Unit 3 The Million Pound Bank Note 教案。

一名优秀的教师在教学时都会提前最好准备，作为高中教师就要在上课前做好适合自己的教案。教案可以让学生们有一个良好的课堂环境，帮助高中教师掌握上课时的教学节奏。关于好的高中教案要怎么样去写呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit 3 The Million Pound Bank Note 教案”，仅供参考，希望能为您提供参考！

Unit3TheMillionPoundBankNote
第一部分
《金色教案》教学设计说明
Aboutthetopicandthestructures
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。
Period1
Reading
阅读课WarmingUp教师选择使用课本中的“阅读和填表”或者我们提供的“Warmingupbylearningvocabulary”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givingbackgroundinformationaboutTwainMark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HenryAdams。教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。教师通过以下活动引导学生从形式到内容掌握课文、活用课文：Readingandunderlining，Reading,identifyingandsettling，Readingandtransferring，Completethesummaryofthestorywithonewordineachblank，Finishthecomprehensionquestions，Closingdownbytranslating。
Period2
Learningaboutlanguage
知识课Learningaboutlanguage主要突出本单元的重点词汇和主要语法项目。通过Warmingupbyhavingadictation，Discoveringusefulwordsandexpressions，Learningaboutgrammar——ReadandidentifyNounclauses，ReadyusedmaterialsforNounclausesastheobjectandpredictive和Closingdownbyreadingonobjectclause等活动形式帮助学生学习理解掌握本单元的重点词汇和语法项目：宾语从句和表语从句。
Period3
Usinglanguage
运用课Usinglanguage涵盖了听、说、读、写四个部分。Readingandacting介绍了第一幕第四场。这一场生动地讲述了衣衫褴褛的流浪汉HenryAdams到餐馆用餐先遭冷遇，而后由于拿出了一张百万英镑的大钞又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。在Listeningandwriting中又介绍了第五场，进一步印证了HenryAdams诚实正直的品格。首先是热身Warmingupbylisteningandreadingaloudtothetaperecording。然后是阅读教学Readingandacting，Readingandunderlining。写作可以Listeningandwriting，Readingandlearning，Writingaplayordrama—Playwriting。最后的结课可以是Closingdownbyacting。
实际教学过程课时划分建议
Period1
将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period2将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。
Period3将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。
Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section1
Background
背景围绕单元话题“Festivalaroundtheworld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section2
Explanation
解析重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section3
Vocabulary
词汇按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

扩展阅读

Unit 3 The Million Pound Bank Note教案2

一名优秀的教师在教学方面无论做什么事都有计划和准备，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生们能够更好的找到学习的乐趣，帮助高中教师在教学期间更好的掌握节奏。高中教案的内容具体要怎样写呢？下面的内容是小编为大家整理的Unit 3 The Million Pound Bank Note教案2，欢迎阅读，希望您能够喜欢并分享！

