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，作为教师就要精心准备好合适的教案。教案可以让上课时的教学氛围非常活跃，有效的提高课堂的教学效率。写好一份优质的教案要怎么做呢？下面是小编帮大家编辑的《Unit 3 The Million Pound Bank Note Period 1 教案》，仅供您在工作和学习中参考。

Unit3TheMillionPoundBankNote

单元规划类别课程标准要求掌握的项目话题Formsofliteratureandart:shortstoryanddrama;howtoactoutaplay词汇birthplacen.出生地;故乡Embassyn.大使馆;大使及其官员phrasen.短语;词组;惯用语Seekvt.探索;寻求adventuren.奇遇;冒险patiencen.耐性;忍耐noveln.小说;长篇故事adj.新奇的;异常的contraryn.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Permitvt.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businessmann.商人dessertn.餐后甜点unbelievableadj.难以置信的amountn.数量aheadadv.在前;向前;提前rudeadj.粗鲁的;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bowvi.弯腰ragn.破布;碎布passagen.船费;通道;（一)段indeedadv.真正地;确实;实在accountvt.说明;总计有n.说明;理由;计算;账目spotvt.发现;认出n.斑点;污点;地点短语bringup抚养;培养;教育;提出inrags衣衫褴褛goahead前进;（用于祈使句)可以;往下说asfor关于;至于byaccident偶然;无意中;不小心dowith对待;处理;处置stareat盯着看;凝视makeabet打赌accountfor导致;做出解释belost迷路;倾心于某事onthecontrary与此相反;正相反permitsb.todosth.准许某人做某事takeachance冒风险;碰运气ina...manner以……的举止（态度)重要句型1.Youngman,wouldyoustepinsideamoment,please?(request)2.Iwonder,Mr.Adams,ifyou’dmindusaskingafewquestions.(Iwonderif...)3....Ifoundmyselfcarriedouttoseabyastrongwind.(find+O.+O.C.)4.Anditwastheshipthatbroughtyouto!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--England.(itis/was...that...)5.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...(nounclauseasthepredicative)6.Youmustn’tthinkwedon’tcareaboutyou.(doublenegative)7.That’swhywe’vegivenyoutheletter.(nounclauseasthepredicative)8.Well,whydon’tyouexplainwhatthisisallabout?(suggestion;nounclauseastheobject)功能1.RequestWouldyoupleasecomein?Couldyouoffermesomekindofwork?Wouldyoumindwaitingjustafewminutes?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?MayIaskyouhowmuchmoneyyouhave?—Well,tobehonest,Ihavenone.—Gorightahead.2.OrderingfoodI’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.3.Shopping语法1.NounclausesastheobjectIcan’tsaythatIhaveanyplans....andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.2.NounclausesasthepredicativeThat’swhywe’vegivenyoutheletter.ThefactisthatIearnedmypassagebyworkingasanunpaidhand...教学重点1.Getstudentstoknowaboutformsofliteratureandart:shortstoryanddrama;howtoactoutaplay.2.Havestudentslearnsomeusefulnewwordsandexpressionsinthisunit.3.Enablestudentstograspandusetheexpressionsofrequestandorderingfood.4.Letstudentslearnthenewgrammaritem:nounclausesastheobjectandpredicative.5.Developstudents’listening,speaking,readingandwritingabilities.教学难点1.Enablestudentstomasterthenewgrammaritem:nounclausesastheobjectandpredicative.2.Letstudentslearnhowtoactoutaplay.3.Developstudents’integrativeskills.课时安排Periodsneeded:7Period1WarmingupandreadingPeriod2Learningaboutlanguage:ImportantlanguagepointsPeriod3Learningaboutlanguage:GrammarPeriod4Usinglanguage:Reading,actingandspeakingPeriod5Usinglanguage:Listening,writingandspeakingPeriod6Usinglanguage:Listening,readingandwritingPeriod7Revision:Summingupandlearningtip

