设计者骆知长乐侨中模板

Unit3 The Million Pound Bank-Note

设计者（骆知长乐侨中）

一、概述

·学科（英语）年级（高一）

·人教社试验版一课时完成

·学习内容1.Talkabout short stories and dramas. 2.Learnhow to act out a play.

3.Learnhow to request and order food.

4.LearnNoun clauses as the object and predicative..

·概述这单元课价值和学习内容关键性

Enablestudents to read and hear natural language in a dramatic context andincrease their self-confidence in using English, which will increasetheir overall motivation to learn English.

点评:概述内容全方面,清楚,教学设计中能考虑到对学生听,说,读,写等技能训练,

且能从语境入手,考虑到语用价值,关注学生情感。

二、教学目标分析

1．知识和技能
(1).认读关键词汇Birthplace,novel, adventure, phrase, author , scene wander, pavement, permit , ahead, bay , stare, fault , spot , passage, account, embassy, seek, patience, contrary, envelope
unbelievable, steak, pineapple, dessert, amount, rude, manner scream, genuine, rag, indeed , bow , barber
关键词组bringup, go ahead, by accident, stare at, account for, on the contrary,take a chance, in rags, as for

并学会表示Request（请求）交际用语
Wouldyou please come in?

Wouldyou mind waiting just a few minutes?

MayI ask you how much money you have?

— Well,to be honest, I have none.

Couldyou offer me some kind of work?

Iwonder, Mr. Adams, if you mind us asking a few questions?

— Goright ahead.

Orderingfood (点餐)
I’dlike some ham and eggs and a nice big steak.

I’llhave a nice long glass of beer., 做到发音正确、清楚。

(2). 熟练利用句型和同桌进行相互问答;
(3).能够借助keywords进行看图问答;
(4).能够依据多媒体课件和老师引导简单表述自己见解。

２、过程和方法
（1）经过师生说和多媒体交际式英语教学通常过程,掌握英语说听基 础方法;
（2）经过小组讨论和总结讲话体验协作学习过程和方法;
（3）仔细倾听老师和同学讲话,有语言表示和同学交流愿望。

3、情感态度和价值观
（1）Helpstudents to understand natural language in the dramatic context andincrease their self-confidence in using English.

经过学习百万英镑短剧,增强对英国文化背景了解,开拓视野。

（2）在学生小组合作交流中,培养学生合作意识和协作精神。

点评:老师在目标确实定实际合理,从高一学生实际出发,重视学生对语言知识积累,并关注学生在做中学,在过程和方法上,能考虑到现代教学技术利用,重视学生学习体验,培养学生合作意识。情感上老师考虑是帮助学生了解,降

低学生学习焦虑,培养学生学习自信心。

三、学习者特征分析

1.学生是中学高一（1）班学生。

2.学生已经学过custom,be similar to, be different from等词组,但by accident等词组是本单元新学。

3.学生以前见过It’spossible that… , You might…等句型,但久已不用。4.学生英语基础知识缺失较多,利用英语思维能力较差,语言表示能力有

待提升。

5.学生对于能带来大量信息和新鲜感ppttalking展现方法充满期待。

点评:从老师对其学生分析,我们能够看出这应该不是很好学生,但却仍有

好奇心那种。

四、教学策略选择和设计

1. 师生互动策略:老师提问不一样组别同学,就ppt展示资料和书本提出

问题进行对话,期间老师加以引导话题。

2. 小组协作策略:在话题中展开小组讨论,最终由小组组员共同总结讲

话。

3. 评价激励策略:对于表现优良小组给课堂抽查成绩加分,激励她们继

续努力。

点评:教学策略老师使用先行者教学策略,重视老师引导,和学生主动探究,策略选择适合

教学目标、内容、对象。能兼顾到学生全部爱被表彰。

五、教学资源和工具设计

教学资源和工具关键是英语周报课件,教科书,多媒体

点评:资源不多,但充足利用。

六、教学过程

1.Warmingup-I
Whatdo you know about Mark Twain? Do you know any of his works? Read theshort passage quickly and fill in the chart.

