英语必修3人教版教案：Unit 3 The Million Pound Bank Note

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人教版高中英语必修3Unit 3The Million Pound BaNote教案1

UNIT 3 The Million Pound Bank-NoteI. 单元教学目标技能目标GoalsTalk about short stories and dramas Learn how to act out a playLearn how to request and order foodLearn Noun clauses as the object and predicative Write a play or dramaII. 目标语言（Target Language ）功能句式1. Request（请求）Would you please come in?Would you mind waiting just a few minutes?May I ask you how much money you have?--Well, to be honest, I have none.Could you offer me some kind of work?I wonder, Mr. Adams, if you mind us asking a few questions?--Go right ahead.2. Ordering food (点餐)I’d like some ham and eggs and a nice big steak.I’ll have a nice long glass of beer.词汇1. 四会词汇bet, scene, tale, servant, permit, bay, stare, spot, passage, account, appearance, patience, silly, jealous, unbelievable, steak, tiny, wolf, dessert, rude, manner, scream, shoulder, rag, indeed, bow, decade, pilot, humor, novel, character, director, barber2. 认读词汇narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issues, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script 3. 固定词组make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble3. 重点词汇bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble语法1. Noun clauses as the object (宾语从句)I can’t say that I have any plans.…and he does not know what he should do.I did not know whether I could survive until morning.2. Noun clauses as the predictive (表语从句)That’s why we’ve given you the letter.重点句子1.Have you ever made a bet with a friend? If so, what did you bet on? P172.He is lost in London. P173.Permit me to lead the way, sir. P174.As a mater of fact, I landed in Britain by accident. P185.His eyes stare at what is left of the brother’s dinner on the table. P186.I wondered, Mr. Adams, if you’d mind us asking a few questions. P187.I earned my passage by working as an unpaid hand, which accounts for my appearance. P188.Well, we will have to take a chance. P219. (in a rude manner) What’s there to wait for? P2210.He’s in rags! P22III. 教材分析与教材重组1. 教材分析本单元的主要内容是根据马克.吐温的名著《百万英镑》改编而成的剧本中的几个片段。

人教版高中英语必修三Unit3TheMillionPoundBankNoteWriting教案

必修三 Unit 3 The Million Pound Bank Note——-Writing一．教材分析：1.教材所处的地位和作用：本教学案例是人教版《普通高中课程标准实验教科书·英语（必修）3》第三单元The Million Pound Bank Note第三课时U sing languag e部分。

本单元的主要内容是根据马克•吐温的短篇小说《百万英镑》改编的戏剧剧本。

其中“趣味阅读”（Reading for Fun）部分独具特色，这里列举的马克•吐温的名言都充分体现了这位伟大作家的诙谐幽默。

本课选取《夏娃日记》中的一句名言，贴近学生生活实际，有助于学生树立正确的人生观和价值观。

此外，本课的设计与2014年英语全国高考福建卷、山东卷、湖北卷、重庆卷的书面表达接轨，以谚语或名言为载体，要求学生结合自身经历论述自己的理解感悟，旨在让学生明确高考来源于教材而高于教材，进而更加重视课本知识的学习和积累。

2.教育教学目标：(1) 知识目标：学生能理解背诵马克•吐温的名言：How little a thing can makeus happy when we feel that we have earned it!(2) 能力目标：学生能结合自身经历写一篇短文论述自己对该名言的理解。

(3) 情感目标：学生能学会通过自己的努力实现自己的目标，体验生活中的点滴幸福。

3.教学重点、难点：(1) 重点：理解背诵马克·吐温的名言：How little a thing can make us happy when we feel that we have earned it!(2) 难点：学生结合自身经历阐述对该名言的理解和感悟，完成相关书面表达。

二．教法和学法1. 教法(1) 目标教学法 (2)任务教学法 (3)启发式教学法2. 学法(1)自主学习 (2) 合作探究 (3)头脑风暴 (4) 限时写作三．学情分析高一学生对英美文学著作知之甚少，对文化类阅读文章的欣赏力和深度挖掘文章内涵的能力还有所欠缺，对外国作家作品名言也缺乏自己独特地深刻地理解。

人教版高中英语必修3《Unit3TheMillionPoundBankNote》教案

人教版高中英语必修3《Unit3TheMillionPoundBankNote》教案人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案【一】教学准备教学目标Study aims and demands:1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.教学重难点1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.教学过程Study aims and demands:1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.Step 3: Careful-reading1. Read the text and answer the following questions.⑴ Where does Henry Adams come from? Does he know much about London?⑵ What did he do in America?⑶ Can you imagine what happened when Henry went to the American Embassy ?Give your reasons.2. Do three multiple choices(1). What happened to Mr. Adams before he landed in Britain?A. He just sailed out of the bay for a travelB. He planned to go to Britain by his own boat.C. His boat was broken by a strong w ind.D. His boat was carried out to sea by a strong wind.(2). What did Mr. Adams feel when he heard one of the brothers saying “What luck! Brother! What luck!”?A. He felt he was lucky, too.B. He thought they laughed at him.C. He was a bit of angry and was ready to leave.D. He felt the two brothers would help him.(3). What did Mr. Adams ask for from the two brothers?A. A house to stay for a short moment.B. A letter with a bank note worth million pound.C. An honest job.D. Charit y from the two brothers.Step 4: Comprehending:1. Why and how did Henry land inBritain?2. How did Henry’s feelings change dur ing the conversation?Find an adjective in the list to complete each sentence.Step 5：Consolidation ------Retell the storyStep 6: Discussion1. What kind of person do you think Henry is?2. Why do you think that the brothers chose Henry for their bet?Ste p 7: Prediction:1. What do you think will happen to Henr y?2. Will the bank-note help him o r get him into trouble?课后习题Homework:1. Read the text again and pat attention to the difference between British English and American English.2. Underline some important words and phrases.人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案【二】教学准备教学目标知识与技能tak e a chance, by chance, Chances are that..., would you mind doing sth ? in rags, indeed, as for, as to 过程与方法 1. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to le arn English.2.Enable students to sum up the main idea of ACT ONE Scene 4.3. Enable students to understand the details about the whole scene.4. Retell the scene using the key words of the whole scene.情感态度价值观 1. Students will be able to show interest in the dramas .2 Students will be able to talk about s hort stories and dramas.教学重难点教学重点 How to interpret language through ton e of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.教学难点 Retell the scene usin g the key words of the whole scene教学过程Teaching procedures:Step One: Introduce some new wordssteak:eat like a wolf:genuine:reserve:scream:fake:bow:Step Two: CULTURAL NOTE:Henry asks for a steak “extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.Step Three: Read and answer these questions1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant g ave Henrya free meal?Step Four: Detailedr reading1. What does “it’ll cost a large amount of money” exactl y mean?2. At the sight of the customer’s note, the owner and his waiter got very _ D_.A. frightenedB. angryC. worriedD. excited3. When did the hostess and the waiter change their attitude to the customer? _____D____A. At the beginning of the stor y.B. Before they saw the large note.C. At the end of the story.D. After they saw the large note.In group of four, play the parts of “Henry, waiter, owner and hostess”.Step Five:Retell the storyReflection:板书板书设计:1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant gave Henrya free meal?。

