高中英語優(yōu)秀教案：Unit3 The Million Pound Bank Note Period 5 Using language優(yōu)秀教案 新人教版必修3

1、Unit 3The Million Pound Bank Note Period 5Using language: Listening, writing and speaking整體設(shè)計教材分析This is the fifth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.In this period we will mainly

2、 deal with the following parts: Listening, writing and acting in Using language on Page 23, Talking and Listening in Workbook on Page 55.The purpose of the part Listening, writing and acting is to encourage independent thought and speculation.1. Let the students listen to Act , Scene 5. Make sure st

3、udents go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening

4、text may be about. Play the tape for students to listen and decide whether their guessing is right. Second, ask them to listen again for them to find the answers to the questions in Exercise 2. Third, let them listen a third time to check their answers. While they are listening, the teacher should p

5、ause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and read it aloud to the tape.2. Have students in pairs imagine what may happen to Henry in the next month as he tr

6、ies to use the bank note without getting into trouble and then make a new scene for the play and perform it to the class. The teacher should give them enough encouragement and necessary help. Advise them to follow the steps: 1)Make a list of the characters. 2)Make an outline of the events and the ac

7、tions of the scene. 3)Make a note of how the characters feelings change. 4)Decide on the stage directions which tell the actors what to do or how to say something. 5)Think up an exciting ending.The part Talking is an opportunity for students to contribute to the writing of the play. They are asked i

8、n pains to make their dialogue and this will take the place of Act , Scene 1. Students can all act their dialogues to the class and one can be chosen as the most appropriate for the play. Listening on Page 55 is a continuation of the sample talking above. It completes the scene and continues to deve

9、lop the story. Before letting students listen to the text, ask them to discuss in pairs what they think will happen when the tailor sees the bank note.We should try our best to encourage students. Dont always correct the mistakes they have made while they are speaking or writing. Otherwise, they wou

10、ld feel reluctant and not say or write anything more.教學(xué)重點1. Develop students integrative ability.2. Let students listen to Act , Scene 5 and Act , Scene 2.3. Have students write a new scene to replace Scene 5 and act it out.4. Ask students to make a dialogue for Act , Scene 1.教學(xué)難點1. Get students to

11、listen to and understand the listening materials.2. Let students write a new scene of the play.三維目標(biāo)知識目標(biāo)1. Get students to learn some useful new words and expressions in the listening passages.2. Get students to listen to the play.3. Let students learn the expressions of expressing requests.能力目標(biāo)1. De

12、velop students listening skills and enable them to learn how to use different listening strategies to listen to different listening materials.2. Enable students to write a new scene of the play and act it out.3. Have students learn how to use the expressions to express requests.情感目標(biāo)1. Stimulate stud

13、ents interest of learning English by listening to, writing and acting this play.2. Develop students sense of group cooperation and teamwork.教學(xué)過程Step 1 Revision1. Check the homework exercises.2. Ask some students to act out Act , Scene 4.Step 2 Warming up1. Ask some students to retell the story about

14、 Act , Scene 4 in their own words.2. Let students predict what they think Henry will do or where he will go next and give their reasons.3. Tell students: We are going to listen to Act , Scene 5. Listen carefully and check your ideas.Step 3 Listening: Act , Scene 51. Play the whole tape for students

15、to listen to and check whether their prediction is right or not.2. Go through the following questions to make sure the students know what to do.Show the following on the screen.1)Why does Henry worry when he leaves the restaurant?2)Why cant he see the two brothers again?3)What do the two brothers as

16、k him to do?3. Play the tape again for them to find their answers.4. They discuss and share their answers with their partner.5. Let them listen to the tape a third time for checking and have the correct answers.6. Give 2 or 3 minutes to the students to ask questions if they have any.7. Show the stud

17、ents the listening text and let them read it aloud.Step 4 Writing1. Let students in pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble.2. Have them make a short list of their ideas and choose a best one to make a new scene for the p

18、lay.3. Show the following on the screen to help them.When you write your play, make sure to follow the steps:1)Make a list of the characters.2)Make an outline of the events and the actions of the scene.3)Make a note of how the characters feelings change.4)Decide on the stage directions which tell th

19、e actors what to do or how to say something.5)Think up an exciting ending.The beginning of the scene has been already done for you:Act , Scene 5NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barbers shop. In a shop window, he looks at his

20、 own hair. Since it is too long, he decides to get it cut.HENRY: Good afternoon, Id like to get a cut.BARBER: . . .4. Ask the students to write their new scene.5. Let some of them read their play to the class. Others should give comments.Model Scene:N=NarratorH=HenryB=BarberAct , Scene 5N: Henry smi

21、les as he leaves the restaurant. When he is walking down the street, he sees a sign for a barbers shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.H: Good afternoon, Id like to get a cut.N: The barber takes one look at Henry and continues cutting anoth

22、er mans hair.H: Er. . . Id really like to get a haircut. As you can see its much too long.N: The barber speaks in a rude mannerB: Yes, I can see that. Indeed, I can.H: Fine, well, Ill just have a seat then.N: After some time, the barber finishes cutting the other mans hair, takes his money, and then