Thengive an introduction of MarkTwain(1835—1910): The greatest humorist of the 19th centuryAmerican literature.

Novels:
TheAdventures of Tom Sawyer (1876)(汤姆·索亚历险记）
ThePrince and the Pauper (1882)(皇子和贫儿)
TheAdventures of Huckleberry Finn (14)(哈克贝利·费恩历险记)

2.Discussion
Supposea rich person gives you a million pound bank-note, what will you dowith it ? Give the reasons.

Introducesome new words to the students:
incredible:difficult to believe (unbelievable)
stareat: look at sb. / sth. for a long time
nightfall:the time in the evening when it becomes dark

survive:continue to live or exist
spot:see or notice a person or thing
accountfor: to be the explanation or cause of sth.

charity:施舍
byaccident: by chance
3.Pre-reading
1.First, give students a brief introduction of the story
Tworich gentlemen made a bet on what would happen to a person if he wasgiven a million pound note.

Henry,the hero of the story, an American young man, sailed too far, driftedout to the ocean. A British ship, for London, passing by, fortunatelysaved him.

2.Prediction :
Whatwould happen to Henry?

4.Reading
Scanthe passage and find out :
Whathappened to Henry?

Whatdoes the brothers choose Henry for?

Whathappened to Henry?

Hewas given a letter by the two brothers and was asked not to open ituntil two o’clock.

Whatdoes the brothers choose Henry for?

Theywanted to make a bet on Henry.

5.Skimming:answer the following questions:
1.Where does Henry Adams come from? Does he know much about London? 2.What did he do in America?

3.Why did he land in Britain?

Putthe following events in correct order.

(1)Henry wandered in London streets.

(2)About a month ago Henry Adams was sailing out of the bay.

(3)The next morning he was spotted by a ship.

(4)Towards nightfall he found himself carried out to sea by a strongwind.

(5)On the ship he earned his passage by working as an unpaid hand.

Keys;
(2)About a month ago Henry Adams was sailing out of the bay.

(4)Towards nightfall he found himself carried out to sea by a strongwind. (3) The next morning he was spotted by a ship.

(5)On the ship he earned his passage by working as an unpaid hand.(1)Henry wandered in London streets.

6.After-reading
Whatkind of persons you think the characters are? (Henry Adams, OliverRoderick)why?

点评:教学过程有读前、读中、和读后活动,读前师生互动有利于激活学生背景知识,从人物介绍引入,经过启发式对话,激发学生学习爱好,引导学生探究语言基础使用规律,及关键词汇使用方法,经过背景介绍,然后设置悬念,引发学生思索,增加学生阅读欲望,读中关注学生阅读技巧培养,和合作探究意识和习惯。老师关键经过问题式教学策略,引导学生关注阅读中关键问题,和小说重组能力,并提供关键词,让学生对课题整体有个图式结构认识,而读后关注培养学生评判思维。引导学生对人物性格做出主观分析。

七、教学评价设计

班级:高一（1）班 执教者 骆知 评价人＿＿＿＿＿＿＿ 评价日期＿＿＿＿＿

点评:内容全方面,不仅关注老师教还关注学生学过程,效果和情感。

八、帮助和总结

在本节课教学过程中注意学生爱好和发明力,指导学生学会学习。教课文时在要求学生预习前提下,激励B层学生对照每单元Checkpoint,列出本单元关键句,提出问题,再由A、C层同学补充,在学习结束后,对学生学习做出简明总结。

我知道要想提升学生英语水平,课堂教学是主阵地,在短短一节课中,我们要利用不一样教学方法去刺激学生学习欲望,最大程度地调动学生学习主动性去参与课堂学习,要尽可能地让学生在这节课学习过程中取得大量信息,在愉快课堂中掌握好学习内容,而这一切全部还需要我不停地积累经验,认真探究。