Unit 3 The Million Pound Bank Note 单元教案（2份）

Unit 3 The Million Pound Bank Note
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。
1. Warming Up部分提出问题，通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初浅的了解。
2. Pre-reading部分要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。
3. Reading部分是剧本中第一幕的第三场。富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。同时，还可利用剧本的朗诵和表演帮助学生改进语音、语调。
4. Comprehending部分Fact or Opinion的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对部分词语在语境中的理解和运用。
5. Learning about Language部分通过英语释义、语篇填空等形式帮助学习理解掌握本单元的重点词汇，并通过先发现再简单运用的模式帮助学生了解、掌握本单元的语法项目：宾语从句和表语从句。
6. Using Language部分中的Reading and acting介绍了第一幕的第四场。这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams到餐馆用餐先遭冷遇，而后由于拿出了一张百万英镑的大钞又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。
7. 在Listening and writing中又介绍了第五场，进一步印证了Henry Adams诚实正直的品格。
1.知识与技能目标
1) Get students to learn some useful new words and expressions in this part.
2) Get students to read the play.
3) Let students learn the expressions of ordering food.
2. 过程和方法目标
Get students to learn some useful new words and students to expressions in this part.
Get students to read the play.
Let students learn the expressions of ordering food.
3. 过程和方法目标
1) Develop students’ reading and enable them to learn how to use different reading strategies to read different reading materials.
2) Enable students to understand and act out the play.
3) Have students learn how to use the expressions to order food.
3. 情感态度与价值观目标
1) Stimulate students’ interests of learning English by reading and acting and acting this play.
2) Develop students’ sense of group cooperation and teamwork.
【教学重点】
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
【教学难点】
Enable students to learn to use reading strategies such as skimming, scanning and so on.
2. Get students to act the play.
3. Let students make a dialogue at the restaurant.
Teaching Methods
Elicitation, discussion, listening, group work.
Teaching Aids
A computer, a blackboard
Step 1 Warming up
How much do you know about Mark Twain?
Mark Twain
▲a great American writer
▲ a famous speaker
▲ liked to tell funny stories
▲ liked to play jokes on his friends
Real name
Meaning of his pen name
Birth date
Birthplace
Places where he grew up
His famous stories
The Adventures of Huckleberry Finn （哈克贝利·费恩历险记）
his short stories
1.Running for Governor（竞选州长）
2.The Million Pound Bank-Note（百万英镑）
Step 2 Pre-reading
Imagine that somebody gives you a large sum of money to spend as you like. What would you do with it?
Have you read the story of “The Million Pound Bank Note”?
Have you seen the film? If you have, what did you think of it?
Step 3 Fast-reading
Skimming
1. From this text we can infer that ______is most likely to be in the letter.
Henry’s ID card B. a return ticket
C. a million pound bank note D. a letter of thanks
Roderick and his brother Oliver invited Henry in so as to ________.
A. give him some money B. test out their bet
C. help him overcome difficulties D. make friends with him
3. What Henry needed to do most was to_____.
A. find a job to earn his living B. find his old friend
C. seek help from others D. meet some rich people
Scanning
Answer the following questions.
1. How did Henry Adams come to England?
It was the ship that brought him to England.
2. Where did Henry work before?
He worked for a mining company.
3. Why did they choose Henry?
Because Henry was honest, hard-working and poor.
Step 4 Careful- reading
Find what Henry says or does on the following occasions and then use your own words to describe how you think he feels.
What Henry says or does
How he feels
Before he enters the brothers’ house
When he introduces himself
When the brothers ask him about his plans
When he tells them how he reached London by ship
When they seem happy that he has no money
When they give him the envelop
When they tell him there is money in it
Before he leaves the house
Step 5 Discussion
Discuss the questions in groups:
1. Why do you think that the brothers chose Henry for their bet?
It was his first visit to London so nobody knew him.
He had no money so he would have to rely on the bank note.
They thought he looked honest because he asked for a job and not charity.
2. What kind of person do you think Henry is? Why do you think so?
Overconfident – he thought he could sail better than he could
Independent – he worked for his passage as an unpaid hand to England.
Honest – tells the truth to the brothers.
Hard-working – wants work but not charity.
Step 6 Post- reading
1. Character Analysis
What do you think of Henry?
Henry was?
independent
honest
hard-working
frank
2. Activities
Prediction
What do you think will happen to Henry?
Will the bank note help him or get him into trouble?
Give a possible development to the story.
Step 7 Language points
1.【原文再现】He was brought up in Hannibal，Missouri，along the Mississippi River.（P. 17）他在密西西比河边的密苏里州的汉尼拔长大。
bring up培养；抚养或教育某人；提出；呕吐某物
She brought up five children. 她养育了五个孩子。
Her parents died when she was a baby and she was brought up by her aunt. 她出生后不久就父母双亡, 是由姑母抚养大的。
【拓展归纳】
①bring in介绍, 引进；挣得；生产 。
②bring down使（价格等）降低，使倒下，击落 。
③bring about引起，造成 。
④bring out取出；制造；使显露；出版；鼓励 。
⑤bring on引起，导致，使发展，提出，（饭菜等）端上来 。
⑥bring back (使)归还，(使)回忆。
【例句】
① They started to use English, but they also brought in some words from their own languages.
他们开始使用英语，但是，他们也把自己语言中的一些词带进来了。
② Can you try to get them to bring down the price?
