake;inrags;thanked;bill;bowed
→Step4Languagepoints
1.I’mafraidit’llcostalargeamountofmoney.
恐怕這得花費一大筆錢。
alargeamountof:plentyof大量的（常用于修飾不可數(shù)名詞)
Nowhehasalargeamountofmoneyandhecandoanythinghewantswithit.
現(xiàn)在他有了一大筆錢,他就可以做他想做的事了。
2.Well,we’llhavetotakeachance.
我們得冒點風險。
takeachance/takethechance/takechances:attempttodosomething,inspiteofthepossibilityoffailure;takearisk;behaveriskily冒險;碰運氣
Youshouldnevertakeachancewhendrivingacar.
開車時決不應冒險。
Wemustn’ttakechances.We’dbetterplaysafe.
我們不要冒險,我們最好求穩(wěn)。
3.(inarudemanner)What’stheretowaitfor?
（很不耐煩地)還等什么？
ina...manner以……的舉止;以……的態(tài)度
Shetalkedtousinaverypolitemanner.
她很有禮貌地與我們談話。
4.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.
我確實聽說英格蘭銀行發(fā)行了兩張這樣面值的鈔票……不管怎樣,我覺得這不可能是假鈔。
助動詞do或其他形式does,did在肯定句中用于謂語動詞前,表示強調。例如:
IdidtellhimwhatIthoughtof.
我的確告訴過他我的想法。
can表示推測,與主句中的not結合在一起,表示“不可能”。例如:
Itcan’tbeJim.Iknowhimtoowell.
不可能是吉姆,我太了解他了。
5.Buthe’sinrags!
但是他穿得破破爛爛的。
介詞in后面接表示顏色或衣物等的名詞時,意思是“穿著;戴著”。例如:
Thegirlingreenisagoodfriendofmine.
穿綠衣服的女孩是我的一個好朋友。
inrags衣衫襤褸
Theoldmaninragsusedtobeveryrich.
衣著襤褸的那位老人過去很富有。
6.Asforthebill,sir,pleaseforgetit.
至于賬單嘛,先生,請把他忘了吧。
asfor:withregardto至于;關于
Asforyou,yououghttobeashamedofyourself.
至于你,你應該感到慚愧。
Asforthehotel,itwasveryuncomfortableandmilesfromthesea.
至于旅館呢,非常不舒服,而且離海邊有好幾里地。
→Step5Acting
1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.
2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.
→Step6Speaking
1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.
2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?

2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.
3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.
→Step7Homework
1.Learntheusefulnewwordsandexpressionsinthispartbyheart.
2.Actouttheplay.
設計方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoactoutActⅠ,Scene3.
→Step2Leading-in
1.LetsomestudentstellthestoryofActⅠ,Scene3intheirownwords.
2.HavestudentspredictwhatwouldhappentoHenryinthenextscene.
3.Tellstudents:TurntoPage22.WearegoingtoreadActⅠ,Scene4.
→Step3Reading
1.Askstudentstoreadthetextandgetthegistassoonaspossible.
2.Askstudentstoreadthepassagecarefullytolocateparticularinformationandanswerthefollowingquestions.
1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
2)Whatkindofpersonistheowneroftherestaurant?
3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
3.Whilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpressionsandunderstandsomedifficultsentences.
4.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebookafterclassashomework.
→Step4Dialogue
1.Askstudentstoreadtheexpressionsoforderingfoodandtrytokeeptheminmind.
2.Letthemimaginetheyarehavingagoodmealinarestaurantandmakeadialoguewiththeirpartneractingasawaiterorwaitress.
→Step5Closingdownbyacting
1.Askstudentstoseethefilmorlistentothetape.
2.Letthemroleplaythetextandtrytokeeptheirlinesinmind.
3.Havesomeofthemtoacttheplay.
→Step6Homework
1.Inpairsmakeadialoguetopracticeorderingfood.
2.Rewritetheplayintoastoryinyourownwords.
板書設計
Unit3TheMillionPoundBankNote
Reading,actingandspeaking

WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?

