面试 说课稿1 招教 同课异构二 英语 高中 阅读课 必修3 unit 3 The Million Pound Bank Note

1、人教版高中英语必修3Unit 3 The Million Pound Bank Note吕媛媛Good morning, judges. Its my honor to be here to present my lesson. Im the candidate , applying for senior high school English teacher. The topic is “The Million Pound Bank Note” Now, Ill begin my lessons. 1. Analysis of teaching materialThe text Im goi

2、ng to elaborate on is The million pound bank note. It is from Unit 3, book 3, published by PEP for senior high students. It is a reading text that introduces a play adapted from short story written by Mark Twain. In the play, two rich brothers make a bet whether a guy can survive a month in London w

3、ith a million pound bank note. The genre of the text is play. It is the first time that students have read this kind of text and it is the only time it occurs in PEP text book. Therefore, the special structure and its ways of expressions are very important to understand. Teaching objectives:Knowledg

4、e and skill objectives:1. Get to know the meaning of key words scene, narrator, penniless, wander, stare at, spot, passage, unpaid” by reading the play, try to appreciate the usage of these key words. 2. Understand the writer Mark Twains background information, humorous writing style and the basic s

5、tructure of English play. Learning strategies:1. Make use of some reading strategies, such as skimming, scanning so as to get the plot of the story;2. Read the play under the teachers guidance, understand the part of stage direction. Try to appreciate the charm of language of play. Get a deeper unde

6、rstanding of use of act, language to highlight characters emotion, social status and so on. Affects:Think about the relation between money and human nature. Help students to be aware of the positive values. Learn from Henrys outstanding quality, such as honesty, industry. One should realize his or h

7、er dreams by hardworking. Teaching important points:The general plot of the story and basic elements of a play. Teaching difficult points:How to appreciate the charm of plays language and understand the values reflected by the story. 2. Analysis of teaching methodsI adopt communicative language teac

8、hing, task-based langauge teaching method. CLT is adopted through the whole class. In pre-reading stage, CLT helps to activate students background information and prepares for the lesson well. In while-reading stage, CLT facilitates students exchange their ideas while reading so as to learn in a coo

9、perative way. In post-reading stage, CLT is combined with TBLT together to fulfill the task. I make use of TBLT to get students to write our novel with Henry Adams as the first-person narrator. By finishing this task, students can change their perspective of appreciating this play. 3. Analysis of st

10、udentsStudents of senior high school have learnt exposition, news report and some other genres, but its the first time they come across play. So they may be curious and willing to discover the new text.As students critical thinking and independent thinking ability are improving at this stage, they a

11、re able to take part in more complexing activities. I will design some tasks so as to better meet their different requirements. 4. Analysis of learning methods:In order to be in line with the notion of student-centeredness, Id like to lead students combine cooperative learning and researched learnin

12、g together. By doing so, students can improve their collaborative learning ability and better be aware of team work spirit in group work. I will also design a presentation part for students to report their opinions of the leading characters in the play, which arouses students interests when they use

13、 the researched learning method. 5. Teaching procedure:5.1. lead-inI show a picture which tells a story about Mark and his friend. From this story, students get a first impression of Mark Twain. The story goes like this, Marks friend traveled with him. But he lost money, so he turned to Mark for hel

14、p. Mark told him to hide under the seat when the conductor came to check the tickets. But when conductor came, Mark said, my friend is very strange, he doesnt like sit on the seat. He likes to lie on the floor under the seat.Then I conclude, what kind of person is Mark Twain? Yes, he is a person wit

15、h a good sense of humor. 5.2 Pre-readingLead students to scan the play and try to find the basic elements of a play. Ask students to underline scene, act, narrator, stage direction. Some key words ： ACT I Scene3, narrator, Oliver.【purpose】Activate students previous knowledge and lead students to com

16、pare the difference between play and novels. 5.3 While-reading1. Fast readingAsk students to read Narrator part and pay attention to details. Some instructive questions are listed as follows: 【可选取部分使用】How many characters are there in the play? What are they doing? Who are they? What kind of person a

17、re the two brothers? What did the brothers do? What is the bet about? What about Henry? What is he doing? Where did the story happen?2. Detailed reading to analyze peoples charactersI divide the text into 4 parts based on different scenes and ask different questions to lead students read carefully.

18、By comprehending what Henry said and what Henry do, students may better understand the characters emotion and his values. 【可问问题】What made Henry penniless? How about Henrys feelings and characters? 3. I summarize together with students, Henry: A man without a penny; without a job; without a friend bu

19、t with the good characters of being hardworking, honest, straightforward, independent, 【purpose】Prepare students for further writing. 5.4 post-reading1. writingAsk students to write our novel with Henry Adams as the first-person narrator. Attention: write down the events with own feelings. And some

20、requirements for students to notice:(1) Line 1-29 When I was invited to the house (groups 1 and 2)my feeling when I stared at the brothers dinner should be included in the writing. (2) Line 4863 When I was given the letter, (groups 3 and 4)2. Comparison and appreciationProvide students the with the original novel counterpart (rewritten in easy English) and encourage students compare theirs with the original one. I will remind them of their highlights in rewriting. If I think theirs are very good, I can even praise as better than the origina