The-Million-Pound-Bank-Note教学设计及反思

Unit3TheMillionPoundBankNoteThesecondperiodReadingandComprehengding教学设计及反思兰州市榆中县恩玲中学英语组蓝芳2016.3.8Unit3TheMillionPoundBankNoteThesecondperiodReadingandComprehengdingTeachingAims:1.KnowledgeAim:(1)Getthestudentstolearntheusefulnewwordsandexpressionsinthispart.(2)LearnthestorybyreadingthepassageAct1,Scene3ofTheMillionPoundBankNote.(3)GetthestudentstoexperiencethedifferencebetweenAmericanEnglishandBritishEnglishbylisteningtotherecordofthepassage.(4)Learntheelementsofplay.2.AbilityAims:(1)Trainthestudents’readingskillsbyusingdifferentreadingstratagies.(2)EnablethestudentstohaveagoodunderstandingofthethepassageAct1,Scene3ofTheMillionPoundBankNotebydoingdifferentexercises.(3)Enablethestudentstolearnhowtoanalysecharacterofpeople.(4)Trainthestudents’abilitytocooperatewithothers.TeachingImportantPoints:1.Letthestudentslearnandunderstandthestory.2.Learntheelementsofplay.3.Trainthestudents’readingskills.4.Trainthestudents’abilitytocooperatewithothers.TeachingDifficultPoints:1.Developthestudents’readingandabilty.2.Enablethestudentstolearnhowtoanalysecharacterofpeople.TeachingMethods:1.Task-basedteachingandlearning.2.Cooperativelearning.3.Discussion.TeachingProcedures:StepⅠGreetingsGreettheclassasusual.StepⅡPre-readingLeadthestudentstoreviewthewordsandphrasesinthisparttoprepareforreading.StepⅢReadingTask1:ListenandreadScene3quicklyandtakedownsomenotesaccordingtothefourelements:time,place,character,event(事件).TimePlacePeople/CharactersWhatishappeninginAct1Scene3?Task2:ReadScene3incharactersandthentrytoanswerthefollowingquestionsingroupsoffour:1.WheredoesHenryAdamscomefrom?DoesheknowmuchaboutLondon?2.WhatdidhedoinAmerica?3.WhydidhelandinBritain?4.WhydoyouthinkthatthebrotherschoseHenryfortheirbet?StepⅣComprehendingTask1:Readthestatementsbelowandworkinpairstodecidewhethertheyarefactsoropinions.Write“F”ifitisafact.Write“O”ifitisanopinion.1.____HenrywantstofindajobinLondon.2.____Henryisgivenanenvelopebythetwobrothers.3.____Henryisanunluckyyoungman.4.____TheservantiscalledJames.5.____Henryisfoolishtogoandmeetthetwobrothers.Task2:Analysethecharacterofthemainrole—Henryaccordingtothefollowingsentencesandfindsomeadjectives(orotherwords)todescribehim.1.Iearnedmypassagebyworkingasanunpaidhand.(Independent)2.Itismyfirsttriphere.Well,Ican’tsaythatIhaveanyplans.Well,tobehonest,Ihavenone.(nomoney)(Honest)3.Couldyouoffermesomekindofworkhere?Idon’twantyourcharity.Ijustwantanhonestjob.(Hard-working)4.Well,itmayseemluckytoyoubutnottome.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.Nowifyou’llexcuseme,IthinkI’llbeonmyway.(Frank)StepⅤSummaryRetellthestorybyfillinginthefollowingblanks.Inthesummerof1903,twooldandwealthybrothers,RoderickandOliver,(1)__________.Theywantedtoseewhetheramanwithamillionpoundbanknotecould(2)_______________inLondon.Oliverbelievedso,whileRoderick(3)_________.TheyhappenedtoseeHenry,wanderingonthepavementoutsidetheirhouse.SotheyaskedHenrytocomein.FromwhatHenrysaid,thetwobrotherslearnedthatHenryhadbeen(4)__________________byastrongwindandthenspottedbyaship,onwhichheworkedas(5)_____________toearnhispassage.Hewas(6)_________________theywerelookingfor.SoRoderickandOlivergaveHenryaletterwithmoneyinitandtoldhimnottoopenit(7)_____________.Atfirst,Henryrefusedbutfinallyheaccepteditand(8)________________.StepⅥHomeworkIngroupsoffour,playthepartsof“Henry,Roderick,Oliver,andServant”andactitoutinthenextclass.Whileacting,payattentiontothecorrectpronunciationandintonation.课后反思：我的学生是高一年级的学生，虽然有一定的词汇量，但阅读能力、表达能力和语言运用能力还相当低下。本单元是学生们第一次接触英语戏剧，所以我把本课时的重点放在了阅读和理解上面，而把语言点和句子结构的讲解放在了下一课时。了解戏剧的特点和要素，进行人物性格的分析，这对同学们都是新的尝试。因此，遵循“教无定法，贵在得法”的原则，根据学生的实际情况和本单元教材体裁——剧本的特殊性，我并没有运用日常的阅读教学步骤，先快速阅读（Fast-reading）再过渡到仔细阅读(Careful-reading)。因为阅读剧本带给读者的感觉是非常生动形象的场面，需要读者通过主人公的台词、动作、神态及情节等慢慢体会和欣赏，而快速阅读容易影响读者欣赏作品的情绪和氛围。为了让学生感受戏剧中地道的英语口语，充分感受戏剧中人物对白所呈现出的思想感情，我先运用了边听边读的方法，然后又让学生分角色朗读课文，进一步感受戏剧中人物的思想感情，理解故事的思想内涵。同时，采用任务型教学的方法，提高学生捕获信息的能力和语言运用的能力；合作学习和小组讨论法有利于提高学生的协作能力和交际能力。根据本课时的体裁特点，我增加了戏剧要素分析和人物性格分析两部分课本上没有的练习；又根据学生的实际能力水平，删减了课本上“理解”部分较难的练习。总体而言，本节课达到了预期的效果。