Unit 3 The Million Pound Bank-Note(Warming Up, Pre-reading and Reading)教案。

一名优秀的教师就要对每一课堂负责，作为高中教师就要根据教学内容制定合适的教案。教案可以让学生更容易听懂所讲的内容，帮助高中教师在教学期间更好的掌握节奏。我们要如何写好一份值得称赞的高中教案呢？小编收集并整理了“Unit 3 The Million Pound Bank-Note(Warming Up, Pre-reading and Reading)教案”，欢迎阅读，希望您能够喜欢并分享！

Unit3TheMillionPoundBank-Note

WarmingUp,Pre-readingandReading

Period1Warmingup!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Step4Retelling1.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.T:Now,lookatthekeywordsandpictures,whocanretellthereading?S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)Step5Summarywhatdoyouthinkofthisplay?Ismoneysoimportant?Homework1.Reviewthekeysentencesinthispart.2.Englishweeklypage4part2

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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

Unit 5 Canada—“The True North” Warming Up, Pre-reading and Reading教案

作为优秀的教学工作者，在教学时能够胸有成竹，教师要准备好教案，这是教师需要精心准备的。教案可以让学生能够在教学期间跟着互动起来，让教师能够快速的解决各种教学问题。所以你在写教案时要注意些什么呢？急您所急，小编为朋友们了收集和编辑了“Unit 5 Canada—“The True North” Warming Up, Pre-reading and Reading教案”，仅供参考，大家一起来看看吧。

Unit5Canada—“TheTrueNorth”

WarmingUp,Pre-readingandReadingＩ．单元教学目标技能目标SkillGoalsTalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.MastertheNounClause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinaplace.II．目标语言功能句式表示方向的句式Whereis...?Howdoesonegoto...?Inwhatdirectionis...?Is...closeto/farfrom...?Howfaris...?表示位置的句式Itis/liesinthenorth/southof...Itis/liestothesouth/east/northwestof...Itiswithin...Kilometersof...Itis/liesonthewest/east.Theplaceisontheborder.Yougoalongthecoast.Itiseast/westof...Itisfarawayfrom...Onegoesnorthward.词汇1.四会词汇QuizCanadianministercontinentbaggagechatsceneryeastwardwestwardupwardsurroundharbormeasureaboardeaglewithinborderslightacreurbantopicmixmixturebushmaplefrostconfirmwealthydistancemistmistyschoolmateboothdowntownapproximatelydawnbuffetbroadnearbytraditionterrifyterrifiedpleasedimpressimpressive2.词组Primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor,inthedistance语法NounclauseastheappositiveIII.教材分析本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。Period1warmingupTeachinggoals1.Targetlanguage1.Learnsomewords.multicultural,scenery,surround,harbor,Canadian,Vancouver,Toronto,Calgary,Ottawa,beaver,polar,penguinLearntheinformationaboutCanada.Mastertheexpressionsfordescribingdirectionsandlocations.TalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.TeachingimportantpointsLearntoreadthetravelingreportaccordingtothetravelingroute.TeachingmethodsAsking-and-answeringactivities;Teachingaids:acomputerTeachingprocedures:Step1lead-in1.Doyouliketogosightseeing?2.Whichcountrydoyouliketovisit?3.Whatcanyouseeinthesecountries?Showsomepicturesoffamouscountry:Britain,France,USA,Japan,CanadaWhat’syourfirstimpressionofthiscountry?beautiful,modern,attractive,pleasant…Step2QuizHowmuchdoyouknowaboutCanada?IfyouhaveachancetohaveatriptoCanada,whatdoyouwanttoknowaboutit?Canadaisamulticulturalcountry.Itisthesecondlargestcountryintheworld.HowmuchdoyouknowaboutCanada?Workinpairsandanswerthisquiz1.C2.D3.A4.B5.AStep3introductionIntroducesomeinformationofCanada.Position:CanadaisinnorthernNorthAmericaSize:thesecondlargestcountryintheworldhasanareaof9,984,670squarekilometers;thedistancefromeasttowestis5,500kilometerspopulation:apopulationof30million.History:ThefirstsettlersarrivedfromEnglandin1497.SettlersfromFrancereachedCanadain1534Languages:Officiallanguages:EnglishandFrenchClimate:differentfromareatoarea(asinchina)Resources:berichinforests,coal,oil,waterStep4practiceKnowledgeaboutCanada:TrueorFalse.1.CanadiansspeakEnglishandFrench.2.TorontoisthecapitalofCanada.3.CanadaliesinthenorthofSouthAmerica.4.Canadaisthelargestcountryintheworld.5.CanadaisonthenorthofUSA.6.ThenationalanimalofCanadaispolarbear.7.CanadaisamemberoftheBritishCommonwealth.8.TheHeadoftheCanadianGovernmentisthePrimeMinister.Step5speaking1.IntroducesomethingaboutCanadatoyourfriends.2.fillintheblanks.Canadaisa__________(多文化的)country.Itcoversanareaof_____millionsquarekilometersandis__________________(第二大)countryintheworld.______isitscapital.Canadiansspeak_________________.________isthenationalflowerand_________isthenationalanimal.Homework:1.previewthereading2.Englishweeklypage1reading.

