人教版高一英语必修3Unit 3教学设计教案

Unit 3 The Million Pound Bank-Note
学科：English 授课班级：Senior One 执教教师：授课时间：11/3
一、学习内容分析及学习者分析
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断。

1. Warming Up部分提出问题，通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初浅的了解。

2. Pre-reading部分要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。

3. Reading部分是剧本中第一幕的第三场。

富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。

最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。

教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。

同时，还可利用剧本的朗诵和表演帮助学生改进语音、语调。

4. Comprehending部分Fact or Opinion的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对部分词语在语境中的理解和运用。

5. Learning about Language部分通过英语释义、语篇填空等形式帮助学习理解掌握本单元的重点词汇，并通过先发现再简单运用的模式帮助学生了解、掌握本单元的语法项目：宾语从句和表语从句。

6. Using Language部分中的Reading and acting介绍了第一幕的第四场。

这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams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倍受关照的有趣故事。

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。

7. 在Listening and writing中又介绍了第五场，进一步印证了Henry Adams诚实正直的品格。

教材重组
1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。

2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。

3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。

4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。

5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。

三、教学目标
旁注
T o foster the students’ autonomy and independence in language learning by training their learni ng strategies.
3、情感、态度与价值观
To improve not only Ss’ linguistic competence, but also intercultural competence
四．教学重点与难点
教学重点：
a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.
b. Discuss the questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
c. Language Points
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble
教学难点：
Noun clauses as the predicative (表语从句)
五．教学策略：
Elicitation, discussion, listening, reading and pair work.
六．教学环境设计：
A computer, a projector and a tape recorder.
七、教学过程：
Period 1
Vocabulary and Useful Expressions学案
重点单词
1. amount
【课文原句】A rich person gives you a large amount of money to use as you like.What will you do?
(P17)
【名师点拨】amount n. 通常用amount of sth，表示“数量；数额”，一般修饰不可数名词，作主语时谓语动词用单数形式。

如：
The amount of the money that he has wasted is about $10,000。

【知识拓展】a large amount of与a large number of都可表示“大量的”，但是a large amount of修饰不可数名词；a large number of修饰可数名词，作主语时谓语动词用复数。

In fact, a large amount of fresh water is wasted.
A large number of issues have been raised at the meeting.
【课文原句】Permit me to lead the way, sir. (P17)
【名师点拨】permit表示“允许；许可”，是及物动词，后接名词或代词；接动词时要用动词-ing 形式，即permit doing sth；但其后接复合宾语时，要用permit sb to do sth，表示“允
许某人做某事”。

如：
The guards permitted the prisoners three hours’ exercise a day.
We don’t permit talking loudly in the reading-room.
Her parents didn’t permit her t o go to the concert by herself.
【知识拓展】permit作名词时，意为“执照；许可证”。

permission是其名词形式，with / without sb’s permission = with / without the permission of sb表示“经过/ 未经某人允许”。

如：When the police asked him why he had a gun, he took out a permit to hunt.
With the teac her’s permission, she went home earlier than usual.
3. stare
【课文原句】His eyes stare at what is left of the brothers’ dinner on the table. (P18)
【名师点拨】stare表示“盯；凝视”，是不及物动词，表示“盯着……看”要用stare at sth；stare也可作及物动词，但只能用在固定短语中。

如：
The old man was staring, thinking.
Do you like being stared at in public?
Don’t stare him in the face. He is a little nervous.
【易混辨析】stare at / glare at
stare at表示因吃惊、害怕或深思而张大眼睛看，常译作“盯着看；凝视”；glare at表示由于气愤张大眼睛用强烈的目光看，常译作“怒目而视”。

如：
Suddenly he saw two eyes glaring at him out of the darkness.
4. spot
【课文原句】The next morning I’d just about given myself up for lost when I was spotted by a ship.(P18)
【名师点拨】句中的spot是及物动词，表示“发觉；找出”，其后可接that从句，也可以用spot sth doing sth。

He spotted a friend in the street and went over to her.
No one spotted that the bank-note was fake.
Neighbours spotted smoke coming out of the house.
【知识拓展】spot还可以用作名词，表示“污点；地点”。

