高中英语人教新课标必修3教案：Unit 3　The Million Pound Bank Note Period 5　Using language Listening writing and speaking

Unit3　TheMillionPoundBankNotePeriod5　Usinglanguage:Listening,writingandspeaking整体设计教材分析Thisisthefifthteachingperiodofthisunit.Asusual,theteacherwillfirstgetstudentstoreviewwhattheylearnedinthelastperiod,andthenleadinthenewlesson.Inthisperiodwewillmainlydealwiththefollowingparts:Listening,writingandactinginUsinglanguageonPage23,TalkingandListeninginWorkbookonPage55.ThepurposeofthepartListening,writingandactingistoencourageindependentthoughtandspeculation.1.LetthestudentslistentoActⅠ,Scene5.Makesurestudentsgothroughtheexercisesbeforetheylistentothetape.Thisistosharpentheirattentionandlistenfortheanswers.Thiswillalsohelpthemgetthegistofthelisteningtext.Theteachingproceduresmaybeasfollows:First,letstudentsgothroughtheexercisesandguessthelisteningtextmaybeabout.Playthetapeforstudentstolistenanddecidewhethertheirguessingisright.Second,askthemtolistenagainforthemtofindtheanswerstothequestionsinExercise2.Third,letthemlistenathirdtimetochecktheiranswers.Whiletheyarelistening,theteachershouldpauseandrepeatthekeysentencestohelpstudentsunderstand.Whencheckingtheanswers,explainsomedifficultlisteningpointsifnecessary.Intheend,showthemthelisteningtextandreaditaloudtothetape.2.HavestudentsinpairsimaginewhatmayhappentoHenryinthenextmonthashetriestousethebanknotewithoutgettingintotroubleandthenmakeanewscenefortheplayandperformittotheclass.Theteachershouldgivethemenoughencouragementandnecessaryhelp.Advisethemtofollowthesteps:1)Makealistofthecharacters.2)Makeanoutlineoftheeventsandtheactionsofthescene.3)Makeanoteofhowthecharacters’feelingschange.4)Decideonthestagedirectionswhichtelltheactorswhattodoorhowtosaysomething.5)Thinkupanexcitingending.ThepartTalkingisanopportunityforstudentstocontributetothewritingoftheplay.TheyareaskedinpainstomaketheirdialogueandthiswilltaketheplaceofActⅡ,Scene1.Studentscanallacttheirdialoguestotheclassandonecanbechosenasthemostappropriatefortheplay.ListeningonPage55isacontinuationofthesampletalkingabove.Itcompletesthesceneandcontinuestodevelopthestory.Beforelettingstudentslistentothetext,askthemtodiscussinpairswhattheythinkwillhappenwhenthetailorseesthebanknote.Weshouldtryourbesttoencouragestudents.Don’talwayscorrectthemistakestheyhavemadewhiletheyarespeakingorwriting.Otherwise,theywouldfeelreluctantandnotsayorwriteanythingmore.教学重点1.Developstudents’integrativeability.2.LetstudentslistentoActⅠ,Scene5andActⅠ,Scene2.3.HavestudentswriteanewscenetoreplaceScene5andactitout.4.AskstudentstomakeadialogueforActⅡ,Scene1.教学难点1.Getstudentstolistentoandunderstandthelisteningmaterials.2.Letstudentswriteanewsceneoftheplay.6,三维目标知识目标1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassages.2.Getstudentstolistentotheplay.3.Letstudentslearntheexpressionsofexpressingrequests.