Period2reading教案Teachinggoals1.Targetlanguagea.重点词汇和短语ratherthan,baggage,scenery,eastward,chat,surround,harbor,measure,aboard,haveagiftfor,within,managetodo,catchsightof,eagle,acre,urbanb.重点句子2.AbilitygoalLearnhowtodescribetheplacesthatLiDaiyuandLiuQianvisitinCanada.Understandthenounclauseusedasappositive.EnablethestudentstounderstandthedetailsofthepassageaboutCanadaandfindthecorrectanswerstothequestionsinthepost-reading.3.LearningabilitygoalsImprovethestudents’readingability-guessingwords,searchingforinformation.LearntheinformationaboutCanada.Mastertheexpressionsfordescribingdirectionsandlocations.Teachingimportantpointsa.Findtheanswerstothequestionsinpost-reading.Learnthemethodsofwritingatravelingreportabout.b.Understandtheuseofnounclause-appositiveclause.Learntoreadthetravelingreportaccordingtothetravelingroute.Teachingmethods1．Skimmingandscanning;2．Asking-and-answeringactivities;3．Listeningmethod.TeachingaidsAcomputerTeachingproceduresStep1revisionSaysomethingaboutCanada.Step2leadinWhatkindofpassageitis?A.astoryB.apieceofnewsC.anadvertisementD.atraveljournalLet’sstartthetripwithLiDaiyuandLiuQiantogether.WhatdoyouexpecttoseeifyoutakeatriptoCanada?Step3fastreading1)Readthroughthepassageandfindoutwhichplacesarementionedinit.Thendrawthemincirclesonyourmap.2)Whatdoes“TheTrueNorth”mean?“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.>Step4carefulreadingFillinthechart.BasicFactsaboutCanadaDistancefromeasttowestcoastOceansoneastandwestcoastsPopulationWheremostCanadiansliveLocationoflargestfreshwatersupplyKeypointaboutVancouverKeypointaboutCalgaryKeypointaboutThunderBayIfIwouldliketogotoVancouver,whatcanIdothere?Canyoutellmemoreaboutthecity?Keywords:thewarmest;themostbeautiful;mountains;thePacificOcean;skitheoldestforestsThenIwouldliketoknowsomethingaboutCalgary.CanyoutellsomethingaboutCalgary?Keywords:CalgaryStampede;cowboys;haveagiftfor;prizes.HowaboutThunderBay?Whereisit?Thekeywords:atthetopendof…;busyport;closeto…thefact…surprisemanypeople.Step5postreadingAnswerthefollowingquestions:1.Whichcontinentarethecousinscrossing?2.WhyarethecousinsnotflyingdirectlytotheAtlanticcoast?3.WhyisthepopulationofVancouvergrowingsorapidly?

4.WhathappensattheCalgaryStampede?5.HowareoceanshipsabletoreachthecenterofCanada?6.WhataresomeofCanada’sgreatestnaturalresources?Step6retellingLiDaiyuandLiuQiantookthetraininCanadafrom_____to_____.Theircousins’friend,DannyLin,tookthemtothetrainstationtocatch“_______________”.Canadaisthe________biggestcountryintheworld.Itis5,500kilometersfrom______to_______.Astheygo________,theysawbeautifulsceneryaswellascities.Vancouveris___________bymountainsonthenorthandeast.Whenthecousins_______________intheseats,theylookedoutofthewindow.Theysawmountaingoatsandevena_______bear.Calgaryisfamousforitscompetition.ManyofthecowboysfromalloverNorthAmerica______________________workingwithanimals.Thenthey_____________awheat-growingprovince.ThunderBayisabusyport.Itis__________thecenterofthecountry.Suggestedanswers:1.west;east2.TheTrueNorth3.second4.coast;coast5.eastward6.surrounded7.settleddown8.grizzly9.haveagiftfor10.wentthrough11.closetoStep7Discussion1.Whichpartofthecountryinterestsyoumost?2.IfsomedayyougotoCanada,wherewillyougo?Why?Homework1.Remembertheunderlinedsentences.2.WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada.3.Englishweeklypage4part1,2

UNIT 3 The Million Pound Bank-Note单元教案

古人云，工欲善其事，必先利其器。教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？下面是小编帮大家编辑的《UNIT 3 The Million Pound Bank-Note单元教案》，相信能对大家有所帮助。

UNIT3TheMillionPoundBank-Note
I.单元教学目标
技能目标Goals
TalkaboutshortstoriesanddramasLearnhowtoactoutaplay
Learnhowtorequestandorderfood
LearnNounclausesastheobjectandpredicativeWriteaplayordrama
II.目标语言（TargetLanguage）
功能句式
1.Request（请求）
Wouldyoupleasecomein?
Wouldyoumindwaitingjustafewminutes?
MayIaskyouhowmuchmoneyyouhave?
--Well,tobehonest,Ihavenone.
Couldyouoffermesomekindofwork?
Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?
--Gorightahead.
2.Orderingfood(点餐)
I’dlikesomehamandeggsandanicebigsteak.
I’llhaveanicelongglassofbeer.
词汇
1.四会词汇
bet,scene,tale,servant,permit,bay,stare,spot,passage,account,appearance,patience,silly,jealous,unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,indeed,bow,decade,pilot,humor,novel,character,director,barber
2.认读词汇
narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issues,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script3.固定词组
makeabet,goahead,byaccident,accountfor,tobehonest,inrags,evenif,getintotrouble
3.重点词汇
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble

语法
1.Nounclausesastheobject(宾语从句)
Ican’tsaythatIhaveanyplans.
…andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
2.Nounclausesasthepredictive(表语从句)
That’swhywe’vegivenyoutheletter.

