unit3the million pound ba note教案人教版必修

UNIT3TheMillionPoundBank-技能目标GoalsTalkaboutshortstoriesanddramasLearnhowtoactoutayLearnhowtorequestandorderfoodLearnNounclausesastheobjectandpredicativeWriteayor目标语言（TargetLanguage）Wouldyoupleasecomein?Wouldyoumindwaitingjustafewminutes?MayIaskyouhowmuchmoneyyouhave?--Well,tobehonest,IhaveCouldyouoffermesomekindofIwonder,Mr.Adams,ifyoumindusaskingafew--GorightOrderingfoodI’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,indeed,bow,decade,pilot,humor,novel,character,director,barbernarrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,script3.固定词组makeabet,goahead,byaccident,accountfor,tobehonest,inrags,evenif,getintobet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,lous,inrags,indeed,evenif,getintotroubleNounclausesastheobject宾语从句)Ican’tsaythatIhaveanyns.…andhedoesnotknowwhatheshouldIdidnotknowwhetherIcouldsurviveuntilNounclausesasthepredictive表语从句)That’swhywe’vegivenyoutheletter.Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?HeislostinLondon.Permitmetoleadtheway,sir.Asamateroffact,IlandedinBritainbyaccident.Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P188.Well,wewillhavetotakeachance.P21(inarudemanner)What’stheretowaitfor?He’sinrags!WARMINGUP提出问题，通过对.吐温及其作品的讨论学生学习，使学生对,吐温及其作品,有个初步的了解。PRE-READING要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部的评价。READING是剧本中第一幕的第三场。富商兄弟俩把一张百万英镑钞票给一个一无的小伙子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。同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。COMPREHENDING中FactorOpinion的练习和几个形容词的填空练在检测学生对LEARNINGABOUTLANGUAGE通过英语释义，在文章中填空等形式帮助学习理解掌USINGLANGUAGEReadingandacting介绍了第一幕的第四场。这一场生动地讲HenryAdams到餐馆用餐时,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社会拜金主义者的嘴脸。READING&ACTINGLISTENING&WRITING中又介绍了第一幕的第五场，进一步印证了HenryAdams诚READING是关于吐温的介绍SUMMINGUPLEARNINGTIP从本单元话题内容和功能上分析,Warmingup,Pre-reading,Reading,Comprehending和将Learningaboutlanguage中的Wordsandexpressions,Usinglanguage中的Usefulstructures与Workbook中的Usingstructures,Usingwordsandexpressions放在同一节课中处理，上一堂“语法课”。Scene5TWOScene2）整和成一节“课”WorkbookTalking(ACTTWOScene1),SpeakingTask(ACTTWOScene3)SpeakingTaskACTTWOScene4)“口语课”UsinglanguageReadingandactingACTONEScene4)上成一节“阅读和表演课2.6.UsinglanguageWriting(ACTONEScene5)WorkbookWritingTask,CheckingyourselfLearningTips上成一节“写作课”课型设计与分配(经分析,本单元可以用六完成)1stperiodIntensiveReading2ndperiodGr 3rdperiodListening4thperiodSpeaking5thperiodExtensiveReadingandActing6thperiodWriting分教TheFirstPeriodIntensiveTeachinggoalsTargetlanguagebet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,*ExpressionsonWouldyoustepinsideamoment,please?Wouldyoupleasecomein?Mayweaskwhatyou’renginthiscountryandwhatyournsare?Well,whydon’tyouexinwhatthisisallbout?Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?HeislostinLondon.Permitmetoleadtheway,sir.Asamateroffact,IlandedinBritainbyaccident.Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.AbilitygoalsEnablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.EnablestudentstosumupthemainideaofACTONESceneEnablestudentstounderstandthedetailsaboutthewholeRelthesceneusing ofthewholeExpresstheiropinionsbyansweringthefollowingDoyouthinkmoneyiseverything?DoyouagreethatonlymoneycanbringpeopleLearningabilitygoalsHelpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.HelpstudentstosumupthemainideaofACTONEHelpstudentstounderstandthedetailsofthewholeGetstudentsto lthewholeHelpthemtoanswerthefollowingDoyouthinkmoneyisDoyouagreethatonlymoneycanbringpeopleTeachingimportantpointsHowtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.DiscusstheDoyouthinkmoneyisDoyouagreethatonlymoneycanbringpeopleDiscusstheDoyouthinkmoneyisDoyouagreethatonlymoneycanbringpeopleTeachingmethodsElicitation,discussion,listening,reading,pairTeachingaidAcomputer,aprojector,andataperecorderTeachingproceduresandways教学过程与方式StepIWarmingupMarkTwainisprobablyoneofthefewAmericanwriterswithwhomStudentsarealreadyfamiliar.Thisexerciseallowsteacherstodiscoverjusthowmuchstudentsrememberaboutthis19thcenturywriter.Findoutinthediscussionshowmuchthestudentsknowanddecidehowmuchmoretheyneedtoknowabouttheauthorbeforetheyreadthey.T:Morning,everyone!Lookatthescreen,please.Iwillshowyousomepicturesofafamousy.Talkabouttheminyourownwords.