高中教案教案

Unit 3 The Million Pound Bank-Note(Warming Up, Pre-reading and Reading)教案。

Unit3TheMillionPoundBank-Note

WarmingUp,Pre-readingandReading

Period1Warmingup!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Step4Retelling1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.T:Now,lookatthekeywordsandpictures,whocanretellthereading?S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)Step5Summarywhatdoyouthinkofthisplay?Ismoneysoimportant?Homework1.Reviewthekeysentencesinthispart.2.Englishweeklypage4part2

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UNIT 3 The Million Pound Bank-Note教案

一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，作為高中教師就要精心準(zhǔn)備好合適的教案。教案可以讓學(xué)生更好的消化課堂內(nèi)容，幫助高中教師營造一個(gè)良好的教學(xué)氛圍。那么，你知道高中教案要怎么寫呢？以下是小編收集整理的“UNIT 3 The Million Pound Bank-Note教案”，歡迎大家閱讀，希望對大家有所幫助。

UNIT3TheMillionPoundBank-Note

TheFirstPeriodIntensiveReading

I.Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語：
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous
b.交際用語：
*Expressionsonrequest:
Wouldyoustepinsideamoment,please?
Wouldyoupleasecomein?
c.重點(diǎn)句型：
(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
(2)HeislostinLondon.P17
(3)Permitmetoleadtheway,sir.P17
(4)Asamateroffact,IlandedinBritainbyaccident.P18
(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
2.Abilitygoals能力目標(biāo)
a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.
b.EnablestudentstosumupthemainideaofACTONEScene3.
c.Enablestudentstounderstandthedetailsaboutthewholescene.
d.Retellthesceneusingthekeywordsofthewholescene.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.
b.HelpstudentstosumupthemainideaofACTONEScene3.
c.Helpstudentstounderstandthedetailsofthewholescene.
d.Getstudentstoretellthewholescene.
II.Teachingimportantpoints教學(xué)重點(diǎn)
1.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.
2.Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
III.Teachingdifficultpoints教學(xué)難點(diǎn)
Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
IV.Teachingmethods教學(xué)方法
Elicitation,discussion,listening,reading,pairwork
V.Teachingaid教具準(zhǔn)備
Acomputer,aprojector,andataperecorder
Teachingproceduresandways教學(xué)過程與方式

StepIWarmingup
MarkTwainisprobablyoneofthefewAmericanwriterswithwhomStudentsarealreadyfamiliar.Thisexerciseallowsteacherstodiscoverjusthowmuchstudentsrememberaboutthis19thcenturywriter.Findoutinthediscussionshowmuchthestudentsknowanddecidehowmuchmoretheyneedtoknowabouttheauthorbeforetheyreadtheplay.
StudentsreadthispassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23..
StepIIPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.
StepIIIWhile-reading
1.Firstreading:Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Teachersgivethestudentsacoupleofminutestolookthroughthewholescene.Tellthestudentstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.Teachersencouragethestudentstoexpresstheirideas.
2.Secondreading:Readingaloud
Inthispart,studentswillreadthetextagainandtrytounderstandthesentencesandthemainideasofthewholescene.
3.Listening
Inthispart,studentswilllistentothetapeandtrytofindthecharacteristicsofthewholescene.Afterthat,teachersdiscussthequestionwiththestudentsandthenchecktheanswer.Andthentheteacheraswellasthestudentsreadthepassagetogether,whichwillbeservedasthegroundfortheretellingafterwards.
StepIVPost-reading
1.Docomprehendingexercises.
T:Readthesceneagainanddosomecomprehendingexercises.(P19)
(Thestudentsbegintoprepareforthesetwoexercises.Afterawhile,theteacherstartstocollecttheanswers.)(Latertheteachergivestheanswers,usingaslideprojector.)
Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.
(Latertheteachergivestheanswers,usingaslideprojector.)
2.Explainlanguagepoints.
3.Studentsreadthewholesceneagainandagainandtrytoretellit.
StepVRetelling
1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.
2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.

Step6homework.
1.Reviewthekeysentencesinthispart.
2.Previewthewordsinthesecondperio

Unit 5 Canada—“The True North” Warming Up, Pre-reading and Reading教案

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，教師要準(zhǔn)備好教案，這是教師需要精心準(zhǔn)備的。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來，讓教師能夠快速的解決各種教學(xué)問題。所以你在寫教案時(shí)要注意些什么呢？急您所急，小編為朋友們了收集和編輯了“Unit 5 Canada—“The True North” Warming Up, Pre-reading and Reading教案”，僅供參考，大家一起來看看吧。

Unit5Canada—“TheTrueNorth”

