Unit 3 The Million Pound Bank-Note教案
高中英语Unit 3 The Million Pound Bank-Note教案3 新课标 人教版 必修3
They were in love with...
He made a promise that...
They took their seats...
Bassanio had no money and Portia was rich...
All his ships were lost at sea...
名词性从句中宾语从句和表语从句的使用
了解并掌握名词性从句作宾语和表语的用法。
［背景知识］
知识链接
介绍自己所熟悉的一个戏剧《威尼斯商人》。
参考词汇:
Venice，Antonio，Bassanio，Portia，ducat，Shylock，moneylender，greedy，flesh，maid，Nerissa，trial，mercy，merciful，learned，Rome，troublesome，bless
by accident，go ahead，account for，to be
能用所学词汇进行讨论、交流等口语表达。
熟练掌握与所列话题有关的常用词汇。
重点掌握动词、名词、形容词、副词和介词的用法。学会用构词法和归类法知识来记忆单词。
honest
语法
Noun Clauses as the object and predicative
能够根据自己所看过的短剧或者戏剧，用所学过的单词表述出来并让别人听懂。
1.掌握与话题戏剧相关的知识。
2.能用所学词汇进行讨论、交流等口语表达。熟练掌握与所列话题有关的常用词汇。
Unit 3 The Million Pound Bank-Note
［学习目标］学习提示
话题
1.Talk about playwright.
Unit 3 The Million Pound Bank-Note上课学习上课学习教案
Unit 3 The Million Pound Bank-Note教案Unit3ThemillionPoundBank-NoteＩ．单元教学目标技能目标SkillGoalsTalkaboutshortstoriesanddramas.Learnhowto actoutaplay.Learnhowtorequestandorderfood.LearnNoun clausesastheobjectandpredicative.writeaplayordrama. II．目标语言功能句式Request（请求）wouldyoupleasecomein?wouldyoumindwaitingjustafewmin utes?mayIaskyouhowmuchmoneyyouhave?—well,tobehonest,Ihavenone.couldyouoffermesomekindof work?Iwonder,mr.Adams,ifyoumindusaskingafewquestion s?—Gorightahead.orderingfoodI’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.词汇 1.四会词汇bet,scene,tale,servant,permit,bay,stare,spot,passag e,account,appearance,patience,silly,jealous,unbelie vable,steak,tiny,wolf,dessert,rude,manner,scream,sh oulder,rag,indeed,bow,decade,pilot,humour,novel,cha racter,director,barber2.认读词汇narrator,incredible,Roderick,oliver,nightfall,unpaid,charity,willingness,simply,clemens,issue,fake,boy hood,Hannibal,missouri,mississippi,fathom,contest,y ale,loneliness,playwright,script3.固定词组makeabet,goahead,byaccident,accountfor,tobehonest,i nrags,evenif,getintotrouble4.重点词汇bet,makeabet,permit,goahead,byaccident,stare,accoun tfor,tobehonest,jealous,inrags,indeed,evenif,getint otrouble语法NounclausesastheobjectIcan’tsaythatIhaveanyplans....andhedoesnotknowwhatheshou lddo.IdidnotknowwhetherIcouldsurviveuntilmorning.No unclausesasthepredicativeThat’swhywe’vegivenyoutheletter.重点句子1.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubet on?2.HeislostinLondon.3.Permitmetoleadtheway,sir.4. Asamatteroffact,IlandedinBritainbyaccident.5.Hiseye sstareatwhatisleftofthebrothers’dinneronthetable.6.Iwonder,mrAdams,ifyou’dmindusaskingafewquestions.7.Iearnedmypassagebywork ingasanunpaidhand,whichaccountsformyappearance.8.we ll,wewillhavetotakeachance.9.what’stheretowaitfor?10.He’sinrags!III．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。
unit 3 Unit 3 The Million Pound Bank-Note教案21
Unit 3 The Million Pound Bank-NoteTeaching aims:1. TopicForms of literature and art: short story and drama; how to act out a play2. Useful words and expressions:bet scene tale servant permit bay stare spot passage account appearance patience silly jealous tiny unbelievable steak wolf dessert rude manner scream shoulder rag indeed how decade pilot humour novel character director barbermake a bet go ahead by accident account for to be honest in rags even if get into trouble3. Functional items:I. 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 question?-- Go right ahead.May I ask you how much money you have?-- Well, to be honest, I have none.2) Ordering foodI’d like some ham and eggs and a nice big steak.I’ll have a nice long glass of beer.4. Structures1). 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.Teaching proceduresPeriod 1 Reading: The Million Pound Bank-NoteStep 1. Warming upQuestions:1. What do you know about the American writer Mark Twain?2. Do you know any of his works? Can you name any of them?Step 2. Pre-readingSs discuss and answer the following questions:1. Have you ever argued with your friends? What do argue about?2. If you can’t agree with each other, how do y9u end up your argue?3. Have you ever made a bet with a friend? If so, what’s the result? Can you tellus the details?* 与话题相关的词语play novel autobiographytragedy short story novelistcomedy medium-length novel writerhistorical play science fiction playwright /dramatista play of five actsoperaStep 3. While-readingFirst reading: Read scene 3 and 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?4. Put the following events in correct order.1) Henry wondered in London streets.2) About a month age 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.A. 2) 3) 4) 1) 5)B. 2) 4) 3) 5) 1)C. 5) 2) 3) 4) 1)D. 1) 4) 3) 5) 2)5. Why did the narrator say “you’re about to hear the most incredible tale”?A. Because Henry Adams survived at sea.B. Because Henry Adams earned his passage by working as an unpaid hand.C. Because Roderick and Oliver invited Henry to step in and asked him questions.D. Because Henry Adams, a tramp, was given some money for reasons unknown to him Read scene 4 and answer the following questions:6. What does “it’ll cost a tiny bit” exactly mean?7. At the sight of the customer’s note, the owner and his waiter got very _______.A. frightenedB. angryC. worriedD. excited8. When did the hostess and the waiter change their attitude to the customer?A. At the beginning of the story.B. Before they saw the large note.C. At the end of the story.D. After they saw the large note.Second reading: read and fill the following formAbout a month agoHenry was _________ out of the bay.Towards nightfallHenry found himself___________ out to sea by a strong wind.The next morningHenry was _________ by a ship.LastlyHenry was __________ by working on the ship as an unpaid hand.NowHenry was _________ in London and wandering in the street.Just at that timeRoderick ________ him and asked him to step in.To Henry’s surpriseRoderick gave Henry a ________ with money in it.Step 4. After-reading1. Do you think it is a credible tale?2. If you get a surprising sum of money by buying lottery tickets, what do you want to do with the money most?。
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。
unit3themillionpoundbanknote详细教案教材
unit3themillionpoundbanknote详细教案教材Unit3 The Million Pound Bank Note单元教案Teaching contents:This unit is about the scenes in the drama The Million Pound Bank Note, which was written by Mark Twain. By learning this unit, students can get to know something about drama and the famous writer as well as learn to analyze the characters in the scene.Teaching aims:Knowledge goals:1.Know something about Mark Twain and his works.2.Let the students learn about dramas.3.Teach students the new vocabulary and their usages.4.Guide the students to read the passage and understand the story in the textbook, and then finish the questions after reading.Ability goals:1.Learn how to act out a play2. Learn how to request and order food3. Learn noun clauses as the object and predicativeMoral goals:1.To enable students to learn to be an honest man from the text.2.To enable students to cooperate with others to complete tasks.Teaching important points:1. To help students know the meanings and usage of some key words and phrases and finish relevant exercises correctly.Key vocabulary: birthplace, bring up, novel, adventure, phrase, author, scene, make a bet, wander, pavement, permit, goahead, by accident, stare, spot, account, embassy, seek, contrary, envelop, pineapple, take a chance, manner, scream, genuine, rag, in rags, indeed, as for, bow, barber2.To help students understand the main idea and details of the scene.3.To help students analyze the personalities of the main characters in the scene.Teaching difficult points:1.To help students use the key words and phrases properly in different situations.2.To understand some difficult sentences in the text.Teaching aids:1)PPT2)Blackboard3)Radio recordDivision of teaching periods:Period 1-2.5: words and expressionsPeriod 3-6: warming up and pre-reading; reading and discussingPeriod 7: learning about language: discovering useful words and expressions Period 8-9: grammar: noun clauses(objective clauses and predicative clauses) Period10: listening A) page 23 B) page 55 C) page 58 (optional)Teaching procedures:Words and expressions1.Bring up(1)抚养，培养，教育e.g. He was brought up by his grandparents.