The Million Pound Bank-Note教案（精选2篇）
unit3 the million pound bank note 教学流程图
introduction
find the information about mark twain
discussion
listening
reading
comprehending
watching part of the movie
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3 unit 3 the million pound bank-note
teaching aims:
1. learn more about mark twain
2. read and retell the million pound bank-note
3. learn useful expressions: a large amount of,
make a bet, permit sb. to do sth., by chance, stare at, to be honest
teaching important points:
1. retell the million pound bank-note
2. useful expressions
teaching difficult points:
how to help students have a correct attitude towards money
teaching methods:
1. direct perception teaching method; 2. heuristic method;
3. discussing method
teaching aids:
1. a recorder ; 2. a slide projector; 3. a computer
teaching procedures:
step i .introduction
step ii .reading
read the passage on page 23. find more information about mark twain
step iii. reading
read scene 3, act 1 of the million pound bank-note and answer some questions about it
step iv. listening
listen and solve some comprehension questions
step v. watching part of the movie the million pound bank-note
step vi. retelling the million pound bank-note
step vii. debate the importance of the money
step viii. assignments
step ix .record after teaching
详细教案
高一必修3 unit 3 the million pound bank-note
teaching aims:
1. learn more about mark twain
2. read and retell the million pound bank-note
3. learn useful expressions: a large amount of,
make a bet, permit sb. to do sth., by chance, stare at, to be honest
teaching important points:
1. retell the million pound bank-note
2. useful expressions
teaching difficult points:
how to help students have a correct attitude towards money
teaching methods:
1. direct perception teaching method; 2. heuristic method;
3. discussing method
teaching aids:
1. a recorder ; 2. a slide projector; 3. a computer 4. a vcd
teaching procedures:
step i .introduction and reading
t: morning, everyone, do you like humor?
ss: yes, of course.
t: me, too. and i like watching humorous play. look at the screen; can you guess what play it is?
ss: yes. it is called the million pound bank-note.
t: then, do you know the writer of the play?
ss: yes. it is mark twain.
t: what do you know about the american writer mark twain?
next, read “about mark twain” on page 23 so that you can know more about him.
t: have you finished reading? ok. look at the screen and say sth. about mark twain.
t:1. tell us his wok experiences
s1: over the next two decades he was a printer, a riverboat pilot, a soldier, a gold miner, a business- man and a newspaper reporter.
t: 2.what was his pen name?
s2: mark twain
t: samuel langhorne clemens was his real name.
t: 3. tell us the meaning of his pen name
s3: “twain” is an old word for “two”.
“mark twain” is to say that the water is two fathoms deep.
t: 4.what was his first successful story?
s4: his first successful story was about a jumping frog contest.
t: 5.what are his most famous books?
s5: the adventures of tom sawyer.
the adventures of huckleberry finn.
life on the mississippi
t : why did you forget this one----the million pound bank-note? as we know, mark twain is known as a humorist during his life. and this is reflected in the million pound bank-note. so, today we’ll learn some parts of this famous play.
step ii . listening and reading
t: first, express your opinions freely. if a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? why? please discuss in groups of four.
s1: i’ll buy a big house, a new car of my own and get married with a beautiful girl. in my opinion, the most important thing for a person is to enjoy the life. so, if i have a lot of money, i’ll make full use of it to meet my needs for a rich life.
s2: i’ll give some money of the one million pound to the poor people in the west part of our country to help them live a happy life, especially the children. because they really need help and they can learn more knowledge in order to develop the west part of our country. this way of spending money is meaningful.
s3: …
t: i think all of you have a good idea. do you want to know what happened to henry adams in the million pound bank-note written by mark twain? we’ll learn the story together.
1. listening
t: now we are going to learn act one scene 3. listen the whole scene quickly and find out the answers to the four questions here.
show the questions on the screen:
1. how did henry adams come to england?
2. where did henry work? how much money did he have?
3. what did the two gentlemen give henry?
4. when can henry open the letter?
t: well, class, have you finished reading the whole scene?
ss: yes.
t: ok, who can answer the first question? how did henry adams come to england?
s1: it was the ship that brought him to england.
t: very good. you did a good job. next, where did henry work? how much money did he have?
s2: he worked for a mining company and he had no money at all.
t: very good. then what did the two gentlemen give him?
s3: they gave him a letter.
t: when can henry open the letter?
s4: he can’t open it until two o’clock.
t: ok, great. next, let’s do some listening.
step iii. reading and comprehending
t: please listen to the tape and try to find the characteristics of the whole scene.
(students listen to the tape.)
t: well, can you tell me the characteristics of the passage?
ss: yes. this is part of a play. so, the tale is written in the present tense.
t: ok, all of you did a good job. next, let’s read the scene again and do some exercises.
these questions in oral may help understand the problem:
1. what happened to henry adams at sea?