(TheteachershowsthemsomepicturesofTHEMILLIONPOUNDBANK-NOTE.)Pictureone:IjustneedaPicturetwo:Iknowthatgentlemenlikeyoucarryonlylargenotes.Picturethree:Goodnessme!Sixzeros.(StudentsdiscussthethreeT:Ok,class.Afterwatchinganddiscussingthepictures,canyouguesswhatthefamousyis?SS:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.T:Then,doyouknowthewriterofthey?SS:Yes.ItisMarkTwain.onpage23sothatyoucanknowmoreabouthim.StudentsreadthispassageaboutMarkTwainandanswerthequestionsgivenintheformonT:What’stherealnameofMarkTwain?SS:SamuelLanghorneClemens.T:Whenwashebornandwhendidhedie?SS:Hewasbornin1835anddiedinT:DoyouknowalltheceswhereheSS:HewasraisedinHannibal,Missouri,alongtheMississippiRiver,buttraveledmuchoftheUS,andalsolivedforatimeinEurope.T:CanyounamethreeofhisfamousSS:TheAdventuresofTomSawyer,TheAdventuresofHuckleberryFinn,AConnecticutYankeeinKingArthur’sCourt,TheNotoriousJumFrogofCalaverasCounty,etc.T:Whydidyouforgetthis THEMILLIONPOUNDBANK-NOTE?Asweknow,Twainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousy.Ofcourse,ifyouwanttoreadmoreaboutthelifeofthisgreatwriter,youcangotothelibraryorsurftheInternettofindmoreabouthim.StepIIPre-Getthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsly.T:Ifarich givesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?(Theteacherdrawsapictureontheblackboard.)(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingfora istoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofourcountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.S3:T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Haveyouseenthemovie?Ifso,whatdoyouthinkofit?So,thisclasswe’lllearnthestorytogether.StepIIIWhile-Firstreading:Getthestudentstocomprehendthewholescenequicklyandaccurayandmeanwhilehelpthestudentstoformagoodhabitofreading.Teachersgivethestudentsacoupleofminutestolookthroughthewholescene.lthestudentstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.TeachersencouragethestudentstoexpresstheirT:NowwearegoingtolearnACTONEScene3.Readthewholescenequicklyandfindouttheanswerstothefourquestionshere.TeachersshowthequestionsontheHowdidHenryAdamscometoWheredidHenrywork?HowmuchmoneydidheWhatdidthetwogentlemengiveWhencanHenryopenthe(Studentsreadthewholescene(ACTONEScene3)forthreeminutesandtrytoanswertheT:Well,class,haveyoufinishedreadingthewholescene?SS:Yes.T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?S1:ItwastheshipthatbroughthimtoEngland.T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?S2:Heworkedforamining andhehadnomoneyatall.T:Verygood.Thenwhatdidthetwogentlemengivehim?S3:Theygavehimaletter.T:WhencanHenryopentheletter?S4:Hecan’topenituntiltwoo’clock.T:Ok,great.Next,let’sdosomeSecondreading:ReadingInthispart,studentswillreadthetextagainandtrytounderstandthesentencesandthemainideasofthewholescene.Inthispart,studentswilllistentothetapeandtrytofindthecharacteristicsofthewholescene.Afterthat,teachersdiscussthequestionwiththestudentsandthenchecktheanswer.Andthentheteacheraswellasthestudentsreadthepassagetogether,whichwillbeservedasthegroundfortherelingafterwards.T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.