Unit3TheMillionPoundBank-Note“黃岡賽”一等獎(jiǎng)

Unit3TheMillionPoundBankNote

Period4UsinglanguageReading,actingandspeaking整體設(shè)計(jì)教材分析Thisisthefourthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.Inthisperiod,wewillmainlydealwiththepartReading,actingandspeakinginUsinglanguageonPages22-23,thatisActI,Scene4ofTheMillionPoundBankNote.Thepurposeofthispartoftheunitistocontinuetheplayandgivestudentsopportunitytoactoutthesceneinclass.TheteachercanfirstasksomestudentstoactoutActⅠ,Scene3ofTheMillionPoundBankNoteandthenaskstudentstoreadActⅠ,Scene4anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Later,letstudentslistentothetapeandroleplaythetext.Havethemgetintogroupsofsix.Fivestudentswilltaketherolesintheplay.Theywillreadtheirspeechesandtrytomaketheirlanguagesoundauthentic.Thesixpersonsordirectorwilldecidehowtheactingwilltakeplaceinthescene.He/shewillalsoguidetherestofthegroupintheuseoftheirvoicessothattheywillsoundasmuchlikethecharactersintheplayastheycan.Finally,askstudentstoreadActⅠ,Scene4againtounderlinealltheexpressionsusedtoorderfood,makeupadialogueatrestaurantwiththeirpartnerandbereadytoactitoutbeforetheclass.Attheendoftheclass,askstudentstoretelltheplayofthispartintheirownwordsandperformtheplayofthispartortheirowndialogue.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.教學(xué)重點(diǎn)1.Developstudents’readingandspeakingskills.2.Letstudentsreadandacttheplay.3.Havestudentslearntousetheexpressionstoorderfood.教學(xué)難點(diǎn)1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.2.Getstudentstoacttheplay.3.Havestudentsmakeadialogueattherestaurant.三維目標(biāo)知識(shí)目標(biāo)1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.Getstudentstoreadtheplay.3.Letstudentslearntheexpressionsoforderingfood.能力目標(biāo)1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.2.Enablestudentstounderstandandactouttheplay.3.Havestudentslearnhowtousetheexpressionstoorderfood.情感目標(biāo)1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.2.Developstudents’senseofgroupcooperationandteamwork.教學(xué)過程設(shè)計(jì)方案（一）→Step1Revision1.Checkthehomeworkexercises.2.Translatethefollowingsentenceswithnounclausesastheobjectandthepredicative.1)我認(rèn)為婦女能夠在許多科學(xué)領(lǐng)域取得很高的成就。2)我不知道林巧稚是否記得她曾接生過多少嬰兒。3)告訴我怎樣才能保持健康,好嗎？4)她的愿望就是盡快瘦下來。5)問題是那件事是否值得做。6)那就是他所擔(dān)心的。7)好像要下雨。8)那就是他上學(xué)遲到的原因。Keysforreference:1)Ithink(that)womencanreachveryhighachievementsinmanyfieldsofscience.2)Iwonderwhether/ifLinQiaozhirememberedhowmanybabiesshehaddelivered.3)WillyoutellmehowIcankeepfitandhealthy?4)Herwishisthatshecouldloseweightassoonaspossible.5)Thequestioniswhetheritisworthdoing.6)That’swhatheisworriedabout.7)Itlooksasifitis/wasraining.8)That’swhyhewaslateforschool.→Step2Warmingup1.Acting:AsksomestudentstoactoutActⅠ,Scene3.2.Prediction:Letstudentspredictthenextscene.WhatwouldhappentoHenryattherestaurant?A.Hewasnottakenseriously.B.Hewastreatedpolitely.→Step3Reading1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.2.Readtheplaycarefullyanddothefollowing:1)Answerthesequestionsinsmallgroups.(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.(2)Whatkindofpersonistheowneroftherestaurant?(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?2)PaymuchattentiontothedifferentattitudestowardsHenry.BeforeHenryshowshismillionpoundbanknote:OwnerHostessWaiterThatone’sreserved.Well,wewillhavetotakeachance....ifyoupaythebill...Mygoodness!Heeatslikeawolf.It’llcostatinybit.Again,everything?What’stheretowaitfor?AfterHenryshowshismillionpoundbanknote:OwnerHostessWaiterI’msosorry,sir,sosorry.Oh,please,don’tworry,sir.Doesn’tmatteratall.Justhavingyousithereisagreathonor!...bow...ScreamsAndyouputhiminthebackoftherestaurant!bow...bow...3.Retellthestory:Withthe______________inhand,Henrydecidedtoentera______________forameal.Heorderedsome______________and______________andanicebig______________togetherwithatallglassof______________.Thewaitertoldhimthemealwouldcosthim__________________________________________.Aftereatinghisfirstorder,Henryaskedformoreof____________________________.WhenHenryopenedtheletter,hefounditwasa________________________________________________________.Hewas______________buttheownerandthewaiterwere______________.Theownerwasnotsureifitwas______________or______________.Theycouldn’tbelieveHenrywhowas____________________________couldbesorich.Atlast,thenotewasprovedtobereal.Afterknowingthatthebillisgenuine,theowner______________HenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthe______________.Theowner,hostessandwaiterall______________togetherasHenryleft.Keysforreference:envelope;restaurant;ham;eggs;steak;beer;atinybit;thesame;millionpoundbanknote;surprised;shocked;genuine;fake;inrags;thanked;bill;bowed→Step4Languagepoints1.I’mafraidit’llcostalargeamountofmoney.恐怕這得花費(fèi)一大筆錢。alargeamountof:plentyof大量的（常用于修飾不可數(shù)名詞)Nowhehasalargeamountofmoneyandhecandoanythinghewantswithit.現(xiàn)在他有了一大筆錢,他就可以做他想做的事了。2.Well,we’llhavetotakeachance.我們得冒點(diǎn)風(fēng)險(xiǎn)。takeachance/takethechance/takechances:attempttodosomething,inspiteofthepossibilityoffailure;takearisk;behaveriskily冒險(xiǎn);碰運(yùn)氣Youshouldnevertakeachancewhendrivingacar.開車時(shí)決不應(yīng)冒險(xiǎn)。Wemustn’ttakechances.We’dbetterplaysafe.我們不要冒險(xiǎn),我們最好求穩(wěn)。3.(inarudemanner)What’stheretowaitfor?（很不耐煩地)還等什么？ina...manner以……的舉止;以……的態(tài)度Shetalkedtousinaverypolitemanner.她很有禮貌地與我們談話。4.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.我確實(shí)聽說英格蘭銀行發(fā)行了兩張這樣面值的鈔票……不管怎樣,我覺得這不可能是假鈔。助動(dòng)詞do或其他形式does,did在肯定句中用于謂語動(dòng)詞前,表示強(qiáng)調(diào)。例如:IdidtellhimwhatIthoughtof.我的確告訴過他我的想法。can表示推測,與主句中的not結(jié)合在一起,表示“不可能”。例如:Itcan’tbeJim.Iknowhimtoowell.不可能是吉姆,我太了解他了。5.Buthe’sinrags!但是他穿得破破爛爛的。介詞in后面接表示顏色或衣物等的名詞時(shí),意思是“穿著;戴著”。例如:Thegirlingreenisagoodfriendofmine.穿綠衣服的女孩是我的一個(gè)好朋友。inrags衣衫襤褸Theoldmaninragsusedtobeveryrich.衣著襤褸的那位老人過去很富有。6.Asforthebill,sir,pleaseforgetit.至于賬單嘛,先生,請把他忘了吧。asfor:withregardto至于;關(guān)于Asforyou,yououghttobeashamedofyourself.至于你,你應(yīng)該感到慚愧。Asforthehotel,itwasveryuncomfortableandmilesfromthesea.至于旅館呢,非常不舒服,而且離海邊有好幾里地?！鶶tep5Acting1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.→Step6Speaking1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.WAITER/WAITRESSCanIhelpyou?I’lltakeyourorderinaminute.Areyoureadytoorder,sir/madam?Whatwouldyoulike...?Enjoyyourmeal!Here’syourbill.Hereyouare.CUSTOMERI’dlike...I’llhave...Doyouhave...?Whatdoyousuggest?I’llhavethat.Thebill,please.CanIhavethecheck,please?2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.→Step7Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Actouttheplay.設(shè)計(jì)方案(二)→Step1Revision1.Checkthehomeworkexercises.2.AsksomestudentstoactoutActⅠ,Scene3.→Step2Leading-in1.LetsomestudentstellthestoryofActⅠ,Scene3intheirownwords.2.HavestudentspredictwhatwouldhappentoHenryinthenextscene.3.Tellstudents:TurntoPage22.WearegoingtoreadActⅠ,Scene4.→Step3Reading1.Askstudentstoreadthetextandgetthegistassoonaspossible.2.Askstudentstoreadthepassagecarefullytolocateparticularinformationandanswerthefollowingquestions.1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.2)Whatkindofpersonistheowneroftherestaurant?3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?3.Whilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpressionsandunderstandsomedifficultsentences.4.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebookafterclassashomework.→Step4Dialogue1.Askstudentstoreadtheexpressionsoforderingfoodandtrytokeeptheminmind.2.Letthemimaginetheyarehavingagoodmealinarestaurantandmakeadialoguewiththeirpartneractingasawaiterorwaitress.→Step5Closingdownbyacting1.Askstudentstoseethefilmorlistentothetape.2.Letthemroleplaythetextandtrytokeeptheirlinesinmind.3.Havesomeofthemtoacttheplay.→Step6Homework1.Inpairsmakeadialoguetopracticeorderingfood.2.Rewritetheplayintoastoryinyourown