活動與探究
Role-play(Aninterview)
→Step1Teachergivestheinstructions.
SupposeajournalistinLondonheardthisunbelievablestory:Amillionaireinragshadamealinarestaurant.Hethoughtitmightmakeanexcellentarticle,soherushedtothatrestaurantandinterviewedtheowner,thehostessandthewaiter.Nowworkingroupsoffour,andpreparetoactouttheinterview.Theonewhowantstoactasthejournalistneedstopreparesomegoodquestions.Studentswhoactastheowner,hostessandwaiterneedtogetpreparedforthequestions.
→Step2Studentspracticetheinterviews.
Theteachermayprovidehelpwherenecessary.Choosesomewell-preparedgroupstogivepresentationslater.
→Step3Studentsmakepresentations
Inviteasmanygroupsaspossibletoperforminfrontoftheclass.

Unit 3 The Million Pound Bank Note Period 1 教案

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，作為教師就要精心準備好合適的教案。教案可以讓上課時的教學氛圍非?；钴S，有效的提高課堂的教學效率。寫好一份優(yōu)質的教案要怎么做呢？下面是小編幫大家編輯的《Unit 3 The Million Pound Bank Note Period 1 教案》，僅供您在工作和學習中參考。

Unit3TheMillionPoundBankNote

單元規(guī)劃類別課程標準要求掌握的項目話題Formsofliteratureandart:shortstoryanddrama;howtoactoutaplay詞匯birthplacen.出生地;故鄉(xiāng)Embassyn.大使館;大使及其官員phrasen.短語;詞組;慣用語Seekvt.探索;尋求adventuren.奇遇;冒險patiencen.耐性;忍耐noveln.小說;長篇故事adj.新奇的;異常的contraryn.反面;對立面adj.相反的;相違的authorn.著者;作家Envelopen.信封scenen.（戲劇)一場;現(xiàn)場;場面;景色Permitvt.允許;準許n.通行證;許可證;執(zhí)照wandervi.漫游;漫步;漂泊steakn.肉塊;魚排;牛排pavementn.人行道pineapplen.菠蘿businessmann.商人dessertn.餐后甜點unbelievableadj.難以置信的amountn.數(shù)量aheadadv.在前;向前;提前rudeadj.粗魯?shù)?無禮的bayn.海灣mannern.禮貌;舉止;方式starevi.凝視;盯著看screamvi.尖聲叫n.尖叫聲;喊叫聲faultn.過錯;缺點;故障genuineadj.真的;真誠的bowvi.彎腰ragn.破布;碎布passagen.船費;通道;（一)段indeedadv.真正地;確實;實在accountvt.說明;總計有n.說明;理由;計算;賬目spotvt.發(fā)現(xiàn);認出n.斑點;污點;地點短語bringup撫養(yǎng);培養(yǎng);教育;提出inrags衣衫襤褸goahead前進;（用于祈使句)可以;往下說asfor關于;至于byaccident偶然;無意中;不小心dowith對待;處理;處置stareat盯著看;凝視makeabet打賭accountfor導致;做出解釋belost迷路;傾心于某事onthecontrary與此相反;正相反permitsb.todosth.準許某人做某事takeachance冒風險;碰運氣ina...manner以……的舉止（態(tài)度)重要句型1.Youngman,wouldyoustepinsideamoment,please?(request)2.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.(Iwonderif...)3....Ifoundmyselfcarriedouttoseabyastrongwind.(find+O.+O.C.)4.Anditwastheshipthatbroughtyouto!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--England.(itis/was...that...)5.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...(nounclauseasthepredicative)6.Youmustn’tthinkwedon’tcareaboutyou.(doublenegative)7.That’swhywe’vegivenyoutheletter.(nounclauseasthepredicative)8.Well,whydon’tyouexplainwhatthisisallabout?(suggestion;nounclauseastheobject)功能1.RequestWouldyoupleasecomein?Couldyouoffermesomekindofwork?Wouldyoumindwaitingjustafewminutes?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?MayIaskyouhowmuchmoneyyouhave?—Well,tobehonest,Ihavenone.—Gorightahead.2.OrderingfoodI’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.3.Shopping語法1.NounclausesastheobjectIcan’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.2.NounclausesasthepredicativeThat’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...教學重點1.Getstudentstoknowaboutformsofliteratureandart:shortstoryanddrama;howtoactoutaplay.2.Havestudentslearnsomeusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofrequestandorderingfood.4.Letstudentslearnthenewgrammaritem:nounclausesastheobjectandpredicative.5.Developstudents’listening,speaking,readingandwritingabilities.教學難點1.Enablestudentstomasterthenewgrammaritem:nounclausesastheobjectandpredicative.2.Letstudentslearnhowtoactoutaplay.3.Developstudents’integrativeskills.課時安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:Reading,actingandspeakingPeriod5Usinglanguage:Listening,writingandspeakingPeriod6Usinglanguage:Listening,readingandwritingPeriod7Revision:Summingupandlearningtip

