高中英語必修三Unit3　TheMillionPoundBankNotePeriod1

Unit3TheMillionPoundBankNote單元規(guī)劃類別課程標(biāo)準(zhǔn)要求掌握的項目話題Formsofliteratureandart:shortstoryanddrama;howtoactoutaplay詞匯birthplacen.出生地;故鄉(xiāng)Embassyn.大使館;大使及其官員phrasen.短語;詞組;慣用語Seekvt.&vi.尋找;探索;尋求adventuren.奇遇;冒險patiencen.耐性;忍耐noveln.小說;長篇故事adj.新奇的;異常的contraryn.反面;對立面adj.相反的;相違的authorn.著者;作家Envelopen.信封scenen.（戲劇)一場;現(xiàn)場;場面;景色Permitvt.&vi.許可;允許;準(zhǔn)許n.通行證;許可證;執(zhí)照wandervi.漫游;漫步;漂泊steakn.肉塊;魚排;牛排pavementn.人行道pineapplen.菠蘿businessmann.商人dessertn.餐后甜點unbelievableadj.難以置信的amountn.數(shù)量aheadadv.在前;向前;提前rudeadj.粗魯?shù)?無禮的bayn.海灣mannern.禮貌;舉止;方式starevi.凝視;盯著看screamvi.尖聲叫n.尖叫聲;喊叫聲faultn.過錯;缺點;故障genuineadj.真的;真誠的bowvi.&n.鞠躬;彎腰ragn.破布;碎布passagen.船費(fèi);通道;（一)段indeedadv.真正地;確實;實在accountvt.&vi.認(rèn)為;說明;總計有n.說明;理由;計算;賬目spotvt.發(fā)現(xiàn);認(rèn)出n.斑點;污點;地點短語bringup撫養(yǎng);培養(yǎng);教育;提出inrags衣衫襤褸goahead前進(jìn);（用于祈使句)可以;往下說asfor關(guān)于;至于byaccident偶然;無意中;不小心dowith對待;處理;處置stareat盯著看;凝視makeabet打賭accountfor導(dǎo)致;做出解釋belost迷路;傾心于某事onthecontrary與此相反;正相反permitsb.todosth.準(zhǔn)許某人做某事takeachance冒風(fēng)險;碰運(yùn)氣ina...manner以……的舉止（態(tài)度)重要句型1.Youngman,wouldyoustepinsideamoment,please?(request)2.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.(Iwonderif...)3....Ifoundmyselfcarriedouttoseabyastrongwind.(find+O.+O.C.)4.AnditwastheshipthatbroughtyoutoEngland.(itis/was...that...)5.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...(nounclauseasthepredicative)6.Youmustn’tthinkwedon’tcareaboutyou.(doublenegative)7.That’swhywe’vegivenyoutheletter.(nounclauseasthepredicative)8.Well,whydon’tyouexplainwhatthisisallabout?(suggestion;nounclauseastheobject)功能1.RequestWouldyoupleasecomein?Couldyouoffermesomekindofwork?Wouldyoumindwaitingjustafewminutes?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?MayIaskyouhowmuchmoneyyouhave?—Well,tobehonest,Ihavenone.—Gorightahead.2.OrderingfoodI’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.3.Shopping語法1.NounclausesastheobjectIcan’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.2.NounclausesasthepredicativeThat’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...教學(xué)重點1.Getstudentstoknowaboutformsofliteratureandart:shortstoryanddrama;howtoactoutaplay.2.Havestudentslearnsomeusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofrequestandorderingfood.4.Letstudentslearnthenewgrammaritem:nounclausesastheobjectandpredicative.5.Developstudents’listening,speaking,readingandwritingabilities.教學(xué)難點1.Enablestudentstomasterthenewgrammaritem:nounclausesastheobjectandpredicative.2.Letstudentslearnhowtoactoutaplay.3.Developstudents’integrativeskills.課時安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:Reading,actingandspeakingPeriod5Usinglanguage:Listening,writingandspeakingPeriod6Usinglanguage:Listening,readingandwritingPeriod7Revision:SummingupandlearningtipPeriod1Warmingupandreading整體設(shè)計教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyhavingafreetalkwithstudentsaboutthebackgroundknowledge,talkingaboutMarkTwainandhisplay.