如：
How can I get rid of the spots on my clothes?
This is the very spot where the accident happened.
5. patience
【课文原句】Patience, Mr Adams. (P18)
【名师点拨】patience表示“忍耐力；耐心”，是不可数名词。

with patience表示“耐心地”；have no patience with…表示“对……忍无可忍”。

如：
I will be through with it in a little while. Have a little patience.
After waiting for half an hour, he was beginning to lose patience.
【知识拓展】patient是其形容词形式，常用搭配be patient with sb，表示“对某人有耐心”。

Tom is very naughty and his mother is not patient with him.
经典短语
1. make a bet
【名师点拨】make a bet意为“打赌”。

表示“就……打赌”用make a bet on…；表示“同……打赌”
用make a bet with…。

如：
Have you ever made a bet with a friend? (P17)
We made a bet on the football match between Class Two and Class Three.
【知识拓展】bet还可以作不及物动词，表示“打赌”。

在口语中I bet… = I am certain…我肯定。

Mr Smith spent most of his money betting on horses.
I bet he will win the first prize in the English competition.
【名师点拨】go ahead是英语口语中的一个常用短语，在此可根据句子的意思译为“请吧”。

如：—I wonder, Mr. Adams, if you’d mind us asking you a few questions.
— Go right ahead. (P18)
【知识拓展】go ahead还可表示“着手干；取得进展”等意思，同with连用可表示“继续做……”。

如：
Since our plan has been made, let’s go ahead.
After they settled the problem, they were going ahead fast.
After a short rest, they went ahead with their experiment.
3. by accident
【名师点拨】by accident = by chance表示“偶然地，意外地”，在句中作状语。

如：
As a matter of fact, I landed in Britain by accident. (P18)
4. account for
【名师点拨】account for表示“解释，说明”，在含义上相当于explain。

如：
I earned my passage by working as an unpaid hand, which accounts for my appearance. (P18)
He has been asked to account for his absence.
5. even if
【名师点拨】even if=even though表示“即使，尽管”，引导让步状语从句，常指把握性不大或假设的情况，从句中要用一般现在时来表示将要发生的动作。

如：
It would be wrong of me not to trust a gentleman such as yourself, sir, even if you do
dress in a rather usual way. (P22)
【知识拓展】as though = as if意思为“似乎，好像”，既可以引导方式状语从句，也可引导表语从句，从句中的谓语动词常用虚拟语气。

