高中教案教案

UNIT 3 The Million Pound Bank-Note教案。

一位优秀的教师不打无准备之仗，会提前做好准备，作为高中教师就要精心准备好合适的教案。教案可以让学生更好的消化课堂内容，帮助高中教师营造一个良好的教学氛围。那么，你知道高中教案要怎么写呢？以下是小编收集整理的“UNIT 3 The Million Pound Bank-Note教案”，欢迎大家阅读，希望对大家有所帮助。

UNIT3TheMillionPoundBank-Note

TheFirstPeriodIntensiveReading

I.Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语：
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous
b.交际用语：
*Expressionsonrequest:
Wouldyoustepinsideamoment,please?
Wouldyoupleasecomein?
c.重点句型：
(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
(2)HeislostinLondon.P17
(3)Permitmetoleadtheway,sir.P17
(4)Asamateroffact,IlandedinBritainbyaccident.P18
(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
2.Abilitygoals能力目标
a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.
b.EnablestudentstosumupthemainideaofACTONEScene3.
c.Enablestudentstounderstandthedetailsaboutthewholescene.
d.Retellthesceneusingthekeywordsofthewholescene.
3.Learningabilitygoals学能目标
a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.
b.HelpstudentstosumupthemainideaofACTONEScene3.
c.Helpstudentstounderstandthedetailsofthewholescene.
d.Getstudentstoretellthewholescene.
II.Teachingimportantpoints教学重点
1.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.
2.Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
III.Teachingdifficultpoints教学难点
Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
IV.Teachingmethods教学方法
Elicitation,discussion,listening,reading,pairwork
V.Teachingaid教具准备
Acomputer,aprojector,andataperecorder
Teachingproceduresandways教学过程与方式

StepIWarmingup
MarkTwainisprobablyoneofthefewAmericanwriterswithwhomStudentsarealreadyfamiliar.Thisexerciseallowsteacherstodiscoverjusthowmuchstudentsrememberaboutthis19thcenturywriter.Findoutinthediscussionshowmuchthestudentsknowanddecidehowmuchmoretheyneedtoknowabouttheauthorbeforetheyreadtheplay.
StudentsreadthispassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23..
StepIIPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.
StepIIIWhile-reading
1.Firstreading:Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Teachersgivethestudentsacoupleofminutestolookthroughthewholescene.Tellthestudentstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.Teachersencouragethestudentstoexpresstheirideas.
2.Secondreading:Readingaloud
Inthispart,studentswillreadthetextagainandtrytounderstandthesentencesandthemainideasofthewholescene.
3.Listening
Inthispart,studentswilllistentothetapeandtrytofindthecharacteristicsofthewholescene.Afterthat,teachersdiscussthequestionwiththestudentsandthenchecktheanswer.Andthentheteacheraswellasthestudentsreadthepassagetogether,whichwillbeservedasthegroundfortheretellingafterwards.
StepIVPost-reading
1.Docomprehendingexercises.
T:Readthesceneagainanddosomecomprehendingexercises.(P19)
(Thestudentsbegintoprepareforthesetwoexercises.Afterawhile,theteacherstartstocollecttheanswers.)(Latertheteachergivestheanswers,usingaslideprojector.)
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
(Latertheteachergivestheanswers,usingaslideprojector.)
2.Explainlanguagepoints.
3.Studentsreadthewholesceneagainandagainandtrytoretellit.
StepVRetelling
1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.
2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.

Step6homework.
1.Reviewthekeysentencesinthispart.
2.Previewthewordsinthesecondperio[好工具范文网 faNwEN.HAO86.coM]

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Unit 3 The Million Pound Bank-Note(Vocabulary and Useful Expressions)教案

Unit 3 The Million Pound Bank Note 教案

Unit 3 The Million Pound Bank Note教案3

TheMillionPoundBankNote教案
Unit3
Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative
Teachingimportance:
NounclausesastheobjectIcan’tsaythatIhaveanyplans.
...andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
Nounclausesasthepredicative
That’swhywe’vegivenyoutheletter.
Teachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.