能力目标1.Developstudents’listeningskillsandenablethemtolearnhowtousedifferentlisteningstrategiestolistentodifferentlisteningmaterials.2.Enablestudentstowriteanewsceneoftheplayandactitout.3.Havestudentslearnhowtousetheexpressionstoexpressrequests.情感目标1.Stimulatestudents’interestoflearningEnglishbylisteningto,writingandactingthisplay.2.Developstudents’senseofgroupcooperationandteamwork.教学过程→Step1Revision1.Checkthehomeworkexercises.2.AsksomestudentstoactoutActⅠ,Scene4.→Step2Warmingup1.AsksomestudentstoretellthestoryaboutActⅠ,Scene4intheirownwords.2.LetstudentspredictwhattheythinkHenrywilldoorwherehewillgonextandgivetheirreasons.3.Tellstudents:WearegoingtolistentoActⅠ,Scene5.Listencarefullyandcheckyourideas.→Step3Listening:ActⅠ,Scene51.Playthewholetapeforstudentstolistentoandcheckwhethertheirpredictionisrightornot.2.Gothroughthefollowingquestionstomakesurethestudentsknowwhattodo.Showthefollowingonthescreen.1)WhydoesHenryworrywhenheleavestherestaurant?2)Whycan’theseethetwobrothersagain?3)Whatdothetwobrothersaskhimtodo?3.Playthetapeagainforthemtofindtheiranswers.4.Theydiscussandsharetheiranswerswiththeirpartner.5.Letthemlistentothetapeathirdtimeforcheckingandhavethecorrectanswers.6.Give2or3minutestothestudentstoaskquestionsiftheyhaveany.7.Showthestudentsthelisteningtextandletthemreaditaloud.→Step4Writing1.LetstudentsinpairsimaginewhatmayhappentoHenryinthenextmonthashetriestousethebanknotewithoutgettingintotrouble.2.Havethemmakeashortlistoftheirideasandchooseabestonetomakeanewscenefortheplay.3.Showthefollowingonthescreentohelpthem.Whenyouwriteyourplay,makesuretofollowthesteps:1)Makealistofthecharacters.6,2)Makeanoutlineoftheeventsandtheactionsofthescene.3)Makeanoteofhowthecharacters’feelingschange.4)Decideonthestagedirectionswhichtelltheactorswhattodoorhowtosaysomething.5)Thinkupanexcitingending.Thebeginningofthescenehasbeenalreadydoneforyou:ActⅠ,Scene5NARRATOR:Henrysmilesasheleavestherestaurant.Whenheiswalkingdownthestreet,heseesasignforabarber’sshop.Inashopwindow,helooksathisownhair.Sinceitistoolong,hedecidestogetitcut.HENRY:Goodafternoon,I’dliketogetacut.BARBER:...4.Askthestudentstowritetheirnewscene.5.Letsomeofthemreadtheirplaytotheclass.Othersshouldgivecomments.ModelScene:N=Narrator　H=Henry　B=BarberActⅠ,Scene5N:Henrysmilesasheleavestherestaurant.Whenheiswalkingdownthestreet,heseesasignforabarber’sshop.Inashopwindow,helooksathisownhair.Sinceitistoolong,hedecidestogetitcut.H:Goodafternoon,I’dliketogetacut.N:ThebarbertakesonelookatHenryandcontinuescuttinganotherman’shair.H:Er...I’dreallyliketogetahaircut.Asyoucanseeit’smuchtoolong.N:ThebarberspeaksinarudemannerB:Yes,Icanseethat.Indeed,Ican.H:Fine,well,I’lljusthaveaseatthen.N:Aftersometime,thebarberfinishescuttingtheotherman’shair,takeshismoney,andthenturnstolookatHenry.B:Lookslikeit’sbeenalongtime.Youmustbeasailor.H:Er...notquite.ButIwasatseaforalongtime.B:Allright,then,getinthechairandI’llseewhatIcando.H:Thankyou.B:Wheredidyousayyouwerefrom?H:Ididn’t,butI’mfromSanFrancisco.B:Well,you’realongwayfromhome.H:Yes,toolong.N:Theybothbecomequiet.Afterhishairiscut,thebarbertellsHenryhowmuchhemustpay.Henryshowsthebarberthebanknote.B:Why,Mr....N:Helooksshocked.H:Adams.HenryAdams.I’msorry,Idon’thaveanysmallbills.B:Why,Mr.Adams,ofcourseyouwouldn’t!N:He’swearingabigsmile.B:Nothingtoworryabout!Nothingatall!Pleasecomebackanytime,evenifyouonlyneedtwolittlehairscut!Itwillbemyhonortoserveyou!