as though / if后面除了可以跟句子外，还可
跟动词不定式、形容词、介词短语和分词。

If a pencil is partly put into the water it looks as if it were broken.
The man we followed suddenly stopped and looked as if to see whether he was going in the right direction. (2003 春招)
八、课后作业:
Preview the reading
九、板书设计：
固定词组
Bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for
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
十、教学反思
Period 2 The Million Pound Bank-Note（Reading）Mar.14
I. Analysis of Teaching Materials
1. About the content: Mark Twain is the greatest humorist of the 19th century American literature as well as a great playwright. Many of his plays are known to people all over the world, and The Million Pound Bank-Note is one of his best masterpieces. This text is just a segment of it. The play is one of the most useful and interesting means by which to improve students’ oral English skills. Besides the format of play, other centre topic is money and wealth. To make the learning situation truer and activate the learners’ motivation, some authentic materials are introduced into class. It is a true and funny story about an American couple who won lottery and became millionaires luckily.
II. Analysis of students
Students come from key classes; however most of them ignore the reading skills and haven’t formed a good reading habit, but they are hardworking and eager to learn English well. They have gained some ba ckground knowledge about the play “The Million Pound Bank-Note” and have learnt the format of drama. They are very interested in authentic language using.
II. Teaching goals:
1. Knowledge objectives
The Ss are expected to understand the main idea of the play, know and identify some important words and phrases, can use some sentence patterns:
(1) Words and phrases:
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous.
(2) Patterns:
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.Ability objectives
(1) To train the students’ basic reading skills: prediction, skimming, scanning, careful
reading, generalization and inference.
(2) To improve their ability of using resource and collecting message.
(3) To improve the students’ communicative compet ence.
3. Emotion objectives
(1) To enable students to enjoy (or at least feel comfortable with) reading in the foreign
language (Nuttall, 2002:31), and to cultivate their team spirit and self-confidence.
(2) To help Ss form right attitude to money and wealth.
III. Learning strategy objectives:
To foster the students’ autonomy and independence in language learning by training their learning strategies.
IV. Teaching important points
(1) How to interpret language through tone of voice and body language, gaining a greater
appreciation of the various verbal and non-verbal ways in which language works.
(2) problem-solving and outcome-forming in tasks.
V. Teaching difficult points
character analysis, expression in guess game.
VI. Analysis of the Teaching strategies and methods
1. Teaching strategies
1.1. Resource strategy:computer and online resource will be used to open the Ss’ eyeshot
and enlarge the capacity of lesson effectively.
1.2. Communication strategy: tasks are designed to focus on learning to communicate through interaction in target language.
1.3. Recognition strategy: the difficulty of tasks should be considered, which depends on the previous experience of the learners, their language ability and the degree of support available.
1.4. Adjustment strategy: teacher will monitor the process and modifies the tasks according to the learners’ performance.
2. Teaching methods
In order to achieve the teaching goals above, according to the teaching strategies and analysis ab ove, the main teaching method I will adopt is “Task-based Language Teaching Method”, and the design of these tasks will focus on the development of students’ communicative competence through deep engagement in the tasks. Richards (1986:289) suggests that the task in task-based teaching is “an activity or action which is carried out as the result of processing or understanding language”. When engaging in the tasks, the students will improve their skills in the management of interaction and also in negotiation of meaning (Nunan, 2000:30), which will help the Ss to get a better understanding of the target language and improve their communicative competence. The five tasks in this design are “prediction, interview, restoration, guess game and internet resource u se”.
VII. Analysis of the Learning strategies
This design focuses on Ss’ autonomy and independence in language learning (Benson, 1997), and tasks are designed to train students’ learning strategies, such as: Using Resources, Activating Background Knowledge, Prediction, Inference, Cooperation, Organizational Planning (Chamot, 1999: 12-18).
The design also focuses on Ss’ motivation to learn English. The success of finishing tasks will cultivate their self-confidence in using English, which in turn will increase their overall motivation to learn English.
V. Teaching tasks：
Task 1. Prediction(Lead-in)
(1)The students close their book and appreciate a short segment of the movie “The Million Pound Bank-Note”, but it is nonverbal. While watching the movie, th e students predict the text content, i.e., what the actors’ lines are.
(2) Ss open their book and compare their prediction with the text.
Intention of task design: to activate Ss’ interest and they will read the text eagerly to seek some particular sentences which they focus on.
Linkage with task2: So, how about your prediction? Ok, let’s read the text and finish the next task.
Task 2. Interview
Two rich brothers Oliver and Roderick are making a bet. They will give someone a large amount of money for the sake of finding what funny things will happen. Now they are looking for such a person as must be poor, honest and hardworking. As a result, they decide to choose Henry. Do you think their choice is right?
(1) Individual work (preparation):Two newspaper reporters will interview Oliver and Roderick, now you find some sentences in the text to support their decision and fill in the form for their using.
2) Group work: (4 members every group) the interview could base on these questions:
(1) Why did you do that?
(2) Why did you choose Henry?
(3) Why do you think Henry is......?
Intention of design:To “facilitate students’language learning - from the simple and brief
exercise type, to more complex and lengthy activities” (Breen, 1987. in Nunan, 2000:6). The
students will master the target language better when processing and using language, while
their attention is principally focused on meaning rather than form ( Nunan,2000).
Task 3:When Henry was wandering on the London’s street, he suddenly got a large amount
of money. What a lucky man! Do think this kind of daydream will happen often in daily life?
Of course not! But in modern society, a few people win the lottery very luckily and become
millionaires. There are many funny stories on line, are you interested in?
8.money 9. stare at 10. letter
Task 5 Summing up
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_____.
American ,bay, London,lost, rags, unbelievable,bet
Task 6 Homework
1.Preview the language points in the reading
2．Do reading ex A&B in exercie-book.
Period 3-4 Language points for Reading 1
Aims:
1.To learn the language points in the reading.
bet n.&v. 赌；打赌；赌钱
fault n. 缺点；错误，过错；故障vt.挑剔，指责
spot vt. 发现；认出n. 污点；斑点；地点
passage n. 通道；（书、讲话、音乐等的）一段，一节；通过，消逝；旅费
account n. 说明；理由；计算，账目vi.&vt.认为；说明；解释总；计有
seek vt.&vi. (sought, sought) 寻找；探索；寻
amount n.数(量)；总额vi.(to)合计；接近
bring up 培养；抚养；养育或教育某人；提出；呕吐某物
go ahead 执行，进行，前进，（于祈使句）可以，往下说，用吧，开始吧
by accident 偶然；无意中
2.To master the sentence paterns:
1) Towards nightfall I found myself carried out to sea by a strong wind.
2) The next morning I’ d just about given myself up for lost when I was spotted by a ship. Teaching Procedures:
Step 1. Organization of Class
Step 2.Revision
1.Check the homework-Reading comprhension
2.Ask some of the Ss to read the text.
Step 3.Explaination of the luaguage points in the reading
1. scene / sight / view / scenery
【解释】
scene 指某一处的自然风光
scenery（总称）自然景物，天然风光，是由多个scenes构成的自然风景。