人教版英语必修三Unit 3(Reading)教案

The Million Pound Bank Note – Reading 教案Teaching Contents: Unit 3 The Million Pound Bank Note (Reading)（高中英语必修三第三单元17页The Million Pound Bank Note课文阅读部分）Teaching Objectives:●Knowledge Objectives1. To learn some new words and expressions.2. To ensure the students have a full understanding of this passage.3. To let the students know more background information about the play and Mark Twain.●Ability Objectives1. To improve the students’ reading ability through reading activities.2. To get the students to learn different reading skills.●Moral Objectives1. To arouse the students’ interest in foreign literature.2. To cultivate the students’ ability and awareness of cooperation.Teaching Important Points:1. To make the students have a full understanding of this passage.2. To improve the students’ reading ability through reading activities.Teaching Difficult Points:1 .To help the students understand the passage better.2. To improve the students’ reading ability in different ways.Teaching Methods:1. Task-based method2. Discussing method2. Fast reading3. Careful readingTeaching Aids:1. Multi-media facilities2. A blackboard3. Textbook and Exercise booksTeaching procedures:Step I Greeting and leading in (6 minutes)1. Greeting2. Watch a short video about Mark Twain. (Ask the students to pay attention to the details about Mark Twain.)3. Tell something about Mark Twain.Step II Fast Reading (10 minutes)1.Ask the students to read the first paragraph quickly and find the time and the maincharacters of this passage.2.Ask the students to scan the whole passage and choose the best answers.3.Teacher guide the students how to find the answers.StepⅢCareful Reading (20 minutes)1. Ask the students to read the whole passage carefully and try to answer the given questions.2. Ask the students to read the passage and put the following statements in the correct order according to the development of the story. (Ask the students to discuss it with their desk mates) 同步训练第38页3.Ask the students to read the passage and try to write down the main idea of the passage. (Fill in the blanks)StepⅣ Summary (8 minutes)1.Ask the students to finish the exercise in the exercise book. （一线精练第17页）2.Teacher gives the answers and correct.Step ⅤHomework (1 minute)1. Think about what kind of person Henry was? Give at least two reasons.2. Can you guess the following story? Write at least 5 sentences.。

高中英语人教版必修3unit3TheMillionPoundBankNoteLanguagepoints教案(系列二)

Unit 3 The Million Pound Bank-NotePeriod 2 Language points教案课题: Unit 3 The Million Pound Bank-Note课型: Words教学目标：1. 能正确朗读本单元所有词汇。

2. 能正确拼写本单元重点词，并识记其词意。

3. 熟悉本单元单词的词性，词形变化。

4. 能在语境中正确运用本单元重点词汇和词组。

教学重难点：1. 熟悉本单元单词的词性，词形变化。

2. 能在语境中正确运用本单元重点词汇和词组。

教学过程：Step1. Revision1.复习上节课所学内容——调查采访类基础作文(套用句型、结构)2. 检查作业Step 2. 学习新知识Task 1 .自主完成以下词汇练习。

1. 本单元写作词汇（会读会认会默写）1)．________n.作者；创始人2)．________n.故障；过错3). ________n. 小说4)．________v.许可；允许5)．________v.漫步，徘徊6)．________v.承诺7)．________n.数量；总额8)．________vt.发现n.地点9)．________n.方式；习惯10)．________n.通道；文章11). adv. 确实12). n. 优点，有利条件2. 写作词组：（会读会认会默写）1)．偶然2). 做出解释；说明原因3)．正相反4)．养育5)．盯住6)．衣裳褴褛7). 对于，至于8). 事实上3. 本单元阅读词汇（会读会认）1). bet2). penniless3). nightfall4). unpaid5. charity5). issue6). fakeTask 2. 词性转换（旨在提供语法填空所需材料）1. ________n.小说________n. 小说家2. ________n. 奇遇________adj. 爱冒险的________n. 冒险家3. ________v. 许可________n. 许可4. vt.相信adj.相信的adj.难以置信的adv.难以置信地n．信仰5. adj.有耐性的；n.病人adv.耐心地adj.没有耐性的adv.没有耐性地n．耐性6. ________adj. 粗鲁的________adv.粗鲁地________ 粗鲁nEx. 根据句子结构，用括号内所提供词的适当形式填空1. Why are you so ________ to your students? You must learn to treat them________ because teaching is ajob that requires both skills and ________. (patient)2. Mike used to swim in the river without his parents’ ________. (permit)3. It is very important to teach their children how to deal with others’ kindness and________ (rude)4. Her exciting ________ in the Himalayas attracted all the students. (adventurer)5. ________(believe), she could remember 200 English words.6. Mark Twain, a well-known ________(novel), was born in Florida and brought up in Hannibal.Task 3 单元重点句子填空根据句子结构或语法要求填空（旨在掌握本课文中的重点及难的句子）1. At this moment, they see a penniless young man ________(wonder) on the pavement outside their house.2. It is Henry Adams, an American businessman, ________ is lost in London and does not know ________he should do.3. Well, towards nightfall I found myself ________(carry) out to sea by a strong wind.4. The next morning I’d just about given myself up for lost ________I was spotted by a ship.5. The fact is ________ I earned my passage________ working as an unpaid hand, ________accounts formy ________(appear).6. I went to the American embassy ________(seek) help, but …7. You can’t open it ________ two O’clock.8. That is ________we’ve given you the letter.9. It’s amazing how much pleasure you get out of the sim ple things in life, ________(especial) if you can’thave them for a while.10. We’re ________very that you even entered our little eating place.11. Indeed, sir. I hope you’ll come here________ you like.Task4 课文回顾——根据课文Act One 和Act Four完成下列短文。

高中英语人教版必修3教案-Unit_3_The_Million_Pound_Bank_Note_教学设计_教案_1

教学准备1. 教学目标1．通过语篇学习掌握一些重要的词汇，如：novel, adventure, bet, spot, wander, account, charity, passage, bring up, stare at, on the contrary. etc.2. 了解戏剧的基本知识，如幕（act），场(scene)，舞台说明（stage directions）等。

