Learning about Language优秀教学设计

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项目

内 容

教学内容 (1). Train students to have better reading strategies such as guessing, skimming and develop reading ability. (2).Help students to realize the importance of having a healthy diet. (3). Grasp some useful words and expressions in this passage, such as be tired of, curiosity, get away with etc. 课时学习目标

从以下学习目标中确定两类、每类至少一项作为自己的本课时学习目标。

语言知识

（1）

Learn the new words and expressions of this unit. （2）learn some knowledge about food nutrition and health.

(3) Learn some reading strategies such as guessing, skimming.

语言技能 (1)Use words and expressions of this unit in daily life. (2)Train students to express some ideas about healthy eating in English.

情感态度 (1). Instruct the students to understand that developing healthy eating habits is the best way to keep fit. (2). Enable the students to have an ability of spreading some knowledge of healthy eating.

学习策略

（1）在新旧语言知识之间建立联系；

（2）控制和调整英语学习过程中的情绪和情感；

（3）根据语言使用环境，得体地使用语言。

任务

课时任务：完成本文的阅读和知识的学习。

评价标准

从以下标准中选定至少两项作为你本课学习的评价标准。

（1）.Learn a knowledge of balanced diet and health. (2). Master the reading skills of guessing and skimming. (3). Use words and expressions of this unit in daily life. (4). Express some ideas about healthy eating in English.

学习资源

词汇图，教材,编制的学案

预设时间

学习步骤

学习目的

教学方案

学习方案

学习资源

第1-5分钟

热身导入

激活活动的目的性

请学生介绍自己一天饮食。

课本Warming-up部分

第6-10分钟 Guessing 了解任务 (1). Reading strategies: Make a guess according to the title “

Come and eat here ”before reading. 1.Where are you invited to go ? 2.What foods are you offered there ? 课本pre-reading部分

第11-15分钟 Fasting reading 理解课文的语用目的

学习课文,引导学生阅读课文，回答问题：

1.Reading strategies : Read fast and answer questions 问题已经印在课中学习方案上，以节约写黑板时间。

学案

第16-35分钟 Careful reading 深入任务：捕捉具体信息

完成活动(1),(2) 第二遍阅读，完成活动(1)，

小组活动：分享各自的方法。

第三遍阅读，完成活动(2)：建议学生在阅读中列出信息表，然后就很容易回答和选择了。

小组活动：相互检查表格填写是否正确，相互问答完成活动，相互检查活动答案是否正确。

全班活动：完成活动，老师询问，学生回答。 课文和学案

第36-45分钟

知识运用

进一步强化学生的语言运用能力

请不同层次的学生展示本任务的结果。 学案

课中学习方案

1．Guessing

Reading strategies: Make a guess according to the title “

Come and eat here ”before reading. （1）.Where are you invited to go ? （2）.What foods are you offered there 2.Fasting reading Read the text quickly and answer the two questions (1)Who were mentioned in the story? ________________________________ (2)What did they do ? _________________________________ 3. Careful reding (1) Divide the whole passage into three parts, and give the general idea of each part. Part 1 ____________________________________________ Part 2 ____________________________________________ Part 3 ____________________________________________ （2）Fill the table WP’s restaurant YH’s restaurant menu strength