module 3 unit 3 the million pound bank-note 全单教案[下学期]
文档属性
| 名称 | module 3 unit 3 the million pound bank-note 全单教案[下学期] |  | |
| 格式 | rar | ||
| 文件大小 | 609.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2007-03-13 23:38:00 | ||
图片预览
文档简介
Unit 3 The Million Pound Bank-Note
Designed by Yang Xueli Yan Feiyang Yang Xia Ye Tingting Ma Biao
Ⅰ Teaching Aims and Demands:
1. Skill Goals:
1)Talk about Mark Twain and his works .
2)Learn how to act out a play.
3)Learn how to request and order food.
4)Learn Noun clauses as the object and predicative.
5)Write a play or drama.
2.Function sentence patterns
1) Request
Would you please come in
Would you mind waiting just a few minutes
----May I ask you how much money you have
-----well ,to be honest ,I have none .
Could you offer me some kind of work
-----I wonder ,Mr. Adams, if you mind us asking a few questions
----Go right ahead.
2)Ordering food
I’d like some ham and eggs and nice bid steak.
I’ll have a nice long glass of beer.
3)Have you ever made a bet with a friend If so ,what did you bet on
4)He is lost in London .
5) Permit me to lead the way, sir .
6)As a matter of fact ,I landed in Britain by accident.
7)His eyes stare at what is left of the brother’s dinner on the table.
8) l earned my passage by working as an unpaid hand ,which accounts for my appearance.
9) well ,we will have to take a chance.
10) what’s there to wait for
11) He’s in rags!
3.Vocabulary bet,scene,tale,servant,spot,bay,passage,account,appearance,patience,silly,unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,
bow,decade,pilot,humor,novel,character,director,barber
phrases:
make a bet, go ahead, by accident, account for , to be honest, in rags, even if ,get in trouble
4.Grammar:Noun clauses as the object and predicative.
Ⅱ. Teaching Arrangement:
The first period: Warming Up and reading (about Mark Twain)
The second period: Reading (scene 3 and 4 of Act One)
The third period: learning about language
The fourth period: grammar
The fifth period: Listening, reading and writing of workbook (act two)
The 1st Period-- Warming Up and reading (about Mark Twain)
Teaching aims and demands:
1. To provoke students’ interest in literature.
2. To help students know something about Mark Twain and his works
3. To develop the ability of appreciating and talking about short stories and dramas
4. To educate and inspire students to love our country by learning the
drama to know about darkness of the capitalistic countries.
Teaching procedures:
Step1. Lead-in
T: Hello, everyone. Nice to meet you again. Have you had a good weekend What do you usually do on weekends to enjoy yourself
S: To Play Pingpang, play basketball, go hiking, go climbing, go to the cinema, listen to pop music, take a walk in the park, watch TV and so on…. (possible answers)
T: So many things that we can enjoy ourselves. I like to read short stories and novels on the Internet. Are you familiar with some of world famous writers
S: O’Henry, Shakespeare, Dickens, Birmingham, Mark Twain …
T: well –done .It seems that you know a lot of writers.
Step 2 Warming-up
T: Would you like to guess who this man is (show the pictures of Mark Twain).
S: Mark Twain.
T: Yes, What do you know about the American writer Mark Twain Do you know any of his works Can you name any of them
S: Mark Twain, his real name is Samuel Langhorne Clemens
(11/30/1835-04/21/1910)
T: Yes, exactly, but do you know what his pen name Mark Twain means Do you want know more about him and his works Take a look at screen,
Let us together know what evaluation given to him, his brief life introduction, his main works, his quotations and the timeline of events in hislife, etc.
life introduction:
Mark Twain, an American writer, novelist and humorist, published more than 30 books, hundreds of short stories and essays and gave
lecture tours around the world throughout his career. During his whole life, Mark Twain carried on many kinds of jobs. From 1864, he became a reporter and travelled in Europe. By the end of his life in 1910, he had become known as the perfect example of American author. Behind the mask of humour and satire, his writing often criticized social morals, politics and human nature, making his literature a unique reflection of the American experience in the latter part of the nineteenth century. In the 1890s Mark Twain became very poor. To recover from the bankruptcy, he started a world lecture tour, during which one of his daughters died. The death of his wife and his second daughter darkened his later years.
Mark Twain died on April 21, 1910.
Time line of the events
1835- Haley's Comet welcomed the birth of Samuel Langhorn Clemens. He was born in Florida, MO on November 30. His mom was Jane and his dad was John. He was six of seven kids.
1857- The Clemens family moved to Hannibal, MO.
1862- Mark Twain's dad, John Marshall died at age 49.
1847- 1856- He worked for his brother for newspapers then went to St. Louis, New York City, Philadelphia and Cincinnati to work at a print shop. Then went to help his brothers with the newspaper in Kakoki, Iowa.
1858- Mark made his plans to travel to South America, but when he started down Mississippi River, he took a break from the river and went to New Orleans. While he was there, he met Horace Bixby and made him teach him how to be a riverboat pilot.
1859- In April, Mark Twain became a licensed riverboat pilot.
1863- Clemens began to work for the newspaper in Virginia City, Nevada. This is when he started to use the name, "Mark Twain." Mark Twain means safe water.
1866- Twain traveled to Hawaii to write articled in the newspaper. He stayed there for a long while.
1870- Samuel thought his writing was better than newspapers and magazines, so he started traveling, writing, and lecturing.
1870- Clemens got married to Olivia.1874- Twain moved to Hartford, Conn.
1910- Mark Twain died on April 21, in Redding, Conn. From heart disease. Haley's Comet visited again just like the year of his birth.
Works by Mark Twain
The Celebrated Jumping Frog of Calaveras County, and Other Sketches (1865)
The Innocents Abroad (1869)
Roughing It (1872)
The Gilded Age with Charles Dudley Warner (1873)
Tom Sawyer (1876)
A Tramp Abroad (1880)
The Prince and The Pauper (1881)
Huckleberry Finn (1884)
Connecticut Yankee in King Arthur's Court (1889)
Pudd'nhead Wilson (1894)
Personal Recollections of Joan of Arc (1895)
Following the Equator (1897)
The Man That Corrupted Hadleyburg (1900)
The Mysterious Stranger (1916)
Letters From The Earth (1962)
「苦行記」(Roughing It)，「密西西比河上的生活」(Life on the Mississippi)，「湯姆歷險記」(The Adventures of Tom Sawyer, 1876)、「頑童流浪記」(The Adventures o f Huckleberry Finn, 1884) 、「鍍金時代」(The Gilded Age, 1873)、「海外浪跡」(A Tramp Abroad, 1880)、「王子與貧民」(The Prince and the Pauper, 1882)、「亞瑟王廷之康乃迪克佬」(A Connecticut Yankee in King Arthur's Court, 1889)、「傻威爾遜之悲劇」(The Tragedy of Pudding Head Wilson, 1891)、「聖女貞德回憶錄」(Personal Recollections of Joan of Arc, 1896)，
classification
The writer’s introduction to The Adventures of Tom Sawyer (1876)
Most of the adventures recorded in this book really happened; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual — he is a combination of the three boys whom I knew. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shocked by men and women, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what strange adventures they sometimes took part in.
The Adventures of Tom Sawyer
This edition presents Twain's classic American novel in an unabridged text with a reader's guide that's suitable for both children and adults. Mark Twain's classic novel, The Adventures of Huckleberry Finn, tells the story of a teenaged misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. Though some of the situations in Huckleberry Finn are funny in themselves (the cockeyed Shakespeare production in Chapter 21 leaps instantly to mind), this book's humor is found mostly in Huck's unique worldview and his way of expressing himself. Describing his brief sojourn with the Widow Douglas after she adopts him, Huck says: "After supper she got out her book and learned me about Moses and the Bulrushers,
and I was in a sweat to find out all about him; but by and by she let it out that Moses had been dead a considerable long time; so then I didn't care no more about him, because I don't take any stock in dead people." Underlying Twain's good humor is a dark subcurrent of Antebellum cruelty and injustice that makes The Adventures of Huckleberry Finn a frequently funny book with a serious message.
