The million pound bank note说课稿3篇

必修3unit3说课稿一

各位老师，大家好，我是来自第八十一中学的高中英语教师，今天我说课的内容是人教课标版必修三第三单元的第二篇阅读课文The million pound bank note，是一节阅读课。我准备从以下几个方面进行说课：教材分析、教学过程以及教学反思。对教材的分析包括教学内容、目标、重难点以及教学方法。首先来说说教学内容。

一、教材分析

教学内容：这一单元的主要内容是根据马克〃吐温的短篇小说《百万英镑》改编过来的戏剧剧本。学

生阅读部分是剧本中第一幕的第四场，这一场生动的讲述了衣衫褴褛的流浪汉亨利〃亚

当斯到餐馆用餐先遭冷遇，而后由于拿出了一张百万英镑的大钞又备受关照的有趣故事。

作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。剧本中人物刻画生动形

象，语言地道，是学生开始了解戏剧剧本的很好的教材。

（根据《课程标准》的要求和对教材的分析，确定了以下的三维教学目标。）

教学目标：

1、知识与技能：1）掌握本课的重点词汇：其中8个名词，steak, pineapple, dessert, amount, manner,scream,genuine, rag, barber; 1个形容词，rude; 1个副词indeed; 3个词组，take a chance，in…manner，as for

2）能够运用所学词汇描述人物的性格特征，表达自己的观点。

2、过程与方法：学生能够通过自主探究和合作学习理解剧本内涵，感悟马克〃吐温的写作风格。

3、情感态度和价值观：通过阅读剧本，探讨金钱和人性的关系，树立正确的金钱观。

教学重难点:

1、培养学生的阅读策略和技巧（比如速读、细读、精读等阅读微技能）；

2、引导学生通过人物语言探究人物心理，感悟作者写作风格；能够运用所学知识表达自

己的观点。

（为了完成上述教学目标，突破本文的重难点）

教学方法：

本节课的教学设计采用了读前、读中、读后（即PWP）的阅读教学模式。这三个阶段呈阶梯状

逐渐向上拓展，层层递进。在读前阶段，通过播放视频激活学生相关背景知识；读中共分为四个环节，在速读环节，引导学生掌握文章的主旨大意，构建整体框架；细读和精读阶段，培养学生获取特定信息和挖掘深层信息的能力；巩固阶段是积累和运用本课所学的知识。前几个阶段均是对学生进行语言输入的训练。在读后阶段，目的是使学生将所学知识加以灵活运用，实现知识的迁移，达到语言的输出。

本节课使用了任务型教学法，根据教学内容设计了由简到繁、由易到难、层层深入的任务，目的

是为学生提供更多的语言实践机会，让学生真切体会到做中学、用中学的乐趣。（读前1个任务、读中4个、读后2个）

下面介绍具体的教学步骤：

Step1: Pre-reading（读前）3′

1、首先，读前阶段分为两个环节：复习和导入

1）首先通过学生分角色表演的形式复习上节课的内容，即亨利是如何得到百万英镑这一场，然后

顺势问学生Do you know where Henry would go next?经过预习和了解，学生一定会说出餐厅。

自然过渡到本课谈论的话题——在餐馆发生的事情。

2）接下来让学生观看视频并回答问题What would happen to Henry at therestaurant?（亨利在餐馆是

遭到冷遇还是受人尊敬呢？）可以先让学生自由发言，进行预测，然后带着疑问在看视频的过程中寻找答案。

【通过这一活动学生既可以整体把握故事的发展情节，又可以感受到人物的语言、神态和动作，使课本上枯燥的文字变成了立体画面，为下一步理解剧本做好铺垫。】

Step2: while-reading（读中）25′

读中阶段，既是阅读课文教学的主要环节，又是学生阅读实践的重点内容，这部分教学中将着重训练学生的阅读技巧和策略。这一阶段包含四个环节：速读、细读、精读和巩固。

第一环节：Fast-reading (速读) 2′

在第一个速读环节设计四个判断题，让学生带着疑问速读课文，培养掌握文章的主旨大意的能力。

【设计意图】这一环节要及时指导学生速读技巧，告诉学生阅读时要抓关键词，结合上下文的意思判断句子正误。

第二环节：Careful-reading (寻读) 3′

在接下来的细读环节，我套用了高考对阅读理解的考查方式设置了5个问题，分别为三个推理判断题，一个细节题和一个主旨大意题。学生需要对文章的内容进行分析、归纳、推理、猜测等高级思维活动才能做出正确的回答。