在本篇戏剧中去体会戏剧的特点。

3. 了解《百万英镑》及其作者马克•吐温的时代背景.4．了解课文内容，并训练略读，精读，查找细节, 猜词及推理判断等阅读技巧。

5．鼓励学生积极阅读英语作品，培养学生阅读兴趣；引导学生树立正确的价值观（对待金钱的看法），为他人，为社会做出贡献。

2. 教学重点/难点1.了解戏剧的基本知识，如幕（act），场(scene)，舞台说明（stage directions）等。

在本篇戏剧中去体会戏剧的特点。

2.《百万英镑》及其作者马克•吐温的时代背景.3. 教学用具4. 标签教学过程★上课流程：1．Leading-inIntroduce myself and talk about talk about main information about Mark Twain.2.Fasting readinga. What writing style is the text?b. Basic Knowledge about play.1). This part is act _____scene_____ __ in the play.2). When and where did the story happen (the setting)?3). How many characters are there in the play? Who are they? And who’s the hero?Henry Adams : Qs: 1.Where does Henry Adams come from?2. Where did Henry work before?Roderick and Oliver : what bet did Roderick and Oliver make?Two old and _______brothers who had made a ______that with a million pound Bank note a man could _______ a month in London.3. Careful reading4. Reading for more information .Why do you think the brothers chose Henry for their bet? which one is not the reason?A .The two brothers wanted to cheat money.B. It was his first visit to London so nobody knew him.C.. He h ad no money so he would have to depend on the bank note.D. They thought he looked honest because he asked for a job and not charityWe can inf er(推断） that the person the two brothers chose might be_______.A. ha ndsomeB. talkativeC. honest, hardworking and directD. proud and rich5. Character analyzing and enjoy the beautiful sentences in the play.He is honest, hardworking and direct.1. It is my first trip here.(L21)2. I earned my passage by working as an unpaid hand.(L35)3. Could you offer me some kind of work here?(L40)4. Now, if you’ll excuse me, I think I’ll be on my way.(L45)5. Well, I can’t say that I have any plans.(L25)6. I don’t w ant your charity, I just want an honest job.(L54)7. If this is your idea of some kind of joke, I don’t think it’s very funny.(L45)8. Well, it may seem luck to you but not to me.(L44)9. Well, to be honest, I have none.(no money) (L42)6. Consolidation ------Retell the storyHenry, an _______businessman, found himself ______out to sea by a strong wind. He was ____by a ship and therefore he landed in________. He earned his _______by working unpaid. Hungry and alone, he_________ on the street. To his surprise, two rich brothers gave him a ______ with a million pound bank-note in it because they had madea_____.7. Discussiona) If your get a large amount of money by buying lottery tickets (彩票) and become a millionaire (百万富翁). What will you do with the money?b) Is mon ey everything?课后习题Homework1. Read the play for several times until you can read it fluently and act it out after class.*2. Surf the internet for more information about “the million pound bank note” and learn more about Mark Twain and his works//yingyu /20/t-7020.html。

人教英语必修三Unit3TheMillionPoundBankNote教案4

Unit 3 The Million Pound Bank NoteSpeakingTeaching goals1. Target languagea. 重点词汇和短语: have…on/with/about sb, judge sb by sth, put sb to the trouble of doing sth, at the brothers’ home, at the tailor’s shop, earn a living, give sb. A wink of the eye, walk over to sb. learn…by heart, speak with passionb. 重点句子He knew that he might need the ambassador when others found out just how poor he really was. The two brothers are seated, waiting.Then she sits in Oliver’s lap, puts her arms around his neck and kisses him on the cheek.2. 能力目标Enable the students to make their own dialogue and write a scene for Act Two.3. 学能目标Get the students to make their own dialogue and write a scene for an act.Teaching important/difficult pointsTrain the ability of writing a scene for an act and talk about it.Teaching methodsHelp the students practice spoken English by talking publicly and a co-operative method for the play writing.Teaching aidA multiple-media computer & a blackboardTeaching proceduresStep I RevisionStudents check their homework by themselves.Step II Talking (P55)T: Since we have read and listened to so many parts of the play, why not write a scene for an act? Now, open your textbook to page 55, and look at Talking.(Students read the request of this part: After reading the letter from the brothers, Henry puts it back into his coat pocket. Then he notices that his coat is worn out. So he finds a tailor’ shop and goes in to get a new coat.)T: Make a dialogue for Act Two, Scene 1 with a partner using all of the following information: Henry tells a clerk that he wants a coat for a suit. The clerk shows him a cheap coat downstairs. Henry doubts if he should take it. The clerk persuades him to buy it. Henry agrees, but explains that he can’t pay him right now, as he has no small change. In your dialogue, include expressions on shopping. Practice your dialogue and then share it with another pair. And we’ll see which has the most appropriate for the play.1. Suggested scene:The dialogue takes place at a tailor's shop. (O=Owner; C=Clerk; H=Henry)O: There's a customer, Todd. Will you serve him?C: I don't know why he's in a tailor's shop. Just look at his clothes!O：No matter what he's wearing, Todd, just show him the cheapest.C: Do you want anything?H：Yes, please. I want to buy a suit.C: Of course. You may find these rather expensive. We've got some cheaper ones in the back room. Will you come through to the back, please?...Why don't you try this one on?H：Mmm, it doesn't seem to fit very well.C: I'm afraid it's the cheapest one we've got.H：Very well, I'll take it. Could you wait a few days for the money? I don't have any small notes on me.C: Oh, you haven't? Well, of course, I know that gentlemen like you carry only large notes.H：My friend, you shouldn't judge strangers always by the clothes they wear. I'm quite able to pay for this suit. I just didn't wish to put you to the trouble of changing a large note.C: Why do you think we can't change your note? Of course we can.H：Oh, very well. Then there is nothing to worry about. I apologize. (Hands him the note.)2. Explanations to the suggested scene:T: Maybe you find something is difficult to understand. So let me explain some to you.(1) have…on/with/about somebody means take or bring something when someone goes to a place.(2) put somebody to the trouble of doing something means make someone have the trouble of doing something.(3) Change means the money that you gave back when somebody has paid you too much. e.g. Give me my change.(4) judge somebody / something by / from something: form an opinion about somebody.e.g. Judging from what you say, they ought to succeed.e.g. Don’t judge a man by his looks.Step III Listening, Speaking and writing Task (P58)T: Imagine that Henry meets the woman of his dreams-Portia, how will they talk with each other? How would Portia know if Henry was telling her the truth? How would Henry say that he likes her very much in a way that she would like? Now, listen carefully to Act Two, Scene 3 and make a few notes to use when you write your dialogue.1. Students listen to the tape, make notes and then share their notes with another pair.T: Well, boys and girls, all of did a good job. But in order to help you to write a better dialogue, we should read the listening text together. Look at the big screen.Then the teacher show the listening material and the students read it aloud.(The following is the listening text of this part.)N=Narrator A=Ambassador P=Portia H=HenryAct Two, Scene 3N: Well, very soon, it seemed as if everyone in London was talking about Henry. After a while, he felt it was his duty to report to the American ambassador to Britain. The Ambassador gave him a warm welcome and invited Henry to a dinner party that very night. Of course, Henry was glad to go. He knew that he might need the ambassador when others found out just how poor he really was. Now Henry is on the balcony of the American ambassador’s home i n London.A: Ah, there you are.P: (to Henry) How do you do?A: Mr. Adams, my special guest, Miss Portia Langham.H: How do you do?P: I’m afraid you must be too busy for me.H: Yes, indeed, I am. I mean, no, no, not at all!A: If you’ll excuse me, I must return o the other guests.P: Won’t you sit down, please?H: Yes, I’d love to-err-I’d like to. Thank you, Miss.P: That poor, dear ambassador. He hates these parties almost as much as I do. Nothing but talk, talk, talk. And no one says anything anyone wants to hear, do they?H: No, I suppose not.P: The ambassador tells me you are a rich man.H: Well-err-not really.P: He tells me you are the talk of London these days. Why, it seems that every banker and shop owner in the city wants to meet you.H: Yes, I’ve head. I can’t understand why, really. I’m not so special as that.P: Oh, I don’t know about that, Mr. Adams.H: Please, call me Henry.P: Henry. I mean, even the ambassador is eager to know you better.H: Yes, it would seem to be so.P: What’s the matter?H: Oh, nothing. Nothing, at least, that anyone can help with.P: Are you in some kind of trouble, Henry?2. Students discuss each of the following things in pairs:(1) Which things Henry might tell Portia about himself?(2) Which things he might keep a secret himself?(3) Which things Portia might tell Henry about herself?(4) Which things she might keep a secret about herself?(5) What they might say about each other?3. Students finish writing the dialogue for Act Two, Scene 3, making the words sound believable. Suggested dialogue:Henry: In a way, yes. It is not of my own doing though. I was given a million pound banknote to use for 30 days. Now everybody thinks I am rich. But I really don’t have a penny.Portia: Is that all? I thought you were a bank robber or had hit your grandmother.Henry: How could you have such terrible thoughts?Portia: I do tend to think about the bad side of the people I meet.Henry: Why is that? I am sure people could only be kind and thoughtful to you.Portia: Well, you see….Henry: If I am going to let you see all my bad points, I had better do it now. I can not sail a boat well and I have no job.Portia: Well I can not sail a boat well either and have no job either.Henry: I knew we were meant for each other.Portia: What a lovely thought. Now my bad points. I have no money of my own and I c an not earn my own living at all. In fact I am useless.Henry: Not to me! You look the sweetest and most honest girl in the world to me!T: Well done! Your dialogues are different, but they are all good. Do you want to know which is fit for the next scene? Now, let’s read Act Two, Scene 4.Step IV Reading and Speaking Task (P59)1. Students read Act Two, Scene 4 by themselves.T: After reading this part, can you guess how the play will end? Now, in pairs, talk about the end and be sure to describe what you think Portia will say and do next. Then describe what you think Henry and the two brothers will say and do after that.2. Students discuss the end to the play:S1: I think the play has to end happily. But it will be difficult if Portia thinks Henry is rich and he is not.S2: Yes, I agree. There must be some way of letting Henry and Portia get married but have money too.S1: But how can that happen when Henry has to give back the banknote?S2: There is also the problem of him having brought a lot of things and not paid for them.S1: So I think one of the brothers must come to the rescue and help him.S2: Perhaps they can adopt him as their son so he gets a lot of money that way.S1: Perhaps the job they give him will pay very well.S2: Yes, I think that is the answer. He will have to be given a job with a very large salary.3. Students read the real end to the play.4. Students listen to the tape that is about Act Two, Scene 4 and the real end to the play so that they can correct their pronunciation and be ready for acting.Step V HomeworkT: Boys and girls, you did very well today. But suppose that Henry feels tricked by Portia when he finds out that Oliver is her stepfather. How might the play end differently under these circumstances? So, today’s homework: Write a different end to the play.。

