Unit 3 The Million Pound Bank Note教案设计。
俗话说，磨刀不误砍柴工。高中教师要准备好教案为之后的教学做准备。教案可以让学生更容易听懂所讲的内容，帮助高中教师缓解教学的压力，提高教学质量。您知道高中教案应该要怎么下笔吗？下面是小编为大家整理的“Unit 3 The Million Pound Bank Note教案设计”，欢迎阅读，希望您能够喜欢并分享！
Unit3TheMillionPoundBank-Note
I．教学内容分析
本单元的主要内容是根据马克•吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克•吐温的生平简介。
WarmingUp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HenryAdams。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。
LearningaboutLanguage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。
UsingLanguage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。
LearningTip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（stagedirections）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。
III．教学计划
本单元建议分六课时：
第一、二课时：Pre-reading,Readingthenyoudonthavetorememberanything.
◆Themanwhodoesnotreadbookshasnoadvantageoverthemanthatcannotreadthem.
◆Goodbreedingconsistsinconcealinghowmuchwethinkofourselvesandhowlittlewethinkoftheotherperson.
◆Whenpeopledonotrespectuswearesharplyoffended;yetdeepdowninhisprivateheartnomanmuchrespectshimself.
◆Anyonewhocanonlythinkofonewaytospellawordobviouslylacksimagination.
2.AskSstoreadthepassagecarefullyandanswerthefollowingquestions:
(1)WhichfamousriverplayedanimportantroleinTwain’swriting?
(2)WhydidMarkTwaingetthispenname?
(3)WhatkindofjobsdidMarkTwaineverdo?
(4)ForwhatMarkTwain’swritingissofamous?
(5)Ishestilloneofthemostpopularwritersintheworldtoday?
SuggestedAnswers:
(1)TheMississippiRiver.
(2)Becausehelovedtheriversomuchthatevenhispennameisabouttheriver.
(3)Apainter,ariverboatpilot,asoldier,agoldminer,abusinessmanandanewspaperreporter.
(4)Hiswritingisfamousforitsdescriptionofcommonpeopleandthewaytalked,butespeciallyforhishumors.
(5)Yes.Heisstilloneofthemostpopularwritersintheworldtoday.
3.AskSstofillinthetablebelowunderthepassageonP23andthenchecktheanswersinpairs.
Step4.Homework
1.AskSstochooseanytopictomakeashortplayandactitout.
2.AskSstopreviewthenextperiod.
Period4LearningaboutLanguage
TeachingGoals:
1.TogetSstoknowhowtousenewwordsandphrases.
2.TohelpSstomastersomenewwordsandexpressions.
3.TogetSstohavetheknowledgeofthisgrammarpoint:Anounclauseisusedastheobject;anounclauseisusedasthepredicative.
TeachingProcedures:
Step1.Revision
Purpose:Toconsolidatethewordsandphrasesinthetext.
1.AskSstolookthroughthereadingpassageandfinishEx1ofDiscoveringusefulwordsandexpressions.
2.AskSstofinishEx2ofDiscoveringusefulwordsandexpressions.Thenletthemchecktheanswersinpairs.
3.Organizeagame.AskSstofinishEx3toseewhocangetthemostrightanswersintheleasttime.
Step2.Grammar
1.AskSstofinishEx1andEx2ofDiscoveringusefulstructuresandtrytofindsomerulesabouthowtouseanounclauseastheobject.
2.AskSstofinishEx3,Ex4andEx5ofDiscoveringusefulstructuresandtrytofindsomerulesabouthowtouseanounclauseusedasthepredicative.
3.Conclusion
(1)宾语从句：引导词为that;whether/if;what;which;who;whom;whose;when;where;how;whyandsoon.Theobjectclausecanbeplacedaftervt,prep,andsomeadj.
注意事项：
◆用陈述句的语序。
◆注意从句的时态呼应（主句是现在时，从句用各种时态；主句是过去时，从句用过去的时态，包括过去、过去进行、过去完成、过去将来），表示客观真理或普遍事实时除外。
◆主句的谓语动词是advise,demand,request,order,suggest,insist时，宾语从句的谓语动词用should+v.
