高中教案教案
發(fā)表時間：2020-10-28Unit3 The Million Pound Bank Note-Speaking教案。
一名優(yōu)秀的教師在教學方面無論做什么事都有計劃和準備，準備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學生能夠在課堂積極的參與互動，有效的提高課堂的教學效率。你知道如何去寫好一份優(yōu)秀的高中教案呢？小編為此仔細地整理了以下內(nèi)容《Unit3 The Million Pound Bank Note-Speaking教案》，希望對您的工作和生活有所幫助。
Unit3TheMillionPoundBankNote-Speaking教案MakeadialogueforActTwo,Scene2usingallofthefollowinginformation:Henrytellsaclerkthathewantsacoatforasuit.Theclerkshowshimacheapcoatdownstairs.Henrydoubtsifheshouldtakeit.Theclerkpersuadeshimtobuyit.Henryagrees,butexplainsthathecan’tpayhimrightnow,ashehasnosmallchange.Inyourdialogue,includeexpressionsonshopping.Practiceyourdialogueandthenshareitwithanotherpair.Andwe’llseewhichisthemostappropriatefortheplay.SuggestedsceneThedialoguetakesplaceatatailor’sshop.(O=Owner;C=Clerk;H=Henry)O:There’sacustomer,Todd.Willyouservehim?C:Idon’tknowwhyhe’sinatailor’sshop.Justlookathisclothes!O:Nomatterwhathe’swearing,Todd,justshowhimthecheapest.C:Doyouwantanything?H:Yes,please.Iwanttobuyasuit.C:Ofcourse.Youmayfindtheseratherexpensive.We’vegotsomecheaperonesinthebackroom.Willyoucomethroughtotheback,please?...Whydon’tyoutrythisoneon?H:Mmm,itdoesn’tseemtofitverywell.C:I’mafraidit’sthecheapestonewe’vegot.H:Verywell,I’lltakeit.Couldyouwaitafewdaysforthemoney?Idon’thaveanysmallnotesonme.C:Oh,youhaven’t?Well,ofcourse,Iknowthatgentlemenlikeyoucarryonlylargenotes.H:Myfriend,youshouldn’tjudgestrangersalwaysbytheclothestheywear.I’mquiteabletopayforthissuit.Ijustdidn’twishtoputyoutothetroubleofchangingalargenote.C:Whydoyouthinkwecan’tchangeyournote?Ofcoursewecan.H:Oh,verywell.Thenthereisnothingtoworryabout.Iapologize.(Handshimthenote.)jAb88.Com
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Unit 3 The Million Pound Bank Note教案3
TheMillionPoundBankNote教案
Unit3
Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative
Teachingimportance:
NounclausesastheobjectIcan’tsaythatIhaveanyplans.
...andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
Nounclausesasthepredicative
That’swhywe’vegivenyoutheletter.
Teachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.
ThefirstperiodIntensivereading
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.
StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.
StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups
ThesecondperiodExtensiveReading
Step1Newwords
Tellthenewwordsinthesepart
steak:eatlikeawolf:genuine:reserve:scream:fake:
shoulder
Step2
ListentoActOne,Scene4intherestaurant
Andanswerthefollowingquestions:
1.Whatwasitintheletter?
2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why?
3.Didtheownerbelievethatthenotewasgenuineornot?Why?
Step3acting
Ingroupoffour,playthepartsof“Henry,waiter,owner,hostessandClemens”.
Step4Explanation
1.It’llcostatinybit.
1)tiny:verysmall極小的，微小的
atinybaby,atinyschool
2)notalittle許多，很
notabit一點也不
I’mnotabittired.我一點也不累。
I’mnotalittlehungry.我非常餓。
2.takea/the/chance/chances碰運氣；冒風險
3.inarudemanner
manner表“方式，方法”，常用單數(shù)；
表“舉止，態(tài)度”，也用單數(shù)；
表“禮貌，禮儀”，常用復數(shù)。
Heansweredinanarrogantmanner.
Hismannerwasimpolite.
Itisbadmannerstotalkwithyour
mouthfull.
6.issue
1)publish出版，發(fā)行
TheBankofEnglandissuedthe
millionpoundnotes.
2)come,goorflowout流出
bloodissuingfromawound
7.inrags衣衫襤褸
rag:oddcloth
Heisinrags.
8.indeed
1)infact事實上，其實
Idon’tmind.Indeed,Iamwillingtohelpyou.
2)truly,really,certainly
的確，實在的，確實
-Didhefinishthework?
-Indeed,hedid.
9.evenif
eventhough即使
Hedoesn’twanttobuythenicehouse,evenifhegetsalotofmoney.
Theycametohelpus,eveniftheyhadmanythingstodo.
Step5Homework
1.Readandperformthewholeplaywiththehelpofthescriptsinthebook.
2.Reviewwhatyouhavelearntinthewholeunit.
ThethirdPeriodGrammar
Step1Learningaboutlanguage
Asksomestudentstotelltherightanswerinthispart
Step2UsingwordsandexpressionsinWorkbookP57
Encouragethestudentstoreadthesentencesandcorrectthemiftherearesomeerrors
Step3Grammar
1.Whatisthenounclause?
2.thedifferencesbetweenwhatandthat
Eg.(1)Whatyousaidyesterdayisright.
(2)Thatsheisstillaliveisapuzzle.
3.否定的轉(zhuǎn)移
若主語謂語動詞為think,consider,suppose,believe,expect,guess,imagine等,其后的賓語從句若含有否定意義,一般要把否定詞轉(zhuǎn)移到主句謂語上,從句謂語用肯定式。
4it?？梢苑旁趧釉~think,find,consider,believe,feel,make等后作為形式賓語
5.Thendosomeexercisesaboutthenounclause.AndfinishtheexercisesintheUsingstructures(P57and58)
Step4Homework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod
ThefourthperiodListening
Step1Listening
Listentothetapeandanswerthefollowingquestions
1.WhydoesHenryworryafterheleavestherestaurant?