ThefirstperiodIntensivereading
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.
StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.
StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups
ThesecondperiodExtensiveReading
Step1Newwords
Tellthenewwordsinthesepart
steak:eatlikeawolf:genuine:reserve:scream:fake:
shoulder
Step2
ListentoActOne,Scene4intherestaurant
Andanswerthefollowingquestions:
1.Whatwasitintheletter?
2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why?
3.Didtheownerbelievethatthenotewasgenuineornot?Why?
Step3acting
Ingroupoffour,playthepartsof“Henry,waiter,owner,hostessandClemens”.
Step4Explanation
1.It’llcostatinybit.
1)tiny:verysmall极小的，微小的
atinybaby,atinyschool
2)notalittle许多，很
notabit一点也不
I’mnotabittired.我一点也不累。
I’mnotalittlehungry.我非常饿。
2.takea/the/chance/chances碰运气；冒风险
3.inarudemanner
manner表“方式，方法”，常用单数；
表“举止，态度”，也用单数；
表“礼貌，礼仪”，常用复数。
Heansweredinanarrogantmanner.
Hismannerwasimpolite.
Itisbadmannerstotalkwithyour
mouthfull.
6.issue
1)publish出版，发行
TheBankofEnglandissuedthe
millionpoundnotes.
2)come,goorflowout流出
bloodissuingfromawound
7.inrags衣衫褴褛
rag:oddcloth
Heisinrags.
8.indeed
1)infact事实上，其实
Idon’tmind.Indeed,Iamwillingtohelpyou.
2)truly,really,certainly
的确，实在的，确实
-Didhefinishthework?
-Indeed,hedid.
9.evenif
eventhough即使
Hedoesn’twanttobuythenicehouse,evenifhegetsalotofmoney.
Theycametohelpus,eveniftheyhadmanythingstodo.
Step5Homework
1.Readandperformthewholeplaywiththehelpofthescriptsinthebook.
2.Reviewwhatyouhavelearntinthewholeunit.
ThethirdPeriodGrammar
Step1Learningaboutlanguage
Asksomestudentstotelltherightanswerinthispart
Step2UsingwordsandexpressionsinWorkbookP57
Encouragethestudentstoreadthesentencesandcorrectthemiftherearesomeerrors
Step3Grammar
1.Whatisthenounclause?
2.thedifferencesbetweenwhatandthat
Eg.(1)Whatyousaidyesterdayisright.
(2)Thatsheisstillaliveisapuzzle.
3.否定的转移
若主语谓语动词为think,consider,suppose,believe,expect,guess,imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。
4it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语
5.Thendosomeexercisesaboutthenounclause.AndfinishtheexercisesintheUsingstructures(P57and58)
Step4Homework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod
ThefourthperiodListening
Step1Listening
Listentothetapeandanswerthefollowingquestions
1.WhydoesHenryworryafterheleavestherestaurant?
2.Whydoeshegobacktothetwobrothers’house?
3.Whycan’theseethetwobrothersagain?
4.Whatdotheyaskhimtodo?
Step2Listeningtext
Handoutthelisteningmaterialsandlistentothetapeandcompletethepassage,atlastasksomestudentstoreadthepassagewithrightanswers.
Step3ListeninginWorkbook(P55-56)
Ask:Whatyouthinkwillhappeninthetailor’sshopafterHenryshowstheclerkandtheownerthebank-note.
Thenlistentothetapeandanswerthefollowingquestions
1.Whydoesn’ttheclerkgiveHenryhischangerightaway?
2.Istheownerreallyangryattheclerkordoeshejustpretendtobeangry?Howdoyouknow?
3.IsHenrygladtogetmorethanonesuitcoat?Howdoyouknow?
4.Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisn’tsurprisedtohearthisnews.
5.WhatdoestheowneroffertodoforHenry?Why?
Atlast,givethemthelisteningmaterialsandaskthemtocompletethepassage
Step4Homework
Previewthefourthperiod.
ThefifthperiodSpeakingandWriting
Step1Cooperativelearning
HaveaninterviewwithHenry.
1.WhatdidyoudobeforeyoucametoLondon?
2.Didyoufindithardtogetajobthere?
3.Howdidyoufeelwhenyouwereaskedtotherichbrother’shouse?
4.Didyoubelievethattheletterwillwork?
5.Didyoufeelangrywhentheclerkatthetailor’sshoptreatedyoubadlyatfirst?......
MakeadialogueforActTwoandasksomestudentstoact
Step2Listening,SpeakingandWritingTask(P58)
ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?
Step3WritingTask(P60-61
ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Beforeyouwrite,however,discussthesequestionswithyourpartner:
1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftersheheardthebadnews?Forexample,doyouthinkshewouldgetangryathim?
2)DoyouthinkHenrywouldworrythathiswifewouldleavehim?
3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor?
4)DoyouthinkPortiawouldworryabouttheirmarriagenow?
Step4Homework
1.Reviewthewordsandexpressionslearntthisclass.
2.ReviewActOne,Scene4onPage21-22andbereadytoactitout.