Period1Warmingupandreading

整体设计教材分析Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyhavingafreetalkwithstudentsaboutthebackgroundknowledge,talkingaboutMarkTwainandhisplay.MarkTwainisprobablyoneofthefewAmericanwriterswithwhomstudentsarealreadyfamiliar.TheWarmingUpisintendedtodiscoverjusthowmuchstudentsknowaboutthis19thcenturywriterandletthosewhodon’tknowabouthimknowabouthimbeforetheyreadtheplay.TheteachercanusethisparttointroduceinformationthatChinesestudentsshouldhave.Exercise1inthePre-readingprovidesstudentswithanimportantchoice.Forsome,knowingwhattheywoulddowiththemoneyiseasytodecide.Forothers,itmayposearealdilemma,especiallyiftheyfeelobligatedtohelpotherswiththemoney.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.Exercise2istocheckwhetherstudentshavereadthestoryorhaveseenthefilmandforstudentstobereadyforthenextpartReading.ThereadingpassageisaplaywhichisadaptedfromMarkTwain’sshortstorybythesametitle.ItbrieflydescribesthatHenry,aSanFranciscobusinessman,isrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friends,ortheprospectofagoodjob.Hungryandalone,hewalksalongthestreetsofthecitywhenunexpectedlyheissummonedtoamansion.Tworichbrothers,RoderickandOliver,havemadeasecretbet.RoderickbelievesthatamancannotsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.Studentsareencouragedtopreviewthetextandfindoutthenewwordsandstructuresthemselves.Theyshouldtrytoworkoutthemeaningofthenewwordsthroughthecontext.Thenifnecessary,theycanlookthemupinthedictionaryorturntotheteacherforhelp.Playswillenablestudentstoreadandhearnaturallanguageinadramaticcontext.Justasimportantly,readingandactingplaysaloudwillincreasestudents’self-confidenceinusingEnglish,whichinturnwillincreasetheiroverallmotivationtolearnEnglish.Throughtheiractiveparticipationinreadingcharacters’partsinaplay,studentsrelivewhatothershavesaid.Whenreadingaplayaloud,studentsnotonlyspeaktotheteacherbutdirectlytotheirclassmates.Thisoralinteractioncancontributetogreaterclasscooperation,especiallyifreadingtheplayresultsintryingtoactitout.Indoingso,studentscanlearnhowtointerpretlanguagethroughthetoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.Therefore,providestudentswiththeopportunitytointerpretlanguagebyactingoutafewscenesoftheplay.Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtogiveabriefintroductiontothestoryTheMillionPoundBankNoteintheirownwordsandactoutScene3ofthisplaywiththeirgroupmembersattheendoftheclass.Inordertoarousestudents’interest,theteachercanholdacompetitionbetweengroups.教学重点1.LetstudentslearnmoreaboutMarkTwainandhisplay.2.Getstudentstolearndifferentreadingskills.3.Havestudentslearnhowtoactoutthisplay.教学难点1.Developstudents’readingability.2.Enablestudentstoactoutthisplay.三维目标知识目标1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:birthplace,novel,adventure,phrase,author,scene,wander,pavement,businessman,permit,ahead,bay,stare,fault,spot,passage,account,embassy,seek,patience,contrary,envelope,bringup,goahead,byaccident,stareat,accountfor,onthecontrary2.LetstudentslearnaboutMarkTwainandhisplay.能力目标1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.EnablestudentstotalkaboutMarkTwainandhisplay.3.Enablestudentstoactoutthisplay.情感目标1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.2.Developstudents’senseofcooperativelearning.

教学过程设计方案(一)→Step1WarmingupTalkaboutbackgroundknowledgeaboutMarkTwainandhisplay.1.Gettingtoknowagreatliterarygiant:MarkTwainLetstudentsreadthefollowinginformationaboutMarkTwainandhisworks.RealnameofMarkTwainSamuelLanghorneClemensYearofbirth1835PlaceswherehelivedRaisedinHannibal,Missouri;traveledmuchoftheUS;livedforalongtimeinEuropeNamesofthreeofhisfamousstoriesTheAdventuresofTomSawyerTheAdventuresofHuckleberryFinnLifeontheMississippiEvaluationofhimAmericanshortstorywriter,novelist,humorist,andpublicspeaker.Americanbestknownliterarygiant2.GettingtoknowthestoryTheMillionPoundBankNote.TworichgentlemeninLondonmadeabetonwhatwouldhappentoapersonifhewasgivenamillionpoundbanknote.AnAmericanyoungmanwhosailedtoofarwascarriedouttosea,butwassavedbyaBritishshipforLondon.SohewasnowinLondon,tired,hungryandpenniless....→Step2Pre-readingDiscusswithstudents:HaveyoureadthestoryTheMillionPoundBankNote?Haveyoueverseenthefilm?Ifever,whatdoyouthinkofit?→Step3While-readingTrytogainasmuchinformationaspossiblefromthestorythroughreadingandtrainreadingskills.1.ScanningReadingstrategy:Gothroughtheplayforspecificinformation.Don’treadsentencebysentence.Fillintheblanks.1)Time:________________2)Characters:HenryAdams:_________________RoderickandOliver:_________________3)EventsAboutamonthagoHenrywas______________outofthebay.TowardsnightfallHenrywas______________outtoseabyastrongwind.ThenextmorningHenrywas______________byaship.LastlyHenryarrivedin______________byworkingasanunpaidhandontheship.NowHenrywas______________inLondonand______________inthestreet.JustatthattimeRoderick______________himandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenry______________withmoneyinit.Suggestedanswers:1)thesummerof19032)HenryAdams:alostAmericanbusinessmaninLondonRoderickandOliver:twobrothersandrichEnglishmen3)AboutamonthagoHenrywassailingoutofthebay.TowardsnightfallHenrywascarriedouttoseabyastrongwind.ThenextmorningHenrywasspottedbyaship.LastlyHenryarrivedinLondonbyworkingasanunpaidhandontheship.NowHenrywaslostinLondonandwanderinginthestreet.JustatthattimeRoderickcalledhimandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenryanenvelopewithmoneyinit.

2.SkimmingReadingstrategy:Gothroughtheplayforthegist.1)Answerthefollowingquestions:(1)WheredoesHenryAdamscomefrom?DoesheknowmuchaboutLondon?(2)WhatdidhedoinAmerica?(3)WhydidhelandinBritain?Suggestedanswers:(1)HenrycomesfromSanFrancisco.No,hedoesn’tknowLondonatall.(2)Heworkedforaminingcompany.(3)HewassailingoutthebaywhenhewascarriedouttoseabyastrongwindandwasrescuedbyashipforLondon.2)Putthefollowingeventsinacorrectordertoformashortpassage:HenrywanderedinLondonstreets.AboutamonthagoHenryAdamswassailingoutofthebay.Thenextmorninghewasspottedbyaship.Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.Ontheshipheearnedhispassagebyworkingasanunpaidhand.Suggestedanswers:AboutamonthagoHenryAdamswassailingoutofthebay.Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.Thenextmorninghewasspottedbyaship.Ontheshipheearnedhispassagebyworkingasanunpaidhand.HenrywanderedinLondonstreets.3.Detailed-readingReadingstrategy:Readtheplaycarefullyandtrytogetasmuchinformationaspossible.?Trytokeeptheminmind.Fillintheblanksandretellthestory.Henrywasan____________.Onedayhehadanaccidentina______________.Luckilyhewasrescuedbyashipfor_____________.HearrivedinLondonbyearninghispassagewithoutpay.Hewas_____________inthestreetin______________.Tohissurprisean______________thinghappened.Tworichbrothersgavehimamillionpoundbank-notebecausetheyhadmadea______________.Suggestedanswers:American;bay;London;wandering;rags;incredible;bet4.ReadingaloudandunderliningAskstudentstoreadtheplayaloudtothetapeandletthempayattentiontothepronunciationandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.→Step4Post-reading1.DiscussingandtalkingWhatkindofpersondoyouthinkHenryis?Whydoyouthinkso?Findsomeofhiswordstoprove.1)IsHenryhonest?Itismyfirsttriphere.Well,tobehonest,Ihavenone.(nomoney)Well,Ican’tsaythatIhaveanyplans.?2)IsHenryhard-working?Iearnedmypassagebyworkingasanunpaidhand.Couldyouoffermesomekindofworkhere?Idon’twantyourcharity;Ijustwantanhonestjob.?3)IsHenrydirect/straightforward?Well,itmayseemlucktoyoubutnottome.Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.Now,ifyou’llexcuseme,IthinkI’llbeonmyway.?2.Acting1)Listentothetextagain.2)Completethetable.CharactersActionsAttitudesDecisionNarratorOliverRoderickHenryServant3)Actouttheplayingroupsoffourorfive,includingthenarrator.4)Invitetwoorthreegroupstoperformbeforetheclass.3.DiscussionHaveadiscussionwithstudents.Supposeyougetalargeamountofmoneybybuyinglotteryticketsandbecomeamillionaire.Whatwillyoudowiththemoney?4.WritingRewritetheplayintoastory.→Step5Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readtheplayagainandagainandtrytoactitoutwithyourclassmates.3.EnjoythemovieTheMillionPoundBankNote.设计方案(二)→Step1Leadingin1.Talkaboutcharactersofshortstoriesanddramas.2.Askstudentssomequestions:1)Doyoulikedramas?Canyoulistsomefamousdramasandtheirwriters?2)DoyouknowaboutMarkTwainandhisplayTheMillionPoundBankNote?→Step2Warmingup1.ShowthepictureofMarkTwainandaskstudents:Whatdoyouknowabouthim?2.Letstudentsreadtheshortpassageandtakenotestofillinthechart.RealnameMeaningofhispennameBirthdateBirthplacePlacewherehegrewupHisfamousstories→Step3Pre-readingLetstudentsdiscussthefollowingquestionswiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.1.Imaginesomebodygivesyoualargesumofmoneytospendasyoulike.Whatwouldyoudowithit?Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmake,theyshouldbereadytooffertheirclassmatesagoodreasonforit.2.HaveyoueverreadthestoryTheMillionPoundBankNote?Haveyoueverseenthemovie?Ifever,whatdidyouthinkofit?→Step4Reading1.Givestudents3minutes,andaskthemtoskimthepassageforinformationtofindtheanswerstothequestions.1)HowdidHenrycometoEngland?2)WhydidhelandinBritain?3)WheredidHenryworkbefore?4)Whydidthetwogentlemengivehimtheenvelope?5)Whencanheopenit?Afterstudentsdiscussthequestions,checktheanswerswiththewholeclass.2.Givestudents5minutestoreadthepassagecarefully,andthendotheexercisesinComprehendingonPage19.Aftermostofthemfinish,checktheanswerswiththewholeclass.3.ExplanationHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningofsomenewwordsandexpressions.Encouragethemtotrytodealwiththelanguagepointsinthecontext.1)alargeamountof:alargequantityof;agreatdealofTheyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtfulWemadeabetontheresultofthematch.3)permitsb.todosomething:allowsomebodytodosomethingMymotherdoesn’tpermitmetorideinthestreetafteritrained.4)byaccident:asaresultofchanceIonlyfounditbyaccident.5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc.)Doyoulikebeingstaredat?6)tobehonest:totellyouthetruth;tobefrankTobehonest,Idon’tthinkwehaveachanceofwinning.4.ListeningandreadingaloudPlaythetapeofthetextforstudentsandletthempayattentiontothepronunciationandintonation.Thenaskthemtotakerolestoreadthetextaloudafterthetape.→Step5DiscussionAfterstudentsreadtheplay,letthemdiscussthesequestionsingroups.1.WhydoyouthinkthatthebrotherschoseHenryfortheirbet?2.WhatkindofpersondoyouthinkHenryis?Whydoyouthinkso?→Step6Closingdownbyacting1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoactouttheplay.2.Askasmanygroupsaspossibletoperformbeforetheclass.→Step7Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage19.3.Rewritetheplayintoashortstoryinyourownwords.