2.Whydoeshegobacktothetwobrothers’house?
3.Whycan’theseethetwobrothersagain?
4.Whatdotheyaskhimtodo?
Step2Listeningtext
Handoutthelisteningmaterialsandlistentothetapeandcompletethepassage,atlastasksomestudentstoreadthepassagewithrightanswers.
Step3ListeninginWorkbook(P55-56)
Ask:Whatyouthinkwillhappeninthetailor’sshopafterHenryshowstheclerkandtheownerthebank-note.
Thenlistentothetapeandanswerthefollowingquestions
1.Whydoesn’ttheclerkgiveHenryhischangerightaway?
2.Istheownerreallyangryattheclerkordoeshejustpretendtobeangry?Howdoyouknow?
3.IsHenrygladtogetmorethanonesuitcoat?Howdoyouknow?
4.Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisn’tsurprisedtohearthisnews.
5.WhatdoestheowneroffertodoforHenry?Why?
Atlast,givethemthelisteningmaterialsandaskthemtocompletethepassage
Step4Homework
Previewthefourthperiod.
ThefifthperiodSpeakingandWriting
Step1Cooperativelearning
HaveaninterviewwithHenry.
1.WhatdidyoudobeforeyoucametoLondon?
2.Didyoufindithardtogetajobthere?
3.Howdidyoufeelwhenyouwereaskedtotherichbrother’shouse?
4.Didyoubelievethattheletterwillwork?
5.Didyoufeelangrywhentheclerkatthetailor’sshoptreatedyoubadlyatfirst?......
MakeadialogueforActTwoandasksomestudentstoact
Step2Listening,SpeakingandWritingTask(P58)
ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?
Step3WritingTask(P60-61
ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Beforeyouwrite,however,discussthesequestionswithyourpartner:
1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftersheheardthebadnews?Forexample,doyouthinkshewouldgetangryathim?
2)DoyouthinkHenrywouldworrythathiswifewouldleavehim?
3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor?
4)DoyouthinkPortiawouldworryabouttheirmarriagenow?
Step4Homework
1.Reviewthewordsandexpressionslearntthisclass.
2.ReviewActOne,Scene4onPage21-22andbereadytoactitout.
Unit 3 The Million Pound Bank Note教案2
Unit3Themillionpoundbanknote教學流程圖
Introduction
Findtheinformationaboutmarktwain
Discussion
Listening
Reading
Comprehending
Watchingpartofthemovie
Retelling
Debate
Assignments
以討論、辨析為主的英語閱讀課教學模式及理論依據(jù)
一、模式的提出
從現(xiàn)代教育學心理學理論來看，人的發(fā)展實質(zhì)上指在社會環(huán)境中不斷養(yǎng)成主體意識和自主能力的過程。前蘇聯(lián)教育家蘇霍姆林斯基提出了“只有促進自我教育的教育，才是真正的教育”的論斷。新《課程標準》中明確指出：“學生是學習和發(fā)展的主體。教學過程必須關(guān)注學生的個體差異和不同的學習需求，充分激發(fā)學生的主動意識和進取精神，倡導自主、合作、探究的學習方式?！睘榇?，我校英語教學提出構(gòu)建以討論、辨析為主的英語閱讀課教學模式。
二、模式內(nèi)涵
以討論、辨析為主的英語閱讀課教學模式以主體教育理論為指導思想，以學生活動為切入點，注重培養(yǎng)學生的領(lǐng)悟能力、質(zhì)疑精神和創(chuàng)新意識，并以促進學生發(fā)展為最終目標。模式有三個基本含義：
（1）．堅信每個學生都是有能動性的發(fā)展著的主體，每個學生都存在著巨大的發(fā)展?jié)撃?，教育者必須引導學生認識到自己的潛能，并得到最好的發(fā)展。
（2）．主體意識是最能體現(xiàn)主體性課堂教學的關(guān)鍵要素。使學生在學習過程中確立學習意識、問題意識、參與意識、全體意識、評價意識等，是學生主題性發(fā)展的主要手段。
（3）．質(zhì)疑、創(chuàng)新是主體性課堂的靈魂。多元互動、內(nèi)外遷移才能使身心得到充分發(fā)展，素質(zhì)得以全面提高。
三、理論依據(jù)
（1）素質(zhì)教育的理論依據(jù)
素質(zhì)教育是著眼于受教育者的群體和社會發(fā)展的要求，以面向全體學生，全面提高學生基本素質(zhì)為根本目的，以注重開發(fā)受教育者的潛能、促進受教育者各方面生動活潑地發(fā)展為基本特征的教育。促進發(fā)展和內(nèi)化是素質(zhì)教育的實質(zhì)。
（2）主體教育的確理論依據(jù)
主體性指人作為社會生活實踐的主體具有的能動、自主、創(chuàng)造的內(nèi)在特性。在課堂教學中進行主體教育指的是：教師根據(jù)學生的個性特征通過啟發(fā)、引導學生內(nèi)在的教育需要，創(chuàng)設和諧、寬松、民主的課堂教學環(huán)境，啟發(fā)學生積極思維，教會學生學習。
（3）人本主義心理學理論依據(jù)
人本主義心理學強調(diào)要尊重、關(guān)心、理解與信任每一個人。要發(fā)現(xiàn)人的價值，發(fā)揮人的潛能，發(fā)展人的個性，關(guān)注人的自我實現(xiàn)。必須把學習者視為學習活動的主體。教與學，歸根到底是通過學習這個接受知識的主體而完成的，因此，激發(fā)學生積極參與教學活動，是達到教學目的的關(guān)鍵。
四、效果結(jié)論
本節(jié)以討論、辨析為主的英語閱讀課教學模式效果顯著。學生的學習面貌也有了根本性的轉(zhuǎn)變，由被迫被動學變?yōu)橹鲃印⑴d致勃勃地學。在整個教學過程中，強調(diào)學生的自主性，主動地自我學習，自我發(fā)現(xiàn)，自我探索，自我發(fā)展。強調(diào)學習者要逐漸形成穩(wěn)定、積極、進取的學習心態(tài)，強調(diào)學習過程和學習內(nèi)容的開放性等因素，發(fā)展了學生的思維,激發(fā)了學生的求知欲望,鍛煉了學生的閱讀理解及表達能力,幫助學生掌握了正確的學習方法,提高了課堂效率,比較好地完成了教學目標,達到了預期的效果。
簡單教案
高一必修3Unit3theMillionPoundBank-Note
TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer
TeachingProcedures:
StepI.Introduction
StepII.Reading
Readthepassageonpage23.FindmoreinformationaboutMarkTwain
StepIII.Reading
ReadScene3,Act1oftheMillionPoundBank-Noteandanswersomequestionsaboutit
StepIV.Listening
Listenandsolvesomecomprehensionquestions
StepV.watchingpartofthemovietheMillionPoundBank-Note
StepVI.RetellingtheMillionPoundBank-Note
StepVII.Debatetheimportanceofthemoney
StepVIII.Assignments
StepIX.Recordafterteaching
詳細教案
高一必修3Unit3TheMillionPoundBank-Note
TeachingAims:
1.LearnmoreaboutMarkTwain
2.ReadandretelltheMillionPoundBank-Note
3.Learnusefulexpressions:alargeamountof,