sight 景象，风景，名胜，侧重值得看的事物或很难看的东西和很可笑的事物；视力/眼界view 景色，风景，侧重从人所处的角度（从远处或高处）以眼所看到的景色。

【练习】根据句子意思用scene，sight，view，scenery的适当形式填空。

1). Guilin is famous for its beautiful _______.
2). The _______ is a perfect dream when you see the sun rising slowly in the east.
3). You can get a wonderful _______at the top of the tower.
4). The flowers are a lovely _______ in spring.
5). He began to lose his _______six years ago.
Keys: 1). scenery 2). scene 3). view 4). sight 5). sight
2.bet n.
(1)agreement to risk money, etc on an event of which the result is doubtful赌博
make a bet打赌
Traanslation:咱们赌下次大选好吗？
Let’s make a bet on the next election
have a bet打赌
win/lose a bet 打赌赢/输了
accept/take up a bet
(2) The money, etc risked in this way （金钱等）赌注
v. 1)risk (money) on a race or some other event of which the result is doubtful打赌，赌博
布莱克夫人把她所有的钱都花在了赌马上。

Mrs. Black spent all her money betting on horses.
2)I bet……=(informal) I’m certain……我肯定…
我敢肯定他去游泳了，他喜爱这项运动。

I bet he’s gone to swimming---he loves it.
3. permit(v.)
1)permit sb to do sth.=allow sb to do sth. 允许
她的妈妈是不会允许她晚归的。

Her mother would not permit her to come back late.
容我解释一下。

Permit me to explain it.
2) permit sth: allow sth. to exist, happen, or to be done(very formal) 许可、容许(某事物)存在、发生或被（某人）做（非常正式）
在我们的办公室里不准吸烟。

We don’t permit smoking in the office.
犯人每天允许有两个小时的户外活动。

The prisoners were permitted two hours’ outdoor exercise a day.
. permit / allow / let 辨析
【解释】
let允许，让，常用于口语中，一般不用于被动语态。

后接不带to的不定式作宾补。

permit和allow意思相近，都表示“允许，准许”。

permit稍正式一些，多指上级对下级或长辈对晚辈的准许,语气较强；allow多指听任或不管教某人做某事。

常用句型allow/permit sb. to do sth. be allowed/permitted to do sth. allow/permit doing sth. 【练习】根据句子意思用permit，allow或所给词的适当形式填空。

1). Students are not _________ to enter the Net Bar.
2). My mother wouldn’ t let me _______ (go) to the film.
3). We don’ t allow _______ (smoke) in our office.
4). Weather _______ (permit), we’ ll go outing this weekend.
Keys: 1). allowed/permitted 2). go 3). smoking 4). permitting
4. go head :be carried out; take place执行，进行，举行
1)尽管天气不好，旅行将照常进行。