Unit 3 The Million Pound Bank Note教案2

Unit3Themillionpoundbanknote教学流程图

Introduction
Findtheinformationaboutmarktwain

Discussion
Listening

Reading
Comprehending

Watchingpartofthemovie

Retelling
Debate
Assignments

以讨论、辨析为主的英语阅读课教学模式及理论依据
一、模式的提出
从现代教育学心理学理论来看，人的发展实质上指在社会环境中不断养成主体意识和自主能力的过程。前苏联教育家苏霍姆林斯基提出了“只有促进自我教育的教育，才是真正的教育”的论断。新《课程标准》中明确指出：“学生是学习和发展的主体。教学过程必须关注学生的个体差异和不同的学习需求，充分激发学生的主动意识和进取精神，倡导自主、合作、探究的学习方式。”为此，我校英语教学提出构建以讨论、辨析为主的英语阅读课教学模式。
二、模式内涵
以讨论、辨析为主的英语阅读课教学模式以主体教育理论为指导思想，以学生活动为切入点，注重培养学生的领悟能力、质疑精神和创新意识，并以促进学生发展为最终目标。模式有三个基本含义：
（1）．坚信每个学生都是有能动性的发展着的主体，每个学生都存在着巨大的发展潜能，教育者必须引导学生认识到自己的潜能，并得到最好的发展。
（2）．主体意识是最能体现主体性课堂教学的关键要素。使学生在学习过程中确立学习意识、问题意识、参与意识、全体意识、评价意识等，是学生主题性发展的主要手段。
（3）．质疑、创新是主体性课堂的灵魂。多元互动、内外迁移才能使身心得到充分发展，素质得以全面提高。
三、理论依据
（1）素质教育的理论依据
素质教育是着眼于受教育者的群体和社会发展的要求，以面向全体学生，全面提高学生基本素质为根本目的，以注重开发受教育者的潜能、促进受教育者各方面生动活泼地发展为基本特征的教育。促进发展和内化是素质教育的实质。
（2）主体教育的确理论依据
主体性指人作为社会生活实践的主体具有的能动、自主、创造的内在特性。在课堂教学中进行主体教育指的是：教师根据学生的个性特征通过启发、引导学生内在的教育需要，创设和谐、宽松、民主的课堂教学环境，启发学生积极思维，教会学生学习。
（3）人本主义心理学理论依据
人本主义心理学强调要尊重、关心、理解与信任每一个人。要发现人的价值，发挥人的潜能，发展人的个性，关注人的自我实现。必须把学习者视为学习活动的主体。教与学，归根到底是通过学习这个接受知识的主体而完成的，因此，激发学生积极参与教学活动，是达到教学目的的关键。
四、效果结论
本节以讨论、辨析为主的英语阅读课教学模式效果显著。学生的学习面貌也有了根本性的转变，由被迫被动学变为主动、兴致勃勃地学。在整个教学过程中，强调学生的自主性，主动地自我学习，自我发现，自我探索，自我发展。强调学习者要逐渐形成稳定、积极、进取的学习心态，强调学习过程和学习内容的开放性等因素，发展了学生的思维,激发了学生的求知欲望,锻炼了学生的阅读理解及表达能力,帮助学生掌握了正确的学习方法,提高了课堂效率,比较好地完成了教学目标,达到了预期的效果。

简单教案
高一必修3Unit3theMillionPoundBank-Note
TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer
TeachingProcedures:
StepI.Introduction
StepII.Reading
Readthepassageonpage23.FindmoreinformationaboutMarkTwain
StepIII.Reading
ReadScene3,Act1oftheMillionPoundBank-Noteandanswersomequestionsaboutit
StepIV.Listening
Listenandsolvesomecomprehensionquestions
StepV.watchingpartofthemovietheMillionPoundBank-Note
StepVI.RetellingtheMillionPoundBank-Note
StepVII.Debatetheimportanceofthemoney
StepVIII.Assignments
StepIX.Recordafterteaching