你能尽力使他们降低价格吗？
③ Science has brought about many changes in our lives.
科学为我们的生活带来了很多变化。
【经典考例】
1. Born into a family with three brothers, David was____ to value the sense of sharing.
A. brought up B. turned down C. looked after D. held back
2. The Internet has brought ____ big changes in the way we work.
A. about B. out C. back D. up
【立竿见影】说出下列句中bring短语的含义
① He was brought up by his grandparents.
② A huge amount of environmental damage has been brought about by the destruction of the rainforests.
③ American country music brings in more than $10 billion each year.
2.【原文再现】As a matter of fact, I landed in Britain by accident. (P18) 实际上我是偶然在英国登陆的。
by accident = by chance偶然；无意中；不小心
Last time I ran across her in the street by accident.上次我偶然在街上碰见她了。
I only found it by accident.我只是碰巧找到的。
【拓展归纳】by + n. 短语：
by air/plane坐飞机
by mistake 错误地
by hand 用手，用体力
by machine 用机器
【立竿见影】用“by + n.”构成的词组填空。
1). I was in such a hurry that I took someone else’ s umbrella ________.
Keys: by accident/chance/mistake
2). These toys are made __________ instead of __________, so they are very expensive.
by hand; by machine
3). She had found the file ______ .
by accident
3.【课本原句】 I wonder, Mr. Adams, if you’d mind us making a few questions.亚当斯先生，不知你是否介意我问你几个问题。(P.18)
常用的委婉语气的提问句式：
I wonder if you ……..
Would/Do you mind ( sb’s ) dong ……?
Would/Do you mind if I did / do ……?
【例句】
I wonder if you’d mind my smoking here. 我在这儿吸烟你介意吗？
Would you mind my singing here? 你介意我在这儿唱歌吗？
Do you mind my borrowing you book?
= Do you mind if I borrow you book? 你愿意借给我书吗？
【指点迷津】
回答带有mind的问句时要注意yes或no都是针对mind选用的；
① 表示“不介意；不在乎”时，选用no，后面跟句子，意思是允许对方做某事。如：Not at all./Of course not./Certainly not.。
② 表示“介意；在乎”时，选用yes，后面跟句子，意思是不让对方做某事；
但在口语中常用I’m afraid you’d better not./Sorry, you’d better not.等。
【例句】—Do you mind my smoking here?
—Yes, you’d better not.（是的，你最好别抽。）
—No, certainly not.（不介意，你当然可以抽。）
【经典考例】
1) —Sorry, do you mind if I smoke here?
—Yes, _____.
A. you could B. go ahead C. I do D. my pleasure
2） —Do you mind my opening the window? It’s a bit hot in here .
—______, as a matter of fact.
A. Go ahead B. Yes, my pleasure
C. Yes, I do D. Come on (2009全国II卷)
【立竿见影】填空：
1) Do you mind my ______(use) your cup? 你介意我用你的杯子吗？
2) —Would you mind opening the door for me??
— _____, certainly not.?
句型转换：
Would you mind if I go out for a rest?
= Would you mind ___ _____ out for a rest?
动名词(-ing形式)的复合结构
“名词的所有格/形容词性物主代词+doing”为动名词(-ing形式)的复合结构,该结构在句中能做主语,表语和宾语.
1.用作主语:
Sophia’s having seen them did not surprise us.索非亚看见了他们,这并不使我们感到惊讶.
2.用作宾语:
Excuse my interrupting you.
3.用作表语:
What worried the child most was his not being allowed to visit his mother in the hospital.使那孩子不安的是不允许他到医院探望他的妈妈.
在现代英语中,动名词复合结构用作宾语时,其名词多用通格, 形容词性物主代词也多用代词的格.
mind us asking..就属这种情况.
I hate people being unhappy.
Please say nothing about us calling.
4.【课本原句】His eyes stare at what is left of the brother’s dinner on table (P. 18) 他的眼睛盯着兄弟俩留在餐桌上的残羹剩菜。
句型“介词 +what引导的宾语从句”
【例如】 I lived in what you call “Ancient Greece. 我生活在你们所说的“古希腊”。 （必修 2，Page 9， L 5-6）
After many days’ voyage, they arrived in what is called American now. 经过许多天的航行之后，他们那到达了如今称之为美洲的的地方。
【拓展归纳】
what可以引导主语从句、宾语从句、表语从句及同位语从句等名词性从句。
what在从句中起起连接作用，又在从句中作一定的句子成份，常在从句中做主语、宾语或表语。
what引导名词性从句其含义相当于“the thing（s）which／that．．．”。
【例句】
The boss seems not satisfied with what we have done. 老板似乎对我们所做的事不满意。
That was what we did this morning. 这就是我们今早所做的。
What I couldn’t understand was that no one believed him. 我不理解的是没有人相信他。
【高考链接】
1). Our teachers always tell us to believe in ______ we do and who we are if we want to succeed. （2011四川卷）
2). Before the sales start, I make a list of _____ my kids will need for the coming season. ( 2010山东卷)
3) Pick yourself up. Courage is doing you’re afraid to do. (2014·福建卷
【立竿见影】
1). A modern city has been set up in was a wasteland ten years ago.
2). The other day, my brother drove his car down the street at ___ I thought was a dangerous speed
3). Choosing the right dictionary depends on ____you want to use it for.
