人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案

人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案一

　教学准备

　教学目标

　Study aims and demands:

　1. To learn some words and exp ressions.

　2. To have a full understanding of the text.

　3. To have a discussion about the characters in the text.

　教学重难点

　1. To learn some words and exp ressions.

　2. To have a full understanding of the text.

　3. To have a discussion about the characters in the text.

　教学过程

　Study aims and demands:

　1. To learn some words and exp ressions.

　2. To have a full understanding of the text.

　3. To have a discussion about the characters in the text.

　Step 3: Careful-reading

　1. Read the text and answer the following questions.

　⑴ Where does Henry Adams come from? Does he know much about London?

　⑵ What did he do in America?

　⑶ Can you imagine what happened when Henry went to the American Embassy ?

　Give your reasons.

　2. Do three multiple choices

　(1). What happened to Mr. Adams before he landed in Britain?

　A. He just sailed out of the bay for a travel

　B. He planned to go to Britain by his own boat.

　C. His boat was broken by a strong w ind.

　D. His boat was carried out to sea by a strong wind.

　(2). What did Mr. Adams feel when he heard one of the brothers saying ?What luck! Brother! What luck!

　A. He felt he was lucky, too.

　B. He thought they laughed at him.

　C. He was a bit of angry and was ready to leave.

　D. He felt the two brothers would help him.

　(3). What did Mr. Adams ask for from the two brothers?

　A. A house to stay for a short moment.

　B. A letter with a bank note worth million pound.

　C. An honest job.

　D. Charit y from the two brothers.

　Step 4: Comprehending:

　1. Why and how did Henry land inBritain?

　2. How did Henry?s feelings change dur ing the conversation?

　Find an adjective in the list to complete each sentence.

　Step 5：Consolidation ------Retell the story

　Step 6: Discussion

　1. What kind of person do you think Henry is?

　2. Why do you think that the brothers chose Henry for their bet?

　Ste p 7: Prediction:

　1. What do you think will happen to Henr y?

　2. Will the bank-note help him o r get him into trouble?

　课后习题

　Homework:

　1. Read the text again and pat attention to the difference between British English and American English.

　2. Underline some important words and phrases.

　人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案二

　教学准备

　教学目标

　知识与技能 tak e a chance, by chance, Chances are that..., would you mind doing sth ? in rags, indeed, as for, as to

　过程与方法 1. 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 le arn English.

　2.Enable students to sum up the main idea of ACT ONE Scene 4.

　3. Enable students to understand the details about the whole scene.

　4. Retell the scene using the key words of the whole scene.

　情感态度价值观 1. Students will be able to show interest in the dramas .

　2 Students will be able to talk about s hort stories and dramas.

　教学重难点

　教学重点 How to interpret language through ton e of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.

　教学难点 Retell the scene usin g the key words of the whole scene

　教学过程

　Teaching procedures:

　Step One: Introduce some new words

　steak:

　eat like a wolf:

　genuine:

　reserve:

　scream:

　fake:

　bow:

　Step Two: 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.

　Step Three: Read and answer these 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?

　4. Whose behavior changes the most during this scene?

　5. What kind of person is the owner of the restaurant?

　6. Why do you think the owner of the restaurant g ave Henry a free meal?

　Step Four: Detailedr reading

　1. What does ?it?ll cost a large amount of money? exactl y mean?

　2. At the sight of the customer?s note, the owner and his waiter got very _ D_.

　A. frightened B. angry

　C. worried D. excited

　3. When did the hostess and the waiter change their attitude to the customer? _____D____

　A. At the beginning of the stor y.

　B. Before they saw the large note.

　C. At the end of the story.

　D. After they saw the large note.

　In group of four, play the parts of ?Henry, waiter, owner and hostess?.

　Step Five:Retell the story

　Reflection:

　板书

　板书设计:

　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?

