Using LanguageⅡ优质课教学设计

巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

UNIT 3 The Million Pound Bank-Note

单元分析

教材分析

本单元的主要内容是根据马克.吐温的名著《百万英镑》改编而成的剧本中的几个片段。

1.1 WARMING UP 提出问题，通过对马克.吐温及其作品的讨论引发学生学习兴趣，使学生对马克,吐温及其作品, 有个初步的了解。

1.2 PRE-READING要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。

1.3 READING 是剧本中第一幕的第三场。富商兄弟俩打赌把一张百万英镑钞票给一个一无所有，诚实可靠的穷人，想看看会发生什么事。

最后他们物色到一个穷困潦倒，流落伦敦街头的美国小伙子Henry Adams。教师可以引导学生通过戏剧情节的发展，了解，感受戏剧的语言。

同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。

1.4USING LANGUAGE 中的Reading and acting 介绍了第一幕的第四场

1.6 .1 READING & ACTING 是剧本中第一幕的第四场。

1.5 .2 LISTENING &WRITING中又介绍了第一幕的第五场

IV. 分课时教案

The First Period

Intensive Reading 备课时间：

上课时间：

I. Teaching goals

1. Target language

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous

I earned my passage by working as an unpaid hand, which accounts for my appearance. P18 2. Ability goals

a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English. b. Enable students to sum up the main idea of ACT ONE Scene 3. 3. Learning ability goals

a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English. b. Help students to sum up the main idea of ACT ONE Scene3. II. Teaching important points

1. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.

III. Teaching difficult points

二次备课二次备课

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巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

二次备课

Discuss the questions: (1) Do you think money is everything? (2) Do you agree that only money can bring people happiness?

IV. Teaching methods

Elicitation, discussion, listening, reading, pair work V. Teaching aid

A computer, a projector, and a tape recorder Teaching procedures and ways

Step I Warming up Mark Twain is probably one of the few American writers with whom Students are already familiar. This exercise allows teachers to discover just how much students remember about this 19th century writer. Find out in the discussions how much the students know and decide how much more they need to know about the author before they read the play.

1. T: Morning, everyone! Look at the screen, please. I will show you some pictures of a famous play. Talk about them in your own words. (The teacher shows them some pictures of THE MILLION POUND BANK-NOTE.) Picture one: I just need a suit. Picture two: I know that gentlemen like you carry only large notes. Picture three: Goodness me! Six zeros. (Students discuss the three pictures) T: Ok, class. After watching and discussing the pictures, can you guess what the famous play is?

T: Then, do you know the writer of the play?

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.

2. Students read this passage about Mark Twain and answer the questions given in the form on page 23. T: What’s the real name of Mark Twain?

T: When was he born and when did he die?

T: Do you know all the places where he lived?

T: Can you name three of his famous stories? Step II Pre-reading Get the students to discuss the question with their partners and then ask them to report their work. Encourage them to express their opinions freely. 1.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?

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? Have you seen the movie? If so, what do you think of it? So, this class we’ll learn the story together.

Step III While-reading 1. First reading: Scanning

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巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

T: Now we are going to learn ACT ONE Scene 3. Read the whole scene quickly and find out the answers to the four questions here. Teachers 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?

S1: It was the ship that brought him to England.

S2: He worked for a mining company and he had no money at all.

S3: They gave him a letter. T: When can Henry open the letter? S4: He can’t open it until two o’clock.

Step IV Post-reading 1. Do comprehending exercises. T: Read the scene again and do some comprehending exercises. (P19) (The students begin to prepare for these two exercises. After a while, the teacher starts to collect the answers. ) (Later the teacher gives the answers, using a slide projector.)

2.Explain language points.

T: Now, please look at the screen and let me explain some sentences. The following are the language points that the teacher will explain: (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) 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. (3) 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.

