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高二英語(yǔ)Unit 3TheMillionPoundBankNote教案
I. 單元教學(xué)目標(biāo)
技能目標(biāo)Goals
Talk about short stories and dramas Learn how to act out a play
Learn how to request and order food
Learn Noun clauses as the object and predicative Write a play or drama
II. 目標(biāo)語(yǔ)言（ Target Language ）
功能句式
1. Request（請(qǐng)求）
Would you please come in?
Would you mind waiting just a few minutes?
May I ask you how much money you have?
--Well, to be honest, I have none.
Could you offer me some kind of work?
I wonder, Mr. Adams, if you mind us asking a few questions?
--Go right ahead.
2. Ordering food (點(diǎn) 餐)
I’d like some ham and eggs and a nice big steak.
I’ll have a nice long glass of beer.
詞匯
1. 四會(huì)詞匯
bet, scene, tale, servant, permit, bay, stare, spot, passage, account, appearance, patience, silly, jealous, unbelievable, steak, tiny, wolf, dessert, rude, manner, scream, shoulder, rag, indeed, bow, decade, pilot, humor, novel, character, director, barber
2. 認(rèn)讀詞匯
narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issues, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script 3. 固定詞組
make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble
3. 重點(diǎn)詞匯
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble
語(yǔ)法
1. Noun clauses as the object (賓語(yǔ)從句)
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 predictive (表語(yǔ)從句)
That’s why we’ve given you the letter.
重點(diǎn)句子
1.Have you ever made a bet with a friend? If so, what did you bet on? P17
2.He is lost in London. P17
3.Permit me to lead the way, sir. P17
4.As a mater of fact, I landed in Britain by accident. P18
5.His eyes stare at what is left of the brother’s dinner on the table. P18
6.I wondered, Mr. Adams, if you’d mind us asking a few questions. P18
7.I earned my passage by working as an unpaid hand, which accounts for my appearance. P18
8.Well, we will have to take a chance. P21
9. (in a rude manner) What’s there to wait for? P22
10.He’s in rags! P22
III. 教材分析與教材重組
1. 教材分析
本單元的主要內(nèi)容是根據(jù)馬克.吐溫的名著《百萬(wàn)英鎊》改編而成的劇本中的幾個(gè)片段。
1.1 WARMING UP 提出問(wèn)題，通過(guò)對(duì)馬克.吐溫及其作品的討論引發(fā)學(xué)生學(xué)習(xí)興趣，使學(xué)生對(duì)馬克,吐溫及其作品, 有個(gè)初步的了解。
1.2 PRE-READING要求學(xué)生展開(kāi)想象，假如自己有了一張百萬(wàn)英鎊的鈔票會(huì)怎么做，并闡述自己對(duì)《百萬(wàn)英鎊》這部電影的評(píng)價(jià)。
1.3 READING 是劇本中第一幕的第三場(chǎng)。富商兄弟倆打賭把一張百萬(wàn)英鎊鈔票給一個(gè)一無(wú)所有，誠(chéng)實(shí)可靠的窮人，想看看會(huì)發(fā)生什么事。 最后他們物色到一個(gè)窮困潦倒，流落倫敦街頭的美國(guó)小伙子Henry Adams。教師可以引導(dǎo)學(xué)生通過(guò)戲劇情節(jié)的發(fā)展，了解，感受戲劇的語(yǔ)言。 同時(shí)，還可利用劇本的朗誦和表演幫助學(xué)生改進(jìn)語(yǔ)音語(yǔ)調(diào)。
1.4 COMPREHENDING 中Fact or Opinion 的練習(xí)和幾個(gè)形容詞的填空練習(xí)旨在檢測(cè)學(xué)生對(duì)事實(shí)和觀(guān)點(diǎn)的判斷，加強(qiáng)對(duì)這部分詞語(yǔ)在語(yǔ)境中的理解和運(yùn)用。
1.5 LEARNING ABOUT LANGUAGE 通過(guò)英語(yǔ)釋義，在文章中填空等形式幫助學(xué)習(xí)理解掌握本單元的重點(diǎn)詞匯， 并通過(guò)先發(fā)現(xiàn)再簡(jiǎn)單運(yùn)用的模式幫助學(xué)生了解， 掌握本單元的語(yǔ)法項(xiàng)目：賓語(yǔ)從句和表語(yǔ)從句。