(2)提出(等同put forward/ come up with)e.g. We decided to bring up the problem at the next meeting.(3) 吐出，呕吐e.g. He brought up his dinner.拓展：bring in 引进bring down使倒下，减少，降低2. novel 小说novelist 小说家——ist：scientist/ pianist/ violist3.Adventure 奇遇，冒险adventurous. adj. 喜欢冒险的adventurer n. 冒险家固定搭配：take an adventure4. scene n.1) 一场，一镜头e.g. He added a new scene at the beginning. 在开头他又加了一场戏。
高中英语Unit3ThemillionPoundBank教案新人教版必修
Unit 3 The million Pound Bank-noteStudy aims and demands:1. To learn some words and expressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.4. To o know more about a play by reading and acting.Ability aims:1. To cultivate the students’ reading ability.2. To cultivate the students’ oral English skills and related knowledge about a play by discussion and acting.Teaching aids:Multi-media facilitiesTeaching procedures:Step1 Warming up1. Guess the person.2. What do you know about him? Do you know any of his works? Discuss it in pairs and get a general understanding of Mark Twain.T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.Step2 Fast reading.Take down some notes about the main factors of the play.London Henry Adams Roderick Oliver ServantStep2Careful reading1．Choose the best answer1.What is the text mainly about?A. The story of Henry.B. The story about the wealthy brothers.C. How Henry got the letter.D. How the million pound notes came out.2. What is the style of this text?A. narrationB. an exposition (说明文)C. an argumentationD. a drama (戏剧)3.By saying “What luck!”Oliver was happy that to meet their bet.A. Henry was pennilessB. he himself was rich while Henry notC. Henry was not EnglishD. Henry was an American4. Which of the following is not true according to the text?A. Henry was a mineworker before.B. Henry had planned to come to England.C. Henry was a hard-working young man.D. Henry wouldn’t open the letter until 2 o’clock.5. Why did the two brothers make a bet?A. They wanted to make fun of Henry.B. They wanted to rob Henry some money.C. To see how important money is for a poor man.D. They wanted to make Henry their son-in-law.2. Put the following events in correct order.5a.Henry wandered in London streets.1b.About a month ago Henry Adams was sailing out of the bay.3c.The next morning he was spotted by a ship.2d.Towards nightfall he found himself carried out to sea by a strong wind.4e.On the ship he earned his passage by working as an unpaid hand.Step3 Post readingThe story happened in _________ in 1903. Henry, a tramp(流浪者) who came from __________ landed in Britain by __________. He earned his _________ by working as an _________ hand. ________in London streets, he met two rich brothers who asked him to _____________ their house. To his surprise, an ________ thing happened, they gave him an _________ with a million pound bank note in it just because they made a _________.Step4 Discussion1.What kind of person is Henry according to his words.Henry is ________, _________ and ___________.1.It is my first trip here.2.Well, to be honest, I have none. (no money)3.Well, I can’t say that I have any plans.4.I don’t want your charity. I just want an honest job.Three reasons why the two brothers choose Henry:1）__________________________________________________________________2）__________________________________________________________________3）_________________________________________________________________答案1) It was his first visit to London so nobody knew him.2) He had no money so he would have to rely on the bank note.3) They thought he looked honest because he asked for a job and not charity.2.Is money everything?Money Is Not EverythingMoney can buy a house, but not a homeMoney can buy a bed, but not sleepMoney can buy a clock, but not timeMoney can buy a book, but not knowledgeMoney can buy you a position, but not respectMoney can buy you medicine, but not health。
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。
The;Million;Pound;Bank-Note教案
The Million Pound Bank-Note教案一、教学目标1. 知识目标：（1）让学生掌握故事情节，理解主人公的经历。
（2）让学生学习到关于货币、银行和财富的相关知识。
（3）通过故事，了解西方社会的贫富差距和人际关系。
2. 能力目标：（1）培养学生阅读理解能力，能够概括故事情节。
（2）培养学生批判性思维，对故事中的社会现象进行分析。
（3）培养学生口语表达能力，能够就故事内容进行讨论。
3. 情感目标：（1）培养学生珍惜金钱，理性消费的价值观。
（2）培养学生关爱他人，尊重他人的品质。
二、教学内容1. 课文介绍：本文选自马克·吐温的小说《The Million Pound Bank-Note》。
故事讲述了一个穷困潦倒的年轻人，意外得到了一张百万英镑的钞票，从而引发了一系列荒唐可笑的经历。
2. 教学重点：理解故事情节，分析人物形象，思考故事背后的社会现象。
3. 教学难点：对故事中的讽刺手法和西方社会现象的理解。
三、教学过程1. 导入：引导学生谈论关于财富和金钱的话题，激发学生对故事的兴趣。
2. 阅读理解：学生自读课文，回答关于故事情节、人物关系的问题。
3. 分析讨论：分组讨论，分析故事中的讽刺手法，思考故事背后的社会现象。
4. 课堂展示：各小组汇报讨论成果，其他小组成员补充意见。
四、作业布置1. 完成课后练习题，巩固所学内容。
2. 写一篇短文，谈谈对故事主题的思考。
五、教学评价1. 课后作业完成情况：检查学生对故事情节、人物形象的理解。
2. 课堂讨论参与度：观察学生在讨论中的表现，评估学生的口语表达能力。
3. 短文写作：评估学生对故事主题的思考深度，检查学生的写作能力。
六、教学策略1. 互动式教学：通过提问、讨论等方式，激发学生的思考，提高学生的参与度。
2. 案例分析：以故事中的案例为依据，引导学生分析问题，提高学生的批判性思维能力。
3. 小组合作：鼓励学生分组合作，培养学生的团队协作能力。
高中英语 Unit3 The Million Pound Bank Note教案 新人教版必修3
Unit3 The Million Pound Bank NoteLearning Objectives (教学目标)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.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) andbecame 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 ReadingI. Enjoy the text and fill in the blanksII.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.。
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。
Unit3 The Million Pound Bank Note单元教案
Unit3 The Million Pound Bank Note单元教案Lesson plan of Unit3 the million pound bank noteUnit3 The Million Pound Bank Note单元教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