(4) by accident: as a result of chance or mishap. e.g. I only found it by accident. (5) stare at: look at somebody or something with the eyes wide open in a fixed gaze ( in astonishment, wonder, fear, etc) e.g. Do you like being stared at? Step V

Summary and homework

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? So, we should have a correct attitude towards money. Now, let’s look at today’s homework.

1. Review the key sentences in this part. 2. Preview the words in the second period. StepⅥ

The design of Bb (1) a large amount of: a large quantity of; a great deal of (2) make a bet (3) permit somebody to do something: StepⅦ

Record after teaching

二次备课

3

巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

The Second Period

Grammar

二次备课

备课时间：

上课时间：

I. Teaching goals

1. Target language

a.

win the bet, make the bet, be worried about, stay out of jail, a poorly- -dressed gentleman, eat like a wolf, be a big puzzle to sb. 2. Ability goals

1. Enable the students to use the words and expressions in this part. 2. Enable students to understand and use noun clauses as the object and predicative.

3. Learning ability goals 1. Get the students to guess the meaning of the words or expressions according to the context. 2. Get he students to use the noun clauses as the object and predicative. II. Teaching important points

1. How to make students understand and use noun clauses as object and predicative. 2. Get the students to master the usage of the important words of this unit. III. Teaching difficult points

How to make students understand and use noun clauses as object and predicative. IV. Teaching methods

Task-based method V. Teaching aid

A computer, a projector

Teaching procedures and ways

Step I Revision

Check the students’ homework.

Step II Discovering useful structures (P20-21) Exercise 1 T: In the scene we’ve learned two noun clauses as object and one sentence as predicative. Who can tell me the three sentences?

May we ask what you are doing in this country? Well, why don’t you explain what this is all about?

That’s why we’ve given you the letter.

In this part, students make as many sentences as possible using parts of sentences given in the textbook. And then let them discuss the answers in pairs. At last, the teacher checks the answers with the whole class and give the suggested answers. Suggested answers: (1) Henry’s question is why the two brothers wanted to make the bet.

(2) The problem is that he doesn’t know anybody in London.

(3) Henry’s concern is how he can get food and clothing.

(4) His trouble is that he doesn’t know anybody in London.

(5) That is why the brothers wanted to make a bet. (6) The brothers’ doubt is whether Henry can stay out of jail.

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巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

(7) Henry’s concern is where he can get a job.

(8) Henry’s question is what gave the two brothers the interesting idea.

Exercise 4 In this exercise, students complete some sentences with a noun clause as the play. And then let them discuss the answers in pairs. At last, the teacher checks the answers with the whole class and give the suggested answers. Suggested answers: (9) The trouble was that Henry Adams was lost in London and he had no money. (10) Henry’s question was whether he could borrow some money.

(11) It seemed as if the brothers wee playing a joke on Henry. (12) The brothers’ problem was who would be the best person to test this bet. (13) This is why they lent him the money. Step III Explanation and summary T: Well, class. You did a good job. Next I want to explain something about noun clauses as the object and predicative so that you can have a better understanding of the grammar of this unit.

1) The question is whether we can make good preparation in such a short time. 2) This is why we can’t get the support of the people

3) But the fact remains that we are behind the other classes. 4) The reason he is late for school is that he missed the early bus. 宾语从句考点及热点问题

(1)______we can’t get seems better than ____we have.

A. What, what B.What, that C. That, what D. That, that (2) You can’t imagine ______when they received these nice Christmas presents. A. how excited they were B how they were excited

C. how were they excited D. they were how excited (3)They make ____ a rule whoever breaks the law will be published.

A. it B. that C. what D. this (4)_____ you have seen both fighters , ______ will win? A since, do you think who B. As, who do you think C. When, whoever D. Since, who do you think

Suggested answers: (1) A (2) A (3) A (4) D Step IV Using structures (P57-58)

T: Next, class, let’s play a game “Guess what it is”. Look at the chart below and read the questions and clues. Decide what each of the objects is. Choose the right word from the box. After finishing the four questions, you may go on with the rest of the words (This game is a simple way of helping students to develop strategies for defining words themselves.). Suggested answers: (1) Wolf: The wolf is an enemy to humans and especially farmers. This is