重点句子
1.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
2.HeislostinLondon.P17
3.Permitmetoleadtheway,sir.P17
4.Asamateroffact,IlandedinBritainbyaccident.P18
5.Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
6.Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P18
7.Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P18
8.Well,wewillhavetotakeachance.P21
9.(inarudemanner)What’stheretowaitfor?P22
10.He’sinrags!P22
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。
1.1WARMINGUP提出问题，通过对马克.吐温及其作品的讨论引发学生学习兴趣，使学生对马克,吐温及其作品,有个初步的了解。
1.2PRE-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。
1.3READING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。同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。
1.4COMPREHENDING中FactorOpinion的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对这部分词语在语境中的理解和运用。
1.5LEARNINGABOUTLANGUAGE通过英语释义，在文章中填空等形式帮助学习理解掌握本单元的重点词汇，并通过先发现再简单运用的模式帮助学生了解，掌握本单元的语法项目：宾语从句和表语从句。
1.6USINGLANGUAGE中的Readingandacting介绍了第一幕的第四场。这一场生动地讲述了衣衫褴褛的流浪汉HenryAdams到餐馆用餐时,先遭到冷遇，而后由于拿出了一张百万英镑的大钞,又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。
1.6.1READINGagreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
(3)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(4)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
e.g.Doyoulikebeingstaredat?
(6)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
3.Studentsreadthewholesceneagainandagainandtrytoretellit.
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andcanyouretellit?
(Thenthestudentsbegintoprepareforretellingthewholescene.)
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.
T:Now,lookatthekeywordsandpictures,whocanretellthereading?
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
T:You’vedoneagoodjob.Nowlet’sretellthewholescenetogether.
StepVISummaryandhomework
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.Whatdothinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?
T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
1.Reviewthekeysentencesinthispart.
2.Previewthewordsinthesecondperiod.

