TheMillionPoundBankNote阅读教案
The_Million_Pound_Bank_Note教案
The_Million_Pound_Bank_Note教案第一章：课程简介1.1 课程目标了解并掌握《The Million Pound Bank Note》的故事情节和人物角色。
提高阅读理解能力，分析故事中的主题和象征意义。
培养批判性思维，讨论故事中的道德和伦理问题。
提高英语听说读写技能。
1.2 教学内容故事背景和作者简介故事情节概述人物角色介绍第二章：阅读理解2.1 目标理解故事的基本情节和事件。
分析人物的性格特点和动机。
识别故事中的主题和象征意义。
2.2 教学方法分组阅读和讨论故事的不同部分。
回答相关问题，加深对故事情节的理解。
分析人物行为和对话，了解其性格特点。
第三章：批判性思维3.1 目标培养批判性思维，分析和评估故事中的道德和伦理问题。
探讨故事中的社会和文化背景对人物决策的影响。
3.2 教学方法引导学生进行角色扮演，站在不同人物的立场思考问题。
组织小组讨论，分享对故事中道德问题的看法。
第四章：口头表达4.1 目标提高学生的口头表达能力，能够清晰地表达自己的观点。
培养学生的团队合作和交流能力。
4.2 教学方法分组讨论，让学生就故事中的问题进行讨论和表达自己的观点。
角色扮演活动，让学生模拟故事中的场景，锻炼口头表达能力。
第五章：总结与评价5.1 目标总结本节课的学习内容和成果。
评估学生的阅读理解、批判性思维和口头表达能力。
5.2 教学方法学生进行小组汇报，总结故事的主题和道德问题。
教师对学生的表现进行评价和反馈，提出改进建议。
第六章：文学分析6.1 目标分析小说中的象征元素和比喻。
探讨作者的写作风格和叙事技巧。
理解小说中的社会和文化批判。
6.2 教学方法引导学生识别小说中的象征元素和比喻。
分析作者的叙事视角和叙事结构。
讨论小说对当时社会现实的批判。
第七章：创意写作7.1 目标培养学生的创造性写作能力。
鼓励学生创作与小说主题相关的短故事或散文。
7.2 教学方法进行写作启发活动，如头脑风暴和情景设定。
The Million Pound Bank note readingPPT教案
Fast-readቤተ መጻሕፍቲ ባይዱng
1.How many characters are there in the play? Five
2.What did Henry get? A letter with money
第8页/共15页
Careful reading
1.Did Henry come to Britain on purpose? Why? No. He didn’t. A strong wind carried him out to sea and another ship brought him to England.
2.Do you know any of his works? Can you name any of them?
第1页/共15页
Mark Twain(1835－1910), one of the best known American writers in the nineteenth century, was born in Missouri in the middle part of the United States．
记得主人公拿到百万英镑后就毫不犹豫地去吃了两份大餐最后连盘子都舔得像铜镜一般光亮不用洗了强烈的幸福感在久久不能得到又经历了千辛万苦之后充分体会到了
The Million Pound Bank note reading
会计学
1
Warming Up
1.What do you know about the American writer Mark Twain?
Mark Twain wrote a lot of novels, one of which is The Adventure of Tom Sawyer, the masterpiece which brought him fame and honor． Some of his writings have been translated into many languages． He and his works are deeply loved by readers throughout the world．
高中英语教案：百万英镑The Million Pound Bank Note
高中英语教案：百万英镑The Million Pound BankNote教案标题：百万英镑The Million Pound Bank Note目标学生群体：高中生教学时间：1个课时教学目标：1. 了解和掌握单词和短语：bank note, bet, fortune, destiny, wealthy, persuade, misfortune等；2. 能够理解故事的主要情节和主题；3. 能够用适当的语言描述和讨论故事中的主要人物和情节；4. 能够分析故事中传达的价值观，并进行个人思考和探讨。
教学材料：1. The Million Pound Bank Note故事简介，包括主要人物的介绍以及故事的主要情节；2. 单词和短语卡片；3. 学生练习册，包括与故事相关的问题和练习。
教学步骤：Step 1：导入（5分钟）1. 展示一张英镑纸币，向学生展示现金的概念，并问学生是否知道英国有一张百万英镑的纸币。
2. 引入故事《The Million Pound Bank Note》，告诉学生故事的大致情节和主人公的遭遇。
Step 2：词汇学习（15分钟）1. 教师出示单词卡片，学生跟随朗读，并复习其意义，并用单词造句。
2. 教师展示短语卡片，学生跟随朗读，并复习其意义。
Step 3：故事理解（20分钟）1. 阅读故事简介，学生尽量理解故事的主要情节、人物和主题。
2. 学生阅读故事的部分段落，并回答相关问题。
Step 4：讨论与练习（15分钟）1. 学生分组讨论故事中的主要人物和情节，并用英语进行描述。
2. 学生根据故事回答一些问题，例如：1) What would you do if you were given a million pound bank note? 2) Do you think money can change people's lives? Why or why not?Step 5：反思总结（5分钟）1. 教师带领学生总结故事的主要情节和主题。
The_Million_Pound_Bank_Note教案
一、教案简介课程名称：The_Million_Pound_Bank_Note教案课程类型：英语阅读与讨论课时安排：2课时（90分钟）教学目标：1. 学生能够理解并讨论The_Million_Pound_Bank_Note的故事情节和主题。
2. 学生能够提高阅读理解能力和批判性思维能力。
3. 学生能够提高英语听说能力和团队合作能力。
二、教学准备1. 教材：The_Million_Pound_Bank_Note原文或简化版。
2. 多媒体设备：投影仪、音响设备。
3. 参考资料：关于Mark Twn的背景介绍、相关历史背景资料。
三、教学过程第一课时：1. 导入（10分钟）教师简要介绍Mark Twn的生平和作品，激发学生的兴趣。
2. 阅读理解（25分钟）学生阅读The_Million_Pound_Bank_Note的第一部分，注意理解故事情节和人物关系。
教师巡回指导，解答学生疑问。
3. 讨论（15分钟）1) 故事的主题是什么？2) 主人公Henry的命运如何？3) 学生对故事中的社会现象有何看法？4. 总结（5分钟）教师总结讨论成果，强调故事的主题和社会意义。
第二课时：1. 复习（10分钟）教师简要回顾上节课的内容，检查学生的阅读理解情况。
2. 阅读理解（25分钟）学生阅读The_Million_Pound_Bank_Note的第二部分，注意理解故事情节和人物关系。
教师巡回指导，解答学生疑问。
3. 讨论（15分钟）1) 故事的主题是什么？2) 主人公Henry的命运如何？3) 学生对故事中的社会现象有何看法？4. 总结（5分钟）教师总结讨论成果，强调故事的主题和社会意义。
四、课后作业2. 学生选择一个与故事相关的社会现象，进行调查研究，并在下一节课上分享调查成果。
五、教学评价1. 课堂参与度：学生参与讨论、提问和回答问题的积极性。
2. 作业完成情况：学生读后感质量和调查报告的完整性。
3. 阅读理解能力：学生对故事情节和人物关系的理解程度。
The;Million;Pound;BankNote教案
The Million Pound Bank-Note教案第一章：简介1.1 课程背景本课程以Mark Twn的著名小说《The Million Pound Bank-Note》为基础，通过深入剖析小说中的主题、情节和人物，使学生更好地理解19世纪末期的美国社会和文化。
本课程还将探讨小说的现实意义，引导学生思考金钱、权力和社会地位对人性的影响。
1.2 教学目标了解《The Million Pound Bank-Note》的作者、背景和主要内容分析小说中的主要人物和情节，理解其象征意义探讨小说的主题，思考金钱、权力和社会地位对人性的影响提高学生的阅读理解能力和批判性思维能力第二章：作者和背景介绍2.1 作者介绍介绍Mark Twn（马克·吐温）的作者身份、生平背景及其代表作强调其在美国文学史上的地位和影响2.2 小说背景简述19世纪末期美国社会的经济、政治和文化特点分析小说中对当时社会的批判和反思第三章：情节分析（第一部分）3.1 小说开篇分析小说开篇部分，引导学生关注主人公Henry的困境和心态讨论小说开篇设置的作用和意义3.2 主人公Henry的转变详细分析Henry在获得一张百万英镑钞票后的心理和行为变化引导学生从中思考金钱对人性的影响第四章：情节分析（第二部分）4.1 人物关系的发展探讨小说中主要人物之间的关系，如Henry与债权人、朋友、恋人等分析人物关系对Henry命运的影响4.2 情节高潮和结局解读小说高潮部分的情节设置和冲突分析结局的意义和小说整体的象征性第五章：主题探讨5.1 金钱、权力和社会地位引导学生深入思考小说中所揭示的金钱、权力和社会地位对人性的腐蚀作用举例说明现实生活中的类似现象和问题5.2 道德观念和人性分析小说中人物在金钱和权力面前的道德挣扎探讨如何树立正确的道德观念，保持人性的纯洁和善良第六章：批判性阅读技巧6.1 文本细读教授学生如何进行文本细读，以深入理解小说中的细节和象征意义通过具体例子演示如何分析文本中的隐含意义6.2 批判性思维指导学生如何发展批判性思维，对小说中的主题和人物进行深入分析通过小组讨论和写作练习，鼓励学生提出自己的见解和批评第七章：文化历史背景7.1 19世纪末期美国社会进一步探讨19世纪末期美国社会的文化、经济和政治背景分析小说如何反映当时的社会问题，如贫富差距、阶级冲突等7.2 文学流派介绍19世纪末期的文学流派，如现实主义和自然主义分析《The Million Pound Bank-Note》如何属于这些流派的特点第八章：性别与权力8.1 性别角色分析小说中男性和女性的性别角色，以及它们如何影响人物的行为和命运引导学生思考性别角色对社会和个人的影响8.2 权力与控制探讨小说中不同形式的权力与控制，如金钱、社会地位和性别引导学生反思这些权力如何塑造和影响人际关系和社会结构第九章：创作与现实9.1 小说创作技巧分析Mark Twn的写作风格和技巧，如幽默、讽刺和对话通过写作练习，让学生尝试模仿这些技巧，创作自己的短篇故事9.2 小说与现实生活引导学生探讨小说中的情节和主题如何与现实生活相关联鼓励学生分享自己的经历，讨论金钱、权力和人性在现实中的表现第十章：总结与反思10.1 课程回顾与学生一起回顾整个学期的学习内容，总结学到的知识和技能强调批判性阅读、文本分析和创造性写作的重要性10.2 未来展望鼓励学生将本课程学到的知识和技能应用到未来的学习和生活中提出持续阅读、思考和创作的建议，以促进终身学习和发展重点解析小说《The Million Pound Bank-Note》的主题和象征意义19世纪末期美国社会的文化、经济和政治背景批判性阅读技巧的发展和应用性别角色和权力在小说中的表现和影响小说创作技巧和现实生活的关联金钱、权力和人性对社会和个人的影响难点解析对小说中复杂情节和人物关系的一致性理解19世纪末期社会背景与小说情节的内在联系批判性阅读和写作技巧的初学者指导性别角色和权力在小说中的深层含义和解读小说创作技巧的实践和应用将小说主题与现实生活情境相联系的思维拓展。