Unit3TheMillionPoundBankNote
核心单词
1.scene
n.现场;情景;景色;发生地点;（戏剧）一场
Ourreporterwasthefirstpersononthescene.
我们的记者是最先到达出事地点的。
Isawthescenewithmyowneyes.我亲眼目睹了那一幕。
Therockingboatsalongtheriverbankmakeabeautifulscene.
河边晃晃悠悠的船只构成了一道美丽的风景。
易混辨析
scene/scenery/sight/view
scene指某一处的自然风光；情形，情景。
scenery（总称）自然景物，天然风光，是由多个scenes构成的自然风景。
sight景象，风景，名胜，侧重指值得看的事物或很难看的东西；很可笑的事物。
view景色，风景，侧重指从人所处的角度用肉眼所看到的景色。
高手过招
(1)单项填空
Seeingthehappyofthechildrenplayinginthepark,I’mfullofjoyandconfidenceinthefutureofourcountry.
(2009•12•山东莱州检测)
A.SightB.viewC.lookD.scene
(2)选词填空(scene/sight/view/scenery)（原创）
①Guilinisfamousforitsbeautiful.
②Theisaperfectdreamwhenyouseethesunrisingslowlyintheeast.
③Youcangetawonderfulatthetopofthetower.
④Theflowersarealovelyinspring.
⑤Hebegantolosehissixyearsago.
解析:(1)选D。句意为：看到孩子们在公园里玩耍的幸福一幕，我对我们国家的未来充满了自信和喜悦。scene表示包括人及其活
动的“景色”。
(2)①scenery②scene③view④sight⑤sight
2.permit
vt.＆vi.许可；允许；准许
n.通行证；许可证；执照
Hishealthdoesn’tpermithistravellingwithus.
他的健康状况不允许他同我们一起旅行。
Weatherpermitting,wewillgofishing.
天气允许的话，我们会去钓鱼。
Thefactspermitofnootherexplanation.
这些事实不容许有其他解释。
Thenurseallowedhimtoremaintherethoughitwasn’tpermitted.虽然规定不允许，但护士让他留在那里。
常用结构:
permitsb./sth.允许某人/某事
permitsb.todosth.=allowsb.todosth.允许某人做某事
permitdoingsth.=allowdoingsth.允许做某事
permitof...容许……
Wedon’tpermitpetsintheclassroom.
我们不允许教室里有宠物。
Theteacherdoesn’tpermitustotouchanythinginthelab.
老师不允许我们碰实验室里的任何东西。
Wedon’tpermitsmokingintheoffice.
办公室里不准吸烟。
易混辨析
let/permit/allow
let表示“允许，让”，常用于口语中，一般不用于被动语态。后面常接不带to的不定式作宾补。
permit和allow意思相近，都表示“允许，准许”。permit稍正式一些，多指上级对下级或长辈对晚辈的准许,语气较强；allow多指听任或不管教某人做某事。
高手过招
(1)单项填空
—Wouldyoupermitmehere?
—Sorry.Wedon’tpermitinthelibrary.
(2009•12•山东青岛检测)
A.smoking;smokingB.tosmoke;tosmoke
C.smoking;tosmokeD.tosmoke;smoking
(2)用括号内所给单词的适当形式填空（原创）
①Studentsarenot(allow/permit)toentertheNetBar.
②Mymotherwouldn’tletme(go)tothefilm.
③Wedon’tallow(smoke)inouroffice.
④Weather(permit),we’llgooutingthisweekend.
解析:(1)选D。第一个空考查permitsb.todo的用法；第二个空考查permitdoing的用法。
(2)①allowed/permitted②go③smoking④permitting
3.spot
vt.发现；认出
n.污点；斑点；地点
Shewaswearingawhiteskirtwithredspots.
她穿着一件白底红点儿的裙子。
Thisistheveryspotwherehewasmurdered.
他就是在这儿遭到谋杀的。
常用结构:
spotsb.doingsth.看到某人正在做某事
onthespot=onthescene到（在）现场；当场
onthespot当场；立即
spotlessadj.没有斑点的;极其干净的
spottedadj.有斑点的
bespottedwith被……点缀
Shespottedherfriendinthecrowd.
她在人群中认出了她的朋友。
高手过招
(1)单项填空
Hewashitbyafallingstoneandgotkilled.
(2009•12•安徽巢湖检测)
A.onaspotB.inaspot
C.onthespotD.underthespot
(2)完成句子（原创）
①Thepolice(发现)himdrivingastolencar.
②Thepolicewere(到现场)withinafewminutesofmytelephonecall.
③Hekeepshishouse(极其干净的).
解析:(1)选C。句意为：他被飞石击中，当场死亡。onthespot当场。
(2)①spotted②onthespot③spotless
4.account
vt.认为，把……视为
vi.解释；说明；对……负责
n.［U］根据，理由；［C］解释，说明；［C］描述，报道；［C］帐目