板书设计

Unit3TheMillionPoundBankNote

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

AboutamonthagoHenrywassailingoutofthebay.TowardsnightfallHenrywascarriedouttoseabyastrongwind.ThenextmorningHenrywasspottedbyaship.LastlyHenryarrivedinLondonbyworkingasanunpaidhandontheship.NowHenrywaslostinLondonandwanderinginthestreet.JustatthattimeRoderickcalledhimandaskedhimtostepin.ToHenry’ssurpriseRoderickgaveHenryanenvelopewithmoneyinit.

活动与探究Workingroups.GotothelibraryorsurftheInternettofindoutmoreinformationaboutMarkTwain.Makealistofhislifeandhismajorworks.Bereadytogiveashortreportonthistotheclass.

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Unit 3 The Million Pound Bank Note Period 4 教案

俗话说，磨刀不误砍柴工。作为高中教师准备好教案是必不可少的一步。教案可以让上课时的教学氛围非常活跃，帮助高中教师更好的完成实现教学目标。那么怎么才能写出优秀的高中教案呢？下面是小编精心为您整理的“Unit 3 The Million Pound Bank Note Period 4 教案”，但愿对您的学习工作带来帮助。

Unit3TheMillionPoundBankNote

Period4Usinglanguage:Reading,actingandspeaking
整体设计
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.
Inthisperiod,wewillmainlydealwiththepartReading,actingandspeakinginUsinglanguageonPages22-23,thatisActI,Scene4ofTheMillionPoundBankNote.Thepurposeofthispartoftheunitistocontinuetheplayandgivestudentsopportunitytoactoutthesceneinclass.TheteachercanfirstasksomestudentstoactoutActⅠ,Scene3ofTheMillionPoundBankNoteandthenaskstudentstoreadActⅠ,Scene4anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Later,letstudentslistentothetapeandroleplaythetext.Havethemgetintogroupsofsix.Fivestudentswilltaketherolesintheplay.Theywillreadtheirspeechesandtrytomaketheirlanguagesoundauthentic.Thesixpersonsordirectorwilldecidehowtheactingwilltakeplaceinthescene.He/shewillalsoguidetherestofthegroupintheuseoftheirvoicessothattheywillsoundasmuchlikethecharactersintheplayastheycan.Finally,askstudentstoreadActⅠ,Scene4againtounderlinealltheexpressionsusedtoorderfood,makeupadialogueatrestaurantwiththeirpartnerandbereadytoactitoutbeforetheclass.
Attheendoftheclass,askstudentstoretelltheplayofthispartintheirownwordsandperformtheplayofthispartortheirowndialogue.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.
教学重点
1.Developstudents’readingandspeakingskills.
2.Letstudentsreadandacttheplay.
3.Havestudentslearntousetheexpressionstoorderfood.
教学难点
1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.
2.Getstudentstoacttheplay.
3.Havestudentsmakeadialogueattherestaurant.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.
2.Getstudentstoreadtheplay.
3.Letstudentslearntheexpressionsoforderingfood.
能力目标
1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.
2.Enablestudentstounderstandandactouttheplay.
3.Havestudentslearnhowtousetheexpressionstoorderfood.
情感目标
1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.
2.Developstudents’senseofgroupcooperationandteamwork.

