2020届一轮复习人教版必修三Unit3The Million Pound Bank Note 单元教案(82页word版)
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2020届一轮复习人教版必修三Unit3The Million Pound Bank Note 单元教案
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 a dj. 难以置信的amount n. 数量
aheadad v. 在前; 向前; 提前r ude 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i n 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 p redicative)
8. Well, why don’t you explain what this is all about? (suggestion; noun clause as the object)
功能 1. Request
Would 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 food
I’d like some ham and eggs and a nice bi g steak.
I’ll have a nice long glass of beer.
3. Shopping
语法 1. Noun clauses as the object
I can’t say that I have any plans.
. . . and he does not know what he should do.
I did not know whether I could survive until morning.
2. Noun clauses as the predicative
That’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: 7
Period 1 Warming up and reading
Period 2 Learning about language: Important language points
Period 3 Learn ing about language: Grammar
Period 4 Using language: Reading, acting and speaking
Period 5 Using language: Listening, writing and speaking
Period 6 Using language: Listening, reading and writing
Period 7 Revision: Summing up and learning tip
Period 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 ab out him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have.
Exe rcise 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, Ro derick 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 He nry’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 to give 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 aro use students’ interest, the teacher can hold a competition 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.
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 contrary
2. 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’ sens e of cooperative learning.
教学过程
设计方案(一)
→Step 1 Warming up
Talk about background knowledge about Mark Twain and his play.
1. Getting to know a great literary giant: Mark Twain
Let students read the following information about Mark Twain and his works.
Real name of Mark Twain Samuel Langhorne Clemens
Year of birth 1835
Places where he lived R aised in Hannibal, Missouri; traveled much of the US; lived for a long time in Europe
Names of three of his famous stories The Adventures of Tom Sawyer
The Adventures of Huckleberry Finn
Life on the Mississippi
Evaluation of him American short story writer, novelist, humorist, and public speaker. American best known literary giant
2. 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-reading
Discuss 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-reading
Try to gain as much information as possible from the story through reading and train reading skills.
Reading 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)Events
About 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 unpaid hand 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 1903
2)Henry Adams: a lost American businessman in London
Roderick and Oliver: two brothers and rich Englishmen
3)
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 the ship.
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 sur prise Roderick gave Henry an envelope with money in it.
2. Skimming
Reading 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?
S uggested 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-reading
Reading strategy: Read the play carefully and try to get as much information as possible. Try to keep them in mind.
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; bet
4. Reading aloud and underlining
Ask 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-reading
1. Discussing and talking
What 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)
Well, I can’t say that I have any plans.
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 honest job.
3)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.
Now, i f you’ll excuse me, I think I’ll be on my way.
2. Acting
1)Listen to the text again.
2)Complete the table.
Characters Actions Attitudes Decision
Narrator
Oliver
Roderick
Henry
Servant
3)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. Discussion
Have a discussion with students.
Su ppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do w ith the money?
4. Writing
Rewrite the play into a story.
→Step 5 Homework
1. 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 in
1. 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 up
1. 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 name
Meaning of his pen name
Birth date
Birth place
Place where he grew up
His famous stories
→Step 3 Pre-reading
Let 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 Mi llion Pound Bank Note? Have you ever seen the movie? If ever, what did you think of it?
→Step 4 Reading
1. 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 wh ole 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. Explanation
Help 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 of
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
We made a bet on the result of the match.
3)permit sb. to do something: allow somebody to do something
My mother doesn’t permit me to ride in the street after it rained.
4)by accident: as a result of chance
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. )
Do you like being stared at?
6)to be honest: to tell you the truth; to be frank
To be honest, I don’t think we have a chance of winning.
4. Listening and reading aloud
Play 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 Discussion
After 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 acting
1. 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 Homework
1. 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 Note
Warming Up and Reading
1. Time: the summer of 1903
2. Characters:
Henry Adams: a lost American businessman in London
Roderick and Oliver: two brothers and rich Englishmen
3. 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 the ship.
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.
Period 3Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson. This teaching period mainly deals with the new grammar items: 1. noun clauses as the object; 2. noun clauses as the predicative. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the play The Million Pound Bank Note again, tick out all the sentences from the play where noun clauses are used as the object and the predicative, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering u seful structures on Page 21 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the object and the predicative and let students make it clear how each noun clause is being used in the situations.