Despite the bad weather, the journey will go ahead.
新桥的修建将按计划进行。

The building of the new bridge will go ahead as planned.
5. matter n.&v
(1) n. affair, topic or situation being considered 事情；问题；情况
我不和同事谈私事。

I don’t discuss private matters with my colleagues.
(2)n.<u>physical substance or things of a specified kind物质，材料，物品
宇宙是由物质构成的。

The universe is composed of matter.
(3)v. be important关系重大，要紧
他来也好去也好，那有什么关系呢？
What does it matter whether he comes or goes?
你做什么我都无所谓。

It doesn’t matter to me what you do.
6.stare v.
(1)look at sb./sth. with the eyes wide open in a fixed gaze瞪着眼睛凝视
盯着人看是没有礼貌的
It’s rude to stare.
他们都惊讶得瞪大了眼睛。

They all stared in amazement.
(2) be wide open with a fixed gaze 睁大眼睛注视
他瞪着眼睛注视着这场面
He gazed at the scene with staring eyes.
(3) bring sb. into a specified condition瞪着某人使其做出某种反应
她把他瞪得不吭声了。

She stared him into silence.
她凝视着远方。

She is staring into the distance.
我看了可是看不清楚。

I looked but couldn’t see it clear
7.spot n.&v.
(1)n. small mark different in color, texture 斑点
豹和虎哪一个身上有斑点？
Which has spots, the leopard or the tiger?
(2)drop 滴
下了几滴雨，你感觉到了吗？
Did you feel a few spots of rain?
(3)v. pick out, catch sight of ,recognize,discover 找出，认出，发觉
杰克最终找到了他想要的衬衫。

Jack finally spotted just the shirt he wanted.
我看不出两者的区别。

I can’t spot the d ifference between them.
8. by accident =by chance 偶然地，意外地
我只是碰巧找到的。

I only found it by accident.
9.bring up
原句呈现
He was brought up in Hannibal, Missouri, along the Mississippi .(P17)
含义点拨
bring up在本句中的意思为“培养，抚养，教育”；
bring up 还有“提出；吐出，呕吐”的含义。

He was brought up by his uncle.他被他的叔叔抚养大。

He brought up his dinner，which made me worried.他把晚餐吃的东西都吐了出来，这使我很担心。

She brought up a topic for discussion. 她提出一个讨论的话题。

短语擂台
bring的相关短语：
bring about引起，产生，带来
bring down使倒下；减少；降低（价格、温度等）
bring in引进；获利，赚得；收(庄稼)
bring out 取出；出版；生产
即学即测
1.Phelps was________by his mother after his parents divorced when he was young.
A．brought in B．brought up C．brought about D．brought out
2.Sam _____ some knowledge of the computer just by watching others working on it. （10山东）
A. brought up
B. looked up
C. picked up
D. set up
3.Practisig Chinese Kung fu can not only ________ one’s strength, but also develop one’s character.
(09 浙江)
A. bring up
B. take up
C. build up
D. pull up
答案B C C
长难句分析：
【原句呈现】Towards nightfall I found myself carried out to sea by a strong wind. 快到黄昏的时候，我发现自己被一阵大风刮到了大海上。

【结构分析】句中carried out 是过去分词作宾补，表被动，find oneself...发现自己来到某处，发现自己处于某种境地，而且含有一种“在不知不觉中……”的意思。

find后的宾语补足语可以是形容词、副词、介词短语、现在分词、过去分词
【仿句训练】仿照上面句子结构补全下列句子。

1.The film star________________________________ (发觉自己被围住) by a group of fans
immediately he got off the car.
2. He hurried to the store, only to ______________________________（发现门关着）.
Key: 1. found himself surrounded 2. find the door closed.
【原句呈现】The next morning I’d just about given myself up for lost when I was spotted by a ship.第二天早上我正感到绝望的时候一艘船发现了我。

【结构分析】此句中的when为并列连词，译为“正在这时（突然）”，“had just done…when…”是常用句式，意思为“刚做完……，就……”。

类似的结构还有：
be doing…when…正在做某事这时……be about to do…when…只要做某事这时……【仿句训练】仿照上面句子结构补全下列句子。