Period1Warmingupandreading

整體設計教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyhavingafreetalkwithstudentsaboutthebackgroundknowledge,talkingaboutMarkTwainandhisplay.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.TheWarmingUpisintendedtodiscoverjusthowmuchstudentsknowaboutthis19thcenturywriterandletthosewhodon’tknowabouthimknowabouthimbeforetheyreadtheplay.TheteachercanusethisparttointroduceinformationthatChinesestudentsshouldhave.Exercise1inthePre-readingprovidesstudentswithanimportantchoice.Forsome,knowingwhattheywoulddowiththemoneyiseasytodecide.Forothers,itmayposearealdilemma,especiallyiftheyfeelobligatedtohelpotherswiththemoney.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.Exercise2istocheckwhetherstudentshavereadthestoryorhaveseenthefilmandforstudentstobereadyforthenextpartReading.ThereadingpassageisaplaywhichisadaptedfromMarkTwain’sshortstorybythesametitle.ItbrieflydescribesthatHenry,aSanFranciscobusinessman,isrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friends,ortheprospectofagoodjob.Hungryandalone,hewalksalongthestreetsofthecitywhenunexpectedlyheissummonedtoamansion.Tworichbrothers,RoderickandOliver,havemadeasecretbet.RoderickbelievesthatamancannotsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.Studentsareencouragedtopreviewthetextandfindoutthenewwordsandstructuresthemselves.Theyshouldtrytoworkoutthemeaningofthenewwordsthroughthecontext.Thenifnecessary,theycanlookthemupinthedictionaryorturntotheteacherforhelp.Playswillenablestudentstoreadandhearnaturallanguageinadramaticcontext.Justasimportantly,readingandactingplaysaloudwillincreasestudents’self-confidenceinusingEnglish,whichinturnwillincreasetheiroverallmotivationtolearnEnglish.Throughtheiractiveparticipationinreadingcharacters’partsinaplay,studentsrelivewhatothershavesaid.Whenreadingaplayaloud,studentsnotonlyspeaktotheteacherbutdirectlytotheirclassmates.Thisoralinteractioncancontributetogreaterclasscooperation,especiallyifreadingtheplayresultsintryingtoactitout.Indoingso,studentscanlearnhowtointerpretlanguagethroughthetoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.Therefore,providestudentswiththeopportunitytointerpretlanguagebyactingoutafewscenesoftheplay.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtogiveabriefintroductiontothestoryTheMillionPoundBankNoteintheirownwordsandactoutScene3ofthisplaywiththeirgroupmembersattheendoftheclass.Inordertoarousestudents’interest,theteachercanholdacompetitionbetweengroups.教學重點1.LetstudentslearnmoreaboutMarkTwainandhisplay.2.Getstudentstolearndifferentreadingskills.3.Havestudentslearnhowtoactoutthisplay.教學難點1.Developstudents’readingability.2.Enablestudentstoactoutthisplay.三維目標知識目標1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:birthplace,novel,adventure,phrase,author,scene,wander,pavement,businessman,permit,ahead,bay,stare,fault,spot,passage,account,embassy,seek,patience,contrary,envelope,bringup,goahead,byaccident,stareat,accountfor,onthecontrary2.LetstudentslearnaboutMarkTwainandhisplay.能力目標1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.EnablestudentstotalkaboutMarkTwainandhisplay.3.Enablestudentstoactoutthisplay.情感目標1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.2.Developstudents’senseofcooperativelearning.