高中英语教案：百万英镑The Million Pound Bank Note
高中英语教案：百万英镑TheMillionPoundBankNote一、教学目标1.知识目标：（1）让学生掌握课文中的重点词汇、短语和句型。
（2）让学生了解英国文化背景，提高对英语国家的认识。
2.能力目标：（1）培养学生阅读理解能力，能独立分析课文内容，理解文章主旨。
（2）培养学生口语表达能力，能就课文主题进行讨论。
3.情感目标：培养学生独立思考、勇于表达自己的观点的品质。
二、教学重点与难点1.教学重点：（1）课文中的重点词汇、短语和句型。
（2）课文内容的理解与分析。
2.教学难点：（1）课文中的长难句理解。
（2）课文主题的深入探讨。
三、教学过程Step1：导入1.利用图片或视频，介绍课文背景，引发学生对课文主题的兴趣。
2.邀请学生分享他们对“金钱”的看法。
Step2：课文阅读1.让学生快速阅读课文，了解文章大意。
2.教师带领学生分析课文结构，梳理文章脉络。
3.学生分角色朗读课文，注意语音、语调、停顿等。
Step3：重点词汇、短语和句型讲解1.教师选取课文中的重点词汇、短语和句型进行讲解。
2.学生跟读，模仿教师发音。
3.学生进行小组讨论，运用所学词汇、短语和句型进行练习。
Step4：课文内容分析1.教师提问，引导学生分析课文内容。
2.学生回答问题，分享自己的观点。
Step5：口语表达1.教师提出讨论话题，如：“金钱对人生的影响”。
2.学生分组讨论，准备论点。
3.各组代表发言，分享本组的讨论成果。
四、教学反思1.学生对课文内容的理解程度。
2.学生对重点词汇、短语和句型的掌握情况。
3.学生口语表达能力的提升。
4.教学过程中是否存在不足，如何改进。
五、教学延伸1.利用课后时间，让学生观看电影《百万英镑》，加深对课文的理解。
2.组织学生进行英语角活动，讨论金钱与人生的关系。
3.邀请家长参与课堂，分享他们对金钱教育的看法。
重难点补充：教学过程：Step2：课文阅读教师提问：“Whatdoyouthinkmighthappenifsomeonegaveyouamillion-poundba nknote?”学生回答后，教师引导：“Let'sseewhatactuallyhappensinthestoryreading'TheMillionPo undBankNote'.”教师让学生注意文章中对于人物动作、表情的描述，并提问：“Canyoufindanyexamplesofbodylanguageorexpressionsthatshowt hecharacters'emotions?”学生寻找并分享后，教师进一步引导：“Thesedetlscanhelpusunderstandthecharacters'feelingsandmot ivationsbetter.”Step3：重点词汇、短语和句型讲解教师选取“beggaringbelief”（难以置信）等表达，并提问：“Doesanyoneknowwhat'beggaringbelief'means?”学生尝试解释后，教师解释并给出例句：“Itmeanssomethingissosurprisingthatit'shardtobelieve.Forex ample,'Hisperformanceintheplaywassogood,itwasbeggaringbelie f!'”教师让学生练习使用该短语，并提问：“Canyoumakeasentenceusing'beggaringbelief'?”学生造句后，教师给予反馈：“Greatsentence!You'reusingthephrasecorrectly.”Step4：课文内容分析教师提问：“Whydoyouthinktheoldmangavetheyoungmanthemillion-poundbank note?”学生讨论并回答后，教师引导：“Itmightbebecausehewantedtoseeiftheyoungmanhadintegrityand wouldacthonorablywithsuchalargesumofmoney.”教师再提问：“Howdidtheyoungmanreacttothebanknote?”学生回答后，教师继续提问：“Doyouthinkhisreactionwasgenuineorwashejustacting?”学生讨论并分享观点。
Book3Unit3TheMillionPoundBankNote第一课时Reading教案
第一课时ReadingTeach ing goals 教学目标1. Target Ianguage 目标语言a. 重点词汇和短语bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous2. Ability goals 能力目标a. Enable students to sum up the main idea of ACT ONE Scene 3.b. En able stude nts to un dersta nd the details about the whole sce ne.c. Express their opinions by answering the following questions:1) Do you thi nk money is everyth ing? Why?2) Do you agree that only money can bring people happ in ess?3. Lear ning ability goals 学能目标a. Help stude nts to sum up the main idea of ACT ONE Seen e3.b. Help stude nts to un dersta nd the details of the whole sce ne.c. Help them to answer the following questions:1) Do you thi nk money is everyth ing?2) Do you agree that only money can bring people happ in ess?Teach ing importa nt poi nts 教学重难点a. Help stude nts to sum up the main idea of ACT ONE Seen e3.b. Help stude nts to un dersta nd the details of the whole sce ne.Teach ing methods 教学方法discussi on, liste ning, read ing and pair work.Teach ing aids教具准备A computer, a projectorTeach ing procedures and way教学过程与方式Warming up-IWhat do you know about Mark Twain? Do you know any of his works?The n give an in troduct ion of Mark Twa in (1835 —1910): The greatest humorist of the 19th cen tury America n literature.Novels:The Adventures of Tom Sawyer (1876)汤姆索亚历险记)The Prince and the Pauper (1882皇子与贫儿)The Adventures of Huckleberry Finn (1894)哈克贝利费恩历险记)Discussi onSuppose a rich person gives you a million pound bank-note, what will you do with it ? Give the reas ons.In troduce some new words to the stude nts:in credible: difficult to believe (un believable)stare at: look at sb. / sth. for a long timenightfall: the time in the evening when it becomes darksurvive: continue to live or existspot: see or no tice a pers on or thingacco unt for: to be the expla natio n or cause of sth.charity:施舍by accide nt: by cha neePre-readi ng1. First, give students a brief introduction of the storyTwo rich gentlemen made a bet on what would happen to a person if he was given a millio n pound n ote.Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocea n. A British ship, for London, pass ing by, fortun ately saved him.2. Predicti on:What would happe n to Henry?Read ingScan the passage and find out:What happe ned to Henry?What do the brothers choose Henry for?What happe ned to Henry?He was given a letter by the two brothers and was asked not to open it until two o' clock.What do the brothers choose Henry for?They wan ted to make a bet on Henry.Skim ming: an swer the follow ing questi ons: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 Britai n?Put the followi ng eve nts in correct order.(1) Henry wan dered in London streets.(2) About a month ago Henry Adams was saili ng out of the bay.(3) The n ext morning he was spotted by a ship.(4) Towards ni ghtfall he found himself carried out to sea by a strong wind.(5) On the ship he earned his passage by work ing as an un paid hand.Keys;(2) About a month ago Henry Adams was saili ng out of the bay.(4) Towards ni ghtfall he found himself carried out to sea by a strong wind.(3) The n ext morning he was spotted by a ship.(5) On the ship he earned his passage by work ing as an un paid hand.(1)He nry wan dered in London streets.After-readingWhat kind of persons you think the characters are? (Henry Adams, Oliver Roderick)。
