高中教案教案

Unit 3 The Million Pound Bank Note Period 3 教案。

Period3Learningaboutlanguage:Grammar

整體設(shè)計(jì)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(xué)重點(diǎn)Getstudentstounderstandandusenounclausesastheobjectandthepredicative.教學(xué)難點(diǎn)Enablestudentstolearnhowtousenounclausesastheobjectandthepredicativecorrectly.三維目標(biāo)知識目標(biāo)1.Getstudentstoknowmoreaboutnounclauses.2.Letstudentslearnnounclausesastheobject.Ican’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.3.Havestudentslearnnounclausesthepredicative.That’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...能力目標(biāo)Enablestudentstousenounclausesastheobjectandthepredicativecorrectlyandproperlyaccordingtothecontext.情感目標(biāo)1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.

教學(xué)過程設(shè)計(jì)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(gè)擁有一張百萬英鎊鈔票的人可以在倫敦生存一個(gè)月。2.ItisHenryAdams,anAmericanbusinessman,whoislostinLondonanddoesnotknowwhatheshoulddo.他叫亨利·亞當(dāng)斯,一個(gè)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(dāng)斯先生,不知你是否介意我們問你幾個(gè)問題。4.Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?可不可以問問,你在這個(gè)國家要干點(diǎn)什么？你的計(jì)劃又是什么呢？5.Well,Ican’tsaythatIhaveanyplans.嗯,談不上有什么計(jì)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(rèn)為這是一個(gè)笑話,我可一點(diǎn)兒也不覺得好笑。10.Nowifyou’llexcuseme,IthinkI’llbeonmyway.好了,請?jiān)?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(gè)不拿工資的幫手賺來我的船費(fèi)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(dāng)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(shí)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(dāng)與ornot連用和作介詞賓語時(shí)要用whether,不能用if;從句是否定句時(shí)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(fù)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?！鶶tep4Grammarpractice1.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(shè)計(jì)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(dǎo)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(gè)問題？——請問吧。(mind;goahead)8)事實(shí)上,當(dāng)他進(jìn)入辦公室時(shí)是偶然被保安發(fā)現(xiàn)的。(spot)9)說實(shí)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(shè)計(jì)JaB88.cOM

Unit3TheMillionPoundBankNote

Grammar:nounclausesastheobjectandthepredicative

活動與探究Asweknow,nounclausesareoftenusedinformalsituations.Imagineyouarelookingforajob.Yourpartneristheinterviewer.Makeadialoguetobrainstormsomequestionsandanswerthemwithnounclauses.Bereadytopresentyourdialoguetotheclass.Thefollowingquestionsmayhelpyou:Whydoyouwanttoworkforthiscompany?Couldyoutellmewhyyouareinterestedinthisjob?Whatqualitydoyouthinkisthemostimportantforthisjob?Couldyoutellmewhatyouknowaboutthiscompany?Youmaybeginlikethis:Theinterviewer:Whydoyouwanttoworkforthiscompany?You:Thereasonisthat...

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Unit 3 The Million Pound Bank Note Period 7 教案

俗話說，凡事預(yù)則立，不預(yù)則廢。作為教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生更好的吸收課堂上所講的知識點(diǎn)，幫助教師更好的完成實(shí)現(xiàn)教學(xué)目標(biāo)。教案的內(nèi)容具體要怎樣寫呢？小編收集并整理了“Unit 3 The Million Pound Bank Note Period 7 教案”，歡迎大家閱讀，希望對大家有所幫助。