WarmingUp,Pre-readingandReadingＩ．單元教學(xué)目標(biāo)技能目標(biāo)SkillGoalsTalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.MastertheNounClause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinaplace.II．目標(biāo)語言功能句式表示方向的句式Whereis...?Howdoesonegoto...?Inwhatdirectionis...?Is...closeto/farfrom...?Howfaris...?表示位置的句式Itis/liesinthenorth/southof...Itis/liestothesouth/east/northwestof...Itiswithin...Kilometersof...Itis/liesonthewest/east.Theplaceisontheborder.Yougoalongthecoast.Itiseast/westof...Itisfarawayfrom...Onegoesnorthward.詞匯1.四會(huì)詞匯QuizCanadianministercontinentbaggagechatsceneryeastwardwestwardupwardsurroundharbormeasureaboardeaglewithinborderslightacreurbantopicmixmixturebushmaplefrostconfirmwealthydistancemistmistyschoolmateboothdowntownapproximatelydawnbuffetbroadnearbytraditionterrifyterrifiedpleasedimpressimpressive2.詞組Primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor,inthedistance語法NounclauseastheappositiveIII.教材分析本單元通過兩位女孩李黛玉與劉茜的加拿大之旅，向我們展示了加拿大的一些基本概況，包括它的地理位置、主要城市、風(fēng)土人情以及它的多元文化。通過學(xué)習(xí)本單元，讓學(xué)生對加拿大有了更多的了解，使學(xué)生能夠用所學(xué)的詞匯與句式表達(dá)方向與位置，并學(xué)會(huì)條理地寫出旅游過程中的所見所聞。Period1warmingupTeachinggoals1.Targetlanguage1.Learnsomewords.multicultural,scenery,surround,harbor,Canadian,Vancouver,Toronto,Calgary,Ottawa,beaver,polar,penguinLearntheinformationaboutCanada.Mastertheexpressionsfordescribingdirectionsandlocations.TalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.TeachingimportantpointsLearntoreadthetravelingreportaccordingtothetravelingroute.TeachingmethodsAsking-and-answeringactivities;Teachingaids:acomputerTeachingprocedures:Step1lead-in1.Doyouliketogosightseeing?2.Whichcountrydoyouliketovisit?3.Whatcanyouseeinthesecountries?Showsomepicturesoffamouscountry:Britain,France,USA,Japan,CanadaWhat’syourfirstimpressionofthiscountry?beautiful,modern,attractive,pleasant…Step2QuizHowmuchdoyouknowaboutCanada?IfyouhaveachancetohaveatriptoCanada,whatdoyouwanttoknowaboutit?Canadaisamulticulturalcountry.Itisthesecondlargestcountryintheworld.HowmuchdoyouknowaboutCanada?Workinpairsandanswerthisquiz1.C2.D3.A4.B5.AStep3introductionIntroducesomeinformationofCanada.Position:CanadaisinnorthernNorthAmericaSize:thesecondlargestcountryintheworldhasanareaof9,984,670squarekilometers;thedistancefromeasttowestis5,500kilometerspopulation:apopulationof30million.History:ThefirstsettlersarrivedfromEnglandin1497.SettlersfromFrancereachedCanadain1534Languages:Officiallanguages:EnglishandFrenchClimate:differentfromareatoarea(asinchina)Resources:berichinforests,coal,oil,waterStep4practiceKnowledgeaboutCanada:TrueorFalse.1.CanadiansspeakEnglishandFrench.2.TorontoisthecapitalofCanada.3.CanadaliesinthenorthofSouthAmerica.4.Canadaisthelargestcountryintheworld.5.CanadaisonthenorthofUSA.6.ThenationalanimalofCanadaispolarbear.7.CanadaisamemberoftheBritishCommonwealth.8.TheHeadoftheCanadianGovernmentisthePrimeMinister.Step5speaking1.IntroducesomethingaboutCanadatoyourfriends.2.fillintheblanks.Canadaisa__________(多文化的)country.Itcoversanareaof_____millionsquarekilometersandis__________________(第二大)countryintheworld.______isitscapital.Canadiansspeak_________________.________isthenationalflowerand_________isthenationalanimal.Homework:1.previewthereading2.Englishweeklypage1reading.

UNIT 3 The Million Pound Bank-Note單元教案

古人云，工欲善其事，必先利其器。教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的消化課堂內(nèi)容，有效的提高課堂的教學(xué)效率。那么，你知道教案要怎么寫呢？下面是小編幫大家編輯的《UNIT 3 The Million Pound Bank-Note單元教案》，相信能對大家有所幫助。

