一名优秀的教师在教学方面无论做什么事都有计划和准备，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生们能够更好的找到学习的乐趣，帮助高中教师在教学期间更好的掌握节奏。高中教案的内容具体要怎样写呢？下面的内容是小编为大家整理的Unit 3 The Million Pound Bank Note教案2，欢迎阅读，希望您能够喜欢并分享！

Unit3TheMillionPoundBankNote
核心单词
1.scene
n.现场;情景;景色;发生地点;（戏剧）一场
Ourreporterwasthefirstpersononthescene.
我们的记者是最先到达出事地点的。
Isawthescenewithmyowneyes.我亲眼目睹了那一幕。
Therockingboatsalongtheriverbankmakeabeautifulscene.
河边晃晃悠悠的船只构成了一道美丽的风景。
易混辨析
scene/scenery/sight/view
scene指某一处的自然风光；情形，情景。
scenery（总称）自然景物，天然风光，是由多个scenes构成的自然风景。
sight景象，风景，名胜，侧重指值得看的事物或很难看的东西；很可笑的事物。
view景色，风景，侧重指从人所处的角度用肉眼所看到的景色。
高手过招
(1)单项填空
Seeingthehappyofthechildrenplayinginthepark,I’mfullofjoyandconfidenceinthefutureofourcountry.
(2009•12•山东莱州检测)
A.SightB.viewC.lookD.scene
(2)选词填空(scene/sight/view/scenery)（原创）
①Guilinisfamousforitsbeautiful.
②Theisaperfectdreamwhenyouseethesunrisingslowlyintheeast.
③Youcangetawonderfulatthetopofthetower.
④Theflowersarealovelyinspring.
⑤Hebegantolosehissixyearsago.
解析:(1)选D。句意为：看到孩子们在公园里玩耍的幸福一幕，我对我们国家的未来充满了自信和喜悦。scene表示包括人及其活
动的“景色”。
(2)①scenery②scene③view④sight⑤sight
2.permit
vt.＆vi.许可；允许；准许
n.通行证；许可证；执照
Hishealthdoesn’tpermithistravellingwithus.
他的健康状况不允许他同我们一起旅行。
Weatherpermitting,wewillgofishing.
天气允许的话，我们会去钓鱼。
Thefactspermitofnootherexplanation.
这些事实不容许有其他解释。
Thenurseallowedhimtoremaintherethoughitwasn’tpermitted.虽然规定不允许，但护士让他留在那里。
常用结构:
permitsb./sth.允许某人/某事
permitsb.todosth.=allowsb.todosth.允许某人做某事
permitdoingsth.=allowdoingsth.允许做某事
permitof...容许……
Wedon’tpermitpetsintheclassroom.
我们不允许教室里有宠物。
Theteacherdoesn’tpermitustotouchanythinginthelab.
老师不允许我们碰实验室里的任何东西。
Wedon’tpermitsmokingintheoffice.
办公室里不准吸烟。
易混辨析
let/permit/allow
let表示“允许，让”，常用于口语中，一般不用于被动语态。后面常接不带to的不定式作宾补。
permit和allow意思相近，都表示“允许，准许”。permit稍正式一些，多指上级对下级或长辈对晚辈的准许,语气较强；allow多指听任或不管教某人做某事。
高手过招
(1)单项填空
—Wouldyoupermitmehere?
—Sorry.Wedon’tpermitinthelibrary.
(2009•12•山东青岛检测)
A.smoking;smokingB.tosmoke;tosmoke
C.smoking;tosmokeD.tosmoke;smoking
(2)用括号内所给单词的适当形式填空（原创）
①Studentsarenot(allow/permit)toentertheNetBar.
②Mymotherwouldn’tletme(go)tothefilm.
③Wedon’tallow(smoke)inouroffice.
④Weather(permit),we’llgooutingthisweekend.
解析:(1)选D。第一个空考查permitsb.todo的用法；第二个空考查permitdoing的用法。
(2)①allowed/permitted②go③smoking④permitting
3.spot
vt.发现；认出
n.污点；斑点；地点
Shewaswearingawhiteskirtwithredspots.
她穿着一件白底红点儿的裙子。
Thisistheveryspotwherehewasmurdered.
他就是在这儿遭到谋杀的。
常用结构:
spotsb.doingsth.看到某人正在做某事
onthespot=onthescene到（在）现场；当场
onthespot当场；立即
spotlessadj.没有斑点的;极其干净的
spottedadj.有斑点的
bespottedwith被……点缀
Shespottedherfriendinthecrowd.
她在人群中认出了她的朋友。
高手过招
(1)单项填空
Hewashitbyafallingstoneandgotkilled.
(2009•12•安徽巢湖检测)
A.onaspotB.inaspot
C.onthespotD.underthespot
(2)完成句子（原创）
①Thepolice(发现)himdrivingastolencar.
②Thepolicewere(到现场)withinafewminutesofmytelephonecall.
③Hekeepshishouse(极其干净的).