teaching aims:1.talk about short stories and dramas.2.learn how to act out a play3.learn how to request and order food4.learn noun clauses as the object and predicative5.vocabulary: birthplace, bring up, novel, adventure, phrase, author, scene, make a bet, wander, pavement, permit, go ahead, by accident, stare, spot, account, embassy, seek, contrary, envelop, pineapple, take a chance, manner, scream, genuine, rag, in rags, indeed, as for, bow, barberperiod 1 warming up and readingteaching aims:1.to know the life of mark twain2.to know some of his works3.to lead the ss to pay attention to the play.4.to improve the listening ability.1 warming upstep 1 greetingstep 2 lead-in1.mark twain is probably one of the few american writers with whom students are already familiar. this exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.t: do you know something about the american writer mark twain?ss: a little.t: today we will learn something about this great writer in the american history. now please read “about mark twain” on page 17 so that you can know more about him. then fill in the chart.birthplacefloridabirth date 1835.11.30real name samuel langhorne clemens the meaning of “mark twain”it means the water is two fathoms deep.（=12feet）places where he livedhannibal, missouri, along the mississippifamous worksthe adventures of tom sawyer, the adventures of huckleberry finnt: as we know, mark twain is known as a humorist during his life. and this is reflected in the million pound bank-note. so, today we will learn some parts of this famous play.2 reading1） fast readingt: if a rich person gives you alarge amount of money to use as you like, for example, one million pound, what will you do? why? how will you react? what will you plan to do with the money?（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. listen to the tape and then answer these questions.1.where does henry adams come from? does he know much about london? henry comes from sanfrancisco. no, he doesn’t know london at all.2.what did he do in america? he worked for a mining company.3.why did he land in britain? he was sailing out the bay when he was carried out to sea by a strong wind and was survived by a ship for london.4.why do the brothers make a bet?because they wantto know if a poor man can live with a million pound note in a strange place.2） careful readingread the text again and fill in the form according to the text and see what an experience henry has.about a month agohenry was sailing _ out of the bay;towards nightfallhenry found himself _ carried _ out to sea by a strong wind;the next morninghenrywas spotted by a ship;laterhenry earned hispassage by working on the ship as an unpaid hand, which _accounts for his _ appearance _ in was lost in london and wandering in the street.just at that timeroderick _ called _ him and asked him to step in;to henry’s surpriseroderick gave henry a _ letter _ with _ one million pound note ___ in 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 outto sea by a strong wind.（5）on the ship he earned his passage by working as an unpaid hand.answer ：2， 4， 3， 5，13.discusswhat kind of persons you think the characters are?henry adams:proud （he earns his passageby working on a ship to england）, careless（ he arrivedin england by accident after not sailing his boat well）, honest （he asks for work not charity）.oliver 调皮的,淘气的）（prepared to bet one million pounds just for a bit of fun）, good judges of character（ they see henry is honest and proud）what do you think will happen tohenry?will the bank-note help him or get him into trouble? give a possible development to the story. homework:1.read the story aloud and find out some beautiful sentences。
必修三Unit3 The Million Pound Bank Note ——百万英镑讲课教案
栏目 导引
Unit 3 The Million Pound Bank Note ——百万英镑
4．____s_ta_r_e__a_t______ 盯着看；凝视 5．__a_c_c_o_u_n_t_f_o_r_____ 导致；做出解 释 6．__o_n__t_h_e_c_o_n_t_r_a_r_y_ 与此相反；正 相反 7．__ta_k_e__a_c_h_a_n_c_e____ 冒险
栏目 导引
Unit 3 The Million Pound Bank Note ——百万英镑
9．Teaching children with special needs requires__p_a_ti_e_n_c_e__and understanding.She is usually____p_a_t_ie_n_t___with her students and never makes them disappointed.(patience)
栏目 导引
Unit 3 The Million Pound Bank Note ——百万英镑
10．用adventure的适当形式填空 (1)When you are a child，life is one big__a_d_v_e_n_t_u_r_e__. (2)Many young teachers would like to be more__a_d_v_e_n_t_u_r_o_u_s__and creative.
Unit 3 The Million Pound Bank Note ——百万英镑
3．强调句式 And __i_t _w_a_s_t_h_e__sh_i_p__th_a_t___(就是那艘 船) brought you to England. 4．it作形式主语的主语从句 Well，__it_i_s_w__el_l_k_n_o_w_n_______(众所周 知) that Americans like to eat a lot.
UNIT3 THE MILLION POUND BANK NOTE单元教案
1. talk about short stories and dramas.3. to lead the ss to pay attention to the play.4. to improve the listening ability.step 1 greetingstep 2 lead-inss: a little.floridabirth date1835.11.30real namehannibal, missouri, along the mississippi2 reading1) fast readingabout a month agothe next morninglaterjust at that timeto henry’s surprisehenry adams:give a possible development to the story.period 2 learning about languagelanguage pointsbring up:1）培养，抚养，教育2）提出我们决定在下次会议上提出这个问题。
3) 吐出，呕吐he brought up his dinner. 他把晚餐吃得东西都吐了。
he fell ill and brought up his breakfast. 她生病了，把吃的早饭都吐了出来。
1) 一场，一镜头2) 景色，风景，场面3) (发生事件的)现场，地点3. betv. 1) 打赌，赌博permit1）vt. 许可，允许，容许~ doing / n./ pron. 准许做某事~ sb. to do sth 准许sb.做某事2）vi （事物）允许，成为可能3）n. 许可证，通行证5. go ahead vi 词组1) 前进; (工作等)推进那个问题解决后，他们推进的速度加快了。
2）（催促对方）先请！请！3）该词组亦可作表示意见的肯定答语，译为“干吧！请吧，说吧，走，行等”我打开窗子你介意吗？不介意，去开吧。
UNIT 3 The Million Pound Bank-Note单元教案
UNIT 3 The Million Pound Bank-Note单元教案UNIT 3 The Million Pound Bank-Note I. 鎶€鑳界洰鏍嘒oals Talk about short stories and dramas Learn how to act out a play Learn how to request and order food Learn Noun clauses as the object and predicative Write a play or drama II. ?Target Language 锛?鍔熻兘鍙ュ紡1. Request姹傦級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 (鐐?椁? I鈥檇like some ham and eggs and a nice big steak. I鈥檒l have a nice long glass of beer. 璇嶆眹1. 鍥涗細璇嶆眹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, barber 2. narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issues, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script 3. 鍥哄畾璇嶇粍make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble 3. 閲嶇偣璇嶆眹bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble1. Noun clauses as the object () I can鈥檛say that I have any plans. nd he does not know what he should do. I did not know whether I could survive until morning.2. Noun clauses as the predictive () That鈥檚why we鈥檝e given you the letter.閲嶇偣鍙ュ瓙1.Have you ever made a bet with a friend? If so, what did you bet on? P17 2.He is lost in London. P17 3.Permit me to lead the way, sir. P17 4.As a mater offact, I landed in Britain by accident. P18 5.His eyes stare at what is left of the brother 鈥檚dinner on the table. P18 6.I wondered, Mr. Adams, if you鈥檇mind us asking a few questions. P18 7.I earned my passage by working as an unpaid hand, which accounts for my appearance. P18 8.Well, we will have to take a chance. P21 9. (in a rude manner) What鈥檚there to wait for? P22 10.He鈥檚in rags! P22 III. 鏁欐潗鍒嗘瀽涓庢暀鏉愰噸缁?1. 鏁欐潗鍒嗘瀽??1.1 WARMING UP ?鍚愭,鍚愭俯鍙婂叾浣滃搧, ?1.2 PRE-READING瑕佹眰瀛︾敓灞曞紑鎯宠薄锛屽亣濡傝嚜宸辨湁浜嗕竴寮犵櫨涓囪嫳闀戠殑閽炵エ浼氭€銆?1.3 READING鐨勭┓浜猴紝鎯崇湅鐪嬩細鍙戠敓浠€涔堜簨銆?Henry Adams銆В锛屾劅鍙楁垙鍓х??1.4 COMPREHENDING 涓璅act or Opinion 鐨В鍜岃繍鐢ㄣ€?1.5 LEARNING ABOUT LANGUAGEВ?В锛?鎺屾?1.6 USING LANGUAGE Reading and actingenry Adams棣嗙敤椁愭椂, 鍏堥伃鍒板喎閬囷紝鑰屽悗鐢变簬鎷垮嚭浜嗕竴寮犵櫨涓囪嫳闀戠殑澶ч挒, 鍙堝€嶅彈鍏崇収鐨勬湁瓒ｆ晠浜嬨€?浣滆€呯敤璇欒皭鐨勭銆?1.6 .1 READING & ACTING ?1.6 .2 LISTENING &WRITING杩涗竴姝ュ嵃璇佷簡Henry Adams 璇氬疄姝ｇ洿鐨勫搧鏍笺€?1.6 .3 READING┈鍏嬪悙娓╃殑浠嬬粛銆?1.6.4 WRITING鏅?--?1.7 SUMMING UP 鎬荤粨鐨勫唴瀹癸細銆婄櫨涓囪嫳闀戙€嬶紝鏈夌敤鐨勫姩璇嶏紝鍚嶈瘝锛岃〃杈惧?1.8 LEARNING TIP?2. 鏁欐潗閲嶇粍2.1瀽,Warming up, Pre-reading, Reading, Comprehending鍜孶sing languageReading (about Mark Twain)?2.2 灏哃earning about language Words and expressions, Using language Useful structures涓嶹orkbookUsing structures, Using words and expressions涓婁竴鍫??2.3 灏哢sing language listening 锛圓CT ONE Scene5锛夛紝Workbook Listening 锛圓CT TWO Scene2 锛夋暣鍜屾?2.4 灏哤orkbook Talking (ACT TWO Scene1), Speaking Task (ACT TWO Scene3) 鍜孲peaking Task (ACT TWO Scene4)涓婃垚涓€鑺??2.5灏哢sing language Reading and acting (ACT ONE Scene4)涓婃垚涓€鑺傗€滈槄璇诲拰琛ㄦ紨璇锯€?2.6.