Unit3TheMillionPoundBankNote

Period7Revision:Summingupandlearningtip
整體設(shè)計(jì)
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:SummingUp,LearningTip,assessmentandconsolidationexercises.
SummingUpsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentstosumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipencouragesstudentstotrywritingaplaysotheycanpracticetheiroralEnglish.Gettogetherwiththeirfriendsandclassmatesandwritedialoguesforashortplay.Itcanbeaboutanythingofinteresttoallofthem.Everyoneshouldhaveapartoraroletospeak.Theycanuseoneofthereadingpassagesfromtheirtextbooktomakeashortstory.Andactingouttheplaywillhelpimprovetheirpronunciationandintonation.ThisisagoodwaytolearnEnglish.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage61intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教學(xué)重點(diǎn)
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教學(xué)難點(diǎn)
Getstudentstoturnwhattheyhavelearnedintotheirability.
三維目標(biāo)
知識目標(biāo)
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:nounclausesastheobjectandthepredicative.
能力目標(biāo)
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousenounclausesastheobjectandthepredicativecorrectly.
情感目標(biāo)
1.Encouragestudentstolearnmoreaboutdramasandlearnhowtoactoutaplay.
2.Stimulatestudents’loveofliteratureandart.
3.Strengthenstudents’senseofgroupcooperation.
教學(xué)過程
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit3TheMillionPoundBankNote.Haveyoulearnedandgraspedallinthisunit?TurntoPage24.YoucancheckyourselfbyfillingintheblanksinthepartSummingUp.
→Step3SummingUp
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
Writedownwhatyouhavelearnedabout“TheMillionPoundBankNote”.
(Students’answermayvary.)WehavelearnedaboutthisplayisadaptedfromMarkTwain’sshortstorybythesametitle.LikemostofMarkTwain’sstories,itismeanttobehumorous.Wecanalsolearnaboutthefactfromtheplaythatmoneyiseverythinginthecapitalsociety.
Fromthisunityouhavealsolearned
usefulverbs:wander,permit,stare,spot,account,seek,scream,bow
phrasalverbs:bringup,goahead,stareat,accountfor,takeachance
usefulnouns:birthplace,novel,adventure,phrase,author,scene,pavement,businessman,permit,bay,fault,spot,passage,account,embassy,patience,contrary,envelope,steak,pineapple,dessert,amount,manner,scream,rag,bow,barber
usefuladjectivesandadverbs:contrary,unbelievable,rude,genuine,ahead,indeed
otherusefulexpressions:byaccident,onthecontrary,inrags,asfor
newgrammaritem:nounclausesastheobjectandthepredicative
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling
1.Dickenswrotemanyn.
2.Allthechildrenlistenedtohisawitheagerattention.
3.Thisplayisdividedintothreeacts,andeachacthasthrees.
4.Thechildrenwinthewoods.
5.Doyoupyourchildrentosmoke?
6.Travelingonmyown,Icandecidewhichscanbeskippedovertosaveenergyortimeforanothers.
7.Theashowwehavespentmorethanwereceived.
8.WeshallallrememberMr.Pageforhispandunderstanding.
9.Wesananswertothequestion,butcouldn’tfindone.
10.WethoughtMarywouldpassandJohnwouldfail,butctoexpectationitwastheotherwayround.
11.Itwouldbeuthatsuchanhonestfellowshouldhavebetrayedhisfriends!
12.Inaninvoicetheaofmoneyshouldbewrittenbothinwordsandinfigures.
13.Stops,forwecanhearyou.
14.Allgknowledgeoriginatesindirectexperience.
15.—Didyouheartheexplosionlastnight?
—I______________Idid.
Ⅱ.Completethefollowingsentences,usingtheproperexpressionslearnedinthisunit.
1.______________(事實(shí)上),hewasspottedtobelateforschool______________(偶然).
2.______________(說實(shí)話),weshouldn’thavesympathyonthosepeoplewhoare______________(衣著襤褸)topretendtobepoor.
3.Itisnotpoliteto______________(盯著看)otherpeople.
4.Hislazinesscould______________(解釋為;導(dǎo)致)hisfailure.
5.Ijustdon’twantto______________(讓你因幫我而陷入困境中)。
6.Theproblemiswhatweshall______________(處理)therubbish.
7.I______________(掙船費(fèi))byworkingas______________(義務(wù)工).
8.She’salwaysspeakingtoothers______________(粗魯?shù)姆绞?.
9.Shewon’t______________(允許她的狗進(jìn)入這個(gè)院子)。
10.Thetopicdoesn’tseemboringtome;______________(與此相反;正相反),Ithinkit’sveryinteresting.
11.Wedecidedto______________(碰運(yùn)氣)ontheweatherandhavethepartyoutdoors.
12.______________(至于你的書),IpromiseI’llgiveitbacktoyounextweek.
Ⅲ.Choosethebestanswer.
1.Whenyouanswerquestionsinajobinterview,pleaserememberthegoldenrule:givethemonkeyexactly______________hewants.
A.whatB.whichC.whenD.that
2.______________shecouldn’tunderstandwas______________fewerandfewerstudentsshowedinterestinherlessons.
A.What;why
B.That;what
C.What;because
D.Why;that
3.Theseshoeslookverygood.Iwonder______________.
A.howmuchcosttheyare
B.howmuchdotheycost
C.howmuchtheycost
D.howmucharetheycost
4.Doris’successliesinthefact______________sheisco-operativeandeagertolearnfromothers.
A.which
B.that
C.when
D.why
5.TheBeatles,______________manyofyouareoldenoughtoremember,camefromLiverpool.
A.what
B.that
C.how
D.as
6.______________andhappy,Tonystoodupandacceptedtheprize.
A.Surprising
B.Surprised
C.Beingsurprised
D.Tobesurprising
7.—Couldyoudomeafavor?
—Itdependson______________itis.
A.which
B.whichever
C.what
D.whatever
8.ThenIhavelearnedtherearealotoftroublesinourlives,buttheproblemis______________theycontrolyouoryoucontrolthem.
A.why
B.what
C.that
D.whether
9.Thepooryoungmanisreadytoaccept______________helphecanget.
A.whichever
B.however
C.whatever
D.whenever
10.Theshopkeeperdidn’twanttosellfor______________hethoughtwasnotenough.
A.where
B.how
C.what
D.which
Keysforreference:
Ⅰ.1.novels2.adventures3.scenes4.wandered5.permit6.spot;spot7.accounts8.patience9.sought10.contrary11.unbelievable12.amount13.screaming14.genuine15.Indeed
Ⅱ.1.Asamatteroffact;byaccident2.Tobehonest;inrags3.stareat4.accountfor5.putyouintotroubleofhelpingme6.dowith7.earnmypassage;anunpaidhand?8.inarudemanner9.permitherdogtoentertheyard10.onthecontrary11.takeachance12.Astoyourbook
Ⅲ.1～5AACBD6～10BCDCC
→Step5LearningTip
AskthestudentstoturntoPage24.Readthroughthepassageandmakesuretheyunderstandit.EncouragethemtodoasthepassagetellsthemtobecauseiftheyaredoingsotheywillbeteachingthemselvesausefulwayoflearningEnglishandformagoodhabit.
→Step6Assessment
1.Checkingyourself(onPage61intheWorkbook)
Firstgetthestudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.Fillintheform.
Afterlearningthisunit,I’mabletodothefollowingthings...verywellwellonlywiththehelpofothersIneedtoworkharder.
1.GivingabriefintroductiontothestoryTheMillionPoundBankNoteinmyownwords.
2.GivingabriefintroductiontotheAmericanwriter,MarkTwain,inmyownwords.
3.Actingoutafewscenesoftheplaywithmygroupmembers.
4.Writingoutashortsceneoftheplay,usingthestagedirectionsappropriately.
5.Usingthenewwordsandexpressionsofthisunitinspeakingandwriting.
6.Usingtheexpressionsofmakingrequestsandorderingfoodinspeaking.
7.Usingthenounclausesastheobjectandthepredicativecorrectlyinspeakingandwriting.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit3.
板書設(shè)計(jì)
Unit3TheMillionPoundBankNote
Unitrevision
Summingup
(Students’answermayvary.)WehavelearnedaboutthisplayisadaptedfromMarkTwain’sshortstorybythesametitle.LikemostofMarkTwain’sstories,itismeanttobehumorous.Wecanalsolearnaboutthefactfromtheplaythatmoneyiseverythinginthecapitalsociety.
Fromthisunityouhavealsolearned
usefulverbs:wander,permit,stare,spot,account,seek,scream,bow
phrasalverbs:bringup,goahead,stareat,accountfor,takeachance
usefulnouns:birthplace,novel,adventure,phrase,author,scene,pavement,businessman,permit,bay,fault,spot,passage,account,embassy,patience,contrary,envelope,steak,pineapple,dessert,amount,manner,scream,rag,bow,barber
usefuladjectivesandadverbs:contrary,unbelievable,rude,genuine,ahead,indeed
otherusefulexpressions:byaccident,onthecontrary,inrags,asfor
newgrammaritem:nounclausesastheobjectandthepredicative