高中英语人教版必修3 Unit3 The Million Pound Bank Note完整教案

教学过程一、课堂导入Universe May Be Proven Flat Question one:What will you do if you were given one million pound?Question two:Talk about the movie The Million Pound Bank Note.二、复习预习1）The important words in this passage:1.earn vt.___________________2.run v.____________________3.barbecue n.&vt.____________4.bacon n._________________5.fry v.___________________6.breast n._________________7.Mutton roast n.____________8.pepper n._________________9.garlic n._________________10.discount vt.____________人教版必修3Unit3The Million Pound Bank Note 适用学科英语适用年级高三适用区域全国课时时长（分钟）60知识点名词辨析；动词辨析；形容词辨析；副词辨析；动词短语辨析；完成句子；句子翻译教学目标知识： 1.快速复习掌握本单元词汇。

2.快速扩词汇量。

方法： 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。

2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。

能力： 1.能根据老师所翻译的文章快速记住生词的汉语意思。

2.能通过不断上涨的词汇量快速提高阅读能力。

教学重点课文中的重点单词、短语及相关句型的掌握和运用教学难点重点单词、短语的灵活运用11.customer vt.____________12.slim adj.________________13.Pea n._________________14.balance n._____________15.eggplant n._____________16.raw adj._________________17.cucumber n.____________18.vinegar vt._______________19.hostess n.________________20.fiber n._________________21.benefit v._______________22.digestion n._______23.lie n.&v.__________24.spy v.____________25.glare v.___________26.curiosity n.27.consult v.__________28.sigh n._____________29.weakness n.30.limited adj.31.strength n.32.bean n.____________33.mushroom n.bine v.【答案】1.挣；赚2.跑；流；经营3.烤肉4.腊肉5.炸；煎6.胸7.烤羊肉8.辣椒9.大蒜8.打折9.顾客10.苗条11.逗12.平衡13.茄子14.生的15.黄瓜16.醋17.女主人18.纤维21有益的22.消化23.谎言24.探查25.盯26.好奇心27.咨询28.叹息29.缺点30.有限的31.优点32.豆类33.蘑菇34.结合2）The important phrases in this passage:1.earn one’s living____________ 2in debt____________________3.get away with______________4.tell lies___________________5.spy on___________________6.put on weight______________7.lose weight________________8.cut down__________________9.ought to do________________10.balanced diet_____________11.before long_____________12.win sth.back_____________1谋生2负债3脱离4说谎5探查6增肥7减肥8削减9应该做10平衡饮食11不久12.赢回三、知识讲解翻译下面由本单元词汇所编成的故事学生将在翻译过程中不会的词汇用横线标出（一）The passageSailing HomeThis novel was about an unbelievable but genuine adventure.Its author was a black businessman who was brought up in America.In1956,he visited Africa,his birthplace.One day,when he was wander ing on the pavement near the bay enjoying the sea scene s,he lost his money and passport that he kept in an envelope.So he went to the embassy to seek help,but the ambassador with rude manner s didn’t permit his staff to help though he bow ed to him. Staring at his impatient face,he understood that it was the fault of his skin color that account ed for their refection.So he decided to take a chance to sail on a small boat home.He met a large amount of difficulty but was never stopped.On the contrary,difficulty pushed him to go ahead harder.Three months later,he was spot ted by a ship by accident.He was in rags indeed.A maid even scream ed when bringing him a steak and pineapple dessert.Aboard,he earned his passage by working as a barber and got home finally. As for the name of his novel,he couldn’t think of a better one than the phrase“Go Ahead”.逐句翻译原文划船回家这部小说写的是一次令人难以置信而又真实的历险。

高中英语Unit 3 The Million Pound Bank—Note 教案人教必修3

Unit 3 The Million Pound Bank-NoteKnowledge aims:1.Enable the students to know about Mark Twain.2.Enable the students to sum up the main idea of ACT ONE Scene3.3.Enable the students to understand the details about the whole scene.Ability aims:1.Enable the students to read and hear natural language in a dramatic context.2.Enable the students to act out the whole scene.Emotional aims:1.Help the students to understand natural language in the dramatic context and increasetheir self-confidence in using English.2.Cultivate the students to love our country by learning the drama to know about darknessof the capitalistic countries.Period One ReadingStep1. Warming upLook at the screen, please. I will show you some pictures of a famous play. Talk about them in your own words.( The teacher shows them some pictures of The Million Pound Bank-Note.)Picture one: I just need a suit.Picture two: I know that gentleman like you carry only large notes.Picture three: Goodness me! Six zeros.(The students discuss the three pictures.)T: OK, class. After watching and discussing the pictures, can you guess what the famous play is?S:……T: Then, do you know the writer of the play?S:……( Then encourage the students to say something about the play and the writer.)Step 2. Pre-readingGet the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)…T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.Step3. Reading1.ScanningGet the students to prehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questionsa.How did Henry Adams e to England?b.Where did Henry work before? How much did he have?c.What did the two gentlemen give Henry?d.When can Henry open the letter.2.After the students discuss the questions and then check the answers with the whole class. T: Listen to the tape and try to find out the characteristics of the whole passage.Ss: This is part of a play. So, the narration is written in the present tense.T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.Step 4. Post-readingDo prehending exercises and explain :a. a large amount of: a large quantity of; a great deal ofe.g. They bought a large amount of furniture before they moved their new house.b.make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.e.g. We made a bet on the result of the match.c.permit sb to do something: allow somebody to do somethinge.g. My mother doesn’t permit me to ride in the street after it rained.d.by accident: as a result of chancee.g. I only found it by accident.e.stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment,wonder, fear, etc)f.to be honest: to tell you the truth; to be franke.g. To be honest, I don’t think we have a chance of winning.Step 5. RetellingT: Now, look at the key words and pictures, who can retell the reading? I will give you three minutes to prepare for it.( The teacher should show some key words on the screen: summer, 1903,Henry Adams, American businessman, rescued, British ship, London, without money, lost, walk down, street, led to, two rich brother, made a bet, a letter, a million pound bank-notes, open, two o’clock).Step 6. Homework1.Review the key sentences in this part2.Preview the words in the second period.3.Act out the play in groupsPeriod Two: ActingStep1. ActingT: Are you ready to act out the play now< class?Ss: Yes.T: Good. Let’s wel e the first group and the second group please get prepared.…T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, whichwill help us better understand the play and act it out more appropriately. Do you agree with me?Ss: Yes, of course.Step2. HomeworkReview what we learned in this unit。