灏哢sing language Writing (ACT ONE Scene 5) 涓嶹orkbook Writing Task, 鍜孋hecking yourself, Learning Tips ?3.?(缁忓垎鏋愭暀鏉? ? 1st period Intensive Reading 2nd period Grammar 3rdperiod Listening 4thperiod Speaking 5thperiod Extensive Reading and Acting 6thperiod Writing IV.暀妗?The First Period Intensive Reading I. Teaching goals 1. Target language a. bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous b.锛?*Expressions on request: Would you step inside a moment, please? Would you please come in? May we ask what you鈥檙e doing in this country and what your plans are? Well, why don鈥檛you explain what this is all bout? c. 閲嶇偣鍙ュ瀷锛?(1) Have you ever made a bet with a friend? If so, what did you bet on? P17 (2) He is lost in London. P17 (3) Permit me to lead the way, sir. P17 (4) As a mater of fact, I landed in Britain by accident. P18 (5) His eyes stare at what is left of the brother鈥檚dinner on the table. P18 (6) I wondered, Mr. Adams, if you鈥檇mind us asking a few questions. P18 (7) I earned my passage by working as an unpaid hand, which accounts for my appearance. P18 2. Ability goals a. Enable students to read and hear natural language in a dramatic context and increase theirself-confidence in using English, which will increase their overall motivation to learn English. b. Enable students to sum up the main idea of ACT ONE Scene 3. c. Enable students to understand the details about the whole scene. d. Retell the scene using the key words of the whole scene. e. Express their opinions by answering the following questions: (1) Do you think money is everything? Why? (2) Do you agree that only money can bring people happiness? 3. Learning ability goals爣a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English. b. Help students to sum up the main idea of ACT ONE Scene3. c. Help students to understand the details of the whole scene. d. Get students to retell the whole scene. e. Help them to answer the following questions: (1) Do you think money is everything? (2) Do you agree that only money can bring people happiness? II. Teaching important points 1. How to interpret language through tone of voice and body language, gaining agreater appreciation of the various verbal and non-verbal ways in which language works. 2. Discuss the questions: (1) Do you think money is everything? (2) Do you agree that only money can bring people happiness? III. Teaching difficult points鏁欏Discuss the questions: (1) Do you think money is everything? (2) Do you agree that only money can bring people happiness? IV. Teaching methods规硶Elicitation, discussion, listening, reading, pair work V. Teaching aid 鏁欏叿鍑嗗A computer, a projector, and a tape recorder Teaching procedures and ways鏁欏?Step I Warming up Mark Twain is probably one of the few American writers with whom Students are already familiar. This exercise allows teachers to discover just how much students remember about this 19th century writer. Find out in the discussions how much the students know and decide how much more they need to know about the author before they read the play. 1. T: Morning, everyone! Look 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 gentlemen like you carry only large notes. Picture three: Goodness me! Six zeros. (Students discuss the three pictures) T: Ok, class. After watching and discussing the pictures, can you guess what the famous play is? SS: Yes. It is called THE MILLION POUND BANK-NOTE. T: Then, do you know the writer of the play? SS: Yes. It is Mark Twain. T: What do you know about the American writer Mark Twain? Next, read 鈥淎BOUT MARK TWAIN鈥?on page 23 so that you can know more about him. 2. Students read this passage about Mark Twain and answer the questions given in the form on page 23. T: What鈥檚the real name of Mark Twain? SS: Samuel Langhorne Clemens. T: When was he born and when did he die? SS: He was born in 1835 and died in 1910. T: Do you know all the places where he lived? SS: He was raised in Hannibal, Missouri, along the Mississippi River, but traveled much of the US, and also lived for a time in Europe. T:Can you name three of his famous stories? SS: The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn, A Connecticut Yankee in King Arthur鈥檚Court, The Notorious Jumping Frog of Calaveras County, etc. T: Why did you forget thisone----THE MILLION POUND BANK-NOTE? As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we鈥檒l learn some parts of this famous play. Of course, if you want to read more about the life of this great writer, you can go to the library or surf the Internet to find more about him. Step II Pre-reading Get the students to discuss the question with their partners and then ask them to report their work. Encourage them to express their opinions freely. 1.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? (The teacher draws a picture on the blackboard.) (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.) S1: I鈥檒l buy a big house, a new car of my own and get married with a beautiful girl. In my opinion, the most important thing for a person is to enjoy the life. So, if I have a lot of money, I鈥檒l make full use of it to meet my needs for a rich life. S2: I鈥檒l give some money of the one million pound to the poor people in the west part of our country to help them live a happy life, especially the children. Because they really need help and they can learn more knowledge in order to develop the west part of our country. This way of spending money is meaningful. S3: 鈥?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? Have you seen the movie? If so, what do you think of it? So, this class we鈥檒l learn the story together. Step IIIWhile-reading 1. First reading: Scanning Get the students to comprehend the whole scene quickly and accurately and meanwhile help the students to form a good habit of reading. Teachers give the students a couple of minutes to look through the wholescene. Tell the students to read the text silently and then ask some detail questions about the text on the slide show with their partners. Teachers encourage the students to express their ideas. T: Now we are going to learn ACT ONE Scene 3. Read the whole scene quickly and find out the answers to the four questions here. Teachers show the questions on the screen: 1. How did Henry Adams come to England? 2. Where did Henry work? How much money did he have? 3. What did the two gentlemen give Henry? 4. When can Henry open the letter? (Students read the whole scene (ACT ONE Scene 3) for three minutes and try to answer the questions.) T: Well, class, have you finished reading the whole scene? SS: Yes. T: Ok, who can answer the first question? How did Henry Adams come to England? S1: It was the ship that brought him to England. T: Very good. You did a good job. Next, where did Henry work? How much money did he have? S2: He worked for a mining company and he had no money at all. T: Very good. Then what did the two gentlemen give him? S3: They gave him a letter. T: When can Henry open the letter? S4: He can鈥檛open it until two o鈥檆lock. T: Ok, great. Next, let鈥檚do some listening. 2. Second reading: Reading aloud In this part, students will read the text again and try to understand the sentences and the main ideas of the whole scene. 