TheSecondPeriodGrammar
I.Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语：winthebet,makethebet,beworriedabout,stayoutofjail,apoorly--dressedgentleman,eatlikeawolf,beabigpuzzletosb.
b.重点句子
Mayweaskwhatyouaredoinginthiscountry?
Well,whydon’tyouexplainwhatthisisallabout?
That’swhywe’vegivenyoutheletter.
Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.
Wedoubtedwhetherthemanwasabletopayforthefood.
2.能力目标
1.Enablethestudentstousethewordsandexpressionsinthispart.
2.Enablestudentstounderstandandusenounclausesastheobjectandpredicative.
3.学能目标
1.Getthestudentstoguessthemeaningofthewordsorexpressionsaccordingtothecontext.
2.Gethestudentstousethenounclausesastheobjectandpredicative.
II.Teachingimportantpoints教学重点
1.Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.
2.Getthestudentstomastertheusageoftheimportantwordsofthisunit.
III.Teachingdifficultpoints教学难点
Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.
IV.Teachingmethods教学方法
Task-basedmethod
V.Teachingaid教具准备
Acomputer,aprojector
Teachingproceduresandways教学过程与方式
StepIRevision
Checkthestudents’homework.
StepIIDiscoveringusefulstructures(P20-21)
T:Goodmorning/afternoon,class.Todaywearelearningthegrammarofthisunit---Nounclauseastheobjectandpredicative.First,let’sreviewthepassagewestudiedlastclassinordertodiscovertheusefulstructures.
Exercise1
T:Inthescenewe’velearnedtwonounclausesasobjectandonesentenceaspredicative.Whocantellmethethreesentences?
(ThenStudentsreadthewholescenetofindlinesintheplaythatusesanounclauseastheobjectandpredicative.Whilethestudentsarereadingthewholescene,theteacherwalksaroundtheclassroomandcollecttheanswer.Thentheteacheraskssomestudentstotelltheothersthecorrectanswer.)
Suggestedanswers:
Mayweaskwhatyouaredoinginthiscountry?
Well,whydon’tyouexplainwhatthisisallabout?
That’swhywe’vegivenyoutheletter.
Exercise2
Forthispart,studentsmakesentenceswiththenounclausesastheobjectusingoneofthewordsgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,checktheanswerswiththewholeclass.
T:Nowlet’sgoonwiththenextexercise.Turntopage20,andlet’sfillintheblanks.I’dlikeyoutodothisexercisebyyourselves.Afterthatdiscussyouranswersinpairsandthenlet’schecktheanswerstogether.
Allowthestudentsenoughtimefortheexercise.
Exercise3
Inthispart,studentsmakeasmanysentencesaspossibleusingpartsofsentencesgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.
Suggestedanswers:
(1)Henry’squestioniswhythetwobrotherswantedtomakethebet.
(2)Theproblemisthathedoesn’tknowanybodyinLondon.
(3)Henry’sconcernishowhecangetfoodandclothing.
(4)Histroubleisthathedoesn’tknowanybodyinLondon.
(5)Thatiswhythebrotherswantedtomakeabet.
(6)Thebrothers’doubtiswhetherHenrycanstayoutofjail.
(7)Henry’sconcerniswherehecangetajob.
(8)Henry’squestioniswhatgavethetwobrotherstheinterestingidea.
Exercise4
Inthisexercise,studentscompletesomesentenceswithanounclauseastheplay.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.
Suggestedanswers:
(9)ThetroublewasthatHenryAdamswaslostinLondonandhehadnomoney.
(10)Henry’squestionwaswhetherhecouldborrowsomemoney.
(11)ItseemedasifthebrothersweeplayingajokeonHenry.
(12)Thebrothers’problemwaswhowouldbethebestpersontotestthisbet.
(13)Thisiswhytheylenthimthemoney.
StepIIIExplanationandsummary
T:Well,class.Youdidagoodjob.NextIwanttoexplainsomethingaboutnounclausesastheobjectandpredicativesothatyoucanhaveabetterunderstandingofthegrammarofthisunit.
1.名词性从句是由if,whether,that和各种疑问词where,when等充当连接词所引导的从句，其功能同名词一样。
2.What与that在引导名词性从句时的区别
what引导名词性从句时在从句中充当句子成分，如主语．宾语．表语，而that则不然，它在句子中只起连接作用。例如：1)Whatyousaidyesterdayisright.
2)Thatsheisstillaliveisaconsolation.
3.宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词（及物动词）或介词之后。
(1)由that引导的宾语从句（that通常可以省略）,例如：Iheardthatbejoinedthearmy.
(2)由what,whether(if)引导的宾语从句，例如：Shedidnotknowwhathadhappened.
Iwonderwhetheryoucanchangethisnoteforme.
4.否定的转移:若主句谓语动词为think,consider,suppose,believe,expect,guess,imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：Idon’tthinkthisdressfitsyouwell.（我认为这件衣服不适合你穿。）
5.it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾，特别是在带复合宾语的句子中。例如：Wehearditthatshewouldgetmarriednextmonth.
6.表语从句是在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的系动词有be,look,remain,seem等。引导表语从句的that常可省略。另外，常用的还有thereasonwhy…isthat...和Itisbecause…等结构。例如：
1)Thequestioniswhetherwecanmakegoodpreparationinsuchashorttime.
2)Thisiswhywecan’tgetthesupportofthepeople
3)Butthefactremainsthatwearebehindtheotherclasses.
4)Thereasonheislateforschoolisthathemissedtheearlybus.
7.宾语从句考点及热点问题
(1)______wecan’tgetseemsbetterthan____wehave.
A.What,whatB.What,thatC.That,whatD.That,that
(2)Youcan’timagine______whentheyreceivedtheseniceChristmaspresents.
A.howexcitedtheywereBhowtheywereexcited
C.howweretheyexcitedD.theywerehowexcited
(3)Theymake____arulewhoeverbreaksthelawwillbepublished.
A.itB.thatC.whatD.this
(4)_____youhaveseenbothfighters,______willwin?
Asince,doyouthinkwhoB.As,whodoyouthink
C.When,whoeverD.Since,whodoyouthink
Suggestedanswers:(1)A(2)A(3)A(4)D
StepIVUsingstructures(P57-58)
T:Aftertheexplanationonthegrammar,Istillhopethatyoucanhavemoreexercisessoastoconsolidatewhatyouhavelearnedaboutnounclausesastheobjectandpredicative.
1.Completethepassagebyusingthewordsintheboxgiveninthetextbook.
(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)
2.Completethefollowingsentencesgiveninthetextbook,usingnounclausesastheobjectorthepredicative.
(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)
Suggestedanswers:
(1)Thetwobrotherscan’tagreetowhomtheyshouldgivethebank-note.
(2)Henrywonderswhytheychosehimforthetest.
(3)ThefirstthingHenrydecidestodoishowcaneatameal.
(4)ThewaiterissurprisedtofindthatHenryhasamillion-poundnote.
(5)Theowneroftherestaurantneverexpectsthatamillionairewillvisithisrestaurant.
(6)ItseemsthatHenryisabletobuyanythingbutnotpayforit.
(7)WhatHenrywantstotellPortiaisthathelovesher.
(8)Everyonemaywanttoknowwhatfinallyhappenstothemillion-poundnote.
3.T:Next,class,let’splayagame“Guesswhatitis”.Lookatthechartbelowandreadthequestionsandclues.Decidewhateachoftheobjectsis.Choosetherightwordfromthebox.Afterfinishingthefourquestions,youmaygoonwiththerestofthewords
(Thisgameisasimplewayofhelpingstudentstodevelopstrategiesfordefiningwordsthemselves.).
Suggestedanswers:
(1)Wolf:Thewolfisanenemytohumansandespeciallyfarmers.Thisisbecausewolveslikeeatingmeat.Luckilywolvesliveindensinforestsfarfromhumanbeingsandareeasilycaughtinnets.
(2)Novel:Anovelisawonderfulsourceofinformationandimaginativestories.Ifyouarelucky,youcanrelaxwithoneinyourhandbutifnotitwillremainintheshelf.
(3)Dessert:Adessertisgoodbothtoeatandtolookat.Itisajoyforchildrenandapleasuretomakeinthekitchen.
(4)Rags:Keepingyourhousecleanisaneasiertaskwithmanyragsinyourhand.
(5)Steak:Asteakisapieceofgoodqualitybeefthatisbesteatenwithsaladandchips.
(6)Tale:Ataleisanexcitingstoryaboutinterestingimaginaryevents.
StepVLearningaboutlanguage(P19-20)
1.Lookatthereadingpassageagaintofindwordsthatmeanthesame.
First,studentsdotheexercisesindependently.
Second,theteachergivestheanswers.
Suggestedanswers:
AlternativewordsandexpressionsWordsandexpressionsfromthetext
someonepaidtodohomeworkservant
unbelievableincredible
earlyeveningnightfall
thecostofajourneyonashippassage
insb.awaynotplannedbyaccident
lookat…foralongtimestareat
bethereasonforaccountfor
allowpermit
storytale
apieceofpaperusedasmoneyabank-note
willingnesstowaitpatience
foolishsilly
thewaysomeonelooksappearance
tellyouthetruthtobehonest