教學過程設計方案(一)→Step1WarmingupTalkaboutbackgroundknowledgeaboutMarkTwainandhisplay.1.Gettingtoknowagreatliterarygiant:MarkTwainLetstudentsreadthefollowinginformationaboutMarkTwainandhisworks.RealnameofMarkTwainSamuelLanghorneClemensYearofbirth1835PlaceswherehelivedRaisedinHannibal,Missouri;traveledmuchoftheUS;livedforalongtimeinEuropeNamesofthreeofhisfamousstoriesTheAdventuresofTomSawyerTheAdventuresofHuckleberryFinnLifeontheMississippiEvaluationofhimAmericanshortstorywriter,novelist,humorist,andpublicspeaker.Americanbestknownliterarygiant2.GettingtoknowthestoryTheMillionPoundBankNote.TworichgentlemeninLondonmadeabetonwhatwouldhappentoapersonifhewasgivenamillionpoundbanknote.AnAmericanyoungmanwhosailedtoofarwascarriedouttosea,butwassavedbyaBritishshipforLondon.SohewasnowinLondon,tired,hungryandpenniless....→Step2Pre-readingDiscusswithstudents:HaveyoureadthestoryTheMillionPoundBankNote?Haveyoueverseenthefilm?Ifever,whatdoyouthinkofit?→Step3While-readingTrytogainasmuchinformationaspossiblefromthestorythroughreadingandtrainreadingskills.1.ScanningReadingstrategy:Gothroughtheplayforspecificinformation.Don’treadsentencebysentence.Fillintheblanks.1)Time:________________2)Characters:HenryAdams:_________________RoderickandOliver:_________________3)EventsAboutamonthagoHenrywas______________outofthebay.TowardsnightfallHenrywas______________outtoseabyastrongwind.ThenextmorningHenrywas______________byaship.LastlyHenryarrivedin______________byworkingasanunpaidhandontheship.NowHenrywas______________inLondonand______________inthestreet.JustatthattimeRoderick______________himandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenry______________withmoneyinit.Suggestedanswers:1)thesummerof19032)HenryAdams:alostAmericanbusinessmaninLondonRoderickandOliver:twobrothersandrichEnglishmen3)AboutamonthagoHenrywassailingoutofthebay.TowardsnightfallHenrywascarriedouttoseabyastrongwind.ThenextmorningHenrywasspottedbyaship.LastlyHenryarrivedinLondonbyworkingasanunpaidhandontheship.NowHenrywaslostinLondonandwanderinginthestreet.JustatthattimeRoderickcalledhimandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenryanenvelopewithmoneyinit.

板書設計

Unit3TheMillionPoundBankNote

WarmingUpandReading1.Time:thesummerof19032.Characters:HenryAdams:alostAmericanbusinessmaninLondonRoderickandOliver:twobrothersandrichEnglishmen3.Events:

活動與探究Workingroups.GotothelibraryorsurftheInternettofindoutmoreinformationaboutMarkTwain.Makealistofhislifeandhismajorworks.Bereadytogiveashortreportonthistotheclass.

Unit 3 The Million Pound Bank Note Period 6 教案

經(jīng)驗告訴我們，成功是留給有準備的人。高中教師要準備好教案，這是教師工作中的一部分。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。您知道高中教案應該要怎么下筆嗎？下面是小編幫大家編輯的《Unit 3 The Million Pound Bank Note Period 6 教案》，相信能對大家有所幫助。

