The million pound bank note說課稿3篇

必修3unit3說課稿一

各位老師，大家好，我是來自第八十一中學(xué)的高中英語教師，今天我說課的內(nèi)容是人教課標(biāo)版必修三第三單元的第二篇閱讀課文The million pound bank note，是一節(jié)閱讀課。我準(zhǔn)備從以下幾個(gè)方面進(jìn)行說課：教材分析、教學(xué)過程以及教學(xué)反思。對教材的分析包括教學(xué)內(nèi)容、目標(biāo)、重難點(diǎn)以及教學(xué)方法。首先來說說教學(xué)內(nèi)容。

一、教材分析

教學(xué)內(nèi)容：這一單元的主要內(nèi)容是根據(jù)馬克〃吐溫的短篇小說《百萬英鎊》改編過來的戲劇劇本。學(xué)

生閱讀部分是劇本中第一幕的第四場，這一場生動的講述了衣衫襤褸的流浪漢亨利〃亞

當(dāng)斯到餐館用餐先遭冷遇，而后由于拿出了一張百萬英鎊的大鈔又備受關(guān)照的有趣故事。

作者用詼諧的筆調(diào)諷刺了資本主義社會拜金主義者的丑陋嘴臉。劇本中人物刻畫生動形

象，語言地道，是學(xué)生開始了解戲劇劇本的很好的教材。

（根據(jù)《課程標(biāo)準(zhǔn)》的要求和對教材的分析，確定了以下的三維教學(xué)目標(biāo)。）

教學(xué)目標(biāo)：

1、知識與技能：1）掌握本課的重點(diǎn)詞匯：其中8個(gè)名詞，steak, pineapple, dessert, amount, manner,scream,genuine, rag, barber; 1個(gè)形容詞，rude; 1個(gè)副詞indeed; 3個(gè)詞組，take a chance，in…manner，as for

2）能夠運(yùn)用所學(xué)詞匯描述人物的性格特征，表達(dá)自己的觀點(diǎn)。

2、過程與方法：學(xué)生能夠通過自主探究和合作學(xué)習(xí)理解劇本內(nèi)涵，感悟馬克〃吐溫的寫作風(fēng)格。

3、情感態(tài)度和價(jià)值觀：通過閱讀劇本，探討金錢和人性的關(guān)系，樹立正確的金錢觀。

教學(xué)重難點(diǎn):

1、培養(yǎng)學(xué)生的閱讀策略和技巧（比如速讀、細(xì)讀、精讀等閱讀微技能）；

2、引導(dǎo)學(xué)生通過人物語言探究人物心理，感悟作者寫作風(fēng)格；能夠運(yùn)用所學(xué)知識表達(dá)自

己的觀點(diǎn)。

（為了完成上述教學(xué)目標(biāo)，突破本文的重難點(diǎn)）

教學(xué)方法：

本節(jié)課的教學(xué)設(shè)計(jì)采用了讀前、讀中、讀后（即PWP）的閱讀教學(xué)模式。這三個(gè)階段呈階梯狀

逐漸向上拓展，層層遞進(jìn)。在讀前階段，通過播放視頻激活學(xué)生相關(guān)背景知識；讀中共分為四個(gè)環(huán)節(jié)，在速讀環(huán)節(jié)，引導(dǎo)學(xué)生掌握文章的主旨大意，構(gòu)建整體框架；細(xì)讀和精讀階段，培養(yǎng)學(xué)生獲取特定信息和挖掘深層信息的能力；鞏固階段是積累和運(yùn)用本課所學(xué)的知識。前幾個(gè)階段均是對學(xué)生進(jìn)行語言輸入的訓(xùn)練。在讀后階段，目的是使學(xué)生將所學(xué)知識加以靈活運(yùn)用，實(shí)現(xiàn)知識的遷移，達(dá)到語言的輸出。

本節(jié)課使用了任務(wù)型教學(xué)法，根據(jù)教學(xué)內(nèi)容設(shè)計(jì)了由簡到繁、由易到難、層層深入的任務(wù)，目的

是為學(xué)生提供更多的語言實(shí)踐機(jī)會，讓學(xué)生真切體會到做中學(xué)、用中學(xué)的樂趣。（讀前1個(gè)任務(wù)、讀中4個(gè)、讀后2個(gè)）