At the end of the class, ask students to do the exercises in Using structures on Page 57 and additional exercises for consolidation.
教学重点
Get students to understand and use noun clauses as the object and the predicative. 教学难点
Enable students to learn how to use noun clauses as the object and the predicative correctly.
三维目标
知识目标
1. Get students to know more about noun clauses.
2. Let students learn noun clauses as the object.
I can’t say that I have any plans.
. . . and he does not know what he should do.
I did not know whether I could survive until morning.
3. Have students learn noun clauses the predicative.
That’s why we’ve given you the letter.
The fact is that I earned my passage by working as an unpaid hand. . .
能力目标
Enable students to use noun clauses as the object and the predicative correctly and properly according to the context.
情感目标
1. Get students to becom e interested in grammar learning.
2. Develop studen ts’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
→Step 2 Leading-in by a game
Play the game of “Pass the message”. Show the same written message to the first person in each team of the class. Ask the person to pass the message on orally in indirect speech as quickly as possible. The first team that finishes it must put up their hands and the last person tells the class the message. If he/she has got it right, that team has won the game.
Example 1:
Message: There will be no homework tonight.
S1: The teacher said that there would be no homework tonight.
Example 2:
Message: The fact is that she has been ill for 3 days.
S1: The teacher said the fact was that she had been ill for 3 days.
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 17 to read through the play The Million Pound Bank Note, let them pick out the sentences using noun clauses as the object and the predicative, read them aloud, and then translate them into Chinese.
Suggested answers:
Sentences using noun clauses as the object:
1. Oliver believes that with a million pound bank note a man could survive a month
in London.
奥利弗相信一个拥有一张百万英镑钞票的人可以在伦敦生存一个月。
2. It is Henry Adams, an American businessman, who is lost in London and does not know what he should do.
他叫亨利•亚当斯, 一个美国商人, 在伦敦迷了路, 不知道该怎么办。
3. I wonder, Mr. Adams, if you’d mind us asking a few questions.
亚当斯先生, 不知你是否介意我们问你几个问题。
4. May we ask what you’re doing in this country and what your plans are?
可不可以问问, 你在这个国家要干点什么?你的计划又是什么呢?
5. Well, I can’t say that I have any plans.
嗯, 谈不上有什么计划。
6. I didn’t know whether I could survive until morning.
我不知道是否能活到早晨。
7. I’m afraid I don’t quite follow you, sir.
对不起, 先生, 你的话我没有听懂。
8. If you don’t mind, may I ask you how much money you have?
如果你不介意, 能不能告诉我, 你手头有多少钱?
9. If this is your idea of some kind of joke, I don’t think it’s very funny.
如果你们认为这是一个笑话, 我可一点儿也不觉得好笑。
10. Now if you’ll excuse me, I think I’ll be on my way.
好了, 请原谅, 我想我该上路了。
11. You mustn’t think we don’t care about you.
你千万不要以为我们不在意你的感受。
12. We know you’re hard-working我们知道你工作是很卖力的。
13. Well, why don’t you explain what this is all about?
怎么不给我讲讲, 这究竟是怎么回事呢?
Sentences using noun clauses as the predicative:
1. The fact is that I earned my passage by working as an unpaid hand, which accounts for my appearance.
我是作为一个不拿工资的帮手赚来我的船费的, 这就是我为什么会衣冠不整的原因了。
2. That’s why we’ve given you the letter.
这正是我们给你这封信的原因。
2. Thinking and discussing
Let students read the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.
3. Summing up: noun clauses as the object and the predicative
种类关联词例句说明
宾语从句陈述意义that 1. I believe (that)he is honest.
2. I think (that)he is honest and that he is always keeping his promi se.
3. We must realize (that)we should learn English well.
that在从句中不充当任何成分; 在口语或非正式文体中常被省去, 但若从句并列时后面的从句that不能省略。
疑问意义if whether 1. I don’t know if/whether it is interesting.
2. He doesn’t care if it isn’t a fine day.
3. I wonder whether he will come or not.
4. Everything depends on whether we have enough money.
if和whether一般可以互换, 但当与or not连用和作介词宾语时要用whether, 不能用if; 从句是否定句时一般用if。
特殊疑问意义who, whom, which, whose, what, when, where, why, etc. 1. Please tell me who will go with you.
