高中英语优秀教案Unit 3 The Million Pound Bank Note Period 4 Using language优秀教案 新人教版必修3.docx
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高中英语优秀教案Unit 3 The Million Pound Bank Note Period 4 Using language优秀教案 新人教版必修3.docx
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高中英语优秀教案Unit3TheMillionPoundBankNotePeriod4Usinglanguage优秀教案新人教版必修3
高中英语优秀教案
Unit2 Healthyeating
Period4 UsinglanguageExtensivereading(新人教版必修3)
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.
教学重点
1.Developstudents’readingandspeakingskills.
2.Letstudentsreadandacttheplay.
3.Havestudentslearntousetheexpressionstoorderfood.
教学难点
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstoacttheplay.
3.Havestudentsmakeadialogueattherestaurant.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.
2.Getstudentstoreadtheplay.
3.Letstudentslearntheexpressionsoforderingfood.
能力目标
1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.
2.Enablestudentstounderstandandactouttheplay.
3.Havestudentslearnhowtousetheexpressionstoorderfood.
情感目标
1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.
2.Developstudents’senseofgroupcooperationandteamwork.
教学过程
设计方案
(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Translatethefollowingsentenceswithnounclausesastheobjectandthepredicative.
1)我认为妇女能够在许多科学领域取得很高的成就。
2)我不知道林巧稚是否记得她曾接生过多少婴儿。
3)告诉我怎样才能保持健康,好吗?
4)她的愿望就是尽快瘦下来。
5)问题是那件事是否值得做。
6)那就是他所担心的。
7)好像要下雨。
8)那就是他上学迟到的原因。
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:
Owner
Hostess
Waiter
Thatone’sreserved.
Well,wewillhavetotakeachance.
...ifyoupaythebill...
Mygoodness!
Heeatslikeawolf.
It’llcostatinybit.
Again,everything?
What’stheretowaitfor?
AfterHenryshowshismillionpoundbanknote:
Owner
Hostess
Waiter
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.
恐怕这得花费一大笔钱。
alargeamountof:
plentyof大量的(常用于修饰不可数名词)
Nowhehasalargeamountofmoneyandhecandoanythinghewantswithit.
现在他有了一大笔钱,他就可以做他想做的事了。
2.Well,we’llhavetotakeachance.
我们得冒点风险。
takeachance/takethechance/takechances:
attempttodosomething,inspiteofthepossibilityoffailure;takearisk;behaveriskily冒险;碰运气
Youshouldnevertakeachancewhendrivingacar.
开车时决不应冒险。
Wemustn’ttakechances.We’dbetterplaysafe.
我们不要冒险,我们最好求稳。
3.(inarudemanner)What’stheretowaitfor?
(很不耐烦地)还等什么?
ina...manner以……的举止;以……的态度
Shetalkedtousinaverypolitemanner.
她很有礼貌地与我们谈话。
4.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样,我觉得这不可能是假钞。
助动词do或其他形式does,did在肯定句中用于谓语动词前,表示强调。
例如:
IdidtellhimwhatIthoughtof.
我的确告诉过他我的想法。
can表示推测,与主句中的not结合在一起,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!
但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时,意思是“穿着;戴着”。
例如:
Thegirlingreenisagoodfriendofmine.
穿绿衣服的女孩是我的一个好朋友。
inrags衣衫褴褛
Theoldmaninragsusedtobeveryrich.
衣着褴褛的那位老人过去很富有。
6.Asforthebill,sir,pleaseforgetit.
至于账单嘛,先生,请把他忘了吧。
asfor:
withregardto至于;关于
Asforyou,yououghttobeashamedofyourself.
至于你,你应该感到惭愧。
Asforthehotel,itwasveryuncomfortableandmilesfromthesea.
至于旅馆呢,非常不舒服,而且离海边有好几里地。
→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.
设计方案
(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,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpres
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