2.Completethispassagewithsomeofthenewwordsandexpressionsintheplay.
Suggestedanswers:tale,bet,nightfall,unbelievable,servant,byaccident,appearance
3.Fillintheblankswiththewordsinthebox.
Suggestedanswers:(1)silly(2)permit,goahead(3)stare,patience(4)madeabet(5)passage,account(6)accountfor(7)Tobehonest,jealous(8)willingness,probably
4.Makealistofusefulexpressionsforrequestingfromtheplay.
Wouldyoudo(something),please?
Mayweask…?
Iwonderifyou’dmind…?
Couldyouofferme…?
Ifyoudon’tmind,mayIaskyou…?
T:Youaregreat.Sowewilldomoreexercises.
StepVIUsingwordsandexpressionsinWorkbook(56-57)
First,studentsreadanddotheexercisesbythemselves.
Second,theteachergivestheanswers.
1.Fillintheblankswiththewordsinthebrackets.
Suggestedanswers:(1)humor,humorous(2)simply,simple(3)appear,appearance(4)unbelievable,believe(5)probable,probably(6)patience,patient(7)permitted,permission(8)willingness,willing
2.Fillintheblankswiththewordsintheboxintheirrightforms.
Suggestedanswers:(1)was(not)permitted(2)getting(3)topretend(4)account(5)should(6)bow
3.TranslatethefollowingsentencesintoEnglish,usingthewordsandexpressionsinthebrackets.
Suggestedanswers:
(1)Asamatteroffact,hewasspottedbyaccidentwhenhegotintotheoffice.
(1)Tobehonest,thegentlemanwasinragsinordertopretendthathewaspoor.
(2)Heworkedasanunpaiddirectorinthecompany.Butwhentheownerofthecompanyshoutedathiminarudemanneragainandagain,hebegantolosehispatience.
(3)Shescreamedasifshehadseenasnake.
(4)Evenifyourcompanyislarge,itcanstillgetintotroublebygrowingtooquickly.
(5)Thereasonhegavetoaccountforhissillyactionswereindeedunbelievable.
StepVIIHomework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod.