U3 The Million Pound Bank-Note-Reading教案(新人教版必修3)
Unit 3 The Million Pound Bank-NoteI．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。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。
Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的延伸。
学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。
该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。
其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。
Learning Tip指导学生掌握对话的技巧，了解如何使用相应的语音和语调来编排戏剧，提高学生的写作水平。
II．教学重点和难点1. 教学重点(1) 本单元教学目的和要求中的生词和短语；(2) 掌握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) 学习怎样去写或编一个短剧和更难的比较长的戏剧。
高中英语Unit 3 The Million Pound Bank-Note(reading)教案 新课标 人教版 必修3
Unit 3 The Million Pound Bank-Notereading(SCENES 3, ACT ONE of £1000000 BANK NOTE)AimsTo help students develop their reading abilityTo help students learn about English playwritingProceduresI. Warming up by learning vocabularyToday we are going to a theatre. Before we go, we shall get ready with the words and expressions used in the play we are going to watch. Turn to page 98 and go over the vocabulary list.II. Pre-readingGiving background information about Twain MarkIII. Reading1. Listening2.Background information3. Reading and underliningWhat would happen to a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money but a million-pound bank-note, and no way to account for his being in possession of it? Would he starve to death or not? Would he get arrested if he tried to change it? Could he live for a month without being sent to jail?Now read the play and underline all the collocations in the passage. You are asked to copy theminto your notebook after class as homework.4. Reading, identifying and settlingAttention, please! It is time to skim the play one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.5. Reading and transferringWrite down all the verb phrases from the text, in order of the events happening to Henry Adams.IV. Closing downClosing down by doing exercisesIn the last five minutes let’s do the comprehension exercises 1 and 2 on page 19. Check your answers against your neighbour’s when you have finishe d.Closing down by translatingTo end the period you are going to put the following into English.。
Unit 3 The Million Pound Bank-Note教案
Unit 3 The Million Pound Bank-Note教案Unit 3 The Million Pound Bank-Note锛╋紟鎶€鑳界洰鏍嘢kill GoalsTalk 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锛?鍔?鑳?鍙?寮?RequestWould you please come in?Would you mind waiting just a few minutes?May I ask you how much money you have?鈥?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? 鈥?Go right ahead.Ordering food ()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?姹?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, humour, novel, character, director, barber2.narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script3. 鍥哄畾璇嶇粍make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble4. 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 trouble璇?娉?Noun clauses as the object ()I can鈥檛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.Noun clauses as the predicative ()That鈥檚why we鈥檝e given you the letter.閲?鐐?鍙?瀛?1. Have you ever made a bet with a friend? If so, what did you bet on?2. He is lost in London.3. Permit me to lead the way, sir.4. As a matter of fact, I landed in Britain by accident.5. His eyes stare at what is left of the brothers鈥?dinner on the table.6. I wonder, Mr Adams, if you鈥檇mind us asking a few questions.7. I earned my passage by working as an unpaid hand, which accounts for myappearance.8. Well, we will have to take a chance.9. (in a rude manner) What鈥檚there to wait for?10. He鈥檚in rags!III锛?鏁欐潗鍒嗘瀽涓庢暀鏉愰噸缁?1. 鏁欐潗鍒嗘瀽?1.1 WARMING UP朵綔鍝? ?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€嬭繖閮ㄧ數褰辩殑璇勪环銆?1.3 READINGenry Adams銆傛暀甯В銆佹劅鍙楁垙鍓хф?1.4 COMPREHENDING 涓璅act or OpinionВ鍜岃繍鐢ㄣ€?1.5 LEARNING ABOUT LANGUAGEВ?骞堕€氳繃鍏堝彂鐜板啀绠€鍗曡В銆佹帉鎻℃湰鍗曞?1.6 USING LANGUAGE Reading and actingenry Adams, 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€備綔鑰呯敤磋劯銆?1.6.1 READING && ACTING ?1.6.2 LISTENING &&WRITING竴姝ュ嵃璇佷簡Henry Adams 璇氬疄姝ｇ洿鐨勫搧鏍笺€?1.6.3 READING ?1.6.4 WRITING?--€?1.7 SUMMING UP?1.8 LEARNING TIP ?2. 