3.Listening In this part, students will listen to the tape and try to find the characteristics of the whole scene. After that, teachers discuss the question with the students and then check the answer. And then the teacher as well as the students read the passage together, which will be served as the ground for the retelling afterwards. T: Please listen to the tape and try to find the characteristics of the whole scene. (Students listen to the tape.) T: Well, Can you tell me the characteristics of the passage? SS: Yes. This is part of a play. So, the narration is written in the present tense. T: Ok, all of you did a good job. Next, let鈥檚read the scene again and do some exercises. Step IV Post-reading 1. Do comprehending exercises. T: Read the scene again and do some comprehending exercises. (P19) (The students begin to prepare for these twoexercises. After a while, the teacher starts to collect the answers. ) (Later the teacher gives the answers, using a slide projector.) (1) Exercise 1 T: Have you found out the answers? SS: Yes. T: Ok! Let鈥檚check the answers. Who鈥檇like to tell us which of the statements are opinions? S1: I think statement 3, 4 and 5 are opinions. T: Very good. Now who will tell us which of the statements are facts? S2: I think statement 1 and 2 are facts. (2) Exercise 2 Get the students to do this exercise by themselves, and then ask them to check their answers with the whole class. (Later the teacher gives the answers, using a slide projector.) 2.Explain language points. T: Well, class. What do you think of the scene? Do you think it is difficult to understand some sentences? SS: Yes. T: Now, please look at the screen and let me explain some sentences. The following are the language points that the teacher will explain: (1) a large amount of: a large quantity of; a great deal of e.g. They 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 doubtful. e.g. We made a bet on the result of the match. (3) permit somebody to do something: allow somebody to do something e.g. My mother doesn鈥檛permit me to ride in the street after it rained.(4) by accident: as a result of chance or mishap. e.g. I 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) e.g. Do you like being stared at? (6) to be honest: to tell you the truth; to be frank e.g. To be honest, I don鈥檛think we have a chance of winning. 3.Students read the whole scene again and again and try to retell it. T: Well, class, have you got the main idea? SS: Yes. T: What鈥檚the main idea? And can you retell it? (Then the students begin to prepare for retelling the whole scene.) Step V Retelling 1. Show the key words and relevant pictures on the screen, using the computer. 2. Ask the students to retell the whole scene, according to the following key words: summer, 1903, Henry Adams, American businessman, rescued, British ship, London, without money, lost, walk down, street, led to, two rich brothers, madea bet, a letter, a million-pound bank-note, open, two o鈥檆lock. T: Now, look at the key words and pictures, who can retell the reading? S1: It was the summer of 1903, and Henry Adams, an American businessman, had some very luck. He was 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. He was lost and alone in London. He had no money and did not know what he should do. Walking down the street, he heard someone calling him. Then he came in and was led to two rich brothers, Roderick and Oliver, who made a secret bet and gave him a letter in which there was aone-million-pound banknote. He was asked to open the letter until two o鈥檆lock in the afternoon. Roderick believes that a man can鈥檛survive in the city for a month with only a million pound banknote in his possession but Oliver believes he can. (The play takes us along on Henry鈥檚misadventures with humor and surprise to discover who will win the bet.) T: Good, the next one, who wants to try? (Then another student retells the whole scene.) T: You鈥檝e done a good job. Now let鈥檚retell the whole scene together. Step VI Summary and homework T: Ok, class, what do you think of this play? Is money so important? SS: no. T: Some people say that money is everything. What do you think of this opinion? S1: I don鈥檛think so. Yes, money is very important in some occasion. But that doesn鈥檛mean it is everything. For example, when your hometown is flooded and you are trapped in the water, can you save yourself even if you have a lot of money with you? No! So, we should not regard money as everything. T: Great! But some people still think that money can bring them happiness. What do think of this? S2: I don鈥檛agree this. Since money doesn鈥檛mean everything, so it can鈥檛bring happiness to us. For example, you have a lot of money but you haven鈥檛a happy family, can鈥檛you say that you are happy? T: So, class, we should have a correct attitude towards money. Now, let鈥檚look at today鈥檚homework. 1. Review the key sentences in this part. 2. Preview the words in the second period.The Second Period Grammar I. Teaching goals 1. Target language 鐩a. 閲嶇偣win the bet, make the bet, be worried about, stay out of jail, a poorly- -dressed gentleman, eat like a wolf, be a big puzzle to sb. b. 閲嶇偣鍙ュ瓙May we ask what you are doing in this country? Well, why don 鈥檛you explain what this is all about? That鈥檚why we鈥檝e given you the letter. We were very surprised that he finished two orders of food in a very limited time. We doubted whether the man was able to pay for the food. 2.1. Enable the students to use the words and expressions in this part.2. Enable students to understand and use noun clauses as the object and predicative.3.瀛﹁兘1. Get the students to guess the meaning of the words or expressions according to the context.2. Get he students to use the noun clauses as the object and predicative. II. Teaching important points 1. How to make students understand and use noun clauses as object and predicative. 2. Get the students to master the usage of the important words of this unit. III. Teaching difficult points How to make students understand and use noun clauses as object and predicative. IV. Teaching methods Task-based method V. Teaching aid A computer, a projector Teaching procedures and ways?Step I Revision Check the students鈥?homework. Step II Discovering useful structures (P20-21) T: Good morning/afternoon, class. Today we are learning the grammar of this unit---Noun clause as the object and predicative. First, let鈥檚review the passage we studied last class in order to discover the useful structures. Exercise 1 T: In the scene we鈥檝e learned two noun clauses as object and one sentence as predicative. Who can tell me the three sentences? (Then Students read the whole scene to find lines in the play that uses a noun clause as the object and predicative. While the students are reading the whole scene, the teacher walks around the classroom and collect the answer. Then the teacher asks some students to tell the others the correct answer.) Suggested answers:May we ask what you are doing in this country? Well, why don鈥檛you explain what this is all about? That鈥檚why we鈥檝e given you the letter. Exercise 2 For this part, students make sentences with the noun clauses as