unit3百万英镑.doc

Unit 3　The 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. & vi. 寻找; 探索; 寻求
adventure
n. 奇遇; 冒险
patience
n. 耐性; 忍耐
novel
n.小说 长篇故事　adj. 新奇的; 异常的
contrary
n. 反面; 对立面　adj. 相反的; 相违的
authorn.
著者; 作家
Envelope
n. 信封
scenen.
（戏剧)一场; 现场; 场面; 景色
Permit
vt. & vi. 许可; 允许; 准许n. 通行证; 许可证; 执照
wander
vi. 漫游; 漫步; 漂泊
steak
n. 肉块; 鱼排; 牛排
pavement
n. 人行道
pineapple
n. 菠萝
businessman
n. 商人
dessert
n. 餐后甜点
unbelievable

adj. 难以置信的
amount
n. 数量
aheadad
v. 在前; 向前; 提前
rude
adj. 粗鲁的; 无礼的
bayn.
海湾
mannern.
礼貌; 举止; 方式
stare
vi. 凝视; 盯着看
scream
vi. 尖声叫　n. 尖叫声; 喊叫声
fault
n. 过错; 缺点; 故障
genuine
adj. 真的; 真诚的
bow
vi. & n. 鞠躬; 弯腰
rag
n. 破布; 碎布
passage
n. 船费; 通道; （一)段
indeed
adv. 真正地; 确实; 实在
account
vt. & vi. 认为; 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 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, would you step inside a moment, please? (request)
2. I wonder, Mr. Adams, if you’d 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 is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative)
6. You mustn’t think we don’t care about you. (double negative)
7. That’s why we’ve given you the letter. (noun clause as the predicative)
8. Well, why don’t you explain what this is all about? (suggestion; noun 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. Ordering food
　I’d like some ham and eggs and a nice big steak.
　I’ll 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 predicative
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 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 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 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 1　Warming up and reading
整体设计
教学重点
1. Let 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 expressions 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 learn 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 this play.
2. Develop students’ sense of cooperative learning.

教学过程
→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 Mark 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 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 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 think 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:_________________
Roderick and Oliver:_________________
3)Events
About a month ago
Henry was ______________ out of the bay.
Towards nightfall
Henry was ______________ out to sea by a strong wind.
The next morning
Henry was ______________by a ship.
Lastly
Henry arrived in ______________ by working as an unpaid hand on the ship.
Now
Henry was ______________ in London and ______________ in the street
Just at that time
Roderick ______________ him and asked him to step in.
To Henry’s surprise
Roderick 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 ago
Henry was sailing out of the bay.
Towards nightfall
Henry was carried out to sea by a strong wind.
The next morning
Henry was spotted by a ship.
Lastly
Henry arrived in London by working as an unpaid hand on the ship.
Now
Henry was lost in London and wandering in the street.
Just at that time
Roderick called him and asked him to step in.
To Henry’s surprise
Roderick 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?
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 short 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 answers:
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
Reading 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. He 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 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 person 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 offer 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
1)Listen to the text again.
2)Complete the table.
Characters
Actions
Attitudes
Decision
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.
Suppose 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 it out with your classmates.
3. Enjoy the movie The Million Pound Bank Note.
→Step 6 Writing on the blackboard(板书)

→Step 7 Records after teaching(课后记)

Period 2　Learning about language: Important language points
教学重点
1. Enable students to grasp the usages of such important new words and expressions as permit, account, seek, bring up, go ahead, on the contrary, etc.
2. Get students to master the patterns “I wonder, Mr. Adams, if you’d mind us asking a few questions. ” and “The fact is that I earned my passage by working as an unpaid hand, which accounts for my appearance. ”
教学难点
1. Let students learn the usage of the expression “go ahead”.
2. Enable students to learn the sentence pattern “I wonder, Mr. Adams, if you’d mind us asking a few questions. ”
3. Get students to understand some difficult and long sentences.
三维目标
知识目标
1. Get students to learn and grasp the important useful new words and expressions 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 learn the following important useful sentence patterns:
1)Young man, would you step inside a moment, please? (request)
2)I wonder, Mr. Adams, if you’d mind us asking a few questions. (I wonder if. . . )
3). . . I found myself carried out to see 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 is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative)
6)You mustn’t think we don’t care about you. (double negative)
7)That’s why we’ve given you the letter. (noun clause as the predicative)
8)Well, why don’t you explain what this is all about? (suggestion; noun clause as the object)
能力目标
1. Get students to use some useful new words and expressions correctly.
2. Enable students to make sentences after the useful sentence patterns.
情感目标
1. Stimulate students’ interest in learning English.
2. Develop students’ spirit of cooperation and teamwork.

教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about Mark Twain and his play.
→Step 2 Reading and finding
Get the students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.
Read them aloud and copy them down in the exercise book after class.
→Step 3 Practice for useful words and expressions
1. Turn to Page 20. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.
2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.
3. Check the answers with the whole class and explain the problems they meet where necessary.
→Step 4 Studying important language points
1. He was brought up in Hannibal, Missouri, along the Mississippi River.
他在密西西比河边的密苏里州的汉尼拔长大。
bring up
1)(especially passive)raise, rear or educate sb. （尤用于被动语态)培养; 养育; 教育
She brought up five children.
她养育了五个孩子。
Her parents died when she was a baby and she was brought up by her aunt.
她出生后不久父母双亡, 是由姑母抚养大的。
He was brought up to respect authority.
他从小就受到尊敬师长的教育。
2)cause sb. to stop moving or speaking suddenly骤然停止
His remark brought me up short/sharp/with a jerk.
他的话我听后一下子愣住了。
3)vomit sth. 呕吐某物
bring up one’s lunch吐出午饭吃的食物
4)call attention to sth. ; raise sth. 使……注意某事; 提出某事
These are the matters that you can bring up in committee.
这些事你可以在委员会上提出。
[点拨]
bring up 养育；呕吐
bring down使垮台； 降低
bring back拿回来； 使回忆起来
bring in 赚到；引进
[小试]用上面短语的适当形式完成下列句子。
1. The boys _______ $60 a week.
2. Joe was born in America but _______ in Britain.
3. He _______ all that he had eaten.
4. He suggested we should _______ new skills.
5． Can you try to get them to _______ the price?
6． A rocket can _______ information which we could never get in any other way.
Key:
1. bring in 2. brought up