makeabet,permitsb.todosth.,bychance,stareat,tobehonest
TeachingImportantPoints:
1.RetelltheMillionPoundBank-Note
2.Usefulexpressions
TeachingDifficultPoints:
Howtohelpstudentshaveacorrectattitudetowardsmoney
TeachingMethods:
1.Directperceptionteachingmethod;2.Heuristicmethod;
3.Discussingmethod
TeachingAids:
1.arecorder;2.aslideprojector;3.acomputer4.aVCD
TeachingProcedures:
StepI.Introductionandreading
T:Morning,everyone,doyoulikehumor?
Ss:Yes,ofcourse.
T:Me,too.AndIlikewatchinghumorousplay.Lookatthescreen;canyouguesswhatplayitis?
Ss:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.
T:Then,doyouknowthewriteroftheplay?
SS:Yes.ItisMarkTwain.
T:WhatdoyouknowabouttheAmericanwriterMarkTwain?
Next,read“ABOUTMARKTWAIN”onpage23sothatyoucanknowmoreabouthim.
T:Haveyoufinishedreading?Ok.Lookatthescreenandsaysth.aboutMARKTWAIN.
T:1.Tellushiswokexperiences
S1:Overthenexttwodecadeshewasaprinter,ariverboatpilot,asoldier,agoldminer,abusiness-manandanewspaperreporter.
T:2.Whatwashispenname?
S2:Marktwain
T:SamuelLanghorneClemenswashisrealname.
T:3.Tellusthemeaningofhispenname
S3:“Twain”isanoldwordfor“two”.
“MarkTwain”istosaythatthewateristwofathomsdeep.
T:4.Whatwashisfirstsuccessfulstory?
S4:Hisfirstsuccessfulstorywasaboutajumpingfrogcontest.
T:5.Whatarehismostfamousbooks?
S5:TheadventuresofTomSawyer.
TheAdventuresofHuckleberryFinn.
LifeontheMississippi
T:Whydidyouforgetthisone----THEMILLIONPOUNDBANK-NOTE?Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousplay.
StepII.ListeningandReading
T:First,expressyouropinionsfreely.Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?Pleasediscussingroupsoffour.
S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingforapersonistoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.
S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofourcountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.
S3:…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?We’lllearnthestorytogether.
1.Listening
T:NowwearegoingtolearnACTONEScene3.Listenthewholescenequicklyandfindouttheanswerstothefourquestionshere.
Showthequestionsonthescreen:
1.HowdidHenryAdamscometoEngland?
2.WheredidHenrywork?Howmuchmoneydidhehave?
3.WhatdidthetwogentlemengiveHenry?
4.WhencanHenryopentheletter?
T:Well,class,haveyoufinishedreadingthewholescene?
SS:Yes.
T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?
S1:ItwastheshipthatbroughthimtoEngland.
T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?
S2:Heworkedforaminingcompanyandhehadnomoneyatall.
T:Verygood.Thenwhatdidthetwogentlemengivehim?
S3:Theygavehimaletter.
T:WhencanHenryopentheletter?
S4:Hecan’topenituntiltwoo’clock.
T:Ok,great.Next,let’sdosomelistening.
StepIII.Readingandcomprehending
T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.
(Studentslistentothetape.)
T:Well,Canyoutellmethecharacteristicsofthepassage?
SS:Yes.Thisispartofaplay.So,thetaleiswritteninthepresenttense.
T:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
Thesequestionsinoralmayhelpunderstandtheproblem:
1.WhathappenedtoHenryAdamsatsea?
2.Didhehaveanymoneyorwork?
3.WhathappenedtoHenryinahouseinLondon?
StepIVPost-reading
1.Docomprehendingexercises.
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
2.Explainlanguagepoints.
T:Well,class.Whatdoyouthinkofthescene?Doyouthinkitisdifficulttounderstandsomesentences?
SS:Yes.
T:Now,pleaselookatthescreenandletmeexplainsomesentences.
(1)alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(3)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(4)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepIV.WatchingpartofthemovietheMillionPoundBank-Note
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andwouldyouliketoretellittoyourparentsoryourfriends?
StepV.RetellingtheMillionPoundBank-Note
T:Now,lookatthekeywords.Prepareforretellingthewholescene.
summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
StepVI.Debatetheimportanceofthemoney
T:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?
SS:no.
T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?
S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.
T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdoyouthinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
StepVII.Assignments
1.Reviewthekeysentencesinthispart.
2.Actouttheplayingroups.