5.【课本原句】Well, towards nightfall I found myself carried out to sea by a strong wind. (P. 18) 快到黄昏的时候，我发现自己被一阵大风刮到了海上。
“find oneself＋宾语补足语”，意为“(突然)发现自己……”。
(1) find oneself doing sth. 突然发现或惊奇地发现自己在做某事，表示吃惊或不相信等情感。
(2) find oneself done (突然)发现自己被……；不知不觉中发现自己被…….。
【例句】
When he came to life, he found himself in a deserted island. 他醒来后，发现自己在一个荒凉的岛上。
When he came to life, he found himself lying in the hospital.他醒来后，发现自己躺在了医院里。
Then I found myself surrounded by half a dozen boys. 然后我就发现自己已被六个男孩围住了。
【立竿见影】完成句子
1) Dick found himself _____ (walk) in the direction of Mike’s place.
2) The film star (发觉自己被围住) a group of fans immediately he got off the car.
3) A cook will be immediately fired if he is found (在吸烟) in the kitchen.
Key：①walking ②found himself surrounded by ③ smoking
4) I found it impossible (劝服；说服) him to give up smoking.
5) I (觉得难以想象) the life in the future.
Key：④to persuade ⑤find it hard to imagine
6. 【课本原句】 The next morning I’d just about to give myself up for lost when I was spotted by a ship. （P.18）第二天早上，我正感到绝望的时候，一艘船发现了我。
when并列连词，表示“这时，就在这个(那个)时候(=and then；and just then；and at that time)”，表示某件事正在发生或刚刚发生时，突然发生另一动作。
构成：be about to do ...when ...的句型。
We were about to set off on our way when it suddenly began to rain. 我们快要动身离开的时候，天突然下起了雨。
I was wandering through the streets when I caught sight of a tailor’s shop. 我正在街上闲逛，(这时)忽然看见了一家服装店。
【拓展归纳】
be about to do...when...正要做……这时……
had just done...when...刚做完某事，这时……
be doing...when...正在做……这时……
be on the point of doing...when...正要做……这时……
【例句】
①I was about to call Tom up when he came to my house.
我正想给汤姆打电话，这时他来我家了。
②We were having a class in the classroom when a big explosion came.
我们正在教室里上课，这时传来了一声巨大的爆炸声。
③He had just finished his homework when his mother asked him to play the piano.
他刚完成作业母亲就让他弹钢琴。
【经典考例】
1). Tom was about to close the window _____ his attention was caught by a bird. (2010全国卷Ⅱ)
2). She had just finished her homework _____ her mother asked her to practise playing the piano yesterday.
3). We were having a meeting _____ someone broke in.
【立竿见影】翻译句子
① 我刚上床睡觉，这时电话响了。
_______________________________
Key: ①I had just gone to bed when the telephone rang.
② 他正在读报，这时听到有人叫他的名字。
_______________________________
Key: ②He was reading newspapers when he heard his name called.
③ 我正要出门，一位不速之客来访了。
_______________________________
Key: ③I was about to go out when an unexpected visitor came.
7. 【课本原句】 And it was the ship that brought you to England
正是那艘船把你送到了英国。
本句中it was ... that ...为强调句型。
1)强调句的基本句型：It is/was＋被强调部分＋that/who＋句子其他部分。
(2)强调句的一般疑问句：Is/Was it ＋被强调部分＋that/who＋句子其他部分。
(3)强调句的特殊疑问句：疑问词(被强调部分)＋is/was＋it＋that＋句子其他部分。
(4)not ... until ...结构的强调句型：It is/was not until ... that ...
①But rules alone don’t secure an orderly society. It is the people who obey the rules ____ matter.但是制度本身不能保证一个有秩序的社会，人们遵守规则才是重要的。
②________________________ he went to America for a further study?
他是三年前去美国深造的吗？
8. 【原文再现】The fact is that I earned my passage by working as an unpaid hand，which accounts for my appearance.（P18）事实上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。
account vi. 解释；说明；对……负责
vt. 认为，把……视为
Bad weather accounted for the long delay. 长期的延缓是因为坏天气。
He was accounted a first-rate actor.他被认为是一名一流的演员.
account n. ［U］根据，理由；［C］解释，说明；
［C］描述，报道；［C］帐目
I’ m going to the bank to open a new account. 我去银行开个新账户。
The witness gave a detailed account of the accident.
【常用结构】
account for导致；做出解释；总计有
on account of = because of 因为
open an account在银行开个户头
keep an account of记录，记载
take sth. into account/consideration考虑到某事
on no account 决不(置于句首时，句子用部分倒装)
【例如】
He got angry on this account.由于这个缘故他生气了。
John gave us a detailed account of his plan.关于他的计划约翰给我们做了详尽的说明。
He could not account for his absence from school.他无法说清楚为什么旷课。
On no account should you go there. 你绝对不可以到那里去。
【立竿见影】
1) Please (解释) the failure in the sports meeting.
2) This is (一则激动人心的报道) of the match.
3)She retired early _____ ________ ____(由于) ill health.
4)The company _______ ____ _________ ___ (考虑) environmental issues wherever possible.