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.TheWarmingUpisintendedtodiscoverjusthowmuchstudentsknowaboutthis19thcenturywriterandletthosewhodon’tknowabouthimknowabouthimbeforetheyreadtheplay.TheteachercanusethisparttointroduceinformationthatChinesestudentsshouldhave.Exercise1inthePre-readingprovidesstudentswithanimportantchoice.Forsome,knowingwhattheywoulddowiththemoneyiseasytodecide.Forothers,itmayposearealdilemma,especiallyiftheyfeelobligatedtohelpotherswiththemoney.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.Exercise2istocheckwhetherstudentshavereadthestoryorhaveseenthefilmandforstudentstobereadyforthenextpartReading.ThereadingpassageisaplaywhichisadaptedfromMarkTwain’sshortstorybythesametitle.ItbrieflydescribesthatHenry,aSanFranciscobusinessman,isrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friends,ortheprospectofagoodjob.Hungryandalone,hewalksalongthestreetsofthecitywhenunexpectedlyheissummonedtoamansion.Tworichbrothers,RoderickandOliver,havemadeasecretbet.RoderickbelievesthatamancannotsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.Studentsareencouragedtopreviewthetextandfindoutthenewwordsandstructuresthemselves.Theyshouldtrytoworkoutthemeaningofthenewwordsthroughthecontext.Thenifnecessary,theycanlookthemupinthedictionaryorturntotheteacherforhelp.Playswillenablestudentstoreadandhearnaturallanguageinadramaticcontext.Justasimportantly,readingandactingplaysaloudwillincreasestudents’self-confidenceinusingEnglish,whichinturnwillincreasetheiroverallmotivationtolearnEnglish.Throughtheiractiveparticipationinreadingcharacters’partsinaplay,studentsrelivewhatothershavesaid.Whenreadingaplayaloud,studentsnotonlyspeaktotheteacherbutdirectlytotheirclassmates.Thisoralinteractioncancontributetogreaterclasscooperation,especiallyifreadingtheplayresultsintryingtoactitout.Indoingso,studentscanlearnhowtointerpretlanguagethroughthetoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.Therefore,providestudentswiththeopportunitytointerpretlanguagebyactingoutafewscenesoftheplay.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtogiveabriefintroductiontothestoryTheMillionPoundBankNoteintheirownwordsandactoutScene3ofthisplaywiththeirgroupmembersattheendoftheclass.Inordertoarousestudents’interest,theteachercanholdacompetitionbetweengroups.教學(xué)重點1.LetstudentslearnmoreaboutMarkTwainandhisplay.2.Getstudentstolearndifferentreadingskills.3.Havestudentslearnhowtoactoutthisplay.教學(xué)難點1.Developstudents’readingability.2.Enablestudentstoactoutthisplay.三維目標(biāo)知識目標(biāo)1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:birthplace,novel,adventure,phrase,author,scene,wander,pavement,businessman,permit,ahead,bay,stare,fault,spot,passage,account,embassy,seek,patience,contrary,envelope,bringup,goahead,byaccident,stareat,accountfor,onthecontrary2.LetstudentslearnaboutMarkTwainandhisplay.能力目標(biāo)1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.EnablestudentstotalkaboutMarkTwainandhisplay.3.Enablestudentstoactoutthisplay.情感目標(biāo)1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.2.Developstudents’senseofcooperativelearning.