UNIT3TheMillionPoundBank-Note
I.單元教學(xué)目標(biāo)
技能目標(biāo)Goals
TalkaboutshortstoriesanddramasLearnhowtoactoutaplay
Learnhowtorequestandorderfood
LearnNounclausesastheobjectandpredicativeWriteaplayordrama
II.目標(biāo)語言（TargetLanguage）
功能句式
1.Request（請求）
Wouldyoupleasecomein?
Wouldyoumindwaitingjustafewminutes?
MayIaskyouhowmuchmoneyyouhave?
--Well,tobehonest,Ihavenone.
Couldyouoffermesomekindofwork?
Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?
--Gorightahead.
2.Orderingfood(點(diǎn)餐)
I’dlikesomehamandeggsandanicebigsteak.
I’llhaveanicelongglassofbeer.
詞匯
1.四會(huì)詞匯
bet,scene,tale,servant,permit,bay,stare,spot,passage,account,appearance,patience,silly,jealous,unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,indeed,bow,decade,pilot,humor,novel,character,director,barber
2.認(rèn)讀詞匯
narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issues,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script3.固定詞組
makeabet,goahead,byaccident,accountfor,tobehonest,inrags,evenif,getintotrouble
3.重點(diǎn)詞匯
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble

語法
1.Nounclausesastheobject(賓語從句)
Ican’tsaythatIhaveanyplans.
…andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
2.Nounclausesasthepredictive(表語從句)
That’swhywe’vegivenyoutheletter.

重點(diǎn)句子
1.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
2.HeislostinLondon.P17
3.Permitmetoleadtheway,sir.P17
4.Asamateroffact,IlandedinBritainbyaccident.P18
5.Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
6.Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P18
7.Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P18
8.Well,wewillhavetotakeachance.P21
9.(inarudemanner)What’stheretowaitfor?P22
10.He’sinrags!P22
III.教材分析與教材重組
1.教材分析
本單元的主要內(nèi)容是根據(jù)馬克.吐溫的名著《百萬英鎊》改編而成的劇本中的幾個(gè)片段。
1.1WARMINGUP提出問題，通過對馬克.吐溫及其作品的討論引發(fā)學(xué)生學(xué)習(xí)興趣，使學(xué)生對馬克,吐溫及其作品,有個(gè)初步的了解。
1.2PRE-READING要求學(xué)生展開想象，假如自己有了一張百萬英鎊的鈔票會(huì)怎么做，并闡述自己對《百萬英鎊》這部電影的評價(jià)。
1.3READING是劇本中第一幕的第三場。富商兄弟倆打賭把一張百萬英鎊鈔票給一個(gè)一無所有，誠實(shí)可靠的窮人，想看看會(huì)發(fā)生什么事。最后他們物色到一個(gè)窮困潦倒，流落倫敦街頭的美國小伙子HenryAdams。教師可以引導(dǎo)學(xué)生通過戲劇情節(jié)的發(fā)展，了解，感受戲劇的語言。同時(shí)，還可利用劇本的朗誦和表演幫助學(xué)生改進(jìn)語音語調(diào)。
1.4COMPREHENDING中FactorOpinion的練習(xí)和幾個(gè)形容詞的填空練習(xí)旨在檢測學(xué)生對事實(shí)和觀點(diǎn)的判斷，加強(qiáng)對這部分詞語在語境中的理解和運(yùn)用。
1.5LEARNINGABOUTLANGUAGE通過英語釋義，在文章中填空等形式幫助學(xué)習(xí)理解掌握本單元的重點(diǎn)詞匯，并通過先發(fā)現(xiàn)再簡單運(yùn)用的模式幫助學(xué)生了解，掌握本單元的語法項(xiàng)目：賓語從句和表語從句。
1.6USINGLANGUAGE中的Readingandacting介紹了第一幕的第四場。這一場生動(dòng)地講述了衣衫襤褸的流浪漢HenryAdams到餐館用餐時(shí),先遭到冷遇，而后由于拿出了一張百萬英鎊的大鈔,又倍受關(guān)照的有趣故事。作者用詼諧的筆調(diào)諷刺了資本主義社會(huì)拜金主義者的丑陋嘴臉。
1.6.1READINGagreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
(2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
(3)permitsomebodytodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
(4)byaccident:asaresultofchanceormishap.
e.g.Ionlyfounditbyaccident.
(5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
e.g.Doyoulikebeingstaredat?
(6)tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
3.Studentsreadthewholesceneagainandagainandtrytoretellit.
T:Well,class,haveyougotthemainidea?
SS:Yes.
T:What’sthemainidea?Andcanyouretellit?
(Thenthestudentsbegintoprepareforretellingthewholescene.)
StepVRetelling
1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.
2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.
T:Now,lookatthekeywordsandpictures,whocanretellthereading?
S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)
T:Good,thenextone,whowantstotry?
(Thenanotherstudentretellsthewholescene.)
T:You’vedoneagoodjob.Nowlet’sretellthewholescenetogether.
StepVISummaryandhomework
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.Whatdothinkofthis?
S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?
T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.
1.Reviewthekeysentencesinthispart.
2.Previewthewordsinthesecondperiod.