Keys: 1) account for 2) an exciting account 3) on account of 4) takes the account of
9.【原文再现】Well, to be honest, I have none.(P18)哦，老实说，我一分钱都没有了。
to be honest是不定式固定词组，但是有时不定式在句子中作为独立结构出现，用来说明说话人的态度。
to be honest=honestly speaking 说实话
To be honest, I am not satisfied with what you did. 说实话，我对你做的事不满意。
【拓展归纳】
to be frank=frankly speaking坦率地说
to be exact=exactly speaking 确切地说
to tell you the truth 实话告诉你
to make things worse 更糟的是
【注意】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。
【考例】
___________, the pay isn’t attractive enough, though the job itself is quite interesting.
A. Generally speaking B. On the contrary
C. In particular D. To be honest
【 课本原句】Well. it is well-known that Americans like to eat a lot. 喔，众所周知美国人就喜欢大吃大喝。(P. 22)
【观察与分析】
It is known that he is the top student in our class. 众所周知他是我们班出类拔萃的学生。
It is unknown what he is murmuring. 没人知道他嘟哝着什么。
It’s suggested that the meeting (should) be put off on account of the heavy rain. 有人建议由于这场大雨而推迟会议。
【拓展归纳】
It is said that… 据说……
It is reported that… 据报道……
It is announced that… 据宣称……
It is suggested that… 有人建议……
注意：suggest从句要用虚拟语气，其形式是(should)do sth
【指点迷津】
要注意另外的两个相似句式：
As is ＋ v．ed, …
What is ＋ v．ed is that…
【例句】
As is reported, there are 12 persons killed in the traffic accident, including a ten-month baby.
What’s reported is that there are 12 persons killed in the traffic accident, including a ten-month baby.
【经典考例】
1) It has been proved ____ eating vegetables in childhood helps to protect you against serious illness in later life.
2) ____ is known to the world is ___ Mark Twain is a great American writer.
3）____ is reported in the newspapers, talks between the two countries are making progress.
10. 【课本原句】You must come whenever you want and have whatever you like. (P. 22) 您什么时候想来，您想吃点什么，你就一定要来呀！
【用法归纳】-ever类连词用法
1). whenever, wherever, however 引导让步状语从句，相当于 no matter when/where/how。如：
Whenever we met with difficulties，they came to help us.
= No matter when
每当我们遇到困难的时候，他们都会帮助我们。
However hard you try, it is difficult to lose weight without cutting down the amount you eat.
不论你怎么努力，你如果不减少进食的量就很难减肥。
2). whatever, whoever, whichever, whomever 既可引导名词性从句，相当于anyone who, anything that, any time when等，也可引导让步状语从句，在引导让步状语从句时相当于 no matter what/who/which/whom。如：
Whatever your problems are，you mustn’t lose heart.
= No matter what your problems are，you mustn’t lose heart.不管你面临的是什么问题，都不要失去信心。
You can choose whatever you like in the shop.
= You can choose anything that you like in the shop. 你可以在这个商店里选择你喜欢的任何东西。(whatever引导宾语从句）
Whoever breaks the law should be punished无论谁触犯法律，都应受到惩罚。（whoever引导主语从句）
注意：whoever=anyone who, 但不能换成no matter who。
区别： Whoever breaks the law, she/he should be punished.
whoever=no matter who。
3). however 的用法主要有以下三点需要注意：
①用做连接副词，相当于 no matter how，引导让步状语从句，意思是“不管怎样……；无论如何……”， 具体结构为：
however＋形容词/副词＋主语＋谓语。如：
However rich people are，they always seem anxious to make more money. 无论人们有多富裕，他们似乎总是渴望挣到更多的钱。
② however 还可作“然而”讲，是副词，不能引导从句，常用逗号隔开。
My room is small; however, it’s comfortable.?我的房间很小，但却很舒服。
He said that it was so; he was mistaken, however.?他说情况如此，可是他错了。
4). whichever, whatever 在句中还可做定语, 后接名词。
Eat whichever cake you like. 你可以吃任何一块你想吃的蛋糕。
The poor young man is ready to accept whatever help he can get.
【经典考例】
1). She is very dear to us. We have been prepared to do ???????it takes to save her life.
A. whichever ??B. however ??
C. whatever ?D. whoever
2)._____you may have，you should gather your courage to face the challenge.
A．However a serious problem
B．What a serious problem
C．However serious a problem
D．What serious a problem
【立竿见影】
1. 填空。
①_______we gave him something to eat，he would save it up for his little sister.
② All the books I have are here. You may borrow ________you like.
Go to stamp sales and buy ________ you can afford.
You won’t move the stone, ________ strong you are.?
【立竿见影】
1）翻译句子。
①. _____________________ (无论何时你有问题), you may turn to me for help.
Key: ①. Whenever / No matter when you have problems
②. 我将相信你所说的一切。
__________________________
Key: ②. I’ll believe whatever you say.
③. 无论你说什么，我都相信你。
__________________________
Key: ③. Whatever you say, I’ll believe you. / No matter what you say, I’ll believe you.
Step 8 Grammar
【要点精析】
名词性从句相当于名词，可分别作主句的主语、表语、宾语和同位语。
因此，名词性从句可分为主语从句、表语从句 、宾语从句和同位语从句。
1.宾语从句
宾语从句在复合句中起宾语作用，可以作动词的宾语，也可以作介词的宾语。
引导宾语从句词有连词that, if, whether；
连接代词who, whose, what, which；
连接副词when, where, how, why等。
连接词的选择：
1) I think (that) women can reach very high achievements in many fields of science.
2) I wonder whether/if she remembered how many babies she had delivered.