鏁欐潗閲嶇粍2.1,Warming up, Pre-reading, Reading, Comprehending鍜孶sing language Reading (about Mark Twain)鐩€?2.2 灏哃earning about language Words and expressions, Using language涓Useful structures涓嶹orkbook Using structures, Using words and expressions??2.3 灏哢sing language listening 锛圓CT ONE Scene 5锛夛紝Workbook涓Listening锛圓CT TWO Scene 2?2.4 灏哤orkbook Talking (ACT TWO Scene 1), Speaking Task (ACT TWO Scene3)鍜孲peaking Task (ACT TWO Scene 4)?2.5灏哢sing language Reading and acting (ACT ONE Scene 4)涓婃垚涓€鑺傗€滈槄璇诲拰琛ㄦ紨璇锯€濄€?2.6灏哢sing language Writing (ACT ONE Scene 5)涓嶹orkbookWriting Task 鍜孋hecking yourself, Learning Tips濄€?3. ?(缁忓垎鏋愭暀鏉??1st period Intensive Reading2nd period Grammar3rd period Listening4th period Speaking5th period Extensive Reading and Acting6th period Writing鈪? ?The First Period Intensive ReadingTeaching goals1. Target languagea. 閲嶇偣璇嶆眹鍜岀煭璇?bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealousb.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 about?c. 閲嶇偣鍙ュ瀷1) Have you ever made a bet with a friend? If so, what did you bet on?2) He is lost in London.3) Permit me to lead the way, sir.4) As a matter of fact, I landed in Britain by accident.5) His eyes stare at what is left of the brothers鈥?dinner on the table.6) I wonder, Mr Adams, if you鈥檇mind us asking a few questions.7) I earned my passage by working as an unpaid hand, which accounts for my appearance.2. Ability goalsa. 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.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 goalsa. 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?Teaching important pointsa. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.b. Discuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?Teaching difficult pointsDiscuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?Teaching methodsElicitation, discussion, listening, reading and pair work.Teaching aidsA computer, a projector and a tape recorder.Teaching procedures and ways?Step I Warming upMark 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 studentsknow about this writer and decide how much they need to know more about the auther before they read the play.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 tw I know that gentlemen like you carry only large notes.Picture three: Godness 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. He is Mark Twain.T: Do you want to know about the American writer Mark Twain? Next, read 鈥淎BOUT MARK TWAIN鈥?on Page23 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 Page23.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 this one鈥昑HE 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 famousplay. Of course, if you want to read more about this great writer, you can go to the library or surf the Internet to find more about him.Step 鈪?Pre-readingGet the students to discuss the question with their partners and then ask them to report their work. Encourage them 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? (The teacher draws a picture on the blackboard.)锟?,000.000Money Flied to me from the sky. Everything changed from A to Z.(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 western 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 western part of our country. This way of spending money is meaningful.S3: ...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 鈪?While-readingFirst reading: scanningGet 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 whole scene. Tell the students to read the text silently and then ask some detail questions about the text on the slide show with their partners. Teacher encourages 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.Teacher shows the questions on the screen:1) How did Henry Adams come to England?2) Where did Henry work before? How much 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 did he have?S2: He worked for a mining company before 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.Second reading: reading aloudIn this part, students will read the text again and try to understand the sentences and the main ideas of the whole scene.ListeningAfter that the students discuss the questions and then the teacher checks the answers with the whole class.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 鈪?Post-readingDo comprehending exercises.T: Read the scene again and do some comprehending exercises.The students begin to prepare for these two exercises. After a while, the teacher starts to check the answers. Later the teacher gives the answers. using a slide projector.Exercise 1T: 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.Exercise 2Get 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.)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 ofe.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 somethinge.g. My mother doesn鈥檛permit me to ride in the street after it rained.4) by accident: as a result of chance.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 franke.g. To be honest, I don鈥檛think we have a chance of winning.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 鈪?RetellingShow the key words and relevant pictures on the screen, using the computer.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, made a 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 and 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 a one-million-pound bank-note. 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 bank-note in his possession but Oliver believes he can. (The play takes us along 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 鈪?Summary and HomeworkT: 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 with 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;Million;Pound;BankNote教案
