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1、Unit 3The Million Pound Bank Note 单元规划 类别课程标准要求掌握的项目 话题Forms of literature and art: short story and drama; how to act out a play 词汇 birthplacen. 出生地 ; 故乡 Embassy n. 大使馆 ; 大使及其官员 phrasen. 短语 ; 词组 ; 惯用语 Seek vt. 探索 ; 寻求 adventure n. 奇遇 ; 冒险 patience n. 耐性 ; 忍耐 noveln.小说 ; 长篇故事adj. 新 奇的 ; 异常的 contraryn
2、. 反面 ; 对立面adj. 相反的 ; 相违的 authorn.著者 ; 作家Envelopen. 信封 scenen. （戏剧 )一场 ; 现场 ; 场面 ; 景色 Permit vt. 允许 ; 准许 n. 通 行证 ; 许可证 ; 执照 wandervi. 漫游 ; 漫步 ; 漂泊steakn. 肉块 ; 鱼排 ; 牛排 pavementn. 人行道pineapplen. 菠萝 businessman n. 商人 dessert n. 餐后甜点 unbelievable adj. 难以置信的 amount n. 数量 aheadadv. 在前 ; 向前 ; 提前rudeadj. 粗鲁的
3、 ; 无礼的 bayn.海湾mannern.礼貌 ; 举止 ; 方式 starevi. 凝视 ; 盯着看screamvi. 尖声叫n. 尖叫声 ; 喊叫声 faultn. 过错 ; 缺点 ; 故障genuineadj. 真的 ; 真诚的 bow vi. 弯腰ragn. 破布 ; 碎布 passage n. 船费 ; 通道 ; （一 )段 indeed adv. 真正地 ; 确实 ; 实在 account vt. 说明 ; 总计 有n. 说明 ; 理由 ; 计算; 账目 spot vt. 发现 ; 认出n. 斑点 ; 污点 ; 地点 短语bring up 抚养 ; 培养 ; 教育 ; 提出in
4、rags 衣衫褴褛 go ahead前进 ; （用于祈使句 )可以 ; 往下说as for 关于 ; 至于 by accident 偶然 ; 无意中 ; 不小心do with 对待 ; 处理 ; 处置 stare at盯着看 ; 凝视make a bet打赌 account for 导致 ; 做出解释be lost 迷路 ; 倾心于某事 on the contrary 与此相反 ; 正相反permit sb. to do sth. 准许某人做某事 take a chance冒风险 ; 碰运气in a. . . manner 以 的举止（态度 ) 重要句 型 1. Young man, woul
5、d you step inside a moment, please? (request) 2. I wonder, Mr. Adams, if youd mind us asking a few questions. (I wonder if. . . ) 3. . . . I found myself carried out to sea by a strong wind. (find+O. +O. C. ) 4. And it was the ship that brought you to England. (it is/was. . . that. . . ) 5. The fact
6、 is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative) 6. You mustnt think we dont care about you. (double negative) 7. Thats why we ve given you the letter. (noun clause as the predicative) 8. Well, why dont you explain what this is all about? (suggestion; n
7、oun clause as the object) 功能 1. Request Would you please come in? Could you offer me some kind of work? Would you mind waiting just a few minutes? I wonder, Mr. Adams, if you mind us asking a few questions? May I ask you how much money you have? Well, to be honest, I have none. Go right ahead. 2. Or
8、dering food Id like some ham and eggs and a nice big steak. Ill have a nice long glass of beer. 3. Shopping 语法 1. Noun clauses as the object I can t say that I have any plans. . . . and he does not know what he should do. I did not know whether I could survive until morning. 2. Noun clauses as the p
9、redicative That s why we ve given you the letter. The fact is that I earned my passage by working as an unpaid hand. . . 教学重 点 1. Get students to know about forms of literature and art: short story and drama; how to act out a play. 2. Have students learn some useful new words and expressions in this
10、 unit. 3. Enable students to grasp and use the expressions of request and ordering food. 4. Let students learn the new grammar item: noun clauses as the object and predicative. 5. Develop students listening, speaking, reading and writing abilities. 教学难 点 1. Enable students to master the new grammar
11、item: noun clauses as the object and predicative. 2. Let students learn how to act out a play. 3. Develop students integrative skills. 课时安 排 Periods needed: 7 Period 1 Warming up and reading Period 2 Learning about language: Important language points Period 3 Learning about language: Grammar Period
12、4 Using language: Reading, acting and speaking Period 5 Using language: Listening, writing and speaking Period 6 Using language: Listening, reading and writing Period 7 Revision: Summing up and learning tip Period 1Warming up and reading 整体设计 教材分析 This is the first teaching period of this unit. At t
13、he beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about the background knowledge, talking about Mark Twain and his play. Mark Twain is probably one of the few American writers with whom students are already familiar. The Warming Up is intend
14、ed to discover just how much students know about this 19th century writer and let those who do n t know about him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have. Exercise 1 in the Pre-reading provides students with a
15、n important choice. For some, knowing what they would do with the money is easy to decide. For others, it may pose a real dilemma, especially if they feel obligated to help others with the money. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.