人教版高中英语必修3UNIT3Themillionpoundbank-note教案设计

人教版高中英语必修3UNIT3Themillionpoundbank-note教案设计UNIT 3 The million pound bank-notePeriod 1.Step 1. Warming up1.What do you know about the American writer Mark Twain?b5E2RGbCAP2.Do you know any of his work ? Can you name some?p1EanqFDPwT:Show the picture of Mark Twain and have an introduction of him, then let the students read “ A on page 23, and fill in the following chart. DXDiTa9E3dReal name of Mark Twain Samuel Langhorne ClemensDate of birth 1835“ The adventure of Tom Sawyer ”Names of three of his famous storiesRTCrpUDGiT“ The adventure of Huckleberry Finn ”“ Life on the Mississippi ”Step 2. Pre-reading1.A rich man gives you a large amount of money to use as you like. What will you do with it? Whu? 5PCzVD7HxA2.Have you ever made a bet with a friend? If so, what did you bet on? How did you feel about the bet after it waswon of lost?jLBHrnAILg---- bet n. make/have a bet 打赌win/lose a bet 打赌赢 /输了 Accept/take up a bet 赞同打赌---- bet v. bet onEg.Mr Black spent all his money betting on borses.I bet =(informal) I ’ m certain我一定Eg.I bet he has gone swimming-he loves it.3. Have you ever read the story“ The million pound bank notethink of it?xHAQX74J0X4. Look at Page31 of Best English to see the Introduction ofStep 3.Fast reading and answer the following questionsZzz6ZB2Ltk1.How did Henry come to England?2.Why did he land in Britain?3.Where did Henry work before?4.Why did the two gentlemen give him the envelope? dvzfvkwMI15.When can he open it?Step 4.Read the passage once again carefully to do the comprehending exercise. Step 5. Take roles to read the play ” ? Have you seen the movie? If so, what did y “ The millionLDAYtRyKfEpoundbank note” .rqyn14ZNXIPeriod 2. Intensive readingStep 1. Language points1. be about to 马上做某事eg. As I was about to lock the door when you appeared.EmxvxOtOcoBe to 依据命令或安排马上发生或将做的事Eg.Tell her not to be back late.2. 1)permit sb. to do sth. = allow sb to do stheg. Her mother would not permit her to come home late.SixE2yXPq5辨析： permit 含有踊跃赞同某人做某事，多用于正式场合，不睦副词连用Allow含有任凭或默许某人做某事，可和副词连用Eg.Will you permit me to say a few words?Mary wouldn’ t allow me in.2) Permit sth./doing sth.允许，荣许某事存在发生Eg. Love cannot permit a third person.We don ’ t permit smoking in the office.3. incredible (adj.)1)难以置信的，不行思议的，惊人的，奇怪的。

人教版英语必修三Unit3TheMillionPoundBankNote教案3

Unit 3The Million Pound Bank Note一、教学设计（一）课标分析1、能正确的判断宾语从句的引导词；2、准确的把握宾语从句的语序；3、弄清宾语从句的时态问题；4、参照范例能准确的组织含有宾语从句的复合句；5、运用宾语从句的知识能创造出属于自己的句子，实现语言输出。

（二）内容分析Module 3 的重点语法是宾语从句和表语从句，本节课主要处理宾语从句，宾语从句应从三方面入手：引导词、语序和时态；其中比较难把握的是语序和时态。

（三）学生分析学生能正确使用引导词, 对学生的表现给予表扬。

学生在练习中可能会产生一些疑问，很容易对语序和时态含混不清，为确保人人清楚需要老师、同学多练习。

（四）教学目标1．学生掌握宾语从句的正确使用；2. 学生能创造出宾语从句，实现语言输出。

（五）教学重、难点宾语从句的引导词、语序和时态。

（六）教学策略1.复习单词开始，集体表扬，让全班学习气氛升温。

2.翻译句子、仿例子造句、反复练习宾语从句、课堂专练每一项都以竞争的方式开展，吸引学生踊跃参加。

（七）教学准备1．学生准备Students’book，Notebook 和 Exercise-book。

2．粉笔、幻灯片和教案。

二、教学过程Step 1导入正课。

让学生翻译三个句子，并仿其造句，导入宾语从句。

Step 2宾语从句需要注意的三个方面：引导词、语序和时态，并且根据例句让学生总结，分别列出引导词，语序和时态的分类。

1.引导词(根据从句句式)2.语序宾语从句的语序是陈述语序。

3.从句的时态(根据主句时态)Step 3让学生参照幻灯片把上述两个表格用自己的语言复述一遍，再加上一部分练习，加深学生的印象。

Step 4复习巩固。

让学生先自己完成练习题（一）把两句话合并成一句话即改成含有宾语从句的复合句，然后进行探究，教师参与学生的合作，找出疑惑，进行解答。

这是一种大众化题型，几乎每个学生都会完成。

Step 5深化知识，层层递进。

高中英语人教版必修3教案-Unit_3_The_Million_Pound_Bank_Note_教学设计_教案_2

教学准备1. 教学目标Objectives (目标)1.Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.2.Enable students to sum up the main idea of ACT ONE Scene3.3.Enable students to understand the details about the whole scene.2. 教学重点/难点1.Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.2.Enable students to sum up the main idea of ACT ONE Scene3.3.Enable students to understand the details about the whole scene.3. 教学用具4. 标签教学过程Step 1 Lead-inAsk students the question:1. Do you want to be rich ?2. Suppose you got a large amount of money by buying lottery tickets (彩票) and became a millionaire (百万富翁).3. What will you do with the money?Step 2. Fast readingSome questions about Mark Twain:1. What was his first successful story?2. What are his most famous books?3. Where was he born?4. What happened when he was at the age of twelve?5. Why did his writing become famous?6. What has happened to his writing in the last years of his life?7. How did he became rich?8. What was Mark Twain’s life like in the last years of his life?9. Tell us his wok experience10. What was his pen name?11. Tell us the meaning of his pen name12. Where did he spend his childhoodAnswer the following questions.1. When and where did the story happen?(2. How many characters are ? Who are they? And who’s the hero(main character)?Characters （人物）：________________ ________________________________________________________ _________________________________________________________ ________________________________________3.Where did Henry come from?Step 3 Detailed ReadingII.Put the following events in correct order:1.Henry wandered in London streets.2.About a month ago Henry Adams was sailing out of the bay.3.The next morning he was spotted by a ship.4.Towards nightfall he found himself carried out to sea by a strong wind.5.On the ship he earned his passage by working as an unpaid hand.Step 4 Group workCharacter’s lines（台词） tell us what they are like. We can know more about the main characters only after we study their lines carefully.The characteristics of Henry:_____________________________________________________________________ __________The characteristics of the two brothers:_____________________________________________________________________ __________Step 5. AssignmentWhat do you think will happen to Henry?Will the bank note help him or get him into trouble?Give a possible development to the story.课后习题评测练习Retell the story by filling the following passage.Henry was an_________. One day he had an accident in a_____. Luckily he was survived by a ship for_______. He arrived in London by earning his passage without pay. He was _____in the street in_____. To his surprise an ________ thing happened. Two rich brothers gave him a million pound bank-note because they had made a_____.。

