山东省沂水县第一中学高中英语 Unit 3 The Million Pound Bank教案 新人教版必修3

Unit
3
The
Million
Pound
Bank-Note
Ｉ．
单元教学目标
技能目标Skill
GoalsTalk
about
short
stories
and
dramas.Learn
how
to
act
out
a
play.Learn
how
to
request
and
order
food.Learn
Noun
clauses
as
the
object
and
predicative.Write
a
play
or
drama.
II．
目标语言
功
能
句
式
Request（请求）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.Ordering
food
(点餐)I’d
like
some
ham
and
eggs
and
a
nice
big
steak.I’ll
have
a
nice
long
glass
of
beer.
词
汇
1.
四会词汇
Birthplace,
novel,
adventure
phrase
author
scene
wander
pavement
businessman
permit
ahead
bay
stare
fault
spot
passage
account
embassy
seek
patience
contrary
envelope
unbelievable
steak
pineapple
dessert
amount
rude
manner
scream
genuine
rag
indeed
bow
barber2.
认读词汇narrator,
incredible,
Roderick,
Oliver,
nightfall,
unpaid,
charity,
willingness,
simply,
Clemens,
issue,
fake,
boyhood,
Hannibal,
Missouri,
Mississippi,
fathom,
contest,
Yale,
loneliness,
playwright,
script3.
固定词组
Bring
up,
go
ahead,
by
accident,
stare
at,
account
for,
on
the
contrary,
take
a
chance,
in
rags,
as
for4.
重点词汇bet,
make
a
bet,
permit,
go
ahead,
by
accident,
stare,
account
for,
to
be
honest,
jealous,
in
rags,
indeed,
even
if,
get
into
trouble
语法
Noun
clauses
as
the
object
(宾语从句)I
can’t
say
that
I
have
any
plans....and
he
does
not
know
what
he
should
do.I
did
not
know
whether
I
could
survive
until
morning.Noun
clauses
as
the
predicative
(表语从句)That’s
why
we’ve
given
you
the
letter.
第一课时
Reading
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
bet,
make
a
bet,
permit,
go
ahead,
by
accident,
stare,
account
for,
to
be
honest,
jealous
b.
交际用语
Expressions
on
request:
Would
you
step
inside
a
moment,
please
Would
you
please
come
in
May
we
ask
what
you’re
doing
in
this
country
and
what
your
plans
are
Well,
why
don’t
you
explain
what
this
is
all
about
c.
重点句型
2.
Ability
goals能力目标
a.
Enable
students
to
read
and
hear
natural
language
in
a
dramatic
context
and
increase
their
self-confidence
in
using
English,
which
will
increase
their
overall
motivation
to
learn
English.
b.
Enable
students
to
sum
up
the
main
idea
of
ACT
ONE
Scene
3.
c.
Enable
students
to
understand
the
details
about
the
whole
scene.
d.
Retell
the
scene
using
the
key
words
of
the
whole
scene.
e.
Express
their
opinions
by
answering
the
following
questions:
1)
Do
you
think
money
is
everything
Why
2)
Do
you
agree
that
only
money
can
bring
people
happiness
3.
Learning
ability
goals
学能目标
a.
Help
students
to
understand
natural
language
in
the
dramatic
context
and
increase
their
self-confidence
in
using
English.
b.
Help
students
to
sum
up
the
main
idea
of
ACT
ONE
Scene3.
c.
Help
students
to
understand
the
details
of
the
whole
scene.
d.
Get
students
to
retell
the
whole
scene.
e.
Help
them
to
answer
the
following
questions:
1)
Do
you
think
money
is
everything
2)
Do
you
agree
that
only
money
can
bring
people
happiness
Teaching
important
points
教学重点
a.
How
to
interpret
language
through
tone
of
voice
and
body
language,
gaining
a
greater
appreciation
of
the
various
verbal
and
non-verbal
ways
in
which
language
works.
b.