The Million Pound Bank-Note教案一、教学目标1.1 学生能够理解并掌握故事情节，了解主人公的经历和成长。
1.2 学生能够通过阅读提高自己的词汇量和语言表达能力。
1.3 学生能够培养对英语阅读的兴趣，提高阅读能力。
二、教学内容2.1 故事梗概：本故事讲述了一个穷困潦倒的年轻人，在偶然间得到了一张一百万英镑的银行券，他凭借这张银行券经历了一系列的冒险和考验，最终通过自己的努力和智慧，成为了一个成功的人。
2.2 关键词汇：bank note, million, adventure,考验,努力,智慧三、教学方法3.1 阅读理解：通过阅读故事，学生能够理解故事情节，掌握主人公的经历和成长。
3.2 词汇学习：学生通过故事中的关键词汇，扩展自己的词汇量，并通过例句理解词汇的含义。
3.3 小组讨论：学生分组讨论故事中的情节和主题，培养学生的口头表达能力。
四、教学步骤4.1 引入：教师向学生介绍故事梗概，激发学生的阅读兴趣。
4.2 阅读理解：学生阅读故事，回答相关问题，教师引导学生理解故事情节，掌握主人公的经历和成长。
4.3 词汇学习：教师引导学生学习故事中的关键词汇，通过例句理解词汇的含义。
4.4 小组讨论：学生分组讨论故事中的情节和主题，教师巡回指导，引导学生深入思考。
4.5 总结：教师对学生的阅读和讨论进行总结，强调故事中的主题和主人公的成长。
五、教学评价5.1 学生阅读理解测试：通过测试评价学生对故事情节和主人公成长的掌握程度。
5.2 词汇运用能力评价：通过学生的词汇练习和口语表达，评价学生对关键词汇的理解和运用能力。
5.3 小组讨论评价：通过学生的讨论表现，评价学生的口头表达能力和合作能力。
六、教学拓展活动6.1 角色扮演：学生分组扮演故事中的角色，进行角色扮演活动，增强对故事情节的理解和记忆。
6.2 故事改编：学生分组对故事进行改编，创作不同的结局或新的情节，培养学生的创造力和表达能力。
The Million Pound Bank-Note教案
The Million Pound Bank-Note教案Unit3 The million pound bank note ?Introduction Find the information about mark twainDiscussion ListeningReading ComprehendingWatching part of the movieRetelling Debate Assignments涓€銆佹ā寮忕殑鎻愬嚭殑鍙戝睍瀹炶川涓婃寚鍦ㄧぞ浼氱幆澧冧腑涓嶆柇鍏绘垚涓讳綋鎰忚瘑鍜岃嚜岀殑瀛︿範闇€姹傦紝鍏呭垎婵璇炬暀瀛︽ā寮忋€?浜?銆佹ā寮忓唴娑??锛?锛夛紟鍧氫俊姣忎釜瀛︾敓閮芥槸鏈夎兘鍔ㄦ€х殑鍙戝睍鐫€鐨勪富浣擄紝姣忎釜瀛︾敓閮藉瓨鍦ㄧ潃宸ㄥぇ鐨勫彂灞曟綔版渶濂界殑鍙戝睍銆?锛?ц忚瘑銆侀棶棰樻剰璇嗐€佸弬涓庢剰璇嗐€佸叏浣撴剰璇嗐€佽瘎浠锋剰璇嗙у?锛?锛夛紟璐ㄧ枒銆佸垱鏂版槸涓讳綋鎬ц呭垎鍙戝睍锛岀礌璐ㄥ緱浠ュ叏闈㈡彁楂樸€?涓夈€佺悊璁轰緷鎹?锛?暀鑲茶€呯殑缇や綋鍜岀ぞ浼氬彂灞曠殑瑕佹眰锛屼互闈㈠悜鍏ㄤ綋瀛︾敓锛鏁欒偛鑰呯殑娼滆兘銆佷績杩涘彈鏁欒偛鑰呭悇鏂归潰鐢熷姩娲绘臣鍦板彂灞瀹炶川銆?锛??涓讳綋鎬ф寚浜轰綔涓虹ぞ浼氱敓娲诲疄璺电殑涓讳綋鍏锋湁鐨勮兘鍔ㄣ€佽嚜涓汇€佸垱閫犵殑鍐呭湪鐗规€схН?锛?滆兘锛屽彂灞曚汉鐨勪釜鎬э範鑰呰鐢熺Н?鍥涖€佹晥鏋滅粨璁?хэ愭笎褰㈡垚绋冲畾銆佺Н鏋併€佽繘鍙栫殑瀛︿範蹇冩€侊紝寮鸿皟瀛︿範杩х瓑鍥犵礌锛屽彂灞曚簡瀛︾敓鐨勬€濈淮,?В鍙婅〃杈捐兘鍔?,晥鐜?姣旇緝濂藉湴瀹屾垚浜嗘暀瀛︾洰鏍??绠€鍗曟暀妗?楂樹竴蹇呬慨3 Unit 3 the Million Pound Bank-Note Teaching Aims: 1. Learn more about Mark Twain 2. Read and retell the Million Pound Bank-Note 3. Learn useful expressions: a large amount of, make a bet, permit sb. to do sth., by chance, stare at, to be honest Teaching Important Points: 1. Retell the Million Pound Bank-Note 2. Useful expressions Teaching Difficult Points: How to help students havea correct attitude towards money Teaching Methods: 1. Direct perception teaching method; 2. Heuristic method; 3. Discussing method Teaching Aids: 1. a recorder ;銆€2. a slide projector; 3. a computer Teaching Procedures: Step I .Introduction StepII .Reading Read the passage on page 23. Find more information about Mark Twain Step III. Reading Read Scene 3, Act 1 of the Million Pound Bank-Note and answer some questions about it Step IV. Listening Listen and solve some comprehension questions Step V. watching part of the movie the Million Pound Bank-Note Step VI. Retelling the Million Pound Bank-Note Step VII. Debate the importance of the money Step VIII. Assignments Step IX .Record after teaching楂樹竴蹇呬慨3 Unit 3 The Million Pound Bank-NoteTeaching Aims: 1. Learn more about Mark Twain 2. Read and retell the Million Pound Bank-Note 3. Learn useful expressions: a large amount of, make a bet, permit sb. todo sth., by chance, stare at, to be honest Teaching Important Points: 1. Retell the Million Pound Bank-Note 2. Useful expressions Teaching Difficult Points: How to help students have a correct attitude towards money Teaching Methods: 1. Direct perception teaching method; 2. Heuristic method; 3. Discussing method Teaching Aids: 1. a recorder ;銆€2. a slide projector; 3. a computer 4. a VCD TeachingProcedures: Step I .Introduction and reading T: Morning, everyone, do you like humor? Ss: Yes, of course. T: Me, too. And I like watching humorous play. Look at the screen; can you guess what play it is? Ss: Yes. It is called THE MILLION POUNDBANK-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. T: Have you finished reading? Ok. Look at the screen and say sth. about MARK TWAIN. T:1. Tell us his wok experiences S1: Over the next two decades he was a printer, a riverboat pilot, a soldier, a gold miner, a business- man and a newspaper reporter. T: 2.What was his pen name? S2: Mark twain T: Samuel Langhorne Clemens was his real name. T: 3. Tell us the meaning of his pen name S3: 鈥淭wain鈥?is an old word for 鈥渢wo鈥? 鈥淢ark Twain鈥?is to say that the water is two fathoms deep. T: 4.What was his first successful story? S4: His first successful story was about a jumping frog contest. T: 5.What are his most famous books? S5: The adventures of Tom Sawyer. The Adventures of Huckleberry Finn. Life on the Mississippi T : Why did you forget this one----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. Step II . Listening and Reading T: First, express your opinions freely. 