教学过程
设计方案（一）
→Step1Revision
1.Checkthehomeworkexercises.
2.Translatethefollowingsentenceswithnounclausesastheobjectandthepredicative.
1)我认为妇女能够在许多科学领域取得很高的成就。
2)我不知道林巧稚是否记得她曾接生过多少婴儿。
3)告诉我怎样才能保持健康,好吗？
4)她的愿望就是尽快瘦下来。
5)问题是那件事是否值得做。
6)那就是他所担心的。
7)好像要下雨。
8)那就是他上学迟到的原因。
Keysforreference:
1)Ithink(that)womencanreachveryhighachievementsinmanyfieldsofscience.
2)Iwonderwhether/ifLinQiaozhirememberedhowmanybabiesshehaddelivered.
3)WillyoutellmehowIcankeepfitandhealthy?
4)Herwishisthatshecouldloseweightassoonaspossible.
5)Thequestioniswhetheritisworthdoing.
6)That’swhatheisworriedabout.
7)Itlooksasifitis/wasraining.
8)That’swhyhewaslateforschool.
→Step2Warmingup
1.Acting:AsksomestudentstoactoutActⅠ,Scene3.
2.Prediction:Letstudentspredictthenextscene.
WhatwouldhappentoHenryattherestaurant?
A.Hewasnottakenseriously.
B.Hewastreatedpolitely.
→Step3Reading
1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.
1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.
2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.
3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.
4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.
2.Readtheplaycarefullyanddothefollowing:
1)Answerthesequestionsinsmallgroups.
(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
(2)Whatkindofpersonistheowneroftherestaurant?
(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
2)PaymuchattentiontothedifferentattitudestowardsHenry.
BeforeHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
Thatone’sreserved.
Well,wewillhavetotakeachance.
...ifyoupaythebill...Mygoodness!Heeatslikeawolf.
It’llcostatinybit.
Again,everything?
What’stheretowaitfor?

AfterHenryshowshismillionpoundbanknote:
OwnerHostessWaiter
I’msosorry,sir,sosorry.
Oh,please,don’tworry,sir.Doesn’tmatteratall.
Justhavingyousithereisagreathonor!...bow...Screams
Andyouputhiminthebackoftherestaurant!
bow
...bow...
3.Retellthestory:
Withthe______________inhand,Henrydecidedtoentera______________forameal.Heorderedsome______________and______________andanicebig______________togetherwithatallglassof______________.Thewaitertoldhimthemealwouldcosthim__________________________________________.Aftereatinghisfirstorder,Henryaskedformoreof____________________________.
WhenHenryopenedtheletter,hefounditwasa________________________________________________________.Hewas______________buttheownerandthewaiterwere______________.Theownerwasnotsureifitwas______________or______________.Theycouldn’tbelieveHenrywhowas____________________________couldbesorich.Atlast,thenotewasprovedtobereal.
Afterknowingthatthebillisgenuine,theowner______________HenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthe______________.Theowner,hostessandwaiterall______________togetherasHenryleft.
Keysforreference:
envelope;restaurant;ham;eggs;steak;beer;atinybit;thesame;millionpoundbanknote;surprised;shocked;genuine;fake;inrags;thanked;bill;bowed
→Step4Languagepoints
1.I’mafraidit’llcostalargeamountofmoney.
恐怕这得花费一大笔钱。
alargeamountof:plentyof大量的（常用于修饰不可数名词)
Nowhehasalargeamountofmoneyandhecandoanythinghewantswithit.
现在他有了一大笔钱,他就可以做他想做的事了。
2.Well,we’llhavetotakeachance.
我们得冒点风险。
takeachance/takethechance/takechances:attempttodosomething,inspiteofthepossibilityoffailure;takearisk;behaveriskily冒险;碰运气
Youshouldnevertakeachancewhendrivingacar.
开车时决不应冒险。
Wemustn’ttakechances.We’dbetterplaysafe.
我们不要冒险,我们最好求稳。
3.(inarudemanner)What’stheretowaitfor?
（很不耐烦地)还等什么？
ina...manner以……的举止;以……的态度
Shetalkedtousinaverypolitemanner.
她很有礼貌地与我们谈话。
4.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样,我觉得这不可能是假钞。
助动词do或其他形式does,did在肯定句中用于谓语动词前,表示强调。例如:
IdidtellhimwhatIthoughtof.
我的确告诉过他我的想法。
can表示推测,与主句中的not结合在一起,表示“不可能”。例如:
Itcan’tbeJim.Iknowhimtoowell.
不可能是吉姆,我太了解他了。
5.Buthe’sinrags!
但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时,意思是“穿着;戴着”。例如:
Thegirlingreenisagoodfriendofmine.
穿绿衣服的女孩是我的一个好朋友。
inrags衣衫褴褛
Theoldmaninragsusedtobeveryrich.
衣着褴褛的那位老人过去很富有。
6.Asforthebill,sir,pleaseforgetit.
至于账单嘛,先生,请把他忘了吧。
asfor:withregardto至于;关于
Asforyou,yououghttobeashamedofyourself.
至于你,你应该感到惭愧。
Asforthehotel,itwasveryuncomfortableandmilesfromthesea.
至于旅馆呢,非常不舒服,而且离海边有好几里地。
→Step5Acting
1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.
2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.
→Step6Speaking
1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.
2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?