Discuss
the
questions:
1)
Do
you
think
money
is
everything
2)
Do
you
agree
that
only
money
can
bring
people
happiness
Teaching
difficult
points教学难点
Discuss
the
questions:
1)
Do
you
think
money
is
everything
2)
Do
you
agree
that
only
money
can
bring
people
happiness
Teaching
methods
教学方法
Elicitation,
discussion,
listening,
reading
and
pair
work.
Teaching
aids
教具准备
A
computer,
a
projector
and
a
tape
recorder.
Teaching
procedures
and
ways教学过程与方式
Warming
up-I
What
do
you
know
about
Mark
Twain
Do
you
know
any
of
his
works
Read
the
short
passage
quickly
and
fill
in
the
chart.
Real
name
Meaning
of
his
pen
name
Birth
date
Birthplace
Place
where
he
grew
up
His
famous
stories

Then
give
an
introduction
of
Mark
Twain(1835—1910):
The
greatest
humorist
of
the
19th
century
American
literature.
Novels:
The
Adventures
of
Tom
Sawyer
(1876)(汤姆·索亚历险记）
The
Prince
and
the
Pauper
(1882)(皇子与贫儿)
The
Adventures
of
Huckleberry
Finn
(1894)(哈克贝利·费恩历险记)
Discussion
Suppose
a
rich
person
gives
you
a
million
pound
bank-note,
what
will
you
do
with
it

Give
the
reasons.
Introduce
some
new
words
to
the
students:
incredible:
difficult
to
believe
(unbelievable)
stare
at:
look
at
sb.
/
sth.
for
a
long
time
nightfall:
the
time
in
the
evening
when
it
becomes
dark
survive:
continue
to
live
or
exist
spot:
see
or
notice
a
person
or
thing
account
for:
to
be
the
explanation
or
cause
of
sth.
charity:
施舍
by
accident:
by
chance
Pre-reading
1.
First,
give
students
a
brief
introduction
of
the
story
Two
rich
gentlemen
made
a
bet
on
what
would
happen
to
a
person
if
he
was
given
a
million
pound
note.
Henry,
the
hero
of
the
story,
an
American
young
man,
sailed
too
far,
drifted
out
to
the
ocean.
A
British
ship,
for
London,
passing
by,
fortunately
saved
him.
2.
Prediction
:
What
would
happen
to
Henry
Reading
Scan
the
passage
and
find
out
:
What
happened
to
Henry
What
does
the
brothers
choose
Henry
for
What
happened
to
Henry
He
was
given
a
letter
by
the
two
brothers
and
was
asked
not
to
open
it
until
two
o’clock.
What
does
the
brothers
choose
Henry
for
They
wanted
to
make
a
bet
on
Henry.
Skimming:
answer
the
following
questions:
1.
Where
does
Henry
Adams
come
from
Does
he
know
much
about
London
2.
What
did
he
do
in
America
3.
Why
did
he
land
in
Britain
Put
the
following
events
in
correct
order.
(1)
Henry
wandered
in
London
streets.
(2)
About
a
month
ago
Henry
Adams
was
sailing
out
of
the
bay.
(3)
The
next
morning
he
was
spotted
by
a
ship.
(4)
Towards
nightfall
he
found
himself
carried
out
to
sea
by
a
strong
wind.
(5)
On
the
ship
he
earned
his
passage
by
working
as
an
unpaid
hand.
Keys;
(2)
About
a
month
ago
Henry
Adams
was
sailing
out
of
the
bay.
(4)
Towards
nightfall
he
found
himself
carried
out
to
sea
by
a
strong
wind.
(3)
The
next
morning
he
was
spotted
by
a
ship.
(5)
On
the
ship
he
earned
his
passage
by
working
as
an
unpaid
hand.
(1)Henry
wandered
in
London
streets.
After-reading
What
kind
of
persons
you
think
the
characters
are
(Henry
Adams,
Oliver
Roderick)
The
second
period
1.
First.
Introduce
some
new
words:
steak:
eat
like
a
wolf:
genuine:
reserve:
scream:
fake:
bow:
2.
CULTURAL
NOTE:
Henry
asks
for
a
steak
“extra
thick”
for
his
meal.