【设计意图】这一过程是对学生进行细读的训练，培养学生获取特定信息和挖掘文章深层次信息的能力。

第三环节:Intensive-reading (精读) 15′

第三个环节精读，既是最重要的环节，也是突破本课重难点的关键。

首先，让学生思考剧本中人物看到百万英镑前后的态度发生了怎样的变化。

其次，让学生仔细阅读文章，找出可以表现人物态度变化的具体的语言和动作。

最后，让学生总结人物的态度发生变化的根本原因是什么，从而引出Money Talks, 供学生思考。

【设计意图】通过一系列的活动培养学生学习从人物的语言和动作探究人物的心理，使学生进一步

体会戏剧语言的魅力，从而对文章背后所反映的社会问题进行思考，也为下一步的讨论环节做好铺垫。

在这一部分结束之后，还要对知识点进行精讲精练，但不宜过多，需要精讲的有：

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

2、对于课文中出现的宾语和表语从句，只作简单的解释，要求学生理解其含义，讲练留到下节语法课进行。

第四环节：consolidation(巩固) 5′

巩固阶段的任务就是复述课文。

复述课文是对所学知识积累和巩固的过程。基础较好的学生可以用自己的话复述，基础较差的学生可以用老师课前印发的课文缩写采取填空的形式，目的是让更多的学生参与到活动中来，从而达到人人有所得。

（到这一环节，对学生进行语言输入的训练就结束了，接下来的读后阶段就是让学生对所学知识进行灵活运用，实现知识的迁移，达到语言的输出。）

Step3. Post- reading activity (读后) 12′

1、首先采用头脑风暴法说出描写人物性格的形容词，然后让学生运用这些形容词描述剧本中各人

物的性格特征，并用自己的话说明为什么这个人是这样的性格。培养学生用英语进行思维和表

达的能力。

2、接下来提出Is money everything?这一问题，分小组进行讨论，最后由reporter阐述本组的观点。

3、最后和学生分享一首诗。

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.

「设计说明」

这一环节是将德育教育渗透到教学的良好的契机，通过讨论“金钱是万能的吗”这一话题培养学生正确的价值观，使本课的主题得到升华，实现情感教育目标。

Step4: Evaluation （评价）4′

1、首先对小组进行评价，根据黑板上记录的分数评出最优秀小组，计入学生成长档案。

2、填写学习效果自评表，对这节课的得失进行反思，及时而有效地调整自己的学习策略，为今后的学习以及终身学习提供了一定的帮助。

Step5: Homework （作业）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.

作业的设置要体现巩固性和实践性，第一项作业完成书上的练习，使学生巩固所学知识。

第二项作业是让学生根据剧本进行表演，同时注意模仿人物的语音和语调。通过表演的形式，体验人物的心理，感悟剧本的内涵，实现知识的延伸。

五、课后反思：

在进行完本课的教学设计之后，反思了以下的两点：

1、本课设置的所有活动，目的是给学生提供更多语言实践的机会，在实际教学过程中，充分调动学生的积极性，使学生能够畅所欲言，然后加以引导，真正体现学生主体，教师主导的课标理念。2我会在课前做一些调研并进行分析，掌握学生的知识程度、兴趣爱好等，然后调整任务的难度，使其符合更多的不同层次的学生，从而让更多的学生参与到课堂上来。

必修3unit3说课稿二

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说课稿三

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