◆主句的主语是第一人称，谓语是think,suppose,believe,expect,imagine时，否定转移。
◆that引导宾语从句时，一般省略。不省略的情况为：a.从句位于句首以示强调时；b.及物动词后的第二个及以后的宾语从句；c.谓语动词和that从句间有短语隔开时；d.在复合宾语中；e.宾语从句由“从句+主句”构成，从句的引导词紧跟在主句谓语动词后，that不省。
(2)表语从句：
①从属连词引导
Thequestioniswhetherweshouldaskthemforhelp.
Thefactremainsthatyouarestillbehindtheothers.
②连接代词引导
Guilinisnotwhatitusedtobe.
Whatshewantstoknowiswhichdresssheshouldbuy.
③连接副词引导
ThatiswhereLuXunusedtolive.
Thatiswhyhedidn’tpasstheexam.
Thatwashowtheyweredefeated.
注：还可由asif或asthough引导。
Itlooksasifitweregoingtorain.
4.Practice
(1)AskSstofinishEx1ofUsingStructuresonP57andchecktheiranswers.
(2)AskSstofinishEx2ofUsingStructuresonP57andchecktheiranswersinpairs.
(3)AskSstofinishthefollowingexercises.
①isafactthatEnglishisbeingacceptedasaninternationallanguage.
A.ThereB.ThisC.ThatD.It
②wecan’tgetseemsbetterthanwehave.
A.What;whatB.What;thatC.That;thatD.That;what
③Ireadaboutitinsomebookorother,doesitmatteritwas?
A.whereB.whatC.howD.which
④It’sgenerallyconsideredunwisetogiveachildheorshewants.
A.howeverB.whateverC.whicheverD.wherever
⑤–IdrovetoZhuhaifortheairshowlastweek.
-Isthatyouhadafewdaysoff?
A.whyB.whenC.whatD.where
⑥Perseveranceisakindofquality----andthat’s
ittakestodoanythingwell.
A.whatB.thatC.whichD.why
⑦Meetingmyuncleafteralltheseyearswasanunforgettablemoment,Iwillalwaystreasure.
A.thatB.oneC.itD.what
⑧There’safeelinginmewe’llneverknowwhataUFOis-----notever.
A.thatB.whichC.ofwhichD.what
⑨Thereisanewprobleminvolvedinthepopularityofprivatecarsroadconditionsneed.
A.that;tobeimprovedB.which;tobeimproved
C.where;improvingD.when;improving
SuggestedAnswers:
①D②A③D④B⑤A⑥A⑦B⑧A⑨A
Step3.Homework
1.AskSstofinishtheexercisesofUsingWordsAndExpressions.
2.AskSstoremembertherulesoftheobjectclausesandpredicativeclausesandusethemtomakesomesentences.
Period5&6Workbook
TeachingGoals:
1.ToenableSstodeveloptheirimaginationtocontinuethestory.
2.TodevelopSs’abilityinspeakingandlistening.
3.TogiveSsthechancetofinishaplayorastory.
TeachingProcedures:
Step1.Talking
Purpose:TogetSstotalkaboutthestorieshappeningafterHenryreadtheletterfromthebrothers.
1.AskSstothinkaboutthefollowingquestionsandthenpresenttheirviewstoallclassmates.
①WhatwillHenrydowiththebank-note?
②Doeshewanttorunoutofthemoneyassoonaspossible?
③Afterhefindshiscoatiswornout,wherewillhego?
2.TellSsthatHenrynownoticeshiscoatiswornout.Sohegoesintoatailor’sshopandwantstogetanewcoat.AskSstodiscussthestorieshappeninginthetailor’sshop.ThenletthemmakeadialogueforActTwo,Scene1withtheirpartnersusingallofthefollowinginformation:
Henrytellsaclerkthathewantsacoatforasuit.Theclerkshowshimacheapcoatdownstairs.Henrydoubtsifheshouldtakeit.Theclerkpersuadeshimtobuyit.Henryagrees,butexplainsthathecan’tpayhimrightnowashehasnosmallchange.
3.AskSstousethefollowingexpressionsonshoppinginthedialogue.Thenletsomegroupspresenttheirdialoguesinclass.WWw.Jab88.COm
CanIhelpyou?/WhatcanIdoforyou?I’dliketohave…
Thisway,please.Doyouhaveabiggersize?Whatcolourdoyoulikebest?
Whatsizedoyouwear?Couldwehaveatableforfive?
What’stoday’sspecial?MayIseethemenu,please?