下面介紹具體的教學(xué)步驟：

Step1: Pre-reading（讀前）3′

1、首先，讀前階段分為兩個(gè)環(huán)節(jié)：復(fù)習(xí)和導(dǎo)入

1）首先通過學(xué)生分角色表演的形式復(fù)習(xí)上節(jié)課的內(nèi)容，即亨利是如何得到百萬英鎊這一場，然后

順勢問學(xué)生Do you know where Henry would go next?經(jīng)過預(yù)習(xí)和了解，學(xué)生一定會說出餐廳。

自然過渡到本課談?wù)摰脑掝}——在餐館發(fā)生的事情。

2）接下來讓學(xué)生觀看視頻并回答問題What would happen to Henry at therestaurant?（亨利在餐館是

遭到冷遇還是受人尊敬呢？）可以先讓學(xué)生自由發(fā)言，進(jìn)行預(yù)測，然后帶著疑問在看視頻的過程中尋找答案。

【通過這一活動學(xué)生既可以整體把握故事的發(fā)展情節(jié)，又可以感受到人物的語言、神態(tài)和動作，使課本上枯燥的文字變成了立體畫面，為下一步理解劇本做好鋪墊。】

Step2: while-reading（讀中）25′

讀中階段，既是閱讀課文教學(xué)的主要環(huán)節(jié)，又是學(xué)生閱讀實(shí)踐的重點(diǎn)內(nèi)容，這部分教學(xué)中將著重訓(xùn)練學(xué)生的閱讀技巧和策略。這一階段包含四個(gè)環(huán)節(jié)：速讀、細(xì)讀、精讀和鞏固。

第一環(huán)節(jié)：Fast-reading (速讀) 2′

在第一個(gè)速讀環(huán)節(jié)設(shè)計(jì)四個(gè)判斷題，讓學(xué)生帶著疑問速讀課文，培養(yǎng)掌握文章的主旨大意的能力。

【設(shè)計(jì)意圖】這一環(huán)節(jié)要及時(shí)指導(dǎo)學(xué)生速讀技巧，告訴學(xué)生閱讀時(shí)要抓關(guān)鍵詞，結(jié)合上下文的意思判斷句子正誤。

第二環(huán)節(jié)：Careful-reading (尋讀) 3′

在接下來的細(xì)讀環(huán)節(jié)，我套用了高考對閱讀理解的考查方式設(shè)置了5個(gè)問題，分別為三個(gè)推理判斷題，一個(gè)細(xì)節(jié)題和一個(gè)主旨大意題。學(xué)生需要對文章的內(nèi)容進(jìn)行分析、歸納、推理、猜測等高級思維活動才能做出正確的回答。

【設(shè)計(jì)意圖】這一過程是對學(xué)生進(jìn)行細(xì)讀的訓(xùn)練，培養(yǎng)學(xué)生獲取特定信息和挖掘文章深層次信息的能力。

第三環(huán)節(jié):Intensive-reading (精讀) 15′

第三個(gè)環(huán)節(jié)精讀，既是最重要的環(huán)節(jié)，也是突破本課重難點(diǎn)的關(guān)鍵。

首先，讓學(xué)生思考劇本中人物看到百萬英鎊前后的態(tài)度發(fā)生了怎樣的變化。

其次，讓學(xué)生仔細(xì)閱讀文章，找出可以表現(xiàn)人物態(tài)度變化的具體的語言和動作。

最后，讓學(xué)生總結(jié)人物的態(tài)度發(fā)生變化的根本原因是什么，從而引出Money Talks, 供學(xué)生思考。

【設(shè)計(jì)意圖】通過一系列的活動培養(yǎng)學(xué)生學(xué)習(xí)從人物的語言和動作探究人物的心理，使學(xué)生進(jìn)一步

體會戲劇語言的魅力，從而對文章背后所反映的社會問題進(jìn)行思考，也為下一步的討論環(huán)節(jié)做好鋪墊。

在這一部分結(jié)束之后，還要對知識點(diǎn)進(jìn)行精講精練，但不宜過多，需要精講的有：

1、 a large amount of ,take a chance ,manner,rude 以及as for的含義及用法

2、對于課文中出現(xiàn)的賓語和表語從句，只作簡單的解釋，要求學(xué)生理解其含義，講練留到下節(jié)語法課進(jìn)行。

第四環(huán)節(jié)：consolidation(鞏固) 5′

鞏固階段的任務(wù)就是復(fù)述課文。

復(fù)述課文是對所學(xué)知識積累和鞏固的過程?；A(chǔ)較好的學(xué)生可以用自己的話復(fù)述，基礎(chǔ)較差的學(xué)生可以用老師課前印發(fā)的課文縮寫采取填空的形式，目的是讓更多的學(xué)生參與到活動中來，從而達(dá)到人人有所得。