InEnglishlawapersonisaccountedinnocentuntiltheyareprovedguilty.
按照英国法律，一个人未经证实有罪之前视为无罪。
Hewasaccountedafirst-rateactor.
他被认为是一名一流的演员。
Hegotangryonthisaccount.
由于这个缘故他生气了。
Johngaveusadetailedaccountofhisplan.
关于他的计划约翰给我们做了详尽的说明。
Thepolicemangaveanaccountofthetrafficaccident.
警察叙述了交通事故的经过。
常用结构:
accountfor对……做出解释；(在数学、比例上)占；导致
byallaccounts大家都说
onaccountof由于；因为
onnoaccount绝不可以
takeaccountof=take...intoaccount考虑到……
Hecouldnotaccountforhisabsencefromschool.
他无法说清楚为什么旷课。
注意：onnoaccount为否定意义的短语，当它位于句首时，句子使用部分倒装。
高手过招
(1)单项填空
①shouldanymoneybegiventoasmallchild.
(2009•12•安徽淮北检测)
A.OnnoaccountB.Fromallaccounts
C.OfnoaccountD.Byallaccounts
②Wemusteverypennywespendduringabusinesstrip.
A.accountforB.takeon
C.makeupD.turnout
(2)完成句子（原创）
①Thisis(一则激动人心的报道)ofthematch.
②The(帐目)showwehavespentmorethanwereceived.
③Please(解释)thefailureinthesportsmeeting.
解析:(1)①选A。onnoaccount绝不可以；fromallaccounts和byallaccounts均意为“根据各种说法”；ofnoaccount不重要，通常作表语或定语。
②选A。accountforsth.意为“（对自己所掌管的钱等）作令人满意的交代”。
(2)①anexcitingaccount②accounts③accountfor
5.seek
vt.进行，前进;（用于祈使句）可以;往下说;用吧;开始吧
Despitethebadweather,thejourneywillgoahead.
尽管天气不好，旅行将照常进行。
Thebuildingofthenewbridgewillgoaheadasplanned.
新桥的修建将按计划进行。
联想拓展
aheadof在之前；领先于；胜过
aheadoftime/inadvance提前
goagainst违背；反对；不利于
goaround/round/about（疾病）传播
goafter追求
goby过去
goinfor爱好
goout（火、灯等）熄灭；外出
goover复习；检查
gothrough遭受；经历；通过
goup上升；增长
gowithout没有……也行；将就
gowrong出毛病
高手过招
完成句子（原创）
①Afterapause,he(往下说)withhisspeech.
②Thenewbridgewascompleted(提前).
③(径直向前走)for200metersandthenturnleft.
④—CouldIuseyourbike?
—(用吧).
答案：①wentahead②aheadoftime
③Gostraightahead④Goahead
8.byaccident=bychance
偶然；无意中;不小心
LasttimeIranacrossherinthestreetbyaccident.
上次我偶然在街上碰见她了。
Ionlyfounditbyaccident.
我只是碰巧找到的。
联想拓展
ycontrast对比之下
bymistake错误地
byhand用手;用体力
bymachine用机器
高手过招
用“by+n.”构成的短语填空（原创）
①IwasinsuchahurrythatItooksomeoneelse’sumbrella.
②Thesetoysaremadeinsteadof,sotheyareveryexpensive.
③Shehadfoundthefile.
答案：①byaccident/chance/mistake
②byhand;bymachine③byaccident
9.tobehonest=honestlyspeaking
说实话
Tobehonest,Iamnotsatisfiedwithwhatyoudid.
说实话，我对你做的事不满意。
Tobehonest,IknownothingabouthimexceptthatheisfromAmerica.
老实说，我只知道他是一位美国人。
联想拓展
tobefrank=franklyspeaking坦率地说
tobeexact=exactlyspeaking确切地说
totellyouthetruth实话告诉你
tomakethingsworse更糟的是
Totellyouthetruth，Idon?tthinkyouareright.
实话告诉你，我认为你不对。
Tobeexact，everyminutemorethan130milliongallonsofwaterplungetothebottomofthegorgeover320feetdown.
准确地说，每分钟就有超过1.3亿加仑的水流倾泻到320多英尺之下的峡谷深处。这种不定式短语是坦白陈述时所用的套语，表明说话人的观点或态度，在句子中作插入语，没有任何形式上的变化，即:不受句子其他成分(特别是主语)的影响。
高手过招
单项填空
Iwouldn’tbuythathouse;,it’stooclosetothemainroad.(2009•12•福建泉州检测)
A.beinghonestB.honest
C.tobehonestD.havingbeenhonest
解析:选C。考查动词不定式作插入语的用法。tobehonest作插入语时，没有其他形式的变化，只能用动词不定式形式。
10.onthecontrary
与此相反；正相反(只作状语)