二次备课

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巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

because wolves like eating meat. Luckily wolves live in dens in forests far from human beings and are easily caught in nets. (2) Novel: A novel is a wonderful source of information and imaginative stories. If you are lucky, you can relax with one in your hand but if not it will remain in the shelf. (3) Dessert: A dessert is good both to eat and to look at. It is a joy for children and a pleasure to make in the kitchen. hand. (5) Steak: A steak is a piece of good quality beef that is best eaten with salad and chips. (6) Tale: A tale is an exciting story about interesting imaginary events.

二次备课

Step V Homework 1. Recite the key sentences on the grammar-noun clauses as the object and predicative.

2. Preview the third period. StepⅥ

The design of Bb (1) Henry’s question is why the two brothers wanted to make the bet.

(2) The problem is that he doesn’t know anybody in London.

(3) Henry’s concern is how he can get food and clothing.

(4) His trouble is that he doesn’t know anybody in London.

(5) That is why the brothers wanted to make a bet. (6) The brothers’ doubt is whether Henry can stay out of jail.

(7) Henry’s concern is where he can get a job.

(8) Henry’s question is what gave the two brothers the interesting idea. StepⅦ

Record after teaching

The Third Period

Practicing 备课时间：

上课时间：

I. Teaching goals

1. Target language

by mistake, go traveling, a sum of money, have a bet on sb., a born fool, get paid He begins to worry that he has got the banknote by mistake. He’ll think we never dealt with a rich man before.

2. Ability goals

a. Enable the students to have independent thought and speculate about human behavior in a given situation. b. Master the usage of “noun clauses as the object”

3. Learning ability goals 6

巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

1. Get the students to have independent thought and speculate about human

behavior in a given

situation. 2. Make the students master the usage of “noun clause as the object”.

II. Teaching important points

1. Practice students’ listening

2. Master the usage of “noun clauses as the object”

III. Teaching difficult points

Master the usage of “noun clauses as the object”

IV. Teaching methods

Practicing independently & explaining V. Teaching aid

A multiple-media computer & a blackboard

Teaching procedures and ways

Step I Revision

T: At the beginning of this class, let’s check the homework. Are you ready? SS: Yes.

Then students check their homework each other. Step II Listening (P23)

Read and guess T: Today we’re going to do exersises.

please open your books and turn to page 23.Let’s do Ex1

You are to complete the questions independently.

After several minutes T: Who can guess what this part is about? SS: Henry worries that he has got the bank-note by mistake, so he goes back to visit the two brothers again. But they have gone traveling. Task 1 Guessing Task 2 Reading and Retelling T: Now, class, let’s read the sentence so that you can have a better understanding

And then we will retell it.

T: Ok, class, you’ve done a good job. That’s all for the practice

StepⅢ

Homework 1. Consolidation: T: Boys and girls, today we have practiced listening of this unit and learned some words and phrases. Although I think it’s not difficult for you to master them, after class you should review them.

2. Preview the fourth period. Step ⅣThe design of Bb (1) a large amount of: a large quantity of; a great deal of (2) make a bet (3) permit somebody to do something: StepⅤ

Record after teaching

二次备课

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巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

二次备课

The Fourth Period Extensive

Reading and Acting

备课时间：

上课时间：

I. Teaching goals

1. Target language

a.

wolf, shoulder, in rags, indeed, even if, bow, at the table, next to the front door, take a chance, in a rude manner, just one moment, in the back of the b. Take this gentleman’s order.

It’ll cost a tiny bit.

Well, we will have to take a chance. Would you mind waiting just a few minutes? The Bank of England has issued two notes in this amount this year. Anyway, it can’t be fake.

He’s in rags!

I’d like some ham and eggs and a nice big steak.

I’ll have a nice long glass of beer.