StepIX.Recordafterteaching
Unit 3 The Million Pound Bank Note教案2
一名優(yōu)秀的教師在教學方面無論做什么事都有計劃和準備，高中教師要準備好教案，這是高中教師需要精心準備的。教案可以讓學生們能夠更好的找到學習的樂趣，幫助高中教師在教學期間更好的掌握節(jié)奏。高中教案的內(nèi)容具體要怎樣寫呢？下面的內(nèi)容是小編為大家整理的Unit 3 The Million Pound Bank Note教案2，歡迎閱讀，希望您能夠喜歡并分享！
Unit3TheMillionPoundBankNote核心單詞
1.scene
n.現(xiàn)場;情景;景色;發(fā)生地點;（戲?。┮粓?br> Ourreporterwasthefirstpersononthescene.
我們的記者是最先到達出事地點的。
Isawthescenewithmyowneyes.我親眼目睹了那一幕。
Therockingboatsalongtheriverbankmakeabeautifulscene.
河邊晃晃悠悠的船只構(gòu)成了一道美麗的風景。
易混辨析
scene/scenery/sight/view
scene指某一處的自然風光；情形，情景。
scenery（總稱）自然景物，天然風光，是由多個scenes構(gòu)成的自然風景。
sight景象，風景，名勝，側(cè)重指值得看的事物或很難看的東西；很可笑的事物。
view景色，風景，側(cè)重指從人所處的角度用肉眼所看到的景色。
高手過招
(1)單項填空
Seeingthehappyofthechildrenplayinginthepark,I’mfullofjoyandconfidenceinthefutureofourcountry.
(2009?12?山東萊州檢測)
A.SightB.viewC.lookD.scene
(2)選詞填空(scene/sight/view/scenery)（原創(chuàng)）
①Guilinisfamousforitsbeautiful.
②Theisaperfectdreamwhenyouseethesunrisingslowlyintheeast.
③Youcangetawonderfulatthetopofthetower.
④Theflowersarealovelyinspring.
⑤Hebegantolosehissixyearsago.
解析:(1)選D。句意為：看到孩子們在公園里玩耍的幸福一幕，我對我們國家的未來充滿了自信和喜悅。scene表示包括人及其活
動的“景色”。
(2)①scenery②scene③view④sight⑤sight
2.permit
vt.＆vi.許可；允許；準許
n.通行證；許可證；執(zhí)照
Hishealthdoesn’tpermithistravellingwithus.
他的健康狀況不允許他同我們一起旅行。
Weatherpermitting,wewillgofishing.
天氣允許的話，我們會去釣魚。
Thefactspermitofnootherexplanation.
這些事實不容許有其他解釋。
Thenurseallowedhimtoremaintherethoughitwasn’tpermitted.雖然規(guī)定不允許，但護士讓他留在那里。
常用結(jié)構(gòu):
permitsb./sth.允許某人/某事
permitsb.todosth.=allowsb.todosth.允許某人做某事
permitdoingsth.=allowdoingsth.允許做某事
permitof...容許……
Wedon’tpermitpetsintheclassroom.
我們不允許教室里有寵物。
Theteacherdoesn’tpermitustotouchanythinginthelab.
老師不允許我們碰實驗室里的任何東西。
Wedon’tpermitsmokingintheoffice.
辦公室里不準吸煙。
易混辨析
let/permit/allow
let表示“允許，讓”，常用于口語中，一般不用于被動語態(tài)。后面常接不帶to的不定式作賓補。
permit和allow意思相近，都表示“允許，準許”。permit稍正式一些，多指上級對下級或長輩對晚輩的準許,語氣較強；allow多指聽任或不管教某人做某事。
高手過招
(1)單項填空
—Wouldyoupermitmehere?
—Sorry.Wedon’tpermitinthelibrary.
(2009?12?山東青島檢測)
A.smoking;smokingB.tosmoke;tosmoke
C.smoking;tosmokeD.tosmoke;smoking
(2)用括號內(nèi)所給單詞的適當形式填空（原創(chuàng)）
①Studentsarenot(allow/permit)toentertheNetBar.
②Mymotherwouldn’tletme(go)tothefilm.
③Wedon’tallow(smoke)inouroffice.
④Weather(permit),we’llgooutingthisweekend.
解析:(1)選D。第一個空考查permitsb.todo的用法；第二個空考查permitdoing的用法。
(2)①allowed/permitted②go③smoking④permitting
3.spot
vt.發(fā)現(xiàn)；認出
n.污點；斑點；地點
Shewaswearingawhiteskirtwithredspots.
她穿著一件白底紅點兒的裙子。
Thisistheveryspotwherehewasmurdered.
他就是在這兒遭到謀殺的。
常用結(jié)構(gòu):
spotsb.doingsth.看到某人正在做某事
onthespot=onthescene到（在）現(xiàn)場；當場
onthespot當場；立即
spotlessadj.沒有斑點的;極其干凈的
spottedadj.有斑點的
bespottedwith被……點綴
Shespottedherfriendinthecrowd.
她在人群中認出了她的朋友。
高手過招
(1)單項填空
Hewashitbyafallingstoneandgotkilled.
(2009?12?安徽巢湖檢測)
A.onaspotB.inaspot
C.onthespotD.underthespot
(2)完成句子（原創(chuàng)）
①Thepolice(發(fā)現(xiàn))himdrivingastolencar.
②Thepolicewere(到現(xiàn)場)withinafewminutesofmytelephonecall.
③Hekeepshishouse(極其干凈的).
解析:(1)選C。句意為：他被飛石擊中，當場死亡。onthespot當場。
(2)①spotted②onthespot③spotless
4.account
vt.認為，把……視為
vi.解釋；說明；對……負責
n.［U］根據(jù)，理由；［C］解釋，說明；［C］描述，報道；［C］帳目
InEnglishlawapersonisaccountedinnocentuntiltheyareprovedguilty.
按照英國法律，一個人未經(jīng)證實有罪之前視為無罪。
Hewasaccountedafirst-rateactor.
他被認為是一名一流的演員。
Hegotangryonthisaccount.
由于這個緣故他生氣了。
Johngaveusadetailedaccountofhisplan.