TheThirdPeriodListening
I.Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语：bymistake,gotraveling,asumofmoney,haveabetonsb.,abornfool,getpaid
b.重点句子:
Hebeginstoworrythathehasgotthebanknotebymistake.
He’llthinkweneverdealtwitharichmanbefore.
2.能力目标
a.Enablethestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.
b.Mastertheusageof“nounclausesastheobject”
3.学能目标
1.Getthestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.
2.Makethestudentsmastertheusageof“nounclauseastheobject”.
II.Teachingimportantpoints教学重点：
1.Practicestudents’listening
2.Mastertheusageof“nounclausesastheobject”
III.Teachingdifficultpoints教学难点
Mastertheusageof“nounclausesastheobject”
IV.Teachingmethods教学方法
PracticingindependentlyC=Clerk;H=Henry)
O:Theresacustomer,Todd.Willyouservehim?
C:Idontknowwhyhesinatailorsshop.Justlookathisclothes!
O：Nomatterwhatheswearing,Todd,justshowhimthecheapest.
C:Doyouwantanything?
H：Yes,please.Iwanttobuyasuit.
C:Ofcourse.Youmayfindtheseratherexpensive.Wevegotsomecheaperonesinthebackroom.Willyoucomethroughtotheback,please?...Whydontyoutrythisoneon?
H：Mmm,itdoesntseemtofitverywell.
C:Imafraiditsthecheapestonewevegot.
H：Verywell,Illtakeit.Couldyouwaitafewdaysforthemoney?Idonthaveanysmallnotesonme.
C:Oh,youhavent?Well,ofcourse,Iknowthatgentlemenlikeyoucarryonlylargenotes.
H：Myfriend,youshouldntjudgestrangersalwaysbytheclothestheywear.Imquiteabletopayforthissuit.Ijustdidntwishtoputyoutothetroubleofchangingalargenote.
C:Whydoyouthinkwecantchangeyournote?Ofcoursewecan.
H：Oh,verywell.Thenthereisnothingtoworryabout.Iapologize.(Handshimthenote.)
2.Explanationstothesuggestedscene:
T:Maybeyoufindsomethingisdifficulttounderstand.Soletmeexplainsometoyou.
(1)have…on/with/aboutsomebodymeanstakeorbringsomethingwhensomeonegoestoaplace.
(2)putsomebodytothetroubleofdoingsomethingmeansmakesomeonehavethetroubleofdoingsomething.
(3)Changemeansthemoneythatyougavebackwhensomebodyhaspaidyoutoomuch.e.g.Givememychange.
(4)judgesomebody/somethingby/fromsomething:formanopinionaboutsomebody.
e.g.Judgingfromwhatyousay,theyoughttosucceed.
e.g.Don’tjudgeamanbyhislooks.
StepIIIListening,SpeakingandwritingTask(P58)
T:ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?Now,listencarefullytoActTwo,Scene3andmakeafewnotestousewhenyouwriteyourdialogue.
1.Studentslistentothetape,makenotesandthensharetheirnoteswithanotherpair.
T:Well,boysandgirls,allofdidagoodjob.Butinordertohelpyoutowriteabetterdialogue,weshouldreadthelisteningtexttogether.Lookatthebigscreen.
Thentheteachershowthelisteningmaterialandthestudentsreaditaloud.
(Thefollowingisthelisteningtextofthispart.)
N=NarratorA=AmbassadorP=PortiaH=Henry
ActTwo,Scene3
N:Well,verysoon,itseemedasifeveryoneinLondonwastalkingaboutHenry.Afterawhile,hefeltitwashisdutytoreporttotheAmericanambassadortoBritain.TheAmbassadorgavehimawarmwelcomeandinvitedHenrytoadinnerpartythatverynight.Ofcourse,Henrywasgladtogo.Heknewthathemightneedtheambassadorwhenothersfoundoutjusthowpoorhereallywas.NowHenryisonthebalconyoftheAmericanambassador’shomeinLondon.
A:Ah,thereyouare.
P:(toHenry)Howdoyoudo?
A:Mr.Adams,myspecialguest,MissPortiaLangham.
H:Howdoyoudo?
P:I’mafraidyoumustbetoobusyforme.
H:Yes,indeed,Iam.Imean,no,no,notatall!
A:Ifyou’llexcuseme,Imustreturnotheotherguests.
P:Won’tyousitdown,please?
H:Yes,I’dloveto-err-I’dliketo.Thankyou,Miss.
P:Thatpoor,dearambassador.HehatesthesepartiesalmostasmuchasIdo.Nothingbuttalk,talk,talk.Andnoonesaysanythinganyonewantstohear,dothey?
H:No,Isupposenot.
P:Theambassadortellsmeyouarearichman.
H:Well-err-notreally.
P:HetellsmeyouarethetalkofLondonthesedays.Why,itseemsthateverybankerandshopownerinthecitywantstomeetyou.
H:Yes,I’vehead.Ican’tunderstandwhy,really.I’mnotsospecialasthat.
P:Oh,Idon’tknowaboutthat,Mr.Adams.
H:Please,callmeHenry.
P:Henry.Imean,eventheambassadoriseagertoknowyoubetter.
H:Yes,itwouldseemtobeso.
P:What’sthematter?
H:Oh,nothing.Nothing,atleast,thatanyonecanhelpwith.
P:Areyouinsomekindoftrouble,Henry?
2.Studentsdiscusseachofthefollowingthingsinpairs:
(1)WhichthingsHenrymighttellPortiaabouthimself?
(2)Whichthingshemightkeepasecrethimself?
(3)WhichthingsPortiamighttellHenryaboutherself?
(4)Whichthingsshemightkeepasecretaboutherself?
(5)Whattheymightsayabouteachother?
3.StudentsfinishwritingthedialogueforActTwo,Scene3,makingthewordssoundbelievable.
Suggesteddialogue:
Henry:Inaway,yes.Itisnotofmyowndoingthough.Iwasgivenamillionpoundbanknotetousefor30days.NoweverybodythinksIamrich.ButIreallydon’thaveapenny.
Portia:Isthatall?Ithoughtyouwereabankrobberorhadhityourgrandmother.
Henry:Howcouldyouhavesuchterriblethoughts?
Portia:IdotendtothinkaboutthebadsideofthepeopleImeet.
Henry:Whyisthat?Iamsurepeoplecouldonlybekindandthoughtfultoyou.
Portia:Well,yousee….
Henry:IfIamgoingtoletyouseeallmybadpoints,Ihadbetterdoitnow.IcannotsailaboatwellandIhavenojob.
Portia:WellIcannotsailaboatwelleitherandhavenojobeither.
Henry:Iknewweweremeantforeachother.
Portia:Whatalovelythought.Nowmybadpoints.IhavenomoneyofmyownandIcannotearnmyownlivingatall.InfactIamuseless.
Henry:Nottome!Youlookthesweetestandmosthonestgirlintheworldtome!
T:Welldone!Yourdialoguesaredifferent,buttheyareallgood.Doyouwanttoknowwhichisfitforthenextscene?Now,let’sreadActTwo,Scene4.
StepIVReadingandSpeakingTask(P59)
1.StudentsreadActTwo,Scene4bythemselves.
T:Afterreadingthispart,canyouguesshowtheplaywillend?Now,inpairs,talkabouttheendandbesuretodescribewhatyouthinkPortiawillsayanddonext.ThendescribewhatyouthinkHenryandthetwobrotherswillsayanddoafterthat.
2.Studentsdiscusstheendtotheplay:
S1:Ithinktheplayhastoendhappily.ButitwillbedifficultifPortiathinksHenryisrichandheisnot.
S2:Yes,Iagree.TheremustbesomewayoflettingHenryandPortiagetmarriedbuthavemoneytoo.
S1:ButhowcanthathappenwhenHenryhastogivebackthebanknote?
S2:Thereisalsotheproblemofhimhavingbroughtalotofthingsandnotpaidforthem.
S1:SoIthinkoneofthebrothersmustcometotherescueandhelphim.
S2:Perhapstheycanadopthimastheirsonsohegetsalotofmoneythatway.
S1:Perhapsthejobtheygivehimwillpayverywell.
S2:Yes,Ithinkthatistheanswer.Hewillhavetobegivenajobwithaverylargesalary.
3.Studentsreadtherealendtotheplay.
4.StudentslistentothetapethatisaboutActTwo,Scene4andtherealendtotheplaysothattheycancorrecttheirpronunciationandbereadyforacting.
StepVHomework
T:Boysandgirls,youdidverywelltoday.ButsupposethatHenryfeelstrickedbyPortiawhenhefindsoutthatOliverisherstepfather.Howmighttheplayenddifferentlyunderthesecircumstances?So,today’shomework:Writeadifferentendtotheplay.