活動與探究
Asweknow,MarkTwainwasagreathumorist.Manyfamousjokeswasabouthim.GotothelibraryorsurftheInternettofindsomeandsharethemwithyourclassmates.
Samples:
MarkTwainandtheBarber
Inthecourseofoneofhislecturetrips,MarkTwainarrivedatasmalltownbeforedinner.Hewenttoabarber’sshoptobeshaved.
“Areyouastranger?”askedthebarber.
“Yes,”MarkTwainreplied.“ThisisthefirsttimeI’vebeenhere.”
“Youchoseagoodtimetocome,”thebarbercontinued.“MarkTwainisgoingtogivealecturetonight.You’llgo,Isuppose?”
“Oh,Iguessso.”
“Haveyouboughtyourticket?”
“Notyet.”
“Buteverythingissoldout.You’llhavetostand.”
“Howannoying!”MarkTwainsaidwithasigh.“Ineversawsuchluck.Ialwayshavetostandwhenthatfellowlectures.”
MarkTwainandWhistler
Whistler,thefamousartist,onceinvitedMarkTwaintovisithisstudiotoseeanewpaintinghewasjustfinishing.Thehumoristexaminedthecanvasforsometimeinsilence,thensaid,“I’ddoawaywiththatcloudifIwereyou,”andextendedhishandcarelesslytowardonecornerofthepictureasthoughabouttosmudgeoutacloudeffect.Whistlercriedoutnervously,“God,sir,becareful!Don’tyouseethepaintisstillwet?”
“Oh,thatdoesn’tmatter,”saidMarkTwain.“I’vegotmygloveson.”