23、 turns to look at Henry.B: Looks like its 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 Ill see what I can do.H: Thank you.B: Where did you say you were from?H: I didnt, but Im from San Francisco.B: Well, youre

24、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 he must pay. Henry shows the barber the bank note.B: Why, Mr. . . .N: He looks shocked.H: Adams. Henry Adams. Im sorry, I dont have any small bills.B: Why, Mr. Adams, of course you

25、 wouldnt!N: Hes wearing a big smile.B: 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!Step 5 Talking1. Show the following form on the screen. Let students read the expressions aloud, and make sure they u

26、nderstand their Chinese meanings.Id like to have. . . Im looking for. . .Do you have any. . . ?Do you have any other. . . ?Can you show me. . . , please?May I try it on?How much is it/are they?Well, Ill think about it.Ill take it.Thats it.Just have a look.May/Can I help you?What can I do for you?Wha

27、t about this one?Did you find everything OK?Is that everything?Thats all we have.2. Suppose the situation: After reading the letter from the brothers, Henry puts it into his coat pocket. Then he notices that his coat is worn out. So he finds a tailors shop and goes in to get a new coat. In pairs mak

28、e a dialogue for Act , Scene 1 using the following information.1)Henry goes into a shop and tells the salesman that he wants a new coat.2)The salesman shows him a cheap coat downstairs.3)Henry doubts if he should take it.4)The salesman persuades him to buy it.5)Henry agrees, but explains that he can

29、t pay him right now as he has no small change.6)Henry shows the million pound bank note to him.3. Give several minutes for students to prepare their dialogue in pairs.4. Ask as many pairs as possible to present their dialogue to the class.Model Scene:H=Henry1st C=1st clerk2nd C=2nd clerk3rdC=3rd cle

30、rkH: (reading the sign)“Clothes make the man. ” Hmm. . . well, we will have to see about that. (He enters a tailors shop and stands before a clerk. )Id like to have a suit coat ready to wear.1st C: (in a rude manner)See him there. (He points to another clerk. )2nd C: (also rude)Ready-made suits? Dow

31、nstairs.H: Can you show me a suit, please?3rd C: Yes, I can, sir. This way, please.H: I thought you might have a coat another customer decided not to buy.3rd C: (looking at him with a frown)Ah, here we are, the very thing you need.O: Tell Todd to serve that man quickly and let him out the side door.

32、1st C: Yes, sir.H: (trying on an ugly coat)So is this sort of thing thats worn in England nowadays?3rd C: Oh, yes, its all the fashion.1st C: (pulling the third clerk aside and whispering)Mr. Reid says youve got to serve him quick and get him out quick!3rd C: I know what Im doing. Ive got eyes, have

33、nt I?H: Its a little too colorful, isnt it?3rd C: Its all we have in your size.H: Well, Ill take it.3rd C: Good. Shall I put it in a box?H: No. Ill wear it. Oh, Id rather not pay you now. Id like to open an account and pay in a month. You see, I dont have any small change.3rd C: (trying not to show

34、he is angry)I suppose a gentleman like you only carries very large bills.H: Now, look here, you shouldnt judge people by the clothes they wear. I just dont want to cause you trouble with a large note.3rd C: Its no trouble at all.H: In that case, theres no problem. (He gives the clerk the bank note.

35、)Step 6 Listening on Page 551. Before listening, let students in pairs discuss what they think will happen in the tailors shop after Henry shows the salesman and the owner the bank note.2. Ask them to turn to Page 55 and read through the exercises. Make sure they know what to do.3. Play the tape for

36、 them to listen to and write down three things that happen in this scene.4. Ask them to listen again and answer the questions in groups.Show the following on the screen.1)Why doesnt the salesman give Henry his change right away?2)Is the owner really angry at the salesman or does he just pretend to b

37、e angry? How do you know?3)Is Henry glad to get more than one coat? How do you know?4)Henry tells the owner that he is moving. Give two reasons why the owner is not surprised to hear this news.5)What does the owner offer to do for Henry? Why?5. Let students share their answers in pairs.6. Play the t

38、ape a third time for them to check and have the correct answers.7. Give 2 or 3 minutes for them to ask questions if they have any.Step 7 Homework1. Finish off the Workbook exercises.2. Read the related parts of this play again and try to retell them in your own words.板書設(shè)計Unit 3The Million Pound Bank

39、 NoteListening, writing and speakingWhen you write your play, make sure to follow the steps:1)Make a list of the characters.2)Make an outline of the events and the actions of the scene.3)Make a note of how the characters feelings change.4)Decide on the stage directions which tell the actors what to

40、do or how to say something.5)Think up an exciting ending.The beginning of the scene has been already done for you:Act , Scene 5NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barbers shop. In a shop window, he looks at his own hair. Since

41、it is too long, he decides to get it cut.HENRY: Good afternoon, Id like to get a cut.BARBER: . . .活動與探究Making requests and ordering food are very necessary in our daily life. Find as many useful expressions as possible from the play, read them aloud and try to learn them by heart. Then work in pairs to make up dialogues according to the following situations.Situation 1: At the end of your trip in America, you come to a picture service to have your films developed. You tell the assistant about the exact print type you want and the time to get it