解析:(1)选C。句意为：他被飞石击中，当场死亡。onthespot当场。
(2)①spotted②onthespot③spotless
4.account
vt.认为，把……视为
vi.解释；说明；对……负责
n.［U］根据，理由；［C］解释，说明；［C］描述，报道；［C］帐目
InEnglishlawapersonisaccountedinnocentuntiltheyareprovedguilty.
按照英国法律，一个人未经证实有罪之前视为无罪。
Hewasaccountedafirst-rateactor.
他被认为是一名一流的演员。
Hegotangryonthisaccount.
由于这个缘故他生气了。
Johngaveusadetailedaccountofhisplan.
关于他的计划约翰给我们做了详尽的说明。
Thepolicemangaveanaccountofthetrafficaccident.
警察叙述了交通事故的经过。
常用结构:
accountfor对……做出解释；(在数学、比例上)占；导致
byallaccounts大家都说
onaccountof由于；因为
onnoaccount绝不可以
takeaccountof=take...intoaccount考虑到……
Hecouldnotaccountforhisabsencefromschool.
他无法说清楚为什么旷课。
注意：onnoaccount为否定意义的短语，当它位于句首时，句子使用部分倒装。
高手过招
(1)单项填空
①shouldanymoneybegiventoasmallchild.
(2009•12•安徽淮北检测)
A.OnnoaccountB.Fromallaccounts
C.OfnoaccountD.Byallaccounts
②Wemusteverypennywespendduringabusinesstrip.
A.accountforB.takeon
C.makeupD.turnout
(2)完成句子（原创）
①Thisis(一则激动人心的报道)ofthematch.
②The(帐目)showwehavespentmorethanwereceived.
③Please(解释)thefailureinthesportsmeeting.
解析:(1)①选A。onnoaccount绝不可以；fromallaccounts和byallaccounts均意为“根据各种说法”；ofnoaccount不重要，通常作表语或定语。
②选A。accountforsth.意为“（对自己所掌管的钱等）作令人满意的交代”。
(2)①anexcitingaccount②accounts③accountfor
5.seek
vt.进行，前进;（用于祈使句）可以;往下说;用吧;开始吧
Despitethebadweather,thejourneywillgoahead.
尽管天气不好，旅行将照常进行。
Thebuildingofthenewbridgewillgoaheadasplanned.
新桥的修建将按计划进行。
联想拓展
aheadof在之前；领先于；胜过
aheadoftime/inadvance提前
goagainst违背；反对；不利于
goaround/round/about（疾病）传播
goafter追求
goby过去
goinfor爱好
goout（火、灯等）熄灭；外出
goover复习；检查
gothrough遭受；经历；通过
goup上升；增长
gowithout没有……也行；将就
gowrong出毛病
高手过招
完成句子（原创）
①Afterapause,he(往下说)withhisspeech.
②Thenewbridgewascompleted(提前).
③(径直向前走)for200metersandthenturnleft.
④—CouldIuseyourbike?
—(用吧).
答案：①wentahead②aheadoftime
③Gostraightahead④Goahead
8.byaccident=bychance
偶然；无意中;不小心
LasttimeIranacrossherinthestreetbyaccident.
上次我偶然在街上碰见她了。
Ionlyfounditbyaccident.
我只是碰巧找到的。
联想拓展
ycontrast对比之下
bymistake错误地
byhand用手;用体力
bymachine用机器
高手过招
用“by+n.”构成的短语填空（原创）
①IwasinsuchahurrythatItooksomeoneelse’sumbrella.
②Thesetoysaremadeinsteadof,sotheyareveryexpensive.
③Shehadfoundthefile.
答案：①byaccident/chance/mistake
②byhand;bymachine③byaccident
9.tobehonest=honestlyspeaking
说实话
Tobehonest,Iamnotsatisfiedwithwhatyoudid.
说实话，我对你做的事不满意。
Tobehonest,IknownothingabouthimexceptthatheisfromAmerica.
老实说，我只知道他是一位美国人。
联想拓展
tobefrank=franklyspeaking坦率地说
tobeexact=exactlyspeaking确切地说
totellyouthetruth实话告诉你
tomakethingsworse更糟的是
Totellyouthetruth，Idon?tthinkyouareright.
实话告诉你，我认为你不对。
Tobeexact，everyminutemorethan130milliongallonsofwaterplungetothebottomofthegorgeover320feetdown.
准确地说，每分钟就有超过1.3亿加仑的水流倾泻到320多英尺之下的峡谷深处。这种不定式短语是坦白陈述时所用的套语，表明说话人的观点或态度，在句子中作插入语，没有任何形式上的变化，即:不受句子其他成分(特别是主语)的影响。
高手过招
单项填空
Iwouldn’tbuythathouse;,it’stooclosetothemainroad.(2009•12•福建泉州检测)
A.beinghonestB.honest
C.tobehonestD.havingbeenhonest