Unit3TheMillionPoundBankNote

Period6Usinglanguage:Listening,readingandwriting

整體設計教材分析Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.Inthisperiod,theteachingactivitieswillfocusonListeningtask,!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Readingandspeakingtask,andWritingtask.ListeningtaskandReadingandspeakingtaskofferthestudentstheopportunitytoenjoyActⅡ,Scene3andActⅡ,Scene4ofthisplay.ForListeningtask,theteachershouldfirstaskstudentstomakealistofallthechangesthatHenryhasmadetohislifeanddiscusswiththeirpartnerwhatdifferencethiswillmaketothewaypeopletreathim.ThenletstudentslistencarefullytoActⅡ,Scene3andwritedownthemainidea.Next,theylistentothetapeagainfordetailedinformation,makenotesastheylistenandchecktheiranswerswiththeirpartner.AstoReadingandspeakingtask,firstletstudentsdiscussthetwoquestionsinpairs(1.WhatwillHenryandPortiatelleachotheraboutthemselves?2.Whatwilltheykeepasecretfromeachother?),andthenhavethemlistentothetapeandreadtheplayaloud,payingattentiontotherhythm,pronunciationandintonationsoastoactouttheplayintheend.Writingtaskismorechallenging,foritinvolvesahigherlevelofinterpretiveskill.Sotheteachershouldgivethemenoughencouragementandnecessaryhelp.BeforetheycanwritetheirdialoguebetweenHenryandPortia,helpthemevaluatethesecharactersaspresentedintheplaybylettingthemdiscussingtherelatedquestionswiththeirpartnerandgivethemasmuchadviceaspossibleonhowtofinishtheirtask.Writingisahigherstageoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.教學重點1.Developstudents’integrativeability.2.LetstudentslistentoActⅡ,Scene3.3.HavestudentsreadActⅡ,Scene4.4.AskstudentstomakeadialoguebetweenHenryandPortia.教學難點1.GetstudentstolistentoandunderstandActⅡ,Scene3.2.LetstudentsmakeadialoguebetweenHenryandPortia.三維目標知識目標1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.GetstudentstolistentoActⅡ,Scene3andreadActⅡ,Scene4oftheplay.能力目標1.Developstudents’integrativeability.2.EnablestudentstolistentoandunderstandActⅡ,Scene3.3.EnablestudentstoreadandunderstandActⅡ,Scene4.4.EnablestudentstomakeadialoguebetweenHenryandPortia.情感目標1.Stimulatestudents’interestoflearningEnglishbyenjoyingthisplay.2.Developstudents’senseofgroupcooperationandteamwork.