人教版高中英语必修3Unit 3The Million Pound BaNote教案10

Unit3 The million pound bank note 教学流程图以讨论、辨析为主的英语阅读课教学模式及理论依据一、模式的提出从现代教育学心理学理论来看，人的发展实质上指在社会环境中不断养成主体意识和自主能力的过程。

前苏联教育家苏霍姆林斯基提出了“只有促进自我教育的教育，才是真正的教育”的论断。

新《课程标准》中明确指出：“学生是学习和发展的主体。

教学过程必须关注学生的个体差异和不同的学习需求，充分激发学生的主动意识和进取精神，倡导自主、合作、探究的学习方式。

”为此，我校英语教学提出构建以讨论、辨析为主的英语阅读课教学模式。

二、模式内涵以讨论、辨析为主的英语阅读课教学模式以主体教育理论为指导思想，以学生活动为切入点，注重培养学生的领悟能力、质疑精神和创新意识，并以促进学生发展为最终目标。

模式有三个基本含义：（1）．坚信每个学生都是有能动性的发展着的主体，每个学生都存在着巨大的发展潜能，教育者必须引导学生认识到自己的潜能，并得到最好的发展。

（2）．主体意识是最能体现主体性课堂教学的关键要素。

使学生在学习过程中确立学习意识、问题意识、参与意识、全体意识、评价意识等，是学生主题性发展的主要手段。

（3）．质疑、创新是主体性课堂的灵魂。

多元互动、内外迁移才能使身心得到充分发展，素质得以全面提高。

三、理论依据（1）素质教育的理论依据素质教育是着眼于受教育者的群体和社会发展的要求，以面向全体学生，全面提高学生基本素质为根本目的，以注重开发受教育者的潜能、促进受教育者各方面生动活泼地发展为基本特征的教育。