解析:选C。考查动词不定式作插入语的用法。tobehonest作插入语时，没有其他形式的变化，只能用动词不定式形式。
10.onthecontrary
与此相反；正相反(只作状语)
Itdoesn’tseemuglytome;onthecontrary,Ithinkit’sratherbeautiful.
我觉得它并不丑,恰恰相反,我认为它相当漂亮。
Itwasn’tagoodthing;onthecontrary,itwasahugemistake.这并不是一件好事，相反，这是个巨大的错误。
联想拓展
(be)contraryto违反（某事物）；与……相反
Contrarytopopularbelief,manycatsdislikemilk.
与普遍看法相反，许多猫并不喜欢牛奶。
高手过招
用contrary相关短语的适当形式填空（原创）
①Thecarisn’texpensive.,it’squitecheap.
②Theresultswereexpectation.
答案：①Onthecontrary②contraryto
11.asfor
至于，关于
Asforyou,yououghttobeashamedofyourself.
至于你,你应该感到惭愧。
联想拓展
asto至于，关于；提到；就……而论(至于，说到)
高手过招
完成句子（原创）
①Hewasuncertain(至于)whichroadtotake.
②Wouldyoubesokind(至于)helpmetomovethestone?
③mypast,I’mnottellingyouanything.
答案：①asto②asto③Asfor
12.takeachance=takechances
冒险，碰运气
Hetookachancewhenhemadetheinvestment.
当时他投资时是冒了很大风险的。
联想拓展
haveagoodchance/nochance/notmuchchanceof(doing)sth./todosth./that...大有希望/没有可能/没什么希望做某事
bychance=byaccident偶然地；意外地
givesb.achance给某人一个机会
thechancesare(that)...
=itislikelythat...很可能……
高手过招
翻译句子
①很可能她要来。
②我遇到她完全是偶然的。
答案：①Thechancesarethat/It?slikelythatshe?llbecoming.
②Imetherbychance.
重点句型
13.Well,towardsnightfallIfoundmyselfcarriedouttoseabyastrongwind.
快到黄昏的时候，我发现自己被一阵大风刮到了海上。
find+sb./sth.+宾语补足语=find(+that)+sb./sth.+谓语动词
联想拓展
find+it+adj./n./adv./prep.觉得做某事是……
find+sb./sth.doing发现……在做……(主动)
findsb./sth.done发现……被做……(被动或表示状态)
findoneselfin/at...发觉自己在某处/处于……
findsb./sth.+adj.+todo觉得……(todo用主动形式表被动意义)
Ifoundthattheboywashidingbehindthedoor.
=Ifoundtheboyhidingbehindthedoor.
我发现那个男孩子藏在门后。
Whendaybroke,wefoundourselvesinasmallvillageatthefootofthemountain.
破晓时，我们发现自己在山脚下的一个小村子里。
Shegothome,onlytofindthedoorlocked/closed.
她回到家，却发现门锁上了。
Marxfoundidiomshardtolearn.
=Marxfoundithardtolearnidioms.
马克思觉得习惯用语很难学。
高手过招
完成句子（原创）
①Thefilmstar(发觉自己被围住)agroupoffansimmediatelyhegotoffthecar.
②Hefoundawallet(躺)ontheground.
③Acookwillbeimmediatelyfiredifheisfound(在吸烟)inthekitchen.
④Ifounditimpossible(劝服；说服)himtogiveupsmoking.
⑤I(觉得难以想象)thelifeinthefuture.
⑥I(发现灯亮着)allthroughthenight.
答案：①foundhimselfsurroundedby②lying
③smoking④topersuade
⑤findithardtoimagine⑥foundthelightson
14.ThenextmorningI’djustaboutgivenmyselfupforlostwhenIwasspottedbyaship.
第二天早上，我正感到绝望的时候，一艘船发现了我。
句中的when表示“这时，就在这个(那个)时候(=andthen；andjustthen；andatthattime)”，当when作此意讲时，通常和正在发生的或即将发生的动作连用，构成：bedoing...when.../beabouttodo...when...的句型。其中when引导的从句要用一般过去时。
IwaswanderingthroughthestreetswhenIcaughtsightofatailor’sshop.
我正在街上闲逛，(这时)忽然看见了一家服装店。
Wewerehavingameetingwhensomeonebrokein.
我们在开会的时候，有人突然闯入。
Wewereabouttosetoffonourwaywhenitsuddenlybegantorain.我们快要动身离开的时候，天突然下起了雨。
高手过招
单项填空
Jasminewasholidayingwithherfamilyinawildlifepark
shewasbittenonthelegbyalion.
(2009•12•河南开封检测)
A.WhenB.whileC.sinceD.before
解析:选A。when在本句中为连词，相当于andjustthen,andjustatthattime,意为“就在那时”。引导一个忽然出现的动作。
句意为：Jasmine正在和她的家人在野生动物园度假时，她被狮子咬伤了腿。