TheSecondPeriodGrammar
I.Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語：winthebet,makethebet,beworriedabout,stayoutofjail,apoorly--dressedgentleman,eatlikeawolf,beabigpuzzletosb.
b.重點(diǎn)句子
Mayweaskwhatyouaredoinginthiscountry?
Well,whydon’tyouexplainwhatthisisallabout?
That’swhywe’vegivenyoutheletter.
Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.
Wedoubtedwhetherthemanwasabletopayforthefood.
2.能力目標(biāo)
1.Enablethestudentstousethewordsandexpressionsinthispart.
2.Enablestudentstounderstandandusenounclausesastheobjectandpredicative.
3.學(xué)能目標(biāo)
1.Getthestudentstoguessthemeaningofthewordsorexpressionsaccordingtothecontext.
2.Gethestudentstousethenounclausesastheobjectandpredicative.
II.Teachingimportantpoints教學(xué)重點(diǎn)
1.Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.
2.Getthestudentstomastertheusageoftheimportantwordsofthisunit.
III.Teachingdifficultpoints教學(xué)難點(diǎn)
Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.
IV.Teachingmethods教學(xué)方法
Task-basedmethod
V.Teachingaid教具準(zhǔn)備
Acomputer,aprojector
Teachingproceduresandways教學(xué)過程與方式
StepIRevision
Checkthestudents’homework.
StepIIDiscoveringusefulstructures(P20-21)
T:Goodmorning/afternoon,class.Todaywearelearningthegrammarofthisunit---Nounclauseastheobjectandpredicative.First,let’sreviewthepassagewestudiedlastclassinordertodiscovertheusefulstructures.
Exercise1
T:Inthescenewe’velearnedtwonounclausesasobjectandonesentenceaspredicative.Whocantellmethethreesentences?
(ThenStudentsreadthewholescenetofindlinesintheplaythatusesanounclauseastheobjectandpredicative.Whilethestudentsarereadingthewholescene,theteacherwalksaroundtheclassroomandcollecttheanswer.Thentheteacheraskssomestudentstotelltheothersthecorrectanswer.)
Suggestedanswers:
Mayweaskwhatyouaredoinginthiscountry?
Well,whydon’tyouexplainwhatthisisallabout?
That’swhywe’vegivenyoutheletter.
Exercise2
Forthispart,studentsmakesentenceswiththenounclausesastheobjectusingoneofthewordsgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,checktheanswerswiththewholeclass.
T:Nowlet’sgoonwiththenextexercise.Turntopage20,andlet’sfillintheblanks.I’dlikeyoutodothisexercisebyyourselves.Afterthatdiscussyouranswersinpairsandthenlet’schecktheanswerstogether.
Allowthestudentsenoughtimefortheexercise.
Exercise3
Inthispart,studentsmakeasmanysentencesaspossibleusingpartsofsentencesgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.
Suggestedanswers:
(1)Henry’squestioniswhythetwobrotherswantedtomakethebet.
(2)Theproblemisthathedoesn’tknowanybodyinLondon.
(3)Henry’sconcernishowhecangetfoodandclothing.
(4)Histroubleisthathedoesn’tknowanybodyinLondon.
(5)Thatiswhythebrotherswantedtomakeabet.
(6)Thebrothers’doubtiswhetherHenrycanstayoutofjail.
(7)Henry’sconcerniswherehecangetajob.
(8)Henry’squestioniswhatgavethetwobrotherstheinterestingidea.
Exercise4
Inthisexercise,studentscompletesomesentenceswithanounclauseastheplay.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.
Suggestedanswers:
(9)ThetroublewasthatHenryAdamswaslostinLondonandhehadnomoney.
(10)Henry’squestionwaswhetherhecouldborrowsomemoney.
(11)ItseemedasifthebrothersweeplayingajokeonHenry.
(12)Thebrothers’problemwaswhowouldbethebestpersontotestthisbet.
(13)Thisiswhytheylenthimthemoney.
StepIIIExplanationandsummary
T:Well,class.Youdidagoodjob.NextIwanttoexplainsomethingaboutnounclausesastheobjectandpredicativesothatyoucanhaveabetterunderstandingofthegrammarofthisunit.
1.名詞性從句是由if,whether,that和各種疑問詞where,when等充當(dāng)連接詞所引導(dǎo)的從句，其功能同名詞一樣。
2.What與that在引導(dǎo)名詞性從句時(shí)的區(qū)別
what引導(dǎo)名詞性從句時(shí)在從句中充當(dāng)句子成分，如主語．賓語．表語，而that則不然，它在句子中只起連接作用。例如：1)Whatyousaidyesterdayisright.
2)Thatsheisstillaliveisaconsolation.
3.賓語從句就是在復(fù)合句中作賓語的名詞性從句，通常放在主句謂語動(dòng)詞（及物動(dòng)詞）或介詞之后。
(1)由that引導(dǎo)的賓語從句（that通常可以省略）,例如：Iheardthatbejoinedthearmy.