In
China,
steak
is
generally
cut
thinly
but
in
America
it
is
appreciated
if
it
is
cut
thickly
and
grilled
or
fried.
The
advantage
of
having
a
steak
“extra
thick”
is
that
it
can
be
well
cooked
on
the
outside
but
still
raw
or
half
raw
in
the
center.
3.
Read
and
answer
these
questions:
1.
What
was
it
in
the
letter
2.
Before
Henry
took
the
note
out
of
the
envelope,
did
the
waiter
serve
him
politely
Why
3.
Did
the
owner
believe
that
the
note
was
genuine
or
not
Why
4.
Whose
behavior
changes
the
most
during
this
scene
5.
What
kind
of
person
is
the
owner
of
the
restaurant
6.
Why
do
you
think
the
owner
of
the
restaurant
gave
Henry
a
free
meal
4.
Detailedr
reading
1.
What
does
“it’ll
cost
a
large
amount
of
money”
exactly
mean
2.
At
the
sight
of
the
customer’s
note,
the
owner
and
his
waiter
got
very
_D_.
A.
frightened
B.
angry
C.
worried
D.
excited
3.
When
did
the
hostess
and
the
waiter
change
their
attitude
to
the
customer
_____D____
A.
At
the
beginning
of
the
story.
B.
Before
they
saw
the
large
note.
C.
At
the
end
of
the
story.
D.
After
they
saw
the
large
note.
In
group
of
four,
play
the
parts
of
“Henry,
waiter,
owner
and
hostess”.
The
third
period
Grammar
The
Second
Period
Grammar
Teaching
goals
教学目标
1.
Target
language
目标语言
a.
重点词汇和短语
win
the
bet,
make
the
bet,
be
worried
about,
stay
out
of
jail,
a
poorly-dressed
gentleman,
eat
like
a
wolf,
be
a
big
puzzle
to
sb
b.
重点句子
May
we
ask
what
you
are
doing
in
this
country
Well,
why
don’t
you
explain
what
this
is
all
about
That’s
why
we’ve
given
you
the
letter.
We
were
very
surprised
that
he
finished
two
orders
of
food
in
a
very
limited
time.
We
doubted
whether
the
man
was
able
to
pay
for
the
food.
2.
Ability
goals
能力目标
a.
Enable
the
students
to
use
the
words
and
expressions
in
this
part.
b.
Enable
students
to
understand
and
use
noun
clauses
as
the
object
and
predicative.
3.
Learning
ability
goals
学能目标
a.
Get
the
students
to
guess
the
meaning
of
the
words
or
expressions
according
to
the
context.
b.
Get
the
students
to
use
the
noun
clauses
as
the
object
and
predicative.
Teaching
important
points
教学重点
a.
How
to
make
students
understand
and
use
noun
clauses
as
object
and
predicative.
b.
Get
the
students
to
master
the
usage
of
the
important
words
of
this
unit.
Teaching
difficult
points教学难点
How
to
make
students
understand
and
use
noun
clauses
as
object
and
predicative.
Teaching
methods
教学方法
Task-based
method
Teaching
aids
教具准备
A
computer
and
a
projector
Teaching
procedures
and
ways教学过程与方式
1.
名词性从句是由if,
whether,
that和各种疑问句词where,
when等充当连接词所引导的从句,
其功能同名词一样。
2.
what与that在引导名词性从句时的区别:
what引导名词性从句时在从句中充当句子成分,如主语,宾语,表语,而that则不然,它在句子中只起连接作用。例如：
(1)
What
you
said
yesterday
is
right.
(2)
That
she
is
still
alive
is
a
puzzle.
3.
宾语从句就是在复合句中作宾语的名词性从句,
通常放在主句谓语动词(及物动词)或介词之后。
(1)
由that
引导的宾语从句(that通常可以省略),
例如：
I
heard
that
he
joined
the
army.
(2)
由what,
whether
(if)引导的宾语从句,例如：
①
She
did
not
know
what
had
happened.
②
I
wonder
whether
you
can
change
this
note
for
me.
