《The million pound banknote》教案全面版Word文件下载.docx

《The million pound banknote》教案全面版Word文件下载.docx

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—Gorightahead.

Orderingfood（点餐）

I’dlikesomehamandeggsandanicebigsteak.

I’llhaveanicelongglassofbeer.

词汇

1.四会词汇

Birthplace,novel,adventurephraseauthorscenewanderpavementbusinessmanpermitaheadbaystarefaultspotpassageaccountembassyseekpatiencecontraryenvelopeunbelievablesteakpineappledessertamountrudemannerscreamgenuineragindeedbowbarber

2.认读词汇

narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issue,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script

3.固定词组

Bringup,goahead,byaccident,stareat,accountfor,onthecontrary,takeachance,inrags,asfor

4.重点词汇

bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble

语

法

Nounclausesastheobject（宾语从句）

Ican’tsaythatIhaveanyplans.

...andhedoesnotknowwhatheshoulddo.

IdidnotknowwhetherIcouldsurviveuntilmorning.

Nounclausesasthepredicative（表语从句）

That’swhywe’vegivenyoutheletter.

第一课时Reading

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?

Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?

Well,whydon’tyouexplainwhatthisisallabout?

c.重点句型

2.Abilitygoals能力目标

a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.

b.EnablestudentstosumupthemainideaofACTONEScene3.

c.Enablestudentstounderstandthedetailsaboutthewholescene.

d.Retellthesceneusingthekeywordsofthewholescene.

e.Expresstheiropinionsbyansweringthefollowingquestions:

1）Doyouthinkmoneyiseverything?

Why?

2）Doyouagreethatonlymoneycanbringpeoplehappiness?

3.Learningabilitygoals学能目标

a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.

b.HelpstudentstosumupthemainideaofACTONEScene3.

c.Helpstudentstounderstandthedetailsofthewholescene.

d.Getstudentstoretellthewholescene.

e.Helpthemtoanswerthefollowingquestions:

Teachingimportantpoints教学重点

a.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.

b.Discussthequestions:

Teachingdifficultpoints教学难点

Discussthequestions:

Teachingmethods教学方法

Elicitation,discussion,listening,readingandpairwork.

Teachingaids教具准备

Acomputer,aprojectorandataperecorder.

Teachingproceduresandways教学过程与方式

Warmingup-I

WhatdoyouknowaboutMarkTwain?

Doyouknowanyofhisworks?

Readtheshortpassagequicklyandfillinthechart.

Realname

Meaningofhispenname

Birthdate

Birthplace

Placewherehegrewup

Hisfamousstories

ThengiveanintroductionofMarkTwain（1835—1910）:

Thegreatesthumoristofthe19thcenturyAmericanliterature.

Novels:

TheAdventuresofTomSawyer（1876）（汤姆·

索亚历险记）

ThePrinceandthePauper（1882）（皇子与贫儿）

TheAdventuresofHuckleberryFinn（1894）（哈克贝利·

费恩历险记）

Discussion

Supposearichpersongivesyouamillionpoundbank-note,whatwillyoudowithit?

Givethereasons.

Introducesomenewwordstothestudents:

incredible:

difficulttobelieve（unbelievable）

stareat:

lookatsb./sth.foralongtime

nightfall:

thetimeintheeveningwhenitbecomesdark

survive:

continuetoliveorexist

spot:

seeornoticeapersonorthing

accountfor:

tobetheexplanationorcauseofsth.

charity:

施舍

byaccident:

bychance

Pre-reading

1.First,givestudentsabriefintroductionofthestory

Tworichgentlemenmadeabetonwhatwouldhappentoapersonifhewasgivenamillionpoundnote.

Henry,theheroofthestory,anAmericanyoungman,sailedtoofar,driftedouttotheocean.ABritishship,forLondon,passingby,fortunatelysavedhim.

2.Prediction:

WhatwouldhappentoHenry?

Reading

Scanthepassageandfindout:

WhathappenedtoHenry?

WhatdoesthebrotherschooseHenryfor?

Hewasgivenaletterbythetwobrothersandwasaskednottoopenituntiltwoo’clock.

TheywantedtomakeabetonHenry.

Skimming:

answerthefollowingquestions:

1.WheredoesHenryAdamscomefrom?

DoesheknowmuchaboutLondon?

2.WhatdidhedoinAmerica?

3.WhydidhelandinBritain?

Putthefollowingeventsincorrectorder.

（1）HenrywanderedinLondonstreets.

（2）AboutamonthagoHenryAdamswassailingoutofthebay.

（3）Thenextmorninghewasspottedbyaship.

（4）Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.

（5）Ontheshipheearnedhispassagebyworkingasanunpaidhand.

Keys;

（1）HenrywanderedinLondonstreets.

After-reading

Whatkindofpersonsyouthinkthecharactersare?

（HenryAdams,OliverRoderick）

Thesecondperiod

1.First.Introducesomenewwords:

steak:

eatlikeawolf:

genuine:

reserve:

scream:

fake:

bow:

2.CULTURALNOTE:

Henryasksforasteak“extrathick”forhismeal.In

China,steakisgenerallycutthinlybutinAmericaitisappreciatedifitiscutthicklyandgrilledorfried.Theadvantageofhavingasteak“extrathick”isthatitcanbewellcookedontheoutsidebutstillraworhalfrawinthecenter.

3.Readandanswerthesequestions:

1.Whatwasitintheletter?

2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?

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

winthebet,makethebet,beworriedabout,stayoutofjail,apoorly-dressedgentleman,eatlikeawolf,beabigpuzzletosb

b.重点句子

Mayweaskwhatyouaredoinginthiscountry?

Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.

Wedoubtedwhetherthemanwasabletopayforthefood.

2.Abilitygoals能力目标

a.Enablethestudentstousethewordsandexpressionsinthispart.

b.Enablestudentstounderstandandusenounclausesastheobjectandpredicative.

a.Getthestudentstoguessthemeaningofthewordsorexpressionsaccordingtothecontext.

b.Getthestudentstousethenounclausesastheobjectandpredicative.

a.Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.

b.Getthestudentstomastertheusageoftheimportantwordsofthisunit.

Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.

Teachingmethods教学方法

Task-basedmethod

Acomputerandaprojector

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.

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