2. Ability goals Enable the students to act out a scene of a play and learn to order food. 3. Learning ability goals

Get the students to act out a scene of a play. II. Teaching important/difficult points

Act out a scene of a play. III. Teaching methods

Help the students practice acting out a play by themselves, using a co-operative method. IV. Teaching aid

A multiple-media computer & a blackboard

Teaching procedures & ways

Step I Revision Check students whether they have remember the words and phrases in this part. Step II Reading T: Well, class, last class we practiced writing a play. Today, we’ll practice acting out a play. I’m sure that you can do a good job.

1. Read the passage (Act One, Scene 4) aloud. 2. Explain some words and expressions:

CULTURAL NOTE: Henry asks for a steak “ extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center. 3. T: Now, think about one question: Mr. Clemens is also the name of a character in the play. However, you may remember that Mark Twain did not write the play. So why do you think he appears as a character in the play? Give at least two reasons. (Students discuss the question in pairs. Then, they may get the following agreement.) 8

巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

SS: The introduction of Mr. Clemens into the story is also humorous to those people who know that Mark Twain (who wrote the story) and Sam Clemens are one and the same. He is there as an authority on whether the banknote is

real or not and also as an observer within his own story. 4.Listen to and follow the tape on this part so that students can read sentences correctly and be ready for acting. Step III Acting T: Now you are divided into groups and there are six members in each group. Five students will take the parts in the play. You will read your speeches and try to make your language sound authentic. The sixth person or director will decide how the acting will take place in the scene. He/She will also guide the rest of the group in the use of your voices so that you will sound as much like the characters in the play as you can.

Students prepare for acting in groups. T: Ok, class, you should pay attention to some examples of Mark Twain’s humor in this scene, which will help you to better understand the play and act it out more appropriately. For, example, the change in attitude of the owner, the hostess and the waiter when Henry produces a large banknote they can’t change. So in fact Henry does get a free meal with the note (because they trust him to pay when he can get change) although the restaurant owner would have denied trusting him to pay his meal without it. 6. Students act out the play in groups. 7. The teacher gives some comments on their performance and praises some groups that did a better job. Step IV Homework 1.Watch the movie The Million Pound Bank-note in the free class. 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 and next class we’ll have a revision class. StepⅤ

The design of Bb

Mr. Clemens is also the name of a character in the play. However, you may remember that Mark Twain did not write the play. So why do you think he appears as a character in the play? Give at least two reasons. StepⅦ

Record after teaching

The Fifth Period Writing 备课时间：

上课时间：

I. Teaching goals

二次备课

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巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

二次备课

1. Target language

a.

speak for oneself, be based on, have very bad luck in business, get angry at sb.

b.

As he is walking down the street, he sees a sign for a barber’s restaurant. It will be my honor to serve you. As long as you love me I shall be happy. 2. Ability goals Enable the students to write a play or drama and learn to express requests. Help the students form the ability of writing a play or drama and expressing requests. II. Teaching important/difficult points

Writing a play III. Teaching methods

Help the students practice writing a play by themselves using a co-operative method for the writing of a play. IV. Teaching aid

A multiple-media computer & a blackboard

Teaching procedures & ways

Step I Revision T: I will check your homework and ask some of you to tell us the different ends that you have got.

(Then students tell their different ends to the play that they wrote before class.)

T: Excellent! This class, let’s do some writing practice.

Step II Writing (P23) T: It sounds difficult to write a play, even a small part of it. But it’s good for us to learn to write a play. Do you know the difference between writing a play and a story? SS: No. Can you tell us more? T: Yes. Writing a play or drama is quite different from writing a story. The main purpose of a play is to let the characters speak for themselves as much as possible. How actors show us what the characters think and feel is also important. Now do you understand? SS: yes. T: Ok, class, suppose you are the director of this play. Write your own scene for this play with a partner. The beginning of the scene has already been done for you. Try to continue it. 1. Students try to write Act One, Scene 5 and have a discussion with each other. 2. The teacher gives students a suggested scene, using a computer. Suggested scene: Act One, Scene 5 N=Narrator H=Henry B=Barber N: Henry is smiling as he leaves the restaurant. He has had more than enough to eat. As he is walking down the street, he sees a sign for a place that cuts hair. In a shop window, he looks at his own hair. Since it is too long, he decides to 10

巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

get it cut. H: Good afternoon, I’d like to get a cut, if I may. (The barber takes one look at Henry and continues cutting another man’s hair.) Er-I’d really like to get a haircut. As you see, it’s much too long.