WhatdoyousuggestIorder?Whatsortofsidedishwouldyoulike,sir?
Eathereortogo?Isthereanythingelse?Hereisthechange.
Canyoubringmethecheck,please?It’snotexpensive,right?
forthegist.Forthesecondtime,askSstofinishEx2.
4.PlaythetapeagainandaskSstocheckeachother’sanswers.
Step2.Readingandspeakingtask
1.AskSstoworkinpairsandtalkabouthowtheythinktheplaywillend.Thenletsomepairspresenttheirideas.
2.AskSstoreadthewholepassageofActTwo,Scene4andanswerthefollowingquestions.
(1)WhatadvicedidPortiagiveHenryaboutthejob?
(2)WhatsortofbetdidOliverandRoderickmake?
(3)Whowonatlast?
(4)WhatkindofjobdoesHenrywanttogetatfirst?
(5)DidPortiaknowHenry’sstorybeforeHenrymether?Why?
(6)Wasthebank-notestillusefulaftertheirmarriage?
SuggestedAnswers:
(1)Iftheyasktoomuch,theymaygetnosalaryatall.
(2)Whetherthebank-notcanbespent.
(3)Oliver.
(4)Hewantednothing.
(5)Yes.BecauseOliverwasherstepfather.
(6)No,itwasnotusefulatlast.
3.PlaythetapeforSsandaskthemtolearnActTwo,Scene4byheart.Thenletthemactitout.Remindthemtospeakwithexpression.
Step3.Writingtask
1.AskSstoimaginewhatwouldhappenafterHenrymarriesPortia.
2.AskSstoworkinpairsandimagineHenryfailsinhisbusinessandbecomespooragain.ThenaskthemtotalkaboutthequestionsofWritingtask.
3.AskonestudenttopretendtobeHenryandhispartnertobePortia.ThenletthemmakeupashortdialogueinwhichHenrytellshiswifethebadnews.
Step4.Homework
1.AskSstoreviewwhathasbeenlearntinthisunit.
AskSstopreviewthenextunit.
精选阅读
Unit 3 The Million Pound Bank Note教案3
TheMillionPoundBankNote教案
Unit3
Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative
Teachingimportance:
NounclausesastheobjectIcan’tsaythatIhaveanyplans.
...andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
Nounclausesasthepredicative
That’swhywe’vegivenyoutheletter.
Teachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.
ThefirstperiodIntensivereading
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.
StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.
StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups
ThesecondperiodExtensiveReading
Step1Newwords
Tellthenewwordsinthesepart
steak:eatlikeawolf:genuine:reserve:scream:fake:
shoulder
Step2
ListentoActOne,Scene4intherestaurant
Andanswerthefollowingquestions:
1.Whatwasitintheletter?
2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why?
3.Didtheownerbelievethatthenotewasgenuineornot?Why?
Step3acting
Ingroupoffour,playthepartsof“Henry,waiter,owner,hostessandClemens”.
Step4Explanation
1.It’llcostatinybit.
1)tiny:verysmall极小的，微小的
atinybaby,atinyschool
2)notalittle许多，很
notabit一点也不
I’mnotabittired.我一点也不累。
I’mnotalittlehungry.我非常饿。
2.takea/the/chance/chances碰运气；冒风险
3.inarudemanner
manner表“方式，方法”，常用单数；
表“举止，态度”，也用单数；
表“礼貌，礼仪”，常用复数。
Heansweredinanarrogantmanner.
Hismannerwasimpolite.
Itisbadmannerstotalkwithyour
mouthfull.
6.issue
1)publish出版，发行
TheBankofEnglandissuedthe
millionpoundnotes.
2)come,goorflowout流出
bloodissuingfromawound
7.inrags衣衫褴褛
rag:oddcloth
Heisinrags.
8.indeed
1)infact事实上，其实
Idon’tmind.Indeed,Iamwillingtohelpyou.
2)truly,really,certainly
的确，实在的，确实
-Didhefinishthework?
-Indeed,hedid.
9.evenif
eventhough即使
Hedoesn’twanttobuythenicehouse,evenifhegetsalotofmoney.
Theycametohelpus,eveniftheyhadmanythingstodo.
Step5Homework
1.Readandperformthewholeplaywiththehelpofthescriptsinthebook.
2.Reviewwhatyouhavelearntinthewholeunit.