Unit 3 The Million Pound Bank Note Period 6 教案

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。高中教師要準(zhǔn)備好教案，這是教師工作中的一部分。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，幫助高中教師在教學(xué)期間更好的掌握節(jié)奏。您知道高中教案應(yīng)該要怎么下筆嗎？下面是小編幫大家編輯的《Unit 3 The Million Pound Bank Note Period 6 教案》，相信能對大家有所幫助。

Unit3TheMillionPoundBankNote

Period6Usinglanguage:Listening,readingandwriting

整體設(shè)計(jì)教材分析Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.Inthisperiod,theteachingactivitieswillfocusonListeningtask,!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Readingandspeakingtask,andWritingtask.ListeningtaskandReadingandspeakingtaskofferthestudentstheopportunitytoenjoyActⅡ,Scene3andActⅡ,Scene4ofthisplay.ForListeningtask,theteachershouldfirstaskstudentstomakealistofallthechangesthatHenryhasmadetohislifeanddiscusswiththeirpartnerwhatdifferencethiswillmaketothewaypeopletreathim.ThenletstudentslistencarefullytoActⅡ,Scene3andwritedownthemainidea.Next,theylistentothetapeagainfordetailedinformation,makenotesastheylistenandchecktheiranswerswiththeirpartner.AstoReadingandspeakingtask,firstletstudentsdiscussthetwoquestionsinpairs(1.WhatwillHenryandPortiatelleachotheraboutthemselves?2.Whatwilltheykeepasecretfromeachother?),andthenhavethemlistentothetapeandreadtheplayaloud,payingattentiontotherhythm,pronunciationandintonationsoastoactouttheplayintheend.Writingtaskismorechallenging,foritinvolvesahigherlevelofinterpretiveskill.Sotheteachershouldgivethemenoughencouragementandnecessaryhelp.BeforetheycanwritetheirdialoguebetweenHenryandPortia,helpthemevaluatethesecharactersaspresentedintheplaybylettingthemdiscussingtherelatedquestionswiththeirpartnerandgivethemasmuchadviceaspossibleonhowtofinishtheirtask.Writingisahigherstageoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.教學(xué)重點(diǎn)1.Developstudents’integrativeability.2.LetstudentslistentoActⅡ,Scene3.3.HavestudentsreadActⅡ,Scene4.4.AskstudentstomakeadialoguebetweenHenryandPortia.教學(xué)難點(diǎn)1.GetstudentstolistentoandunderstandActⅡ,Scene3.2.LetstudentsmakeadialoguebetweenHenryandPortia.三維目標(biāo)知識目標(biāo)1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.GetstudentstolistentoActⅡ,Scene3andreadActⅡ,Scene4oftheplay.能力目標(biāo)1.Developstudents’integrativeability.2.EnablestudentstolistentoandunderstandActⅡ,Scene3.3.EnablestudentstoreadandunderstandActⅡ,Scene4.4.EnablestudentstomakeadialoguebetweenHenryandPortia.情感目標(biāo)1.Stimulatestudents’interestoflearningEnglishbyenjoyingthisplay.2.Developstudents’senseofgroupcooperationandteamwork.