→Step5Talking1.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.I’dliketohave...I’mlookingfor...Doyouhaveany...?Doyouhaveanyother...?May/CanIhelpyou?WhatcanIdoforyou?6,Canyoushowme...,please?MayItryiton?Howmuchisit/arethey?Well,I’llthinkaboutit.I’lltakeit.That’sit.Justhavealook.Whataboutthisone?DidyoufindeverythingOK?Isthateverything?That’sallwehave.2.Supposethesituation:Afterreadingtheletterfromthebrothers,Henryputsitintohiscoatpocket.Thenhenoticesthathiscoatiswornout.Sohefindsatailor’sshopandgoesintogetanewcoat.InpairsmakeadialogueforActⅡ,Scene1usingthefollowinginformation.1)Henrygoesintoashopandtellsthesalesmanthathewantsanewcoat.2)Thesalesmanshowshimacheapcoatdownstairs.3)Henrydoubtsifheshouldtakeit.4)Thesalesmanpersuadeshimtobuyit.5)Henryagrees,butexplainsthathecan’tpayhimrightnowashehasnosmallchange.6)Henryshowsthemillionpoundbanknotetohim.3.Giveseveralminutesforstudentstopreparetheirdialogueinpairs.4.Askasmanypairsaspossibletopresenttheirdialoguetotheclass.ModelScene:H=Henry　1stC=1stclerk　2ndC=2ndclerk　3rdC=3rdclerkH:(readingthesign)“Clothesmaketheman.”Hmm...well,wewillhavetoseeaboutthat.(Heentersatailor’sshopandstandsbeforeaclerk.)I’dliketohaveasuitcoatreadytowear.1stC:(inarudemanner)Seehimthere.(Hepointstoanotherclerk.)2ndC:(alsorude)Ready-madesuits?Downstairs.H:Canyoushowmeasuit,please?3rdC:Yes,Ican,sir.Thisway,please.H:Ithoughtyoumighthaveacoatanothercustomerdecidednottobuy.3rdC:(lookingathimwithafrown)Ah,hereweare,theverythingyouneed.O:TellToddtoservethatmanquicklyandlethimoutthesidedoor.1stC:Yes,sir.H:(tryingonanuglycoat)Soisthissortofthingthat’sworninEnglandnowadays?3rdC:Oh,yes,it’sallthefashion.1stC:(pullingthethirdclerkasideandwhispering)Mr.Reidsaysyou’vegottoservehimquickandgethimoutquick!3rdC:IknowwhatI’mdoing.I’vegoteyes,haven’tI?H:It’salittletoocolorful,isn’tit?3rdC:It’sallwehaveinyoursize.H:Well,I’lltakeit.3rdC:Good.ShallIputitinabox?H:No.I’llwearit.Oh,I’drathernotpayyounow.I’dliketoopenanaccountandpayinamonth.Yousee,Idon’thaveanysmallchange.3rdC:(tryingnottoshowheisangry)Isupposeagentlemanlikeyouonlycarriesverylargebills.H:Now,lookhere,youshouldn’tjudgepeoplebytheclothestheywear.Ijustdon’twanttocauseyoutroublewithalargenote.3rdC:It’snotroubleatall.H:Inthatcase,there’snoproblem.(Hegivestheclerkthebanknote.)