（到這一環(huán)節(jié)，對學(xué)生進(jìn)行語言輸入的訓(xùn)練就結(jié)束了，接下來的讀后階段就是讓學(xué)生對所學(xué)知識進(jìn)行靈活運(yùn)用，實(shí)現(xiàn)知識的遷移，達(dá)到語言的輸出。）

Step3. Post- reading activity (讀后) 12′

1、首先采用頭腦風(fēng)暴法說出描寫人物性格的形容詞，然后讓學(xué)生運(yùn)用這些形容詞描述劇本中各人

物的性格特征，并用自己的話說明為什么這個(gè)人是這樣的性格。培養(yǎng)學(xué)生用英語進(jìn)行思維和表

達(dá)的能力。

2、接下來提出Is money everything?這一問題，分小組進(jìn)行討論，最后由reporter闡述本組的觀點(diǎn)。

3、最后和學(xué)生分享一首詩。

Money can buy a house but not a home.

Money can buy a bed but not sleep.

Money can buy a clock but not time.

Money can buy a book but not knowledge.

Money can buy medicine but not health.

You see, money is not everything.

「設(shè)計(jì)說明」

這一環(huán)節(jié)是將德育教育滲透到教學(xué)的良好的契機(jī)，通過討論“金錢是萬能的嗎”這一話題培養(yǎng)學(xué)生正確的價(jià)值觀，使本課的主題得到升華，實(shí)現(xiàn)情感教育目標(biāo)。

Step4: Evaluation （評價(jià)）4′

1、首先對小組進(jìn)行評價(jià)，根據(jù)黑板上記錄的分?jǐn)?shù)評出最優(yōu)秀小組，計(jì)入學(xué)生成長檔案。

2、填寫學(xué)習(xí)效果自評表，對這節(jié)課的得失進(jìn)行反思，及時(shí)而有效地調(diào)整自己的學(xué)習(xí)策略，為今后的學(xué)習(xí)以及終身學(xué)習(xí)提供了一定的幫助。

Step5: Homework （作業(yè)）1′

1、Do exercise 1 and 2 on page56 of the book.

2、Role play: Please form a group of four andact it out and try to imitate their tones and try your best to make it as funnyas possible.

作業(yè)的設(shè)置要體現(xiàn)鞏固性和實(shí)踐性，第一項(xiàng)作業(yè)完成書上的練習(xí)，使學(xué)生鞏固所學(xué)知識。

第二項(xiàng)作業(yè)是讓學(xué)生根據(jù)劇本進(jìn)行表演，同時(shí)注意模仿人物的語音和語調(diào)。通過表演的形式，體驗(yàn)人物的心理，感悟劇本的內(nèi)涵，實(shí)現(xiàn)知識的延伸。

五、課后反思：

在進(jìn)行完本課的教學(xué)設(shè)計(jì)之后，反思了以下的兩點(diǎn)：

1、本課設(shè)置的所有活動，目的是給學(xué)生提供更多語言實(shí)踐的機(jī)會，在實(shí)際教學(xué)過程中，充分調(diào)動學(xué)生的積極性，使學(xué)生能夠暢所欲言，然后加以引導(dǎo)，真正體現(xiàn)學(xué)生主體，教師主導(dǎo)的課標(biāo)理念。2我會在課前做一些調(diào)研并進(jìn)行分析，掌握學(xué)生的知識程度、興趣愛好等，然后調(diào)整任務(wù)的難度，使其符合更多的不同層次的學(xué)生，從而讓更多的學(xué)生參與到課堂上來。

必修3unit3說課稿二

Teaching Explanation

This is a writing lesson, taken from PEPBook 3, Unit 3 for Senior Two students. The topic is “ The Million Pound Bank Note”

Teaching Contents

This is a time-restricted writing. Ss needrewrite the Play, Act 1, Scene 3, by Mark Twain to a narration, and makecomments on the main characters.

Teaching and Learning Objectives

1. Language knowledge and skillsobjectives:

Ss can extract useful information andexpressions from reading materials to support their writing so that they canimprove their abilities of information gathering and analyzing.

Ss can paraphrase characters and events toa narration, as well as make a simple comments so that they can improve theircritical thoughts and abilities of coherence, creation and conclusion.