(2)由what,whether(if)引導(dǎo)的賓語從句，例如：Shedidnotknowwhathadhappened.
Iwonderwhetheryoucanchangethisnoteforme.
4.否定的轉(zhuǎn)移:若主句謂語動(dòng)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。例如：Idon’tthinkthisdressfitsyouwell.（我認(rèn)為這件衣服不適合你穿。）
5.it常可以放在動(dòng)詞think,find,consider,believe,feel,make等后作為形式賓語:it不僅可以作為形式主語，還可以作為形式賓語而真正的賓語-that從句則放在句尾，特別是在帶復(fù)合賓語的句子中。例如：Wehearditthatshewouldgetmarriednextmonth.
6.表語從句是在復(fù)合句中作表語的名詞性從句，放在系動(dòng)詞之后，一般結(jié)構(gòu)是“主語＋連系動(dòng)詞＋表語從句”?？梢越颖碚Z從句的系動(dòng)詞有be,look,remain,seem等。引導(dǎo)表語從句的that?？墒÷?。另外，常用的還有thereasonwhy…isthat...和Itisbecause…等結(jié)構(gòu)。例如：
1)Thequestioniswhetherwecanmakegoodpreparationinsuchashorttime.
2)Thisiswhywecan’tgetthesupportofthepeople
3)Butthefactremainsthatwearebehindtheotherclasses.
4)Thereasonheislateforschoolisthathemissedtheearlybus.
7.賓語從句考點(diǎn)及熱點(diǎn)問題
(1)______wecan’tgetseemsbetterthan____wehave.
A.What,whatB.What,thatC.That,whatD.That,that
(2)Youcan’timagine______whentheyreceivedtheseniceChristmaspresents.
A.howexcitedtheywereBhowtheywereexcited
C.howweretheyexcitedD.theywerehowexcited
(3)Theymake____arulewhoeverbreaksthelawwillbepublished.
A.itB.thatC.whatD.this
(4)_____youhaveseenbothfighters,______willwin?
Asince,doyouthinkwhoB.As,whodoyouthink
C.When,whoeverD.Since,whodoyouthink
Suggestedanswers:(1)A(2)A(3)A(4)D
StepIVUsingstructures(P57-58)
T:Aftertheexplanationonthegrammar,Istillhopethatyoucanhavemoreexercisessoastoconsolidatewhatyouhavelearnedaboutnounclausesastheobjectandpredicative.
1.Completethepassagebyusingthewordsintheboxgiveninthetextbook.
(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)
2.Completethefollowingsentencesgiveninthetextbook,usingnounclausesastheobjectorthepredicative.
(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)
Suggestedanswers:
(1)Thetwobrotherscan’tagreetowhomtheyshouldgivethebank-note.
(2)Henrywonderswhytheychosehimforthetest.
(3)ThefirstthingHenrydecidestodoishowcaneatameal.
(4)ThewaiterissurprisedtofindthatHenryhasamillion-poundnote.
(5)Theowneroftherestaurantneverexpectsthatamillionairewillvisithisrestaurant.
(6)ItseemsthatHenryisabletobuyanythingbutnotpayforit.
(7)WhatHenrywantstotellPortiaisthathelovesher.
(8)Everyonemaywanttoknowwhatfinallyhappenstothemillion-poundnote.
3.T:Next,class,let’splayagame“Guesswhatitis”.Lookatthechartbelowandreadthequestionsandclues.Decidewhateachoftheobjectsis.Choosetherightwordfromthebox.Afterfinishingthefourquestions,youmaygoonwiththerestofthewords
(Thisgameisasimplewayofhelpingstudentstodevelopstrategiesfordefiningwordsthemselves.).
Suggestedanswers:
(1)Wolf:Thewolfisanenemytohumansandespeciallyfarmers.Thisisbecausewolveslikeeatingmeat.Luckilywolvesliveindensinforestsfarfromhumanbeingsandareeasilycaughtinnets.
(2)Novel:Anovelisawonderfulsourceofinformationandimaginativestories.Ifyouarelucky,youcanrelaxwithoneinyourhandbutifnotitwillremainintheshelf.
(3)Dessert:Adessertisgoodbothtoeatandtolookat.Itisajoyforchildrenandapleasuretomakeinthekitchen.
(4)Rags:Keepingyourhousecleanisaneasiertaskwithmanyragsinyourhand.
(5)Steak:Asteakisapieceofgoodqualitybeefthatisbesteatenwithsaladandchips.
(6)Tale:Ataleisanexcitingstoryaboutinterestingimaginaryevents.
StepVLearningaboutlanguage(P19-20)
1.Lookatthereadingpassageagaintofindwordsthatmeanthesame.
First,studentsdotheexercisesindependently.
Second,theteachergivestheanswers.
Suggestedanswers:
AlternativewordsandexpressionsWordsandexpressionsfromthetext
someonepaidtodohomeworkservant
unbelievableincredible
earlyeveningnightfall
thecostofajourneyonashippassage
insb.awaynotplannedbyaccident
lookat…foralongtimestareat
bethereasonforaccountfor
allowpermit
storytale
apieceofpaperusedasmoneyabank-note
willingnesstowaitpatience
foolishsilly
thewaysomeonelooksappearance
tellyouthetruthtobehonest