B: (in a rude manner) Yes, I can see that. Indeed, I can. H: Fine, well, I’ll just have a seat then.

N: After some time, the barber finishes cutting the other man’s hair, takes his money, and then turns to look at Henry. B: Look like it’s been a long time. You must be a sailor.

H: Er-not quite. But I was at sea for a long time. B: All right, then, get in the chair and I’ll see what I can do.

H: Thank you. B: Where did you say you were from? H: I didn’t, but I’m from San Francisco.

B: Well, you’re a long way from home.

H: Yes, too long. N: They both become quiet. After his hair is cut, the barber tells Henry how much money he must pay. Henry shows the barber the banknote. B: Why, Mr.-(looks shocked) H: Adams. Henry Adams. I’m sorry, but I don’t have any small bills.

B: Why, Mr. Adams, of course you wouldn’t! (Wearing a big smile) Nothing to worry about! Nothing at all! Please come back any time, even if you only need two little hairs cut! It will be my honor to serve you! T: Well, all of you did a good job. Then let us go on writing another scene for the play. Step III Writing Task (P60-61) T: 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. With a partner, write a short dialogue between these two characters. 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? 1.Students have a discussion and write a dialogue for this situation. 2.The teacher gives a suggested dialogue with the help of a computer. Suggested dialogue: P=Portia H=Henry P: Oh, Henry. It’s nice to see you home so early!

H: Erm, aah. P: (looking worried) What’s happened?

H: I can’t hide much from you, can I, dear? We have lost our money. The railway company in Brazil has collapsed and all our money has

二次备课

11

巩留县高级中学教案

年级：高一年级

学科：英语

主备人：肖琴

二次备课

disappeared. But I have a plan to help us. We can go back to America and start again. I can become a gold miner and we can make our fortune that way. P: Leave London? Leave my stepfather? Oh no, Henry, please! H: I think it might be better for us. We would stand on our own feet. P: (crying) I shall have to go home. You can’t love me if you want to do this dreadful thing. H: (putting his arms round her) Of course I do. It is for our sake that I suggest this. It will be an adventure. We will be able to travel where we like and I will be able to show you so many lovely places. P: As long as you love me I shall be happy. H: And I shall always do that! Step IV Checking Yourself T: After learning his unit, What have you learnt? I suggest you should check yourself by asking the following questions. 1. How do you like this play? Would you like to act it out? 2. Do you think reading and acting out plays can help you improve your English? Why? 3. What expressions have you learned about requests and ordering food from this unit? 4. What do you know about Mark Twain? What other novels written by him have you read? 5. What other kinds of plays would you like to read? 6. What thing did you find difficult in this unit? How did you solve them? 7. Do you think you have improved your pronunciation and intonation from reading and acting out the play in this unit? Step V Learning Tip Try writing a play so you can practice your oral English. Get together with your friends and classmates and write dialogues for a short play. It can be about anything of interest to all of you. Everyone should have a part or role to speak. You can use one of the reading passages from your textbook to make a short play. And acting out the play will improve your pronunciation and intonation.

StepVI Homework 1. Review the words and expressions learnt this class. StepⅦ

The design of Bb 1. How do you like this play? Would you like to act it out? 2. Do you think reading and acting out plays can help you improve your English? Why? 3. What expressions have you learned about requests and ordering food from this unit? 4. What do you know about Mark Twain? What other novels written by him have you read? 5. What other kinds of plays would you like to read? 6. What thing did you find difficult in this unit? How did you solve them? StepⅧ

Record after teaching

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