教學(xué)過程設(shè)計方案(一)→Step1WarmingupTalkaboutbackgroundknowledgeaboutMarkTwainandhisplay.1.Gettingtoknowagreatliterarygiant:MarkTwainLetstudentsreadthefollowinginformationaboutMarkTwainandhisworks.RealnameofMarkTwainSamuelLanghorneClemensYearofbirth1835PlaceswherehelivedRaisedinHannibal,Missouri;traveledmuchoftheUS;livedforalongtimeinEuropeNamesofthreeofhisfamousstoriesTheAdventuresofTomSawyerTheAdventuresofHuckleberryFinnLifeontheMississippiEvaluationofhimAmericanshortstorywriter,novelist,humorist,andpublicspeaker.Americanbestknownliterarygiant2.GettingtoknowthestoryTheMillionPoundBankNote.TworichgentlemeninLondonmadeabetonwhatwouldhappentoapersonifhewasgivenamillionpoundbanknote.AnAmericanyoungmanwhosailedtoofarwascarriedouttosea,butwassavedbyaBritishshipforLondon.SohewasnowinLondon,tired,hungryandpenniless....→Step2Pre-readingDiscusswithstudents:HaveyoureadthestoryTheMillionPoundBankNote?Haveyoueverseenthefilm?Ifever,whatdoyouthinkofit?→Step3While-readingTrytogainasmuchinformationaspossiblefromthestorythroughreadingandtrainreadingskills.1.ScanningReadingstrategy:Gothroughtheplayforspecificinformation.Don’treadsentencebysentence.Fillintheblanks.1)Time:________________2)Characters:HenryAdams:_________________RoderickandOliver:_________________3)EventsAboutamonthagoHenrywas______________outofthebay.TowardsnightfallHenrywas______________outtoseabyastrongwind.ThenextmorningHenrywas______________byaship.LastlyHenryarrivedin______________byworkingasanunpaidhandontheship.NowHenrywas______________inLondonand______________inthestreet.JustatthattimeRoderick______________himandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenry______________withmoneyinit.Suggestedanswers:1)thesummerof19032)HenryAdams:alostAmericanbusinessmaninLondonRoderickandOliver:twobrothersandrichEnglishmen3)AboutamonthagoHenrywassailingoutofthebay.TowardsnightfallHenrywascarriedouttoseabyastrongwind.ThenextmorningHenrywasspottedbyaship.LastlyHenryarrivedinLondonbyworkingasanunpaidhandontheship.NowHenrywaslostinLondonandwanderinginthestreet.JustatthattimeRoderickcalledhimandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenryanenvelopewithmoneyinit.2.SkimmingReadingstrategy:Gothroughtheplayforthegist.1)Answerthefollowingquestions:(1)WheredoesHenryAdamscomefrom?DoesheknowmuchaboutLondon?(2)WhatdidhedoinAmerica?(3)WhydidhelandinBritain?Suggestedanswers:(1)HenrycomesfromSanFrancisco.No,hedoesn’tknowLondonatall.(2)Heworkedforaminingcompany.(3)HewassailingoutthebaywhenhewascarriedouttoseabyastrongwindandwasrescuedbyashipforLondon.2)Putthefollowingeventsinacorrectordertoformashortpassage:HenrywanderedinLondonstreets.AboutamonthagoHenryAdamswassailingoutofthebay.Thenextmorninghewasspottedbyaship.Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.Ontheshipheearnedhispassagebyworkingasanunpaidhand.Suggestedanswers:AboutamonthagoHenryAdamswassailingoutofthebay.Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.Thenextmorninghewasspottedbyaship.Ontheshipheearnedhispassagebyworkingasanunpaidhand.HenrywanderedinLondonstreets.3.Detailed-readingReadingstrategy:Readtheplaycarefullyandtrytogetasmuchinformationaspossible.Trytokeeptheminmind.Fillintheblanksandretellthestory.Henrywasan____________.Onedayhehadanaccidentina______________.Luckilyhewasrescuedbyashipfor_____________.HearrivedinLondonbyearninghispassagewithoutpay.Hewas_____________inthestreetin______________.Tohissurprisean______________thinghappened.Tworichbrothersgavehimamillionpoundbank-notebecausetheyhadmadea______________.Suggestedanswers:American;bay;London;wandering;rags;incredible;bet4.ReadingaloudandunderliningAskstudentstoreadtheplayaloudtothetapeandletthempayattentiontothepronunciationandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.