2019-2020年高一英语必修3教案：Unit 3 The Million Pound Bank.doc

2019-2020年高一英语必修3教案：Unit 3 The Million Pound Bank 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 e 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)Id like some ham and eggs and a nice big steak.Ill 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 cant 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)Thats why weve given you the letter.ReadingTeaching 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, jealousb. 交际用语Expressions on request:Would you step inside a moment, please?Would you please e in?May we ask what youre doing in this country and what your plans are?Well, why dont you explain what this is all about? 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.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.Teaching important points 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.Teaching methods 教学方法 Elicitation, discussion, listening, reading and pair work.Teaching aids 教具准备A puter, a projector and a tape recorder.Teaching procedures and ways教学过程与方式 Step I Lead-inWhat do you know about Mark Twain? Do you know any of his works?Read the short passage quickly and fill in the chart.Real nameMeaning of his pen nameBirth dateBirthplacePlace where he grew upHis famous storiesThen give an introduction of Mark Twain (18351910): 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 DiscussionSuppose 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 bees dark survive: continue to live or existspot: see or notice a person or thingaccount for: to be the explanation or cause of sth. charity: 施舍 by accident: by chanceStep III Pre-reading1. First, give students a brief introduction of the storyTwo 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 ReadingScan 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 oclock.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 e 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-readingWhat kind of persons you think the characters are? (Henry Adams, Oliver Roderick)Learning about LanguageTeaching 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, jealousb. 交际用语Expressions on request:Would you step inside a moment, please?Would you please e in?May we ask what youre doing in this country and what your plans are?Well, why dont you explain what this is all about? 2. Ability goals能力目标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.Teaching important points 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.Teaching aids 教具准备A puter, a projector and a tape recorder.Teaching procedures and ways教学过程与方式 Step I Discovering useful words and expressions1. 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 plete the stories.Check the answers.Step II ExercisesI. 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 didnt 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. Id like to start my own business thats _ Id do if I had the money. 7. Have you finished the book? No. Ive read up to _ the children discover the secret cave. 8. Its no use having ideas only. Dont 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 havent settled the question of _ it is necessary for him to study abroad. 单句改错。1. You are always saying that everyone should be treated equally. This is what I dont agree. 2. As a new graduate, he doesnt 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 HomeworkFinish Using Words And Expressions on Page 56 of the Workbook.GrammarTeaching goals 教学目标1. Target language 目标语言重点句子May we ask what you are doing in this country?Well, why dont you explain what this is all about?Thats why weve 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Enable students to understand and use noun clauses as the object and predicative. 3. Learning ability goals 学能目标Get the students to use the noun clauses as the object and predicative.Teaching difficult points教学难点How to make students understand and use noun clauses as object and predicative.Teaching aids 教具准备A puter and a projector 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： She did not know what had happened. 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 dont 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 cant 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 HomeworkFinish Using Structures on Page 57 of the Workbook.Using LanguageTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语steak, eat like a wolf, genuine, reserve, scream, fake, bowb. 交际用语Can I help you?Ill take your order in a minute.Are you ready to order, sir/ madam?What would you like ?Enjoy your meal!Heres your bill. Here you are. 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 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. 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 Scene 4.c. Help students to understand the details of the whole scene.d. Get students to retell the whole scene.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 methods 教学方法 Elicitation, discussion, listening and reading .Teaching aids 教具准备A puter, a projector and a tape recorder.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 NOTEHenry 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 “itll cost a large amount of money” exactly mean? 2. At the sight of the customers note, the owner and his waiter got very _D_.A. frightened B. angry C. worried D. excited3. 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”. SpeakingTeaching goals 教学目标 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 TWO Scene 2c. Help students to understand the details of the whole scene.d. Get students to retell the whole scene.Teaching important points 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.Teaching methods 教学方法 Elicitation, discussion, listening, reading and pair work.Teaching aids 教具准备A puter, a projector and a tape recorder.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 cant 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 well see which is the most appropriate for the play.Suggested scene The dialogue takes place at a tailors shop. (O=Owner; C=Clerk; H=Henry)O: Theres a customer, Todd. Will you serve him? C: I dont know why hes in a tailors shop. Just look at his clothes!O: No matter what hes 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. Weve got some cheaper ones in the back room. Will you e through to the back, please?.Why dont you try this one on? H: Mmm, it doesnt seem to fit very well. C: Im afraid its the cheapest one weve got.H: Very well, Ill take it. Could you wait a few days for the money? I dont have any small notes on me.C: Oh, you havent? Well, of course, I know that gentlemen like you carry only large notes.H: My friend, you shouldnt judge strangers always by the clothes they wear. Im quite able to pay for this suit. I just didnt wish to put you to the trouble of changing a large note.C: Why do you think we cant change your note? Of course we can.H: Oh, very well. Then there is nothing to worry about. I apologize. 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 wouldnt. Brother A said he couldnt 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 pletely. 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 tailors 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 Portias 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 NOTEHenry: a lost American businessman in LondonRoderick: a rich Englishman, brother to OliverOliver: a rich Englishman, brother to RoderickBanker: for the Bank of EnglandTodd: an especially helpful clerk at the tailors shopOwner 1: of a small but fancy restaurant in LondonWaiter: works for the restaurant ownerHostess: greeter at the restaurant and wife of the ownerMr Clemens: a diner in the restaurant and expert on banknotesOwner 2: of a small but fancy tailor shop in LondonAmbassador: the chief US diplomat in BritainPortia: a friend of the ambassador who he introduces to HenryVarious narratorsVarious clerks3. Supplementary lines that did not appear in the textbook:ACT ONEScene 1Narrator: 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 theres only one other like it that was used for a foreign loan.Oliver: Yes, we read about it. Thats what gave us the idea.Banker: The idea?Roderic