2. did he have any money or work?
3. what happened to henry in a house in london?
step iv post-reading
1. do comprehending exercises.
get the students to do this exercise by themselves, and then ask them to check their answers with the whole class.
2. explain language points.
t: well, class. what do you think of the scene? do you think it is difficult to understand some sentences?
ss: yes.
t: now, please look at the screen and let me explain some sentences.
(1) a large amount of: a large quantity of; a great deal of
e.g. they bought a large amount of furniture before they moved their new house.
(2) permit somebody to do something: allow somebody to do something
e.g. my mother doesn’t permit me to ride in the street after it rained.
(3)by accident: as a result of chance or mishap.
e.g. i only found it by accident.
(4) to be honest: to tell you the truth; to be frank
e.g. to be honest, i don’t think we have a chance of winning.
step iv. watching part of the movie the million pound bank-note
t: well, class, have you got the main idea?
ss: yes.
t: what’s the main idea? and would you like to retell it to your parents or your friends?
step v. retelling the million pound bank-note
t: now, look at the key words. prepare for retelling the whole scene.
summer, 1903, henry adams, american businessman, rescued, british ship, london, without money, lost, walk down, street, led to, two rich brothers, made a bet, a letter, a million-pound bank-note, open, two o’clock.
s1: it was the summer of 1903, and henry adams, an american businessman, had some very luck. he was rescued at sea by a british ship that takes him to london where he finds himself without money, friends or the prospect of a good job. he was lost and alone in london. he had no money and did not know what he should do. walking down the street, he heard someone calling him. then he came in and was led to two rich brothers, roderick and oliver, who made a secret bet and gave him a letter in which there was a one-million-pound banknote. he was asked to open the letter until two o’clock in the afternoon.
t: good, the next one, who wants to try?
(then another student retells the whole scene.)
step vi. debate the importance of the money
t: ok, class, what do you think of this play? is money so important?
ss: no.
t: some people say that money is everything. what do you think of this opinion?
s1: i don’t think so. yes, money is very important in some occasion. but that doesn’t mean it is everything. for example, when your hometown is flooded and you are trapped in the water, can you save yourself even if you have a lot of money with you? no! so, we should not regard money as everything.
t: great! but some people still think that money can bring them happiness. what do you think of this?
s2: i don’t agree this. since money doesn’t mean everything, so it can’t bring happiness to us. for example, you have a lot of money but you haven’t a happy family, can’t you say that you are happy? t: so, class, we should have a correct attitude towards money. now, let’s look at today’s homework.
step vii. assignments
1. review the key sentences in this part.
2. act out the play in groups.
step ix .record after teaching
the million pound bank note教案
unit 3
teaching aims:
1. talk about short stories and dramas.
2. learn how to act out a play
3. learn how to request and order food
4. learn noun clauses as the object and predicative
teaching importance:
noun clauses as the object i can’t say that i have any plans.
...and he does not know what he should do.
i did not know whether i could survive until morning.
noun clauses as the predicative
that’s why we’ve given you the letter.
teaching methods: skimming, scanning, discussing.
teaching aids: a tape recorder, a projector and a computer.
the first period intensive reading
step i.warming up
1.mark twain is probably one of the few american writers with whom students are already familiar. this exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
t: do you know something about the american writer mark twain?
ss: a little.
t: today we will learn something about this great writer in the american history. now please read “about mark twain” on page 23 so that you can know more about him.
1. students read the passage about mark twain and answer the questions given in the form on page 23.
a. what’s the real name of mark twain?
b. when was he born and when did he die?
c. do you know all the places where he lived?
d. can you name three of his famous stories?
t: as we know, mark twain is known as a humorist during his life. and this is reflected in the million pound bank-note. so, today we will learn some parts of this famous play.
step ⅱpre-reading
get the students to discuss the question with their partners and then ask them to report their work. encourage to express their opinions freely.
t: if a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? why?
( students have a discussion on this question. whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
t: i think all of you have a good idea. do you want to know what happened to henry adams in the million pound bank-note written by mark twain? have you ever read the story? so this class we will learn the story together.
step ⅲ while reading
1. scanning
get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. give the students some time to read through the scenes and then answer some questions
a. how did henry adams come to england?
b. where did henry work before? how much did he have?
c. what did the two gentlemen give henry?
d. when can henry open the letter.