教學(xué)過程→Step1Revision1.Checkthehomeworkexercises.2.AsksomegroupsofstudentstoActⅡ,Scene1orActⅡ,Scene2.→Step2Warmingup1.AskstudentstomakealistofallthechangesthatHenryhasmadetohislife.2.Havetheminpairsdiscusswhatdifferencetheythinkthiswillmaketothewaypeopletreathimandreporttheirideastotheclass.→Step3Listeningtask1.Tellstudents:TurntoPage58.WearegoingtolistentoActⅡ,Scene3.2.Letthemlistencarefullyandwritedownthemainidea.3.Havethemgothroughthechartandmakesuretheyknowwhattodo.ThethingsPortiaknowsaboutHenryHenry’sresponse1.2.3.1.2.3.4.Playthetapeagainforthemtolistentoandletthemmakenotes.5.Twoorthreeminutesforthemtodiscussandsharetheirnoteswithanotherpair.6.Playthetapeathirdtimeforthemtocheckandhavethecorrectanswers.→Step4Readingandspeakingtask1.Askstudentstodiscussthefollowingquestionsinpairs.1)WhatwillHenryandPortiatelleachotheraboutthemselves?2)Whatwilltheykeepasecretfromeachother?2.Letsomeofthemreporttheirideastotheclass.3.Tellthem:TurntoPage58.WearegoingtoreadActⅡ,Scene4.4.Letthemreadtheplayfasttogetthemainidea.5.Havethemreadtheplaycarefullyandretellthestoryintheirownwords.6.Letthemlistentothetapeandreadtheplayaloud,payingcloseattentiontotherhythm,pronunciationandintonation.7.Givethemenoughtimeforthemtotrytolearntheendoftheplaybyheartandthenactitout.Makesuretheyspeakwithexpression.→Step5Writingtask1.Supposethesituation:ImaginethatafterHenrymarriesPortia,hehasbadluckinbusinessandbecomespooragain.Nowhemusttellhiswifethebadnews.Withapartnerwriteashortdialoguebetweenthesetwocharacters.2.Letstudentsdiscussthequestionswiththeirpartner.(Showthefollowingonthescreen.)1)HowdoyouthinkPortiafeelswhenshehearsthebadnews?2)WhatdoyouthinkHenryplanstodotosolvethecrisis?3)DoyouthinkPortiawillleaveHenry?4)Doyouthinktheywillgethelpfromthetwobrothersoranybodyelse?Givereasons.5)Whatwilltheyfinallydo?6)Howdoyouthinkpeople’sattitudeswillchangetowardsHenryandPortia?3.Givethemthefollowingadvice.(Showthefollowingonthescreen.)1)Readthequestionsandbrainstormsomeideas.2)Writedownyourideas.3)Shareyourideaswithanotherpairandaskthemforadvice.4)Organizetheideasintoanordersuitableforwriting.5)Makeupadialogueandwriteitdown.4.Theybegintowritetheirdialogue.5.Inviteasmanypairsaspossibletoperformtheirdialoguetotheclass.Theteacherandothersshouldgivecomments.Sampledialogue:Portia:Oh,Henry.It’snicetoseeyouhomesoearly!Henry:Erm,aah.Portia:(lookingworried)What’shappened?Henry:Ican’thidemuchfromyou,canI,dear?Wehavelostallourmoney.TherailwaycompanyinBrazilhascollapsedandallourmoneyhasdisappeared.ButIhaveaplantohelpus.WecangobacktoAmericaandstartagain.Icanbecomeagoldminerandwecanmakeourfortunethatway.Portia:LeaveLondon?Leavemystepfather?Ohno,Henry,please!Henry:Ithinkitmightbebetterforus.Weshouldstandonourownfeet.Portia:(crying)Ishallhavetogohome.Youcannotlovemeifyouwanttodothisdreadfulthing.Henry:(puttinghisarmsaroundher)OfcourseIdo.ItisforoursakethatIsuggestthis.Itwillbeanadventure.WewillbeabletotravelwherewelikeandIwillbeabletoshowyousomanylovelyplaces.Portia:AslongasyoulovemeIshallbehappy.Henry:AndIshallalwaysdothat!→Step6Homework1.FinishofftheWorkbookexercises.2.SupposethatHenryfeelstrickedbyPortiawhenhefindsoutthatOliverisherstepfather.Howmighttheplayenddifferentlyunderthesecircumstances?Pleaserewritetheendoftheplayonthebasisofthequestion.3.ReviewthecontentsoftheunitandcompleteSummingUponPage24.