The Prince and The Pauper (1881)
At the beginning of the story, it says: I will set down a tale as it was told to me by one who had it of his father, which latter had it of HIS father, this last having in like manner had it of HIS father--and so on, back and still back, three hundred years and more, the fathers transmitting it to the sons and so preserving it. It may be history, it may be only a legend, a tradition. It may have happened, it may not have happened: but it COULD have happened. It may be that the wise and the learned believed it in the old days; it may be that only the unlearned and the simple loved it and credited it.
His quotation:
"Love your enemy, it will scare the hell out of them.”
“The man who does not read books has no advantage over the man that cannot read them.”
“Always tell the truth; then you don’t have to remember anything.” Humor has been well defined as thinking in fun while feeling
in earnest.” 幽默被人正确地解释为“以诚挚表达感受，寓深思于嬉笑”。--- Mark Twain
step3. Reading about Mark Twain on page 23
T: We have known so much information about this great literary giant, I am sure you have a clear picture of him in your mind. Now turn to page 23, let’s see what the text tells us about Mark Twain.
Read fast ,and then finish the following :
Mark Twain has a meaning, which means ___________ feet deep or ________ meters deep.
How old was Twain when he began writing stories
.What is his first story
.For what was his writing famous
.Which universities honored him for his writing
Step 4 Careful reading
Real name of Mark Twain
Year of birth
Places where he lived
Names of three of his famous stories
Working experience
Step 5. Further understanding
What was Mark Twain’s life like in the last years of his life
As a result of this, what happened to his writing
Step 6 .Discussion
What do you learn from him and his works
Step7. Homework
1: to surf the Internet to find out more
about Mark Twain and his works
http://www.online-/twain/ ( http: / / www.online- / twain / " \t "_parent )
http:www.etext.virginia.edu/railton/
2. to preview the next lesson: Reading
3. to retell the reading about Mark Twain
The 2nd period---Reading of scene 3 and 4 of act 1
Teaching aims and demands:
*Knowledge aims:
1. To learn some words and expressions.
2. To make sure the students have a full understanding of the text.
3. To guide the students to have a discussion about the characteristics of the hero in the play.
4. To get the students to know more about a play by reading and acting.
*Ability aims:
1. To cultivate the students’ reading ability.
2. To cultivate the students’ oral English skills and related knowledge about a play by discussion and acting.
*Moral aims:
1. To enable the students to know more about the quality of capitalist society and to educate them to love our country more.
2. To educate the students to work together to finish some tasks.
3. To arouse the students’ interest in learning English through various activities in class.
Teaching important points:
1. To make the students have a full understanding of the text.
2. To make the students know more about a play by discussion and acting.
Teaching difficult points:
1. To improve the students’ reading ability.
2. To enable the students to voice their opinions freely.
Teaching materials:
1. The videos of the film clips.
2. Some related pictures.
3. A tape of the text.
Teaching aids:
1. Multi-media facilities.
2. A recorder.
Teaching methods:
1. Asking-and-answering method.
2. Discussing method.
3. Elicitation method.
Teaching procedures:
Steps Teacher’s activities Students’ activities
Step 1 Greeting andleading in Greet everyone as usual.Ask the students:Do you want to be rich to lead in the question:Suppose you get a large amount of money by buying lottery tickets (彩票) and become a millionaire (百万富翁). What will you do with the money 3. Can you do those things without spending the money Think about the questions and some students answer them.
Step 2 Brief introduction Tell students that there is a man who can buy things without spending the money and show a picture of the book and to lead in the story.Show Henry’s picture and introduce him simply. Guess who the man is and look at the picture.Listen carefully.
Step3 Fast-Reading 1. Get the students to read the text quickly and fill in the blanks. 1.Read the text quickly and fill in the blanks.
Step4 Watchingthe clip Show the two brothers’ picture and introduce them simply. Let students watch the clip of the movie and guess what the bet is.Tell students the bet. Listen carefully.Watch the movie and try to guess what the bet is.
Step 3 Careful-Reading Get the students to read the text and ask questions if they have any difficulty in understanding.Ask the functions of the stage directions. Read the text and ask if necessary for understanding.Think about the functions of the stage directions.
Step 4Consolidation 1. Get the students to listen to the tape of the text, read Henry’s words after the tape and think about Henry’s character. 1. Listen to and read after the tape, thinking about Henry’s character.
Step 5Discussion 1. Guide the students to find out what kind of person the character is: Henry Adams and encourage them to voice their opinions, making the students know more about a play. Work in groups to discuss the characters and then speak out their opinions.
Step 6Acting out 1. Encourage students to act out the play. 1. Be brave to act out.
Step 7 Assignment 1.Read the play with emotion.2.Finish Exercise 1 and 2 on Page 19.reading Listen attentively and write down the assignment.
(scene 4 of act 1)Step 1Revision andLeading-in Review Act 1 Scene 3;Arose the students’ interest in Scene 4. Where will Henry go first as he has got some money 1. Think about the questions and get some students answer them.
Step 2Fast-reading 1. Get the students read the text quickly to know the following part of the story. 1. Read Scene 4 quickly and answer some questions.
Step 3Careful-reading 1. Get the students read the text carefully and focus on the change of others’ attitude after Henry showing the bank note.How do they change their attitude Why Humors and satires 1. Read the text carefully and think about the change of people’s attitude.From their words and behaviour.Money worship.The change of other’ attitude; the appearance of Mr. Clemens who shares the same name with the writer.
Step 4 Retelling 1. Get students retell Act 1 Scene4. Fill in the blanks to retell the story.
Step 5 Enjoying the clip 1. Play the clip of the movie. Enjoy the movie.
Step 6Film-dubbing 1. Guide the students to dub Scene4 of the play, paying attention to the characters. Groups in four practise dubbing Scene 4.
Step 7Assignment Read the play again and again after class.Finish Exercise 1 and 2 on Page 56. Listen attentively and write down the assignment.
Blackboard design:
1. The title : Unit 3 The Million Pound Bank-Note
2. Some words and phrases:
a large amount of ; millionaire ; make a bet (on sth.) ; land ( (v.); ; bay ; jealous ; character ;
“fact” and “opinion”
The 3rd period --Using language
ⅠTeaching aims
Learn the useful expressions and sentence structure in the reading.
Enable the Ss to use the language points both orally and in written form.
Get the Ss to guess the meanings of the words or expressions according to the context.
Ⅱ Teaching important points
The useful words and phrases:
bet, make a bet, permit, amount, account for, find oneself doing sth, stare at, wonder, mind, by accident etc.
Useful sentence structures:
(1) Have you ever made a bet with a friend If so, what did you bet on P17
(2) He is lost in London.P17
(3) Permit me to lead the way, sir. P17
(4) As a matter of fact, I landed in Britain by accident. P18
(5) His eyes stare at what is left of the brother’s dinner on the table. P18
(6) I wondered, Mr. Adams, if you’d mind us asking a few questions. P18
(7) I earned my passage by working as an unpaid hand, which accounts for my appearance.
Ⅲ Teaching difficult points
How explain the language points exactly and clearly
How to help the Ss better understand the useful sentence structures.
Ⅳ Teaching procedures:
Step1: Revision
T: Morning, boys and girls. In the last period, we learned a story of The Million Pound Bank-Note, now let’s review what we have learned.
Q1: What’s the main idea of this story
Q2: Would you like to say something about Henry Adams
Step2: Dealing with some language points
T: Well, you did a very good job! By the way, do you still remember that I asked you to find out your difficulties in the play Have you prepared for it
(The Ss asked some questions one by one and the teacher helps them work out their problems patiently)
T: Now, let’s deal with some important words and phrases. You’d better know their meanings according to the context and the knowledge of the word formation.