相关知识

Unit 3 The Million Pound Bank Note 教案

Unit3TheMillionPoundBankNote
第一部分
《金色教案》教学设计说明
Aboutthetopicandthestructures
单元话题和结构本单元学习“百万英镑”，剧本根据马克•吐温同名小说改编。
富豪之家的两兄弟，从银行取出面额为一百万英镑的钞票，籍以此验证各自的理论。一个认为，这样一张钞票对穷人毫无价值；另一个认为，仅拥有这样一张钞票（不兑现），就可以过上上等人的生活。他们选中了一个身无分文的年轻人作为试验品。于是，这个小伙子经济上的突变，引起了生活方式的改变。他人的种种误解，命运的重重转机，他将如何去面对这突如其来的全新生活呢？
本单元语言功能项目是：恳请、点菜和购物。
本单元语言结构项目是“名词从句作宾语和表语”。
本单元还要求学生学习写作剧本。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period1
Reading
阅读课WarmingUp教师选择使用课本中的“阅读和填表”或者我们提供的“Warmingupbylearningvocabulary”进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。
Pre-reading通过givingbackgroundinformationaboutTwainMark进行预读操作。
Reading部分是剧本中第一幕的第三场。富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子HenryAdams。教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。教师通过以下活动引导学生从形式到内容掌握课文、活用课文：Readingandunderlining，Reading,identifyingandsettling，Readingandtransferring，Completethesummaryofthestorywithonewordineachblank，Finishthecomprehensionquestions，Closingdownbytranslating。
Period2
Learningaboutlanguage
知识课Learningaboutlanguage主要突出本单元的重点词汇和主要语法项目。通过Warmingupbyhavingadictation，Discoveringusefulwordsandexpressions，Learningaboutgrammar——ReadandidentifyNounclauses，ReadyusedmaterialsforNounclausesastheobjectandpredictive和Closingdownbyreadingonobjectclause等活动形式帮助学生学习理解掌握本单元的重点词汇和语法项目：宾语从句和表语从句。
Period3
Usinglanguage
运用课Usinglanguage涵盖了听、说、读、写四个部分。Readingandacting介绍了第一幕第四场。这一场生动地讲述了衣衫褴褛的流浪汉HenryAdams到餐馆用餐先遭冷遇，而后由于拿出了一张百万英镑的大钞又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。在Listeningandwriting中又介绍了第五场，进一步印证了HenryAdams诚实正直的品格。首先是热身Warmingupbylisteningandreadingaloudtothetaperecording。然后是阅读教学Readingandacting，Readingandunderlining。写作可以Listeningandwriting，Readingandlearning，Writingaplayordrama—Playwriting。最后的结课可以是Closingdownbyacting。
实际教学过程课时划分建议
Period1
将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period2将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。
Period3将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。
Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section1
Background
背景围绕单元话题“Festivalaroundtheworld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section2
Explanation
解析重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section3
Vocabulary
词汇按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

Unit 3 The Million Pound Bank Note教案3

TheMillionPoundBankNote教案
Unit3
Teachingaims:
1.Talkaboutshortstoriesanddramas.
2.Learnhowtoactoutaplay
3.Learnhowtorequestandorderfood
4.Learnnounclausesastheobjectandpredicative
Teachingimportance:
NounclausesastheobjectIcan’tsaythatIhaveanyplans.
...andhedoesnotknowwhatheshoulddo.
IdidnotknowwhetherIcouldsurviveuntilmorning.
Nounclausesasthepredicative
That’swhywe’vegivenyoutheletter.
Teachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.