16、 Exercise 2 is to check whether students have read the story or have seen the film and for students to be ready for the next part Reading. The reading passage is a play which is adapted from Mark Twain s short story by the same title. It briefly describes that Henry, a San Francisco businessman, is
17、rescued at sea by a British ship that takes him to London where he finds himself without money, friends, or the prospect of a good job. Hungry and alone, he walks along the streets of the city when unexpectedly he is summoned to a mansion. Two rich brothers, Roderick and Oliver, have made a secret b
18、et. Roderick believes that a man cannot survive in the city for a month with only a million pound bank note in his possession but Oliver believes he can. The play takes us along on Henry s misadventures with humor and surprise to discover who will win the bet. Students are encouraged to preview the
19、text and find out the new words and structures themselves. They should try to work out the meaning of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help. Plays will enable students to read and hear natural language in a drama
20、tic context. Just as importantly, reading and acting plays aloud will increase students self-confidence in using English, which in turn will increase their overall motivation to learn English. Through their active participation in reading characters parts in a play, students relive what others have
21、said. When reading a play aloud, students not only speak to the teacher but directly to their classmates. This oral interaction can contribute to greater class cooperation, especially if reading the play results in trying to act it out. In doing so, students can learn how to interpret language throu
22、gh the tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Therefore, provide students with the opportunity to interpret language by acting out a few scenes of the play. To consolidate the contents of the reading passage,
23、 students should be required to give a brief introduction to the story The Million Pound Bank Note in their own words and act out Scene 3 of this play with their group members at the end of the class. In order to arouse students interest, the teacher can hold a competition between groups. 教学重点 1. Le
24、t students learn more about Mark Twain and his play. 2. Get students to learn different reading skills. 3. Have students learn how to act out this play. 教学难点 1. Develop students reading ability. 2. Enable students to act out this play. 三维目标 知识目标 1. Get students to learn the useful new words and expr
25、essions in this part: birthplace, novel, adventure, phrase, author, scene, wander, pavement, businessman, permit, ahead, bay, stare, fault, spot, passage, account, embassy, seek, patience, contrary, envelope, bring up, go ahead, by accident, stare at, account for, on the contrary 2. Let students lea
26、rn about Mark Twain and his play. 能力目标 1. Develop students reading ability and let them learn different reading skills. 2. Enable students to talk about Mark Twain and his play. 3. Enable students to act out this play. 情感目标 1. Stimulate students interests of learning English by reading and acting th
27、is play. 2. Develop students sense of cooperative learning. 教学过程 设计方案 (一) Step 1 Warming up Talk about background knowledge about Mark Twain and his play. 1. Getting to know a great literary giant: Mark Twain Let students read the following information about Mark Twain and his works. Real name of Ma
28、rk Twain Samuel Langhorne Clemens Year of birth 1835 Places where he lived Raised in Hannibal, Missouri; traveled much of the US; lived for a long time in Europe Names of three of his famous stories The Adventures of Tom Sawyer The Adventures of Huckleberry Finn Life on the Mississippi Evaluation of
29、 him American short story writer, novelist, humorist, and public speaker. American best known literary giant 2. Getting to know the story The Million Pound Bank Note. Two rich gentlemen in London made a bet on what would happen to a person if he was given a million pound bank note. An American young
30、 man who sailed too far was carried out to sea, but was saved by a British ship for London. So he was now in London, tired, hungry and penniless. . . . Step 2 Pre -reading Discuss with students: Have you read the story The Million Pound Bank Note? Have you ever seen the film? If ever, what do you th
31、ink of it? Step 3 While-reading Try to gain as much information as possible from the story through reading and train reading skills. 1. Scanning Reading strategy: Go through the play for specific information. Don t read sentence by sentence. Fill in the blanks. 1)Time: _ 2)Characters: Henry Adams:_
32、Roderick and Oliver:_ 3)Events About a month agoHenry was _ out of the bay. Towards nightfallHenry was _ out to sea by a strong wind. The next morningHenry was _by a ship. LastlyHenry arrived in _ by working as an unpaid hand on the ship. NowHenry was _ in London and _ in the street. Just at that ti