1.6 USING LANGUAGE 中的Reading and acting 介紹了第一幕的第四場(chǎng)。這一場(chǎng)生動(dòng)地講述了衣衫襤褸的流浪漢Henry Adams到餐館用餐時(shí), 先遭到冷遇， 而后由于拿出了一張百萬(wàn)英鎊的大鈔, 又倍受關(guān)照的有趣故事。 作者用詼諧的筆調(diào)諷刺了資本主義社會(huì)拜金主義者的丑陋嘴臉。
1.6 .1 READING & ACTING 是劇本中第一幕的第四場(chǎng)。
1.6 .2 LISTENING &WRITING中又介紹了第一幕的第五場(chǎng)， 進(jìn)一步印證了Henry Adams 誠(chéng)實(shí)正直的品格。
1.6 .3 READING 是關(guān)于馬克吐溫的介紹。
1.6.4 WRITING要求學(xué)生自己寫(xiě)一個(gè)場(chǎng)景---第一幕的第五場(chǎng)。
1.7 SUMMING UP 總結(jié)本單元所學(xué)到的內(nèi)容：《百萬(wàn)英鎊》，有用的動(dòng)詞，名詞，表達(dá)和新的語(yǔ)法項(xiàng)目。
1.8 LEARNING TIP 是關(guān)于如何寫(xiě)一個(gè)劇本的。
2. 教材重組
2.1從本單元話(huà)題內(nèi)容和功能上分析,Warming up, Pre-reading, Reading, Comprehending和Using language中的 Reading (about Mark Twain)相一致，可以整和成一節(jié)任務(wù)型“閱讀課（精讀）”。
2.2 將Learning about language中的 Words and expressions, Using language中的 Useful structures與Workbook中的Using structures, Using words and expressions放在同一節(jié)課中處理，上一堂 “語(yǔ)法課”。
2.3 將Using language中的listening （ACT ONE Scene5）， Workbook中的 Listening （ACT TWO Scene2 ）整和成一節(jié)“聽(tīng)力課”
2.4 將Workbook中的Talking (ACT TWO Scene1), Speaking Task (ACT TWO Scene3) 和Speaking Task (ACT TWO Scene4)上成一節(jié) “口語(yǔ)課”。
2.5將Using language中的Reading and acting (ACT ONE Scene4)上成一節(jié)“閱讀和表演課”
2.6.將Using language中的Writing (ACT ONE Scene 5) 與Workbook中的Writing Task, 和Checking yourself, Learning Tips 上成一節(jié)“寫(xiě)作課”。
3. 課型設(shè)計(jì)與課時(shí)分配 (經(jīng)分析教材, 本單元可以用六課時(shí)完成)
1st period Intensive Reading
2nd period Grammar
3rdperiod Listening
4thperiod Speaking
5thperiod Extensive Reading and Acting
6thperiod Writing
IV. 分課時(shí)教案
The First Period Intensive Reading
I. Teaching goals 教學(xué)目標(biāo)
1. Target language 目標(biāo)語(yǔ)言
a. 重點(diǎn)詞匯和短語(yǔ)：
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous
b. 交際用語(yǔ)：
*Expressions on request:
Would you step inside a moment, please?
Would you please come in?
May we ask what you’re doing in this country and what your plans are?
Well, why don’t you explain what this is all bout?
c. 重點(diǎn)句型：
(1) Have you ever made a bet with a friend? If so, what did you bet on? P17
(2) He is lost in London. P17
(3) Permit me to lead the way, sir. P17
(4) As a mater of fact, I landed in Britain by accident. P18
(5) His eyes stare at what is left of the brother’s dinner on the table. P18
(6) I wondered, Mr. Adams, if you’d mind us asking a few questions. P18
(7) I earned my passage by working as an unpaid hand, which accounts for my appearance. P18
2. Ability goals能力目標(biāo)
a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.
b. Enable students to sum up the main idea of ACT ONE Scene 3.
c. Enable students to understand the details about the whole scene.
d. Retell the scene using the key words of the whole scene.
e. Express their opinions by answering the following questions:
(1) Do you think money is everything? Why?
(2) Do you agree that only money can bring people happiness?
3. Learning ability goals 學(xué)能目標(biāo)
a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English.
b. Help students to sum up the main idea of ACT ONE Scene3.