ThefirstperiodIntensivereading
StepI.Warmingup
1.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.Thisexercisemakestheteacherfindouthowmuchthestudentsknowaboutthiswriteranddecidehowmuchtheyneedtoknowabouttheauthorbeforetheyreadtheplay.
T:DoyouknowsomethingabouttheAmericanwriterMarkTwain?
Ss:Alittle.
T:TodaywewilllearnsomethingaboutthisgreatwriterintheAmericanhistory.Nowpleaseread“AboutMarkTwain”onpage23sothatyoucanknowmoreabouthim.
1.StudentsreadthepassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.
a.What’stherealnameofMarkTwain?
b.Whenwashebornandwhendidhedie?
c.Doyouknowalltheplaceswherehelived?
d.Canyounamethreeofhisfamousstories?
T:Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywewilllearnsomepartsofthisfamousplay.
StepⅡPre-reading
Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragetoexpresstheiropinionsfreely.
T:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?
(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)
…
T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Sothisclasswewilllearnthestorytogether.
StepⅢWhilereading
1.Scanning
Getthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthemformagoodhabitofreading.Givethestudentssometimetoreadthroughthescenesandthenanswersomequestions
a.HowdidHenryAdamscometoEngland?
b.WheredidHenryworkbefore?Howmuchdidhehave?
c.WhatdidthetwogentlemengiveHenry?
d.WhencanHenryopentheletter.
2.Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.
T:Listentothetapeandtrytofindoutthecharacteristicsofthewholepassage.
Ss:Thisispartofaplay.So,thenarrationiswritteninthepresenttense.
T:OK.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.
StepⅣPost-reading
Docomprehendingexercisesandexplain:
a.alargeamountof:alargequantityof;agreatdealof
e.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.
b.makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful.
e.g.Wemadeabetontheresultofthematch.
c.permitsbtodosomething:allowsomebodytodosomething
e.g.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.
d.byaccident:asaresultofchance
e.g.Ionlyfounditbyaccident.
e.stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)
f.tobehonest:totellyouthetruth;tobefrank
e.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.
StepⅤHomework
1.Reviewthekeysentencesinthispart
2.Previewthewordsinthesecondperiod.
3.Actouttheplayingroups
ThesecondperiodExtensiveReading
Step1Newwords
Tellthenewwordsinthesepart
steak:eatlikeawolf:genuine:reserve:scream:fake:
shoulder
Step2
ListentoActOne,Scene4intherestaurant
Andanswerthefollowingquestions:
1.Whatwasitintheletter?
2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why?
3.Didtheownerbelievethatthenotewasgenuineornot?Why?
Step3acting
Ingroupoffour,playthepartsof“Henry,waiter,owner,hostessandClemens”.
Step4Explanation
1.It’llcostatinybit.
1)tiny:verysmall极小的，微小的
atinybaby,atinyschool
2)notalittle许多，很
notabit一点也不
I’mnotabittired.我一点也不累。
I’mnotalittlehungry.我非常饿。
2.takea/the/chance/chances碰运气；冒风险
3.inarudemanner
manner表“方式，方法”，常用单数；
表“举止，态度”，也用单数；
表“礼貌，礼仪”，常用复数。
Heansweredinanarrogantmanner.
Hismannerwasimpolite.
Itisbadmannerstotalkwithyour
mouthfull.
6.issue
1)publish出版，发行
TheBankofEnglandissuedthe
millionpoundnotes.
2)come,goorflowout流出
bloodissuingfromawound
7.inrags衣衫褴褛
rag:oddcloth
Heisinrags.