→Step6ListeningonPage556,1.Beforelistening,letstudentsinpairsdiscusswhattheythinkwillhappeninthetailor’sshopafterHenryshowsthesalesmanandtheownerthebanknote.2.AskthemtoturntoPage55andreadthroughtheexercises.Makesuretheyknowwhattodo.3.Playthetapeforthemtolistentoandwritedownthreethingsthathappeninthisscene.4.Askthemtolistenagainandanswerthequestionsingroups.Showthefollowingonthescreen.1)Whydoesn’tthesalesmangiveHenryhischangerightaway?2)Istheownerreallyangryatthesalesmanordoeshejustpretendtobeangry?Howdoyouknow?3)IsHenrygladtogetmorethanonecoat?Howdoyouknow?4)Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisnotsurprisedtohearthisnews.5)WhatdoestheowneroffertodoforHenry?Why?5.Letstudentssharetheiranswersinpairs.6.Playthetapeathirdtimeforthemtocheckandhavethecorrectanswers.7.Give2or3minutesforthemtoaskquestionsiftheyhaveany.→Step7Homework1.FinishofftheWorkbookexercises.2.Readtherelatedpartsofthisplayagainandtrytoretelltheminyourownwords.板书设计Unit3　TheMillionPoundBankNoteListening,writingandspeakingWhenyouwriteyourplay,makesuretofollowthesteps:1)Makealistofthecharacters.2)Makeanoutlineoftheeventsandtheactionsofthescene.3)Makeanoteofhowthecharacters’feelingschange.4)Decideonthestagedirectionswhichtelltheactorswhattodoorhowtosaysomething.5)Thinkupanexcitingending.Thebeginningofthescenehasbeenalreadydoneforyou:ActⅠ,Scene5NARRATOR:Henrysmilesasheleavestherestaurant.Whenheiswalkingdownthestreet,heseesasignforabarber’sshop.Inashopwindow,helooksathisownhair.Sinceitistoolong,hedecidestogetitcut.HENRY:Goodafternoon,I’dliketogetacut.BARBER:...活动与探究Makingrequestsandorderingfoodareverynecessaryinourdailylife.Findasmanyusefulexpressionsaspossiblefromtheplay,readthemaloudandtrytolearnthembyheart.Thenworkinpairstomakeupdialoguesaccordingtothefollowingsituations.Situation1:AttheendofyourtripinAmerica,youcometoapictureservicetohaveyourfilmsdeveloped.Youtelltheassistantabouttheexactprinttypeyouwantandthetimetogetit.Situation2:YouworkforanAmericancompany.Youcatchabadcoldanddonotfeelwell,soyouaskthemanager,Mr.Smith,forleaveofabsence.Mr.Smithinquiresafteryouandpermitsyoutotakearest.Situation3:Youareinafastfoodrestaurant,orderingtwohamburgersandFrenchfries,and6,twocakes.You’lleatintherestaurant.Sampledialogues:Situation1:A:MayIhelpyou,sir?B:Yes,Ihavegotthiscolorfilm.Howlongwillittaketogetitdeveloped?A:Twohours,sir.Doyouwantordinaryprintsorenlargedones?B:Ordinaryprints,please.Iwonderifyoucouldgetitdoneearlier.Yousee,Iwillbeleavingsoon.A:Well,inthatcase,theycanbedonebyteno’clock.Butwewillhavetochargeyourextra,youknow.B:Noproblem.Situation2:A:MayIcomein?B:Comein,please.A:Couldyousparemeafewminutes,Mr.Smith?B:Youarealwayswelcome.WhatcanIdoforyou?A:Iwonderifyoucouldpermitmetohaveonedayoff.Ihadaverybadcold.B:I’msorrytohearthat.Isn’titanybetternow?A:I’mafraidnot,butI’msureit’snotserious.IwillreportondutyassoonasIfeelbetter.B:Well,stayinhomeandhaveagoodrest.A:Thankyou.Situation3:A:Yes,sir.Whatwillitbeforyou?B:TwohamburgersandFrenchfries.A:Isthereanythingelse?B:Givemetwocakes,please.A:Gooreathere?B:We’lleathere.A:Hereyouare.That’seightfifty.6