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
e. Help them to answer the following questions:
(1) Do you think money is everything?
(2) Do you agree that only money can bring people happiness?
II. Teaching important points 教學(xué)重點(diǎn)
1. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.
2. Discuss the questions:
(1) Do you think money is everything?
(2) Do you agree that only money can bring people happiness?
III. Teaching difficult points教學(xué)難點(diǎn)
Discuss the questions:
(1) Do you think money is everything?
(2) Do you agree that only money can bring people happiness?
IV. Teaching methods 教學(xué)方法
Elicitation, discussion, listening, reading, pair work
V. Teaching aid 教具準(zhǔn)備
A computer, a projector, and a tape recorder
Teaching procedures and ways教學(xué)過(guò)程與方式
Step I Warming up
Mark Twain is probably one of the few American writers with whom Students are already familiar. This exercise allows teachers to discover just how much students remember about this 19th century writer. Find out in the discussions how much the students know and decide how much more they need to know about the author before they read the play.
1. T: Morning, everyone! Look at the screen, please. I will show you some pictures of a famous play. Talk about them in your own words. (The teacher shows them some pictures of THE MILLION POUND BANK-NOTE.)
Picture one: I just need a suit.
Picture two: I know that gentlemen like you carry only large notes.
Picture three: Goodness me! Six zeros.
(Students discuss the three pictures)
T: Ok, class. After watching and discussing the pictures, can you guess what the famous play is?
SS: Yes. It is called THE MILLION POUND BANK-NOTE.
T: Then, do you know the writer of the play?
SS: Yes. It is Mark Twain.
T: What do you know about the American writer Mark Twain? Next, read “ABOUT MARK TWAIN” on page 23 so that you can know more about him.
2. Students read this passage about Mark Twain and answer the questions given in the form on page 23.
T: What’s the real name of Mark Twain?
SS: Samuel Langhorne Clemens.
T: When was he born and when did he die?
SS: He was born in 1835 and died in 1910.
T: Do you know all the places where he lived?
SS: He was raised in Hannibal, Missouri, along the Mississippi River, but traveled much of the US, and also lived for a time in Europe.
T: Can you name three of his famous stories?
SS: The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn, A Connecticut Yankee in King Arthur’s Court, The Notorious Jumping Frog of Calaveras County, etc.
T: Why did you forget this one----THE MILLION POUND BANK-NOTE? As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we’ll learn some parts of this famous play. Of course, if you want to read more about the life of this great writer, you can go to the library or surf the Internet to find more about him.
Step II Pre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage them to express their opinions freely.
1.T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why? (The teacher draws a picture on the blackboard.)
(Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
S1: I’ll buy a big house, a new car of my own and get married with a beautiful girl. In my opinion, the most important thing for a person is to enjoy the life. So, if I have a lot of money, I’ll make full use of it to meet my needs for a rich life.
S2: I’ll give some money of the one million pound to the poor people in the west part of our country to help them live a happy life, especially the children. Because they really need help and they can learn more knowledge in order to develop the west part of our country. This way of spending money is meaningful.
S3: …
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? Have you seen the movie? If so, what do you think of it? So, this class we’ll learn the story together.
Step III While-reading
1. First reading: Scanning
Get the students to comprehend the whole scene quickly and accurately and meanwhile help the students to form a good habit of reading. Teachers give the students a couple of minutes to look through the whole scene. Tell the students to read the text silently and then ask some detail questions about the text on the slide show with their partners. Teachers encourage the students to express their ideas.
T: Now we are going to learn ACT ONE Scene 3. Read the whole scene quickly and find out the answers to the four questions here.
Teachers show the questions on the screen:
1. How did Henry Adams come to England?
2. Where did Henry work? How much money did he have?
3. What did the two gentlemen give Henry?
4. When can Henry open the letter?
(Students read the whole scene (ACT ONE Scene 3) for three minutes and try to answer the questions.)
T: Well, class, have you finished reading the whole scene?
SS: Yes.
T: Ok, who can answer the first question? How did Henry Adams come to England?
S1: It was the ship that brought him to England.
T: Very good. You did a good job. Next, where did Henry work? How much money did he have?
S2: He worked for a mining company and he had no money at all.
T: Very good. Then what did the two gentlemen give him?