8.indeed
1)infact事实上，其实
Idon’tmind.Indeed,Iamwillingtohelpyou.
2)truly,really,certainly
的确，实在的，确实
-Didhefinishthework?
-Indeed,hedid.
9.evenif
eventhough即使
Hedoesn’twanttobuythenicehouse,evenifhegetsalotofmoney.
Theycametohelpus,eveniftheyhadmanythingstodo.
Step5Homework
1.Readandperformthewholeplaywiththehelpofthescriptsinthebook.
2.Reviewwhatyouhavelearntinthewholeunit.
ThethirdPeriodGrammar
Step1Learningaboutlanguage
Asksomestudentstotelltherightanswerinthispart
Step2UsingwordsandexpressionsinWorkbookP57
Encouragethestudentstoreadthesentencesandcorrectthemiftherearesomeerrors
Step3Grammar
1.Whatisthenounclause?
2.thedifferencesbetweenwhatandthat
Eg.(1)Whatyousaidyesterdayisright.
(2)Thatsheisstillaliveisapuzzle.
3.否定的转移
若主语谓语动词为think,consider,suppose,believe,expect,guess,imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。
4it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语
5.Thendosomeexercisesaboutthenounclause.AndfinishtheexercisesintheUsingstructures(P57and58)
Step4Homework
1.Recitethekeysentencesonthegrammar-nounclausesastheobjectandpredicative.
2.Previewthethirdperiod
ThefourthperiodListening
Step1Listening
Listentothetapeandanswerthefollowingquestions
1.WhydoesHenryworryafterheleavestherestaurant?
2.Whydoeshegobacktothetwobrothers’house?
3.Whycan’theseethetwobrothersagain?
4.Whatdotheyaskhimtodo?
Step2Listeningtext
Handoutthelisteningmaterialsandlistentothetapeandcompletethepassage,atlastasksomestudentstoreadthepassagewithrightanswers.
Step3ListeninginWorkbook(P55-56)
Ask:Whatyouthinkwillhappeninthetailor’sshopafterHenryshowstheclerkandtheownerthebank-note.
Thenlistentothetapeandanswerthefollowingquestions
1.Whydoesn’ttheclerkgiveHenryhischangerightaway?
2.Istheownerreallyangryattheclerkordoeshejustpretendtobeangry?Howdoyouknow?
3.IsHenrygladtogetmorethanonesuitcoat?Howdoyouknow?
4.Henrytellstheownerthatheismoving.Givetworeasonswhytheownerisn’tsurprisedtohearthisnews.
5.WhatdoestheowneroffertodoforHenry?Why?
Atlast,givethemthelisteningmaterialsandaskthemtocompletethepassage
Step4Homework
Previewthefourthperiod.
ThefifthperiodSpeakingandWriting
Step1Cooperativelearning
HaveaninterviewwithHenry.
1.WhatdidyoudobeforeyoucametoLondon?
2.Didyoufindithardtogetajobthere?
3.Howdidyoufeelwhenyouwereaskedtotherichbrother’shouse?
4.Didyoubelievethattheletterwillwork?
5.Didyoufeelangrywhentheclerkatthetailor’sshoptreatedyoubadlyatfirst?......
MakeadialogueforActTwoandasksomestudentstoact
Step2Listening,SpeakingandWritingTask(P58)
ImaginethatHenrymeetsthewomanofhisdreams-Portia,howwilltheytalkwitheachother?HowwouldPortiaknowifHenrywastellingherthetruth?HowwouldHenrysaythathelikesherverymuchinawaythatshewouldlike?
Step3WritingTask(P60-61
ImaginethatafterHenrymarriesPortiahehasbadluckinbusinessandbecomespooronceagain.Nowhemusttellhiswifethebadnews.Beforeyouwrite,however,discussthesequestionswithyourpartner:
1)DoyouthinkHenrywouldworryaboutwhathiswifewouldsaytohimaftersheheardthebadnews?Forexample,doyouthinkshewouldgetangryathim?
2)DoyouthinkHenrywouldworrythathiswifewouldleavehim?
3)DoyouthinkPortiawouldaskHenryhowhesuddenlybecamesopoor?
4)DoyouthinkPortiawouldworryabouttheirmarriagenow?
Step4Homework
1.Reviewthewordsandexpressionslearntthisclass.
2.ReviewActOne,Scene4onPage21-22andbereadytoactitout.