(Studentslistentothetape.)T:Well,CanyoulmethecharacteristicsoftheSS:Yes.Thisispartofay.So,thenarrationiswritteninthepresentT:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.StepIVPost-readingDocomprehendingT:Readthesceneagainanddosomecomprehendingexercises.(Thestudentsbegintoprepareforthesetwoexercises.Afterawhile,theteacherstartstocollecttheanswers.)(Latertheteachergivestheanswers,usingaslideprojector.)ExerciseT:Haveyoufoundouttheanswers?SS:Yes.T:Ok!Let’schecktheanswers.Who’dliketoluswhichofthestatementsareopinions?S1:Ithinkstatement3,4and5areopinions.T:Verygood.Nowwhowillluswhichofthestatementsarefacts?S2:Ithinkstatement1and2arefacts.ExerciseGetthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswersthewhole(Latertheteachergivestheanswers,usingaslide2.ExinlanguageT:Well,class.Whatdoyouthinkofthescene?DoyouthinkitisdifficulttounderstandsomeT:Now,pleaselookatthescreenandletmeexinsomesentences.Thefollowingarethelanguagepointsthattheteacherwillexin:alargeamountof:alargetyof;agreatdeale.g.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewmakeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultise.g.Wemadeabetontheresultofthepermitsomebodytodosomething:allowsomebodytodoe.g.Mymotherdoesn’tpermitmetorideinthestreetafteritbyaccident:asaresultofchanceore.g.Ionlyfounditbystareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc)e.g.Doyoulikebeingstaredtobehonest: lyouthetruth;tobee.g.Tobehonest,Idon’tthinkwehaveachanceofStudentsreadthewholesceneagainandagainandtrytorelit.T:Well,class,haveyougotthemainidea?lT:What’sthemainidea?Andcanyourel(Thenthestudentsbegintoprepareforrelingthewholescene.)StepVRelingShow andrelevantpicturesonthescreen,usingtheAskthestudentstorelthewholescene,accordingtothefollowing :summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoT:Now,lookat andpictures,whocanreltheS1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)T:Good,thenextone,whowantsto(ThenanotherstudentrelsthewholeT:You’vedoneagoodjob.Nowlet’sre lthewholescenetogether.StepVISummaryandT:Ok,class,whatdoyouthinkofthisy?Ismoneysoimportant?SS:no.T:Somepeoplesaythatmoneyiseverything.WhatdoyouthinkofthisS1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyasT:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdothinkofthis?S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy? ReviewthekeysentencesinthisPreviewthewordsinthesecondTheSecondPeriod TeachinggoalsTargetlanguage重点词汇和短语：winthebetmakethebetbeworriedaboutstayoutofjailapoorlydressedgentleman,eatlikeawolf,beabigpuzzletosb.Mayweaskwhatyouare nginthiscountry?Well,whydon’tyouexinwhatthisisallabout?That’swhywe’vegivenyoutheWewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.Wedoubtedwhetherthemanwasabletopayforthefood.EnablethestudentstousethewordsandexpressionsinthisEnablestudentstounderstandandusenounclausesastheobjectandGetthestudentstoguessthemeaningofthewordsorexpressionsaccordingtotheGethestudentstousethenounclausesastheobjectandTeachingimportantpointsHowtomakestudentsunderstandandusenounclausesasobjectandGetthestudentstomastertheusageoftheimportantwordsofthisHowtomakestudentsunderstandandusenounclausesasobjectandTeachingmethodsTeachingaidAcomputer,aTeachingproceduresandwaysStepICheckthe StepIIDiscoveringusefulstructures(P20-T:Goodmorning/afternoon,class.TodaywearelearningthegrrofthisunitNounclauseastheobjectandpredicative.First,let’sreviewthepassagewestudiedlastclassinordertodiscovertheusefulstructures.ExerciseT:Inthescenewe’velearnedtwonounclausesasobjectandonesentenceaspredicative.Whocanlmethethreesentences?