UNIT 3 The Million Pound Bank Note
Period 1 Warming up and Pre-reading
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
Teaching importance:
Noun clauses as the object 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.
Noun clauses as the predicative
That’s why we’ve given you the letter.
Teaching methods:
Skimming, scanning, discussing.
Teaching aids:
A tape recorder, a projector and a computer.
Teaching procedures:
Step 1. Warming up
Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 17 so that you can know more about him.
Students read the passage about Mark Twain and answer the questions given in the form on page 17.
a. What’s the real name of Mark Twain?
b. When was he born and when did he die?
c. Do you know all the places where he lived?
d. Can you name three of his famous stories?
T: 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 will learn some parts of this famous play.
Step 2. Pre-reading
1. A rich man gives you a large amount of money to use as you like. What will you do with it? Why?
2. Have you ever made a bet with a friend? If so, what did you bet on? How did you feel about the bet after it was won of lost?
3. Have you ever read the story “The million pound bank note”? Have you seen the movie? If so, what did you think of it?
教学反思：
Period 2 Reading
Teaching Goals:
1. To develop the students’ reading skills: skimming, scanning, summarizing, and finding out details.
2. To arouse the students’ interest in movie.
Important points:
1. Let the students know the cultural background of the movie.
2. Useful words and expressions.
Teaching procedures
Step 1 Revision
Review the new words and expressions
Step 2 Reading
1) Fast reading
Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions
Questions:
a. How did Henry Adams come to England?
b. Where did Henry work before? How much did he have?
c. What did the two gentlemen give Henry?
d. When can Henry open the letter?
(The students discuss the questions and then check the answers with the whole class.)
2) Read carefully
T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.
Exercise1, P19
Discuss these questions in groups.
1. Why do you think that the brothers chose Henry for their bet?
2. What kind of person do you think Henry is? Why?
3) Post-reading
Try to retell the story in your own words.
Step3 Homework
Listen to the tape, and compare Henry’s language with the two brothers’ language. What do you notice?
教学反思：
Period 3 learning about language
Teaching goals:
1. Enable the students to grasp the usages of important new word and expressions.
2. Get students to master the patterns
Important point:
1. Let students learn the usage of the expression “take a chance”
2. Get students to understand some difficult and long sentences.
Teaching procedures
Step 1 Revision
Review the context of last lesson
Step 2 Language points
1. be about to 即将做某事
e.g. As I was about to lock the door when you appeared.
Be to 按照命令或安排即将发生或将做的事
Eg.Tell her not to be back late.
2. permit
1) permit sb. to do sth. = allow sb to do sth
eg. Her mother would not permit her to come home late.
辨析：permit 含有积极同意某人做某事，多用于正式场合，不和副词连用
Allow 含有听任或默许某人做某事，可和副词连用
Eg.Will you permit me to say a few words?
Mary wouldn’t allow me in.
2) Permit sth./doing sth. 许可，荣许某事存在发生
Eg. Love cannot permit a third person.
We don’t permit smoking in the office.
3. incredible (adj.)
1) 难以置信的，不可思议的，惊人的，奇异的。
Eg.Sally earns an incredible amount of money in the company.
The Gates had an incredible holiday in Greece.
2) 不可相信的。
Eg.They told us an incredible story!
Adv. Incredibly
Incredibly hot weather 极热的天气
Incredibly，no one had ever thought of such a simple idea before.
4.“I wonder, Mr Adams, if you mind us asking a few questions?”
I wonder if/whether… 不知您是否…
If you mind us asking = if you mind our asking
“名词所有格/形容词性物主代词+doing”为动名词（-ing）的复合结构，该结构在句中能作主语，表语和宾语。
Eg. Sophia’s having seen them did not surprised us.(主语)
Excuse my interrupting you. (宾语)
What worried the child was his not being allowed to see his mother in the hospital.(表语)
5. ‘And it was the ship that brought you to England.’
强调句式，it+is/was +被强调部分+that +其他
Eg. It was in this room that LuXun once lived.
Was it because his mother was ill that he didn’t go to school?
When was it that the club was set up?
6. account for: be the explanation of sth.; explain the cause of sth.
Eg. His illness accounts for his absence.
Please account for your own conduct.
教学反思：
Period 4 Grammar
Teaching Goals:
1. To get Ss to know how to use new words and phrases.
2. To help Ss to master some new words and expressions.
3. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative.
Teaching Procedures:
Step 1. Revision
Purpose: To consolidate the words and phrases in the text.
1. Ask Ss to look through the reading passage and finish Ex1 of Discovering useful words and expressions.
2. Ask Ss to finish Ex2 of Discovering useful words and expressions. Then let them check the answers in pairs.
3. Organize a game. Ask Ss to finish Ex3 to see who can get the most right answers in the least time.
Step 2. Grammar
1. Ask Ss to finish Ex1 and Ex2 of Discovering useful structures and try to find some rules about how to use a noun clause as the object.
2. Ask Ss to finish Ex3, Ex4 and Ex5 of Discovering useful structures and try to find some rules about how to use a noun clause used as the predicative.
3. Conclusion
(1) 宾语从句：引导词为that; whether/ if; what; which; who; whom; whose; when; where; how; why and so on. The object clause can be placed after vt, prep, and some adj.
注意事项：
◆ 用陈述句的语序。
◆注意从句的时态呼应（主句是现在时，从句用各种时态；主句是过去时，从句用过去的时态，包括过去、过去进行、过去完成、过去将来），表示客观真理或普遍事实时除外。
◆主句的谓语动词是advise, demand, request, order, suggest, insist时，宾语从句的谓语动词用should +v.