3) Do you know who/whom Jack was speaking to?
4) He asked whose car it was.
5) Pay attention to what the doctor said.
6) Please tell me when the earthquake took place.
7) Will you tell me how I can keep fit and healthy?
①做动词的宾语
(1)大部分宾语从句直接跟在动词后：
e.g. He doesn’t know where the post office is.
(2)有些宾语从句前要有间接宾语：
e.g. He told me what I should read．
(3)如果宾语从句后面有宾语补足语，要使用形式宾语 it 而将从句放到补足语后面；
e.g. I thought it strange that he failed to call me．
(4)在think, believe, suppose, expect等动词之后的宾语从句中，如果从句谓语是否定含义，则不用否定形式,而将主句谓语动词think等变为否定形式;
e.g. I don’t think you are right.
(5) 在think, believe, imagine, suppose, guess, hope等动词以及 I’m afraid 等后，可用so代替一个肯定的宾语从句，还可用not代替一个否定的宾语从句：
e.g. 一Do you believe it will clear up? 你认为天气会转晴吗?
一I believe so. 我认为会这样。
I don’t believe so. (或I believe not.) 我认为不会这样。
②做介词的宾语
(1)一般情况下，宾语从句直接跟在谓语后;
e.g. Did she say anything about how we should do the work?
(2) that引导的宾语从句只有在except, in, but, besides等少数介词后偶尔可能用到;
e.g. Your article is all right except that it is too long．
(3)有时在介词和其宾语从句的中间加形式宾语 it;
e.g. I’ll see to it that everything is ready．
2. 表语从句
表语从句－在从句中作表语的从句称作表语从句。
1. that 引导的表语从句
连接词that 仅起连接作用，无意义，在句中不作任何成分，通常不可省略。这种从句往往是对主句主语的内容起进一步解释的作用。
e.g. The chance is that one smoker in four will die from smoking.
2. whether 引导的表语从句
连接词whether起连接作用， 意为“是否、究竟、到底”
（注意：if不能引导表语从句) 在句中也不作任何成分。
e.g. The question is whether what man will turn up in time.
3. what, which, who, whom, whose引导的表语从句
连接代词what, which, who, whom, whose除在句子中起连接作用外，还可在从句中从当主语、表语、定语，且各有各的词义。
e.g. Tom is no longer what he used to be.
The question is which of us should come first.
The problem is who is really fit for the hard job.
The important thing is whose name should be put on the top of the list.
4. where, when, why, how引导的表语从句
连接副词where, when, why, how除在句中起连接作用外，在从句中还充当时间、地点、方式、原因状语，本身具有词义。
e.g. That’s where I can’t agree with you.
This is why Sara was late for the meeting.
This is how they overcome the difficulties.
My strongest memory is when I attended an American wedding.
5. 其他连词as if, because, as, as though 引导的表语从句
because引导表语从句通常只用于“This/That/It is because…”结构中。
as if/though引导的表语从句常置于连系动词 look, seem, sound, be, become等后面，常用虚拟语气，表示不存在的动作或状态。
e.g. It sounds as if/though somebody was knocking at the door.
【易混辨析】　
That’s because ...
意为“那是因为……”，强调原因
That’s why ...
意为“那是……的原因”，强调结果
That’s why we didn’t attend that meeting.(强调结果)
那就是我们为什么没有参加会议的原因。
1．句子主语为the reason时，表语从句通常用that引导，即构成句型：The reason why ... is that ...; The reason for ... is that ...意为“……的原因是……”。
The reason why he asked for two days’ leave is that he had to take care of his sick son.
他请了两天假的原因是他要照顾他生病的儿子。
2．because可引导表语从句，常用于结构：This/That is because ...意为“这/那是因为……”。
That’s because I was too busy then.(强调原因)
那是因为那时我太忙。
高考链接
1.---Are you still thinking about yesterday’s game?
---Oh, that’s_______ .
A. what makes me feel excited 　　B. whatever I feel excited about
C. how I feel about it D. when I feel excited 　　
解析： 这是由what 引导的一个表语从句，在从句中充当主语，这句话的意思为：那是使我感到兴奋的事。故答案为A。
2.---I drove to Zhuhai for the air show last week.
---Is that_______ you had a few days off?　
解析: 这是一个由why引导的表语从句,表示原因.这句话的意思是"这就是你离开的原因吗?"。
Perseverance is a kind of quality and that’s _______ it takes to do anything well.
解析:what在表语从句中作takes的宾语,构成"It takes sth. to do sth."的句型。
When you answer questions in a job interview, please remember the golden rule: Always give the monkey exactly_______ he wants.