the object using one of the words given in the textbook. And then let them discuss the answers in pairs. At last, check the answers with the whole class. T: Now let鈥檚go on with the next exercise. Turn to page 20, and let鈥檚fill in the blanks. I鈥檇like you to do this exercise by yourselves. After that discuss your answers in pairs and then let鈥檚check the answers together. Allow the students enough time for the exercise. Exercise 3 In this part, students make as many sentences as possible using parts of sentences given in the textbook. And then let them discuss the answers in pairs. At last, the teacher checks the answers with the whole class and give the suggested answers. Suggested answers: (1) Henry鈥檚question is why the two brothers wanted to make the bet. (2) The problem is that he doesn鈥檛know anybody in London. (3) Henry鈥檚concern is how he can get food and clothing. (4) His trouble is that he doesn鈥檛know anybody in London. (5) That is why the brothers wanted to make a bet. (6) The brothers鈥?doubt is whether Henry can stay out of jail. (7) Henry鈥檚concern is where he can get a job. (8) Henry鈥檚question is what gave the two brothers the interesting idea. Exercise 4 In this exercise, students complete some sentences with a noun clause as the play. And then let them discuss the answers in pairs. At last, the teacher checks the answers with the whole class and give the suggested answers. Suggested answers: (9) The trouble was that Henry Adams was lost in London and he had no money. (10) Henry鈥檚question was whether he could borrow some money. (11) It seemed as if the brothers wee playing a joke on Henry. (12) The brothers鈥?problem was who would be the best person to test this bet. (13) This is why they lent him the money. Step III Explanation and summary T: Well, class. You did a good job. Next I want to explain something about noun clauses as the object and predicative so that you can have a betterunderstanding of the grammar of this unit. 1. 鍚嶈瘝鎬т粠鍙ユ槸鐢眎f, whether, that where, when鍙ワ紝鍏跺姛鑳藉悓鍚嶈瘝涓€鏍枫€?2. What 涓巘hat 鍦ㄥ紩瀵煎悕璇嶆€т粠鍙ユ椂鐨勫尯鍒?what т粠鍙ユ椂鍦ㄤ粠鍙ヤ腑鍏呭綋鍙hat 鍒欎笉鐒讹紝瀹冨1) What you said yesterday is right. 2) That she is still alive is a consolation. 3.т強鐗╁姩璇嶏級鎴栦粙璇嶄箣鍚庛€?(1) 鐢眛hatthat ?heard that be joined the army. (2) 鐢眞hat, whether (if) he did not know what had happened. I wonder whether you can change this note for me. 4.鍚﹀畾鐨勮浆绉? think, consider, suppose, believe, expect, guess, imagineЩ鍒濡傦細I don鈥檛think this dress fits you well.锛堟垜璁や负杩欎欢琛ｆ湇涓嶉€傚悎浣犵┛銆傦級 5. it 甯稿彲浠ユ斁鍦ㄥ姩璇峵hink, find, consider, believe, feel, make: it-that 浠庡彞鍒欐斁鍦ㄥ彞? e heard it that she would get married next month. 6.т郴鍔ㄨ瘝鏈塨e, look, remain, seem that甯稿彲鐪佺暐銆傚彟澶栵紝甯哥敤鐨勮繕鏈塼he reason why 鈥?is that... 鍜孖t is because鈥?绛夌粨鏋勩€備緥濡傦細1) The question is whether we can make good preparation in such a short time. 2) This is why we can鈥檛get the support ofthe people 3) But the fact remains that we are behind the other classes. 4) The reason he is late for school is that he missed the early bus. 7.婄儹鐐归棶棰?(1)______we can鈥檛get seems better than ____we have. A. What, what B.What, that C. That, what D. That, that (2) You can鈥檛imagine ______when they received these nice Christmas presents. A. how excited they were B how they were excited C. how were they excited D. they were how excited (3)They make ____ a rule whoever breaks the law will be published. A. it B. that C. what D. this (4)_____ you have seen both fighters , ______ will win? A since, do you think who B. As, who do you think C. When, whoever D. Since, who do you think Suggested answers: (1) A (2) A (3) A (4) D Step IV Using structures (P57-58) T: After the explanation on the grammar, I still hope that you can have more exercises so as to consolidate what you have learned about noun clauses as the object and predicative. 1. Complete the passage by using the words in the box given in the textbook. (Students do the exercises by themselves and then the teacher gives the answers.) 2. Complete the following sentences given in the textbook, using noun clauses as the object or the predicative. (Students do the exercises by themselves and then the teacher gives the answers.) Suggested answers: (1) The two brothers can鈥檛agree to whom they should give the bank-note. (2) Henry wonders why they chose him for the test. (3) The first thing Henry decides to do is how can eat a meal. (4) The waiter is surprised to find that Henry has a million-pound note. (5) The owner of the restaurant never expects that a millionaire will visit his restaurant. (6)I t seems that Henry is able to buy anything but not pay for it. (7) What Henry wants to tell Portia is that he loves her. (8) Everyone may want to know what finally happens to the million-pound note.3.T: Next, class, let鈥檚play a game 鈥淕uess what it is鈥? Look at the chart below and read the questions and clues. Decide what each of the objects is. Choose the right word from the box. After finishing the four questions, you may go on with the rest of the words (This game is a simple way of helping students to developstrategies for defining words themselves.). Suggested answers: (1) Wolf: The wolf is an enemy to humans and especially farmers. This is because wolves like eating meat. Luckily wolves live in dens in forests far from human beings and are easily caught in nets. (2) Novel: A novel is a wonderful source of information and imaginative stories. If you are lucky, you can relax with one in your hand but if not it will remain in the shelf. (3) Dessert: A dessert is good both to eat and to look at. It is a joy for children and a pleasure to make in the kitchen. (4) Rags: Keeping your house clean is an easier task with many rags in your hand. (5) Steak: A steak is a piece of good quality beef that is best eaten with salad and chips. (6) Tale: A tale is an exciting story about interesting imaginary events. Step V Learning about language (P19-20) 1. Look at the reading passage again to find words that mean the same. First, students do the exercises independently. Second, the teacher gives the answers. Suggested answers: Alternative words and expressions Words and expressions from the text someone paid to do homework servant unbelievable incredible early evening nig。
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.。
UNIT 3 THE MILLION POUND BANK-NOTE教案
m unit 3 the million pound bank-note ｉ．单元教学目标技能目标skill goalstalk about short stories and dramas.ii．目标语言功能句式request（请求）— go right ahead.ordering food (点餐)词汇1. 四会词汇2. 认读词汇3. 固定词组4. 重点词汇语法重点句子2. he is lost in london.10. he’s in rags!iii．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。
1.2 pre-reading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。
1.3 reading 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，理解、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。
1.6.3 reading 是关于马克·吐温的介绍。
1.7 summing up 总结本单元所学到的内容：《百万英镑》，有用的动词，名词，表达和新的语法项目。
1.8 learning tip 是关于如何写一个剧本的。
2. 教材重组。
英语：Unit 3 The Million Pound Bank-note 教案(3)
Unit 3 The Million Pound Bank—Note主讲人：周敏高一年级组组员：李菊芬陈晓桃张玉婷刘永松I．教学内容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以及马克·吐温的生平简介。
Warming Up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步的了解。
Pre-reading首先要求学生回答几个相关的问题，并让他们展开想象，借助讨论引入到《百万英镑》的情节。
Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的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。
本部分可以通过先熟读后改编的形式,让学生登台表演，培养学生的调控能力和交际能力，然后再利用多种形式的练习让学生深入理解课文.II．教学重点和难点1。
教学重点(1）本课教学目的和要求中的生词和短语；（2）认识名词性从句中的宾语从句和表语从句的具体用法；(3)了解戏剧(剧本)语言的特点，如舞台说明（stage directions）用一般现在时态,台词中有很多的省略句等。
2. 教学难点(1)了解《百万英镑》及其作者马克·吐温的时代背景，提高学生的文学修养和培养学生的跨文化意识；（2) 学习语言交际中委婉请求、请求允许和点餐的表达法;（3) 学习怎样去编写或表演比较长的戏剧。
III．教学步骤:Period 1 & 2 Pre—reading，Reading & ComprehendingTeaching Goals:1. To talk about short stories and plays。
2。
To develop S s’ reading skills.3. To arouse Ss' interest in acting out a play and writing a play. Teaching Procedures:Step 1。
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Unit 3 The Million Pound Bank-Note教案Unit 3 The illin Pund Ban-NteＩ．单元教学目标技能目标Sill GalsTal abut shrt stries and draasLearn h t at ut a plaLearn h t request and rder fdLearn Nun lauses as the bet and prediative rite a pla r draaII．目标语言功能句式Request（请求）uld u please e in?uld u ind aiting ust a fe inutes?a I as u h uh ne u have?— ell, t be hnest, I have nneuld u ffer e se ind f r?I nder, r Adas, if u ind us asing a fe questins? — G right aheadrdering fd (点餐)I’d lie se ha and eggs and a nie big steaI’ll have a nie lng glass f beer词汇1 四会词汇bet, sene, tale, servant, perit, ba, stare, spt, passage, aunt, appearane, patiene, sill, ealus, unbelievable, stea, tin, lf, dessert, rude, anner, srea,shulder, rag, indeed, b, deade, pilt, huur, nvel, harater, diretr, barber2 认读词汇narratr, inredible, Rderi, liver, nightfall, unpaid, harit, illingness, sipl, leens, issue, fae, bhd, Hannibal, issuri, ississippi, fath, ntest, ale, lneliness, plaright, sript3 固定词组ae a bet, g ahead, b aident, aunt fr, t be hnest, in rags, even if, get int truble4 重点词汇bet, ae a bet, perit, g ahead, b aident, stare, aunt fr, t be hnest, ealus, inrags, indeed, even if, get int truble 语法Nun lauses as the bet (宾语从句)I an’t sa that I have an plansand he des nt n hat he shuld dI did nt n hether I uld survive until rning Nun lauses as the prediative (表语从句) That’s h e’ve given u the letter重点句子1 Have u ever ade a bet ith a friend? If s, hat did u bet n?2 He is lst in Lndn3 Perit e t lead the a, sir4 As a atter f fat, I landed in Britain b aidentHis ees stare at hat is left f the brthers’dinner n the table6 I nder, r Adas, if u’d ind us asing a fe questins7 I earned passage b ring as an unpaid hand, hih aunts fr appearane8 ell, e ill have t tae a hane9 (in a rude anner) hat’s there t ait fr?10 He’s in rags!III．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。
11 ARING UP 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, 有个初步的了解。
12 PRE-READING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。
13 READING 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Henr Adas。
教师可以引导学生通过戏剧情节的发展，理解、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。
14 PREHENDING 中Fat r pinin 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，加强对这部分词语在语境中的理解和运用。
1 LEARNING ABUT LANGUAGE 通过英语释义，在中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。
16 USING LANGUAGE 中的Reading and ating 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Henr Adas到餐馆用餐时, 先遭到冷遇，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。
161 READING ≈≈ ATING 是剧本中第一幕的第四场。
162 LISTENING ≈≈RITING中又介绍了第一幕的第五场，进一步印证了Henr Adas 诚实正直的品格。
163 READING 是关于马克·吐温的介绍。
164 RITING要求学生自己写一个场景---第一幕的第五场。
17 SUING UP 总结本单元所学到的内容：《百万英镑》，有用的动词，名词，表达和新的语法项目。
18 LEARNING TIP 是关于如何写一个剧本的。
2 教材重组21从本单元话题内容和功能上分析,aring up, Pre-reading, Reading, prehending和Using language中的Reading (abut ar Tain)相一致，可以整合成一节任务型“阅读（精读）”。
22 将Learning abut language中的rds and expressins, Using language 中的Useful strutures与rb中的Using strutures, Using rds and expressins 放在同一节中处理，上一堂“语法”。
23 将Using language中的listening （AT NE Sene ），rb中的Listening（AT T Sene 2）整合成一节“听力”。
24 将rb中的Taling (AT T Sene 1), Speaing Tas (AT T Sene 3)和Speaing Tas (AT T Sene 4)上一节“口语”。
2将Using language中的Reading and ating (AT NE Sene 4)上成一节“阅读和表演”。
26将Using language中的riting (AT NE Sene )与rb中的riting Tas 和heing urself, Learning Tips 上成一节“写作”。
3 型设计与时分配(经分析教材, 本单元可以用六时完成)1st perid Intensive Reading2nd perid Graar3rd perid Listening4th perid Speaingth perid Extensive Reading and Ating 6th perid ritingⅣ分时教案The First Perid Intensive Reading Teahing gals 教学目标1 Target language 目标语言a 重点词汇和短语bet, ae a bet, perit, g ahead, b aident, stare, aunt fr, t be hnest, ealus b 交际用语Expressins n request:uld u step inside a ent, please?uld u please e in?a e as hat u’re ding in this untr and hat ur plans are?ell, h dn’t u explain hat this is all abut?重点句型1) Have u ever ade a bet ith a friend? If s, hat did u bet n?2) He is lst in Lndn3) Perit e t lead the a, sir4) As a atter f fat, I landed in Britain b aident) His ees stare at hat is left f the brthers’dinner n the table6) I nder, r Adas, if u’d ind us asing a fe questins7) I earned passage b ring as an unpaid hand, hih aunts fr appearane2 Abilit gals能力目标a Enable students t read and hear natural language in a draati ntext and inrease their self-nfidene in using English, hih ill inrease their verall tivatin t learn Englishb Enable students t su up the ain idea f AT NE Sene 3Enable students t understand the details abut the hle sened Retell the sene using the e rdsf the hle senee Express their pinins b ansering the flling questins:1) D u thin ne is everthing? h?2) D u agree that nl ne an bring peple happiness?3 Learning abilit gals 学能目标a Help students t understand natural language in the draati ntext and inrease their self-nfidene in using Englishb Help students t su up the ain idea f AT NE Sene3Help students t understand the details f the hle sened Get students t retell the hle senee Help the t anser the flling questins:1) D u thin ne is everthing?2) D u agree that nl ne an bring peple happiness?Teahing iprtant pints 教学重点a H t interpret language thrugh tne f vie and bd language, gaining a greater appreiatin f the varius verbal and nn-verbal as in hih language rsb Disuss the questins:1) D u thin ne is everthing?2) D u agree that nl ne an bring peple happiness? Teahing diffiult pints教学难点Disuss the questins:1) D u thin ne is everthing?2) D u agree that nl ne an bring peple happiness? Teahing ethds 教学方法Eliitatin, disussin, listening, reading and pair rTeahing aids 教具准备A puter, a pretr and a tape rerderTeahing predures and as教学过程与方式Step I aring upar Tain is prbabl ne f the fe Aerian riters ith h students are alread failiar This exerise aes the teaher find ut h uh the students n abut this riter and deide h uh the need t n re abut the auther befre the read the plaT: rning, everne! L at the sreen, please I ill sh u se pitures f a faus pla Talabut the in ur n rds (The teaher shs the se pitures f THE ILLIN PUND BAN-NTE)Piture ne: I ust need a suitPiture t I n that gentleen lie u arr nl large ntesPiture three: Gdness e! Six zers(Students disuss the three pitures)T: , lass After athing and disussing the pitures, an u guess hat the faus pla is?Ss: es It is alled THE ILLIN PUND BAN-NTET: Then, d u n the riter f the pla?Ss: es He is ar TainT: D u ant t n abut the Aerian riter ar Tain? Next, read “ABUT AR TAIN” n Page23 s that u an n re abut hi2 Students read this passage abut ar Tain and anser the questins given in the fr n Page23T: hat’s the real nae f ar Tain?Ss: Sauel Langhrne leensT: hen as he brn and hen did he die?Ss: He as brn in 183 and died in 1910T: D u n all the plaes here he lived?Ss: He as raised in Hannibal, issuri, alng the ississippi River, but traveled uh f the US, and als lived fr a tie in EurpeT: an u nae three f his faus stries?Ss: The Adventures f T Saer, The Adventures f Huleberr Finn, A nnetiut anee in ing Arthur’s urt, The Ntrius uping Frg f alaveras unt, etT: h did u frget this ne—THE ILLIN PUND BAN-NTE? As e n, ar Tain is nn as a hurist during his life And this is refleted in THE ILLIN PUND BAN-NTE S, tda e’ll learn se parts f this faus pla f urse, if u ant t read re abut this great riter, u an g t the librar r surf the Internet t find re abut hiStep ⅡPre-readingGet the students t disuss the questin ith their partners and then as the t reprt their r Enurage the t express their pinins freelT: If a rih persn gives u a large aunt f ne t use as u lie, fr exaple, ne illin pund, hat ill u d? h? (The teaher dras a piture n the blabard)￡1,000000ne Flied t e fr the s Everthing hanged fr A t Z(Students have a disussin n this questin hatever hie students ae here, the shuld be read t ffer their lassates a gd reasn fr it)S1: I’ll bu a big huse, a ne ar f n and get arried ith a beautiful girl In pinin, the st iprtant thing fr a persn is t en the life S, if I have a lt f ne, I’ll ae full use f it t eet needs fr a rih lifeS2: I’ll give se ne f the ne illin pund t the pr peple in the estern part f ur untr t help the live a happ life, espeiall the hildren Beause the reall need help and the an learn re nledge in rder t develp the estern part f ur untr This a f spending ne is eaningfulS3:T: I thin all f u have a gd idea D u ant t n hat happened t Henr Adas in THE ILLIN PUND BAN-NTE ritten b ar Tain? Have u ever read the str? Have u seen the vie? If s, hat d u thin f it? S, this lass e’ll learn the str tgetherStep Ⅲhile-readingFirst reading: sanningGet the students t prehend the hle sene quil and auratel and eanhile help the students t fr a gd habit f reading Teahers give the students a uple f inutes t l thrugh the hle sene Tell the students t read the text silentl and then as se detail questins abut the text n the slide sh ith their partners Teaher enurages the students t express their ideasT: N e are ging t learn AT NE Sene 3 Read the hle sene quil and find utthe ansers t the fur questins hereTeaher shs the questins n the sreen:1) H did Henr Adas e t England?2) here did Henr r befre? H uh did he have?3) hat did the t gentleen give Henr?4) hen an Henr pen the letter?Students read the hle sene (AT NE Sene 3) fr three inutes and tr t anser the questinsT: ell, lass, have u finished reading the hle sene?Ss: esT: , h an anser the first questin? H did Henr Adas e t England? S1: It as the ship that brught hi t EnglandT: Ver gd u did a gd b Next, here did Henr r? H uh did he have? S2: He red fr a ining pan befre and he had n ne at allT: Ver gd Then hat did the t gentleen give hi?S3: The gave hi a letterT: hen an Henr pen the letter?S4: He an’t pen it until t ’lT: , greatSend reading: reading aludIn this part, students ill read the text again and tr t understand the sentenes and the ain ideas f the hle seneListeningAfter that the students disuss the questins and then the teaher hes theansers ith the hle lassT: Please listen t the tape and tr t find the harateristis f the hle sene (Students listen t the tape)T: ell an u tell e the harateristis f the passage?Ss: es This is part f a pla S, the narratin is ritten in the present tense T: , all f u did a gd b Next, let’s read the sene again and d se exerises Step ⅣPst-readingD prehending exerisesT: Read the sene again and d se prehending exerisesThe students begin t prepare fr these t exerises After a hile, the teaher starts t he the ansers Later the teaher gives the ansers using a slide pretrExerise 1T: Have u fund ut the ansers?Ss: esT: ! Let’s he the ansers h’d lie t tell us hih f the stateents are pinins?S1: I thin stateent 3, 4 and are pininsT: Ver gd N h ill tell us hih f the stateents are fats?S2: I thin stateent 1 and 2 are fatsExerise 2Get the students t d this exerise b theselves, and then as the t he their ansers ith the hle lass(Later the teaher gives the ansers, using a slide pretr)Explain language pintsT: ell, lass hat d u thin f the sene? D u thin it is diffiult t understand sesentenes?Ss: esT: N, please l at the sreen and let e explain se sentenesThe flling are the language pints that the teaher ill explain:1) a large aunt f: a large quantit f; a great deal feg The bught a large aunt f furniture befre the ved their ne huse2) ae a bet: ae an arrangeent t ris ne, et n an event f hih the result is dubtfuleg e ade a bet n the result f the ath3) perit sebd t d sething: all sebd t d sethingeg ther desn’t perit e t ride in the street after it rained4) b aident: as a result f haneeg I nl fund it b aident) stare at: l at sebd r sething ith the ees ide pen in a fixed gaze ( in astnishent, nder, fear, et)eg D u lie being stared at?6) t be hnest: t tell u the truth; t be franeg T be hnest, I dn’t thin e have a hane f inning Students read the hle sene again and again and tr t retell it T: ell, lass, have u gt the ain idea?Ss: esT: hat’s the ain idea? And an u retell it?(Then the students begin t prepare fr retelling the hle sene)Step ⅤRetellingSh the e rds and relevant pitures n the sreen, using the puterAs the students t retell the hle sene, arding t the flling e rds: suer, 1903, Henr Adas, Aerian businessan, resued, British ship, Lndn, ithut ne, lst, al dn, street, led t, t rih brthers, ade a bet, a letter, a illin-pund ban-nte, pen, t ’lT: N, l at the e rds and pitures, h an retell the reading?S1: It as the suer f 1903, and Henr Adas, an Aerian businessan, had se ver lu He as resued at sea b a British ship that taes hi t Lndn here he finds hiself ithut ne, friends and the prspet f a gd b He as lst and alne in Lndn He had n ne and did nt n hat he shuld d aling dn the street, he heard sene alling hi Then he ae in and as led t t rih brthers, Rderi and liver, h ade aseret bet and gave hi a letter in hih there as a ne-illin-pund ban-nte He as ased t pen the letter until t ’l in the afternn Rderi believes that a an an’t survive in the it fr a nth ith nl a illin pund ban-nte in his pssessin but liver believes he an (The pla taes us alng Henr’s isadventures ith hur and surprise t disver h ill in the bet)T: Gd, the next ne, h ants t tr?(Then anther student retells the hle sene)T: u’ve dne a gd b N let’s retell the hle sene tgetherStep ⅥSuar and HerT: , lass, hat d u thin f this pla? Is ne s iprtant?Ss: NT: Se peple sa that ne is everthing hat d u thin f this pinin?S1: I dn’t thin s es, ne is ver iprtant in se asin But that desn’t ean it is everthing Fr exaple, hen ur hetn is flded and u are trapped in the ater, an u save urself even if u have a lt f ne ith u? N! S, e shuld nt regard ne as everthingT: Great! But se peple still thin that ne an bring the happiness hat d thin f this?S2: I dn’t agree ith this Sine ne desn’t ean everthing, s it an’t bring happiness t us Fr exaple, u have a lt f ne but u haven’t a happ fail, an’t u sa that u are happ?T: S, lass, e shuld have a rret attitude tards ne N, let’s l at tda’s her1 Revie the e sentenes in this part2 Previe the rds in the send perid。