1. A large amount of money= a large sum of money
amount n.= total; whole; quantity 总数;总额; 数量
e.g. A large amount of money is spent on education every year.
amount v. amount to = add up to 总计;共达
e.g. His debts amount to 5 million yuan.
a large amount of, a great deal of, many, a little 之后跟不可数名词
a large number of, a great many, many, a few 之后跟可数名词
2. Make a bet
1 bet vt. = risk on a race or some other event of which the result is not sure 打赌; 赌博
e.g. He bet me 100 yuan that I wouldn’t be able to pass the exam. But I am sorry I failed once again.
2 vt. = be certain about sth. 绝对确信
I bet …= I’m certain…我肯定…
e.g. I bet our class will win the race next time.
3 bet n. =arrangment to risk money 赌博
make a bet on sth. with sb= bet on sth with sb.
e.g. I made a bet with him on the match between my class and his.
3. Permit me to lead the way, sir.
permit vt. give permission for sth.; allow 许可，允许
permit sb. to do sth: to allow something to happen, especially by an official order or decision
e.g. : Her mother would not permit her to come back late.
permit sth./doing sth.
e.g. :We do not permit smoking in the office.
permission n. 允许,常指口头上的允许
permit n. 允许,常指成文的允许;也指许可证、执照、通行证
注意：
(1) I'll see you after the meeting, if time permits.
(=if it finishes early enough)
(2) We'll have a picnic in the woods, weather permitting.
(=if the weather is good enough)
4. I wonder, Mr. Adams, if you mind us asking a few questions.
(1). wonder vt. 想知道
spoken used to ask politely for something
I wonder if/whether
e.g. I wonder if I might have a glass of water.
to think about something that you are not sure about and try to guess what is true, what will happen etc :
wonder who/what/how etc
e.g. I wonder how James is getting on.
I wonder who is going to give a lecture.
(2). mind vt. feel discomfort at sth; object to sth. 介意
Do you mind my／me sitting here
e.g. I don’t mind _____ the decision as long as it is not too late. (2000高考）
A. you to delay making B. your delaying making
C. your delaying to make D. you delay to make
注意：-----Do you mind my smoking here
-----Yes, you’d better not./ No, just go ahead.
5. I find myself carried out to sea by a strong wind.
find oneself doing sth（发现自己不知不觉…)
to gradually realize that you are doing something, although you had not intended or planned to do it
e.g. He found himself walking towards the park.
find oneself in/at etc (发现自己竟……）
a) to realize that you are in a particular situation, especially a bad one, that you did not expect
e.g. They suddenly found themselves without a goalkeeper.
b) to realize that you have arrived somewhere without intending to
e.g. After wandering around, we found ourselves back at the hotel.
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to be型不定式
e.g. (1) You will find a difficult book. (名词）
(2) I find maths to be difficult.（to be型）
(3) She found the door closed. (过去分词）
(4) We found him interesting.（现在分词）
(5) I find the article easy to understand.（形容词）
(6) When I arrived, I find him in bed.（介词短语）
(7) I found her out.（副词）
6. …, which account for my appearance.
account for sth 说明／解释…的原因
a) to be the reason why something happens
e.g. His illness accounts for his absence.
b) to give a satisfactory explanation of why something has happened or why you did something
e.g. How do you account for the sudden disappearance of the murder weapon.
7. by accident= by chance
e.g. I only found it by accident.
8. stare at
stare at angrily= glare at
9. to be honest (with sb.)= to tell you the truth = honestly speaking
10. pretend to do pretend to be doing
11. take chances of doing sth./on sth.(冒险/碰运气）
Step 3: Analyzing the useful sentence
(1) He is lost in London.他在伦敦迷了路
be lost 迷路；倾心于某事
e.g. He was lost in the forest for three days and nights.
He was so lost in reading this book that he forgot his train.
(2) As a matter of fact, I landed in Britain by accident. 事实上，我在伦敦上岸是偶然的。
As a matter of fact= in fact事实上， 实际上
e.g. I didn’t go to the club yesterday. As a matter of fact, I haven’t been there for a long time.
By accident 偶然的/地
e.g. By accident, he found the place where his brother had hidden the treasure.
(3) I earned my passage by working as an unpaid hand, which accounts for my appearance.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。
earn one’s passage 挣取旅费
e.g. He couldn’t afford the fare, and so he had to earn his passage by doing jobs on the ship.
Step 4 Summing up and homework
T: In this period, we mainly deal with language points. I am sure you have understood them. Today’s homework is trying to remember what you have learned as much as you can.
The 4th period ---Grammar
Ⅰ.Teaching aims
Enable the Ss to understand and use noun clauses as the object and predicative.
Ⅱ. Teaching important points
Noun clauses as the object and predicative
Ⅲ. Teaching difficult points
Noun clauses as the object and predicative
Ⅳ. Teaching procedures
Step1. Revision
T: Last period, we learnt some useful words and phrases. Now I’d like you to make sentences, using those words and phrases on the blackboard.
(the teacher write down the following words and phrases:1. permit me to lead the way 2. account for 3. make a bet 4. wonder 5. mind 6. by accident 7. to be honest 8. find oneself carried to the sea)
Step2. Grammar
1. Lead-in
T: Well, boys and girls, do you still remember the story The Million Pound Bank-Note
Ss: Yes.
T: Good, now let’s see some of its pictures again, recalling the story.
(Picture1: Henry was sitting on the chair, talking to the brothers.)
T: Well, you see, this is the first time that Henry has met the two brothers, and the brother is asking Henry some questions politely. For example:
(Show on the PPT)
May we ask what you are doing in this country
(Picture2: Henry was holding an envelope, looking a bit puzzled.)
T: When Henry was given a letter but couldn’t know what was in it until two o’clock, he was a little puzzled, so he asked the two brothers:
Why don’t you explain what this is all about
(Picture3: Henry wanted to give the letter back to the two brothers, while the brother refused.)
T: OK, in this picture, the brother is explaining to Henry that he was honest, and
That’s why we’ve given you the letter.
2. Grammar
T: Now, please look at these three sentences:
(1) May we ask what you are doing in this country
(2) Why don’t you explain what this is all about
(3) That’s why we’ve given you the letter.
They are all noun clauses. Could you tell me which noun clauses does each sentence belong to
(the first two belong to objective clause, while the last one belongs to predictive clause)
T: OK, now let’s learn more the grammar of this unit----- Noun clause as the object and predictive.
名词性从句：在一个复合句中，有些从句的作用相当于名词，可以充当主语、表语、宾语或者同位语，分别称为主语从句、表语从句、宾语从句或者同位语从句。这些从句统称为名词性从句。
1.宾语从句
从句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）
e.g. I know (that) Henry must be worried about what will happen to him.
（2）由what，whether (if), how ,why等引导的宾语从句
e.g. I can’t yet tell you whether I like this play or not.
Henry must be worried about what will happen to him.
（3）介词后面的宾语从句
e.g. The teacher is pleased with what she has said.
宾语从句注意点：
1 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。如：
I don’t think this dress fits you well.
Roderick don’t believe that a man can survive in the city for a month with only a million pound bank-note in his possession
I don’t suppose you will finish the work today.
但是: I hope he won’t give up.
2 It 作形式宾语：it不仅可以作形式主语，还可以作形式宾语,而真正的宾语——that从句则放在句尾。如：
We heard it that she would get married next month.
We think it important that every student should obey school rules.
3 宾语从句的时态特点：宾语从句的时态主要取决于主句的时态。主句是一般现在时时，从句允许使用任何时态。当主句时态为过去时时，从句时态除表示“真理、格言、谚语、客观存在、科学事实”用一般现在时外，一律用过去时态，根据具体情况作相应的变化。如：
My teacher told me that all is not gold that glitters.
I didn’t think he was wrong yesterday.
4 宾语从句与定语从句的区别
从句 宾语从句 定语从句
在复合句中充当的成分 宾语（放在动词或者介词后面） 定语（修饰名词或者代词）
引导词 that(一般可以省略）what/ whether/if/howwho/why/when/whomwhose/when/where 关系代词which/that/who(m)关系副词when/where/why
例句 I don’t know whom he wants to see. I don’t know the person whom you saw just now.