4.
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。
I
don’t
think
this
dress
fits
you
well.
(我认为这件衣服不适合你穿。)
5.
it常可以放在动词think,
find,
consider,
believe,
feel,
make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾,特别是在带复合宾语的句子中。
We
heard
it
that
she
would
get
married
next
month.
6.
表语从句是在复合句中作表语的名词性从句,
放在系动词之后,一般结构是“主语+系动词+表语从句”。可以接表语从句的系动词有be,
look,
remain,
seem等。引导表语从句的that常可省略。另外,常用的还有the
reason
why
…
is
that
…
和It
is
because
…等结构。例如：
1).
The
question
is
whether
we
can
make
good
preparation
in
such
a
short
time.
2).
This
is
why
we
can’t
get
the
support
of
the
people.
3).
But
the
fact
remains
that
we
are
behind
the
other
classes.
4).
The
reason
he
is
late
for
school
is
that
he
missed
the
bus.
The
fourth
period
Speaking
Make
a
dialogue
for
Act
Two,
Scene
2
using
all
of
the
following
information:
Henry
tells
a
clerk
that
he
wants
a
coat
for
a
suit.
The
clerk
shows
him
a
cheap
coat
downstairs.
Henry
doubts
if
he
should
take
it.
The
clerk
persuades
him
to
buy
it.
Henry
agrees,
but
explains
that
he
can’t
pay
him
right
now,
as
he
has
no
small
change.
In
your
dialogue,
include
expressions
on
shopping.
Practice
your
dialogue
and
then
share
it
with
another
pair.
And
we’ll
see
which
is
the
most
appropriate
for
the
play.
Suggested
scene
The
dialogue
takes
place
at
a
tailor’s
shop.
(O=Owner;
C=Clerk;
H=Henry)
O:
There’s
a
customer,
Todd.
Will
you
serve
him
C:
I
don’t
know
why
he’s
in
a
tailor’s
shop.
Just
look
at
his
clothes!
O:
No
matter
what
he’s
wearing,
Todd,
just
show
him
the
cheapest.
C:
Do
you
want
anything
H:
Yes,
please.
I
want
to
buy
a
suit.
C:
Of
course.
You
may
find
these
rather
expensive.
We’ve
got
some
cheaper
ones
in
the
back
room.
Will
you
come
through
to
the
back,
please ...Why
don’t
you
try
this
one
on
H:
Mmm,
it
doesn’t
seem
to
fit
very
well.
C:
I’m
afraid
it’s
the
cheapest
one
we’ve
got.
H:
Very
well,
I’ll
take
it.
Could
you
wait
a
few
days
for
the
money
I
don’t
have
any
small
notes
on
me.
C:
Oh,
you
haven’t
Well,
of
course,
I
know
that
gentlemen
like
you
carry
only
large
notes.
H:
My
friend,
you
shouldn’t
judge
strangers
always
by
the
clothes
they
wear.
I’m
quite
able
to
pay
for
this
suit.
I
just
didn’t
wish
to
put
you
to
the
trouble
of
changing
a
large
note.
C:
Why
do
you
think
we
can’t
change
your
note
Of
course
we
can.
H:
Oh,
very
well.
Then
there
is
nothing
to
worry
about.
I
apologize.
(Hands
him
the
note.)
背景知识
1.
About
the
￡1,
000,000
Bank-note
英格兰银行出于特殊的需要发行了两张面值一百万的钞票，其中一张收回并作废，但还有一张却留在银行，两兄弟打赌，一个身无分文的人带着这张钞票会发生什么，兄弟A说会死去，兄弟B说他肯定能活一个月。他们物色了一个年轻人做试验，带着这张毫无使用价值的百万英镑钞票。年轻人走进商店买东西，拿出钞票要求找钱，店老板都震惊了并立刻改变态度，极力讨好这个年轻人，年轻人得到了他想得到的，包括爱情和受人尊敬。他爱上的女孩正是兄弟B的女儿。最后，百万英磅被银行收回并作废，年轻人过上了幸福的生活。
The
Bank
of
England
once
issued
two
notes
of
a
million
pounds,
to
be
used
for
a
special
purpose
connected
with
some
public
transaction
with
a
foreign
country.