關(guān)于他的計劃約翰給我們做了詳盡的說明。
Thepolicemangaveanaccountofthetrafficaccident.
警察敘述了交通事故的經(jīng)過。
常用結(jié)構(gòu):
accountfor對……做出解釋；(在數(shù)學、比例上)占；導致
byallaccounts大家都說
onaccountof由于；因為
onnoaccount絕不可以
takeaccountof=take...intoaccount考慮到……
Hecouldnotaccountforhisabsencefromschool.
他無法說清楚為什么曠課。
注意：onnoaccount為否定意義的短語，當它位于句首時，句子使用部分倒裝。
高手過招
(1)單項填空
①shouldanymoneybegiventoasmallchild.
(2009?12?安徽淮北檢測)
A.OnnoaccountB.Fromallaccounts
C.OfnoaccountD.Byallaccounts
②Wemusteverypennywespendduringabusinesstrip.
A.accountforB.takeon
C.makeupD.turnout
(2)完成句子（原創(chuàng)）
①Thisis(一則激動人心的報道)ofthematch.
②The(帳目)showwehavespentmorethanwereceived.
③Please(解釋)thefailureinthesportsmeeting.
解析:(1)①選A。onnoaccount絕不可以；fromallaccounts和byallaccounts均意為“根據(jù)各種說法”；ofnoaccount不重要，通常作表語或定語。
②選A。accountforsth.意為“（對自己所掌管的錢等）作令人滿意的交代”。
(2)①anexcitingaccount②accounts③accountfor
5.seek
vt.進行，前進;（用于祈使句）可以;往下說;用吧;開始吧
Despitethebadweather,thejourneywillgoahead.
盡管天氣不好，旅行將照常進行。
Thebuildingofthenewbridgewillgoaheadasplanned.
新橋的修建將按計劃進行。
聯(lián)想拓展
aheadof在之前；領(lǐng)先于；勝過
aheadoftime/inadvance提前
goagainst違背；反對；不利于
goaround/round/about（疾?。﹤鞑?br> goafter追求
goby過去
goinfor愛好
goout（火、燈等）熄滅；外出
goover復習；檢查
gothrough遭受；經(jīng)歷；通過
goup上升；增長
gowithout沒有……也行；將就
gowrong出毛病
高手過招
完成句子（原創(chuàng)）
①Afterapause,he(往下說)withhisspeech.
②Thenewbridgewascompleted(提前).
③(徑直向前走)for200metersandthenturnleft.
④—CouldIuseyourbike?
—(用吧).
答案：①wentahead②aheadoftime
③Gostraightahead④Goahead
8.byaccident=bychance
偶然；無意中;不小心
LasttimeIranacrossherinthestreetbyaccident.
上次我偶然在街上碰見她了。
Ionlyfounditbyaccident.
我只是碰巧找到的。
聯(lián)想拓展
ycontrast對比之下
bymistake錯誤地
byhand用手;用體力
bymachine用機器
高手過招
用“by+n.”構(gòu)成的短語填空（原創(chuàng)）
①IwasinsuchahurrythatItooksomeoneelse’sumbrella.
②Thesetoysaremadeinsteadof,sotheyareveryexpensive.
③Shehadfoundthefile.
答案：①byaccident/chance/mistake
②byhand;bymachine③byaccident
9.tobehonest=honestlyspeaking
說實話
Tobehonest,Iamnotsatisfiedwithwhatyoudid.
說實話，我對你做的事不滿意。
Tobehonest,IknownothingabouthimexceptthatheisfromAmerica.
老實說，我只知道他是一位美國人。
聯(lián)想拓展
tobefrank=franklyspeaking坦率地說
tobeexact=exactlyspeaking確切地說
totellyouthetruth實話告訴你
tomakethingsworse更糟的是
Totellyouthetruth，Idon?tthinkyouareright.
實話告訴你，我認為你不對。
Tobeexact，everyminutemorethan130milliongallonsofwaterplungetothebottomofthegorgeover320feetdown.
準確地說，每分鐘就有超過1.3億加侖的水流傾瀉到320多英尺之下的峽谷深處。這種不定式短語是坦白陳述時所用的套語，表明說話人的觀點或態(tài)度，在句子中作插入語，沒有任何形式上的變化，即:不受句子其他成分(特別是主語)的影響。
高手過招
單項填空
Iwouldn’tbuythathouse;,it’stooclosetothemainroad.(2009?12?福建泉州檢測)
A.beinghonestB.honest
C.tobehonestD.havingbeenhonest
解析:選C?？疾閯釉~不定式作插入語的用法。tobehonest作插入語時，沒有其他形式的變化，只能用動詞不定式形式。
10.onthecontrary
與此相反；正相反(只作狀語)
Itdoesn’tseemuglytome;onthecontrary,Ithinkit’sratherbeautiful.
我覺得它并不丑,恰恰相反,我認為它相當漂亮。
Itwasn’tagoodthing;onthecontrary,itwasahugemistake.這并不是一件好事，相反，這是個巨大的錯誤。
聯(lián)想拓展
(be)contraryto違反（某事物）；與……相反
Contrarytopopularbelief,manycatsdislikemilk.
與普遍看法相反，許多貓并不喜歡牛奶。
高手過招
用contrary相關(guān)短語的適當形式填空（原創(chuàng)）
①Thecarisn’texpensive.,it’squitecheap.
②Theresultswereexpectation.
答案：①Onthecontrary②contraryto
11.asfor
至于，關(guān)于
Asforyou,yououghttobeashamedofyourself.
至于你,你應該感到慚愧。
聯(lián)想拓展
asto至于，關(guān)于；提到；就……而論(至于，說到)
高手過招
完成句子（原創(chuàng)）
①Hewasuncertain(至于)whichroadtotake.
②Wouldyoubesokind(至于)helpmetomovethestone?
③mypast,I’mnottellingyouanything.
答案：①asto②asto③Asfor
12.takeachance=takechances
冒險，碰運氣
Hetookachancewhenhemadetheinvestment.