2.Completethispassagewithsomeofthenewwordsandexpressionsintheplay.
Suggestedanswers:tale,bet,nightfall,unbelievable,servant,byaccident,appearance
3.Fillintheblankswiththewordsinthebox.
Suggestedanswers:(1)silly(2)permit,goahead(3)stare,patience(4)madeabet(5)passage,account(6)accountfor(7)Tobehonest,jealous(8)willingness,probably
4.Makealistofusefulexpressionsforrequestingfromtheplay.
Wouldyoudo(something),please?
Mayweask…?
Iwonderifyou’dmind…?
Couldyouofferme…?
Ifyoudon’tmind,mayIaskyou…?
T:Youaregreat.Sowewilldomoreexercises.
StepVIUsingwordsandexpressionsinWorkbook(56-57)
First,studentsreadanddotheexercisesbythemselves.
Second,theteachergivestheanswers.
1.Fillintheblankswiththewordsinthebrackets.
Suggestedanswers:(1)humor,humorous(2)simply,simple(3)appear,appearance(4)unbelievable,believe(5)probable,probably(6)patience,patient(7)permitted,permission(8)willingness,willing
2.Fillintheblankswiththewordsintheboxintheirrightforms.
Suggestedanswers:(1)was(not)permitted(2)getting(3)topretend(4)account(5)should(6)bow
3.TranslatethefollowingsentencesintoEnglish,usingthewordsandexpressionsinthebrackets.
Suggestedanswers:
(1)Asamatteroffact,hewasspottedbyaccidentwhenhegotintotheoffice.
(1)Tobehonest,thegentlemanwasinragsinordertopretendthathewaspoor.
(2)Heworkedasanunpaiddirectorinthecompany.Butwhentheownerofthecompanyshoutedathiminarudemanneragainandagain,hebegantolosehispatience.
(3)Shescreamedasifshehadseenasnake.
(4)Evenifyourcompanyislarge,itcanstillgetintotroublebygrowingtooquickly.
(5)Thereasonhegavetoaccountforhissillyactionswereindeedunbelievable.
StepVIIHomework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod.

