修3教案Unit 3《The Million Pound BankNote》period 5 using language listening writing and speaking.docx
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修3教案Unit 3《The Million Pound BankNote》period 5 using language listening writing and speaking.docx
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修3教案Unit3《TheMillionPoundBankNote》period5usinglanguagelisteningwritingandspeaking
Unit3TheMillionPoundBankNote
Period5Usinglanguage:
Listening,writingandspeaking
整体设计
教材分析
Thisisthefifthteachingperiodofthisunit.Asusual,theteacherwillfirstgetstudentstoreviewwhattheylearnedinthelastperiod,andthenleadinthenewlesson.
Inthisperiodwewillmainlydealwiththefollowingparts:
Listening,writingandactinginUsinglanguageonPage23,TalkingandListeninginWorkbookonPage55.
ThepurposeofthepartListening,writingandactingistoencourageindependentthoughtandspeculation.
1.LetthestudentslistentoActⅠ,Scene5.Makesurestudentsgothroughtheexercisesbeforetheylistentothetape.Thisistosharpentheirattentionandlistenfortheanswers.Thiswillalsohelpthemgetthegistofthelisteningtext.Theteachingproceduresmaybeasfollows:
First,letstudentsgothroughtheexercisesandguessthelisteningtextmaybeabout.Playthetapeforstudentstolistenanddecidewhethertheirguessingisright.Second,askthemtolistenagainforthemtofindtheanswerstothequestionsinExercise2.Third,letthemlistenathirdtimetochecktheiranswers.Whiletheyarelistening,theteachershouldpauseandrepeatthekeysentencestohelpstudentsunderstand.Whencheckingtheanswers,explainsomedifficultlisteningpointsifnecessary.Intheend,showthemthelisteningtextandreaditaloudtothetape.
2.HavestudentsinpairsimaginewhatmayhappentoHenryinthenextmonthashetriestousethebanknotewithoutgettingintotroubleandthenmakeanewscenefortheplayandperformittotheclass.Theteachershouldgivethemenoughencouragementandnecessaryhelp.Advisethemtofollowthesteps:
1)Makealistofthecharacters.2)Makeanoutlineoftheeventsandtheactionsofthescene.3)Makeanoteofhowthecharacters’feelingschange.4)Decideonthestagedirectionswhichtelltheactorswhattodoorhowtosaysomething.5)Thinkupanexcitingending.
ThepartTalkingisanopportunityforstudentstocontributetothewritingoftheplay.TheyareaskedinpainstomaketheirdialogueandthiswilltaketheplaceofActⅡ,Scene1.Studentscanallacttheirdialoguestotheclassandonecanbechosenasthemostappropriatefortheplay.ListeningonPage55isacontinuationofthesampletalkingabove.Itcompletesthesceneandcontinuestodevelopthestory.Beforelettingstudentslistentothetext,askthemtodiscussinpairswhattheythinkwillhappenwhenthetailorseesthebanknote.
Weshouldtryourbesttoencouragestudents.Don’talwayscorrectthemistakestheyhavemadewhiletheyarespeakingorwriting.Otherwise,theywouldfeelreluctantandnotsayorwriteanythingmore.
教学重点
1.Developstudents’integrativeability.
2.LetstudentslistentoActⅠ,Scene5andActⅠ,Scene2.
3.HavestudentswriteanewscenetoreplaceScene5andactitout.
4.AskstudentstomakeadialogueforActⅡ,Scene1.
教学难点
1.Getstudentstolistentoandunderstandthelisteningmaterials.
2.Letstudentswriteanewsceneoftheplay.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassages.
2.Getstudentstolistentotheplay.
3.Letstudentslearntheexpressionsofexpressingrequests.
水平目标
1.Developstudents’listeningskillsandenablethemtolearnhowtousedifferentlisteningstrategiestolistentodifferentlisteningmaterials.
2.Enablestudentstowriteanewsceneoftheplayandactitout.
3.Havestudentslearnhowtousetheexpressionstoexpressrequests.
情感目标
1.Stimulatestudents’interestoflearningEnglishbylisteningto,writingandactingthisplay.
2.Developstudents’senseofgroupcooperationandteamwork.
教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoactoutActⅠ,Scene4.
→Step2Warmingup
1.AsksomestudentstoretellthestoryaboutActⅠ,Scene4intheirownwords.
2.LetstudentspredictwhattheythinkHenrywilldoorwherehewillgonextandgivetheirreasons.
3.Tellstudents:
WearegoingtolistentoActⅠ,Scene5.Listencarefullyandcheckyourideas.
→Step3Listening:
ActⅠ,Scene5
1.Playthewholetapeforstudentstolistentoandcheckwhethertheirpredictionisrightornot.
2.Gothroughthefollowingquestionstomakesurethestudentsknowwhattodo.
Showthefollowingonthescreen.
1)WhydoesHenryworrywhenheleavestherestaurant?
2)Whycan’theseethetwobrothersagain?
3)Whatdothetwobrothersaskhimtodo?
3.Playthetapeagainforthemtofindtheiranswers.
4.Theydiscussandsharetheiranswerswiththeirpartner.
5.Letthemlistentothetapeathirdtimeforcheckingandhavethecorrectanswers.
6.Give2or3minutestothestudentstoaskquestionsiftheyhaveany.
7.Showthestudentsthelisteningtextandletthemreaditaloud.
→Step4Writing
1.LetstudentsinpairsimaginewhatmayhappentoHenryinthenextmonthashetriestousethebanknotewithoutgettingintotrouble.