當時他投資時是冒了很大風險的。
聯(lián)想拓展
haveagoodchance/nochance/notmuchchanceof(doing)sth./todosth./that...大有希望/沒有可能/沒什么希望做某事
bychance=byaccident偶然地；意外地
givesb.achance給某人一個機會
thechancesare(that)...
=itislikelythat...很可能……
高手過招
翻譯句子
①很可能她要來。
②我遇到她完全是偶然的。
答案：①Thechancesarethat/It?slikelythatshe?llbecoming.
②Imetherbychance.
重點句型
13.Well,towardsnightfallIfoundmyselfcarriedouttoseabyastrongwind.
快到黃昏的時候，我發(fā)現(xiàn)自己被一陣大風刮到了海上。
find+sb./sth.+賓語補足語=find(+that)+sb./sth.+謂語動詞
聯(lián)想拓展
find+it+adj./n./adv./prep.覺得做某事是……
find+sb./sth.doing發(fā)現(xiàn)……在做……(主動)
findsb./sth.done發(fā)現(xiàn)……被做……(被動或表示狀態(tài))
findoneselfin/at...發(fā)覺自己在某處/處于……
findsb./sth.+adj.+todo覺得……(todo用主動形式表被動意義)
Ifoundthattheboywashidingbehindthedoor.
=Ifoundtheboyhidingbehindthedoor.
我發(fā)現(xiàn)那個男孩子藏在門后。
Whendaybroke,wefoundourselvesinasmallvillageatthefootofthemountain.
破曉時，我們發(fā)現(xiàn)自己在山腳下的一個小村子里。
Shegothome,onlytofindthedoorlocked/closed.
她回到家，卻發(fā)現(xiàn)門鎖上了。
Marxfoundidiomshardtolearn.
=Marxfoundithardtolearnidioms.
馬克思覺得習慣用語很難學。
高手過招
完成句子（原創(chuàng)）
①Thefilmstar(發(fā)覺自己被圍住)agroupoffansimmediatelyhegotoffthecar.
②Hefoundawallet(躺)ontheground.
③Acookwillbeimmediatelyfiredifheisfound(在吸煙)inthekitchen.
④Ifounditimpossible(勸服；說服)himtogiveupsmoking.
⑤I(覺得難以想象)thelifeinthefuture.
⑥I(發(fā)現(xiàn)燈亮著)allthroughthenight.
答案：①foundhimselfsurroundedby②lying
③smoking④topersuade
⑤findithardtoimagine⑥foundthelightson
14.ThenextmorningI’djustaboutgivenmyselfupforlostwhenIwasspottedbyaship.
第二天早上，我正感到絕望的時候，一艘船發(fā)現(xiàn)了我。
句中的when表示“這時，就在這個(那個)時候(=andthen；andjustthen；andatthattime)”，當when作此意講時，通常和正在發(fā)生的或即將發(fā)生的動作連用，構(gòu)成：bedoing...when.../beabouttodo...when...的句型。其中when引導的從句要用一般過去時。
IwaswanderingthroughthestreetswhenIcaughtsightofatailor’sshop.
我正在街上閑逛，(這時)忽然看見了一家服裝店。
Wewerehavingameetingwhensomeonebrokein.
我們在開會的時候，有人突然闖入。
Wewereabouttosetoffonourwaywhenitsuddenlybegantorain.我們快要動身離開的時候，天突然下起了雨。
高手過招
單項填空
Jasminewasholidayingwithherfamilyinawildlifepark
shewasbittenonthelegbyalion.
(2009?12?河南開封檢測)
A.WhenB.whileC.sinceD.before
解析:選A。when在本句中為連詞，相當于andjustthen,andjustatthattime,意為“就在那時”。引導一個忽然出現(xiàn)的動作。
句意為：Jasmine正在和她的家人在野生動物園度假時，她被獅子咬傷了腿。
Unit 3 The Million Pound Bank Note Period 3 教案
Unit3TheMillionPoundBankNote
Period3Learningaboutlanguage:Grammar
整體設計教材分析Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.Thisteachingperiodmainlydealswiththenewgrammaritems:1.nounclausesastheobject;2.nounclausesasthepredicative.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadtheplayTheMillionPoundBankNoteagain,tickoutallthesentencesfromtheplaywherenounclausesareusedastheobjectandthepredicative,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage21andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesastheobjectandthepredicativeandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage57andadditionalexercisesforconsolidation.教學重點Getstudentstounderstandandusenounclausesastheobjectandthepredicative.教學難點Enablestudentstolearnhowtousenounclausesastheobjectandthepredicativecorrectly.三維目標知識目標1.Getstudentstoknowmoreaboutnounclauses.2.Letstudentslearnnounclausesastheobject.Ican’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.3.Havestudentslearnnounclausesthepredicative.That’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...能力目標Enablestudentstousenounclausesastheobjectandthepredicativecorrectlyandproperlyaccordingtothecontext.情感目標1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.