1.I________________ my test paper ____________ the bell rang. （我刚做完试卷下课铃就响
了。

）
2.We ________________our breakfast _________ an old man came to the door. （我刚吃完早饭
一位老人就来到了门口。

）
3.I ____________________ an unexpected guest came.(我正要出去这时一位不速之客来了) Keys: 1.had just finished, when 2.had just had, when 3. was about to go out when
3．I had just stepped out of the bathroom and was busily drying myself with a towel _____I heard the steps. (湖南卷)
A. while
B. when
C. since
D. after
4. She had just finished her homework__________ her mother asked her to practice playing the piano yesterday. (09福建33)
A. when
B. while
C. after
D. since
答案3B 4 A
Step 4 Homework
Finish Ex in Victor explication(Warming up &Reading comprhension)
Period 5 Learning about language
Teaching Goals:
1. To get Ss to know how to use new words and phrases.
2. To help Ss to master some new words and expressions.
3. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a
noun clause is used as the predicative.
Teaching Procedures:
Teaching Procedures:
Step 1. Greeting
Step2.Revision
1. Ask Ss to look through the reading passage and finish Ex1 of Discovering useful words and
expressions.
2. Ask Ss to finish Ex2 of Discovering useful words and expressions. Then let them check the
answers in pairs.
3. Organize a game. Ask Ss to finish Ex3 to see who can get the most right answers in the least time.
4.Translate the following:
1).We ______ ______ ______ ______ (打赌)the outcome of the next horse race.
2). 她总是找我的茬儿。

______________________________________________________
3) 她在人群中认出了她的朋友。

4). 长期的延缓是因为坏天气。

5)她出生後不久父母双亡, 是由姑母抚养大的。

6)他正要出去时天下起雨来了。

Keys: 1). make a bet on 2). She’ s always finding fault with me.
3)She spotted her friend in the crowd.
4). Bad weather accounted for the long delay.
5) Her parents died when she was a baby and she was brought up by her aunt.
6) He was about to go out when it bagan to rain.
Step 3. Grammar
1.Ask Ss to finish Ex1 and Ex2 of Discovering useful structures and try to find some rules about
how to use a noun clause as the object.
2.Ask Ss to finish Ex3, Ex4 and Ex5 of Discovering useful structures and try to find some rules
about how to use a noun clause used as the predicative.
3. Conclusion
宾语从句
【例句展示】
1.He doesn't know where the post office is.
2.I don't know whether（if）you can help me.
3.Your article is all right except that it is too long．
4.I’m afraid （that）we have sold out the tickets.
5.Our teacher said (that) this article was important and that we should learn it by heart.
6.I think it wrong that he told a lie to his parents.
【规律小结】在复合句中充当宾语的句子叫做宾语从句，可以充当及物动词的宾语如例句1、2，还可以充当介词的宾语如例句3，一些描述情感的形容词（happy，glad，afraid，pleased，sorry，surprised等）以及示确信无疑的形容词（certain，sure等）后也可带宾语从句，如例句4。

引导宾语从句的有连接代词who, whom, whose, what, which, whoever, whomever, whichever和连接副词when, where, how, why以及连词that, whether, if等。

that引导宾语从句时无实在意义，也不充当任何成分，在口语和非正式文体中常可省略，如例句4，但当一个句子有两个或多个that引导的宾语从句时，只能省略第一个that，如例句5。

that很少在介词后引导宾语从句，只用在except，but，besides和in后，而且不能省略。

whether和if引导宾语从句时常可换用，但在后面紧跟or not和介词之后时不能互换。

在带复合宾语的句子中，that引导的宾语从句常移到宾语补足语之后，用it作形式宾语，构成“动词＋it＋宾语补足语＋真正的宾语从句”结构，在此结构中主句中常有动词make，feel，think，believe，find，consider等，如例句6。

7.Will you tell me how you learned English well？
8.She said she had handed in her homework.
9.The teacher told us the earth moves around the sun.
【规律小结】宾语从句谓语动词的时态:
(1)若主句谓语动词为一般现在时和一般将来时，宾语从句的动词可根据句意用任何时态, 如
例句7;
(2)若主句谓语动词为过去时时，从句的动词需用与过去有关的时态, 如例句
(3)宾语从句表达客观真理，不论主句是什么时态，从句都用一般现在时, 如例句9。