2.Havethemmakeashortlistoftheirideasandchooseabestonetomakeanewscenefortheplay.
3.Showthefollowingonthescreentohelpthem.
Whenyouwriteyourplay,makesuretofollowthesteps:
1)Makealistofthecharacters.
2)Makeanoutlineoftheeventsandtheactionsofthescene.
3)Makeanoteofhowthecharacters’feelingschange.
4)Decideonthestagedirectionswhichtelltheactorswhattodoorhowtosaysomething.
5)Thinkupanexcitingending.
Thebeginningofthescenehasbeenalreadydoneforyou:
ActⅠ,Scene5
NARRATOR:
Henrysmilesasheleavestherestaurant.Whenheiswalkingdownthestreet,heseesasignforabarber’sshop.Inashopwindow,helooksathisownhair.Sinceitistoolong,hedecidestogetitcut.
HENRY:
Goodafternoon,I’dliketogetacut.
BARBER:
...
4.Askthestudentstowritetheirnewscene.
5.Letsomeofthemreadtheirplaytotheclass.Othersshouldgivecomments.
ModelScene:
N=NarratorH=HenryB=Barber
ActⅠ,Scene5
N:
Henrysmilesasheleavestherestaurant.Whenheiswalkingdownthestreet,heseesasignforabarber’sshop.Inashopwindow,helooksathisownhair.Sinceitistoolong,hedecidestogetitcut.
H:
Goodafternoon,I’dliketogetacut.
N:
ThebarbertakesonelookatHenryandcontinuescuttinganotherman’shair.
H:
Er...I’dreallyliketogetahaircut.Asyoucanseeit’smuchtoolong.
N:
Thebarberspeaksinarudemanner
B:
Yes,Icanseethat.Indeed,Ican.
H:
Fine,well,I’lljusthaveaseatthen.
N:
Aftersometime,thebarberfinishescuttingtheotherman’shair,takeshismoney,andthenturnstolookatHenry.
B:
Lookslikeit’sbeenalongtime.Youmustbeasailor.
H:
Er...notquite.ButIwasatseaforalongtime.
B:
Allright,then,getinthechairandI’llseewhatIcando.
H:
Thankyou.
B:
Wheredidyousayyouwerefrom?
H:
Ididn’t,butI’mfromSanFrancisco.
B:
Well,you’realongwayfromhome.
H:
Yes,toolong.
N:
Theybothbecomequiet.Afterhishairiscut,thebarbertellsHenryhowmuchhemustpay.Henryshowsthebarberthebanknote.
B:
Why,Mr....
N:
Helooksshocked.
H:
Adams.HenryAdams.I’msorry,Idon’thaveanysmallbills.
B:
Why,Mr.Adams,ofcourseyouwouldn’t!
N:
He’swearingabigsmile.
B:
Nothingtoworryabout!
Nothingatall!
Pleasecomebackanytime,evenifyouonlyneedtwolittlehairscut!
Itwillbemyhonortoserveyou!
→Step5Talking
1.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
I’dliketohave...I’mlookingfor...
Doyouhaveany...?
Doyouhaveanyother...?
Canyoushowme...,please?
MayItryiton?
Howmuchisit/arethey?
Well,I’llthinkaboutit.
I’lltakeit.That’sit.
Justhavealook.
May/CanIhelpyou?
WhatcanIdoforyou?
Whataboutthisone?
DidyoufindeverythingOK?
Isthateverything?
That’sallwehave.
2.Supposethesituation:
Afterreadingtheletterfromthebrothers,Henryputsitintohiscoatpocket.Thenhenoticesthathiscoatiswornout.Sohefindsatailor’sshopandgoesintogetanewcoat.InpairsmakeadialogueforActⅡ,Scene1usingthefollowinginformation.
1)Henrygoesintoashopandtellsthesalesmanthathewantsanewcoat.
2)Thesalesmanshowshimacheapcoatdownstairs.
3)Henrydoubtsifheshouldtakeit.
4)Thesalesmanpersuadeshimtobuyit.
5)Henryagrees,butexplainsthathecan’tpayhimrightnowashehasnosmallchange.
6)Henryshowsthemillionpoundbanknotetohim.
3.Giveseveralminutesforstudentstopreparetheirdialogueinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguetotheclass.
ModelScene:
H=Henry1stC=1stclerk2ndC=2ndclerk3rdC=3rdclerk
H:
(readingthesign)“Clothesmaketheman.”Hmm...well,wewillhavetoseeaboutthat.(Heentersatailor’sshopandstandsbeforeaclerk.)I’dliketohaveasuitcoatreadytowear.
1stC:
(inarudemanner)Seehimthere.(Hepointstoanotherclerk.)
2ndC:
(alsorude)Ready-madesuits?
Downstairs.
H:
Canyoushowmeasuit,please?
3rdC:
Yes,Ican,sir.Thisway,please.
H:
Ithoughtyoumighthaveacoatanothercustomerdecidednottobuy.
3rdC:
(lookingathimwithafrown)Ah,hereweare,theverythingyouneed.
O:
TellToddtoservethatmanquicklyandlethimoutthesidedoor.
1stC:
Yes,sir.
H:
(tryingonanuglycoat)Soisthissortofthingthat’sworninEnglandnowadays?
3rdC:
Oh,yes,it’sallthefashion.
1stC:
(pullingthethirdclerkasideandwhispering)Mr.Reidsaysyou’vegottoservehimquickandgethimoutquick!
3rdC
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