教學過程設計方案(一)→Step1Revision1.Checkthehomeworkexercises.2.Dictatesomenewwordsandexpressions.→Step2Leading-inbyagamePlaythegameof“Passthemessage”.Showthesamewrittenmessagetothefirstpersonineachteamoftheclass.Askthepersontopassthemessageonorallyinindirectspeechasquicklyaspossible.Thefirstteamthatfinishesitmustputuptheirhandsandthelastpersontellstheclassthemessage.Ifhe/shehasgotitright,thatteamhaswonthegame.Example1:Message:Therewillbenohomeworktonight.S1:Theteachersaidthattherewouldbenohomeworktonight.Example2:Message:Thefactisthatshehasbeenillfor3days.S1:Theteachersaidthefactwasthatshehadbeenillfor3days.→Step3Grammarlearning1.!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--ReadinganddiscoveringAskstudentstoturnbacktoPage17toreadthroughtheplayTheMillionPoundBankNote,letthempickoutthesentencesusingnounclausesastheobjectandthepredicative,readthemaloud,andthentranslatethemintoChinese.Suggestedanswers:Sentencesusingnounclausesastheobject:1.OliverbelievesthatwithamillionpoundbanknoteamancouldsurviveamonthinLondon.奧利弗相信一個擁有一張百萬英鎊鈔票的人可以在倫敦生存一個月。2.ItisHenryAdams,anAmericanbusinessman,whoislostinLondonanddoesnotknowwhatheshoulddo.他叫亨利·亞當斯,一個美國商人,在倫敦迷了路,不知道該怎么辦。3.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.亞當斯先生,不知你是否介意我們問你幾個問題。4.Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?可不可以問問,你在這個國家要干點什么？你的計劃又是什么呢？5.Well,Ican’tsaythatIhaveanyplans.嗯,談不上有什么計劃。6.Ididn’tknowwhetherIcouldsurviveuntilmorning.我不知道是否能活到早晨。7.I’mafraidIdon’tquitefollowyou,sir.對不起,先生,你的話我沒有聽懂。8.Ifyoudon’tmind,mayIaskyouhowmuchmoneyyouhave?如果你不介意,能不能告訴我,你手頭有多少錢？9.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.如果你們認為這是一個笑話,我可一點兒也不覺得好笑。10.Nowifyou’llexcuseme,IthinkI’llbeonmyway.好了,請原諒,我想我該上路了。11.Youmustn’tthinkwedon’tcareaboutyou.你千萬不要以為我們不在意你的感受。12.Weknowyou’rehard-working我們知道你工作是很賣力的。13.Well,whydon’tyouexplainwhatthisisallabout?怎么不給我講講,這究竟是怎么回事呢？Sentencesusingnounclausesasthepredicative:1.ThefactisthatIearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.我是作為一個不拿工資的幫手賺來我的船費的,這就是我為什么會衣冠不整的原因了。2.That’swhywe’vegivenyoutheletter.這正是我們給你這封信的原因。2.ThinkinganddiscussingLetstudentsreadthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.3.Summingup:nounclausesastheobjectandthepredicative種類關(guān)聯(lián)詞例句說明賓語從句陳述意義that1.Ibelieve(that)heishonest.2.Ithink(that)heishonestandthatheisalwayskeepinghispromise.3.Wemustrealize(that)weshouldlearnEnglishwell.that在從句中不充當任何成分;在口語或非正式文體中常被省去,但若從句并列時后面的從句that不能省略。疑問意義ifwhether1.Idon’tknowif/whetheritisinteresting.2.Hedoesn’tcareifitisn’tafineday.3.Iwonderwhetherhewillcomeornot.4.Everythingdependsonwhetherwehaveenoughmoney.if和whether一般可以互換,但當與ornot連用和作介詞賓語時要用whether,不能用if;從句是否定句時一般用if。特殊疑問意義who,?whom,?which,?whose,?what,?when,?where,?why,etc.1.Pleasetellmewhowillgowithyou.2.Heisn’tawareofwhataterriblethinghehasdone.3.Iwonderwhyhehasn’tcalledme.4.Shealwaysthinksofhowshecanworkwell.5.Iwonderwhereheisgoingwithhisclassmates.賓語從句作及物動詞的賓語,也可作介詞的賓語。賓語從句用陳述語序。注1Wemustmakeitclearthatanybodywhobreaksthelawwillbepunished.如果賓語是復合賓語,則用it作形式賓語,將從句放后。注21.Wedon’tthinkyouareright.2.Idon’tbelievehewilldoso.think,believe,imagine,suppose等的賓語從句,否定前移到主句中。表語從句連詞thatwhetherasif1.Theproblemis(that)theycan’tgetthereearly.2.Itlooksasifitisgoingtorain.在非正式的文體中that可以省略。連接代詞whowhatwhich1.That’sjustwhatIwant.2.Thequestioniswho/whichofyouwillbethenextspeaker.連接副詞Whenwherewhyhow1.Thisiswhereourproblemlies.2.Thatiswhyhedidn’tcometothemeeting.表語從句位于主句連系動詞之后。→Step4Grammarpractice1.TurntoPage21.AskstudentstodotheexercisesinDiscoveringusefulstructures.Severalminuteslater,checktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.2.TurntoPage57.AskstudentstodoExercises1-3.Checktheanswersaftermostofthemfinish.→Step5ClosingdownbyaquizShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinfiveminutestoseeiftheyhavemasterednounclausesastheobjectandthepredicative.Fiveminuteslater,checktheanswerswiththewholeclass.1.—Whatdidyourparentsthinkaboutyourdecision?—Theyalwaysletmedo______________IthinkIshould.A.whenB.thatC.howD.what2.Ijustwonder______________thatmakeshimsoexcited.A.whyitdoesB.whathedoesC.howitisD.whatitis3.Acomputercanonlydo______________youhaveinstructedittodo.A.howB.afterC.whatD.that4.Someoneisringingthedoorbell.Goandsee______________.A.whoisheB.whoheisC.whoisitD.whoitis5.—Lookatwhatyouaredoing!—Ah,Iwonder______________thisbootwon’tfitme.I’vebeentryingtoputitonthewrongfoot.A.howB.ifC.whyD.that6.Hisabilityhasneverbeenindoubt.Thequestionis______________heispreparedtoworkhard.A.thatB.whenC.whereD.whether7.—Areyoustillthinkingaboutyesterday’sgame?