Itdoesn’tseemuglytome;onthecontrary,Ithinkit’sratherbeautiful.
我觉得它并不丑,恰恰相反,我认为它相当漂亮。
Itwasn’tagoodthing;onthecontrary,itwasahugemistake.这并不是一件好事，相反，这是个巨大的错误。
联想拓展
(be)contraryto违反（某事物）；与……相反
Contrarytopopularbelief,manycatsdislikemilk.
与普遍看法相反，许多猫并不喜欢牛奶。
高手过招
用contrary相关短语的适当形式填空（原创）
①Thecarisn’texpensive.,it’squitecheap.
②Theresultswereexpectation.
答案：①Onthecontrary②contraryto
11.asfor
至于，关于
Asforyou,yououghttobeashamedofyourself.
至于你,你应该感到惭愧。
联想拓展
asto至于，关于；提到；就……而论(至于，说到)
高手过招
完成句子（原创）
①Hewasuncertain(至于)whichroadtotake.
②Wouldyoubesokind(至于)helpmetomovethestone?
③mypast,I’mnottellingyouanything.
答案：①asto②asto③Asfor
12.takeachance=takechances
冒险，碰运气
Hetookachancewhenhemadetheinvestment.
当时他投资时是冒了很大风险的。
联想拓展
haveagoodchance/nochance/notmuchchanceof(doing)sth./todosth./that...大有希望/没有可能/没什么希望做某事
bychance=byaccident偶然地；意外地
givesb.achance给某人一个机会
thechancesare(that)...
=itislikelythat...很可能……
高手过招
翻译句子
①很可能她要来。
②我遇到她完全是偶然的。
答案：①Thechancesarethat/It?slikelythatshe?llbecoming.
②Imetherbychance.
重点句型
13.Well,towardsnightfallIfoundmyselfcarriedouttoseabyastrongwind.
快到黄昏的时候，我发现自己被一阵大风刮到了海上。
find+sb./sth.+宾语补足语=find(+that)+sb./sth.+谓语动词
联想拓展
find+it+adj./n./adv./prep.觉得做某事是……
find+sb./sth.doing发现……在做……(主动)
findsb./sth.done发现……被做……(被动或表示状态)
findoneselfin/at...发觉自己在某处/处于……
findsb./sth.+adj.+todo觉得……(todo用主动形式表被动意义)
Ifoundthattheboywashidingbehindthedoor.
=Ifoundtheboyhidingbehindthedoor.
我发现那个男孩子藏在门后。
Whendaybroke,wefoundourselvesinasmallvillageatthefootofthemountain.
破晓时，我们发现自己在山脚下的一个小村子里。
Shegothome,onlytofindthedoorlocked/closed.
她回到家，却发现门锁上了。
Marxfoundidiomshardtolearn.
=Marxfoundithardtolearnidioms.
马克思觉得习惯用语很难学。
高手过招
完成句子（原创）
①Thefilmstar(发觉自己被围住)agroupoffansimmediatelyhegotoffthecar.
②Hefoundawallet(躺)ontheground.
③Acookwillbeimmediatelyfiredifheisfound(在吸烟)inthekitchen.
④Ifounditimpossible(劝服；说服)himtogiveupsmoking.
⑤I(觉得难以想象)thelifeinthefuture.
⑥I(发现灯亮着)allthroughthenight.
答案：①foundhimselfsurroundedby②lying
③smoking④topersuade
⑤findithardtoimagine⑥foundthelightson
14.ThenextmorningI’djustaboutgivenmyselfupforlostwhenIwasspottedbyaship.
第二天早上，我正感到绝望的时候，一艘船发现了我。
句中的when表示“这时，就在这个(那个)时候(=andthen；andjustthen；andatthattime)”，当when作此意讲时，通常和正在发生的或即将发生的动作连用，构成：bedoing...when.../beabouttodo...when...的句型。其中when引导的从句要用一般过去时。
IwaswanderingthroughthestreetswhenIcaughtsightofatailor’sshop.
我正在街上闲逛，(这时)忽然看见了一家服装店。
Wewerehavingameetingwhensomeonebrokein.
我们在开会的时候，有人突然闯入。
Wewereabouttosetoffonourwaywhenitsuddenlybegantorain.我们快要动身离开的时候，天突然下起了雨。
高手过招
单项填空
Jasminewasholidayingwithherfamilyinawildlifepark
shewasbittenonthelegbyalion.
(2009•12•河南开封检测)
A.WhenB.whileC.sinceD.before
解析:选A。when在本句中为连词，相当于andjustthen,andjustatthattime,意为“就在那时”。引导一个忽然出现的动作。
句意为：Jasmine正在和她的家人在野生动物园度假时，她被狮子咬伤了腿。

