人教版高中英语模块三，高一下学期
集体备课 主讲人：王静
一 教学课型：泛读课 二 教材分析： １ 教学内容分析：
① 让学生通过阅读完成对课文《百万英镑》的理解。首先完成对文
章整体的理解，掌握要求的词汇和短语，培养阅读能力。完成课标要求的知识及能力目标；其次，要求学生在自己思考的基础上，领会课文作为名著节选对思想的指导意义，达到课标要求的情感目标。
② 因为本课是泛读课，与精读不同，教师的主导与学生的主体地位
比精读课更加明显的凸显出来。泛读课要求训练及培养学生自主分析理解课文的能力，并且全方位的训练学生听说读写能力。有着训练方面多，课堂容量大的特点，所以本课在备课组经过讨论后，采取对比式教学方法，即部分班在教室授课，部分班在多媒体教室授课。然后比较教学方法及效果，加以总结。作为网络环境下大班额集体备课这一研究课题的一个试点。 ２ 教学目标
⑴ 语言知识：学习生词短语：steak, eat like a wolf, genuine, reserve, scream, fake, bow, amount, take a chance, manner, issue, in rags, indeed, as for.
⑵ 语言技能：１学生能用自己的话回答针对课文提出的问题，培养口语表达能力。 ２ 复述课文
⑶ 情感态度：学生能够看出在唯利是图的资本主义旧社会，金钱是决定一切的主宰。对一个人的态度，看法，都会随着金钱的不同而发生改变。那些表面的关心，奉承，和热情下，隐藏着的正是势利，冷漠和极度的虚伪。而文章所要赞美和讴歌的是诚实，正直和坚定。学生需要明白，在充满诱惑的现代社会里，一个人需要的是比百万英镑更加高贵的洁净灵魂。 三 教学过程 Step Ⅰ revision
1 student read the new words of this unit together.
[Aim] strength the memory of the new words; students will be more familiar to the words of the passage.
2 ask some questions about the text learnt last class.
a Can someone tell me what happened to Henry after he went to London? b Ask students about their opinions how things will change after Henry got the one million note?
[Aim] do a brief review on the first part and set up a collection with the next part. Train students’ ability of thinking and speaking in English. [Group discussion] the necessary step Step Ⅱ new words
Students guess the meaning of the new words.
New wordssteak: a thick slice of good quality beef 牛排eat like a wolf:eat food very quicklygenuine:real reserve:order or bookscream:give a long piercing cryfake:false, not realbow:鞠躬.
[Aim] the picture here to help students remember the new words and make it easy to understand the text.
[Group discussion] the step can be omitted in the front classes to check their ability of fast reading. Step Ⅲ Lead-in and first reasing
Students will a series of pictures and predict when and where the next story happened.
Act One, Scene 4 in the restaurant
Ask students “can you guess where did Henry in and what he was doing?”
Ss: Henry was eating in a restaurant.
While watching, students will pay attention to the change of the
characters’ facial expression and attitude.
Using this step to help students form a general understanding of the text. Ask students what’s the attitude of the waiter and why?
Ss: Because Henry was in rags and the waiter may thought he was poor. The waiter is in rude manner. Can you describe how Henry ate the meal? Ss: He ate like a wolf. Can you guess what they were talking about? Ss: They may thought Henry can not afford the meal. What did Henry took out? Ss: The bank note. What’s their reaction?
Ss: Surprised. Shocked. Screamed.… Then what happened?
Ss: They didn’t believe Henry and supposed the note was not genuine. They asked a banker and knew the note was real. At that moment, their attitude? Ss: Changed! Why? Ss…
T: ok. Now let’s listen to the tape and try to answer some questions. [Aim] the reason why the lead-in part is so long is because students have