33、meRoderick _ him and asked him to step in. To Henry s surpriseRoderick gave Henry _ with money in it. Suggested answers: 1)the summer of 1903 2)Henry Adams: a lost American businessman in London Roderick and Oliver: two brothers and rich Englishmen 3) About a month agoHenry was sailing out of the ba
34、y. Towards nightfallHenry was carried out to sea by a strong wind. The next morning Henry was spotted by a ship. LastlyHenry arrived in London by working as an unpaid hand on the ship. NowHenry was lost in London and wandering in the street. Just at that timeRoderick called him and asked him to step
35、 in. To Henry s surpriseRoderick gave Henry an envelope with money in it. 2. Skimming Reading strategy: Go through the play for the gist. 1)Answer the following questions: (1)Where does Henry Adams come from? Does he know much about London? (2)What did he do in America? (3)Why did he land in Britain
36、? Suggested answers: (1)Henry comes from San Francisco. No, he doesn t know London at all. (2)He worked for a mining company. (3)He was sailing out the bay when he was carried out to sea by a strong wind and was rescued by a ship for London. 2)Put the following events in a correct order to form a sh
37、ort passage: Henry wandered in London streets. About a month ago Henry Adams was sailing out of the bay. The next morning he was spotted by a ship. Towards nightfall he found himself carried out to sea by a strong wind. On the ship he earned his passage by working as an unpaid hand. Suggested answer
38、s: About a month ago Henry Adams was sailing out of the bay. Towards nightfall he found himself carried out to sea by a strong wind. The next morning he was spotted by a ship. On the ship he earned his passage by working as an unpaid hand. Henry wandered in London streets. 3. Detailed-reading Readin
39、g strategy: Read the play carefully and try to get as much information as possible. Try to keep them in mind. Fill in the blanks and retell the story. Henry was an _. One day he had an accident in a _. Luckily he was rescued by a ship for _. He arrived in London by earning his passage without pay. H
40、e was _ in the street in _. To his surprise an _ thing happened. Two rich brothers gave him a million pound bank-note because they had made a _. Suggested answers: American; bay; London; wandering; rags; incredible; bet 4. Reading aloud and underlining Ask students to read the play aloud to the tape
41、 and let them pay attention to the pronunciation and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework. Step 4 Post -reading 1. Discussing and talking What kind of per
42、son do you think Henry is? Why do you think so? Find some of his words to prove. 1)Is Henry honest? It is my first trip here. Well, to be honest, I have none. (no money) Well, I can t say that I have any plans. 2)Is Henry hard-working? I earned my passage by working as an unpaid hand. Could you offe
43、r me some kind of work here? I don t want your charity; I just want an honest job. 3)Is Henry direct/straightforward? Well, it may seem luck to you but not to me. If this is your idea of some kind of joke, I don t think it s very funny. Now, if you ll excuse me, I think I ll be on my way. 2. Acting
44、1)Listen to the text again. 2)Complete the table. CharactersActionsAttitudesDecision Narrator Oliver Roderick Henry Servant 3)Act out the play in groups of four or five, including the narrator. 4)Invite two or three groups to perform before the class. 3. Discussion Have a discussion with students. S
45、uppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do with the money? 4. Writing Rewrite the play into a story. Step 5 Homework 1. Learn the useful new words and expressions in this part by heart. 2. Read the play again and again and try to act i
46、t out with your classmates. 3. Enjoy the movie The Million Pound Bank Note. 设计方案 (二) Step 1 Leading in 1. Talk about characters of short stories and dramas. 2. Ask students some questions: 1)Do you like dramas? Can you list some famous dramas and their writers? 2)Do you know about Mark Twain and his
47、 play The Million Pound Bank Note? Step 2 Warming up 1. Show the picture of Mark Twain and ask students: What do you know about him? 2. Let students read the short passage and take notes to fill in the chart. Real name Meaning of his pen name Birth date Birth place Place where he grew up His famous
48、stories Step 3 Pre -reading Let students discuss the following questions with their partners and then ask them to report their work. Encourage them to express their opinions freely. 1. Imagine somebody gives you a large sum of money to spend as you like. What would you do with it? Students have a di
49、scussion on this question. Whatever choice students make, they should be ready to offer their classmates a good reason for it. 2. Have you ever read the story The Million Pound Bank Note? Have you ever seen the movie? If ever, what did you think of it? Step 4 Reading 1. Give students 3 minutes, and ask t