解析:这是一个宾语从句,wants后面缺少宾语,Always give the monkey exactly what he wants是一句谚语,意思是"永远给予他人他确实想要的东西"。
【实战演练】
Ⅰ.用宾语从句及表语从句完成句子
1．I don’t suppose ________________________. (use)
我认为你不会习惯这种饮食。
2．I suggested ____________________________. (study)
我建议他应该更努力地学习。
3．The reason why I was sad was __________________________. (understand)
我难过的原因是他不理解我。
4．We think it important ____________________________ the traffic rules. (obey)
我们认为每个市民遵守交通规则是重要的。
5．That’s ____________________________________. (because)
那是因为他不理解我。
6．I don’t doubt __________________ the plan. (give)
我毫不怀疑他会放弃这一计划。
7．That’s ____________________________. (get)
那正是他对我生气的原因。
8．My advice is ______________________________. (work)
我的建议是我们应该一起合作。
Ⅱ.完成句子
1．I don’t know ______________________________________
(去哪里能买到这样一本书)．
2．We wonder _______________________________________
(今晚他是否会来参加我们的聚会)．
3．Their difficulty is __________________________________
(到哪里筹到足够的钱)．
4．She looks _________________________________________
(好像年轻了十岁)．
5．The reason why I didn’t come is ______________________
(我昨天生病了)．
Step 9 Writing
如何写好英文戏剧
【写作指导】　　
戏剧是文学体裁的一种，其基本要素包括戏剧冲突和戏剧语言。戏剧离不开冲突，戏剧语言包括人物语言和舞台说明。
戏剧是一种综合艺术，它涉及的要素有三点：
1．文学要素：即剧本，尤其是戏剧中的矛盾冲突和戏剧语言。
2．音乐要素：包括歌剧中的唱腔、曲调；还包括音乐伴奏和音响效果。
3．美术要素：包括演员的形体动作和舞蹈设计。
写好英语戏剧，应该注意以下几点：
1．确定剧情、故事梗概及主题。
2．确定剧中人物及其形象的性格特征(喜、怒、哀、乐、害羞、友好、慷慨、吝啬、恐惧以及勇敢等)。
3．确定故事发生的时间、地点、场景。
4．构思戏剧的矛盾冲突，事件的起因、发展、高潮、结局等。
【实战演练】
根据下面提示，写一篇戏剧，介绍亨利带着100万英镑的钞票去理发的过程。
亨利正走在大街上，看见了一家理发店，决定去理他的长头发；理发匠用粗鲁的态度接待了他；亨利坐在椅子上等待；理发匠问他是否付得起理发的费用；理发结束后，亨利出示了百万英镑的钞票；理发匠十分吃惊，并告诉他随时光临。
[思路分析]
时态：以现在时态为主。
人称：第三人称。
[词汇热身]
1．理发店________________
2．理发________________
3．以一种粗鲁的态度________________
4．付钱________________
5．鞠躬________________
6．震惊________________
[连词成句]
1．亨利正在大街上行走，看见了一家理发店。
Henry is walking down the street _______________________.
2．我想要理发。
I ‘d like to _______________________.
3．我没有零钱。
I don’t _______________________.
4．无论什么时候，只要您想来就来。
You can come here _______________________.
参考范文：
(Henry is walking down the street when he sees a sign for a place that cuts hair. He decides to have his hair cut.)
H＝Henry　B＝Barber
H: Good afternoon, I’d like to have my hair cut, if I may. (The barber looks at Henry’s hair and continues cutting another man’s hair. )Er, I’d really like a haircut. As you can see it’s much too long.
B: (in a rude manner)Yes, I can see that. Indeed, I can.
H: Fine, well, I’ll have a seat then.
(He sits in one of the chairs. The barber turns to look at Henry.)
B: It’s quite expensive here, you know! Are you sure you can pay for it?
H: Yes. I think so.
(After his hair is cut, the barber tells Henry how much he must pay. Henry shows the barber the bank note.)
B: Why..., Mr... (looks shocked)
H: Adams. Henry Adams. I'm sorry, I don't have any change.
B: Oh, no, no. Please don't worry! (wearing a big smile) Nothing to worry about! Nothing at all! Please come back whenever you like, even if you only need too little hair cut! It will be my honour to serve you! (showing Henry out with a bow)
书面表达
根据下面的寓言故事，用英语编写两个场景的戏剧。
一只狮子在草地上睡觉，一只老鼠来到草地上晒太阳。狮子醒来感觉有些饿，决定吃掉老鼠。老鼠恳请狮子饶他一命，并承诺日后报答他，狮子不屑一顾地放了老鼠。
一天狮子掉进了猎人的罗网中，老鼠及时赶到，咬断了绳子，救出了狮子。他们成了好朋友。
参考范文：
Scene Ⅰ
One fine day in spring, a lion is napping on the grass. A mouse comes out to the grassland and enjoys the sun. The lion wakes from his nap. He decides to eat the mouse. (L — lion　M — mouse)
L: What a luck! I am hungry and you are in front of me. I should eat you.
M: Don’t eat me! If you just let me go, I wouldn’t forget this.
L: (Laughing) What? You will repay me? For the sake of the God, I let you go.
M: Thank you very much.
Scene Ⅱ
After several days, the lion is caught in a hunter’s net, and then the mouse turns up.
L: (sobbing) I’ll be dead.
M: Don’t cry. I’ll help you!
(The mouse cuts the net with his sharp teeth. The lion is set free.)
L: (shedding tears) Thank you, mouse. I’m sorry I shouted at you.
M: That is all right.
(The lion and the mouse become good friends.)
Step 10 Homework
1. Read the play again and review the new words and expressions.
2. 发挥想象，连词成文(50-100字).
参考词汇：go ahead, patience, stare at, seek, by accident, scene, account for, spot, permit, on the contrary.