TheFifthPeriodExtensiveReadingandActing
I.Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语:wolf,shoulder,inrags,indeed,evenif,bow,atthetable,nexttothefrontdoor,takeachance,inarudemanner,justonemoment,inthebackoftherestaurant,leaveforthekitchen,goahead
b.重点句子:
Takethisgentleman’sorder.
It’llcostatinybit.
Well,wewillhavetotakeachance.
Wouldyoumindwaitingjustafewminutes?
TheBankofEnglandhasissuedtwonotesinthisamountthisyear.Anyway,itcan’tbefake.
He’sinrags!
I’dlikesomehamandeggsandanicebigsteak.
I’llhaveanicelongglassofbeer.
2.能力目标
Enablethestudentstoactoutasceneofaplayandlearntoorderfood.
3.学能目标
Getthestudentstoactoutasceneofaplay.
II.Teachingimportant/difficultpoints教学重/难点：
Actoutasceneofaplay.
III.Teachingmethods教学方法
Helpthestudentspracticeactingoutaplaybythemselves,usingaco-operativemethod.
IV.Teachingaid教具准备
Amultiple-mediacomputeramazingorfantastic难以置信的；不可思议的；惊人的；奇异的
e.g.Sallyearnsanincredibleamountofmoneyinthatcompany.萨莉在那家公司的薪水多的惊人。
(2)impossibletobelieve不可相信的
e.g.Theytoldusanincrediblestory!他们对我们讲了个不可信的故事。
Incredibly(adv.)
(1)toagreatdegree;extremelyorunusually非常地；极端地
e.g.incrediblyhotweather极热的天气
(2)inawaythatisdifficulttobelieve;amazingly难以置信地；惊人地
e.g.Incredibly,noonehadeverthoughtofsuchasimpleideabefore.真是难以置信，这样简单的主意竟没有人想到。
II.背景知识
1.Aboutthe￡1,000,000Bank-note
英格兰银行出于特殊的需要发行了两张面值一百万的钞票，其中一张收回并作废，但还有一张却留在银行，两兄弟打赌，一个身无分文的人带着这张钞票会发生什么，兄弟A说会死去，兄弟B说他肯定能活一个月。他们物色了一个年轻人做试验，带着这张毫无使用价值的百万英镑钞票。年轻人走进商店买东西，拿出钞票要求找钱，店老板都震惊了并立刻改变态度，极力讨好这个年轻人，年轻人得到了他想得到的，包括爱情和受人尊敬。他爱上的女孩正是兄弟B的女儿。最后，百万英磅被银行收回并作废，年轻人过上了幸福生活。
TheBankofEnglandonceissuedtwonotesofamillionpoundseach,tobeusedforaspecialpurposeconnectedwithsomepublictransactionwithaforeigncountry.Forsomereasonorotheronlyoneofthesehadbeenusedandcanceled;theotherstilllayinthevaultsoftheBank.Well,thebrothers,chattingalong,happenedtogettowonderingwhatmightbethefateofaperfectlyhonestandintelligentstrangerwhoshouldbeturnedadriftinLondonwithoutafriend,andwithnomoney

