TheMillionPoundBankNote教學(xué)設(shè)計(jì)及反思

1、Unit3 The Million Pound Bank NoteThe second periodReading and Comprehengding教學(xué)設(shè)計(jì)及反思蘭州市榆中縣恩玲中學(xué)英語(yǔ)組藍(lán)芳2016.3.8Unit3 The Million Pound Bank NoteThe second periodReading and ComprehengdingTeaching Aims:1. Knowledge Aim:(1) Get the students to learn the useful new words and expressions in this part.(2) Lea

2、rn the story by reading the passage Act 1, Scene 3 of The Million Pound Bank Note.(3) Get the students to experience the difference between American English and British English by listening to the record of the passage.(4) Learn the elements of play.2. Ability Aims:(1) Train the students reading ski

3、lls by using different reading stratagies.(2) Enable the students to have a good understanding of the the passage Act 1, Scene 3 of The Million Pound Bank Note by doing different exercises.(3) Enable the students to learn how to analyse character of people.(4) Train the students ability to cooperate

4、 with others.Teaching Important Points: 1. Let the students learn and understand the story.2. Learn the elements of play.3. Train the students reading skills.4. Train the students ability to cooperate with others.Teaching Difficult Points:1. Develop the students reading and abilty.2. Enable the stud

5、ents to learn how to analyse character of people.Teaching Methods:1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.Teaching Procedures:Step GreetingsGreet the class as usual.Step Pre-readingLead the students to review the words and phrases in this part to prepare for reading

6、.Step ReadingTask 1: Listen and read Scene 3 quickly and take down some notes according to the four elements: time, place, character, event(事件).TimePlacePeople/CharactersWhat is happening in Act 1 Scene 3? Task 2: Read Scene 3 in characters and then try to answer the following questions in groups of

7、 four: 1. Where does Henry Adams come from? Does he know much about London?2. What did he do in America?3. Why did he land in Britain? 4. Why do you think that the brothers chose Henry for their bet?Step ComprehendingTask 1: Read the statements below and work in pairs to decide whether they are fact

8、s or opinions. Write “F” if it is a fact. Write “O” if it is an opinion. 1. _ Henry wants to find a job in London.2. _ Henry is given an envelope by the two brothers.3. _ Henry is an unlucky young man.4. _ The servant is called James.5. _ Henry is foolish to go and meet the two brothers.Task 2: Anal

9、yse the character of the main role Henry according to the following sentences and find some adjectives (or other words) to describe him.1. I earned my passage by working as an unpaid hand. (Independent)2. It is my first trip here.Well, I cant say that I have any plans. Well, to be honest, I have non

10、e. (no money) (Honest)3. Could you offer me some kind of work here?I dont want your charity. I just want an honest job. (Hard-working)4. Well, it may seem lucky to you but not to me. If this is your idea of some kind of joke, I dont think its very funny. Now if youll excuse me, I think Ill be on my

11、way. (Frank)Step Summary Retell the story by filling in the following blanks. In the summer of 1903, two old and wealthy brothers, Roderick and Oliver, (1) _ _. They wanted to see whether a man with a million pound bank note could (2) _ _ _ in London. Oliver believed so, while Roderick (3) _ _. They

12、 happened to see Henry, wandering on the pavement outside their house. So they asked Henry to come in. From what Henry said, the two brothers learned that Henry had been (4) _ _ _ _ by a strong wind and then spotted by a ship, on which he worked as (5) _ _ _ to earn his passage. He was (6) _ _ they

13、were looking for. So Roderick and Oliver gave Henry a letter with money in it and told him not to open it (7) _ _. At first, Henry refused but finally he accepted it and (8) _ _ _.Step HomeworkIn groups of four, play the parts of “Henry, Roderick, Oliver, and Servant” and act it out in the next clas

14、s. While acting, pay attention to the correct pronunciation and intonation.課后反思：我的學(xué)生是高一年級(jí)的學(xué)生，雖然有一定的詞匯量，但閱讀能力、表達(dá)能力和語(yǔ)言運(yùn)用能力還相當(dāng)?shù)拖隆１締卧菍W(xué)生們第一次接觸英語(yǔ)戲劇，所以我把本課時(shí)的重點(diǎn)放在了閱讀和理解上面，而把語(yǔ)言點(diǎn)和句子結(jié)構(gòu)的講解放在了下一課時(shí)。了解戲劇的特點(diǎn)和要素，進(jìn)行人物性格的分析，這對(duì)同學(xué)們都是新的嘗試。因此，遵循“教無(wú)定法，貴在得法”的原則，根據(jù)學(xué)生的實(shí)際情況和本單元教材體裁劇本的特殊性，我并沒(méi)有運(yùn)用日常的閱讀教學(xué)步驟，先快速閱讀（Fast-reading）再過(guò)渡到仔細(xì)閱讀(Careful-reading)。因?yàn)殚喿x劇本帶給讀者的感覺(jué)是非常生動(dòng)形象的場(chǎng)面，需要讀者通過(guò)主人公的臺(tái)詞、動(dòng)作、神態(tài)及情節(jié)等慢慢體會(huì)和欣賞，而快速閱讀容易影響讀者欣賞作品的情緒和氛圍。為了讓學(xué)生感受戲劇中地道的英語(yǔ)