略
Unit 3 The Million Pound
教学模式介绍
探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。
探究式课堂教学模式的教学环节：
创设情境——启发思考——自主（或小组）探究——协作交流——总结提高
设计思路说明
1. 总体思路
以英语探究式教学为指导思想，将教学内容和学生实际及热点话题相结合，按照新课标对教学的要求来设计本节课的教学。教学中以智慧教学手段为辅助教学手段，以任务型教学法为主要教学方法进行教学。
所设计的任务主要有三个：
一是基本课文阅读任务——运用有效阅读技巧，充分理解课文，输入信息、整合信息；
二是语言交际任务——运用所学语言进行现实交际，选择信息，输出信息；
三是创造性任务——对文学作品中人物性格的理解。
另外，通过课堂上的头脑风暴、个人阅读活动、双人活动和小组讨论等活动，激发学生学习兴趣和求知欲，开启学生思维之门，培养学生相互合作精神。让学生在真实的活动中，亲身体验、相互合作。所有活动的展开力求环环相扣，整节课生动流畅，从而实现本节课的各个教学目标。
本节课所用到的教学方法有：
1．自主探究法：从探究中发现问题，分析问题，从而提高学生解决问题的能力。
2．合作学习法：让学生在讨论交流中取长补短，培养学生的合作竞争意识。
3．自主学习法：对于一些内容，同学们通过思考老师提出的问题、观看微课视频自主学习。使学生由“学会”变为“会学”，通过这些方法，孩子们提高了自主学习和独立思考的能力，学会了总结。
2. 各环节教学思路
【创设情境】
介绍和探索美国作家马克吐温的主要作品。
【启发思考】
通过头脑风暴，通过和学生分享对食物的知识，鼓励学生对money进行思考，激发学生兴趣，为阅读做好充分准备。
教师可以通过各种方式启发学生不要拘泥现成答案，从多个角度思考问题，充分发挥思维的新颖性、创造性，只要合理、新鲜、有趣，或有其他任何独到见解，都给予鼓励。
【自主或小组探究】
这个环节是对整篇文章信息的归纳与梳理，进一步巩固学生对文章内容的把握，同时培养学生处理信息的能力，并为下一步讨论打下坚实的语言基础。
（1）培养学生运用skimming, scanning阅读技巧的能力；
（2）通过Discuss，Conlusion等激发学生深入理解课文的欲望，我们不应低估学生的能力。
（3）通过Pre-reading，detailed questions，Careful Reading部分虽然也是对文章细节的把握，但着眼于整个篇章的阅读。
【协作交流】
学生只有经过了认真的自主探究，积极思考后，才可能进入高质量的协作交流阶段。经过前几个环节，学生已经对文章有了深刻的理解，完成了信息的输入与理解。
这个环节设计了好几个任务型活动，通过双人活动和小组活动，如：Why do you think that the brothers chose Henry for their bet? What do you think of Henry? What kind of person do you think Henry is? What kind of persons do you think Oliver and Roderick are? Is money everything? 培养学生的合作意识，批判性思维能力和创造性思维能力。（如果时间不足，此活动可以延伸到课外或者作为课外作业完成）
【总结提高】
通过总结和复述，提升对全文信息和大意的理解。
教材分析
本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片段。
1. WARMING UP 提出问题，通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品, 有个初步的了解。
2. PRE-READING要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。
3. READING 是剧本中第一幕的第三场。富商兄弟俩打赌把一张百万英镑钞票给一个一无所有，诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒流落伦敦街头的美国小伙子Henry Adams。教师可以引导学生通过戏剧情节的发展，理解、感受戏剧的语言。同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。
4. COMPREHENDING 中Fact or Opinion 的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对这部分词语在语境中的理解和运用。
5. LEARNING ABOUT LANGUAGE 通过英语释义，在文章中填空等形式帮助学习理解掌握本单元的重点词汇， 并通过先发现再简单运用的模式帮助学生了解、掌握本单元的语法项目：宾语从句和表语从句。
6. USING LANGUAGE 中的Reading and acting 介绍了第一幕的第四场。这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams到餐馆用餐时, 先遭到冷遇， 而后由于拿出了一张百万英镑的大钞,又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。
6.1 READING && ACTING 是剧本中第一幕的第四场。
6.2 LISTENING &&WRITING中又介绍了第一幕的第五场，进一步印证了Henry Adams 诚实正直的品格。
6.3 READING 是关于马克·吐温的介绍。
6.4 WRITING要求学生自己写一个场景---第一幕的第五场。
7. SUMMING UP 总结本单元所学到的内容：《百万英镑》，有用的动词，名词，表达和新的语法项目。
8. LEARNING TIP 是关于如何写一个剧本的。
教学目标
【语言知识目标】
a. Key words and expressions
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous
b. Functions
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?
【语言能力目标】
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.
【情感价值观目标】
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. Inspire the students to thing of the opinions on money.
c. Cultivate the students to be interested in literature.
教学重难点
【教学重点】
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.
【教学难点】
How to use expressions on request.
课前准备
A computer, a projector and a tape recorder.
教学过程
一、创设情境
Warming up 1
1. What do you know about Mark Twain?
The greatest humorist of the 19th century in American literature. Also one of the greatest writer in the world.
2. Do you know any of his works?
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)
He is good at writing about children’s adventures.
The Adventures of Tom Sawyer 《汤姆 · 索亚历险记》
The Adventures of Huckleberry Finn《哈克贝利·弗恩历险记》
short stories
1. Running for overnor
2. The ￡ 1,000,000 Bank-Note
Warming up 2
1. 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
?