Unit 3 The Million Pound Bank-Note(Vocabulary and Useful Expressions)教案

Unit3TheMillionPoundBank-Note
VocabularyandUsefulExpressions
Teachingaims
1.Learntheusefulexpressionsandsentencestructureinthereading.
2.Sswillusethelanguagepointsbothorallyandinwrittenform.
Teachingimportantpoints
1.Theusefulwordsandphrases:
bet,makeabet,permit,amount,accountfor,findoneselfdoingsth,stareat,wonder,mind,byaccidentetc.
2.Usefulsentencestructures:
(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
(2)HeislostinLondon.P17
(3)Permitmetoleadtheway,sir.P17
(4)Asamatteroffact,IlandedinBritainbyaccident.P18
(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
(6)Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P18
(7)Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.
Teachingdifficultpoints
Howexplainthelanguagepointsexactlyandclearly
HowtohelptheSsbetterunderstandtheusefulsentencestructures.
Teachingprocedures:
Step1Revision
Q1:What’sthemainideaofthisstory?
Q2:WouldyouliketosaysomethingaboutHenryAdams?
Step2Dealingwithsomelanguagepoints
1.Makeabet
①betvt.=riskonaraceorsomeothereventofwhichtheresultisnotsure打赌;赌博
e.g.Hebetme100yuanthatIwouldn’tbeabletopasstheexam.ButIamsorryIfailedonceagain.
②vt.=becertainaboutsth.绝对确信
Ibet…=I’mcertain…我肯定…
e.g.Ibetourclasswillwintheracenexttime.
③betn.=arrangementtoriskmoney赌博
makeabetonsth.withsb=betonsthwithsb.
e.g.Imadeabetwithhimonthematchbetweenmyclassandhis.
2.Permitmetoleadtheway,sir.
permitvt.givepermissionforsth.;allow许可，允许
permitsb.todosth:toallowsomethingtohappen,especiallybyanofficialorderordecision
e.g.:Hermotherwouldnotpermithertocomebacklate.
permitsth./doingsth.
e.g.:Wedonotpermitsmokingintheoffice.
permissionn.允许,常指口头上的允许
permitn.允许,常指成文的允许;也指许可证、执照、通行证
注意：
(1)Illseeyouafterthemeeting,iftimepermits.
(=ifitfinishesearlyenough)
(2)Wellhaveapicnicinthewoods,weatherpermitting.
(=iftheweatherisgoodenough)
3.Iwonder,Mr.Adams,ifyoumindusaskingafewquestions.
(1).wondervt.想知道
spokenusedtoaskpolitelyforsomething
Iwonderif/whether
e.g.IwonderifImighthaveaglassofwater?
tothinkaboutsomethingthatyouarenotsureaboutandtrytoguesswhatistrue,whatwillhappenetc:
wonderwho/what/howetc
e.g.IwonderhowJamesisgettingon.
Iwonderwhoisgoingtogivealecture?
(2).mindvt.feeldiscomfortatsth;objecttosth.介意
Doyoumindmy／mesittinghere?
e.g.Idon’tmind_____thedecisionaslongasitisnottolate.(2000高考）
A.youtodelaymakingB.yourdelayingmaking
C.yourdelayingtomakeD.youdelaytomake
注意：-----Doyoumindmysmokinghere?
-----Yes,you’dbetternot./No,justgoahead.
4.Ifindmyselfcarriedouttoseabyastrongwind.
findoneselfdoingsth（发现自己不知不觉…)
tograduallyrealizethatyouaredoingsomething,althoughyouhadnotintendedorplannedtodoit
e.g.Hefoundhimselfwalkingtowardsthepark.
findoneselfin/atetc(发现自己竟……）
a)torealizethatyouareinaparticularsituation,especiallyabadone,thatyoudidnotexpect
e.g.Theysuddenlyfoundthemselveswithoutagoalkeeper.
b)torealizethatyouhavearrivedsomewherewithoutintendingto
e.g.Afterwanderingaround,wefoundourselvesbackatthehotel.
find＋宾语＋宾语补足语，其中的宾补可以是名词、形容词、分词、副词、介词短语或者tobe型不定式
e.g.(1)Youwillfindadifficultbook.(名词）
(2)Ifindmathstobedifficult.（tobe型）
(3)Shefoundthedoorclosed.(过去分词）
(4)Wefoundhiminteresting.（现在分词）
(5)Ifindthearticleeasytounderstand.（形容词）
(6)WhenIarrived,Ifindhiminbed.（介词短语）
(7)Ifoundherout.（副词）
5.…,whichaccountformyappearance.
•accountforsth说明／解释…的原因
a)tobethereasonwhysomethinghappens
e.g.Hisillnessaccountsforhisabsence.
b)togiveasatisfactoryexplanationofwhysomethinghashappenedorwhyyoudidsomething
e.g.Howdoyouaccountforthesuddendisappearanceofthemurderweapon.
6.byaccident=bychance
e.g.Ionlyfounditbyaccident.
7.stareat
stareatangrily=glareat
8.tobehonest(withsb.)=totellyouthetruth=honestlyspeaking
9.pretendtodopretendtobedoing
10.takechancesofdoingsth./onsth.(冒险/碰运气）
11.goahead执行，进行，举行
Onceourplanismade,wewillgoahead.
Step3Analyzingtheusefulsentence
(1)HeislostinLondon.他在伦敦迷了路
belost迷路；倾心于某事
eg.Hewaslostintheforestforthreedaysandnights.
Hewassolostinreadingthisbookthatheforgothistrain.
(2)Asamatteroffact,IlandedinBritainbyaccident.事实上，我在伦敦上岸是偶然的。
Asamatteroffact=infact事实上，实际上
eg.Ididn’tgototheclubyesterday.Asamatteroffact,Ihaven’tbeenthereforalongtime.
Byaccident偶然的/地
eg.Byaccident,hefoundtheplacewherehisbrotherhadhiddenthetreasure.
(3)Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.我靠做义工来顶替船费，这就是我为什么衣冠不整的原因了。
earnone’spassage挣取旅费
eg.Hecouldn’taffordthefare,andsohehadtoearnhispassagebydoingjobsontheship.
Homework
1.changguixunlianunit3partBI.II.III
2.Page20ex1,3