TheThirdPeriodListening
I.Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語：bymistake,gotraveling,asumofmoney,haveabetonsb.,abornfool,getpaid
b.重點(diǎn)句子:
Hebeginstoworrythathehasgotthebanknotebymistake.
He’llthinkweneverdealtwitharichmanbefore.
2.能力目標(biāo)
a.Enablethestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.
b.Mastertheusageof“nounclausesastheobject”
3.學(xué)能目標(biāo)
1.Getthestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.
2.Makethestudentsmastertheusageof“nounclauseastheobject”.
II.Teachingimportantpoints教學(xué)重點(diǎn)：
1.Practicestudents’listening
2.Mastertheusageof“nounclausesastheobject”
III.Teachingdifficultpoints教學(xué)難點(diǎn)
Mastertheusageof“nounclausesastheobject”
IV.Teachingmethods教學(xué)方法
PracticingindependentlyC=Clerk;H=Henry)
O:Theresacustomer,Todd.Willyouservehim?
C:Idontknowwhyhesinatailorsshop.Justlookathisclothes!
O：Nomatterwhatheswearing,Todd,justshowhimthecheapest.
C:Doyouwantanything?
H：Yes,please.Iwanttobuyasuit.
C:Ofcourse.Youmayfindtheseratherexpensive.Wevegotsomecheaperonesinthebackroom.Willyoucomethroughtotheback,please?...Whydontyoutrythisoneon?
H：Mmm,itdoesntseemtofitverywell.
C:Imafraiditsthecheapestonewevegot.
H：Verywell,Illtakeit.Couldyouwaitafewdaysforthemoney?Idonthaveanysmallnotesonme.
C:Oh,youhavent?Well,ofcourse,Iknowthatgentlemenlikeyoucarryonlylargenotes.
H：Myfriend,youshouldntjudgestrangersalwaysbytheclothestheywear.Imquiteabletopayforthissuit.Ijustdidntwishtoputyoutothetroubleofchangingalargenote.
C:Whydoyouthinkwecantchangeyournote?Ofcoursewecan.
H：Oh,verywell.Thenthereisnothingtoworryabout.Iapologize.(Handshimthenote.)
2.Explanationstothesuggestedscene:
T:Maybeyoufindsomethingisdifficulttounderstand.Soletmeexplainsometoyou.
(1)have…on/with/aboutsomebodymeanstakeorbringsomethingwhensomeonegoestoaplace.
(2)putsomebodytothetroubleofdoingsomethingmeansmakesomeonehavethetroubleofdoingsomething.
(3)Changemeansthemoneythatyougavebackwhensomebodyhaspaidyoutoomuch.e.g.Givememychange.
(4)judgesomebody/somethingby/fromsomething:formanopinionaboutsomebody.
e.g.Judgingfromwhatyousay,theyoughttosucceed.
e.g.Don’tjudgeamanbyhislooks.
StepIIIListening,SpeakingandwritingTask(P58)
T:ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?Now,listencarefullytoActTwo,Scene3andmakeafewnotestousewhenyouwriteyourdialogue.
1.Studentslistentothetape,makenotesandthensharetheirnoteswithanotherpair.
T:Well,boysandgirls,allofdidagoodjob.Butinordertohelpyoutowriteabetterdialogue,weshouldreadthelisteningtexttogether.Lookatthebigscreen.
Thentheteachershowthelisteningmaterialandthestudentsreaditaloud.
(Thefollowingisthelisteningtextofthispart.)
N=NarratorA=AmbassadorP=PortiaH=Henry
ActTwo,Scene3
N:Well,verysoon,itseemedasifeveryoneinLondonwastalkingaboutHenry.Afterawhile,hefeltitwashisdutytoreporttotheAmericanambassadortoBritain.TheAmbassadorgavehimawarmwelcomeandinvitedHenrytoadinnerpartythatverynight.Ofcourse,Henrywasgladtogo.Heknewthathemightneedtheambassadorwhenothersfoundoutjusthowpoorhereallywas.NowHenryisonthebalconyoftheAmericanambassador’shomeinLondon.
A:Ah,thereyouare.
P:(toHenry)Howdoyoudo?
A:Mr.Adams,myspecialguest,MissPortiaLangham.
H:Howdoyoudo?
P:I’mafraidyoumustbetoobusyforme.
H:Yes,indeed,Iam.Imean,no,no,notatall!
A:Ifyou’llexcuseme,Imustreturnotheotherguests.
P:Won’tyousitdown,please?
H:Yes,I’dloveto-err-I’dliketo.Thankyou,Miss.
P:Thatpoor,dearambassador.HehatesthesepartiesalmostasmuchasIdo.Nothingbuttalk,talk,talk.Andnoonesaysanythinganyonewantstohear,dothey?
H:No,Isupposenot.
P:Theambassadortellsmeyouarearichman.
H:Well-err-notreally.
P:HetellsmeyouarethetalkofLondonthesedays.Why,itseemsthateverybankerandshopownerinthecitywantstomeetyou.
H:Yes,I’vehead.Ican’tunderstandwhy,really.I’mnotsospecialasthat.
P:Oh,Idon’tknowaboutthat,Mr.Adams.
H:Please,callmeHenry.
P:Henry.Imean,eventheambassadoriseagertoknowyoubetter.
H:Yes,itwouldseemtobeso.
P:What’sthematter?
H:Oh,nothing.Nothing,atleast,thatanyonecanhelpwith.
P:Areyouinsomekindoftrouble,Henry?
2.Studentsdiscusseachofthefollowingthingsinpairs:
(1)WhichthingsHenrymighttellPortiaabouthimself?
(2)Whichthingshemightkeepasecrethimself?
(3)WhichthingsPortiamighttellHenryaboutherself?
(4)Whichthingsshemightkeepasecretaboutherself?
(5)Whattheymightsayabouteachother?
3.StudentsfinishwritingthedialogueforActTwo,Scene3,makingthewordssoundbelievable.
Suggesteddialogue:
Henry:Inaway,yes.Itisnotofmyowndoingthough.Iwasgivenamillionpoundbanknotetousefor30days.NoweverybodythinksIamrich.ButIreallydon’thaveapenny.
Portia:Isthatall?Ithoughtyouwereabankrobberorhadhityourgrandmother.
Henry:Howcouldyouhavesuchterriblethoughts?
Portia:IdotendtothinkaboutthebadsideofthepeopleImeet.
Henry:Whyisthat?Iamsurepeoplecouldonlybekindandthoughtfultoyou.
Portia:Well,yousee….
Henry:IfIamgoingtoletyouseeallmybadpoints,Ihadbetterdoitnow.IcannotsailaboatwellandIhavenojob.
Portia:WellIcannotsailaboatwelleitherandhavenojobeither.
Henry:Iknewweweremeantforeachother.
Portia:Whatalovelythought.Nowmybadpoints.IhavenomoneyofmyownandIcannotearnmyownlivingatall.InfactIamuseless.
Henry:Nottome!Youlookthesweetestandmosthonestgirlintheworldtome!
T:Welldone!Yourdialoguesaredifferent,buttheyareallgood.Doyouwanttoknowwhichisfitforthenextscene?Now,let’sreadActTwo,Scene4.
StepIVReadingandSpeakingTask(P59)
1.StudentsreadActTwo,Scene4bythemselves.
T:Afterreadingthispart,canyouguesshowtheplaywillend?Now,inpairs,talkabouttheendandbesuretodescribewhatyouthinkPortiawillsayanddonext.ThendescribewhatyouthinkHenryandthetwobrotherswillsayanddoafterthat.
2.Studentsdiscusstheendtotheplay:
S1:Ithinktheplayhastoendhappily.ButitwillbedifficultifPortiathinksHenryisrichandheisnot.
S2:Yes,Iagree.TheremustbesomewayoflettingHenryandPortiagetmarriedbuthavemoneytoo.
S1:ButhowcanthathappenwhenHenryhastogivebackthebanknote?
S2:Thereisalsotheproblemofhimhavingbroughtalotofthingsandnotpaidforthem.
S1:SoIthinkoneofthebrothersmustcometotherescueandhelphim.
S2:Perhapstheycanadopthimastheirsonsohegetsalotofmoneythatway.
S1:Perhapsthejobtheygivehimwillpayverywell.
S2:Yes,Ithinkthatistheanswer.Hewillhavetobegivenajobwithaverylargesalary.
3.Studentsreadtherealendtotheplay.
4.StudentslistentothetapethatisaboutActTwo,Scene4andtherealendtotheplaysothattheycancorrecttheirpronunciationandbereadyforacting.
StepVHomework
T:Boysandgirls,youdidverywelltoday.ButsupposethatHenryfeelstrickedbyPortiawhenhefindsoutthatOliverisherstepfather.Howmighttheplayenddifferentlyunderthesecircumstances?So,today’shomework:Writeadifferentendtotheplay.