2. after the students discuss the questions and then check the answers with the whole class.
t: listen to the tape and try to find out the characteristics of the whole passage.
ss: this is part of a play. so, the narration is written in the present tense.
t: ok. all of you have done a good job. next, let’s read the scene again and do some exercises.
step ⅳ post-reading
do comprehending exercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. they bought a large amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. we made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. my mother doesn’t permit me to ride in the street after it rained.
d. by accident: as a result of chance
e.g. i only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. to be honest, i don’t think we have a chance of winning.
step ⅴ homework
1. review the key sentences in this part
2. preview the words in the second period.
3. act out the play in groups
the second period extensive reading
step 1 new words
tell the new words in these part
steak: eat like a wolf: genuine: reserve: scream: fake:
shoulder
step 2
listen to act one, scene 4 in the restaurant
and answer the following questions:
1. what was it in the letter?
2. before henry took the note out of the envelope, did the waiter serve him politely? why?
3. did the owner believe that the note was genuine or not? why?
step 3 acting
in group of four, play the parts of “henry, waiter, owner, hostess and clemens”.
step 4 explanation
1. it’ll cost a tiny bit.
1) tiny: very small 极小的，微小的
a tiny baby, a tiny school
2) not a little 许多，很
not a bit 一点也不
i’m not a bit tired. 我一点也不累。
i’m not a little hungry. 我非常饿。
2.take a/ the/ chance/ chances 碰运气；冒风险
3. in a rude manner
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。
he answered in an arrogant manner.
his manner was impolite.
it is bad manners to talk with your
mouth full.
6. issue
1) publish 出版，发行
the bank of england issued the
million pound notes.
2) come, go or flow out 流出
blood issuing from a wound
7. in rags 衣衫褴褛
rag: odd cloth
he is in rags.
8. indeed
1) in fact 事实上，其实
i don’t mind. indeed, i am willing to help you.
2) truly, really, certainly
的确，实在的，确实
- did he finish the work?
- indeed, he did.
9. even if
even though 即使
he doesn’t want to buy the nice house, even if he gets a lot of money.
they came to help us, even if they had many things to do.
step 5 homework
1. read and perform the whole play with the help of the scripts in the book.
2. review what you have learnt in the whole unit.
the third period grammar
step 1 learning about language
ask some students to tell the right answer in this part
step 2 using words and expressions in workbook p57
encourage the students to read the sentences and correct them if there are some errors
step 3 grammar
1. what is the noun clause?
2. the differences between what and that
eg. (1) what you said yesterday is right.
(2) that she is still alive is a puzzle.
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。
4 it常可以放在动词think, find, consider, believe, feel, make等后作为形式宾语
5.then do some exercises about the noun clause.and finish the exercises in the using structures (p57 and 58)
step 4 homework
1. recite the key sentences on the grammar-noun clauses as the object and predicative.
2. preview the third period
the fourth period listening
step 1 listening
listen to the tape and answer the following questions
1. why does henry worry after he leaves the restaurant?
2. why does he go back to the two brothers’ house?
3. why can’t he see the two brothers again?
4. what do they ask him to do?
step 2 listening text
hand out the listening materials and listen to the tape and complete the passage, at last ask some students to read the passage with right answers.
step 3 listening in workbook (p55-56)
ask: what you think will happen in the tailor’s shop after henry shows the clerk and the owner the bank-note.
then listen to the tape and answer the following questions
1. why doesn’t the clerk give henry his change right away?
2. is the owner really angry at the clerk or does he just pretend to be angry? how do you know?
3. is henry glad to get more than one suit coat? how do you know?
4. henry tells the owner that he is moving. give two reasons why the owner isn’t surprised to hear this news.
5. what does the owner offer to do for henry? why?
at last , give them the listening materials and ask them to complete the passage
step 4 homework
preview the fourth period.
the fifth period speaking and writing
step 1 cooperative learning
have an interview with henry.
1. what did you do before you came to london?
2. did you find it hard to get a job there?
3. how did you feel when you were asked to the rich brother’s house?
4. did you believe that the letter will work?
5. did you feel angry when the clerk at the tailor’s shop treated you badly at first?......
make a dialogue for act two and ask some students to act
step 2 listening, speaking and writing task (p58)
imagine that henry meets the woman of his dreams-portia, how will they talk with each other? how would portia know if henry was telling her the truth? how would henry say that he likes her very much in a way that she would like?
step 3 writing task (p60-61
imagine that after henry marries portia he has bad luck in business and becomes poor once again. now he must tell his wife the bad news. before you write, however, discuss these questions with your partner:
1) do you think henry would worry about what his wife would say to him after she heard the bad news? for example, do you think she would get angry at him?
2) do you think henry would worry that his wife would leave him?
3) do you think portia would ask henry how he suddenly became so poor?
4) do you think portia would worry about their marriage now?
step 4 homework
1. review the words and expressions learnt this class.
2. review act one, scene 4 on page 21-22 and be ready to act it out.
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