2. 表语从句
从句在复合句中用作表语，一般放在主句的谓语动词（连系动词）后面。引导表语从句的关联词有：连接词that, whether, as if, as though, because;连接代词who, whom, what, which, whose;连接副词when,where,how,why等。如：
What they want to know is whether Henry has any money on him or not.
That is what the two brothers want Henry to do.
It looks as if Henry is the best man to do the job.
The news is that the two brothers have gone abroad.
Step3. Exercises
I. Choose the best answer
1. Can you tell me the railway station
A. how I can get to B. how can I get to
C. where I can get to D. where can I get to
2. He asked me his story.
A. I liked B. did you like C. whether I like D. if I liked
3. Tim told his teacher that he born in 1986.
A. was B. had been C. is D. has been
4. A computer can only do you have instructed it to do.
A. how B. after C. what D. when
5. Mother asked the kid with his toy car.
A. what the matter was B. what was the matter
C. what the matter is D. what the matter is
6. She told me that she you in London a year before.
A. had met B. met C. would meet D. has met
7. This depends on the weather will be fine.
A. if B. whether C. that D. how
8. Parents are taught to understand important education is
to their children’s future.
A. that B. how C.such D. so
II. Fill in the blanks
1. I am surprised he has left without saying goodbye to us.
2. I don’t know he is doing there.
3. Please tell me she has gone.
4. Please find out the train leave.
5. The question is the film is worth seeing.
6. That’s he didn’t come yesterday.
7. I don’t know will attend the meeting.
8. Will you tell me I can keep healthy
9. The problem is we can get enough food.
10. He asked pen it was
Step 4 Homework
1. Recite the key sentences on the grammar---noun clauses as the object and predicative.
2. Do the exercises3 on P57.
The 5th Period---Listening/speaking/reading ( act two )
Teaching aims and demands:
*Knowledge aims:
1. To get the students to know more about the whole play by listening reading and acting, and make sure the students have a full understanding of the text.
2. To guide the students to have a discussion about the characters in the text .
3. To guide the students to get to know the features of a play.
*Ability aims:
1. To cultivate the students’ reading ability.
2. To cultivate the students’ oral English skills and related knowledge about a play by discussion and acting.
3. To improve the students’ creativity by guessing and acting.
*Moral aims:
1. To enable the students to know more about the quality of capitalist society and to guide them to have a proper attitude to money.
2. To educate the students to work together to finish some tasks.
3. To arouse the students’ interest in learning English through various activities in class.
Teaching important points:
1. To make the students have a full understanding of the text.
2. To make the students know more about a play by discussion and acting.
Teaching difficult points:
1. To improve the students’ reading ability.
2. To enable the students to voice their opinions freely.
Teaching materials:
1. The videos of the film clips.
2. Some related pictures.
3. A tape of the text.
Teaching aids:
1. Multi-media facilities.
2. A recorder.
Teaching methods:
1. Asking-and-answering method.
2. Discussing method.
3. Elicitation method.
Teaching procedures:
Step 1. Lead-in
Greet the students as usual.
T: We have learned the first part of the play “one million pound bank note”, can anyone tell us what happened to our hero Henry
S: Let me have a try. Henry is an American. He came to Britain by chance and was very poor. But the honest man was very lucky. He got a million pound bank note from two rich old men, who wanted to see what would happen to him after he had the big note.
T: Well done. Now our hero has got the bank note, and had a good meal for free. You see his coat is shabby, so where will he go next
S: the tailor’s
T: Do you want to know what will happen to him next Let’s watch the next part of the play.
Step 2. Watch the play “at the tailor’s”
After watching the film clip, the teacher asks the students to fill in the blanks according to the film.
After reading the letter from the brother, Henry puts it back into his coat pocket. Then he notices his coat is w____ out. So he finds a t_____ shop and goes in to get a new coat. Seeing the poor customer, none of the waiters is willing to s____ him. At last, the third waiter asks Henry to try on an ugly coat and tells him that is p______ in England at present. Before paying the money, Henry tells the rude waiter not to j____ people by their clothes.
However, after Henry shows the clerk and the owner the b_________. Both the clerk and the owner were s_______. The owner p_______ to be angry with the clerk. He becomes really p______ to Henry, and wants to sell more coats to him, even though he ______ want to buy them. When Henry tells him he is moving, the owner isn’t s________, because ______ ______________________________________________________________________________________________________
Step 3. ActII scenes 4—meet Portia
T: With the help of the one-million pound bank note, Henry got almost everything he needs without paying a cent. Then Henry meets the Heroin Portia at a big party of the upper class.
T: Listen to the tape, to see how the two young people meet. And tell us what kind of person do you think Portia is
Here is the listening script.
NARRATOR: Well, after that, it seemed like everyone on London was talking about Henry. After a while, he felt it was his duty to report to the American ambassador to Britain. The Ambassador gave him a warm welcome and invited Henry to a dinner party that very night. Of course, Henry was glad to go. He knew that he might need the ambassador when other’s found out just how poor he really was. We now join Henry on the balcony of the American ambassador’s home in London.
Ambassador: Ah, there you are.
Portia: (to Henry) How do you do
Ambassador: Mr. Adams, my special guest,
Miss Portia Langham.
Henry: How do you do
Portia: I’m afraid you must be too
busy for me.
Henry: Yes, indeed. I am, I mean, no,
no, not at all.
Ambassador: if you’ll excuse me, I must
return to the other guests
Portia: Won’t you sit down please
Henry: Yes, I’d love to-er-I’d like to. Thank
you, Miss.
Portia: That poor, dear ambassador. He
hates these parties as much as I do.
Nothing but talk, talk, talk. And no
one says anything anyone wants to
hear, do they
Henry: No, I suppose not.
Portia: The ambassador tells me you are a
rich man.
Henry: Well-er-not really.
Portia: He tells me you are the talk of
London these days. Why, it seems
that every banker and shop owner in
the city wants to meet you.
Henry: Yes, I’ve heard. I can’t understand
why, really. I’m not so special as that.
Portia: Oh, I don’t know about that, Mr.
Adams.
Henry: Please, call me Henry.
Portia: Henry, I mean, even the
ambassador is eager to know you
better.
Henry: Yes, it would seem to be so.
Portia: What’s the matter
Henry: Oh, nothing. Nothing, at least, that
anyone can help with.
Portia: Are you in some kind of trouble,
Henry
Step 4. Discussing & Acting
T: Obviously, we can see that Henry and Portia fell in love when they first saw each other. What’s more, I want to tell you that Portia is the step-daughter of Abel, one of the brothers who made the bet.
After a series of stories, the play comes to an end. Could you use your imagination to create an end You’d better work in groups of 4. Please discuss which one of the brothers win the bet, whether Henry and Poria can get together, if Henry wins, what kind of job will he get. After discussing, please act the end out.
Rules of acting the play: two play as the brothers, one as Henry and one as Portia.
S: various of ideas.
Step 5. Watching the end & Discussing
Thank you for your perfect performance. Now let’s enjoy the end of the play. Pay attention to the words the bothers and Henry say.
Do you agree “Money is everything” Tell me what money is
If you get a large amount of money, is it good or bad for your life
Step 6. Learn about the play
The language of the theatre
Ask the students to read some of the lines and find the features of the language.
The clue of the theatre
Clue is another characteristics of a theatre or a play. What is the clue of the whole story
S: the bank note.
T: Good. From the very beginning to the end, the whole story is all about the bank note. How it changes Henry’s life, how it shows all the people’s real mind, how it leads to a love story, and how it affects our attitude towards money.
T: the bank note is the clue, and also the centre of the conflicts.
Step 7. Appreciation of the whole play
If time permits, the teacher can show the students the whole movie.
Step 8. Homework
Make up the middle part of the story. Pay attention to the play conflicts, and the language of different characters.