Unit 3 The Million Pound Bank Note教案2

Unit3Themillionpoundbanknote教学流程图

Introduction
Findtheinformationaboutmarktwain

Discussion
Listening

Reading
Comprehending

Watchingpartofthemovie

Retelling
Debate
Assignments

以讨论、辨析为主的英语阅读课教学模式及理论依据
一、模式的提出
从现代教育学心理学理论来看，人的发展实质上指在社会环境中不断养成主体意识和自主能力的过程。前苏联教育家苏霍姆林斯基提出了“只有促进自我教育的教育，才是真正的教育”的论断。新《课程标准》中明确指出：“学生是学习和发展的主体。教学过程必须关注学生的个体差异和不同的学习需求，充分激发学生的主动意识和进取精神，倡导自主、合作、探究的学习方式。”为此，我校英语教学提出构建以讨论、辨析为主的英语阅读课教学模式。
二、模式内涵
以讨论、辨析为主的英语阅读课教学模式以主体教育理论为指导思想，以学生活动为切入点，注重培养学生的领悟能力、质疑精神和创新意识，并以促进学生发展为最终目标。模式有三个基本含义：
（1）．坚信每个学生都是有能动性的发展着的主体，每个学生都存在着巨大的发展潜能，教育者必须引导学生认识到自己的潜能，并得到最好的发展。
（2）．主体意识是最能体现主体性课堂教学的关键要素。使学生在学习过程中确立学习意识、问题意识、参与意识、全体意识、评价意识等，是学生主题性发展的主要手段。
（3）．质疑、创新是主体性课堂的灵魂。多元互动、内外迁移才能使身心得到充分发展，素质得以全面提高。
三、理论依据
（1）素质教育的理论依据
素质教育是着眼于受教育者的群体和社会发展的要求，以面向全体学生，全面提高学生基本素质为根本目的，以注重开发受教育者的潜能、促进受教育者各方面生动活泼地发展为基本特征的教育。促进发展和内化是素质教育的实质。
（2）主体教育的确理论依据
主体性指人作为社会生活实践的主体具有的能动、自主、创造的内在特性。在课堂教学中进行主体教育指的是：教师根据学生的个性特征通过启发、引导学生内在的教育需要，创设和谐、宽松、民主的课堂教学环境，启发学生积极思维，教会学生学习。
（3）人本主义心理学理论依据
人本主义心理学强调要尊重、关心、理解与信任每一个人。要发现人的价值，发挥人的潜能，发展人的个性，关注人的自我实现。必须把学习者视为学习活动的主体。教与学，归根到底是通过学习这个接受知识的主体而完成的，因此，激发学生积极参与教学活动，是达到教学目的的关键。
四、效果结论
本节以讨论、辨析为主的英语阅读课教学模式效果显著。学生的学习面貌也有了根本性的转变，由被迫被动学变为主动、兴致勃勃地学。在整个教学过程中，强调学生的自主性，主动地自我学习，自我发现，自我探索，自我发展。强调学习者要逐渐形成稳定、积极、进取的学习心态，强调学习过程和学习内容的开放性等因素，发展了学生的思维,激发了学生的求知欲望,锻炼了学生的阅读理解及表达能力,帮助学生掌握了正确的学习方法,提高了课堂效率,比较好地完成了教学目标,达到了预期的效果。