2. He isn’t aware of what a terrible thing he has done.
3. I w onder why he hasn’t called me.
4. She always thinks of how she can work well.
5. I wonder where he is going with his classmates.
宾语从句作及物动词的宾语, 也可作介词的宾语。
宾语从句用陈述语序。
注1 We must make it clear that anybody who breaks the law will be punished. 如果宾语是复合宾语, 则用it作形式宾语, 将从句放后。
注2 1. We don’t think you are right.
2. I don’t believe he will do so. think, believe, imagine, suppose等的宾语从句, 否定前移到主句中。
表语从句连词that whether as if 1. The problem is (that)they can’t get there early.
2. It looks as if it is going to rain.
在非正式的文体中that可以省略。
连接代词who what which 1. That’s just what I want.
2. The question is who/which of you will be the next speaker.
连接副词When where why how 1. This is where our problem lies.
2. That is why he didn’t come to the meeting.
表语从句位于主句连系动词之后。
→Step 4 Grammar practice
1. Turn to Page 21. Ask students to do the exercises in Discovering useful s tructures. Several minutes later, check the answers with the whole class. Give some explanations if necessary.
2. Turn to Page 57. Ask students to do Exercises 1-
3. Ch eck the answers after most of them finish.
→Step 5 Closing down by a quiz
Show the following exercises on the screen. Let students finish them within five minutes to see if they have mastered noun clauses as the object and the predicative. Five minutes later, check the answers with the whole class.
1. —What did your parents think about your decision?
—They always let me do ______________ I think I should.
A. when
B. that
C. how
2. I just wonder ______________ that makes him so excited.
A. why it does
B. what he does
C. how it is
D. what it is
3. A computer can only do ______________ you have instructed it to do.
A. how
B. after
C. what
D. that
4. Someone is ringing the doorbell. Go and see ______________.
A. who is he
B. who he is
C. w ho is it
D. who it is
5. —Look at what you are doing!
—Ah, I wonder ______________ this boot won’t fit me. I’ve been trying to put it on the wrong foot.
A. how
B. if
C. why
D. that
6. His ability has never been in doubt. The question is ______________ he is prepared to work hard.
A. that
B. when
C. where
D. whether
7. —Are you still thinking about yesterday’s gam e?
—Oh, that’s ______________.
A. what makes me feel excited
B. whatever I feel excited about
C. how I feel about it
D. when I feel excited
8. You can’t 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
9. They make ______________ a rule whoever breaks the law will be punished.
A. it
B. that
D. what
10. You are saying that everyone should be equal, and this is ______________ I disagree.
A. why
B. where
C. what
D. how
Suggested answers:
1~5 DDCDC6~10 DAAAB
→Step 6 Homework
1. Finish off the workbook exercises.
2. Preview the play The Million Pound Bank Note (Act 1 Scene 4)on Page 22, find the sentences in which noun clauses as the object and the predicative are used, and see if you can identify the use of each noun clause.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following phrases and sentences into English.
1)抚养; 培养; 教育
2)偶然; 无意中
3)盯着看; 凝视
4)导致; 作出解释
5)与此相反; 正相反
6)俱乐部的规定是不允许抽烟。
(permit)
7)——不知你是否介意我问你几个问题?
——请问吧。
(mind; go ahead)
8)事实上, 当他进入办公室时是偶然被保安发现的。
(spot)
9)说实话, 我从来没有喜欢过他。
(to be honest)
→Step 2 Warming up
Tell students that noun clauses can be used for different purposes. They can be used as the subject, the object, the predicative and the appositive. Ask them to read through the play and find out at least ten sentences that contain noun clauses as the object and the predicative. Then let them explain the meanings and discuss in pairs how each of the noun clauses is being used in the situations.
→Step 3 Learning the grammar
1. Ask students to turn to Page 91 and learn the grammar Noun Clauses by themselves.
2. Encourage them to ask as many questions as possibl e. Give them explanations if necessary.
3. Solve th e problems students meet during their study.
4. Sum up the rules of noun clauses as the object and the predicative.
→Step 4 Practice
Show the following exercises on the screen. Let students finish them within six。