S3: They gave him a letter.
T: When can Henry open the letter?
S4: He can’t open it until two o’clock.
T: Ok, great. Next, let’s do some listening.
2. Second reading: Reading aloud
In this part, students will read the text again and try to understand the sentences and the main ideas of the whole scene.
3.Listening
In this part, students will listen to the tape and try to find the characteristics of the whole scene. After that, teachers discuss the question with the students and then check the answer. And then the teacher as well as the students read the passage together, which will be served as the ground for the retelling afterwards.
T: Please listen to the tape and try to find the characteristics of the whole scene.
(Students listen to the tape.)
T: Well, Can you tell me the characteristics of the passage?
SS: Yes. This is part of a play. So, the narration is written in the present tense.
T: Ok, all of you did a good job. Next, let’s read the scene again and do some exercises.
Step IV Post-reading
1. Do comprehending exercises.
T: Read the scene again and do some comprehending exercises. (P19)
(The students begin to prepare for these two exercises. After a while, the teacher starts to collect the answers. ) (Later the teacher gives the answers, using a slide projector.)
(1) Exercise 1
T: Have you found out the answers?
SS: Yes.
T: Ok! Let’s check the answers. Who’d like to tell us which of the statements are opinions?
S1: I think statement 3, 4 and 5 are opinions.
T: Very good. Now who will tell us which of the statements are facts?
S2: I think statement 1 and 2 are facts.
(2) Exercise 2
Get the students to do this exercise by themselves, and then ask them to check their answers with the whole class.
(Later the teacher gives the answers, using a slide projector.)
2.Explain language points.
T: Well, class. What do you think of the scene? Do you think it is difficult to understand some sentences?
SS: Yes.
T: Now, please look at the screen and let me explain some sentences.
The following are the language points that the teacher will explain:
(1) a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their new house.
(2) make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. We made a bet on the result of the match.
(3) permit somebody to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it rained.
(4) by accident: as a result of chance or mishap.
e.g. I only found it by accident.
(5) stare at: look at somebody or something with the eyes wide open in a fixed gaze ( in astonishment, wonder, fear, etc)
e.g. Do you like being stared at?
(6) to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning.
3.Students read the whole scene again and again and try to retell it.
T: Well, class, have you got the main idea?
SS: Yes.
T: What’s the main idea? And can you retell it?
(Then the students begin to prepare for retelling the whole scene.)
Step V Retelling
1. Show the key words and relevant pictures on the screen, using the computer.
2. Ask the students to retell the whole scene, according to the following key words: summer, 1903, Henry Adams, American businessman, rescued, British ship, London, without money, lost, walk down, street, led to, two rich brothers, made a bet, a letter, a million-pound bank-note, open, two o’clock.
T: Now, look at the key words and pictures, who can retell the reading?
S1: It was the summer of 1903, and Henry Adams, an American businessman, had some very luck. He was rescued at sea by a British ship that takes him to London where he finds himself without money, friends or the prospect of a good job. He was lost and alone in London. He had no money and did not know what he should do. Walking down the street, he heard someone calling him. Then he came in and was led to two rich brothers, Roderick and Oliver, who made a secret bet and gave him a letter in which there was a one-million-pound banknote. He was asked to open the letter until two o’clock in the afternoon. Roderick believes that a man can’t survive in the city for a month with only a million pound banknote in his possession but Oliver believes he can. (The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.)
T: Good, the next one, who wants to try?
(Then another student retells the whole scene.)
T: You’ve done a good job. Now let’s retell the whole scene together.
Step VI Summary and homework
T: Ok, class, what do you think of this play? Is money so important?
SS: no.
T: Some people say that money is everything. What do you think of this opinion?
S1: I don’t think so. Yes, money is very important in some occasion. But that doesn’t mean it is everything. For example, when your hometown is flooded and you are trapped in the water, can you save yourself even if you have a lot of money with you? No! So, we should not regard money as everything.
T: Great! But some people still think that money can bring them happiness. What do think of this?
S2: I don’t agree this. Since money doesn’t mean everything, so it can’t bring happiness to us. For example, you have a lot of money but you haven’t a happy family, can’t you say that you are happy?
T: So, class, we should have a correct attitude towards money. Now, let’s look at today’s homework.
1. Review the key sentences in this part.
2. Preview the words in the second period.
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