教學過程→Step1Revision1.Checkthehomeworkexercises.2.AsksomegroupsofstudentstoActⅡ,Scene1orActⅡ,Scene2.→Step2Warmingup1.AskstudentstomakealistofallthechangesthatHenryhasmadetohislife.2.Havetheminpairsdiscusswhatdifferencetheythinkthiswillmaketothewaypeopletreathimandreporttheirideastotheclass.→Step3Listeningtask1.Tellstudents:TurntoPage58.WearegoingtolistentoActⅡ,Scene3.2.Letthemlistencarefullyandwritedownthemainidea.3.Havethemgothroughthechartandmakesuretheyknowwhattodo.ThethingsPortiaknowsaboutHenryHenry’sresponse1.2.3.1.2.3.4.Playthetapeagainforthemtolistentoandletthemmakenotes.5.Twoorthreeminutesforthemtodiscussandsharetheirnoteswithanotherpair.6.Playthetapeathirdtimeforthemtocheckandhavethecorrectanswers.→Step4Readingandspeakingtask1.Askstudentstodiscussthefollowingquestionsinpairs.1)WhatwillHenryandPortiatelleachotheraboutthemselves?2)Whatwilltheykeepasecretfromeachother?2.Letsomeofthemreporttheirideastotheclass.3.Tellthem:TurntoPage58.WearegoingtoreadActⅡ,Scene4.4.Letthemreadtheplayfasttogetthemainidea.5.Havethemreadtheplaycarefullyandretellthestoryintheirownwords.6.Letthemlistentothetapeandreadtheplayaloud,payingcloseattentiontotherhythm,pronunciationandintonation.7.Givethemenoughtimeforthemtotrytolearntheendoftheplaybyheartandthenactitout.Makesuretheyspeakwithexpression.→Step5Writingtask1.Supposethesituation:ImaginethatafterHenrymarriesPortia,hehasbadluckinbusinessandbecomespooragain.Nowhemusttellhiswifethebadnews.Withapartnerwriteashortdialoguebetweenthesetwocharacters.2.Letstudentsdiscussthequestionswiththeirpartner.(Showthefollowingonthescreen.)1)HowdoyouthinkPortiafeelswhenshehearsthebadnews?2)WhatdoyouthinkHenryplanstodotosolvethecrisis?3)DoyouthinkPortiawillleaveHenry?4)Doyouthinktheywillgethelpfromthetwobrothersoranybodyelse?Givereasons.5)Whatwilltheyfinallydo?6)Howdoyouthinkpeople’sattitudeswillchangetowardsHenryandPortia?3.Givethemthefollowingadvice.(Showthefollowingonthescreen.)1)Readthequestionsandbrainstormsomeideas.2)Writedownyourideas.3)Shareyourideaswithanotherpairandaskthemforadvice.4)Organizetheideasintoanordersuitableforwriting.5)Makeupadialogueandwriteitdown.4.Theybegintowritetheirdialogue.5.Inviteasmanypairsaspossibletoperformtheirdialoguetotheclass.Theteacherandothersshouldgivecomments.Sampledialogue:Portia:Oh,Henry.It’snicetoseeyouhomesoearly!Henry:Erm,aah.Portia:(lookingworried)What’shappened?Henry:Ican’thidemuchfromyou,canI,dear?Wehavelostallourmoney.TherailwaycompanyinBrazilhascollapsedandallourmoneyhasdisappeared.ButIhaveaplantohelpus.WecangobacktoAmericaandstartagain.Icanbecomeagoldminerandwecanmakeourfortunethatway.Portia:LeaveLondon?Leavemystepfather?Ohno,Henry,please!Henry:Ithinkitmightbebetterforus.Weshouldstandonourownfeet.Portia:(crying)Ishallhavetogohome.Youcannotlovemeifyouwanttodothisdreadfulthing.Henry:(puttinghisarmsaroundher)OfcourseIdo.ItisforoursakethatIsuggestthis.Itwillbeanadventure.WewillbeabletotravelwherewelikeandIwillbeabletoshowyousomanylovelyplaces.Portia:AslongasyoulovemeIshallbehappy.Henry:AndIshallalwaysdothat!→Step6Homework1.FinishofftheWorkbookexercises.2.SupposethatHenryfeelstrickedbyPortiawhenhefindsoutthatOliverisherstepfather.Howmighttheplayenddifferentlyunderthesecircumstances?Pleaserewritetheendoftheplayonthebasisofthequestion.3.ReviewthecontentsoftheunitandcompleteSummingUponPage24.

板書設計

Unit3TheMillionPoundBankNote

Listening,readingandwritingQuestionstodiscussbeforewriting:1.HowdoyouthinkPortiafeelswhenshehearsthebadnews?2.WhatdoyouthinkHenryplanstodotosolvethecrisis?3.DoyouthinkPortiawillleaveHenry?4.Doyouthinktheywillgethelpfromthetwobrothersoranybodyelse?Givereasons.5.Whatwilltheyfinallydo?6.Howdoyouthinkpeople’sattitudeswillchangetowardsHenryandPortia?Adviceonwriting:1.Readthequestionsandbrainstormsomeideas.2.Writedownyourideas.3.Shareyourideaswithanotherpairandaskthemforadvice.4.Organizetheideasintoanordersuitableforwriting.5.Makeupadialogueandwriteitdown.

活動與探究

Reading,watchingandperformingWorkingroups.Gotothelibrarytofindoutthewholeplayandtakerolestoreaditcarefully.Trytorecitemostofthelines.SurftheInternettofindoutthefilmandwatchitagainandagain.Payattentiontothecharacters’looksandwords.Thenbewellpreparedtoperformthewholeplaywiththehelpofyourteacher.Finallypresentittotheclassortotheschool.

Unit 3 The Million Pound Bank Note 教案