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? Please discuss in groups of four. 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 ismeaningful. 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? We鈥檒l learn the story together. 1. Listening T: Now we are going to learn ACT ONE Scene 3. Listen the whole scene quickly and find out the answers to the four questions here. 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? 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. Step III. Reading and comprehending 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 tale 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. These questions in oral may help understand the problem: 1. What happened to Henry Adams at sea? 2. Did he have any money or work? 3. What happened to Henry in a house in London? Step IV Post-reading 1. Do comprehending exercises. Get the students to do this exercise by themselves, and then ask them to check their answers with the whole class. 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. (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) permitsomebody 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. (3)by accident: as a result of chance or mishap. e.g. I only found it by accident. (4) 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. Step IV. Watching part of the movie the Million Pound Bank-Note T: Well, class, have you got the main idea? SS: Yes. T: What鈥檚the main idea? And would you like to retell it to your parents or your friends? Step V. Retelling the Million PoundBank-Note T: Now, look at the key words. Prepare for retelling the whole scene. summer, 1903, Henry Adams, American businessman, rescued, British ship, London, without money, lost, walk down, street, led to, two rich brothers, made a bet, a letter, a million-pound bank-note, open, two o鈥檆lock. 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. T: Good, the next one, who wants to try? (Then another student retells the whole scene.) Step VI. Debate the importance of the money 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 you think of this? S2: I don鈥檛agreethis. 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. Step VII. Assignments 1. Review the key sentences in this part. 2. Act out the play in groups. Step IX .Record after teaching。
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 Unit 3《The Million Pound Bank Note》教案 新人教版必修3
Unit 3 The Million Pound Bank Note 第一部分《金色教案》教学设计说明About the topic and the structures 单元话题和结构 本单元学习“百万英镑”，剧本根据马克·吐温同名小说改编。
富豪之家的两兄弟，从银行取出面额为一百万英镑的钞票，籍以此验证各自的理论。
一个认为，这样一张钞票对穷人毫无价值；另一个认为，仅拥有这样一张钞票（不兑现），就可以过上上等人的生活。
他们选中了一个身无分文的年轻人作为试验品。
于是，这个小伙子经济上的突变，引起了生活方式的改变。
他人的种种误解，命运的重重转机，他将如何去面对这突如其来的全新生活呢？本单元语言功能项目是：恳请、点菜和购物。
本单元语言结构项目是“名词从句作宾语和表语”。
本单元还要求学生学习写作剧本。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。
教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up 教师选择使用课本中的“阅读和填表”或者我们提供的“Warming up by learning vocabulary”进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。
Pre-reading 通过giving background information about Twain Mark进行预读操作。
Reading 部分是剧本中第一幕的第三场。
富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。
最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。
高中英语教案：百万英镑The Million Pound Bank Note
高中英语教案：百万英镑 The Million Pound Bank NoteI. 教学目标•了解短篇小说《百万英镑》的情节、主要人物和主题；•通过阅读和讨论，培养学生的英语阅读和口语表达能力；•提高学生的语言敏感度，理解英语中的文化差异；•提高学生的阅读理解、作文和翻译能力。
II. 教学重点•掌握小说的情节、组成和文化背景；•读懂小说中复杂的情感和思想；•学习词汇和句型，提高语言表达能力。
III. 教学难点•理解小说中的文化背景和中心思想；•学习新词汇和句型，提高语言应用能力。
IV. 教学方法•教师讲解与学生自学相结合；•以小组讨论、课堂演讲、问答互动等方式，提高学生口语表达和阅读理解能力。
•培养学生独立思考、自主学习和激发学习兴趣。
V. 教学过程1. 导入教师可通过引入一个与小说相关的话题或图片来激发学生的学习兴趣，如英国货币、伦敦建筑或简要介绍小说的作者。
2. 阅读与讨论学生分组阅读《百万英镑》。
每组分配一个章节，让他们总结情节并分享给全班。
教师对每个章节进行点评，并引导学生讨论以下问题：1.小说中除了主人公亨利外，还有哪些人物？他们对亨利有什么影响？2.亨利在初到伦敦时的遭遇如何？他是如何得到百万英镑的？3.在第二次见到波尔特莱尔兄弟后，亨利做出了哪些明智和善良的行为？4.小说最后的结局是怎样的？作者通过这样的结局想传达什么信息？3. 学习词汇和句型让学生做一些与内容相关的词汇练习和语法练习，如填空、翻译和改错。
这将帮助他们深入了解作者的写作风格和语言表达方式。
4. 写作练习让学生根据小说中的情节和主题写一篇作文，如书评或读后感，既可以锻炼他们的写作能力，也可以帮助他们深刻理解小说中的思想。
5. 延伸学习教师可以给学生提供一些相关资源，如电影或音频剧的连接，以便学生更深入地了解小说的情节和主题。
VI. 教学评估教师可以通过小组讨论、文字练习、口语表达或问答互动等方式来评估学生的学习成果。
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。
《Unit3TheMillionPoundBankNote》教案高中必修3英语
《Unit3TheMillionPoundBankNote》教案高中必修3英语英语教师要跟上时代发展的脚步，将新课标的教学计划与实际教学情况相结合，及时更新科学的教学观念。
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《Unit3TheMillionPoundBankNote》教案高中必修3英语【一】教学准备教学目标Studyaimsanddemands:1.Tolearnsomewordsandexpressions.2.Tohaveafullunderstandingofthetext.3.Tohaveadiscussionaboutthecharactersinthetext.教学重难点1.Tolearnsomewordsandexpressions.2.Tohaveafullunderstandingofthetext.3.Tohaveadiscussionaboutthecharactersinthetext.教学过程Studyaimsanddemands:1.Tolearnsomewordsandexpressions.2.Tohaveafullunderstandingofthetext.3.Tohaveadiscussionaboutthecharactersinthetext.Step3:Careful-reading1.Readthetextandanswerthefollowingquestions.⑴WheredoesHenryAdamscomefrom?DoesheknowmuchaboutLon don?⑵WhatdidhedoinAmerica?