　4. Whose behavior changes the most during this scene?

　5. What kind of person is the owner of the restaurant?

　6. Why do you think the owner of the restaurant gave Henry a free meal?

教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。

篇一 　教学准备

　教学目标

　知识目标:

　复习两个阅读技能---scanning, skimming;

　学习本单元的部分生词。

　能力目标:

　能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。

　情感目标:

　学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;

　学生能明白计划的重要性,并能收获一些与之相关的谚语。

　教学重难点

　形成文章的图式,并在图式的帮助下复述文章的主要内容。

　教学工具

　课件

　教学过程

　Steps

　Teacher?s activity

　Students? activity

　Aims

　Step 1

　Show and tell the students the learning goals for them and make possible explanations

　Students listen to the teacher and have an idea of what they are going to learn in this class.

　To make the students know what they are to learn in this class

　Step 2

　1). Show some pictures with beautiful scenery

　2) Ask the students two questions:

　Are they attractive?

　Where do you want to travel I dream about traveling

　1.) Students appreciate those pictures

　2) Students answer teacher?s questions and practice the sentence pattern I dream about traveling in/to

　1). To arouse students? interest

　2) To practice a sentence pattern

　Step 3

　1). Show the title of the reading passage

　2). Ask the students whether this passage is about the whole process of the journey.

　3). Ask the students how to skim.

　4) Tell the students the skill of skimming on the screen

　1) Students answer the question after they read the subtitle of this part.

　2). Students tell how to skim.

　1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.

　2) To review how to skim

　Step 4

　1) Ask the students to skim moreto find out the main idea of each paragraph.

　1) To practice how to skim

　Step 5

　With four questions, teacher asks the students to scan paragraph 1

　Ask students how the scan

　Show the skills of scanning on the screen

　Students scan paragraph 1, and answer the four questions

　Students tell how to scan

　To review how to scan

　To practice how to scan

　Step 6

　1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table

　1) Students scan paragraph 2 and finish the table

　1) To practice how to scan

　Step 7

　1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.

　2) Ask the students to match each geographic word to the proper meanings

　1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.

　2) Students do the matching work

　1) To better know how the Mekong river flows

　2) To help the students better learn the geographic words which are new to them

　3) To check how the students understand the new words

　Step 8

　Review the structure of the passage together with the students and show some key words on the screen

　Provide the students with some words and phrases which are the new words in this unit

　Ask them to retell the main content of the passage in groups

　With the teacher, students review the structure of the passage

　Retell the main content of the passage in groups

　To help students form the schema of the passage by reviewing the structure of it

　To know the content of the passage better as well as to create more chances for the students to use the new words

　Step 9

　1) Ask the students what they learn from the story

　2) Give the students some useful and related proverbs

　1) Students share their opinions with the group members what they have learned from the story.

　2) Students read the proverbs loudly together.

　1) To encourage students to form their own views and share them with others

　2) To learn some useful proverbs

　Step 10

　1) Summarize this class by showing the learning goals again

　2)Homework

　1) Students review what they have learned by reading the learning goals on the screen.

　1) To help students review what they have learned in this class

　 篇二

　教学准备

　教学目标

　1. 通过学生分享自己的旅游经历，用英语进行交流与表达。

　2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。

　3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。

　教学重难点

　教学重点：利用阅读技巧，获取文章大意及细节

　教学难点：用英语交流并进行简单实践活动旅游需要准备的物品

　教学过程

　I、Warming Up:

　1. I?d like to share my travelling experience with you, and would you like to share your travelling experience?

　2. The world has many great rivers. Have you been to these rivers?

　设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。

　II. Pre-reading

　Have you been to the Mekong River? What countries does the Mekong River flow through?

　设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的，为随后的阅读做好了内容和词汇上的铺垫。

　III. Reading

　1. Skimming

　Skim the passage and find the main idea for each paragraph

　Para 1: Dream

　Para 2: A stubborn sister

　Para 3: Preparation

　设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。

　2. Scanning

　1). Read Para 1 and find the key word for the information:

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