For
some
reason
or
other
only
one
of
these
had
been
used
and
canceled;
the
other
still
lay
in
the
vaults
of
the
Bank.
Well,
the
brothers,
chatting
along,
happened
to
get
to
wonder
what
might
be
the
fate
of
a
perfectly
honest
and
intelligent
stranger
who
should
be
turned
adrift
in
London
without
a
friend,
and
with
no
money
but
that
million-pound
bank-note,
and
no
way
to
account
for
his
being
in
possession
of
it.
Brother
A
said
he
would
starve
to
death;
Brother
B
said
he
wouldn’t.
Brother
A
said
he
couldn’t
offer
it
at
a
bank
or
anywhere
else,
because
he
would
be
arrested
on
the
spot.
So
they
went
on
disputing
till
Brother
B
said
he
would
bet
twenty
thousand
pounds
that
the
man
would
live
thirty
days.
They
thought
“me”
to
be
the
right
person,
a
poor,
honest
and
intelligent
stranger.
They
handed
“me”
an
envelope
that
contained
￡1,000,000
bank-note.
“I”,
dressed
in
rag,
with
nothing
but
a
bank-note,
got
into
a
restaurant.
“I”
took
the
banknote
to
pay
for
the
bill
and
asked
for
changes.
The
boss
who
looked
down
upon
me
at
first
changed
his
attitude
completely.
He
flattered
me
that
I
could
have
anything
I
wanted,
any
time
I
chose,
and
let
the
account
run
as
long
as
I
pleased.
They
all
treated
me
as
an
honored
guest.
Then
“I”
got
into
a
tailor’s
shop,
the
same
thing
happened.
“I”
drifted
naturally
into
buying
whatever
I
wanted,
and
asking
for
change.
“I”
owned
the
respect
and
fell
in
love
with
a
girl,
Portia.
Everything
went
well
having
￡1,000,000
bank-note
on
“me”.
After
a
month,
Brothers
returned,
to
my
surprise,
one
of
them
was
My
Portia’s
papa.
He
took
that
friendly
and
hospitable
bill
back
to
the
Bank
of
England
and
cashed
it,
then
the
Bank
canceled
it
and
made
him
a
present
of
it,
and
he
gave
it
to
us
at
our
wedding.
2.
Characters
in
THE
MILLION
POUND
BANK-NOTE
Henry:
a
lost
American
businessman
in
London
Roderick:
a
rich
Englishman,
brother
to
Oliver
Oliver:
a
rich
Englishman,
brother
to
Roderick
Banker:
for
the
Bank
of
England
Todd:
an
especially
helpful
clerk
at
the
tailor’s
shop
Owner
1:
of
a
small
but
fancy
restaurant
in
London
Waiter:
works
for
the
restaurant
owner
Hostess:
greeter
at
the
restaurant
and
wife
of
the
owner
Mr
Clemens:
a
diner
in
the
restaurant
and
expert
on
banknotes
Owner
2:
of
a
small
but
fancy
tailor
shop
in
London
Ambassador:
the
chief
US
diplomat
in
Britain
Portia:
a
friend
of
the
ambassador
who
he
introduces
to
Henry
Various
narrators
Various
clerks
3.
Supplementary
lines
that
did
not
appear
in
the
textbook:
ACT
ONE
Scene
1
Narrator:
A
hundred
years
ago
when
Britain
was
very
rich,
there
was
more
gold
deep
within
the
Bank
of
England
than
anywhere
else
in
the
world.
Money
was
safe,
people
used
to
say,
as
safe
as
the
Bank
of
England.
Banker:
Here
it
is
Mr
Montpelier.
I
trust
you
will
not
be
disappointed
with
its
design.
(He
hands
him
a
bank-note.)
Oliver:
No,
it
seems
to
me
a
thing
of
beauty.
Roderick:
Allow
me,
Oliver.
(He
takes
the
note
from
his
brother.)
