The Million Pound Bank-Note教案（精選2篇）

The Million Pound Bank-Note教案 篇1

　　unit3  the million pound bank note 教學流程圖

　　introduction 

　　find the information about mark twain

　　discussion

　　listening

　　reading

　　comprehending

　　watching part of the movie

　　retelling

　　debate

　　assignments

　　以討論、辨析為主的英語閱讀課教學模式及理論依據

　　一、模式的提出

　　從現代教育學心理學理論來看，人的發展實質上指在社會環境中不斷養成主體意識和自主能力的過程。前蘇聯教育家蘇霍姆林斯基提出了“只有促進自我教育的教育，才是真正的教育”的論斷。新《課程標準》中明確指出：“學生是學習和發展的主體。教學過程必須關注學生的個體差異和不同的學習需求，充分激發學生的主動意識和進取精神，倡導自主、合作、探究的學習方式。”為此，我校英語教學提出構建以討論、辨析為主的英語閱讀課教學模式。

　　二 、模式內涵

　　以討論、辨析為主的英語閱讀課教學模式以主體教育理論為指導思想，以學生活動為切入點，注重培養學生的領悟能力、質疑精神和創新意識，并以促進學生發展為最終目標。模式有三個基本含義：

　　（1）.堅信每個學生都是有能動性的發展著的主體，每個學生都存在著巨大的發展潛能，教育者必須引導學生認識到自己的潛能，并得到最好的發展。

　　（2）.主體意識是最能體現主體性課堂教學的關鍵要素。使學生在學習過程中確立學習意識、問題意識、參與意識、全體意識、評價意識等，是學生主題性發展的主要手段。

　�。�3）.質疑、創新是主體性課堂的靈魂。多元互動、內外遷移才能使身心得到充分發展，素質得以全面提高。

　　三、理論依據

　�。�1）素質教育的理論依據

　　素質教育是著眼于受教育者的群體和社會發展的要求，以面向全體學生，全面提高學生基本素質為根本目的，以注重開發受教育者的潛能、促進受教育者各方面生動活潑地發展為基本特征的教育。促進發展和內化是素質教育的實質。

　�。�2）主體教育的確理論依據

　　主體性指人作為社會生活實踐的主體具有的能動、自主、創造的內在特性。在課堂教學中進行主體教育指的是：教師根據學生的個性特征通過啟發、引導學生內在的教育需要，創設和諧、寬松、民主的課堂教學環境，啟發學生積極思維，教會學生學習。

　�。�3）人本主義心理學理論依據

　　人本主義心理學強調要尊重、關心、理解與信任每一個人。要發現人的價值，發揮人的潛能，發展人的個性，關注人的自我實現。必須把學習者視為學習活動的主體。教與學，歸根到底是通過學習這個接受知識的主體而完成的，因此，激發學生積極參與教學活動，是達到教學目的的關鍵。

　　四、效果結論

　　本節以討論、辨析為主的英語閱讀課教學模式效果顯著。學生的學習面貌也有了根本性的轉變，由被迫被動學變為主動、興致勃勃地學。在整個教學過程中，強調學生的自主性，主動地自我學習，自我發現，自我探索，自我發展。強調學習者要逐漸形成穩定、積極、進取的學習心態，強調學習過程和學習內容的開放性等因素，發展了學生的思維,激發了學生的求知欲望,鍛煉了學生的閱讀理解及表達能力,幫助學生掌握了正確的學習方法,提高了課堂效率,比較好地完成了教學目標,達到了預期的效果。

　　簡單教案

　　高一必修3  unit 3   the million pound bank-note

　　teaching aims:

　　1. learn more about mark twain

　　2. read and retell the million pound bank-note

　　3. learn useful expressions:  a large amount of,

　　make a bet, permit sb. to do sth., by chance, stare at, to be honest

　　teaching important points:

　　1. retell the million pound bank-note 

　　2. useful expressions

　　teaching difficult points:

　　how to help students have a correct attitude towards money

　　teaching methods:

　　1. direct perception teaching method; 2. heuristic method; 

　　3. discussing method

　　teaching aids:

　　1. a recorder ;　 2. a slide projector;  3. a computer

　　teaching procedures:

　　step i .introduction

　　step ii .reading

　　read the passage on page 23. find more information about mark twain

　　step iii. reading

　　read scene 3, act 1 of the million pound bank-note and answer some questions about it

　　step iv. listening

　　listen and solve some comprehension questions

　　step v. watching part of the movie the million pound bank-note

　　step vi. retelling the million pound bank-note

　　step vii. debate the importance of the money

　　step viii. assignments

　　step ix .record after teaching

　　詳細教案

　　高一必修3  unit 3 the million pound bank-note

　　teaching aims:

　　1. learn more about mark twain

　　2. read and retell the million pound bank-note

　　3. learn useful expressions:  a large amount of,

　　make a bet, permit sb. to do sth., by chance, stare at, to be honest

　　teaching important points:

　　1. retell the million pound bank-note 

　　2. useful expressions

　　teaching difficult points:

　　how to help students have a correct attitude towards money

　　teaching methods:

　　1. direct perception teaching method; 2. heuristic method; 

　　3. discussing method

　　teaching aids:

　　1. a recorder ;　 2. a slide projector;  3. a computer  4. a vcd

　　teaching procedures:

　　step i .introduction and reading

　　t: morning, everyone, do you like humor?

　　ss: yes, of course.

　　t: me, too. and i like watching humorous play. look at the screen; can you guess what play it is?

　　ss: yes. it is called the million pound bank-note.

　　t: then, do you know the writer of the play?

　　ss: yes. it is mark twain.

　　t: what do you know about the american writer mark twain?

　　next, read “about mark twain” on page 23 so that you can know more about him.

　　t: have you finished reading? ok. look at the screen and say sth. about mark twain.

　　t:1. tell us his wok experiences

　　s1: over the next two decades he was a printer, a riverboat pilot, a soldier, a gold miner, a business- man and a newspaper reporter.

　　t: 2.what was his pen name?

　　s2: mark twain

　　t: samuel langhorne clemens was his real name.

　　t: 3. tell us the meaning of his pen name

　　s3: “twain” is an old word for “two”.

　　“mark twain” is to say that the water is two fathoms deep.

　　t: 4.what was his first successful story?

　　s4: his first successful story was about a jumping frog contest.

　　t: 5.what are his most famous books?

　　s5: the adventures of tom sawyer.

　　the adventures of huckleberry finn.

　　life on the mississippi

　　t : why did you forget this one----the million pound bank-note? as we know, mark twain is known as a humorist during his life. and this is reflected in the million pound bank-note. so, today we’ll learn some parts of this famous play.

　　step ii . listening and reading

　　t: first, express your opinions freely. if a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? why? please discuss in groups of four.

　　s1: i’ll buy a big house, a new car of my own and get married with a beautiful girl. in my opinion, the most important thing for a person is to enjoy the life. so, if i have a lot of money, i’ll make full use of it to meet my needs for a rich life.

　　s2: i’ll give some money of the one million pound to the poor people in the west part of our country to help them live a happy life, especially the children. because they really need help and they can learn more knowledge in order to develop the west part of our country. this way of spending money is meaningful.

　　s3: …

　　t: i think all of you have a good idea. do you want to know what happened to henry adams in the million pound bank-note written by mark twain?  we’ll learn the story together.

　　1. listening

　　t: now we are going to learn act one scene 3.  listen the whole scene quickly and find out the answers to the four questions here.

　　show the questions on the screen:

　　1. how did henry adams come to england?

　　2. where did henry work? how much money did he have?

　　3. what did the two gentlemen give henry?