详细教案
高一必修3Unit3TheMillionPoundBank-Note

TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer4.aVCD
TeachingProcedures:
StepI.Introductionandreading
T:Morning,everyone,doyoulikehumor?
Ss:Yes,ofcourse.
T:Me,too.AndIlikewatchinghumorousplay.Lookatthescreen;canyouguesswhatplayitis?
Ss:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.
T:Then,doyouknowthewriteroftheplay?
SS:Yes.ItisMarkTwain.
T:WhatdoyouknowabouttheAmericanwriterMarkTwain?
Next,read“ABOUTMARKTWAIN”onpage23sothatyoucanknowmoreabouthim.
T:Haveyoufinishedreading?Ok.Lookatthescreenandsaysth.aboutMARKTWAIN.
T:1.Tellushiswokexperiences
S1:Overthenexttwodecadeshewasaprinter,ariverboatpilot,asoldier,agoldminer,abusiness-manandanewspaperreporter.
T:2.Whatwashispenname?
S2:Marktwain
T:SamuelLanghorneClemenswashisrealname.
T:3.Tellusthemeaningofhispenname
S3:“Twain”isanoldwordfor“two”.
“MarkTwain”istosaythatthewateristwofathomsdeep.
T:4.Whatwashisfirstsuccessfulstory?
S4:Hisfirstsuccessfulstorywasaboutajumpingfrogcontest.
T:5.Whatarehismostfamousbooks?
S5:TheadventuresofTomSawyer.
TheAdventuresofHuckleberryFinn.
LifeontheMississippi
T:Whydidyouforgetthisone----THEMILLIONPOUNDBANK-NOTE?Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousplay.
StepII.ListeningandReading
T:First,expressyouropinionsfreely.Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?Pleasediscussingroupsoffour.
S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingforapersonistoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.
S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofourcountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.
S3:…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?We’lllearnthestorytogether.
1.Listening
T:NowwearegoingtolearnACTONEScene3.Listenthewholescenequicklyandfindouttheanswerstothefourquestionshere.
Showthequestionsonthescreen:
1.HowdidHenryAdamscometoEngland?
2.WheredidHenrywork?Howmuchmoneydidhehave?
3.WhatdidthetwogentlemengiveHenry?
4.WhencanHenryopentheletter?
T:Well,class,haveyoufinishedreadingthewholescene?
SS:Yes.
T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?
S1:ItwastheshipthatbroughthimtoEngland.
T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?
S2:Heworkedforaminingcompanyandhehadnomoneyatall.
T:Verygood.Thenwhatdidthetwogentlemengivehim?
S3:Theygavehimaletter.
T:WhencanHenryopentheletter?
S4:Hecan’topenituntiltwoo’clock.
T:Ok,great.Next,let’sdosomelistening.
StepIII.Readingandcomprehending
T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.
(Studentslistentothetape.)
T:Well,Canyoutellmethecharacteristicsofthepassage?
SS:Yes.Thisispartofaplay.So,thetaleiswritteninthepresenttense.
T:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
Thesequestionsinoralmayhelpunderstandtheproblem:
1.WhathappenedtoHenryAdamsatsea?
2.Didhehaveanymoneyorwork?
3.WhathappenedtoHenryinahouseinLondon?
StepIVPost-reading
1.Docomprehendingexercises.
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
2.Explainlanguagepoints.
T:Well,class.Whatdoyouthinkofthescene?Doyouthinkitisdifficulttounderstandsomesentences?
SS:Yes.
T:Now,pleaselookatthescreenandletmeexplainsomesentences.
(1)alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(3)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(4)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepIV.WatchingpartofthemovietheMillionPoundBank-Note
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andwouldyouliketoretellittoyourparentsoryourfriends?
StepV.RetellingtheMillionPoundBank-Note
T:Now,lookatthekeywords.Prepareforretellingthewholescene.
summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
StepVI.Debatetheimportanceofthemoney
T:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?
SS:no.
T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?
S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.
T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdoyouthinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
StepVII.Assignments
1.Reviewthekeysentencesinthispart.
2.Actouttheplayingroups.
StepIX.Recordafterteaching