简单教案
高一必修3Unit3theMillionPoundBank-Note
TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer
TeachingProcedures:
StepI.Introduction
StepII.Reading
Readthepassageonpage23.FindmoreinformationaboutMarkTwain
StepIII.Reading
ReadScene3,Act1oftheMillionPoundBank-Noteandanswersomequestionsaboutit
StepIV.Listening
Listenandsolvesomecomprehensionquestions
StepV.watchingpartofthemovietheMillionPoundBank-Note
StepVI.RetellingtheMillionPoundBank-Note
StepVII.Debatetheimportanceofthemoney
StepVIII.Assignments
StepIX.Recordafterteaching

详细教案
高一必修3Unit3TheMillionPoundBank-Note

TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer4.aVCD
TeachingProcedures:
StepI.Introductionandreading
T:Morning,everyone,doyoulikehumor?
Ss:Yes,ofcourse.
T:Me,too.AndIlikewatchinghumorousplay.Lookatthescreen;canyouguesswhatplayitis?
Ss:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.
T:Then,doyouknowthewriteroftheplay?
SS:Yes.ItisMarkTwain.
T:WhatdoyouknowabouttheAmericanwriterMarkTwain?
Next,read“ABOUTMARKTWAIN”onpage23sothatyoucanknowmoreabouthim.
T:Haveyoufinishedreading?Ok.Lookatthescreenandsaysth.aboutMARKTWAIN.
T:1.Tellushiswokexperiences
S1:Overthenexttwodecadeshewasaprinter,ariverboatpilot,asoldier,agoldminer,abusiness-manandanewspaperreporter.
T:2.Whatwashispenname?
S2:Marktwain
T:SamuelLanghorneClemenswashisrealname.
T:3.Tellusthemeaningofhispenname
S3:“Twain”isanoldwordfor“two”.
“MarkTwain”istosaythatthewateristwofathomsdeep.
T:4.Whatwashisfirstsuccessfulstory?
S4:Hisfirstsuccessfulstorywasaboutajumpingfrogcontest.
T:5.Whatarehismostfamousbooks?
S5:TheadventuresofTomSawyer.
TheAdventuresofHuckleberryFinn.
LifeontheMississippi
T:Whydidyouforgetthisone----THEMILLIONPOUNDBANK-NOTE?Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousplay.
StepII.ListeningandReading
T:First,expressyouropinionsfreely.Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?Pleasediscussingroupsoffour.
S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingforapersonistoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.
S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofourcountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.
S3:…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?We’lllearnthestorytogether.
1.Listening
T:NowwearegoingtolearnACTONEScene3.Listenthewholescenequicklyandfindouttheanswerstothefourquestionshere.
Showthequestionsonthescreen:
1.HowdidHenryAdamscometoEngland?
2.WheredidHenrywork?Howmuchmoneydidhehave?
3.WhatdidthetwogentlemengiveHenry?
4.WhencanHenryopentheletter?
T:Well,class,haveyoufinishedreadingthewholescene?
SS:Yes.
T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?
S1:ItwastheshipthatbroughthimtoEngland.
T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?
S2:Heworkedforaminingcompanyandhehadnomoneyatall.
T:Verygood.Thenwhatdidthetwogentlemengivehim?
S3:Theygavehimaletter.
T:WhencanHenryopentheletter?
S4:Hecan’topenituntiltwoo’clock.
T:Ok,great.Next,let’sdosomelistening.
StepIII.Readingandcomprehending
T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.
(Studentslistentothetape.)
T:Well,Canyoutellmethecharacteristicsofthepassage?
SS:Yes.Thisispartofaplay.So,thetaleiswritteninthepresenttense.
T:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
Thesequestionsinoralmayhelpunderstandtheproblem:
1.WhathappenedtoHenryAdamsatsea?
2.Didhehaveanymoneyorwork?
3.WhathappenedtoHenryinahouseinLondon?
StepIVPost-reading
1.Docomprehendingexercises.
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
2.Explainlanguagepoints.
T:Well,class.Whatdoyouthinkofthescene?Doyouthinkitisdifficulttounderstandsomesentences?
SS:Yes.
T:Now,pleaselookatthescreenandletmeexplainsomesentences.
(1)alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(3)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(4)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepIV.WatchingpartofthemovietheMillionPoundBank-Note
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andwouldyouliketoretellittoyourparentsoryourfriends?
StepV.RetellingtheMillionPoundBank-Note
T:Now,lookatthekeywords.Prepareforretellingthewholescene.
summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
StepVI.Debatetheimportanceofthemoney
T:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?
SS:no.
T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?
S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.
T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdoyouthinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
StepVII.Assignments
1.Reviewthekeysentencesinthispart.
2.Actouttheplayingroups.
StepIX.Recordafterteaching

Unit 3 The Million Pound Bank Note Period 3 教案

Unit3TheMillionPoundBankNote

Period3Learningaboutlanguage:Grammar

整体设计教材分析Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.Thisteachingperiodmainlydealswiththenewgrammaritems:1.nounclausesastheobject;2.nounclausesasthepredicative.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadtheplayTheMillionPoundBankNoteagain,tickoutallthesentencesfromtheplaywherenounclausesareusedastheobjectandthepredicative,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage21andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesastheobjectandthepredicativeandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage57andadditionalexercisesforconsolidation.教学重点Getstudentstounderstandandusenounclausesastheobjectandthepredicative.教学难点Enablestudentstolearnhowtousenounclausesastheobjectandthepredicativecorrectly.三维目标知识目标1.Getstudentstoknowmoreaboutnounclauses.2.Letstudentslearnnounclausesastheobject.Ican’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.3.Havestudentslearnnounclausesthepredicative.That’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...能力目标Enablestudentstousenounclausesastheobjectandthepredicativecorrectlyandproperlyaccordingtothecontext.情感目标1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.