…
letters
literary
giant
America's
short story writer
novelist
humorist
public speaker
America's best
known literary
figure
short stories
Novels
autobiography
Speeches
essays
travel
narratives
His works
PAGE
2
Designed by Yang Xueli Yan Feiyang Yang Xia Ye Tingting Ma Biao
Ⅰ Teaching Aims and Demands:
1. Skill Goals:
1)Talk about Mark Twain and his works .
2)Learn how to act out a play.
3)Learn how to request and order food.
4)Learn Noun clauses as the object and predicative.
5)Write a play or drama.
2.Function sentence patterns
1) Request
Would you please come in
Would you mind waiting just a few minutes
----May I ask you how much money you have
-----well ,to be honest ,I have none .
Could you offer me some kind of work
-----I wonder ,Mr. Adams, if you mind us asking a few questions
----Go right ahead.
2)Ordering food
I’d like some ham and eggs and nice bid steak.
I’ll have a nice long glass of beer.
3)Have you ever made a bet with a friend If so ,what did you bet on
4)He is lost in London .
5) Permit me to lead the way, sir .
6)As a matter of fact ,I landed in Britain by accident.
7)His eyes stare at what is left of the brother’s dinner on the table.
8) l earned my passage by working as an unpaid hand ,which accounts for my appearance.
9) well ,we will have to take a chance.
10) what’s there to wait for
11) He’s in rags!
3.Vocabulary bet,scene,tale,servant,spot,bay,passage,account,appearance,patience,silly,unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,
bow,decade,pilot,humor,novel,character,director,barber
phrases:
make a bet, go ahead, by accident, account for , to be honest, in rags, even if ,get in trouble
4.Grammar:Noun clauses as the object and predicative.
Ⅱ. Teaching Arrangement:
The first period: Warming Up and reading (about Mark Twain)
The second period: Reading (scene 3 and 4 of Act One)
The third period: learning about language
The fourth period: grammar
The fifth period: Listening, reading and writing of workbook (act two)
The 1st Period-- Warming Up and reading (about Mark Twain)
Teaching aims and demands:
1. To provoke students’ interest in literature.
2. To help students know something about Mark Twain and his works
3. To develop the ability of appreciating and talking about short stories and dramas
4. To educate and inspire students to love our country by learning the
drama to know about darkness of the capitalistic countries.
Teaching procedures:
Step1. Lead-in
T: Hello, everyone. Nice to meet you again. Have you had a good weekend What do you usually do on weekends to enjoy yourself
S: To Play Pingpang, play basketball, go hiking, go climbing, go to the cinema, listen to pop music, take a walk in the park, watch TV and so on…. (possible answers)
T: So many things that we can enjoy ourselves. I like to read short stories and novels on the Internet. Are you familiar with some of world famous writers
S: O’Henry, Shakespeare, Dickens, Birmingham, Mark Twain …
T: well –done .It seems that you know a lot of writers.
Step 2 Warming-up
T: Would you like to guess who this man is (show the pictures of Mark Twain).
S: Mark Twain.
T: Yes, What do you know about the American writer Mark Twain Do you know any of his works Can you name any of them
S: Mark Twain, his real name is Samuel Langhorne Clemens
(11/30/1835-04/21/1910)
T: Yes, exactly, but do you know what his pen name Mark Twain means Do you want know more about him and his works Take a look at screen,
Let us together know what evaluation given to him, his brief life introduction, his main works, his quotations and the timeline of events in hislife, etc.
life introduction:
Mark Twain, an American writer, novelist and humorist, published more than 30 books, hundreds of short stories and essays and gave
lecture tours around the world throughout his career. During his whole life, Mark Twain carried on many kinds of jobs. From 1864, he became a reporter and travelled in Europe. By the end of his life in 1910, he had become known as the perfect example of American author. Behind the mask of humour and satire, his writing often criticized social morals, politics and human nature, making his literature a unique reflection of the American experience in the latter part of the nineteenth century. In the 1890s Mark Twain became very poor. To recover from the bankruptcy, he started a world lecture tour, during which one of his daughters died. The death of his wife and his second daughter darkened his later years.
Mark Twain died on April 21, 1910.
Time line of the events
1835- Haley's Comet welcomed the birth of Samuel Langhorn Clemens. He was born in Florida, MO on November 30. His mom was Jane and his dad was John. He was six of seven kids.
1857- The Clemens family moved to Hannibal, MO.
1862- Mark Twain's dad, John Marshall died at age 49.
1847- 1856- He worked for his brother for newspapers then went to St. Louis, New York City, Philadelphia and Cincinnati to work at a print shop. Then went to help his brothers with the newspaper in Kakoki, Iowa.
1858- Mark made his plans to travel to South America, but when he started down Mississippi River, he took a break from the river and went to New Orleans. While he was there, he met Horace Bixby and made him teach him how to be a riverboat pilot.
1859- In April, Mark Twain became a licensed riverboat pilot.
1863- Clemens began to work for the newspaper in Virginia City, Nevada. This is when he started to use the name, "Mark Twain." Mark Twain means safe water.
1866- Twain traveled to Hawaii to write articled in the newspaper. He stayed there for a long while.
1870- Samuel thought his writing was better than newspapers and magazines, so he started traveling, writing, and lecturing.
1870- Clemens got married to Olivia.1874- Twain moved to Hartford, Conn.
1910- Mark Twain died on April 21, in Redding, Conn. From heart disease. Haley's Comet visited again just like the year of his birth.
Works by Mark Twain
The Celebrated Jumping Frog of Calaveras County, and Other Sketches (1865)
The Innocents Abroad (1869)
Roughing It (1872)
The Gilded Age with Charles Dudley Warner (1873)
Tom Sawyer (1876)
A Tramp Abroad (1880)
The Prince and The Pauper (1881)
Huckleberry Finn (1884)
Connecticut Yankee in King Arthur's Court (1889)
Pudd'nhead Wilson (1894)
Personal Recollections of Joan of Arc (1895)
Following the Equator (1897)
The Man That Corrupted Hadleyburg (1900)
The Mysterious Stranger (1916)
Letters From The Earth (1962)
「苦行記」(Roughing It)，「密西西比河上的生活」(Life on the Mississippi)，「湯姆歷險記」(The Adventures of Tom Sawyer, 1876)、「頑童流浪記」(The Adventures o f Huckleberry Finn, 1884) 、「鍍金時代」(The Gilded Age, 1873)、「海外浪跡」(A Tramp Abroad, 1880)、「王子與貧民」(The Prince and the Pauper, 1882)、「亞瑟王廷之康乃迪克佬」(A Connecticut Yankee in King Arthur's Court, 1889)、「傻威爾遜之悲劇」(The Tragedy of Pudding Head Wilson, 1891)、「聖女貞德回憶錄」(Personal Recollections of Joan of Arc, 1896)，
classification
The writer’s introduction to The Adventures of Tom Sawyer (1876)
Most of the adventures recorded in this book really happened; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual — he is a combination of the three boys whom I knew. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shocked by men and women, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what strange adventures they sometimes took part in.
The Adventures of Tom Sawyer
This edition presents Twain's classic American novel in an unabridged text with a reader's guide that's suitable for both children and adults. Mark Twain's classic novel, The Adventures of Huckleberry Finn, tells the story of a teenaged misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. Though some of the situations in Huckleberry Finn are funny in themselves (the cockeyed Shakespeare production in Chapter 21 leaps instantly to mind), this book's humor is found mostly in Huck's unique worldview and his way of expressing himself. Describing his brief sojourn with the Widow Douglas after she adopts him, Huck says: "After supper she got out her book and learned me about Moses and the Bulrushers,
and I was in a sweat to find out all about him; but by and by she let it out that Moses had been dead a considerable long time; so then I didn't care no more about him, because I don't take any stock in dead people." Underlying Twain's good humor is a dark subcurrent of Antebellum cruelty and injustice that makes The Adventures of Huckleberry Finn a frequently funny book with a serious message.