二、启发思考
(Pre-reading)
Brainstorm头脑风暴
1. Imagine that somebody gives you a large sum of money to spend as you like. What would you do with it?
2. Have you read the story of “The Million Pound Bank Note”? Have you seen the film? If you have, what did you think of it?
三、自主或小组探究之活动探究
(While reading)
1. Skimming
(1) Read the play, and find out the conflict in the play. After that, answer the questions
How many characters are there in the scene?
Who are they?
(2) Read the text very quickly and find out:
Time __________________
Place _________
Characters_________
2. Scanning
(1) Read the text and fill in the blanks in the chart.
Information about Henry
Name
Henry Adams
Nationality
1. ______
His plan in London
To find
2. _______
His experience at sea
He was sailing out of the 3. ________and then was carried out to sea by a strong wind. A ship found him, asked him to work for his passage and then brought him to?Britain.
Information about Henry
What he did in Britain
He asked for help from the 4. _______________but got no answer.
His job in America
He worked for a(n) 5. ________company.
The amount of money he had
None
What the brothers gave him
A (n) 6. ________that he mustn’t open until 2 o’clock.
3. Detailed Reading
(1) Read the passage carefully and fill in the blanks.
A month ago
Henry was ______ out of the bay.
Towards nightfall
Henry found himself _______ out to sea by a strong wind.
The next morning
Henry was ________ by a ship.
Lastly
Henry arrived in ________ by working on the ship unpaid.
Now
Henry was _______ in London and ____________ in the street.
Just at that time
Roderick _______ him and asked him to step in.
To Henry’s surprise
Roderick gave Henry a _____ with money in it.
(2) Read the play carefully and answer the following questions.
1) Where does Henry Adams come from? Does he know much about London?
He comes from San Francisco.
No, he doesn’t know London at all.
2) What did he do in America?
He worked for a mining company.
3) Why is Henry lost in London? How did he get there?
He was sailing out the bay when he was carried out to sea by a strong wind and was spotted by a ship for London.
4) How many questions do the brothers ask Henry? What is the brothers’ concern?
Seven. They want to know whether or not Henry is penniless.
5) Why do the brothers give Henry the letter?
It was his first visit to London so nobody knew him.
He had no money so he would have to rely on the bank note.
They thought he looked honest because he asked for a job and not charity.
4. Discussion
(1) Why do you think that the brothers chose Henry for their bet?
It was his first visit to London so nobody knew him.
He had no money so he would have to rely on the bank note.
They thought he looked honest because he asked for a job and not charity.
(2) Character Analysis
1）What do you think of Henry?
2）What kind of person do you think Henry is? Why do you think so?
● Henry was honest.
It is my first trip here.
Well, to be honest, I have none. (no money)
Well, I can’t say that I have any plans.
● Henry was hard-working.
I earned my passage by working as an unpaid hand.
Could you offer me some kind of work here?
I don’t want your charity, I just want an honest job.
●Henry was direct.
Well, it may seem luck to you but not to me.
If this is your idea of some kind of joke, I don’t think it’s very funny.
Now, if you’ll excuse me, I think I’ll be on my way.
(3) What kind of persons do you think Oliver and Roderick are?
Oliver and Roderick:
rich (servants and not worrying about giving a stranger a million pound bank-note), mischievous (prepared to bet one million pounds just for a bit of fun), good judges of character (they see Henry is honest and proud)
四、协作交流
(Post reading)
1. Group Work -----Role play
Watch a video and role play this part in groups.
Observe the characters’ pronunciation, intonation, facial expressions and actions.
Think about their attitude to money.
2. Discussion
What’s the attitude to money?
Promotion----Voice your opinion
Is money everything?
Money Is Not Everything
Money can buy a house, but not a home
Money can buy a bed, but not sleep
Money can buy a clock, but not time
Money can buy a book, but not knowledge
Money can buy you a position, but not respect
Money can buy you medicine, but not health
Money can buy a friend, but not love
Money can buy you blood, but not life
五、总结提高
1. Consolidation
Sum up the main idea of the whole passage
The story happened in _________ in ________. Henry, a tramp who came from __________ landed in Britain ____________. He earned his _________ by working as an _________ hand. Wandering in London streets, he met _______________ who asked him to _____________ their house. After asking Henry many questions, they gave him _________.
2. Homework
(1) Act out this scene in groups of five (a narrator, the servant, the brothers and Henry).
(2) What do you think will happen to Henry? Will the bank-note help him or get him into trouble?
教学反思
本单元的话题是美国文学，通过本单元的学习培养学生的文学素养和文学欣赏能力，特别是对文学的兴趣。本节课采用探究式教学模式来启发学生发现问题，解决问题，让学生体验科学探究活动的过程和方法。根据本节课的内容和学生的认知水平，采取联系生活，创设情境，自主探究，合作探究，归纳总结的教学手段，并充分发挥智慧课堂辅助教学作用。力争做到“授之以渔”，而不是“授之以鱼”。
（1）这堂课经过“创设情境——启发思考——自主（或小组）探究——协作交流——总结提高”的以探究式教学环节，实了语言学习与应用、信息的输入与整合的有机结合，达到了培养学生语言能力，重点培养阅读能力的目的。
总之，我认为语言课堂应充分利用话题优势，深入挖掘文章内涵，重视对学生思维的训练，教学要以人为本，以学生为本。如本课中的话题：Is money everything? 培养学生正确的金钱观。