ThethirdPeriodGrammar
Step1Learningaboutlanguage
Asksomestudentstotelltherightanswerinthispart
Step2UsingwordsandexpressionsinWorkbookP57
Encouragethestudentstoreadthesentencesandcorrectthemiftherearesomeerrors
Step3Grammar
1.Whatisthenounclause?
2.thedifferencesbetweenwhatandthat
Eg.(1)Whatyousaidyesterdayisright.
(2)Thatsheisstillaliveisapuzzle.
3.否定的转移
若主语谓语动词为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。
4it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语
5.Thendosomeexercisesaboutthenounclause.AndfinishtheexercisesintheUsingstructures(P57and58)
Step4Homework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod
ThefourthperiodListening
Step1Listening
Listentothetapeandanswerthefollowingquestions
1.WhydoesHenryworryafterheleavestherestaurant?
2.Whydoeshegobacktothetwobrothers’house?
3.Whycan’theseethetwobrothersagain?
4.Whatdotheyaskhimtodo?
Step2Listeningtext
Handoutthelisteningmaterialsandlistentothetapeandcompletethepassage,atlastasksomestudentstoreadthepassagewithrightanswers.
Step3ListeninginWorkbook(P55-56)
Ask:Whatyouthinkwillhappeninthetailor’sshopafterHenryshowstheclerkandtheownerthebank-note.
Thenlistentothetapeandanswerthefollowingquestions
1.Whydoesn’ttheclerkgiveHenryhischangerightaway?
2.Istheownerreallyangryattheclerkordoeshejustpretendtobeangry?Howdoyouknow?
3.IsHenrygladtogetmorethanonesuitcoat?Howdoyouknow?
4.Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisn’tsurprisedtohearthisnews.
5.WhatdoestheowneroffertodoforHenry?Why?
Atlast,givethemthelisteningmaterialsandaskthemtocompletethepassage
Step4Homework
Previewthefourthperiod.
ThefifthperiodSpeakingandWriting
Step1Cooperativelearning
HaveaninterviewwithHenry.
1.WhatdidyoudobeforeyoucametoLondon?
2.Didyoufindithardtogetajobthere?
3.Howdidyoufeelwhenyouwereaskedtotherichbrother’shouse?
4.Didyoubelievethattheletterwillwork?
5.Didyoufeelangrywhentheclerkatthetailor’sshoptreatedyoubadlyatfirst?......
MakeadialogueforActTwoandasksomestudentstoact
Step2Listening,SpeakingandWritingTask(P58)
ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?
Step3WritingTask(P60-61
ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Beforeyouwrite,however,discussthesequestionswithyourpartner:
1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftersheheardthebadnews?Forexample,doyouthinkshewouldgetangryathim?
2)DoyouthinkHenrywouldworrythathiswifewouldleavehim?
3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor?
4)DoyouthinkPortiawouldworryabouttheirmarriagenow?
Step4Homework
1.Reviewthewordsandexpressionslearntthisclass.
2.ReviewActOne,Scene4onPage21-22andbereadytoactitout.