◆主句的主语是第一人称，谓语是think, suppose, believe, expect, imagine时，否定转移。
◆ that引导宾语从句时，一般省略。不省略的情况为：a. 从句位于句首以示强调时；b. 及物动词后的第二个及以后的宾语从句；c. 谓语动词和that从句间有短语隔开时；d. 在复合宾语中；e. 宾语从句由“从句+主句”构成，从句的引导词紧跟在主句谓语动词后，that不省。
(2) 表语从句：
① 从属连词引导
The question is whether we should ask them for help.
The fact remains that you are still behind the others.
② 连接代词引导
Guilin is not what it used to be.
What she wants to know is which dress she should buy.
③ 连接副词引导
That is where Lu Xun used to live.
That is why he didn’t pass the exam.
That was how they were defeated.
注：还可由as if 或as though引导。
It looks as if it were going to rain.
4. Practice
(1) Ask Ss to finish Ex1 of Using Structures on P57 and check their answers.
(2) Ask Ss to finish Ex2 of Using Structures on P57 and check their answers in pairs.
(3) Ask Ss to finish the following exercises.
① is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
② we can’t get seems better than we have.
A. What; what B. What; that C. That; that D. That; what
③ I read about it in some book or other, does it matter it was?
A. where B. what C. how D. which
④ It’s generally considered unwise to give a child he or she wants.
A. however B. whatever C. whichever D. wherever
⑤ –I drove to Zhuhai for the air show last week.
-Is that you had a few days off?
A. why B. when C. what D. where
⑥ Perseverance is a kind of quality----and that’s
it takes to do anything well.
A. what B. that C. which D. why
⑦ Meeting my uncle after all these years was an unforgettable moment, I will always treasure.
A. that B. one C. it D. what
⑧ There’s a feeling in me we’ll never know what a UFO is-----not ever.
A. that B. which C. of which D. what
⑨ There is a new problem involved in the popularity of private cars road conditions need .
A. that; to be improved B. which; to be improved
C. where; improving D. when; improving
Suggested Answers:
① D ② A ③ D ④ B ⑤ A ⑥ A ⑦ B ⑧ A ⑨ A
Step 3. Homework
1. Ask Ss to finish the exercises of Using Words And Expressions.
2. Ask Ss to remember the rules of the object clauses and predicative clauses and use them to make some sentences.
教学反思：
Period 5 Using language---reading
Teaching procedures
Step1. Revision.
Retell the scene 3
Step2. Reading.
Read the passage, and then answer these questions in small groups.
Questions:
1. Whose behaviour changes the most during this scene? Give example.
2. What kind of person is the owner of the restaurant?
3. Why do you think the owner of the restaurant gave Henry a free meal?
Step3 Words.
Listen to the tape and underline all the new words and expressions.
1.It’ll cost a tiny bit.
1) tiny: very small 极小的，微小的
a tiny baby, a tiny school
2) not a little 许多，很
not a bit 一点也不
I’m not a bit tired. 我一点也不累。
I’m not a little hungry. 我非常饿。
2.take a/ the/ chance/ chances 碰运气；冒风险
3. in a rude manner
manner 表“方式，方法”，常用单数；
表“举止，态度”，也用单数；
表“礼貌，礼仪”，常用复数。
He answered in an arrogant manner.
His manner was impolite.
It is bad manners to talk with your mouth full.
4. issue
1) publish 出版，发行
The Bank of England issued the
million pound notes.
2) come, go or flow out 流出
blood issuing from a wound
5. in rags 衣衫褴褛
rag: odd cloth
He is in rags.
6. indeed
1) in fact 事实上，其实
I don’t mind. Indeed, I am willing to help you.
2) truly, really, certainly的确，实在的，确实
- Did he finish the work?
- Indeed, he did.
7. even if
even though 即使
He doesn’t want to buy the nice house, even if he gets a lot of money.
They came to help us, even if they had many things to do.
教学反思：
Period 6 Writing
Teaching aims:
1. Develop students’ writing ability
2. Enable students to write something about festivals
Teaching procedures:
Step 1 Revision
1. Review the useful words and expressions of this unit
2. Review some important sentences:
3. Ask students to read those sentences loudly
Step 2 writing task
你校的英文报组织了关于“养成良好学习习惯”的讨论,上文是刊登在该报上的文章。你看完文章后，想就这一主题写一篇英语短文并投稿，内容包括：
1. 以约30词概括上文的主要内容；
2. 以约120词就“养成良好学习习惯”进行讨论，并包括以下要点：
（1）你有哪些好的学习习惯；
（2）好的学习习惯帮助你成功的经历；
（3）如何才能养成好的学习习惯。
[写作要求]
1. 作文中可以使用亲身经历或虚构的故事，也可以参照阅读材料的内容，但不得直接引用原文中的句子。
2. 作文中不能出现真实姓名和学校名称。
[评分标准]
概括准确，语言规范，内容合适，语篇连贯。
参考范文:
By developing good study habits, you will work more efficiently and experiencing less stress in the learning process. Having good habits and skills can also influence those around you.
As for me, I benefit a lot from my good habits like getting up early to read English aloud, going over what I have learned before going to bed, and listening to some English programs every day.
In the past, I dared not speak English because I was poor in pronunciation. Thanks to my good habits, however, I have been making progress in my English speaking. Now I’m actively involved in the discussion in English classes, and also, I’m doing much better in english exams.
Therefore, I think it is of great significance to cultivate good study habits. When you have made a plan, stick to it for at least one week, no matter how hard it is. Then you may find it is not as difficult as it appeared. Besides, finding a partner to study together with is also a good way to keep you motivated.
教学反思：