　　4. when can henry open the letter?

　　t: well, class, have you finished reading the whole scene?

　　ss: yes.

　　t: ok, who can answer the first question? how did henry adams come to england?

　　s1: it was the ship that brought him to england.

　　t: very good. you did a good job. next, where did henry work? how much money did he have?

　　s2: he worked for a mining company and he had no money at all.

　　t: very good. then what did the two gentlemen give him?

　　s3: they gave him a letter.

　　t: when can henry open the letter?

　　s4: he can’t open it until two o’clock.

　　t: ok, great. next, let’s do some listening.

　　step iii. reading and comprehending

　　t: please listen to the tape and try to find the characteristics of the whole scene.

　　(students listen to the tape.)

　　t: well, can you tell me the characteristics of the passage?

　　ss: yes. this is part of a play. so, the tale is written in the present tense.

　　t: ok, all of you did a good job. next, let’s read the scene again and do some exercises. 

　　these questions in oral may help understand the problem:

　　1. what happened to henry adams at sea?

　　2. did he have any money or work?

　　3. what happened to henry in a house in london?

　　step iv post-reading

　　1. do comprehending exercises.

　　get the students to do this exercise by themselves, and then ask them to check their answers with the whole class.

　　2. explain language points.

　　t: well, class. what do you think of the scene? do you think it is difficult to understand some sentences?

　　ss: yes.

　　t: now, please look at the screen and let me explain some sentences.

　　(1) a large amount of: a large quantity of; a great deal of

　　e.g. they bought a large amount of furniture before they moved their new house.

　　(2) permit somebody to do something: allow somebody to do something

　　e.g. my mother doesn’t permit me to ride in the street after it rained.

　　(3)by accident: as a result of chance or mishap.

　　e.g. i only found it by accident.

　　(4) to be honest: to tell you the truth; to be frank

　　e.g. to be honest, i don’t think we have a chance of winning.

　　step iv. watching part of the movie the million pound bank-note

　　t: well, class, have you got the main idea?

　　ss: yes.

　　t: what’s the main idea? and would you like to retell it to your parents or your friends?

　　step v. retelling the million pound bank-note

　　t: now, look at the key words. prepare for retelling the whole scene.

　　summer, 1903, henry adams, american businessman, rescued, british ship, london, without money, lost, walk down, street, led to, two rich brothers, made a bet, a letter, a million-pound bank-note, open, two o’clock.

　　s1: it was the summer of 1903, and henry adams, an american businessman, had some very luck. he was rescued at sea by a british ship that takes him to london where he finds himself without money, friends or the prospect of a good job. he was lost and alone in london. he had no money and did not know what he should do. walking down the street, he heard someone calling him. then he came in and was led to two rich brothers, roderick and oliver, who made a secret bet and gave him a letter in which there was a one-million-pound banknote. he was asked to open the letter until two o’clock in the afternoon.

　　t: good, the next one, who wants to try?

　　(then another student retells the whole scene.)

　　step vi. debate the importance of the money

　　t: ok, class, what do you think of this play? is money so important?

　　ss: no.

　　t: some people say that money is everything. what do you think of this opinion?

　　s1: i don’t think so. yes, money is very important in some occasion. but that doesn’t mean it is everything. for example, when your hometown is flooded and you are trapped in the water, can you save yourself even if you have a lot of money with you? no! so, we should not regard money as everything.

　　t: great! but some people still think that money can bring them happiness. what do you think of this?

　　s2: i don’t agree this. since money doesn’t mean everything, so it can’t bring happiness to us. for example, you have a lot of money but you haven’t a happy family, can’t you say that you are happy? t: so, class, we should have a correct attitude towards money. now, let’s look at today’s homework.

　　step vii. assignments

　　1. review the key sentences in this part.

　　2. act out the play in groups.

　　step ix .record after teaching

The Million Pound Bank-Note教案 篇2

　　the million pound bank note教案

　　unit 3

　　teaching aims:

　　1. talk about short stories and dramas.

　　2. learn how to act out a play

　　3. learn how to request and order food

　　4. learn noun clauses as the object and predicative

　　teaching importance:

　　noun clauses as the object i can’t say that i have any plans.

