Unit3 TheMillionPoundBankNotePeriod4 UsinglanguageReadingactingandspeaking.docx

Unit3 TheMillionPoundBankNotePeriod4 UsinglanguageReadingactingandspeaking.docx

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Unit3TheMillionPoundBankNotePeriod4UsinglanguageReadingactingandspeaking

Unit3　TheMillionPoundBankNote（Period4　Usinglanguage:

Reading,actingandspeaking）

　　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.共5页，当前第1页12345

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.共5页，当前第2页12345

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:

共5页，当前第3页12345

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.askstudentstoreadthepassagecarefullytolocateparticularinformationandanswert