The Prince and The Pauper (1881)
At the beginning of the story, it says: I will set down a tale as it was told to me by one who had it of his father, which latter had it of HIS father, this last having in like manner had it of HIS father--and so on, back and still back, three hundred years and more, the fathers transmitting it to the sons and so preserving it. It may be history, it may be only a legend, a tradition. It may have happened, it may not have happened: but it COULD have happened. It may be that the wise and the learned believed it in the old days; it may be that only the unlearned and the simple loved it and credited it.
His quotation:
"Love your enemy, it will scare the hell out of them.”
“The man who does not read books has no advantage over the man that cannot read them.”
“Always tell the truth; then you don’t have to remember anything.” Humor has been well defined as thinking in fun while feeling
in earnest.” 幽默被人正确地解释为“以诚挚表达感受，寓深思于嬉笑”。--- Mark Twain
step3. Reading about Mark Twain on page 23
T: We have known so much information about this great literary giant, I am sure you have a clear picture of him in your mind. Now turn to page 23, let’s see what the text tells us about Mark Twain.
Read fast ,and then finish the following :
Mark Twain has a meaning, which means ___________ feet deep or ________ meters deep.
How old was Twain when he began writing stories
.What is his first story
.For what was his writing famous
.Which universities honored him for his writing
Step 4 Careful reading
Real name of Mark Twain
Year of birth
Places where he lived
Names of three of his famous stories
Working experience
Step 5. Further understanding
What was Mark Twain’s life like in the last years of his life
As a result of this, what happened to his writing
Step 6 .Discussion
What do you learn from him and his works
Step7. Homework
1: to surf the Internet to find out more
about Mark Twain and his works
http://www.online-/twain/ ( http: / / www.online- / twain / " \t "_parent )
http:www.etext.virginia.edu/railton/
2. to preview the next lesson: Reading
3. to retell the reading about Mark Twain
The 2nd period---Reading of scene 3 and 4 of act 1
Teaching aims and demands:
*Knowledge aims:
1. To learn some words and expressions.
2. To make sure the students have a full understanding of the text.
3. To guide the students to have a discussion about the characteristics of the hero in the play.
4. To get the students to know more about a play by reading and acting.
*Ability aims:
1. To cultivate the students’ reading ability.
2. To cultivate the students’ oral English skills and related knowledge about a play by discussion and acting.
*Moral aims:
1. To enable the students to know more about the quality of capitalist society and to educate them to love our country more.
2. To educate the students to work together to finish some tasks.
3. To arouse the students’ interest in learning English through various activities in class.
Teaching important points:
1. To make the students have a full understanding of the text.
2. To make the students know more about a play by discussion and acting.
Teaching difficult points:
1. To improve the students’ reading ability.
2. To enable the students to voice their opinions freely.
Teaching materials:
1. The videos of the film clips.
2. Some related pictures.
3. A tape of the text.
Teaching aids:
1. Multi-media facilities.
2. A recorder.
Teaching methods:
1. Asking-and-answering method.
2. Discussing method.
3. Elicitation method.
Teaching procedures:
Steps Teacher’s activities Students’ activities
Step 1 Greeting andleading in Greet everyone as usual.Ask the students:Do you want to be rich to lead in the question:Suppose you get a large amount of money by buying lottery tickets (彩票) and become a millionaire (百万富翁). What will you do with the money 3. Can you do those things without spending the money Think about the questions and some students answer them.
Step 2 Brief introduction Tell students that there is a man who can buy things without spending the money and show a picture of the book and to lead in the story.Show Henry’s picture and introduce him simply. Guess who the man is and look at the picture.Listen carefully.
Step3 Fast-Reading 1. Get the students to read the text quickly and fill in the blanks. 1.Read the text quickly and fill in the blanks.
Step4 Watchingthe clip Show the two brothers’ picture and introduce them simply. Let students watch the clip of the movie and guess what the bet is.Tell students the bet. Listen carefully.Watch the movie and try to guess what the bet is.
Step 3 Careful-Reading Get the students to read the text and ask questions if they have any difficulty in understanding.Ask the functions of the stage directions. Read the text and ask if necessary for understanding.Think about the functions of the stage directions.
Step 4Consolidation 1. Get the students to listen to the tape of the text, read Henry’s words after the tape and think about Henry’s character. 1. Listen to and read after the tape, thinking about Henry’s character.
Step 5Discussion 1. Guide the students to find out what kind of person the character is: Henry Adams and encourage them to voice their opinions, making the students know more about a play. Work in groups to discuss the characters and then speak out their opinions.
Step 6Acting out 1. Encourage students to act out the play. 1. Be brave to act out.
Step 7 Assignment 1.Read the play with emotion.2.Finish Exercise 1 and 2 on Page 19.reading Listen attentively and write down the assignment.
(scene 4 of act 1)Step 1Revision andLeading-in Review Act 1 Scene 3;Arose the students’ interest in Scene 4. Where will Henry go first as he has got some money 1. Think about the questions and get some students answer them.
Step 2Fast-reading 1. Get the students read the text quickly to know the following part of the story. 1. Read Scene 4 quickly and answer some questions.
Step 3Careful-reading 1. Get the students read the text carefully and focus on the change of others’ attitude after Henry showing the bank note.How do they change their attitude Why Humors and satires 1. Read the text carefully and think about the change of people’s attitude.From their words and behaviour.Money worship.The change of other’ attitude; the appearance of Mr. Clemens who shares the same name with the writer.
Step 4 Retelling 1. Get students retell Act 1 Scene4. Fill in the blanks to retell the story.
Step 5 Enjoying the clip 1. Play the clip of the movie. Enjoy the movie.
Step 6Film-dubbing 1. Guide the students to dub Scene4 of the play, paying attention to the characters. Groups in four practise dubbing Scene 4.
Step 7Assignment Read the play again and again after class.Finish Exercise 1 and 2 on Page 56. Listen attentively and write down the assignment.
Blackboard design:
1. The title : Unit 3 The Million Pound Bank-Note
2. Some words and phrases:
a large amount of ; millionaire ; make a bet (on sth.) ; land ( (v.); ; bay ; jealous ; character ;
“fact” and “opinion”
The 3rd period --Using language
ⅠTeaching aims
Learn the useful expressions and sentence structure in the reading.
Enable the Ss to use the language points both orally and in written form.
Get the Ss to guess the meanings of the words or expressions according to the context.
Ⅱ Teaching important points
The useful words and phrases:
bet, make a bet, permit, amount, account for, find oneself doing sth, stare at, wonder, mind, by accident etc.
Useful sentence structures:
(1) Have you ever made a bet with a friend If so, what did you bet on P17
(2) He is lost in London.P17
(3) Permit me to lead the way, sir. P17
(4) As a matter of fact, I landed in Britain by accident. P18
(5) His eyes stare at what is left of the brother’s dinner on the table. P18
(6) I wondered, Mr. Adams, if you’d mind us asking a few questions. P18
(7) I earned my passage by working as an unpaid hand, which accounts for my appearance.
Ⅲ Teaching difficult points
How explain the language points exactly and clearly
How to help the Ss better understand the useful sentence structures.
Ⅳ Teaching procedures:
Step1: Revision
T: Morning, boys and girls. In the last period, we learned a story of The Million Pound Bank-Note, now let’s review what we have learned.
Q1: What’s the main idea of this story
Q2: Would you like to say something about Henry Adams
Step2: Dealing with some language points
T: Well, you did a very good job! By the way, do you still remember that I asked you to find out your difficulties in the play Have you prepared for it
(The Ss asked some questions one by one and the teacher helps them work out their problems patiently)
T: Now, let’s deal with some important words and phrases. You’d better know their meanings according to the context and the knowledge of the word formation.
1. A large amount of money= a large sum of money
amount n.= total; whole; quantity 总数;总额; 数量
e.g. A large amount of money is spent on education every year.
amount v. amount to = add up to 总计;共达
e.g. His debts amount to 5 million yuan.
a large amount of, a great deal of, many, a little 之后跟不可数名词
a large number of, a great many, many, a few 之后跟可数名词
2. Make a bet
1 bet vt. = risk on a race or some other event of which the result is not sure 打赌; 赌博
e.g. He bet me 100 yuan that I wouldn’t be able to pass the exam. But I am sorry I failed once again.