板書設(shè)計(jì)

Unit3TheMillionPoundBankNote

Listening,readingandwritingQuestionstodiscussbeforewriting:1.HowdoyouthinkPortiafeelswhenshehearsthebadnews?2.WhatdoyouthinkHenryplanstodotosolvethecrisis?3.DoyouthinkPortiawillleaveHenry?4.Doyouthinktheywillgethelpfromthetwobrothersoranybodyelse?Givereasons.5.Whatwilltheyfinallydo?6.Howdoyouthinkpeople’sattitudeswillchangetowardsHenryandPortia?Adviceonwriting:1.Readthequestionsandbrainstormsomeideas.2.Writedownyourideas.3.Shareyourideaswithanotherpairandaskthemforadvice.4.Organizetheideasintoanordersuitableforwriting.5.Makeupadialogueandwriteitdown.

活動與探究

Reading,watchingandperformingWorkingroups.Gotothelibrarytofindoutthewholeplayandtakerolestoreaditcarefully.Trytorecitemostofthelines.SurftheInternettofindoutthefilmandwatchitagainandagain.Payattentiontothecharacters’looksandwords.Thenbewellpreparedtoperformthewholeplaywiththehelpofyourteacher.Finallypresentittotheclassortotheschool.

Unit 3 The Million Pound Bank Note Period 1 教案

一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計(jì)劃和準(zhǔn)備，作為教師就要精心準(zhǔn)備好合適的教案。教案可以讓上課時(shí)的教學(xué)氛圍非常活躍，有效的提高課堂的教學(xué)效率。寫好一份優(yōu)質(zhì)的教案要怎么做呢？下面是小編幫大家編輯的《Unit 3 The Million Pound Bank Note Period 1 教案》，僅供您在工作和學(xué)習(xí)中參考。

Unit3TheMillionPoundBankNote

單元規(guī)劃類別課程標(biāo)準(zhǔn)要求掌握的項(xiàng)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.探索;尋求adventuren.奇遇;冒險(xiǎn)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.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(diǎn)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(cuò);缺點(diǎn);故障genuineadj.真的;真誠的bowvi.彎腰ragn.破布;碎布passagen.船費(fèi);通道;（一)段indeedadv.真正地;確實(shí);實(shí)在accountvt.說明;總計(jì)有n.說明;理由;計(jì)算;賬目spotvt.發(fā)現(xiàn);認(rèn)出n.斑點(diǎn);污點(diǎn);地點(diǎn)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(xiǎn);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.Anditwastheshipthatbroughtyouto!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--England.(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(diǎn)1.Getstudentstoknowaboutformsofliteratureandart:shortstoryanddrama;howtoactoutaplay.2.Havestudentslearnsomeusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofrequestandorderingfood.4.Letstudentslearnthenewgrammaritem:nounclausesastheobjectandpredicative.5.Developstudents’listening,speaking,readingandwritingabilities.教學(xué)難點(diǎn)1.Enablestudentstomasterthenewgrammaritem:nounclausesastheobjectandpredicative.2.Letstudentslearnhowtoactoutaplay.3.Developstudents’integrativeskills.課時(shí)安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:Reading,actingandspeakingPeriod5Usinglanguage:Listening,writingandspeakingPeriod6Usinglanguage:Listening,readingandwritingPeriod7Revision:Summingupandlearningtip

Period1Warmingupandreading

整體設(shè)計(jì)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(diǎn)1.LetstudentslearnmoreaboutMarkTwainandhisplay.2.Getstudentstolearndifferentreadingskills.3.Havestudentslearnhowtoactoutthisplay.教學(xué)難點(diǎn)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(jì)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.

板書設(shè)計(jì)

Unit3TheMillionPoundBankNote

WarmingUpandReading1.Time:thesummerof19032.Characters:HenryAdams:alostAmericanbusinessmaninLondonRoderickandOliver:twobrothersandrichEnglishmen3.Events:

活動與探究Workingroups.GotothelibraryorsurftheInternettofindoutmoreinformationaboutMarkTwain.Makealistofhislifeandhismajorworks.Bereadytogiveashortreportonthistotheclass.

Unit 3 The Million Pound Bank Note 教案