⑶CanyouimaginewhathappenedwhenHenrywenttotheAmericanE mbassy?Giveyourreasons.2.Dothreemultiplechoices(1).WhathappenedtoMr.AdamsbeforehelandedinBritain?A.HejustsailedoutofthebayforatravelB.HeplannedtogotoBritainbyhisownboat.C.Hisboatwasbrokenbyastrongwind.D.Hisboatwascarriedouttoseabyastrongwind.(2).WhatdidMr.Adamsfeelwhenheheardoneofthebrotherssay ing“Whatluck!Brother!Whatluck!”?A.Hefelthewaslucky,too.B.Hethoughttheylaughedathim.C.Hewasabitofangryandwasreadytoleave.D.Hefeltthetwobrotherswouldhelphim.(3).WhatdidMr.Adamsaskforfromthetwobrothers?A.Ahousetostayforashortmoment.B.Aletterwithabanknoteworthmillionpound.C.Anhonestjob.D.Charityfromthetwobrothers.Step4:Comprehending:1.WhyandhowdidHenrylandinBritain?2.HowdidHenry’sfeelingschangeduringtheconversation?Findanadjectiveinthelisttocompleteeachsentence.Step5：Consolidation------RetellthestoryStep6:Discussion1.WhatkindofpersondoyouthinkHenryis?2.WhydoyouthinkthatthebrotherschoseHenryfortheirbet?Step7:Prediction:1.WhatdoyouthinkwillhappentoHenry?2.Willthebank-notehelphimorgethimintotrouble?课后习题Homework:1.Readthetextagainandpatattentiontothedifferencebetween BritishEnglishandAmericanEnglish.2.Underlinesomeimportantwordsandphrases.人教版高中英语必修3《Unit3TheMillionPoundBankNote》教案【二】教学准备教学目标知识与技能takeachance,bychance,Chancesarethat...,wouldyouminddoingsth inrags,indeed,asfor,asto过程与方法1.Enablestudentstoreadandhearnaturallanguageinadramaticcont extandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivatio ntolearnEnglish.2.EnablestudentstosumupthemainideaofACTONEScene4.3.Enablestudentstounderstandthedetailsaboutthewholescene.4.Retellthesceneusingthekeywordsofthewholescene.情感态度价值观1.Studentswillbeabletoshowinterestinthedramas.2Studentswillbeabletotalkaboutshortstoriesanddramas.教学重难点教学重点Howtointerpretlanguagethroughtoneofvoiceandbodylanguage, gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.教学难点Retellthesceneusingthekeywordsofthewholescene教学过程Teachingprocedures:StepOne:Introducesomenewwordssteak:eatlikeawolf:genuine:reserve:scream:fake:bow:StepTwo:CULTURALNOTE:Henryasksforasteak“extrathick”forhismeal.InChina,steakisgenerallycutthinlybutinAmericaitisapp reciatedifitiscutthicklyandgrilledorfried.Theadvantageofhavingas teak“extrathick”isthatitcanbewellcookedontheoutsidebutstillraworhalfrawinthec enter.StepThree:Readandanswerthesequestions1.Whatwasitintheletter?2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterse rvehimpolitely?Why?3.Didtheownerbelievethatthenotewasgenuineornot?Why?4.Whosebehaviorchangesthemostduringthisscene?5.Whatkindofpersonistheowneroftherestaurant?6.WhydoyouthinktheowneroftherestaurantgaveHenryafree meal?StepFour:Detailedrreading1.Whatdoes“it’llcostalargeamountofmoney”exactlymean?2.Atthesightofthecustomer’snote,theownerandhiswaitergotvery_D_.A.frightenedB.angryC.worriedD.excited3.Whendidthehostessandthewaiterchangetheirattitudetothe customer?_____D____A.Atthebeginningofthestory.B.Beforetheysawthelargenote.C.Attheendofthestory.D.Aftertheysawthelargenote.Ingroupoffour,playthepartsof“Henry,waiter,ownerandhostess”.StepFive:RetellthestoryReflection:板书板书设计:1.Whatwasitintheletter?2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterse rvehimpolitely?Why?3.Didtheownerbelievethatthenotewasgenuineornot?Why?4.Whosebehaviorchangesthemostduringthisscene?5.Whatkindofpersonistheowneroftherestaurant?6.WhydoyouthinktheowneroftherestaurantgaveHenryafree meal?高中英语教学的有效方法1.及时更新教学观念在信息化的今天，信息瞬息万变，所有的东西发展阀块。
【高二】The Million Pound Bank Note教案
【高二】The Million Pound Bank Note教案j.Co MThe Million Pound Bank Note教案Unit 3Teaching 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 predicativeTeaching importance: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.Noun clauses as the predicativeThat’s why we’ve given you the letter.Teaching methods: skimming, scanning, discussing.Teaching aids: a tape recorder, a projector and a computer.The first period Intensive readingStep I.Warming up1.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 23 so that you can know more about him.1. Students read the passage about Mark Twain and answer the questions given in the form on page 23.a. What’s the real name of Mark Twain?b. When was he born and when did he die?c. Do you know all the places where he lived?d. Can you name three of his famous stories?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.Step ⅡPre-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.Step Ⅲ While reading1. ScanningGet the students to comprehend 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 come 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 Ⅳ Post-readingDo comprehending 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 Ⅴ Homework1. Review the key sentences in this part2. Preview the words in the second period.3. Act out the play in groupsThe second period Extensive ReadingStep 1 New wordsTell the new words in these partsteak: eat like a wolf: genuine: reserve: scream: fake:shoulderStep 2Listen to Act One, Scene 4 in the restaurantAnd answer the following questions:1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?Step 3 actingIn group of four, play the parts of “Henry, waiter, owner, hostess and Clemens”.Step 4 Explanation1.It’ll cost a tiny bit.1) tiny: very small 极小的，微小的a tiny baby, a tiny school2) not a little 许多，很not a bit 一点也不I’m not a bit tired. 我一点也不累。