促进发展和内化是素质教育的实质。

（2）主体教育的确理论依据主体性指人作为社会生活实践的主体具有的能动、自主、创造的内在特性。

在课堂教学中进行主体教育指的是：教师根据学生的个性特征通过启发、引导学生内在的教育需要，创设和谐、宽松、民主的课堂教学环境，启发学生积极思维，教会学生学习。

（3）人本主义心理学理论依据人本主义心理学强调要尊重、关心、理解与信任每一个人。

人教版英语必修三Unit3TheMillionPoundBankNote教案1

Unit 3The Million Pound Bank Note单元规划类别课程标准要求掌握的项目话题Forms of literature and art: short story and drama; how to act out a play词汇birthplacen. 出生地; 故乡Embassy n. 大使馆; 大使及其官员phrasen. 短语; 词组; 惯用语Seek vt. & vi. 寻找; 探索;寻求adventure n. 奇遇; 冒险patience n. 耐性; 忍耐novel n.小说; 长篇故事adj. 新奇的; 异常的contrary n. 反面; 对立面adj.相反的; 相违的authorn. 著者; 作家Envelope n. 信封scenen. （戏剧)一场; 现场;场面; 景色Permit vt. & vi. 许可; 允许;准许n. 通行证; 许可证; 执照wander vi. 漫游; 漫步; 漂泊steak n. 肉块; 鱼排; 牛排pavement n. 人行道pineapple n. 菠萝businessman n. 商人dessert n. 餐后甜点unbelievable adj. 难以置信的amount n. 数量aheadad v. 在前; 向前; 提前rude adj. 粗鲁的; 无礼的bayn. 海湾mannern. 礼貌; 举止; 方式stare vi. 凝视; 盯着看scream vi. 尖声叫n. 尖叫声;喊叫声fault n. 过错; 缺点; 故障genuine adj. 真的; 真诚的bow vi. & n. 鞠躬; 弯腰rag n. 破布; 碎布passage n. 船费; 通道; （一)段indeed adv. 真正地; 确实; 实在account vt. & vi. 认为; 说明; 总计有n. 说明; 理由; 计算; 账目spot vt. 发现; 认出n. 斑点; 污点; 地点短语bring up抚养; 培养; 教育; 提出in rags衣衫褴褛go ahead前进; （用于祈使句)可以;往下说as for关于; 至于by accident偶然; 无意中; 不小心do with对待; 处理; 处置stare at盯着看; 凝视make a bet打赌account for导致; 做出解释be lost迷路; 倾心于某事on the contrary与此相反; 正相反permit sb. to do sth. 准许某人做某事take a chance冒风险; 碰运气in a. . . manner以……的举止（态度)重要句型1. Young man, would you step inside a moment, please? (request)2. I wonder, Mr. Adams, if you’d mind us asking a few questions. (I wonder if. . . )3. . . . I found myself carried out to sea by a strong wind. (find+O. +O. C. )4. And it was the ship that brought you to England. (it is/was. . . that. . . )5. The fact is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative)6. You mustn’t think we don’t care about you. (double negative)7. That’s why we’ve given you the letter. (noun clause as the predicative)8. Well, why don’t you explain what this is all about? (suggestion; noun clause as the object)功能 1. RequestWould you please come in?Could you offer me some kind of work?Would you mind waiting just a few minutes?I wonder, Mr. Adams, if you mind us asking a few questions?May I ask you how much money you have?—Well, to be honest, I have none.—Go right ahead.2. Ordering foodI’d like some ham and eggs and a nice big steak.I’ll have a nice long glass of beer.3. Shopping语法 1. Noun clauses as the objectI can’t say that I have any plans.. . . and he does not know what he should do.I did not know whether I could survive until morning.2. Noun clauses as the predicativeThat’s why we’ve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .教学重点1. Get students to know about forms of literature and art: short story and drama; how to act out a play.2. Have students learn some useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of request and ordering food.4. Let students learn the new grammar item: noun clauses as the object and predicative.5. Develop students’ listening, speaking, reading and writing abilities.教学难点1. Enable students to master the new grammar item: noun clauses as the object and predicative.2. Let students learn how to act out a play.3. Develop students’ integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Reading, acting and speaking Period 5 Using language: Listening, writing and speaking Period 6 Using language: Listening, reading and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about the background knowledge, talking about Mark Twain and his play.Mark Twain is probably one of the few American writers with whom students are already familiar. The Warming Up is intended to discover just how much students know about this 19th century writer and let those who don’t know about him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have.Exercise 1 in the Pre-reading provides students with an important choice. For some, knowing what they would do with the money is easy to decide. For others, it may pose a real dilemma, especially if they feel obligated to help others with the money. Whatever choice students make here, they should be ready to offer their classmates a good reason for it. Exercise 2 is to check whether students have read the story or have seen the film and for students to be ready for the next part Reading.The reading passage is a play which is adapted from Mark Twain’s short story by the same title. It briefly describes that Henry, a San Francisco businessman, is rescued at sea by a British ship that takes him to London where he finds himself without money, friends, or the prospect of a good job. Hungry and alone, he walks along the streets of the city when unexpectedly he is summoned to a mansion. Two rich brothers, Roderick and Oliver, have made a secret bet. Roderick believes that a man cannot survive in the city for a month with only a million pound bank note in his possession but Oliver believes he can. The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.Students are encouraged to preview the text and find out the new words and structures themselves. They should try to work out the meaning of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help.Plays will enable students to read and hear natural language in a dramatic context. Just as importantly, reading and acting plays aloud will increase students’ self-confidence in using English, which in turn will increase their overall motivation to learn English. Through their active participation in reading characters’ parts in a play, students relive what others have said. When reading a play aloud, students not only speak to the teacher but directly to their classmates. This oral interaction can contribute to greater class cooperation, especially if reading the play results in trying to act it out. In doing so, students can learn how to interpret language through the tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Therefore, provide students with the opportunity to interpret language by acting out a few scenes of the play.To consolidate the contents of the reading passage, students should be required togive a brief introduction to the story The Million Pound Bank Note in their own words and act out Scene 3 of this play with their group members at the end of the class. In order to arouse students’ interest, the teacher can hold a compe tition between groups.教学重点1. Let students learn more about Mark Twain and his play.2. Get students to learn different reading skills.3. Have students learn how to act out this play.教学难点1. Develop students’ reading ability.2. Enable students to act out this play.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: birthplace, novel, adventure, phrase, author, scene, wander, pavement, businessman, permit, ahead, bay, stare, fault, spot, passage, account, embassy, seek, patience, contrary, envelope, bring up, go ahead, by accident, stare at, account for, on the contrary2. Let students learn about Mark Twain and his play.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about Mark Twain and his play.3. Enable students to act out this play.情感目标1. Stimulate students’ interests of learning English by reading and acting this play.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Warmi ng upTalk about background knowledge about Mark Twain and his play.1. Getting to know a great literary giant: Mark TwainLet students read the following information about Mark Twain and his works. Real name of Mark Twain Samuel Langhorne ClemensYear of birth 1835Places where he lived Raised in Hannibal, Missouri; traveledmuch of the US; lived for a long time inEuropeNames of three of his famous stories The Adventures of Tom Sawyer The Adventures of Huckleberry Finn Life on the MississippiEvaluation of him American short story writer, novelist,humorist, and public speaker. Americanbest known literary giant2. Getting to know the story The Million Pound Bank Note.Two rich gentlemen in London made a bet on what would happen to a person if he was given a million pound bank note. An American young man who sailed too far was carried out to sea, but was saved by a British ship for London. So he was now in London, tired, hungry and penniless. . . .→Step 2 Pre-readingDiscuss with students: Have you read the story The Million Pound Bank Note? Have you ever seen the film? If ever, what do you think of it?→Step 3 While-readingTry to gain as much information as possible from the story through reading and train reading skills.1. ScanningReading strategy: Go through the play for specific information. Don’t read sentence by sentence.Fill in the blanks.1)Time: ________________2)Characters:Henry Adams:_________________Roderick and Oliver:_________________3)EventsAbout a month ago Henry was ______________ out of the bay.Towards nightfall Henry was ______________ out to sea by a strong wind.The next morning Henry was ______________by a ship.Lastly Henry arrived in ______________ by working as an unpaidhand on the ship.Now Henry was ______________ in London and ______________in the street.Just at that time Roderick ______________ him and asked him to step in.To Henry’s surprise Roderick gave Henry ______________ with money in it.Suggested answers:1)the summer of 19032)Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3)About a month ago Henry was sailing out of the bay.Towards nightfall Henry was carried out to sea by a strong wind.The next morning Henry was spotted by a ship.Lastly Henry arrived in London by working as an unpaid hand on theship.Now Henry was lost in London and wandering in the street.Just at that time Roderick called him and asked him to step in.To Henry’s surprise Roderick gave Henry an envelope with money in it.2. SkimmingReading strategy: Go through the play for the gist.1)Answer the following questions:(1)Where does Henry Adams come from? Does he know much about London?(2)What did he do in America?(3)Why did he land in Britain?Suggested answers:(1)Henry comes from San Francisco.No, he doesn’t know London at all.(2)He worked for a mining company.(3)He was sailing out the bay when he was carried out to sea by a strong wind and was rescued by a ship for London.2)Put the following events in a correct order to form a short passage:Henry wandered in London streets.About a month ago Henry Adams was sailing out of the bay.The next morning he was spotted by a ship.Towards nightfall he found himself carried out to sea by a strong wind.On the ship he earned his passage by working as an unpaid hand.Suggested answers:About a month ago Henry Adams was sailing out of the bay. Towards nightfall he found himself carried out to sea by a strong wind. The next morning he was spotted by a ship. On the ship he earned his passage by working as an unpaid hand. Henry wandered in London streets.3. Detailed-readingReading strategy: Read the play carefully and try to get as much information as possible.Fill in the blanks and retell the story.Henry was an ____________. One day he had an accident in a ______________. Luckily he was rescued by a ship for _____________. He arrived in London by earning his passage without pay. He was _____________ in the street in ______________. To his surprise an ______________ thing happened. Two rich brothers gave him a million pound bank-note because they had made a ______________.Suggested answers:American; bay; London; wandering; rags; incredible; bet4. Reading aloud and underliningAsk students to read the play aloud to the tape and let them pay attention to the pronunciation and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 4 Post-reading1. Discussing and talkingWhat kind of person do you think Henry is? Why do you think so? Find some of his words to prove.1)Is Henry honest?It is my first trip here.Well, to be honest, I have none. (no money)2)Is Henry hard-working?I earned my passage by working as an unpaid hand.Could you offer me some kind of work here?I don’t want your charity; I just want an h3)Is Henry direct/straightforward?Well, it may seem luck to you but not to me.If this is your idea of some kind of joke, I don’t think it’s very funny.2. Acting1)Listen to the text again.2)Complete the table.Characters Actions Attitudes Decision NarratorOliverRoderickHenryServant3)Act out the play in groups of four or five, including the narrator.4)Invite two or three groups to perform before the class.3. DiscussionHave a discussion with students.Suppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do with the money?4. WritingRewrite the play into a story.→Step 5 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the play again and again and try to act it out with your classmates.3. Enjoy the movie The Million Pound Bank Note.设计方案(二)→Step 1 Leading in1. Talk about characters of short stories and dramas.2. Ask students some questions:1)Do you like dramas? Can you list some famous dramas and their writers?2)Do you know about Mark Twain and his play The Million Pound Bank Note?→Step 2 Warming up1. Show the picture of Mark Twain and ask students: What do you know about him?2. Let students read the short passage and take notes to fill in the chart.Real nameMeaning of his pennameBirth dateBirth placePlace where he grew upHis famous stories→Step 3 Pre-readingLet students discuss the following questions with their partners and then ask them to report their work. Encourage them to express their opinions freely.1. Imagine somebody gives you a large sum of money to spend as you like. What would you do with it?Students have a discussion on this question. Whatever choice students make, they should be ready to offer their classmates a good reason for it.2. Have you ever read the story The Million Pound Bank Note? Have you ever seen the movie? If ever, what did you think of it?→Step 4 Reading1. Give students 3 minutes, and ask them to skim the passage for information to find the answers to the questions.1)How did Henry come to England?2)Why did he land in Britain?3)Where did Henry work before?4)Why did the two gentlemen give him the envelope?5)When can he open it?After students discuss the questions, check the answers with the whole class.2. Give students 5 minutes to read the passage carefully, and then do the exercises in Comprehending on Page 19.After most of them finish, check the answers with the whole class.3. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meaning of some new words and expressions. Encourage them to try to deal with the language points in the context.1)a large amount of: a large quantity of; a great deal ofThey bought a large amount of furniture before they moved their new house.2)make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtfulWe made a bet on the result of the match.3)permit sb. to do something: allow somebody to do somethingMy mother doesn’t permit me to ride in the street after it rained.4)by accident: as a result of chanceI only found it by accident.5)stare at: look at somebody or something with the eyes wide open in a fixed gaze (in astonishment, wonder, fear, etc. )Do you like being stared at?6)to be honest: to tell you the truth; to be frankTo be honest, I don’t think we have a chance of winning.4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to take roles to read the text aloud after the tape.→Step 5 DiscussionAfter students read the play, let them discuss these questions in groups.1. Why do you think that the brothers chose Henry for their bet?2. What kind of person do you think Henry is? Why do you think so?→Step 6 Closing down by acting1. Have students get prepared in 3 minutes or so and then ask them to act out the play.2. Ask as many groups as possible to perform before the class.→Step 7 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 19.3. Rewrite the play into a short story in your own words.板书设计Unit 3The Million Pound Bank NoteWarming Up and Reading1. Time: the summer of 19032. Characters:Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3. Events:About a month ago Henry was sailing out of the bay.Towards nightfall Henry was carried out to sea by a strong wind.The next morning Henry was spotted by a ship.Lastly Henry arrived in London by working as an unpaid hand on theship.Now Henry was lost in London and wandering in the street.Just at that time Roderick called him and asked him to step in.To Henry’s surprise Roderick gave Henry an envelope with money in it.活动与探究Work in groups. Go to the library or surf the Internet to find out more information about Mark Twain. Make a list of his life and his major works. Be ready to give a short report on this to the class.。