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教学设计
经验告诉我们，成功是留给有准备的人。高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让上课时的教学氛围非常活跃，减轻高中教师们在教学时的教学压力。您知道高中教案应该要怎么下笔吗？以下是小编为大家收集的“Unit 3 The Million Pound Bank Note教学设计”欢迎您阅读和收藏，并分享给身边的朋友！
课时教案授课时间：第周年月日
课题
Unit3TheMillionPoundBankNote教学目标
Teachingaim:gooverthisunittomastertheusageofwords;phrasesandsentencespatternsofthisunit.教学重点
Importantpoints:Grammarfilling教学难点
Difficultpoints:Basicwriting教学
方法
Summary；Exercises；Consolidation教具
BookIII；Blackboard；PPT；教学时数
ThreePeriods:(twoperiodsforkeypoints,oneperiodforexercise)教
学
过
程
Teachingsteps:Step1Wordstudy一、单词拼写根据词性和词义写出下列单词。1.____________n.景色2.____________n.讲述者3.____________n.仆人4.____________!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--vt.takeachance）3.老实说，开始的时候，由于缺乏管理经验和耐心，我的公司陷入了困境。(tobehonest;lack;patience;getintotrouble)4.后来，我把大量的金钱和时间花在培训工人上。(amount;spend)5.我相信，管理不好常常导致亏钱，而我现在的成功并不是出于偶然。(accountfor;byaccident)OnepossibleversionInrecentyearsmanyofmyfriendshavegonetothebigcitiestoseektheirfortune.Asforme,Iwantedtotakeachanceandsetupmyowncompanyinmyhometown.Tobehonest,atthefirstbeginningmycompanygotintotroubleowingtothefactthatIackedpatienceaswellasexperiencesofrunningacompany.Later,IspentalargeamountofmoneyandtimetrainingworkerssinceIbelievethatbadmanagementoftenaccountsforlosingmoney.Soasyoucansee,wherethereisawillthereisawayandIdon’trunmycompanysuccessfullybyaccident.Step4:Pointsusages核心单词1.scenen.景色，风景；(影、剧、小说)场，背景，镜头；(出事)地点，现场，场面◆理解：指出下列各句中scene的意思。(1)Wordscannotdescribethebeautyofthescene.(2)ThesceneofthefilmissetinParisinthe1920’s.(3)Acrowdgatheredatthesceneoftheaccident.★辨析：scene,scenery,sight,view表示“风色”(1)scenery指一个地区的山水风光或自然风景，着重美，不可数名词。(2)view是scenery的一部分，即从某处看到的东西或自然美景，可数名词。用of短语表示所看到的东西或景色，用from短语表示从某处看。(3)scene与view相当，只是scene(场面)多半包括人和动作在内；指具体场面所表示的“一处风光，一幕景色”，不分乡间或城市、室内或室外，动态或静态，好看或难看，可数名词。(4)sight可数名词，指值得看的“奇观”；或指某处或某地令人有趣的名胜、建筑物(常说thesights)。■运用：用上述表示风景的词填空。(1)Thecaveisaverynice_________inthatplace.那个洞是该地一处很美丽的风景。(2)Fromthetopofthehillyouhaveanice__________ofthewholecity.(3)We’lltakeyoutoseethe__________whenyou’reinBeijing.(4)The___________inthemountainsisverybeautiful.2.manner[5mAnE]n.(单数)方法，方式，举止；(复数)礼貌，规矩，风俗◇Whyareyoutalkinginsuchastrangemanner?你为什么用这种奇怪的方式谈话？◇Idon’tlikehismanner;it’sveryrude.我不喜欢他对举止，太粗鲁了。◇Itsbadmannerstotalkwithafullmouth.嘴里吃着东西说话是不礼貌的。◆搭配：熟记下列短语。mannersandcustoms风俗习惯havenomanners没有礼貌inmannerof以……方式inamanner(=inaway,insomedegree)在某种意义上，有点nomannerof一点也不,根本没有3.permitvt.允许，许可※拓展：permissionn.表演，演奏，表现performern.表演者◆搭配：根据汉语意思，补全下面的短语。________(4)allow____________(5)recommend____________(1)permit___________允许某人做某事(2)permit____________允许做某事(3)permit__________允许某人进入/通过(4)askfor_____________请求许可★联想:像perform一样，用不定式todosth作宾语补足语和用doingsth.动名词作宾语的及物动词几个，请写出它们的中文意思：(1)forbid____________(2)advise____________(3)encourage____运用：用所给动词的适当形式填空。(1)Youarenotpermitted____________(smoke)here.(2)Iadviseyounot____________(drink)toomuch.(3)Weforbid____________(shout)loudlyintheoffice.(4)Theteacherencouragedme____________(study)abroad.4.starev.凝视，注视n.凝视，注视；瞪视◇Hestaredatthewordtryingtorememberwhatitmeant.他盯着这个单词，努力想记住它的意思。◇Standingthere,hestaredintothedistance.他站在那儿，凝视着远方。