TheFifthPeriodExtensiveReadingandActing
I.Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語:wolf,shoulder,inrags,indeed,evenif,bow,atthetable,nexttothefrontdoor,takeachance,inarudemanner,justonemoment,inthebackoftherestaurant,leaveforthekitchen,goahead
b.重點(diǎn)句子:
Takethisgentleman’sorder.
It’llcostatinybit.
Well,wewillhavetotakeachance.
Wouldyoumindwaitingjustafewminutes?
TheBankofEnglandhasissuedtwonotesinthisamountthisyear.Anyway,itcan’tbefake.
He’sinrags!
I’dlikesomehamandeggsandanicebigsteak.
I’llhaveanicelongglassofbeer.
2.能力目標(biāo)
Enablethestudentstoactoutasceneofaplayandlearntoorderfood.
3.學(xué)能目標(biāo)
Getthestudentstoactoutasceneofaplay.
II.Teachingimportant/difficultpoints教學(xué)重/難點(diǎn)：
Actoutasceneofaplay.
III.Teachingmethods教學(xué)方法
Helpthestudentspracticeactingoutaplaybythemselves,usingaco-operativemethod.
IV.Teachingaid教具準(zhǔn)備
Amultiple-mediacomputeramazingorfantastic難以置信的；不可思議的；驚人的；奇異的
e.g.Sallyearnsanincredibleamountofmoneyinthatcompany.薩莉在那家公司的薪水多的驚人。
(2)impossibletobelieve不可相信的
e.g.Theytoldusanincrediblestory!他們對我們講了個(gè)不可信的故事。
Incredibly(adv.)
(1)toagreatdegree;extremelyorunusually非常地；極端地
e.g.incrediblyhotweather極熱的天氣
(2)inawaythatisdifficulttobelieve;amazingly難以置信地；驚人地
e.g.Incredibly,noonehadeverthoughtofsuchasimpleideabefore.真是難以置信，這樣簡單的主意竟沒有人想到。
II.背景知識(shí)
1.Aboutthe￡1,000,000Bank-note
英格蘭銀行出于特殊的需要發(fā)行了兩張面值一百萬的鈔票，其中一張收回并作廢，但還有一張卻留在銀行，兩兄弟打賭，一個(gè)身無分文的人帶著這張鈔票會(huì)發(fā)生什么，兄弟A說會(huì)死去，兄弟B說他肯定能活一個(gè)月。他們物色了一個(gè)年輕人做試驗(yàn)，帶著這張毫無使用價(jià)值的百萬英鎊鈔票。年輕人走進(jìn)商店買東西，拿出鈔票要求找錢，店老板都震驚了并立刻改變態(tài)度，極力討好這個(gè)年輕人，年輕人得到了他想得到的，包括愛情和受人尊敬。他愛上的女孩正是兄弟B的女兒。最后，百萬英磅被銀行收回并作廢，年輕人過上了幸福生活。
TheBankofEnglandonceissuedtwonotesofamillionpoundseach,tobeusedforaspecialpurposeconnectedwithsomepublictransactionwithaforeigncountry.Forsomereasonorotheronlyoneofthesehadbeenusedandcanceled;theotherstilllayinthevaultsoftheBank.Well,thebrothers,chattingalong,happenedtogettowonderingwhatmightbethefateofaperfectlyhonestandintelligentstrangerwhoshouldbeturnedadriftinLondonwithoutafriend,andwithnomoney

Unit 3 The Million Pound Bank-Note(Vocabulary and Useful Expressions)教案