人教版英语必修三Unit3TheMillionPoundBankNote教案2

Unit 3 The Million Pound Bank Note一．预习：背景知识1. 马克·吐温（1835—1910）现实主义文学的奠基人，马克·吐温是笔名，他原名是塞缪尔·朗荷恩·克列门斯，生于密苏里州的佛罗里达。

父亲是一名乡村律师，家中生活拮据。

12岁时父亲去世，他开始自谋生计，先后当过报童、印刷所学徒、排字工、水手和舵手，所以他的创作具有坚实的生活基础。

26岁时，他当上了记者，并采用马克·吐温这个笔名发表作品。

他的创作大致可分为三个时期：早期作品表现了对美国民主所存的幻想，以短篇为主，幽默与讽刺结合，批判不足，作品有《竞选州长》《高尔斯的朋友再度出洋》等；中期以长篇小说为主，讽刺性加强，重要作品有《镀金时代》《汤姆·索亚历险记》《哈克贝利·费恩历险记》《王子与贫儿》等；后期作品则由幽默讽刺转到愤怒的揭发、谴责、甚至有悲观的情绪，主要作品有《游记》《给范斯顿将军辩护》等。

2. 《百万英镑》是马克·吐温的一篇有名的小说，描绘了在美国旧金山的一个小办事员出海游玩，迷失方向后，幸遇救，随船来到英国伦敦。

他身无分文，举目无亲，两个富有的兄弟给了他一张一百万英镑的钞票，并以他在三十天内凭这张百万英镑的钞票能否活下去而打赌。

在小说的结尾，小人物不仅活过了三十天，并且利用这张百万英镑发了一笔财，还获得了一位小姐的芳心。

小说通过小办事员的种种“历险”嘲弄了金钱在资产阶级社会叱咤风云、呼风唤雨的作用。

作者用漫画笔法勾勒了不同人物在“百万英镑”面前的种种丑态，幽默滑稽，趣味横生，就如同一幅世态讽刺画，令人忍俊不禁。

二．知识点：1.mind v. mind+ doing\ sth.\sb. doing\ sb’s doing\that 从句Eg . Would you mind me\ my smoking?注意：下列的词后面跟动名词作宾语：admit, allow, avoid, consider, delay, enjoy, finish, imagine, mention, miss, pratise, suggest等。

高中英语Unit3TheMillionPoundBankNoteReading教案新人教版必修320171027160

Unit 3 The Million Pound Bank NoteReading （授课日期：年月日星期班级）精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

人教英语必修三Unit3TheMillionPoundBankNote教案3

Unit 3 The Million Pound Bank NoteListeningTeaching goals1. Target languagea. 重点词汇和短语：by mistake, go traveling, a sum of money, have a bet on sb., a born fool, get paidb. 重点句子:He begins to worry that he has got the banknote by mistake.He’ll think we never dealt with a rich man before.2. 能力目标a. Enable the students to have independent thought and speculate about human behavior in a given situation.b. Master the usage of “noun clauses as the object”3. 学能目标1. Get the students to have independent thought and speculate about human behavior in a given situation.2. Make the students master the usage of “noun clause as the object”.Teaching important points1. Practice students’ listening2. Master the usage of “noun clauses as the object”Teaching difficult pointsMaster the usage of “noun clauses as the object”Teaching methodsPracticing independently & explainingTeaching aidA multiple-media computer & a blackboardTeaching proceduresStep I RevisionT: At the beginning of this class, l et’s check the homework. Are you ready?SS: Yes.Then students check their homework each other.Step II Listening (P23)Read and guessT: Today we’re going to listen to a part of a play. Before listening, please open your books and turn to page 23.Let’s do Ex1 after listening to the tape. You are to complete the questions independently.After several minutesT: Who can guess what this part is about?SS: Henry worries that he has got the bank-note by mistake, so he goes back to visit the two brothers again. But they have gone traveling.Task 1 GuessingT: Please listen to the tape and tell me the main idea.Task 2 ListeningT: Now listen to the tape again and decide how to answer the questions.Play the tape again and then check the answers.Task 3 Reading and RetellingT: Now, class, let’s read the listening text so that you can have a better understanding of the listening. And then we will retell it.(Then the teacher gives the listening text with a computer and students read the listening text aloud. Then the teacher asks the students to retell the story.)Step III Listening in Workbook (P55-56)In this part, get the students first guess what the listening text is about, ask them to listen carefully and do the exercise. After that, allow them to have a discussion about the answer, and check the answers with the whole class. At last, teachers show the listening material on the slide.Task 1 GuessingT: Let’s go on practicing listening. Open your textbook to page 55-56. This activity is to develop the story that can train your ability of guessing the development of a story. First, read the questions and guess what the listening is about.After several minutesT: Can you guess what the listening is about?SS: I think the listening is about what happened to Hen ry at a tailor’s shop.T: Can you tell us more about it?SS: Yes. Henry wants to change his clothes because he was in rags. So he goes into a tailor’s shop. But the shop assistant who is called Todd is not polite to him and just shows him some cheap clothes in the beginning. When Henry takes out a million-pound bank-note, Todd as well as his boss begin to be kind to Henry.T: Good! Let’s listen to find out whether it is true.Task 2 ListeningT: Now listen to he tape. Make some notes of what you hear while listening. I’ll play the tape twice. Listen carefully. After that we will check the answers together.Task 3 Reading the listening textT: Now, class, let’s read the listening text so that you can have a better understanding of the listening.(Then the teacher gives the listening text with a computer and students read the listening text aloud.)T: Ok, class, you’ve done a good job. That’s all for the listening practice. Next, listen to the homework.Step IV Homework1. Consolidation:T: Boys and girls, today we have practiced listening of this unit and learned some words and phrases. Although I think it’s not difficult for you to master them, after class you should review them.2. Preview the fourth period.。