—Oh,that’s______________.A.whatmakesmefeelexcitedB.whateverIfeelexcitedaboutC.howIfeelaboutitD.whenIfeelexcited8.Youcan’timagine______________whentheyreceivedtheseniceChristmaspresents.A.howexcitedtheywereB.howtheywereexcitedC.howweretheyexcitedD.theywerehowexcited9.Theymake______________arulewhoeverbreaksthelawwillbepunished.A.itB.thatC.thisD.what10.Youaresayingthateveryoneshouldbeequal,andthisis______________Idisagree.A.whyB.whereC.whatD.howSuggestedanswers:1～5DDCDC6～10DAAAB→Step6Homework1.Finishofftheworkbookexercises.2.PreviewtheplayTheMillionPoundBankNote(Act1Scene4)onPage22,findthesentencesinwhichnounclausesastheobjectandthepredicativeareused,andseeifyoucanidentifytheuseofeachnounclause.設計方案(二)→Step1Revision1.Checkthehomeworkexercises.2.TranslatethefollowingphrasesandsentencesintoEnglish.1)撫養(yǎng);培養(yǎng);教育2)偶然;無意中3)盯著看;凝視4)導致;作出解釋5)與此相反;正相反6)俱樂部的規(guī)定是不允許抽煙。(permit)7)——不知你是否介意我問你幾個問題？——請問吧。(mind;goahead)8)事實上,當他進入辦公室時是偶然被保安發(fā)現(xiàn)的。(spot)9)說實話,我從來沒有喜歡過他。(tobehonest)→Step2WarmingupTellstudentsthatnounclausescanbeusedfordifferentpurposes.Theycanbeusedasthesubject,theobject,thepredicativeandtheappositive.Askthemtoreadthroughtheplayandfindoutatleasttensentencesthatcontainnounclausesastheobjectandthepredicative.Thenletthemexplainthemeaningsanddiscussinpairshoweachofthenounclausesisbeingusedinthesituations.→Step3Learningthegrammar1.AskstudentstoturntoPage91andlearnthegrammarNounClausesbythemselves.2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.3.Solvetheproblemsstudentsmeetduringtheirstudy.4.Sumuptherulesofnounclausesastheobjectandthepredicative.→Step4PracticeShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinsixminutestoseeiftheyhavemasterednounclausesastheobjectandthepredicative.Sixminuteslater,checktheanswerswiththewholeclass.1.Workinpairs.Taketurnstoaskeachotherthequestionsandanswerthemusingnounclausesastheobject.Thinkofmorequestions.1)Canyoutellmeifyoulikethisplay?→ImustsaythatIreallyenjoyit.2)Whatdoyouthinkofthebetthebrothershavemade?3)WhatdoesHenrytellthebrothersabouthisjobinAmerica?4)WhatelsedoesHenrytellthebrothers?5)WhatdothebrotherswanttoknowaboutHenry?6)WhatdoyouthinkwillhappentoHenry?2.Completethefollowingsentencesusingnounclausesasthepredicativebasedontheinformationfromtheplay.1)HenryarrivedinLondonbyaccident.Thereasonwas________________________.2)Henryhasalotofproblems.Oneofhisproblemsis________________________.Anotherproblemis________________________.3)Henryrealizedheneededhelp.Theembassyis________________________.4)HenrytellsthebrothersabouthisjobinAmerica.Hisconcernis____________________.5)ThebrothersaskHenrysomequestions.Thebrothers’concernis____________________.6)Henryisinvitedtothebrothers’house.Theenvelopeis________________________.(Theanswersareomitted.)→Step5Consolidation1.AskstudentstodoExercise5inDiscoveringusefulstructuresonPage21.2.LetthemdotheexercisesinUsingstructuresonPage57.→Step6Homework1.FinishofftheWorkbookexercises.2.Summarizethegrammaritemnounclausesastheobjectandthepredicativeinyourexercisebook.
板書設計
Unit3TheMillionPoundBankNote
Grammar:nounclausesastheobjectandthepredicative
種類關(guān)聯(lián)詞例句說明賓語從句陳述意義that1.Ibelieve(that)heishonest.2.Ithink(that)heishonestandthatheisalwayskeepinghispromise.3.Wemustrealize(that)weshouldlearnEnglishwell.that在從句中不充當任何成分;在口語或非正式文體中常被省去,但若從句并列時后面的從句that不能省略。疑問意義ifwhether1.Idon’tknowif/whetheritisinteresting.2.Hedoesn’tcareifitisn’tafineday.3.Iwonderwhetherhewillcomeornot.4.Everythingdependsonwhetherwehaveenoughmoney.if和whether一般可以互換,但當與ornot連用和作介詞賓語時要用whether,不能用if;從句是否定句時一般用if。特殊疑問意義who,?whom,?which,?whose,?what,?when,?where,?why,etc.1.Pleasetellmewhowillgowithyou.2.Heisn’tawareofwhataterriblethinghehasdone.3.Iwonderwhyhehasn’tcalledme.4.Shealwaysthinksofhowshecanworkwell.5.Iwonderwhereheisgoingwithhisclassmates.賓語從句作及物動詞的賓語,也可作介詞的賓語。賓語從句用陳述語序。注1Wemustmakeitclearthatanybodywhobreaksthelawwillbepunished.如果賓語是復合賓語,則用it作形式賓語,將從句放后。注21.Wedon’tthinkyouareright.2.Idon’tbelievehewilldoso.think,believe,imagine,suppose等的賓語從句,否定前移到主句中。表語從句連詞thatwhetherasif1.Theproblemis(that)theycan’tgetthereearly.2.Itlooksasifitisgoingtorain.在非正式的文體中that可以省略。連接代詞whowhatwhich1.That’sjustwhatIwant.2.Thequestioniswho/whichofyouwillbethenextspeaker.連接副詞Whenwherewhyhow1.Thisiswhereourproblemlies.2.Thatiswhyhedidn’tcometothemeeting.表語從句位于主句連系動詞之后。活動與探究Asweknow,nounclausesareoftenusedinformalsituations.Imagineyouarelookingforajob.Yourpartneristheinterviewer.Makeadialoguetobrainstormsomequestionsandanswerthemwithnounclauses.Bereadytopresentyourdialoguetotheclass.Thefollowingquestionsmayhelpyou:Whydoyouwanttoworkforthiscompany?Couldyoutellmewhyyouareinterestedinthisjob?Whatqualitydoyouthinkisthemostimportantforthisjob?Couldyoutellmewhatyouknowaboutthiscompany?Youmaybeginlikethis:Theinterviewer:Whydoyouwanttoworkforthiscompany?You:Thereasonisthat...