10．I don’t think this dress fits you well．
11．I don't believe she’ll arrive before 7.
【规律小结】若主句谓语动词为think，consider，suppose，believe，expect，fancy，guess，imagine 等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定形式，如例句10、11。

表语从句
【例句展示】
The fact is that we have lost the football game.
See the flag on top of the building? That was what we did this morning.
This is where the problem lies.
It looks as if it is going to rain.
The reason for his absence from the meeting was that she has to take her mother to a hospital.
【规律小结】在系动词（be, look, appear, seem，sound，remain等）后充当表语的从句叫做表语从句。

引导表语从句的有：
连接代词what，which，who，whose等，如例句2;
连接副词when, where, how, why等,如例句3；
连词that, whether, as if(though),because等，如例句1、4，在表语从句中连词that不能省略，如例句5，注意：在表语从句中只用whether而不用if。

【语法导练】
1.--I prefer staying at home listening to music on Sunday?
--That’s _______ I disagree. You should have more sports.
A. where
B. how
C. when
D. what
2. Part of the reason Charles Dickens loved his own novel, David Copperfield, was______ it
was rather closely modeled on his own life. （10北京）
A. what
B. that
C. why
D. whether
见练习题（另发）
Key：1-2A B
Step4. Homework
1. Ask Ss to finish the exercises of Using Words And Expressions.
2. Ask Ss to remember the rules of the object clauses and predicative clauses and use them to make
some sentences.
Period 6 Using Language
Teaching Goals:
1. To continue the story and give Ss the opportunity to act out the play or act an interview.
2. To improve Ss’ abilities of listening and writing.
Teaching Procedures:
Step 1. Reading and acting
Purpose: To let Ss understand Mark Twin’s humors and try to act out the story.
1.Pre-reading
Ask Ss to try to get the meanings of the new words and let them read Act One loud to recall what happened before Scene 4.
Suggested Answer:
Henry Adams, an American businessman, had some very bad luck. He was lost in London. He had no money and did not know what he should do. When he was walking down the street, he was invited into a house. Two brothers asked him a lot of questions and promised to help him. They gave him a letter, which Henry couldn’t open it until two o’clock. In fact, they made a bet on him. Now, after leaving their house, Henry steps into a restaurant.
2.Reading
(1) Ask Ss to form several groups six, five of whom will take parts in the play. The sixth person will direct the acting. Let Ss read the play and pay attention to their language, making the language sound authentic.
(2) Let Ss answer the following questions.
①What does Henry get from the letter?
②Is the bank-note a fake? Why?
③What are the differences between the attitudes of the owner?
④Why do you think the owner trust Henry at last?
Suggested Answers:
①He gets a million pond bank-note.
②No. Because, two notes in this amount have been issued by the Bank of England this year.
③When the owner sees Henry’s appearance, he looks down upon him. Then Henry takes out the bank-note to pay his meal. The owner is shocked by it. And he changes his attitude towards Henry.
④The owner is so sophisticated (世故的) that he just pretends to be
3. Read through the text quickly and then complete the True or False questions.
1.The owner looked down upon Henry when he noticed Henry’s appearance.
2.Henry asked for more of the same food because he is an American who like to eat a lot.
3.When Henry saw the million pound bank-note, he was happy and proud of it.
4.The owner didn’t believe that the bank-note was real and he asked Henry to get out of the
restaurant.
Keys: TFFF
4. Read the passage and answer the following questions
1.What did the hostess feel when Henry came into the restaurant? How do you know?
2.How about Henry’s feeling after he fin ished eating and asked another one?
3.Why were the owner and hostess shocked when they saw the million pound bank-note in
Henry’ hand?
4.What made them trust that the bank-note was genuine?
5.What can we learn from this story?
Keys:
1. She felt very impatient and looked down upon Henry because of his poor appearance.“Why, look at him, he eats like a wolf.”
2. He felt satisfied and full. That was a wonderful meal.
3. Because they never thought that the bank-note belonged to such a person in rags.。