◇Shegavehimafrostystare她冷若冰霜地瞪了他一眼★联想：同义词组fixone’seyeon/upon专注于，凝视◇Thousandsofeyesarefixedonthespeaker.千万双眼睛集中在演讲人身上。5.accountn.帐目，帐单，帐户；报告，描绘，叙述◇Theaccountsshowaprofitof9000.账目显示盈利9000英镑。◇Thepolicemangaveanaccountofthetrafficaccident.警察叙述了交通事故的经过。★拓展：写出下列短语的汉语意思。(1)byallaccounts________________________(2)onaccountof__________________________(3)onnoaccount_________________________(4)take…intoaccount______________________(5)keeptheaccounts_______________________(6)haveanaccountat/withthatbank____________(7)openanaccount__________________________(8)drawmoneyoutofanaccount____________(9)accountfor____________________________运用：选用上述短语完成句子。(1)Wedelayedourdeparturethebadweather.(2)Whenjudginghisperformance,donthisage__________________.(3)mustyoudisturbmewhileIamstudying.(4)Toomuchrainthepoorcrop.(5)Hecouldnothisabsencefromschool.◇Shekneltandbowedherhead.她跪下，并低下头。◆搭配：bowdownto向……鞠躬bowout辞职，退出bowto向……鞠躬，屈服于giveabow鞠一躬takeabow鞠躬谢幕6.bowv.&n.向……某鞠躬，屈服于◇I’mnotatallhappyaboutit,butIthinkI’llhavetobowtotheinevitable.我对此事很不高兴，但我想只有听天由命。重要词组1.goahead先走，走在前面，进行，着手做(with)■运用：完成下列句子。(1)你先走，我随后到。You______________andyouwillbethere.(2)新学校将象预料的那样进行兴建。Thebuildingsofthenewschool_________________________________.(3)当局拟开始执行环境保护计划。Theauthorityintendsto____________________environmentalprotectionplan.2.byaccident偶然，意外地(=bychance)■运用：完成下列句子。(1)我在街上偶然遇见了他。I_______________________inthestreet.(2)这是我们偶然发现的。We_________________________________.3.tobehonest老实说；说实话※说明：用做插入语，可放在句首，句中，也可放在句尾。◇Tobehonest,Iwouldnotbuythathouse,forit’stoofarawayfromthedowntown.◇Tobehonestwithyou,Idon’tlikethewayyouspeak.★联想：类似的不定式短语还有：(1)tobefrankwithyou=tobehonestwithyou老实说(2)totellyouthetruth实话跟你说(3)tobeginwith首先(4)tobeexact准确地说(5)tomakethingsworse更糟糕的是4.evenif/eventhough…即使，尽管◇Evenifyoudon’tlikehim,youcanstillbepolite.即使你不喜欢他，也可客气■运用将下列句子翻译成英文(1)即使下雨我们也要去。__________________________________________(2)尽管他很忙，他还是愿意帮我们。________________________________5.getintotrouble陷入麻烦，陷入困境◆理解：Thedriverignoredthepoliceman’swarningandgotintotrouble.★拓展:完成并熟记含get的常用短语：(1)get__________进展，过活(2)get__________跑掉，逃脱，离开(3)get__________回来，回到，找回，取回(4)get__________进站，进去，收割(5)get__________脱下，下车，起飞(6)get__________穿上，上车(7)get__________拔出，取掉，传出去，漏出(8)get__________越过，克服，恢复过来★联想:写出含trouble的词组(1)_____trouble处于不幸中(2)havetrouble_____doingsth.做某事有困难(3)______trouble闹事，捣乱(4)get______trouble(使)摆脱不幸(困境)(5)ask/look______trouble自寻麻烦■运用：用含trouble的短语或句型翻译下列句子。(1)有麻烦，找警察。Pleaseaskthepoliceforhelp________________(2)我们费了很大的劲才做出这道题。_____________________________(3)他又有麻烦了，这次他打碎了窗户上的玻璃。______________Step5：HomeworkFinishtheexercisesoftheexercisebook.板书设计1.搭配：熟记下列短语。mannersandcustoms风俗习惯havenomanners没有礼貌inmannerof以……方式inamanner(=inaway,insomedegree)在某种意义上，有点nomannerof一点也不,根本没有2.拓展：写出下列短语的汉语意思。(1)byallaccounts______________(2)onaccountof__________________________(3)onnoaccount_______________(4)take…intoaccount______________________(5)keeptheaccounts____________(6)haveanaccountat/withthatbank____________(7)openanaccount_____________(8)drawmoneyoutofanaccount____________(9)accountfor__________________3.联想：类似的不定式短语还有：(1)tobefrankwithyou=tobehonestwithyou老实说(2)totellyouthetruth实话跟你说(3)tobeginwith首先(4)tobeexact准确地说(5)tomakethingsworse更糟糕的是
教学后记