(ThenStudentsreadthewholescenetofindlinesintheythatusesanounclauseastheobjectandpredicative.Whilethestudentsarereadingthewholescene,theteacherwalksaroundtheclassroomandcollecttheanswer.ThentheteacheraskssomestudentstoltheothersthecorrectSuggestedMayweaskwhatyouare nginthiscountry?Well,whydon’tyouexinwhatthisisallabout?That’swhywe’vegivenyoutheletter.ExerciseForthispart,studentsmakesentenceswiththenounclausesastheobjectusingoneofthewordsgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,checktheanswerswiththewholeclass.T:Nowlet’sgoonwiththenextexercise.Turntopage20,andlet’sfillintheblanks.I’dlikeyoutodothisexercisebyyourselves.Afterthatdiscussyouranswersinpairsandthenlet’schecktheanswerstogether.AllowthestudentsenoughtimefortheExerciseInthispart,studentsmakeasmanysentencesaspossibleusingpartsofsentencesgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.SuggestedHenry’squestioniswhythetwobrotherswantedtomaketheTheproblemisthathedoesn’tknowanybodyinHenry’sconcernishowhecangetfoodandHistroubleisthathedoesn’tknowanybodyinThatiswhythebrotherswantedtomakeaThebrothers’doubtiswhetherHenrycanstayoutofHenry’sconcerniswherehecangetaHenry’squestioniswhatgavethetwobrotherstheinterestingidea.Exercise4Inthisexercise,studentscompletesomesentenceswithanounclauseasthey.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.SuggestedThetroublewasthatHenryAdamswaslostinLondonandhehadnoHenry’squestionwaswhetherhecouldborrowsomeItseemedasifthebrothersweeyingajokeonThebrothers’problemwaswhowouldbethe totestthisThisiswhytheylenthimthemoney.StepIIIExnationandsummaryT:Well,class.Youdidagoodjob.NextIwanttoexinsomethingaboutnounclausesastheobjectandpredicativesothatyoucanhaveabetterunderstandingofthegr rofthisunit.ifwhetherthatwherewhenWhatthatwhatthat则不然，它在句子中只起连接作用。例如：1)Whatyousaidyesterdayisright.2)Thatsheisstillaliveisathat引导的宾语从句（that通常可以省略）,例如：Iheardthatbejoinedthe由whatwhetherif)引导的宾语从句，例如：Shedidnotknowwhathadhappened.Iwonderwhetheryoucanchangethisnoteforme.否定的转移:think,consider,suppose,believe,expect,guess,imagine等，例如：Idon’tthinkthisdressfitsyouwell.（）itthink,find,consider,believe,feel,make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾，特别是在带复合宾语的句子中。例如：Wehearditthatshewouldgetmarriednextmonth.表语从句是在复合句中作表语的名词性从句，放在系动词之后，一般结构是“动词＋表语从句”be,look,remain,seem等。引导表语从句的thatthereasonwhy…isthat...和Itisbecause…等结构。例ThequestioniswhetherwecanmakegoodpreparationinsuchashortThisiswhywecan’tgetthesupportoftheButthefactremainsthatwearebehindtheotherThereasonheislateforschoolisthathemissedtheearly wecan’tgetseemsbetterthan weA.What,whatB.What,thatC.That,whatD.That, whentheyreceivedtheseniceChristmasA.howexcitedtheywereBhowtheywereC.howweretheyexcitedD.theywerehowTheymake arulewhoeverbreaksthelawwillbeA.itB.thatC.whatD. youhaveseenbothfighters, willwin?Asince,doyouthinkwhoB.As,whodoyouthinkC.When,whoeverD.Since,whodoyouthinkSuggestedanswers:(1)A(2)A(3)A(4)DStepIVUsingstructures(P57-58)T:Aftertheexnationonthegr r,Istillhopethatyoucanhavemoreexercisessoastoconsolidatewhatyouhavelearnedaboutnounclausesastheobjectandpredicative.Completethepassagebyusingthewordsintheboxgiveninthetextbook.(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)Completethefollowingsentencesgiveninthetextbook,usingnounclausesastheobjectorthe(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)Suggestedanswers:Thetwobrotherscan’tagreetowhomtheyshouldgivethebank-HenrywonderswhytheychosehimfortheThefirstthingHenrydecidestodoishowcaneataThewaiterissurprisedtofindthatHenryhasamillion-poundTheowneroftherestaurantneverexpectsthatamillionairewillvisithisItseemsthatHenryisabletobuyanythingbutnotpayforWhatHenrywantstolPortiaisthathelovesEveryonemaywanttoknowwhatfinallyhappenstothemillion-poundT:Next,class,let’syagame“Guesswhatitis”.Lookatthechartbelowandreadthequestionsandclues.Decidewhateachoftheobjectsis.Choosetherightwordfromthebox.Afterfinishingthefourquestions,youmaygoonwiththerestofthewords(Thisgameisasimplewayofhelstudentstodevelopstrategiesfordefiningwordsthemselves.).Suggestedanswers:Wolf:Thewolfisanenemytohumansandespeciallyfarmers.Thisisbecausewolveslikeeatingmeat.Luckilywolvesliveindensinsfarfromhumanbeingsandareeasilycaughtinnets.Novel:Anovelisawonderfulsourceofinformationandimaginativestories.IfyouareyoucanrelaxwithoneinyourhandbutifnotitwillremainintheDessert:Adessertisgoodbothtoeatandtolookat.Itisajoyforchildrenandapleasuretomakeinthekitchen.Rags:KeeyourhousecleanisaneasiertaskwithmanyragsinyourSteak:AsteakisapieceofgoodqualitybeefthatisbesteatenwithsaladandTale:Ataleisanexcitingstoryaboutinterestingimaginaryevents.StepVLearningaboutlanguage(P19-20)Lookatthereadingpassageagaintofindwordsthatmeanthesame.First,studentsdotheexercisesindependently.Second,theteachergivestheanswers.Suggestedanswers:AlternativewordsandexpressionsWordsandexpressionsfromthetextsomeonepaidtodo unbelievableincredibleearlyeveningnightfallthecostofajourneyonashippassageinsb.awaynotnnedbyaccidentlookat…foralongtimestareatbethereasonforaccountforallowpermitstoryapieceofpaperusedasmoneyabank-notewillingnesstowaitpatiencefoolishthewaysomeonelooksappearancelyouthetruthtobehonestCompletethispassagewithsomeofthenewwordsandexpressionsinthey.Suggestedanswers:tale,bet,nightfall,unbelievable,servant,byaccident,appearanceFillintheblankswiththewordsintheSuggestedanswers:(1)silly(2)permit,goahead(3)stare,patience(4)madeabet(5)passage,account(6)accountfor(7)Tobehonest,lous(8)willingness,probablyMakealistofusefulexpressionsforrequestingfromthey.Wouldyoudo(something),please?MayweIwonderifyou’dmind…?Couldyouofferme…?Ifyoudon’tmind,mayIaskT:Youaregreat.SowewilldomoreStepVIUsingwordsandexpressionsinWorkbook(56-57)First,studentsreadanddotheexercisesbythemselves.Second,theteachergivestheFillintheblankswiththewordsintheFillintheblankswiththewordsintheboxintheirrightSuggestedanswers:(1)was(not)permitted(2)getting(3)topretend(4)account(5)should(6)TranslatethefollowingsentencesintoEnglish,usingthewordsandexpressionsinthebrackets.Suggestedanswers:(1)Asamatteroffact,hewasspottedbyaccidentwhenhegotintotheTobehonest,thegentlemanwasinragsinordertopretendthathewasHeworkedasanunpaiddirectorinthe Butwhentheownerofthe athiminarudemanneragainandagain,hebegantolosehispatience.ShescreamedasifshehadseenaEvenif islarge,itcanstillgetintotroublebygrowingtooThereasonhegavetoaccountforhissillyactionswereindeedunbelievable.StepVIIRecitethekeysentencesonthe r-nounclausesastheobjectandPreviewthethirdTheThirdPeriodTeachinggoalsTargetlanguage重点词汇和短语：bymistake,gotraveling,asumofmoney,haveabetonsb.,abornfool,getpaidHebeginstoworrythathehasgotthebanknotebyHe’llthinkweneverdealtwitharichmanEnablethestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.Mastertheusageof“nounclausesastheGetthestudentstohaveindependentthoughtandspeculateabouthumanbehaviorinagivensituation.Makethestudentsmastertheusageof“nounclauseasthePracticestudents’Mastertheusageof“nounclausesastheTeachingdifficultpointsMastertheusageof“nounclausesastheTeachingmethodsPracticingindependently&exTeachingaidAmultiple-mediacomputer&ablackboardTeachingproceduresandways教学过程与方式StepIT:Atthebeginningofthisclass,let’scheck .AreyouSS:Thenstudentscheck eachStepIIListening(P23)ReadandguessT:Todaywe’regoingtolistentoapartofay.Beforelistening,pleaseopenyourbooksandturntopage23.Let’sdoEx1afterlisteningtothetape.Youaretocompletethequestionsindependently.AfterseveralT:WhocanguesswhatthispartisSS:Henryworriesthathehasgotthebank-notebymistake,sohegoesbacktovisitthetwobrothersagain.Buttheyhavegonetraveling.Task1T:Pleaselistentothetapeand