2. Learning strategies objectives

In the learning process, they can learnhow to grasp key points, make notes, and make analysis and conclusion oflearning materials.

3. Emotional objectives

Ss can develop their cooperative abilitiesand build up their confidence by positive feedback.

4. Cultural objectives

Ss can learn about the famous foreignwriter, Mark Twain.

Teaching Focal and Difficult Points

Although my Ss are the Senior Two Ss withthe basic abilities of listening, speaking, reading and writing, they might notknow how to generate and develop their ideas. Meanwhile, they also havedifficulties in organizing their ideas and find the words needed. Therefore, Iwill design some activities to enrich their expressions from the readingmaterials and help them to find the clues of the text to organize theirnarrations.

Teaching and Learning Methods

Process writing approach, PWP methods,self-dependent and cooperative learning methods. Teaching Procedures

I’ll divide this lesson to 4 parts. They arewarming-up, pre-writing, while-writing and post-writing.

Warming-up stage: a competition game toguess “ Whois he?”

Some information about Mark Twain will belisted, and then Ss will race to be the first to answer the question by handsup. The winner will receive the big prize“the million pound bank note”, made by myself. Next, I’ll interview his/her feeling about the bigprize. Lastly, I’llinvite Ss to share their imagination that somebody gives you a large sum ofmoney to spend as you like. What would you do with it?

Using these activities, I’ll lead to today our topic “the million pound bank note” and arouse Ss’ interest. At the same time, Ss willincrease the foreign literature knowledge. Pre-writing stage:

Firstly, in order to guide Ss to grasp thekey elements of a play, Ss will do a fast-reading to get the main idea of thetext and complete the table.

parts, which I have already divided. Sswill answer the questions in each parts through discussing with group partners.The parts and questions are listed as follow. Part 1. Background (line 1-5)

them generate and organize their writingideas. Meanwhile, Ss answer these questions by gap-filling, which shows thesentence structures, useful expressions and transitions that can be used intheir own articles.

The last step is to analyze the Henry’s and two brothers’ personalities. Through groupingdiscussion, Ss need find the relative sentences from the text to prove theiranalyses. The purpose of this step is to guide Ss to learn how to makecomments. While-writing stage:

After they have the ideas and vocabulary,they are able to write their articles. So the third stage of my lesson iswhile-writing. At the beginning, I’ll tell them the definition of thenarration and its essential elements, including time, place, characters, plot,setting, climax and a clear order. And then Ss have 20 minutes to write theirown articles, which transfer the play we’ve learnt to a narration and makecomments. The time-restricted writing can help Ss to form a good writinghabits. It can also help my Ss improve their writing skills in several aspects.Post-writing stage:

When they finish their first draft, thenext step is revising. In order to establish Ss’ learning strategies, I’ll use the essential elements of anarration to guide Ss to check their organization and contents. Third, theywill edit their writing by checking whether there are language mistakes ingrammar, spelling, punctuation, or capitalization. It’s important to encourage Ss to doself-editing and peer-editing, so that they can conduct self-assessment andpeer-assessment. At the same time, they can share their articles to theirclassmates. Homework

After class, act the play with partners,and next class, show to us. Blackboard Design

I’ll write the essential elements of anarration on blackboard, including time, place, characters, plot, setting,climax and a clear order. Reflection

There is no doubt that the sentencestructure listed can help them to write their articles. On the contrary, italso can limit their creation.

必修3unit3說課稿三

Unit3 The Million Pound Bank Note

Reading

The status and the function:

This unit is mainly about plays ,exploringthe forms of literature and art: short story and drama; how to act out a play.The author shows the students the characteristics of the hero, the two brothersand the owners of the restaurant, showing several feelings, thus leadingstudents to know how to try writing a play and acting out the play to practicetheir oral English.

About the Ss:

As Senior 1 Ss, they are at differentlevels of English fluency, some of them have lost interest in English. Soduring the lesson, I arrange a variety of activities to let all of them join into attract their interest and let them be confident and taste the joy ofsuccess.

Teaching goals-

1.Knowledge goals:

To master the important words andsentences patterns of this unit through this period :look down upon /on, lookup to, respect, issue, change, bank note, spot, passage, seek, bet, etc.

2.Ability goals:

Enable the Ss to have the ability to usewhat they’vewatched to organize a story using the five elements about a story.

Let the Ss use the skill of guessing toget the main information about a play.

三.Moral goals