教学过程设计方案(一)→Step1Revision1.Checkthehomeworkexercises.2.Dictatesomenewwordsandexpressions.→Step2Leading-inbyagamePlaythegameof“Passthemessage”.Showthesamewrittenmessagetothefirstpersonineachteamoftheclass.Askthepersontopassthemessageonorallyinindirectspeechasquicklyaspossible.Thefirstteamthatfinishesitmustputuptheirhandsandthelastpersontellstheclassthemessage.Ifhe/shehasgotitright,thatteamhaswonthegame.Example1:Message:Therewillbenohomeworktonight.S1:Theteachersaidthattherewouldbenohomeworktonight.Example2:Message:Thefactisthatshehasbeenillfor3days.S1:Theteachersaidthefactwasthatshehadbeenillfor3days.→Step3Grammarlearning1.!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--ReadinganddiscoveringAskstudentstoturnbacktoPage17toreadthroughtheplayTheMillionPoundBankNote,letthempickoutthesentencesusingnounclausesastheobjectandthepredicative,readthemaloud,andthentranslatethemintoChinese.Suggestedanswers:Sentencesusingnounclausesastheobject:1.OliverbelievesthatwithamillionpoundbanknoteamancouldsurviveamonthinLondon.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.ItisHenryAdams,anAmericanbusinessman,whoislostinLondonanddoesnotknowwhatheshoulddo.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.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.亚当斯先生,不知你是否介意我们问你几个问题。4.Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?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,Ican’tsaythatIhaveanyplans.嗯,谈不上有什么计划。6.Ididn’tknowwhetherIcouldsurviveuntilmorning.我不知道是否能活到早晨。7.I’mafraidIdon’tquitefollowyou,sir.对不起,先生,你的话我没有听懂。8.Ifyoudon’tmind,mayIaskyouhowmuchmoneyyouhave?如果你不介意,能不能告诉我,你手头有多少钱？9.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.如果你们认为这是一个笑话,我可一点儿也不觉得好笑。10.Nowifyou’llexcuseme,IthinkI’llbeonmyway.好了,请原谅,我想我该上路了。11.Youmustn’tthinkwedon’tcareaboutyou.你千万不要以为我们不在意你的感受。12.Weknowyou’rehard-working我们知道你工作是很卖力的。13.Well,whydon’tyouexplainwhatthisisallabout?怎么不给我讲讲,这究竟是怎么回事呢？Sentencesusingnounclausesasthepredicative:1.ThefactisthatIearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.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’swhywe’vegivenyoutheletter.这正是我们给你这封信的原因。2.ThinkinganddiscussingLetstudentsreadthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.3.Summingup:nounclausesastheobjectandthepredicative种类关联词例句说明宾语从句陈述意义that1.Ibelieve(that)heishonest.2.Ithink(that)heishonestandthatheisalwayskeepinghispromise.3.Wemustrealize(that)weshouldlearnEnglishwell.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ifwhether1.Idon’tknowif/whetheritisinteresting.2.Hedoesn’tcareifitisn’tafineday.3.Iwonderwhetherhewillcomeornot.4.Everythingdependsonwhetherwehaveenoughmoney.if和whether一般可以互换,但当与ornot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.Pleasetellmewhowillgowithyou.2.Heisn’tawareofwhataterriblethinghehasdone.3.Iwonderwhyhehasn’tcalledme.4.Shealwaysthinksofhowshecanworkwell.5.Iwonderwhereheisgoingwithhisclassmates.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1Wemustmakeitclearthatanybodywhobreaksthelawwillbepunished.如果宾语是复合宾语,则用it作形式宾语,将从句放后。注21.Wedon’tthinkyouareright.2.Idon’tbelievehewilldoso.think,believe,imagine,suppose等的宾语从句,否定前移到主句中。表语从句连词thatwhetherasif1.Theproblemis(that)theycan’tgetthereearly.2.Itlooksasifitisgoingtorain.在非正式的文体中that可以省略。连接代词whowhatwhich1.That’sjustwhatIwant.2.Thequestioniswho/whichofyouwillbethenextspeaker.连接副词Whenwherewhyhow1.Thisiswhereourproblemlies.2.Thatiswhyhedidn’tcometothemeeting.表语从句位于主句连系动词之后。→Step4Grammarpractice1.TurntoPage21.AskstudentstodotheexercisesinDiscoveringusefulstructures.Severalminuteslater,checktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.2.TurntoPage57.AskstudentstodoExercises1-3.Checktheanswersaftermostofthemfinish.→Step5ClosingdownbyaquizShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinfiveminutestoseeiftheyhavemasterednounclausesastheobjectandthepredicative.Fiveminuteslater,checktheanswerswiththewholeclass.1.—Whatdidyourparentsthinkaboutyourdecision?—Theyalwaysletmedo______________IthinkIshould.A.whenB.thatC.howD.what2.Ijustwonder______________thatmakeshimsoexcited.A.whyitdoesB.whathedoesC.howitisD.whatitis3.Acomputercanonlydo______________youhaveinstructedittodo.A.howB.afterC.whatD.that4.Someoneisringingthedoorbell.Goandsee______________.A.whoisheB.whoheisC.whoisitD.whoitis5.—Lookatwhatyouaredoing!—Ah,Iwonder______________thisbootwon’tfitme.I’vebeentryingtoputitonthewrongfoot.A.howB.ifC.whyD.that6.Hisabilityhasneverbeenindoubt.Thequestionis______________heispreparedtoworkhard.A.thatB.whenC.whereD.whether7.—Areyoustillthinkingaboutyesterday’sgame?—Oh,that’s______________.A.whatmakesmefeelexcitedB.whateverIfeelexcitedaboutC.howIfeelaboutitD.whenIfeelexcited8.Youcan’timagine______________whentheyreceivedtheseniceChristmaspresents.A.howexcitedtheywereB.howtheywereexcitedC.howweretheyexcitedD.theywerehowexcited9.Theymake______________arulewhoeverbreaksthelawwillbepunished.A.itB.thatC.thisD.what10.Youaresayingthateveryoneshouldbeequal,andthisis______________Idisagree.A.whyB.whereC.whatD.howSuggestedanswers:1～5DDCDC6～10DAAAB→Step6Homework1.Finishofftheworkbookexercises.2.PreviewtheplayTheMillionPoundBankNote(Act1Scene4)onPage22,findthesentencesinwhichnounclausesastheobjectandthepredicativeareused,andseeifyoucanidentifytheuseofeachnounclause.设计方案(二)→Step1Revision1.Checkthehomeworkexercises.2.TranslatethefollowingphrasesandsentencesintoEnglish.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;goahead)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。(tobehonest)→Step2WarmingupTellstudentsthatnounclausescanbeusedfordifferentpurposes.Theycanbeusedasthesubject,theobject,thepredicativeandtheappositive.Askthemtoreadthroughtheplayandfindoutatleasttensentencesthatcontainnounclausesastheobjectandthepredicative.Thenletthemexplainthemeaningsanddiscussinpairshoweachofthenounclausesisbeingusedinthesituations.→Step3Learningthegrammar1.AskstudentstoturntoPage91andlearnthegrammarNounClausesbythemselves.2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.3.Solvetheproblemsstudentsmeetduringtheirstudy.4.Sumuptherulesofnounclausesastheobjectandthepredicative.→Step4PracticeShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinsixminutestoseeiftheyhavemasterednounclausesastheobjectandthepredicative.Sixminuteslater,checktheanswerswiththewholeclass.1.Workinpairs.Taketurnstoaskeachotherthequestionsandanswerthemusingnounclausesastheobject.Thinkofmorequestions.1)Canyoutellmeifyoulikethisplay?→ImustsaythatIreallyenjoyit.2)Whatdoyouthinkofthebetthebrothershavemade?3)WhatdoesHenrytellthebrothersabouthisjobinAmerica?4)WhatelsedoesHenrytellthebrothers?5)WhatdothebrotherswanttoknowaboutHenry?6)WhatdoyouthinkwillhappentoHenry?2.Completethefollowingsentencesusingnounclausesasthepredicativebasedontheinformationfromtheplay.1)HenryarrivedinLondonbyaccident.Thereasonwas________________________.2)Henryhasalotofproblems.Oneofhisproblemsis________________________.Anotherproblemis________________________.3)Henryrealizedheneededhelp.Theembassyis________________________.4)HenrytellsthebrothersabouthisjobinAmerica.Hisconcernis____________________.5)ThebrothersaskHenrysomequestions.Thebrothers’concernis____________________.6)Henryisinvitedtothebrothers’house.Theenvelopeis________________________.(Theanswersareomitted.)→Step5Consolidation1.AskstudentstodoExercise5inDiscoveringusefulstructuresonPage21.2.LetthemdotheexercisesinUsingstructuresonPage57.→Step6Homework1.FinishofftheWorkbookexercises.2.Summarizethegrammaritemnounclausesastheobjectandthepredicativeinyourexercisebook.