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The Millio n Pou nd Bank Note教学版本：人教版新课标年级：高一模块：模块3 （必修）设计时段：Unit 3 Reading 第一课时（45分钟）教学课型：阅读课教学手段：多媒体教学教材分析本单元的主要内容是根据马克•吐温名著《百万英镑》改编成的剧本中的几个片段。
从本单元话题内容和功能上分析，Warming up, Pre-reading 和Reading （剧中第一幕第三场）整合成一堂阅读课。
1）“热身”（Warming Up ）部分提供一小段马克•吐温的简介，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•吐温及共作品有初步了解。
2）“读前”（Pre-reading ）部分要求学生展开想象，手举一个信封兴冲冲地奔上讲台，解释：刚刚在路上一个陌生人给了我这个信封，你们猜猜这里面会有些什么东西呢？学生们一下子变得热情高涨，纷纷猜测起来。
然后我继续发问：要是里面有一张支票该多好啊！打开信封，里面当然没有支票。
然后迅速引入话题：天上掉馅饼的事就一定不会发生吗？3）“阅读”（Reading ）部分是剧中第一幕的第三场。
年老富有的两兄弟打赌，他们发现了赌一个贫穷老实的人获得一张百万英镑的钞票后会有什么样的后果, 在大街上游荡的美国人亨利•亚当斯，在询问了一系列问题之后，他们认定身无分文的亨利就是最合适打赌的人选，于是就将百万英镑的钞票放在一个信封里交给了他。
学生分析•学生对学习的内容有着十分强烈的好奇心，表现出多样的学习技能和策略。
•学生的学习主动性强，并在平时的学习过程中养成分组讨论和预习的好习惯。
•高一学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但要用英语进行思维和表达，还是有一定的难度，需进一步的提高。
教学目标•通过阅读课文和观看英文电影片段，启发学生理解故事的思想内涵，引导学生通过戏剧情节的发展，了解英语戏剧的特点和要素，如时间、地点、人物、戏剧冲突、戏剧语言等。
•树立学生正确的人生观、世界观和价值观，提高独立思考和判断的能力。
•提高学生阅读能力、语言运用和表达能力。
教学重点和难点•了解戏剧体裁的特点，学习和理解戏剧语言，提高文学修养和欣赏水平。
•引导学生在阅读活动中如何获取信息，理解全文，如何思考问题，解决问题（如: 为什么亨利是打赌的最佳人选？亨利是怎么样的一个人？）•如何让学生积极参与语言实践活动，提高用英语进行思维和表达的能力；如何用自己的语言复述故事。
教学设计-总体思路本节阅读课分为三大板块（读前活动、阅读活动与巩固活动），其中读前活动分为三个小的教学活动：谈论美国著名作家；介绍马克•吐温的生平及作品；导入，手举一个信封兴冲冲地奔上讲台，解释：刚刚在路上一个陌生人给了我这个信封，你们猜猜这里面会有些什么东西呢？学生们一下子变得热情高涨，纷纷猜测起来。
然后我继续发问：要是里面有一张支票该多好啊！打开信封，里面当然没有支票。
然后迅速引入话题：天上掉馅饼的事就一定不会发生吗？不见得，有一个年轻人，就是一个这样的幸运儿，他得到了一张百万英镑的支票。
拉开序幕，进入主题。
阅读活动分为观看第一、二场的电影片断，描述故事的开端，引起学生的注意力和好奇心；观看课文内容的电影片断，让学生初步了解英语戏剧的特点和要素，如时间、地点、人物、戏剧冲突、戏剧语言等；带着问题阅读找到答案；听录音获取更多信息，同时可以模仿戏剧口语改进语音、语调；仔细阅读，填表格信息；复述故事（用8 —10个句子）；分组讨论，体会主题。
由介绍作者导入，到阅读，到复述故事，表达看法，每个环节训练的侧重点各不相同，但能力要求逐步深入，形成了完整的语言输入语言输出的过程。
教学过程Step I Warmi ng up& Pre-readi ngWatchi ng film【设计说明】向学生展示电影《百万英镑》中的开幕片断（Act 1 Sce ne 1和Scene2 ）来激发学习主课文的兴趣，学生可以通过电影片断来推测主人公将来的遭遇，然后顺利过渡到课文的学习中去。
Question1 : How many people are there?What are they doing?(They are maki ng a bet.)Questio n2: What the famous play is?Do you know the writer of the play?(The Millio n Pou nd Bank Note, Mark Twain.)Next, read “ABOUT MARK TWAIN ” on Page17 so that you can know more about him.2. Students read this passage about Mark Twain and answer the questions.T: What's the real name of Mark Twai n?Ss: Samuel Lan ghor ne Cleme ns.T: When was he born and whe n 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 Hanni bal, Missouri, along the Mississippi River, but traveled much of the US, and also lived for a time in Europe.T: Can you n ame three of his famous stories?Ss: The Adve ntures of Tom Sawyer, The Adve ntures of Huckleberry Fi nn,A Conn ecticut Yan kee in Ki ng Arthur's Court, The Notorious Jump ing Frog of Calaveras Cou nty, etc. THE MILLION POUND BANK-NOTE.【设计说明】作家的个人生活经历常常会体现在他的作品中，所以阅读作品之前，了解作者的情况是非常有必要的。
“热身”部分关于他的介绍虽然简短，却点出了马克•吐温众多作品的一个共同特点：由于作者对密西西比河怀有深厚的让学生浏览课本他笔下的人物和故事情节常常和密西西比河联系在一起。
感情,的表格以及介绍文字，填写表格，培养学生收集信息的能力，在完成这一练习的过程中，教师还可以引导学生通过上下文来猜测该部分的生词和短语的含义，找出供学生推测词义的线索，如短文中的句子He was brought up in Hanni bal, Missouri, alo ng the Mississippi River ，正好对应表格中要求填写的信息Place where he grew up ，从这一取系上看，可以得出结论，was brought up 在这一句的意思是“被抚养长大”。
Of course, if you want to read more about this great writer, you can go tothe library or surf the Internet to find more about him.Step n While-readi ngActivity 2: The story bega n1. Watch the film clip “ Get the letter ” (Act 1 Scene 3)2 . Get the Ss to answer the question “What happened to Henry? ”【设计说明】由于本单元的体裁较为特别，阅读剧本或观看原声电影带给读者是非常生动形象的场面，需要读者通过人物的台词、动作、神态以及情节等慢慢体会和欣赏，教师给出的这一个问题在学生经过观看电影后似乎显得更加简单且容易概括。
Activity 3: Skimmi ngAn swer the follow ing questi ons: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 Britai n?名师精编优秀教案■ ■ ■ ■ ■ ■ ■■4) Why do you think that the brothers chose Henry for their bet?【设计说明】检测学生对课文内容的理解情况。
1、2、3属于细节信息题，可以直接从文章中找到答案；第4题要求学生思考：为什么这两兄弟会选择亨利作为他们打赌的对象？这个问题要求学生根据自己的理解发表个人看法，拓展思维, 学生给过的答案并不一定能成句，教师可以引导学生，再呈现参考答案。
Activity 4 Listen to the textRead the text more carefully while liste ning to the tape.【设计说明】要求学生边听录音边阅读课文有三大优点：一是磁带中朗读者富有感情的朗读，可以帮助学生更好地把握戏剧中人物的心理及情绪的细微变化，感受优秀的文学作品所散发出的独特魅力；二是学生可以抓住戏剧中更多的细节信息；三是进一步感受戏剧中地道的口语。
Activity 5: Read the text more carefullyRead the text and fill in the follow ing chart.Towards ni ghtfall The n ext morning Lastly Now Just at that timefoun dhimself toseebyastr ong by a shiparrived inbywork ingon theshipaswas inLondonan dwa nderi ngin thehim and asked him to step in名师精编优秀教案___________________________To Hen ry's surprise Roderick gave Henry a with money in it. Step IV: Con solidationActivity 1: Ask the Ss to retell the story, using 8 - 10 senten cesHenry was an America n. One day he had an accide nt in a bay. Luckily he was survived by a ship for London. He arrived in London by earning his passage without pay. He was lost in the street in rags. To his surprise an un believable thing happe ned. Two rich brothers gave him a millio n pound bank note because they had made a bet.【设计说明】通过讲故事，加深对戏剧的印象。