Unit 3 The Million Pound Bank Note Period 3 教案

Unit3TheMillionPoundBankNote

Period3Learningaboutlanguage:Grammar

整体设计教材分析Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.Thisteachingperiodmainlydealswiththenewgrammaritems:1.nounclausesastheobject;2.nounclausesasthepredicative.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadtheplayTheMillionPoundBankNoteagain,tickoutallthesentencesfromtheplaywherenounclausesareusedastheobjectandthepredicative,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage21andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesastheobjectandthepredicativeandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage57andadditionalexercisesforconsolidation.教学重点Getstudentstounderstandandusenounclausesastheobjectandthepredicative.教学难点Enablestudentstolearnhowtousenounclausesastheobjectandthepredicativecorrectly.三维目标知识目标1.Getstudentstoknowmoreaboutnounclauses.2.Letstudentslearnnounclausesastheobject.Ican’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.3.Havestudentslearnnounclausesthepredicative.That’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...能力目标Enablestudentstousenounclausesastheobjectandthepredicativecorrectlyandproperlyaccordingtothecontext.情感目标1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.

教学过程设计方案(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.奥利弗相信一个拥有一张百万英镑钞票的人可以在伦敦生存一个月。2.ItisHenryAdams,anAmericanbusinessman,whoislostinLondonanddoesnotknowwhatheshoulddo.他叫亨利·亚当斯,一个美国商人,在伦敦迷了路,不知道该怎么办。3.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.亚当斯先生,不知你是否介意我们问你几个问题。4.Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?可不可以问问,你在这个国家要干点什么？你的计划又是什么呢？5.Well,Ican’tsaythatIhaveanyplans.嗯,谈不上有什么计划。6.Ididn’tknowwhetherIcouldsurviveuntilmorning.我不知道是否能活到早晨。7.I’mafraidIdon’tquitefollowyou,sir.对不起,先生,你的话我没有听懂。8.Ifyoudon’tmind,mayIaskyouhowmuchmoneyyouhave?如果你不介意,能不能告诉我,你手头有多少钱？9.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.如果你们认为这是一个笑话,我可一点儿也不觉得好笑。10.Nowifyou’llexcuseme,IthinkI’llbeonmyway.好了,请原谅,我想我该上路了。11.Youmustn’tthinkwedon’tcareaboutyou.你千万不要以为我们不在意你的感受。12.Weknowyou’rehard-working我们知道你工作是很卖力的。13.Well,whydon’tyouexplainwhatthisisallabout?怎么不给我讲讲,这究竟是怎么回事呢？Sentencesusingnounclausesasthepredicative:1.ThefactisthatIearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.我是作为一个不拿工资的帮手赚来我的船费的,这就是我为什么会衣冠不整的原因了。2.That’swhywe’vegivenyoutheletter.这正是我们给你这封信的原因。2.ThinkinganddiscussingLetstudentsreadthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.3.Summingup:nounclausesastheobjectandthepredicative种类关联词例句说明宾语从句陈述意义that1.Ibelieve(that)heishonest.2.Ithink(that)heishonestandthatheisalwayskeepinghispromise.3.Wemustrealize(that)weshouldlearnEnglishwell.that在从句中不充当任何成分;在口语或非正式文体中常被省去,但若从句并列时后面的从句that不能省略。疑问意义ifwhether1.Idon’tknowif/whetheritisinteresting.2.Hedoesn’tcareifitisn’tafineday.3.Iwonderwhetherhewillcomeornot.4.Everythingdependsonwhetherwehaveenoughmoney.if和whether一般可以互换,但当与ornot连用和作介词宾语时要用whether,不能用if;从句是否定句时一般用if。特殊疑问意义who,?whom,?which,?whose,?what,?when,?where,?why,etc.1.Pleasetellmewhowillgowithyou.2.Heisn’tawareofwhataterriblethinghehasdone.3.Iwonderwhyhehasn’tcalledme.4.Shealwaysthinksofhowshecanworkwell.5.Iwonderwhereheisgoingwithhisclassmates.宾语从句作及物动词的宾语,也可作介词的宾语。宾语从句用陈述语序。注1Wemustmakeitclearthatanybodywhobreaksthelawwillbepunished.如果宾语是复合宾语,则用it作形式宾语,将从句放后。注21.Wedon’tthinkyouareright.2.Idon’tbelievehewilldoso.think,believe,imagine,suppose等的宾语从句,否定前移到主句中。表语从句连词thatwhetherasif1.Theproblemis(that)theycan’tgetthereearly.2.Itlooksasifitisgoingtorain.在非正式的文体中that可以省略。连接代词whowhatwhich1.That’sjustwhatIwant.2.Thequestioniswho/whichofyouwillbethenextspeaker.连接副词Whenwherewhyhow1.Thisiswhereourproblemlies.2.Thatiswhyhedidn’tcometothemeeting.表语从句位于主句连系动词之后。→Step4Grammarpractice1.TurntoPage21.AskstudentstodotheexercisesinDiscoveringusefulstructures.Severalminuteslater,checktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.2.TurntoPage57.AskstudentstodoExercises1-3.Checktheanswersaftermostofthemfinish.→Step5ClosingdownbyaquizShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinfiveminutestoseeiftheyhavemasterednounclausesastheobjectandthepredicative.Fiveminuteslater,checktheanswerswiththewholeclass.1.—Whatdidyourparentsthinkaboutyourdecision?—Theyalwaysletmedo______________IthinkIshould.A.whenB.thatC.howD.what2.Ijustwonder______________thatmakeshimsoexcited.A.whyitdoesB.whathedoesC.howitisD.whatitis3.Acomputercanonlydo______________youhaveinstructedittodo.A.howB.afterC.whatD.that4.Someoneisringingthedoorbell.Goandsee______________.A.whoisheB.whoheisC.whoisitD.whoitis5.—Lookatwhatyouaredoing!—Ah,Iwonder______________thisbootwon’tfitme.I’vebeentryingtoputitonthewrongfoot.A.howB.ifC.whyD.that6.Hisabilityhasneverbeenindoubt.Thequestionis______________heispreparedtoworkhard.A.thatB.whenC.whereD.whether7.—Areyoustillthinkingaboutyesterday’sgame?—Oh,that’s______________.A.whatmakesmefeelexcitedB.whateverIfeelexcitedaboutC.howIfeelaboutitD.whenIfeelexcited8.Youcan’timagine______________whentheyreceivedtheseniceChristmaspresents.A.howexcitedtheywereB.howtheywereexcitedC.howweretheyexcitedD.theywerehowexcited9.Theymake______________arulewhoeverbreaksthelawwillbepunished.A.itB.thatC.thisD.what10.Youaresayingthateveryoneshouldbeequal,andthisis______________Idisagree.A.whyB.whereC.whatD.howSuggestedanswers:1～5DDCDC6～10DAAAB→Step6Homework1.Finishofftheworkbookexercises.2.PreviewtheplayTheMillionPoundBankNote(Act1Scene4)onPage22,findthesentencesinwhichnounclausesastheobjectandthepredicativeareused,andseeifyoucanidentifytheuseofeachnounclause.设计方案(二)→Step1Revision1.Checkthehomeworkexercises.2.TranslatethefollowingphrasesandsentencesintoEnglish.1)抚养;培养;教育2)偶然;无意中3)盯着看;凝视4)导致;作出解释5)与此相反;正相反6)俱乐部的规定是不允许抽烟。(permit)7)——不知你是否介意我问你几个问题？——请问吧。(mind;goahead)8)事实上,当他进入办公室时是偶然被保安发现的。(spot)9)说实话,我从来没有喜欢过他。(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.