It
looks
good,
it
feels
good,
it
is
good.
Banker:
And
there’s
only
one
other
like
it
that
was
used
for
a
foreign
loan.
Oliver:
Yes,
we
read
about
it.
That’s
what
gave
us
the
idea.
Banker:
The
idea
Roderick:
I
suppose
it
does
seem
strange
that
we
should
need
such
a
large
sum
in
one
bank-note.
Banker:
It
certainly
is
a
unusual
request.
I
imagine
it’s
for
business.
Oliver:
Important
business,
isn’t
it,
Roderick
Do
we
tell
this
gentleman
Roderick:
Yes.
You
see,
my
brother
and
I
need
this
pretty,
special
piece
of
paper
for
a
bet.
Banker:
A
bet
Did
you
say
a
bet
Oliver:
A
very
important
bet.
Banker:
I
should
say
it
must
be-for
one
million
pounds!
Scene
2
Narrator:
It
is
the
summer
of
1903.
Henry
Adams,
an
American
businessman,
has
had
some
very
bad
luck.
He
is
lost
in
London.
He
has
no
money
and
does
not
know
what
he
should
do.
As
Henry
is
walking
down
a
sidewalk,
he
sees
a
family
having
a
picnic
in
a
park.
However,
he
doesn’t
look
at
them
but
at
their
food.
He
keeps
walking.
Then
he
reaches
the
entrance
to
a
large
old
building
and
enters
it.
Henry:
“This
embassy
does
not
provide
money
to
Americans
in
London.”
Well,
that’s
too
bad.
(He
turns
to
the
clerk.)
I
thought
this
would
be
just
the
place.
Clerk:
It
doesn’t
mean
we’re
not
glad
to
help
you
in
other
ways.
You
can
work
on
a
ship
to
take
you
home,
if
you
like.
(Henry
notices
the
clerk
eating
peanuts
from
a
bag.)
Henry:
Any
chance
I
can
find
work
here
Clerk:
Well,
if
you’d
like
to
come
back
in
a
week,
we
can
find
out
for
you.
Henry:
A
week
That’s
a
long
time.
If
I
can
just
get
money
to
last
me
a
few
days,
I
can
find
work
for
myself.
Clerk:
We
can
give
you
a
small
loan
if
you
can
repay
it.
Can
you
offer
us
anything
in
exchange
Henry:
Well,
I’m
smart
and
I
can
use
my
hands.
Unless
you
don’t
trust
me,
isn’t
that
enough
Clerk:
No,
I’m
afraid
not.
Many
people
pass
through
this
office
making
similar
requests.
If
we
help
you
in
this
way,
others
will
expect
the
same.
Henry:
I
think
I’ll
try
to
help
myself.
Clerk:
Well,
that’s
up
to
you,
young
man.
Come
back
if
you
have
no
luck.
Henry:
I’ll
do
that.
(He
is
still
looking
at
the
peanuts.)
Say,
may
I
have
some
of
those
Clerk:
Of
course,
you
can.
Oh,
sorry,
all
gone.
(He
blows
into
the
bag
and
pops
it.)
4.
Major
Works
by
Mark
Twain
The
Celebrated
Jumping
Frog
of
Calaveras
County
(1867)
The
Celebrated
Jumping
Frog
of
Calaveras
County
was
first
published
in
the
November
18,
1865,
edition
of
The
New
York
Saturday
Press
under
the
title
“Jim
Smiley
and
His
Jumping
Frog.”
The
story,
which
has
also
been
published
as
“The
Notorious
Jumping
Frog
of
Calaveras
County”,
is
set
in
a
gold-mining
camp
in
Calaveras
County,
California,
and
has
its
origins
in
the
folklore
of
the
Gold
Rush
era.
It
was
one
of
Twain’s
earliest
writings,
and
helped
establish
his
reputation
as
a
humorist.
He
eventually
included
it
as
the
title
story
in
his
first
collection
of
tales.