→Step4Post-reading1.DiscussingandtalkingWhatkindofpersondoyouthinkHenryis?Whydoyouthinkso?Findsomeofhiswordstoprove.1)IsHenryhonest?Itismyfirsttriphere.Well,tobehonest,Ihavenone.(nomoney)Well,Ican’tsaythatIhaveanyplans.2)IsHenryhard-working?Iearnedmypassagebyworkingasanunpaidhand.Couldyouoffermesomekindofworkhere?Idon’twantyourcharity;Ijustwantanhonestjob.3)IsHenrydirect/straightforward?Well,itmayseemlucktoyoubutnottome.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.Now,ifyou’llexcuseme,IthinkI’llbeonmyway.2.Acting1)Listentothetextagain.2)Completethetable.CharactersActionsAttitudesDecisionNarratorOliverRoderickHenryServant3)Actouttheplayingroupsoffourorfive,includingthenarrator.4)Invitetwoorthreegroupstoperformbeforetheclass.3.DiscussionHaveadiscussionwithstudents.Supposeyougetalargeamountofmoneybybuyinglotteryticketsandbecomeamillionaire.Whatwillyoudowiththemoney?4.WritingRewritetheplayintoastory.→Step5Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readtheplayagainandagainandtrytoactitoutwithyourclassmates.3.EnjoythemovieTheMillionPoundBankNote.設(shè)計方案(二)→Step1Leadingin1.Talkaboutcharactersofshortstoriesanddramas.2.Askstudentssomequestions:1)Doyoulikedramas?Canyoulistsomefamousdramasandtheirwriters?2)DoyouknowaboutMarkTwainandhisplayTheMillionPoundBankNote?→Step2Warmingup1.ShowthepictureofMarkTwainandaskstudents:Whatdoyouknowabouthim?2.Letstudentsreadtheshortpassageandtakenotestofillinthechart.RealnameMeaningofhispennameBirthdateBirthplacePlacewherehegrewupHisfamousstories→Step3Pre-readingLetstudentsdiscussthefollowingquestionswiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.1.Imaginesomebodygivesyoualargesumofmoneytospendasyoulike.Whatwouldyoudowithit?Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmake,theyshouldbereadytooffertheirclassmatesagoodreasonforit.2.HaveyoueverreadthestoryTheMillionPoundBankNote?Haveyoueverseenthemovie?Ifever,whatdidyouthinkofit?→Step4Reading1.Givestudents3minutes,andaskthemtoskimthepassageforinformationtofindtheanswerstothequestions.1)HowdidHenrycometoEngland?2)WhydidhelandinBritain?3)WheredidHenryworkbefore?4)Whydidthetwogentlemengivehimtheenvelope?5)Whencanheopenit?Afterstudentsdiscussthequestions,checktheanswerswiththewholeclass.2.Givestudents5minutestoreadthepassagecarefully,andthendotheexercisesinComprehendingonPage19.Aftermostofthemfinish,checktheanswerswiththewholeclass.3.ExplanationHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningofsomenewwordsandexpressions.Encouragethemtotrytodealwiththelanguagepointsinthecontext.1)alargeamountof:alargequantityof;agreatdealofTheyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtfulWemadeabetontheresultofthematch.3)permitsb.todosomething:allowsomebodytodosomethingMymotherdoesn’tpermitmetorideinthestreetafteritrained.4)byaccident:asaresultofchanceIonlyfounditbyaccident.5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc.)Doyoulikeb