2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.
3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.
→Step7Homework
1.Learntheusefulnewwordsandexpressionsinthispartbyheart.
2.Actouttheplay.
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoactoutActⅠ,Scene3.
→Step2Leading-in
1.LetsomestudentstellthestoryofActⅠ,Scene3intheirownwords.
2.HavestudentspredictwhatwouldhappentoHenryinthenextscene.
3.Tellstudents:TurntoPage22.WearegoingtoreadActⅠ,Scene4.
→Step3Reading
1.Askstudentstoreadthetextandgetthegistassoonaspossible.
2.Askstudentstoreadthepassagecarefullytolocateparticularinformationandanswerthefollowingquestions.
1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.
2)Whatkindofpersonistheowneroftherestaurant?
3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
3.Whilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpressionsandunderstandsomedifficultsentences.
4.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebookafterclassashomework.
→Step4Dialogue
1.Askstudentstoreadtheexpressionsoforderingfoodandtrytokeeptheminmind.
2.Letthemimaginetheyarehavingagoodmealinarestaurantandmakeadialoguewiththeirpartneractingasawaiterorwaitress.
→Step5Closingdownbyacting
1.Askstudentstoseethefilmorlistentothetape.
2.Letthemroleplaythetextandtrytokeeptheirlinesinmind.
3.Havesomeofthemtoacttheplay.
→Step6Homework
1.Inpairsmakeadialoguetopracticeorderingfood.
2.Rewritetheplayintoastoryinyourownwords.
板书设计
Unit3TheMillionPoundBankNote
Reading,actingandspeaking

WAITER/WAITRESS
CanIhelpyou?
I’lltakeyourorderinaminute.
Areyoureadytoorder,sir/madam?
Whatwouldyoulike...?
Enjoyyourmeal!
Here’syourbill.
Hereyouare.CUSTOMER
I’dlike...I’llhave...
Doyouhave...?
Whatdoyousuggest?
I’llhavethat.
Thebill,please.
CanIhavethecheck,please?

活动与探究
Role-play(Aninterview)
→Step1Teachergivestheinstructions.
SupposeajournalistinLondonheardthisunbelievablestory:Amillionaireinragshadamealinarestaurant.Hethoughtitmightmakeanexcellentarticle,soherushedtothatrestaurantandinterviewedtheowner,thehostessandthewaiter.Nowworkingroupsoffour,andpreparetoactouttheinterview.Theonewhowantstoactasthejournalistneedstopreparesomegoodquestions.Studentswhoactastheowner,hostessandwaiterneedtogetpreparedforthequestions.
→Step2Studentspracticetheinterviews.
Theteachermayprovidehelpwherenecessary.Choosesomewell-preparedgroupstogivepresentationslater.
→Step3Studentsmakepresentations
Inviteasmanygroupsaspossibletoperforminfrontoftheclass.

Unit 3 The Million Pound Bank Note Period 7 教案

俗话说，凡事预则立，不预则废。作为教师准备好教案是必不可少的一步。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师更好的完成实现教学目标。教案的内容具体要怎样写呢？小编收集并整理了“Unit 3 The Million Pound Bank Note Period 7 教案”，欢迎大家阅读，希望对大家有所帮助。