2 vt. = be certain about sth. 绝对确信
I bet …= I’m certain…我肯定…
e.g. I bet our class will win the race next time.
3 bet n. =arrangment to risk money 赌博
make a bet on sth. with sb= bet on sth with sb.
e.g. I made a bet with him on the match between my class and his.
3. Permit me to lead the way, sir.
permit vt. give permission for sth.; allow 许可，允许
permit sb. to do sth: to allow something to happen, especially by an official order or decision
e.g. : Her mother would not permit her to come back late.
permit sth./doing sth.
e.g. :We do not permit smoking in the office.
permission n. 允许,常指口头上的允许
permit n. 允许,常指成文的允许;也指许可证、执照、通行证
注意：
(1) I'll see you after the meeting, if time permits.
(=if it finishes early enough)
(2) We'll have a picnic in the woods, weather permitting.
(=if the weather is good enough)
4. I wonder, Mr. Adams, if you mind us asking a few questions.
(1). wonder vt. 想知道
spoken used to ask politely for something
I wonder if/whether
e.g. I wonder if I might have a glass of water.
to think about something that you are not sure about and try to guess what is true, what will happen etc :
wonder who/what/how etc
e.g. I wonder how James is getting on.
I wonder who is going to give a lecture.
(2). mind vt. feel discomfort at sth; object to sth. 介意
Do you mind my／me sitting here
e.g. I don’t mind _____ the decision as long as it is not too late. (2000高考）
A. you to delay making B. your delaying making
C. your delaying to make D. you delay to make
注意：-----Do you mind my smoking here
-----Yes, you’d better not./ No, just go ahead.
5. I find myself carried out to sea by a strong wind.
find oneself doing sth（发现自己不知不觉…)
to gradually realize that you are doing something, although you had not intended or planned to do it
e.g. He found himself walking towards the park.
find oneself in/at etc (发现自己竟……）
a) to realize that you are in a particular situation, especially a bad one, that you did not expect
e.g. They suddenly found themselves without a goalkeeper.
b) to realize that you have arrived somewhere without intending to
e.g. After wandering around, we found ourselves back at the hotel.
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to be型不定式
e.g. (1) You will find a difficult book. (名词）
(2) I find maths to be difficult.（to be型）
(3) She found the door closed. (过去分词）
(4) We found him interesting.（现在分词）
(5) I find the article easy to understand.（形容词）
(6) When I arrived, I find him in bed.（介词短语）
(7) I found her out.（副词）
6. …, which account for my appearance.
account for sth 说明／解释…的原因
a) to be the reason why something happens
e.g. His illness accounts for his absence.
b) to give a satisfactory explanation of why something has happened or why you did something
e.g. How do you account for the sudden disappearance of the murder weapon.
7. by accident= by chance
e.g. I only found it by accident.
8. stare at
stare at angrily= glare at
9. to be honest (with sb.)= to tell you the truth = honestly speaking
10. pretend to do pretend to be doing
11. take chances of doing sth./on sth.(冒险/碰运气）
Step 3: Analyzing the useful sentence
(1) He is lost in London.他在伦敦迷了路
be lost 迷路；倾心于某事
e.g. He was lost in the forest for three days and nights.
He was so lost in reading this book that he forgot his train.
(2) As a matter of fact, I landed in Britain by accident. 事实上，我在伦敦上岸是偶然的。
As a matter of fact= in fact事实上， 实际上
e.g. I didn’t go to the club yesterday. As a matter of fact, I haven’t been there for a long time.
By accident 偶然的/地
e.g. By accident, he found the place where his brother had hidden the treasure.
(3) I earned my passage by working as an unpaid hand, which accounts for my appearance.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。
earn one’s passage 挣取旅费
e.g. He couldn’t afford the fare, and so he had to earn his passage by doing jobs on the ship.
Step 4 Summing up and homework
T: In this period, we mainly deal with language points. I am sure you have understood them. Today’s homework is trying to remember what you have learned as much as you can.
The 4th period ---Grammar
Ⅰ.Teaching aims
Enable the Ss to understand and use noun clauses as the object and predicative.
Ⅱ. Teaching important points
Noun clauses as the object and predicative
Ⅲ. Teaching difficult points
Noun clauses as the object and predicative
Ⅳ. Teaching procedures
Step1. Revision
T: Last period, we learnt some useful words and phrases. Now I’d like you to make sentences, using those words and phrases on the blackboard.
(the teacher write down the following words and phrases:1. permit me to lead the way 2. account for 3. make a bet 4. wonder 5. mind 6. by accident 7. to be honest 8. find oneself carried to the sea)
Step2. Grammar
1. Lead-in
T: Well, boys and girls, do you still remember the story The Million Pound Bank-Note
Ss: Yes.
T: Good, now let’s see some of its pictures again, recalling the story.
(Picture1: Henry was sitting on the chair, talking to the brothers.)
T: Well, you see, this is the first time that Henry has met the two brothers, and the brother is asking Henry some questions politely. For example:
(Show on the PPT)
May we ask what you are doing in this country
(Picture2: Henry was holding an envelope, looking a bit puzzled.)
T: When Henry was given a letter but couldn’t know what was in it until two o’clock, he was a little puzzled, so he asked the two brothers:
Why don’t you explain what this is all about
(Picture3: Henry wanted to give the letter back to the two brothers, while the brother refused.)
T: OK, in this picture, the brother is explaining to Henry that he was honest, and
That’s why we’ve given you the letter.
2. Grammar
T: Now, please look at these three sentences:
(1) May we ask what you are doing in this country
(2) Why don’t you explain what this is all about
(3) That’s why we’ve given you the letter.
They are all noun clauses. Could you tell me which noun clauses does each sentence belong to
(the first two belong to objective clause, while the last one belongs to predictive clause)
T: OK, now let’s learn more the grammar of this unit----- Noun clause as the object and predictive.
名词性从句：在一个复合句中，有些从句的作用相当于名词，可以充当主语、表语、宾语或者同位语，分别称为主语从句、表语从句、宾语从句或者同位语从句。这些从句统称为名词性从句。
1.宾语从句
从句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）
e.g. I know (that) Henry must be worried about what will happen to him.
（2）由what，whether (if), how ,why等引导的宾语从句
e.g. I can’t yet tell you whether I like this play or not.
Henry must be worried about what will happen to him.
（3）介词后面的宾语从句
e.g. The teacher is pleased with what she has said.
宾语从句注意点：
1 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。如：
I don’t think this dress fits you well.
Roderick don’t believe that a man can survive in the city for a month with only a million pound bank-note in his possession
I don’t suppose you will finish the work today.
但是: I hope he won’t give up.
2 It 作形式宾语：it不仅可以作形式主语，还可以作形式宾语,而真正的宾语——that从句则放在句尾。如：
We heard it that she would get married next month.
We think it important that every student should obey school rules.
3 宾语从句的时态特点：宾语从句的时态主要取决于主句的时态。主句是一般现在时时，从句允许使用任何时态。当主句时态为过去时时，从句时态除表示“真理、格言、谚语、客观存在、科学事实”用一般现在时外，一律用过去时态，根据具体情况作相应的变化。如：
My teacher told me that all is not gold that glitters.
I didn’t think he was wrong yesterday.
4 宾语从句与定语从句的区别
从句 宾语从句 定语从句
在复合句中充当的成分 宾语（放在动词或者介词后面） 定语（修饰名词或者代词）
引导词 that(一般可以省略）what/ whether/if/howwho/why/when/whomwhose/when/where 关系代词which/that/who(m)关系副词when/where/why
例句 I don’t know whom he wants to see. I don’t know the person whom you saw just now.