　　...and he does not know what he should do.

　　i did not know whether i could survive until morning.

　　noun clauses as the predicative

　　that’s why we’ve given you the letter.

　　teaching methods: skimming, scanning, discussing.

　　teaching aids: a tape recorder, a projector and a computer.

　　the first period intensive reading

　　step i.warming up

　　1.mark twain is probably one of the few american writers with whom students are already familiar. this exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.

　　t: do you know something about the american writer mark twain?

　　ss: a little.

　　t: today we will learn something about this great writer in the american history. now please read “about mark twain” on page 23 so that you can know more about him.

　　1. students read the passage about mark twain and answer the questions given in the form on page 23.

　　a. what’s the real name of mark twain?

　　b. when was he born and when did he die?

　　c. do you know all the places where he lived?

　　d. can you name three of his famous stories?

　　t: as we know, mark twain is known as a humorist during his life. and this is reflected in the million pound bank-note. so, today we will learn some parts of this famous play.

　　step ⅱpre-reading

　　get the students to discuss the question with their partners and then ask them to report their work. encourage to express their opinions freely.

　　t: if a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? why?

　　( students have a discussion on this question. whatever choice students make here, they should be ready to offer their classmates a good reason for it.)

　　…

　　t: i think all of you have a good idea. do you want to know what happened to henry adams in the million pound bank-note written by mark twain? have you ever read the story? so this class we will learn the story together.

　　step ⅲ while reading

　　1. scanning

　　get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. give the students some time to read through the scenes and then answer some questions

　　a. how did henry adams come to england?

　　b. where did henry work before? how much did he have?

　　c. what did the two gentlemen give henry?

　　d. when can henry open the letter.

　　2. after the students discuss the questions and then check the answers with the whole class.

　　t: listen to the tape and try to find out the characteristics of the whole passage.

　　ss: this is part of a play. so, the narration is written in the present tense.

　　t: ok. all of you have done a good job. next, let’s read the scene again and do some exercises.

　　step ⅳ post-reading

　　do comprehending exercises and explain :

　　a. a large amount of: a large quantity of; a great deal of

　　e.g. they bought a large amount of furniture before they moved their new house.

　　b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.

　　e.g. we made a bet on the result of the match.

　　c. permit sb to do something: allow somebody to do something

　　e.g. my mother doesn’t permit me to ride in the street after it rained.

　　d. by accident: as a result of chance

　　e.g. i only found it by accident.

　　e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)

　　f. to be honest: to tell you the truth; to be frank

　　e.g. to be honest, i don’t think we have a chance of winning.

　　step ⅴ homework

　　1. review the key sentences in this part

　　2. preview the words in the second period.

　　3. act out the play in groups

　　the second period extensive reading

　　step 1  new words

　　tell the new words in these part

　　steak:  eat like a wolf:  genuine:  reserve:  scream:  fake:

　　shoulder

　　step 2

　　listen to act one, scene 4   in the restaurant

　　and answer the following questions:

　　1. what was it in the letter?

　　2. before henry took the note out of the envelope, did the waiter serve him politely? why?

　　3. did the owner believe that the note was genuine or not? why?

　　step 3 acting

　　in group of four, play the parts of “henry, waiter, owner, hostess and clemens”.

　　step 4 explanation

　　1. it’ll cost a tiny bit.

　　1)  tiny: very small 極小的，微小的

　　a tiny baby, a tiny school

　　2) not a little 許多，很

　　not a bit 一點也不

　　i’m not a bit tired.  我一點也不累。

　　i’m not a little hungry.  我非常餓。 

　　2.take a/ the/ chance/ chances  碰運氣；冒風險

　　3. in a rude manner

　　manner 表“方式，方法”，常用單數；

　　表“舉止，態度”，也用單數；

　　表“禮貌，禮儀”，常用復數。

　　he answered in an arrogant manner.

　　his manner was impolite.

　　it is bad manners to talk with your   

　　mouth full.

　　6. issue

　　1) publish 出版，發行

　　the bank of england issued the   

　　million pound notes.

　　2) come, go or flow out 流出

　　blood issuing from a wound

　　7. in rags 衣衫襤褸

　　rag: odd cloth

　　he is in rags.

　　8. indeed

　　1) in fact 事實上，其實

　　i don’t mind. indeed, i am willing to help you.

　　2) truly, really, certainly

　　的確，實在的，確實

　　- did he finish the work?

　　- indeed, he did.

　　9. even if

　　even though 即使

　　he doesn’t want to buy the nice house, even if he gets a lot of money.

　　they came to help us, even if they had many things to do.

　　step 5 homework

　　1. read and perform the whole play with the help of the scripts in the book.

　　2. review what you have learnt in the whole unit.

　　the third period  grammar

　　step 1 learning about language

　　ask some students to tell the right answer in this part

　　step 2 using words and expressions in workbook p57

　　encourage the students to read the sentences and correct them if there are some errors

　　step 3 grammar 

　　1. what is the noun clause?

　　2. the differences between what and that

　　eg. (1) what you said yesterday is right.

　　(2) that she is still alive is a puzzle.

　　3. 否定的轉移

　　若主語謂語動詞為think, consider, suppose, believe, expect, guess, imagine等,其后的賓語從句若含有否定意義,一般要把否定詞轉移到主句謂語上,從句謂語用肯定式。

　　4 it�？梢苑旁趧釉~think, find, consider, believe, feel, make等后作為形式賓語

　　5.then do some exercises about the noun clause.and finish the exercises in the using structures (p57 and 58)

　　step 4 homework

　　1. recite the key sentences on the grammar-noun clauses as the object and predicative.

　　2. preview the third period

　　the fourth period  listening

　　step 1 listening

　　listen to the tape and answer the following questions

　　1. why does henry worry after he leaves the restaurant?

　　2. why does he go back to the two brothers’ house?

　　3. why can’t he see the two brothers again?

　　4. what do they ask him to do?

　　step 2 listening text

　　hand out the listening materials and listen to the tape and complete the passage, at last ask some students to read the passage with right answers.

　　step 3 listening in workbook (p55-56)

　　ask: what you think will happen in the tailor’s shop after henry shows the clerk and the owner the bank-note.

　　then listen to the tape and  answer the following questions

　　1. why doesn’t the clerk  give henry his change right away?

　　2. is the owner really angry at the clerk or does he just pretend to be angry? how do you know?

　　3. is henry glad to get more than one suit coat? how do you know?

　　4. henry tells the owner that he is moving. give two reasons why the owner isn’t surprised to hear this news.

　　5. what does the owner offer to do for henry? why?

　　at last , give them the listening materials and ask them to complete the passage

　　step 4 homework

　　preview the fourth period.

　　the fifth period  speaking and writing

　　step 1 cooperative learning

　　have an interview with henry.

　　1. what did you do before you came to london?

　　2. did you find it hard to get a job there?

　　3. how did you feel when you were asked to the rich brother’s house?

　　4. did you believe that the letter will work?

　　5. did you feel angry when the clerk at the tailor’s shop treated you badly at first?......

　　make a dialogue for act two and ask some students to act

　　step 2 listening, speaking and writing task (p58)

　　imagine that henry meets the woman of his dreams-portia, how will they talk with each other? how would portia know if henry was telling her the truth? how would henry say that he likes her very much in a way that she would like?

　　step 3 writing task (p60-61

　　imagine that after henry marries portia he has bad luck in business and becomes poor once again. now he must tell his wife the bad news. before you write, however, discuss these questions with your partner:

　　1) do you think henry would worry about what his wife would say to him after she heard the bad news? for example, do you think she would get angry at him?

　　2) do you think henry would worry that his wife would leave him?

　　3) do you think portia would ask henry how he suddenly became so poor?

　　4) do you think portia would worry about their marriage now?

　　step 4 homework

　　1. review the words and expressions learnt this class.

　　2. review act one, scene 4 on page 21-22 and be ready to act it out.