板书设计

Unit3TheMillionPoundBankNote

Grammar:nounclausesastheobjectandthepredicative

种类关联词例句说明宾语从句陈述意义that1.Ibelieve(that)heishonest.2.Ithink(that)heishonestandthatheisalwayskeepinghispromise.3.Wemustrealize(that)weshouldlearnEnglishwell.that在从句中不充当任何成分;在口语或非正式文体中常被省去,但若从句并列时后面的从句that不能省略。疑问意义ifwhether1.Idon’tknowif/whetheritisinteresting.2.Hedoesn’tcareifitisn’tafineday.3.Iwonderwhetherhewillcomeornot.4.Everythingdependsonwhetherwehaveenoughmoney.if和whether一般可以互换,但当与ornot连用和作介词宾语时要用whether,不能用if;从句是否定句时一般用if。特殊疑问意义who,?whom,?which,?whose,?what,?when,?where,?why,etc.1.Pleasetellmewhowillgowithyou.2.Heisn’tawareofwhataterriblethinghehasdone.3.Iwonderwhyhehasn’tcalledme.4.Shealwaysthinksofhowshecanworkwell.5.Iwonderwhereheisgoingwithhisclassmates.宾语从句作及物动词的宾语,也可作介词的宾语。宾语从句用陈述语序。注1Wemustmakeitclearthatanybodywhobreaksthelawwillbepunished.如果宾语是复合宾语,则用it作形式宾语,将从句放后。注21.Wedon’tthinkyouareright.2.Idon’tbelievehewilldoso.think,believe,imagine,suppose等的宾语从句,否定前移到主句中。表语从句连词thatwhetherasif1.Theproblemis(that)theycan’tgetthereearly.2.Itlooksasifitisgoingtorain.在非正式的文体中that可以省略。连接代词whowhatwhich1.That’sjustwhatIwant.2.Thequestioniswho/whichofyouwillbethenextspeaker.连接副词Whenwherewhyhow1.Thisiswhereourproblemlies.2.Thatiswhyhedidn’tcometothemeeting.表语从句位于主句连系动词之后。

活动与探究Asweknow,nounclausesareoftenusedinformalsituations.Imagineyouarelookingforajob.Yourpartneristheinterviewer.Makeadialoguetobrainstormsomequestionsandanswerthemwithnounclauses.Bereadytopresentyourdialoguetotheclass.Thefollowingquestionsmayhelpyou:Whydoyouwanttoworkforthiscompany?Couldyoutellmewhyyouareinterestedinthisjob?Whatqualitydoyouthinkisthemostimportantforthisjob?Couldyoutellmewhatyouknowaboutthiscompany?Youmaybeginlikethis:Theinterviewer:Whydoyouwanttoworkforthiscompany?You:Thereasonisthat...

UNIT 3 The Million Pound Bank-Note教案

一位优秀的教师不打无准备之仗，会提前做好准备，作为高中教师就要精心准备好合适的教案。教案可以让学生更好的消化课堂内容，帮助高中教师营造一个良好的教学氛围。那么，你知道高中教案要怎么写呢？以下是小编收集整理的“UNIT 3 The Million Pound Bank-Note教案”，欢迎大家阅读，希望对大家有所帮助。

UNIT3TheMillionPoundBank-Note

TheFirstPeriodIntensiveReading

I.Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语：
bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous
b.交际用语：
*Expressionsonrequest:
Wouldyoustepinsideamoment,please?
Wouldyoupleasecomein?
c.重点句型：
(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17
(2)HeislostinLondon.P17
(3)Permitmetoleadtheway,sir.P17
(4)Asamateroffact,IlandedinBritainbyaccident.P18
(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18
2.Abilitygoals能力目标
a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.
b.EnablestudentstosumupthemainideaofACTONEScene3.
c.Enablestudentstounderstandthedetailsaboutthewholescene.
d.Retellthesceneusingthekeywordsofthewholescene.
3.Learningabilitygoals学能目标
a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.
b.HelpstudentstosumupthemainideaofACTONEScene3.
c.Helpstudentstounderstandthedetailsofthewholescene.
d.Getstudentstoretellthewholescene.
II.Teachingimportantpoints教学重点
1.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.
2.Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
III.Teachingdifficultpoints教学难点
Discussthequestions:
(1)Doyouthinkmoneyiseverything?
(2)Doyouagreethatonlymoneycanbringpeoplehappiness?
IV.Teachingmethods教学方法
Elicitation,discussion,listening,reading,pairwork
V.Teachingaid教具准备
Acomputer,aprojector,andataperecorder
Teachingproceduresandways教学过程与方式

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

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