人教版高一英语必修三Unit 3 The Million Pound Bank 单元教案

Unit 3 The Million Pound Bank Note
Ｉ． 单元教学目标
Talk 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 barber
2. 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, script
3. 固定词组
bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for
4. 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.
Reading
Teaching goals 教学目标
1. 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?
2. 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.
3. 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.
4. 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.
Teaching procedures and ways教学过程与方式
Step I Lead-in
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)
Step II 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
Step III 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?
Step IV 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.
Step V After-reading
What kind of persons you think the characters are? (Henry Adams, Oliver Roderick)
Learning about Language
Teaching goals 教学目标
1. 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?
2. 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.
Retell the scene using the key words of the whole scene.
3. 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.
Teaching procedures and ways教学过程与方式
Step I Discovering useful words and expressions
1. Find the correct word for each of the following meanings.
2. The italicized words in these sentences have more than one meaning. Explain the usage and meaning of each word in each sentence and then make your own sentences using these words in different meanings.
3. Use some of the words recycled above and the phrases below in the correct form to complete the stories.
Check the answers.
Step II Exercises
I. 用适当的连接词填空。
1. I did not see the film last night. That was _______ I had to help my brother with his homework.
2. I had seen the film before. That was ____ I did not see the film last night.
3. Great changes have taken place in our village, so it is no longer _____ it used to be.
4. My father didn’t say clearly _____ he would give me as my birthday present. He wanted to give me a surprise.
5. He said _________ you were too young to understand the matter and ____ he was asked not to tell you.
6. I’d like to start my own business — that’s _____ I’d do if I had the money.
7. — Have you finished the book?
— No. I’ve read up to _____ the children discover the secret cave.
8. — It’s no use having ideas only.
— Don’t worry. Peter can show you _____ to put an idea into action.
9. People in Tangshan are proud of ______ they have achieved after the earthquake happened in 1976.
10. We haven’t settled the question of ________ it is necessary for him to study abroad.
Ⅱ. 单句改错。
1. You are always saying that everyone should be treated equally. This is what I don’t agree.
2. As a new graduate, he doesn’t know how it takes to start a business here.
3. The teacher said that light traveled much faster than sound.
4. Who do you think might the public choose as their favorite singer this year?
5. One advantage of playing the guitar is what it can give you a great deal of pleasure.
Step III Homework
Finish Using Words And Expressions on Page 56 of the Workbook.
Grammar
Teaching goals 教学目标
1. 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. Enable students to understand and use noun clauses as the object and predicative.
3. Get the students to use the noun clauses as the object and predicative.
4. How to make students understand and use noun clauses as object and predicative.
Teaching procedures and ways教学过程与方式
Step I 宾语从句
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.
Step II 表语从句
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.
Step III Homework
Finish Using Structures on Page 57 of the Workbook.
Using Language
Teaching goals 教学目标
1. a. 重点词汇和短语
steak, eat like a wolf, genuine, reserve, scream, fake, bow
b. 交际用语
Can I help you?
I’ll take your order in a minute.
Are you ready to order, sir/ madam?
What would you like …?
Enjoy your meal!
Here’s your bill. Here you are.
2. 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 4.
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. 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 Scene 4.
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
4. 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 procedures and ways教学过程与方式
Step I Introduce some new words:
steak:
eat like a wolf:
genuine:
reserve:
scream:
fake:
bow:
Step II 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.
Step III 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?
Step IV Detailed 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”.
Speaking
Teaching goals 教学目标
1. 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 TWO Scene 2
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
2. 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.
Teaching procedures and ways教学过程与方式
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.