板书设计

Unit3TheMillionPoundBankNote

Grammar:nounclausesastheobjectandthepredicative

种类关联词例句说明宾语从句陈述意义that1.Ibelieve(that)heishonest.2.Ithink(that)heishonestandthatheisalwayskeepinghispromise.3.Wemustrealize(that)weshouldlearnEnglishwell.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ifwhether1.Idon’tknowif/whetheritisinteresting.2.Hedoesn’tcareifitisn’tafineday.3.Iwonderwhetherhewillcomeornot.4.Everythingdependsonwhetherwehaveenoughmoney.if和whether一般可以互换,但当与ornot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.Pleasetellmewhowillgowithyou.2.Heisn’tawareofwhataterriblethinghehasdone.3.Iwonderwhyhehasn’tcalledme.4.Shealwaysthinksofhowshecanworkwell.5.Iwonderwhereheisgoingwithhisclassmates.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1Wemustmakeitclearthatanybodywhobreaksthelawwillbepunished.如果宾语是复合宾语,则用it作形式宾语,将从句放后。注21.Wedon’tthinkyouareright.2.Idon’tbelievehewilldoso.think,believe,imagine,suppose等的宾语从句,否定前移到主句中。表语从句连词thatwhetherasif1.Theproblemis(that)theycan’tgetthereearly.2.Itlooksasifitisgoingtorain.在非正式的文体中that可以省略。连接代词whowhatwhich1.That’sjustwhatIwant.2.Thequestioniswho/whichofyouwillbethenextspeaker.连接副词Whenwherewhyhow1.Thisiswhereourproblemlies.2.Thatiswhyhedidn’tcometothemeeting.表语从句位于主句连系动词之后。

活动与探究Asweknow,nounclausesareoftenusedinformalsituations.Imagineyouarelookingforajob.Yourpartneristheinterviewer.Makeadialoguetobrainstormsomequestionsandanswerthemwithnounclauses.Bereadytopresentyourdialoguetotheclass.Thefollowingquestionsmayhelpyou:Whydoyouwanttoworkforthiscompany?Couldyoutellmewhyyouareinterestedinthisjob?Whatqualitydoyouthinkisthemostimportantforthisjob?Couldyoutellmewhatyouknowaboutthiscompany?Youmaybeginlikethis:Theinterviewer:Whydoyouwanttoworkforthiscompany?You:Thereasonisthat...

UNIT 3 The Million Pound Bank-Note教案

一位优秀的教师不打无准备之仗，会提前做好准备，作为高中教师就要精心准备好合适的教案。教案可以让学生更好的消化课堂内容，帮助高中教师营造一个良好的教学氛围。那么，你知道高中教案要怎么写呢？以下是小编收集整理的“UNIT 3 The Million Pound Bank-Note教案”，欢迎大家阅读，希望对大家有所帮助。

UNIT3TheMillionPoundBank-Note

TheFirstPeriodIntensiveReading

I.Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语：
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous
b.交际用语：
*Expressionsonrequest:
Wouldyoustepinsideamoment,please?
Wouldyoupleasecomein?
c.重点句型：
(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
(2)HeislostinLondon.P17
(3)Permitmetoleadtheway,sir.P17
(4)Asamateroffact,IlandedinBritainbyaccident.P18
(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
2.Abilitygoals能力目标
a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.
b.EnablestudentstosumupthemainideaofACTONEScene3.
c.Enablestudentstounderstandthedetailsaboutthewholescene.
d.Retellthesceneusingthekeywordsofthewholescene.
3.Learningabilitygoals学能目标
a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.
b.HelpstudentstosumupthemainideaofACTONEScene3.
c.Helpstudentstounderstandthedetailsofthewholescene.
d.Getstudentstoretellthewholescene.
II.Teachingimportantpoints教学重点
1.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.
2.Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
III.Teachingdifficultpoints教学难点
Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
IV.Teachingmethods教学方法
Elicitation,discussion,listening,reading,pairwork
V.Teachingaid教具准备
Acomputer,aprojector,andataperecorder
Teachingproceduresandways教学过程与方式

StepIWarmingup
MarkTwainisprobablyoneofthefewAmericanwriterswithwhomStudentsarealreadyfamiliar.Thisexerciseallowsteacherstodiscoverjusthowmuchstudentsrememberaboutthis19thcenturywriter.Findoutinthediscussionshowmuchthestudentsknowanddecidehowmuchmoretheyneedtoknowabouttheauthorbeforetheyreadtheplay.
StudentsreadthispassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23..
StepIIPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.
StepIIIWhile-reading
1.Firstreading:Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Teachersgivethestudentsacoupleofminutestolookthroughthewholescene.Tellthestudentstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.Teachersencouragethestudentstoexpresstheirideas.
2.Secondreading:Readingaloud
Inthispart,studentswillreadthetextagainandtrytounderstandthesentencesandthemainideasofthewholescene.
3.Listening
Inthispart,studentswilllistentothetapeandtrytofindthecharacteristicsofthewholescene.Afterthat,teachersdiscussthequestionwiththestudentsandthenchecktheanswer.Andthentheteacheraswellasthestudentsreadthepassagetogether,whichwillbeservedasthegroundfortheretellingafterwards.
StepIVPost-reading
1.Docomprehendingexercises.
T:Readthesceneagainanddosomecomprehendingexercises.(P19)
(Thestudentsbegintoprepareforthesetwoexercises.Afterawhile,theteacherstartstocollecttheanswers.)(Latertheteachergivestheanswers,usingaslideprojector.)
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
(Latertheteachergivestheanswers,usingaslideprojector.)
2.Explainlanguagepoints.
3.Studentsreadthewholesceneagainandagainandtrytoretellit.
StepVRetelling
1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.
2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.

Step6homework.
1.Reviewthekeysentencesinthispart.
2.Previewthewordsinthesecondperio