Unit3TheMillionPoundBankNote

Period7Revision:Summingupandlearningtip
整体设计
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:SummingUp,LearningTip,assessmentandconsolidationexercises.
SummingUpsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentstosumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipencouragesstudentstotrywritingaplaysotheycanpracticetheiroralEnglish.Gettogetherwiththeirfriendsandclassmatesandwritedialoguesforashortplay.Itcanbeaboutanythingofinteresttoallofthem.Everyoneshouldhaveapartoraroletospeak.Theycanuseoneofthereadingpassagesfromtheirtextbooktomakeashortstory.Andactingouttheplaywillhelpimprovetheirpronunciationandintonation.ThisisagoodwaytolearnEnglish.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage61intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教学重点
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教学难点
Getstudentstoturnwhattheyhavelearnedintotheirability.
三维目标
知识目标
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:nounclausesastheobjectandthepredicative.
能力目标
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousenounclausesastheobjectandthepredicativecorrectly.
情感目标
1.Encouragestudentstolearnmoreaboutdramasandlearnhowtoactoutaplay.
2.Stimulatestudents’loveofliteratureandart.
3.Strengthenstudents’senseofgroupcooperation.
教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit3TheMillionPoundBankNote.Haveyoulearnedandgraspedallinthisunit?TurntoPage24.YoucancheckyourselfbyfillingintheblanksinthepartSummingUp.
→Step3SummingUp
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
Writedownwhatyouhavelearnedabout“TheMillionPoundBankNote”.
(Students’answermayvary.)WehavelearnedaboutthisplayisadaptedfromMarkTwain’sshortstorybythesametitle.LikemostofMarkTwain’sstories,itismeanttobehumorous.Wecanalsolearnaboutthefactfromtheplaythatmoneyiseverythinginthecapitalsociety.
Fromthisunityouhavealsolearned
usefulverbs:wander,permit,stare,spot,account,seek,scream,bow
phrasalverbs:bringup,goahead,stareat,accountfor,takeachance
usefulnouns:birthplace,novel,adventure,phrase,author,scene,pavement,businessman,permit,bay,fault,spot,passage,account,embassy,patience,contrary,envelope,steak,pineapple,dessert,amount,manner,scream,rag,bow,barber
usefuladjectivesandadverbs:contrary,unbelievable,rude,genuine,ahead,indeed
otherusefulexpressions:byaccident,onthecontrary,inrags,asfor
newgrammaritem:nounclausesastheobjectandthepredicative
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling
1.Dickenswrotemanyn.
2.Allthechildrenlistenedtohisawitheagerattention.
3.Thisplayisdividedintothreeacts,andeachacthasthrees.
4.Thechildrenwinthewoods.
5.Doyoupyourchildrentosmoke?
6.Travelingonmyown,Icandecidewhichscanbeskippedovertosaveenergyortimeforanothers.
7.Theashowwehavespentmorethanwereceived.
8.WeshallallrememberMr.Pageforhispandunderstanding.
9.Wesananswertothequestion,butcouldn’tfindone.
10.WethoughtMarywouldpassandJohnwouldfail,butctoexpectationitwastheotherwayround.
11.Itwouldbeuthatsuchanhonestfellowshouldhavebetrayedhisfriends!
12.Inaninvoicetheaofmoneyshouldbewrittenbothinwordsandinfigures.
13.Stops,forwecanhearyou.
14.Allgknowledgeoriginatesindirectexperience.
15.—Didyouheartheexplosionlastnight?
—I______________Idid.
Ⅱ.Completethefollowingsentences,usingtheproperexpressionslearnedinthisunit.
1.______________(事实上),hewasspottedtobelateforschool______________(偶然).
2.______________(说实话),weshouldn’thavesympathyonthosepeoplewhoare______________(衣着褴褛)topretendtobepoor.
3.Itisnotpoliteto______________(盯着看)otherpeople.
4.Hislazinesscould______________(解释为;导致)hisfailure.
5.Ijustdon’twantto______________(让你因帮我而陷入困境中)。
6.Theproblemiswhatweshall______________(处理)therubbish.
7.I______________(挣船费)byworkingas______________(义务工).
8.She’salwaysspeakingtoothers______________(粗鲁的方式).
9.Shewon’t______________(允许她的狗进入这个院子)。
10.Thetopicdoesn’tseemboringtome;______________(与此相反;正相反),Ithinkit’sveryinteresting.
11.Wedecidedto______________(碰运气)ontheweatherandhavethepartyoutdoors.
12.______________(至于你的书),IpromiseI’llgiveitbacktoyounextweek.
Ⅲ.Choosethebestanswer.
1.Whenyouanswerquestionsinajobinterview,pleaserememberthegoldenrule:givethemonkeyexactly______________hewants.
A.whatB.whichC.whenD.that
2.______________shecouldn’tunderstandwas______________fewerandfewerstudentsshowedinterestinherlessons.
A.What;why
B.That;what
C.What;because
D.Why;that
3.Theseshoeslookverygood.Iwonder______________.
A.howmuchcosttheyare
B.howmuchdotheycost
C.howmuchtheycost
D.howmucharetheycost
4.Doris’successliesinthefact______________sheisco-operativeandeagertolearnfromothers.
A.which
B.that
C.when
D.why
5.TheBeatles,______________manyofyouareoldenoughtoremember,camefromLiverpool.
A.what
B.that
C.how
D.as
6.______________andhappy,Tonystoodupandacceptedtheprize.
A.Surprising
B.Surprised
C.Beingsurprised
D.Tobesurprising
7.—Couldyoudomeafavor?
—Itdependson______________itis.
A.which
B.whichever
C.what
D.whatever
8.ThenIhavelearnedtherearealotoftroublesinourlives,buttheproblemis______________theycontrolyouoryoucontrolthem.
A.why
B.what
C.that
D.whether
9.Thepooryoungmanisreadytoaccept______________helphecanget.
A.whichever
B.however
C.whatever
D.whenever
10.Theshopkeeperdidn’twanttosellfor______________hethoughtwasnotenough.
A.where
B.how
C.what
D.which
Keysforreference:
Ⅰ.1.novels2.adventures3.scenes4.wandered5.permit6.spot;spot7.accounts8.patience9.sought10.contrary11.unbelievable12.amount13.screaming14.genuine15.Indeed
Ⅱ.1.Asamatteroffact;byaccident2.Tobehonest;inrags3.stareat4.accountfor5.putyouintotroubleofhelpingme6.dowith7.earnmypassage;anunpaidhand?8.inarudemanner9.permitherdogtoentertheyard10.onthecontrary11.takeachance12.Astoyourbook
Ⅲ.1～5AACBD6～10BCDCC
→Step5LearningTip
AskthestudentstoturntoPage24.Readthroughthepassageandmakesuretheyunderstandit.EncouragethemtodoasthepassagetellsthemtobecauseiftheyaredoingsotheywillbeteachingthemselvesausefulwayoflearningEnglishandformagoodhabit.
→Step6Assessment
1.Checkingyourself(onPage61intheWorkbook)
Firstgetthestudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.Fillintheform.
Afterlearningthisunit,I’mabletodothefollowingthings...verywellwellonlywiththehelpofothersIneedtoworkharder.
1.GivingabriefintroductiontothestoryTheMillionPoundBankNoteinmyownwords.
2.GivingabriefintroductiontotheAmericanwriter,MarkTwain,inmyownwords.
3.Actingoutafewscenesoftheplaywithmygroupmembers.
4.Writingoutashortsceneoftheplay,usingthestagedirectionsappropriately.
5.Usingthenewwordsandexpressionsofthisunitinspeakingandwriting.
6.Usingtheexpressionsofmakingrequestsandorderingfoodinspeaking.
7.Usingthenounclausesastheobjectandthepredicativecorrectlyinspeakingandwriting.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit3.
板书设计
Unit3TheMillionPoundBankNote
Unitrevision
Summingup
(Students’answermayvary.)WehavelearnedaboutthisplayisadaptedfromMarkTwain’sshortstorybythesametitle.LikemostofMarkTwain’sstories,itismeanttobehumorous.Wecanalsolearnaboutthefactfromtheplaythatmoneyiseverythinginthecapitalsociety.
Fromthisunityouhavealsolearned
usefulverbs:wander,permit,stare,spot,account,seek,scream,bow
phrasalverbs:bringup,goahead,stareat,accountfor,takeachance
usefulnouns:birthplace,novel,adventure,phrase,author,scene,pavement,businessman,permit,bay,fault,spot,passage,account,embassy,patience,contrary,envelope,steak,pineapple,dessert,amount,manner,scream,rag,bow,barber
usefuladjectivesandadverbs:contrary,unbelievable,rude,genuine,ahead,indeed
otherusefulexpressions:byaccident,onthecontrary,inrags,asfor
newgrammaritem:nounclausesastheobjectandthepredicative

