2018安徽教师招聘面试之《Unit 3 The Million Pound Bank Note》

2018-06-06 16:27 安徽教师招考网来源：安徽教师招考网

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　2018安徽教师招聘面试之《Unit 3 The Million Pound Bank Note》说课稿

　　Good morning, judges. It’s my honor to be here to present my lesson. I’m the candidate …, applying for senior high school English teacher. The topic is “The Million Pound Bank Note” Now, I’ll begin my lessons.

　　1. Analysis of teaching material

　　The text I'm going 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 with 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:

　　Knowledge 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 Twain's background information, humorous writing style and the basic structure 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 teacher's guidance, understand the part of stage direction. Try to appreciate the charm of language of play. Get a deeper understanding of use of act, language to highlight character's 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 Henry's outstanding quality, such as honesty, industry. One should realize his or her 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 play's language and understand the values reflected by the story.

　　2. Analysis of teaching methods

　　I adoptcommunicative language teaching, 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 cooperative 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 students

　　Students of senior high school have learnt exposition, news report and some other genres, but it's 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 are 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, I'd like to lead students combine cooperative learning and researched learning together.

　　By doing so, students can improve their collaborative learning ability and better be aware of teamwork 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 the researched learning method.

　　5. Teaching procedure:

　　5.1. lead-in

　　I 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, Mark's friend traveled with him. But he lost money, so he turned to Mark for help. 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 doesn't 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 with a good sense of humor. "

　　5.2 Pre-reading

　　Lead 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 student's previous knowledge and lead students to compare the difference between play and novels.

　　5.3 While-reading

　　1. Fast reading

　　Ask 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 are 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 people’s characters

　　I divide the text into 4 parts based on different scenes and ask different questions to lead students read carefully. By comprehending what Henry said and what Henry do, students may better understand the character's emotion and his values. 【可问问题】

　　What made Henry penniless? How about Henry's feelings and characters?

　　3. I summarize together with students, Henry: A man without a penny; without a job; without a friend but with the good characters of being hardworking, honest, straightforward, independent…,

　　【purpose】Prepare students for further writing.

　　5.4 post-reading

　　1. writing

　　Ask students to write our novel with Henry Adams as the first-person narrator.

　　Attention: write down the events with own feelings.

　　And some 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 48—63 When I was given the letter, …(groups 3 and 4)

　　2. Comparison and appreciation

　　Provide 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 original!"

　　5.5 Summery

　　I will ask students to summarize their understanding of play, and their book list of this kind. When necessary, i will make supplement.

　　5.6 Homework

　　Give a possible development to the play. (Will Henry survive a month in London with the million pound bank note? Who will win the bet? What do you think will happen to Henry? Will the bank note help him or get him into trouble?

　　6. Blackboard layout

　　My blackboard layout reflects my teaching thought and teaching steps. In this form, reading for information and reading for appreciation can be shown. The title is the reading focus which can lead students to pay attention to the charm of play.