高中英语人教新课标必修3教案：Unit 3　The Million Pound Bank Note Period 4　Using language Reading acting and speaking

Unit3　TheMillionPoundBankNotePeriod4　Usinglanguage:Reading,actingandspeaking整体设计教材分析Thisisthefourthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.Inthisperiod,wewillmainlydealwiththepartReading,actingandspeakinginUsinglanguageonPages22-23,thatisActI,Scene4ofTheMillionPoundBankNote.Thepurposeofthispartoftheunitistocontinuetheplayandgivestudentsopportunitytoactoutthesceneinclass.TheteachercanfirstasksomestudentstoactoutActⅠ,Scene3ofTheMillionPoundBankNoteandthenaskstudentstoreadActⅠ,Scene4anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Later,letstudentslistentothetapeandroleplaythetext.Havethemgetintogroupsofsix.Fivestudentswilltaketherolesintheplay.Theywillreadtheirspeechesandtrytomaketheirlanguagesoundauthentic.Thesixpersonsordirectorwilldecidehowtheactingwilltakeplaceinthescene.He/shewillalsoguidetherestofthegroupintheuseoftheirvoicessothattheywillsoundasmuchlikethecharactersintheplayastheycan.Finally,askstudentstoreadActⅠ,Scene4againtounderlinealltheexpressionsusedtoorderfood,makeupadialogueatrestaurantwiththeirpartnerandbereadytoactitoutbeforetheclass.Attheendoftheclass,askstudentstoretelltheplayofthispartintheirownwordsandperformtheplayofthispartortheirowndialogue.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.教学重点1.Developstudents’readingandspeakingskills.2.Letstudentsreadandacttheplay.3.Havestudentslearntousetheexpressionstoorderfood.教学难点1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.2.Getstudentstoacttheplay.3.Havestudentsmakeadialogueattherestaurant.三维目标知识目标1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.Getstudentstoreadtheplay.3.Letstudentslearntheexpressionsoforderingfood.能力目标1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.2.Enablestudentstounderstandandactouttheplay.3.Havestudentslearnhowtousetheexpressionstoorderfood.情感目标1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.6,2.Developstudents’senseofgroupcooperationandteamwork.教学过程设计方案（一）→Step1Revision1.Checkthehomeworkexercises.2.Translatethefollowingsentenceswithnounclausesastheobjectandthepredicative.1)我认为妇女能够在许多科学领域取得很高的成就。2)我不知道林巧稚是否记得她曾接生过多少婴儿。3)告诉我怎样才能保持健康,好吗？4)她的愿望就是尽快瘦下来。5)问题是那件事是否值得做。6)那就是他所担心的。7)好像要下雨。8)那就是他上学迟到的原因。Keysforreference:1)Ithink(that)womencanreachveryhighachievementsinmanyfieldsofscience.2)Iwonderwhether/ifLinQiaozhirememberedhowmanybabiesshehaddelivered.3)WillyoutellmehowIcankeepfitandhealthy?4)Herwishisthatshecouldloseweightassoonaspossible.5)Thequestioniswhetheritisworthdoing.6)That’swhatheisworriedabout.7)Itlooksasifitis/wasraining.8)That’swhyhewaslateforschool.→Step2Warmingup1.Acting:AsksomestudentstoactoutActⅠ,Scene3.2.Prediction:Letstudentspredictthenextscene.WhatwouldhappentoHenryattherestaurant?A.Hewasnottakenseriously.B.Hewastreatedpolitely.→Step3Reading1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.2.Readtheplaycarefullyanddothefollowing:1)Answerthesequestionsinsmallgroups.(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.(2)Whatkindofpersonistheowneroftherestaurant?(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?2)PaymuchattentiontothedifferentattitudestowardsHenry.6,BeforeHenryshowshismillionpoundbanknote:OwnerHostessWaiterThatone’sreserved.Well,wewillhavetotakeachance....ifyoupaythebill...Mygoodness!Heeatslikeawolf.It’llcostatinybit.Again,everything?What’stheretowaitfor?AfterHenryshowshismillionpoundbanknote:OwnerHostessWaiterI’msosorry,sir,sosorry.Oh,please,don’tworry,sir.Doesn’tmatteratall.Justhavingyousithereisagreathonor!...bow...ScreamsAndyouputhiminthebackoftherestaurant!bow...bow...3.Retellthestory:Withthe______________inhand,Henrydecidedtoentera______________forameal.Heorderedsome______________and______________andanicebig______________togetherwithatallglassof______________.Thewaitertoldhimthemealwouldcosthim__________________________________________.Aftereatinghisfirstorder,Henryaskedformoreof____________________________.WhenHenryopenedtheletter,hefounditwasa________________________________________________________.Hewas______________buttheownerandthewaiterwere______________.Theownerwasnotsureifitwas______________or______________.Theycouldn’tbelieveHenrywhowas____________________________couldbesorich.Atlast,thenotewasprovedtobereal.Afterknowingthatthebillisgenuine,theowner______________HenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthe______________.Theowner,hostessandwaiterall______________togetherasHenryleft.Keysforreference:envelope;restaurant;ham;eggs;steak;beer;atinybit;thesame;millionpoundbanknote;surprised;shocked;genuine;fake;inrags;thanked;bill;bowed→Step4Languagepoints1.I’mafraidit’llcostalargeamountofmoney.