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

Unit 3 The Million Pound Bank Note Period 6 教案

经验告诉我们，成功是留给有准备的人。高中教师要准备好教案，这是教师工作中的一部分。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。您知道高中教案应该要怎么下笔吗？下面是小编帮大家编辑的《Unit 3 The Million Pound Bank Note Period 6 教案》，相信能对大家有所帮助。

Unit3TheMillionPoundBankNote

Period6Usinglanguage:Listening,readingandwriting

整体设计教材分析Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.Inthisperiod,theteachingactivitieswillfocusonListeningtask,!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Readingandspeakingtask,andWritingtask.ListeningtaskandReadingandspeakingtaskofferthestudentstheopportunitytoenjoyActⅡ,Scene3andActⅡ,Scene4ofthisplay.ForListeningtask,theteachershouldfirstaskstudentstomakealistofallthechangesthatHenryhasmadetohislifeanddiscusswiththeirpartnerwhatdifferencethiswillmaketothewaypeopletreathim.ThenletstudentslistencarefullytoActⅡ,Scene3andwritedownthemainidea.Next,theylistentothetapeagainfordetailedinformation,makenotesastheylistenandchecktheiranswerswiththeirpartner.AstoReadingandspeakingtask,firstletstudentsdiscussthetwoquestionsinpairs(1.WhatwillHenryandPortiatelleachotheraboutthemselves?2.Whatwilltheykeepasecretfromeachother?),andthenhavethemlistentothetapeandreadtheplayaloud,payingattentiontotherhythm,pronunciationandintonationsoastoactouttheplayintheend.Writingtaskismorechallenging,foritinvolvesahigherlevelofinterpretiveskill.Sotheteachershouldgivethemenoughencouragementandnecessaryhelp.BeforetheycanwritetheirdialoguebetweenHenryandPortia,helpthemevaluatethesecharactersaspresentedintheplaybylettingthemdiscussingtherelatedquestionswiththeirpartnerandgivethemasmuchadviceaspossibleonhowtofinishtheirtask.Writingisahigherstageoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.教学重点1.Developstudents’integrativeability.2.LetstudentslistentoActⅡ,Scene3.3.HavestudentsreadActⅡ,Scene4.4.AskstudentstomakeadialoguebetweenHenryandPortia.教学难点1.GetstudentstolistentoandunderstandActⅡ,Scene3.2.LetstudentsmakeadialoguebetweenHenryandPortia.三维目标知识目标1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.GetstudentstolistentoActⅡ,Scene3andreadActⅡ,Scene4oftheplay.能力目标1.Developstudents’integrativeability.2.EnablestudentstolistentoandunderstandActⅡ,Scene3.3.EnablestudentstoreadandunderstandActⅡ,Scene4.4.EnablestudentstomakeadialoguebetweenHenryandPortia.情感目标1.Stimulatestudents’interestoflearningEnglishbyenjoyingthisplay.2.Developstudents’senseofgroupcooperationandteamwork.

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

板书设计

Unit3TheMillionPoundBankNote

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

活动与探究

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

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。

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