英语人教版新课标必修3Unit 3第24课时教案 高考文档格式.docx
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scream:
fake:
bow:
2.CULTURALNOTE:
Henryasksforasteak“extrathick”forhismeal.In
China,steakisgenerallycutthinlybutinAmericaitisappreciatedifitiscutthicklyandgrilledorfried.Theadvantageofhavingasteak“extrathick”isthatitcanbewellcookedontheoutsidebutstillraworhalfrawinthecenter.
3.Readandanswerthesequestions:
1.Whatwasitintheletter?
2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?
Why?
3.Didtheownerbelievethatthenotewasgenuineornot?
4.Whosebehaviorchangesthemostduringthisscene?
5.Whatkindofpersonistheowneroftherestaurant?
6.WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?
4.Detailedrreading
1.Whatdoes“it’llcostalargeamountofmoney”exactlymean?
2.Atthesightofthecustomer’snote,theownerandhiswaitergotvery_D_.
A.frightenedB.angry
C.worriedD.excited
3.Whendidthehostessandthewaiterchangetheirattitudetothecustomer?
_____D____
A.Atthebeginningofthestory.
B.Beforetheysawthelargenote.
C.Attheendofthestory.
D.Aftertheysawthelargenote.
Ingroupoffour,playthepartsof“Henry,waiter,ownerandhostess”.
ThethirdperiodGrammar
TheSecondPeriodGrammar
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
winthebet,makethebet,beworriedabout,stayoutofjail,apoorly-dressedgentleman,eatlikeawolf,beabigpuzzletosb
b.重点句子
Mayweaskwhatyouaredoinginthiscountry?
Well,whydon’tyouexplainwhatthisisallabout?
That’swhywe’vegivenyoutheletter.
Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.
Wedoubtedwhetherthemanwasabletopayforthefood.
2.Abilitygoals能力目标
a.Enablethestudentstousethewordsandexpressionsinthispart.
b.Enablestudentstounderstandandusenounclausesastheobjectandpredicative.
3.Learningabilitygoals学能目标
a.Getthestudentstoguessthemeaningofthewordsorexpressionsaccordingtothecontext.
b.Getthestudentstousethenounclausesastheobjectandpredicative.
Teachingimportantpoints教学重点
a.Howtomakestudentsunderstandandusenounclausesasobjectandpredicati
ve.
b.Getthestudentstomastertheusageoftheimportantwordsofthisunit.
Teachingdifficultpoints教学难点
Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.
Teachingmethods教学方法
Task-basedmethod
Teachingaids教具准备
Acomputerandaprojector
Teachingproceduresandways教学过程与方式
1.名词性从句是由if,whether,that和各种疑问句词where,when等充当连接词所引导的从句,其功能同名词一样。
2.what与that在引导名词性从句时的区别:
what引导名词性从句时在从句中充当句子成分,如主语,宾语,表语,而that则不然,它在句子中只起连接作用。
例如:
(1)Whatyousaidyesterdayisright.
(2)Thatsheisstillaliveisapuzzle.
3.宾语从句就是在复合句中作宾语的名词性从句,通常放在主句谓语动词(及物动词)或介词之后。
(1)由that引导的宾语从句(that通常可以省略),例如:
Iheardthathejoinedthearmy.
(2)由what,whether(if)引导的宾语从句,例如:
①Shedidnotknowwhathadhappened.
②Iwonderwhetheryoucanchangethisnoteforme.
4.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。
Idon’tthinkthisdressfitsyouwell.(我认为这件衣服不适合你穿。
)
5.it常可以放在动词think,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。
Wehearditthatshewouldgetmarriednextmonth.
6.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“主语+系动词+表语从句”。
可以接表语从句的系动词有be,look,remain,seem等。
引导表语从句的that常可省略。
另外,常用的还有thereasonwhy…isthat…和Itisbecause…等结构。
1).Thequestioniswhetherwecanmake
goodpreparationinsuchashorttime.
2).Thisiswhywecan’tgetthesupportofthepeople.
3).Butthefactremainsthatwearebehindtheotherclasses.
4).Thereasonheislateforschoolisthathemissedthebus.
ThefourthperiodSpeaking
MakeadialogueforActTwo,Scene2usingallofthefollowinginformation:
Henrytellsaclerkthathewantsacoatforasuit.Theclerkshowshimacheapcoatdownstairs.Henrydoubtsifheshouldtakeit.Theclerkpersuadeshimtobuyit.Henryagrees,butexplainsthathecan’tpayhimrightnow,ashehasnosmallchange.Inyourdialogue,includeexpressionsonshopping.Practiceyourdialogueandthenshareitwithanotherpair.Andwe’llseewhichisthemostappropriatefortheplay.
Suggestedscene
Thedialoguetakesplaceatatailor’sshop.(O=Owner;
C=Clerk;
H=Henry)
O:
There’sacustomer,Todd.Willyouservehim?
C:
Idon’tknowwhyhe’sinatailor’sshop.Justlookathisclothes!
Nomatterwhathe’swearing,Todd,justshowhimthecheapest.
Doyouwantanything?
H:
Yes,please.Iwanttobuyasuit.
Ofcourse.Youmayfindtheseratherexp