恐怕这得花费一大笔钱。alargeamountof:plentyof大量的（常用于修饰不可数名词)Nowhehasalargeamountofmoneyandhecandoanythinghewantswithit.现在他有了一大笔钱,他就可以做他想做的事了。2.Well,we’llhavetotakeachance.我们得冒点风险。takeachance/takethechance/takechances:attempttodosomething,inspiteofthepossibilityoffailure;takearisk;behaveriskily冒险;碰运气Youshouldnevertakeachancewhendrivingacar.开车时决不应冒险。Wemustn’ttakechances.We’dbetterplaysafe.我们不要冒险,我们最好求稳。3.(inarudemanner)What’stheretowaitfor?（很不耐烦地)还等什么？ina...manner以……的举止;以……的态度Shetalkedtousinaverypolitemanner.6,她很有礼貌地与我们谈话。4.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样,我觉得这不可能是假钞。助动词do或其他形式does,did在肯定句中用于谓语动词前,表示强调。例如:IdidtellhimwhatIthoughtof.我的确告诉过他我的想法。can表示推测,与主句中的not结合在一起,表示“不可能”。例如:Itcan’tbeJim.Iknowhimtoowell.不可能是吉姆,我太了解他了。5.Buthe’sinrags!但是他穿得破破烂烂的。介词in后面接表示颜色或衣物等的名词时,意思是“穿着;戴着”。例如:Thegirlingreenisagoodfriendofmine.穿绿衣服的女孩是我的一个好朋友。inrags衣衫褴褛Theoldmaninragsusedtobeveryrich.衣着褴褛的那位老人过去很富有。6.Asforthebill,sir,pleaseforgetit.至于账单嘛,先生,请把他忘了吧。asfor:withregardto至于;关于Asforyou,yououghttobeashamedofyourself.至于你,你应该感到惭愧。Asforthehotel,itwasveryuncomfortableandmilesfromthesea.至于旅馆呢,非常不舒服,而且离海边有好几里地。→Step5Acting1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.→Step6Speaking1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.WAITER/WAITRESSCanIhelpyou?I’lltakeyourorderinaminute.Areyoureadytoorder,sir/madam?Whatwouldyoulike...?Enjoyyourmeal!Here’syourbill.Hereyouare.CUSTOMERI’dlike...　　　I’llhave...Doyouhave...?Whatdoyousuggest?I’llhavethat.Thebill,please.CanIhavethecheck,please?2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.6,4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.→Step7Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Actouttheplay.设计方案(二)→Step1Revision1.Checkthehomeworkexercises.2.AsksomestudentstoactoutActⅠ,Scene3.→Step2Leading-in1.LetsomestudentstellthestoryofActⅠ,Scene3intheirownwords.2.HavestudentspredictwhatwouldhappentoHenryinthenextscene.3.Tellstudents:TurntoPage22.WearegoingtoreadActⅠ,Scene4.→Step3Reading1.Askstudentstoreadthetextandgetthegistassoonaspossible.2.Askstudentstoreadthepassagecarefullytolocateparticularinformationandanswerthefollowingquestions.1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.2)Whatkindofpersonistheowneroftherestaurant?3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?3.Whilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpressionsandunderstandsomedifficultsentences.4.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebookafterclassashomework.→Step4Dialogue1.Askstudentstoreadtheexpressionsoforderingfoodandtrytokeeptheminmind.2.Letthemimaginetheyarehavingagoodmealinarestaurantandmakeadialoguewiththeirpartneractingasawaiterorwaitress.→Step5Closingdownbyacting1.Askstudentstoseethefilmorlistentothetape.2.Letthemroleplaythetextandtrytokeeptheirlinesinmind.3.Havesomeofthemtoacttheplay.→Step6Homework1.Inpairsmakeadialoguetopracticeorderingfood.2.Rewritetheplayintoastoryinyourownwords.板书设计Unit3　TheMillionPoundBankNoteReading,actingandspeakingWAITER/WAITRESSCanIhelpyou?I’lltakeyourorderinaminute.Areyoureadytoorder,sir/madam?Whatwouldyoulike...?Enjoyyourmeal!Here’syourbill.Hereyouare.CUSTOMERI’dlike...　　　I’llhave...Doyouhave...?Whatdoyousuggest?I’llhavethat.Thebill,please.CanIhavethecheck,please?6,活动与探究Role-play(Aninterview)→Step1Teachergivestheinstructions.SupposeajournalistinLondonheardthisunbelievablestory:Amillionaireinragshadamealinarestaurant.Hethoughtitmightmakeanexcellentarticle,soherushedtothatrestaurantandinterviewedtheowner,thehostessandthewaiter.Nowworkingroupsoffour,andpreparetoactouttheinterview.Theonewhowantstoactasthejournalistneedstopreparesomegoodquestions.Studentswhoactastheowner,hostessandwaiterneedtogetpreparedforthequestions.→Step2Studentspracticetheinterviews.Theteachermayprovidehelpwherenecessary.Choosesomewell-preparedgroupstogivepresentationslater.→Step3StudentsmakepresentationsInviteasmanygroupsaspossibletoperforminfrontoftheclass.6