lmethemainidea.Task2ListeningT:Nowlistentothetapeagainanddecidehowtoanswerthequestions.ythetapeagainandthenchecktheanswers.Task3ReadingandReT:Now,class,let’sreadthelisteningtextsothatyoucanhaveaunderstandingofthelistening.Andthenwewillrel(Thentheteachergivesthelisteningtextwithacomputerandstudentsreadthelisteningtextaloud.Thentheteacherasksthestudentstorelthestory.)StepIIIListeninginWorkbook(P55-Inthispart,getthestudentsfirstguesswhatthelisteningtextisabout,askthemtolistencarefullyanddotheexercise.Afterthat,allowthemtohaveadiscussionabouttheanswer,andchecktheanswerswiththewholeclass.Atlast,teachersshowthelisteningmaterialontheslide.Task1T:Let’sgoonpracticinglistening.Openyourtextbookto56.Thisactivityistodevelopthestorythatcantrainyourabilityofguessingthedevelopmentofastory.First,readthequestionsandguesswhatthelisteningisabout.AfterseveralT:CanyouguesswhatthelisteningisSS:IthinkthelisteningisaboutwhathappenedtoHenryatatailor’sT:Can lusmoreaboutSS:Yes.Henrywantstochangehisclothesbecausehewasinrags.Sohegoesintoatailor’sshop.ButtheshopassistantwhoiscalledToddisnotpolitetohimandjustshowshimsomecheapclothesinthebeginning.WhenHenrytakesoutamillion-poundbank-note,ToddaswellashisbossbegintobekindtoHenry.T:Good!Let’slistentofindoutwhetheritistrue.Task2ListeningT:Nowlistentohetape.Makesomenotesofwhatyouhearwhilelistening.ythetapetwice.Listencarefully.AfterthatwewillchecktheanswersTask3ReadingthelisteningT:Now,class,let’sreadthelisteningtextsothatyoucanhaveabetterunderstandingofthelistening.(Thentheteachergivesthelisteningtextwithacomputerandstudentsreadthelisteningtextaloud.)T:Ok,class,you’vedoneagoodjob.That’sallforthelisteningpractice.Next,listentothe StepT:Boysandgirls,todaywehavepracticedlisteningofthisunitandlearnedsomewordsandphrases.AlthoughIthinkit’snotdifficultforyoutomasterthem,afterclassyoushouldreviewthem.Preview PeriodTeachinggoalsTargetlanguage重点词汇和短语:have…on/with/aboutsb,judgesbbysth,putsbtothetroubleofngsth,atthebrothers’home,atthetailor’sshop,earnaliving,givesb.Awinkoftheeye,walkovertosb.learn…byheart,speakwithpassionHeknewthathemightneedtheambassadorwhenothersfoundoutjusthowpoorhereallywas.Thetwobrothersareseated,ThenshesitsinOliver’slap,putsherarmsaroundhisneckandkisseshimontheEnablethestudentstomaketheirowndialogueandwriteasceneforActGetthestudentstomaketheirowndialogueandwriteasceneforanTraintheabilityofwritingasceneforanactandtalkaboutTeachingmethodsHelpthestudentspracticespokenEnglishbytalkingpubliclyandaco-operativemethodfortheywriting.TeachingaidAmultiple-mediacomputer&ablackboardTeachingproceduresandways教学过程与方式StepIStudentscheck byStepIITalkingT:Sincewehavereadandlistenedtosomanypartsofthey,whynotwriteasceneforanact?Now,openyourtextbooktopage55,andlookatTalking.(Studentsreadtherequestofthispart:Afterreadingtheletterfromthebrothers,Henryputsitbackintohiscoatpocket.Thenhenoticesthathiscoatiswornout.Sohefindsatailor’shopandgoesintogetanewcoat.)T:MakeadialogueforActTwo,Scene1withapartnerusingallofthefollowinginformation:Henrylsaclerkthathewantsacoatforasuit.Theclerkshowshimacheapcoatdownstairs.Henrydoubtsifheshouldtakeit.Theclerkpersuadeshimtobuyit.Henryagrees,butexinsthathecan’tpayhimrightnow,ashehasnosmallchange.Inyourdialogue,includeexpressionsonshop.Practiceyourdialogueandthenshareitwithanotherpair.Andwe’llseewhichhasthemostappropriateforthey.SuggestedThedialoguetakesceatatailor'sshop.(O=Owner;C=Clerk;H=Henry)O:There'sacustomer,Todd.Willyouservehim?C:Idon'tknowwhyhe'sinatailor'sshop.Justlookathisclothes!O：Nomatterwhathe'swearing,Todd,justshowhimthecheapest.C:Doyouwantanything?H：Yes,please.IwanttobuyaC:Ofcourse.Youmayfindtheseratherexpensive.We'vegotsomecheaperonesinthebackroom.Willyoucomethroughtotheback,please?...Wh