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

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