The
Adventures
of
Tom
Sawyer
(1876)
(From
the
Preface)
Most
of
the
adventures
recorded
in
this
book
really
occurred;
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
characteristics
of
three
boys
whom
I
knew,
and
therefore
belongs
to
the
composite
order
of
architecture.
The
odd
superstitions
touched
upon
were
all
prevalent
among
children
and
slaves
in
the
west
at
the
period
of
this
story—that
is
to
say,
thirty
or
forty
years
ago.
Although
my
book
is
intended
mainly
for
the
entertainment
of
boys
and
girls,
I
hope
it
will
not
be
shunned
by
men
and
women
on
that
account,
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
queer
enterprises
they
sometimes
engaged
in.-THE
AUTHORHARTFORD,
1876
The
Prince
and
the
Pauper
(1881)
Edward
Tudor
and
Tom
Canty
are
the
same
age
and
share
the
same
features
only
one
of
them
is
a
pauper’s
child
and
the
other
is
the
heir
to
the
throne
of
England.
When
chance
brings
the
boys
together,
they
decide
for
fun
to
switch
clothes,
but
fate
suddenly
casts
them
into
each
other’s
worlds.
Tom
learns
what
is
to
be
caught
in
the
pomp
and
folly
of
the
royal
court
and
the
young
prince
learns
what
it
is
to
survive
in
the
lower
depths
of
16th
century
English
society.
Through
the
switched
identities
Mark
Twain
has
fashioned
both
a
scathing
attack
on
social
hypocrisy
and
injustice,
and
an
irresistible
comedy
imbued
with
the
sense
of
spirited
play
that
belongs
to
this
creative
period.
The
delightful
fable
of
The
Prince
and
the
Pauper
has
delighted
readers
young
and
old
for
over
100
years.
Adventures
of
Huckleberry
Finn
(1884)
Mark
Twain’s
classic
novel,
Adventures
of
Huckle-
berry
Finn,
tells
the
story
of
a
teenage
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
with
adventure,
danger,
and
a
cast
of
characters
who
are
sometimes
menacing
and
often
hilarious.
Although
the
story
was
mostly
written
in
the
1880’s
it
is
set
in
the
time
of
slavery
prior
to
the
Civil
War.
Twain
uses
Huck’s
predicaments
to
illustrate
the
failure
of
reconstruction
in
the
post-Civil
War
South.
A
Connecticut
Yankee
in
King
Arthur’s
Court
(1889)
A
Connecticut
Yankee
in
King
Arthur’s
Court
is
held
to
be
one
of
the
word’s
first
stories
about
time
travel.
The
main
character,
Hank
Morgan,
superintendent
at
the
Colt
Firearms
Factory
in
Hartford,
Connecticut,
is
hit
on
the
head
in
a
fight,
knocking
him
unconscious.
He
wakes
up
in
the
time
of
King
Arthur
and
uses
his
19th
century
sensibilities
and
know
how
to
gain
power
over
the
people.
Hank
introduces
conveniences
and
structures
familiar
to
1880’s
Hartford
such
as
schools,
factories,
bicycles,
and
gunpowder.
At
first,
Hank
is
convinced
that
his
ideas
will
do
the
citizens
of
Arthur’s
court
good,
but
as
he
takes
command
he
turns
more
and
more
to
violence
and
loses
control
of
his
circumstances.
Connecticut
Yankee
was
one
of
the
last
large-scale
novels
Mark
Twain
produced
and
its
dark,
cynical
themes
foreshadow
ideas
he
would
delve
into
more
deeply
in
much
of
his
later
work.
5.
Know
some
sayings
of
Mark
Twain
and
have
a
better
understanding
of
his
works.
（1）
The
man
who
does
not
read
books
has
no
advantage
over
the
man
that
can’t
read
them.
（2）
Always
tell
the
truth;
then
you
don’t
have
to
remember
anything.
（3）
When
people
do
not
respect
us
we
are
sharply
offended;
yet
deep
down
in
his
private
heart
no
man
much
respects
himself.
（4）
Good
breeding
consists
in
concealing
how
much
we
think
of
ourselves
and
how
little
we
think
of
the
other
person.