2. 表语从句
从句在复合句中用作表语，一般放在主句的谓语动词（连系动词）后面。引导表语从句的关联词有：连接词that, whether, as if, as though, because;连接代词who, whom, what, which, whose;连接副词when,where,how,why等。如：
What they want to know is whether Henry has any money on him or not.
That is what the two brothers want Henry to do.
It looks as if Henry is the best man to do the job.
The news is that the two brothers have gone abroad.
Step3. Exercises
I. Choose the best answer
1. Can you tell me the railway station
A. how I can get to B. how can I get to
C. where I can get to D. where can I get to
2. He asked me his story.
A. I liked B. did you like C. whether I like D. if I liked
3. Tim told his teacher that he born in 1986.
A. was B. had been C. is D. has been
4. A computer can only do you have instructed it to do.
A. how B. after C. what D. when
5. Mother asked the kid with his toy car.
A. what the matter was B. what was the matter
C. what the matter is D. what the matter is
6. She told me that she you in London a year before.
A. had met B. met C. would meet D. has met
7. This depends on the weather will be fine.
A. if B. whether C. that D. how
8. Parents are taught to understand important education is
to their children’s future.
A. that B. how C.such D. so
II. Fill in the blanks
1. I am surprised he has left without saying goodbye to us.
2. I don’t know he is doing there.
3. Please tell me she has gone.
4. Please find out the train leave.
5. The question is the film is worth seeing.
6. That’s he didn’t come yesterday.
7. I don’t know will attend the meeting.
8. Will you tell me I can keep healthy
9. The problem is we can get enough food.
10. He asked pen it was
Step 4 Homework
1. Recite the key sentences on the grammar---noun clauses as the object and predicative.
2. Do the exercises3 on P57.
The 5th Period---Listening/speaking/reading ( act two )
Teaching aims and demands:
*Knowledge aims:
1. To get the students to know more about the whole play by listening reading and acting, and make sure the students have a full understanding of the text.
2. To guide the students to have a discussion about the characters in the text .
3. To guide the students to get to know the features of a play.
*Ability aims:
1. To cultivate the students’ reading ability.
2. To cultivate the students’ oral English skills and related knowledge about a play by discussion and acting.
3. To improve the students’ creativity by guessing and acting.
*Moral aims:
1. To enable the students to know more about the quality of capitalist society and to guide them to have a proper attitude to money.
2. To educate the students to work together to finish some tasks.
3. To arouse the students’ interest in learning English through various activities in class.
Teaching important points:
1. To make the students have a full understanding of the text.
2. To make the students know more about a play by discussion and acting.
Teaching difficult points:
1. To improve the students’ reading ability.
2. To enable the students to voice their opinions freely.
Teaching materials:
1. The videos of the film clips.
2. Some related pictures.
3. A tape of the text.
Teaching aids:
1. Multi-media facilities.
2. A recorder.
Teaching methods:
1. Asking-and-answering method.
2. Discussing method.
3. Elicitation method.
Teaching procedures:
Step 1. Lead-in
Greet the students as usual.
T: We have learned the first part of the play “one million pound bank note”, can anyone tell us what happened to our hero Henry
S: Let me have a try. Henry is an American. He came to Britain by chance and was very poor. But the honest man was very lucky. He got a million pound bank note from two rich old men, who wanted to see what would happen to him after he had the big note.
T: Well done. Now our hero has got the bank note, and had a good meal for free. You see his coat is shabby, so where will he go next
S: the tailor’s
T: Do you want to know what will happen to him next Let’s watch the next part of the play.
Step 2. Watch the play “at the tailor’s”
After watching the film clip, the teacher asks the students to fill in the blanks according to the film.
After reading the letter from the brother, Henry puts it back into his coat pocket. Then he notices his coat is w____ out. So he finds a t_____ shop and goes in to get a new coat. Seeing the poor customer, none of the waiters is willing to s____ him. At last, the third waiter asks Henry to try on an ugly coat and tells him that is p______ in England at present. Before paying the money, Henry tells the rude waiter not to j____ people by their clothes.
However, after Henry shows the clerk and the owner the b_________. Both the clerk and the owner were s_______. The owner p_______ to be angry with the clerk. He becomes really p______ to Henry, and wants to sell more coats to him, even though he ______ want to buy them. When Henry tells him he is moving, the owner isn’t s________, because ______ ______________________________________________________________________________________________________
Step 3. ActII scenes 4—meet Portia
T: With the help of the one-million pound bank note, Henry got almost everything he needs without paying a cent. Then Henry meets the Heroin Portia at a big party of the upper class.
T: Listen to the tape, to see how the two young people meet. And tell us what kind of person do you think Portia is
Here is the listening script.
NARRATOR: Well, after that, it seemed like everyone on London was talking about Henry. After a while, he felt it was his duty to report to the American ambassador to Britain. The Ambassador gave him a warm welcome and invited Henry to a dinner party that very night. Of course, Henry was glad to go. He knew that he might need the ambassador when other’s found out just how poor he really was. We now join Henry on the balcony of the American ambassador’s home in London.
Ambassador: Ah, there you are.
Portia: (to Henry) How do you do
Ambassador: Mr. Adams, my special guest,
Miss Portia Langham.
Henry: How do you do
Portia: I’m afraid you must be too
busy for me.
Henry: Yes, indeed. I am, I mean, no,
no, not at all.
Ambassador: if you’ll excuse me, I must
return to the other guests
Portia: Won’t you sit down please
Henry: Yes, I’d love to-er-I’d like to. Thank
you, Miss.
Portia: That poor, dear ambassador. He
hates these parties as much as I do.
Nothing but talk, talk, talk. And no
one says anything anyone wants to
hear, do they
Henry: No, I suppose not.
Portia: The ambassador tells me you are a
rich man.
Henry: Well-er-not really.
Portia: He tells me you are the talk of
London these days. Why, it seems
that every banker and shop owner in
the city wants to meet you.
Henry: Yes, I’ve heard. I can’t understand
why, really. I’m not so special as that.
Portia: Oh, I don’t know about that, Mr.
Adams.
Henry: Please, call me Henry.
Portia: Henry, I mean, even the
ambassador is eager to know you
better.
Henry: Yes, it would seem to be so.
Portia: What’s the matter
Henry: Oh, nothing. Nothing, at least, that
anyone can help with.
Portia: Are you in some kind of trouble,
Henry
Step 4. Discussing & Acting
T: Obviously, we can see that Henry and Portia fell in love when they first saw each other. What’s more, I want to tell you that Portia is the step-daughter of Abel, one of the brothers who made the bet.
After a series of stories, the play comes to an end. Could you use your imagination to create an end You’d better work in groups of 4. Please discuss which one of the brothers win the bet, whether Henry and Poria can get together, if Henry wins, what kind of job will he get. After discussing, please act the end out.
Rules of acting the play: two play as the brothers, one as Henry and one as Portia.
S: various of ideas.
Step 5. Watching the end & Discussing
Thank you for your perfect performance. Now let’s enjoy the end of the play. Pay attention to the words the bothers and Henry say.
Do you agree “Money is everything” Tell me what money is
If you get a large amount of money, is it good or bad for your life
Step 6. Learn about the play
The language of the theatre
Ask the students to read some of the lines and find the features of the language.
The clue of the theatre
Clue is another characteristics of a theatre or a play. What is the clue of the whole story
S: the bank note.
T: Good. From the very beginning to the end, the whole story is all about the bank note. How it changes Henry’s life, how it shows all the people’s real mind, how it leads to a love story, and how it affects our attitude towards money.
T: the bank note is the clue, and also the centre of the conflicts.
Step 7. Appreciation of the whole play
If time permits, the teacher can show the students the whole movie.
Step 8. Homework
Make up the middle part of the story. Pay attention to the play conflicts, and the language of different characters.
…
letters
literary
giant
America's
short story writer
novelist
humorist
public speaker
America's best
known literary
figure
short stories
Novels
autobiography
Speeches
essays
travel
narratives
His works
PAGE
2
同课章节目录