2020届一轮复习人教版必修三Unit3TheMillionPoundBankNote单元教案（82页word版）

2020届一轮复习人教版必修三Unit3TheMillionPoundBankNote单元教案（82页word版）

‎2020届一轮复习人教版必修三Unit3The Million Pound Bank Note 单元教案 单元规划 类别 课程标准要求掌握的项目 话题 Forms of literature and art: short story and drama; how to act out a play 词汇 birthplacen. 出生地; 故乡 Embassy n. 大使馆; 大使及其官员 ‎ ‎ phrasen. 短语; 词组; 惯用语 Seek vt. & vi. 寻找; 探索; 寻求 ‎ adventure n. 奇遇; 冒险 patience n. 耐性; 忍耐 ‎ novel n.小说; 长篇故事　adj. 新奇的; 异常的 contrary n. 反面; 对立面　adj. 相反的; 相违的 ‎ authorn. 著者; 作家 Envelope n. 信封 ‎ scenen. （戏剧)一场; 现场; 场面; 景色 Permit vt. & vi. 许可; 允许; 准许n. 通行证; 许可证; 执照 ‎ wander vi. 漫游; 漫步; 漂泊 steak n. 肉块; 鱼排; 牛排 ‎ pavement n. 人行道 pineapple n. 菠萝 ‎ businessman n. 商人 dessert n. 餐后甜点 ‎ unbelievable adj. 难以置信的 amount n. 数量 ‎ aheadad v. 在前; 向前; 提前 rude adj. 粗鲁的; 无礼的 ‎ bayn. 海湾 mannern. 礼貌; 举止; 方式 ‎ stare vi. 凝视; 盯着看 scream vi. 尖声叫　n. 尖叫声; 喊叫声 ‎ fault n. 过错; 缺点; 故障 genuine adj. 真的; 真诚的 ‎ bow vi. & n. 鞠躬; 弯腰 rag n. 破布; 碎布 ‎ passage n. 船费; 通道; （一)段 indeed adv. 真正地; 确实; 实在 ‎ account vt. & vi. 认为; 说明; 总计有　n. 说明; 理由; 计算; 账目 spot vt. 发现; 认出　n. 斑点; 污点; 地点 短语 bring up抚养; 培养; 教育; 提出 in rags衣衫褴褛 ‎ go ahead前进; （用于祈使句)可以; 往下说 as for关于; 至于 ‎ by accident偶然; 无意中; 不小心 do with对待; 处理; 处置 ‎ stare at盯着看; 凝视 make a bet打赌 ‎ account for导致; 做出解释 be lost迷路; 倾心于某事 ‎ on the contrary与此相反; 正相反 permit sb. to do sth. 准许某人做某事 ‎ take a chance冒风险; 碰运气 in a. . . manner以……的举止（态度)‎ 重要句型 1. Young man, would you step inside a moment, please? (request)‎ ‎ 2. I wonder, Mr. Adams, if you’d mind us asking a few questions. (I wonder if. . . )‎ ‎ 3. . . . I found myself carried out to sea by a strong wind. (find+O. +O. C. )‎ ‎ 4. And it was the ship that brought you to England. (it is/was. . . that. . . )‎ ‎ 5. The fact is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative)‎ ‎ 6. You mustn’t think we don’t care about you. (double negative)‎ ‎ 7. That’s why we’ve given you the letter. (noun clause as the predicative)‎ ‎ 8. Well, why don’t you explain what this is all about? (suggestion; noun clause as the object)‎ 功能 1. Request ‎　Would you please come in?‎ ‎　Could you offer me some kind of work?‎ ‎　Would you mind waiting just a few minutes?‎ ‎　I wonder, Mr. Adams, if you mind us asking a few questions?‎ ‎　May I ask you how much money you have?‎ ‎　—Well, to be honest, I have none.‎ ‎　—Go right ahead.‎ ‎2. Ordering food ‎　I’d like some ham and eggs and a nice bi g steak.‎ ‎　I’ll have a nice long glass of beer.‎ ‎3. Shopping 语法 1. 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.‎ ‎2. Noun clauses as the predicative That’s why we’ve given you the letter.‎ The fact is that I earned my passage by working as an unpaid hand. . .‎ 教学重点 1. Get students to know about forms of literature and art: short story and drama; how to act out a play.‎ ‎2. Have students learn some useful new words and expressions in this unit.‎ ‎3. Enable students to grasp and use the expressions of request and ordering food.‎ ‎4. Let students learn the new grammar item: noun clauses as the object and predicative.‎ ‎5. Develop students’ listening, speaking, reading and writing abilities.‎ 教学难点 1. Enable students to master the new grammar item: noun clauses as the object and predicative.‎ ‎2. Let students learn how to act out a play.‎ ‎3. Develop students’ integrative skills.‎ 课时安排 Periods needed: 7‎ Period 1 Warming up and reading Period 2 Learning about language: Important language points Period 3 Learn ing about language: Grammar Period 4 Using language: Reading, acting and speaking Period 5 Using language: Listening, writing and speaking Period 6 Using language: Listening, reading and writing Period 7 Revision: Summing up and learning tip Period 1　Warming up and reading 整体设计 教材分析 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about the background knowledge, talking about Mark Twain and his play.‎ Mark Twain is probably one of the few American writers with whom students are already familiar. The Warming Up is intended to discover just how much students know about this 19th century writer and let those who don’t know about him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have.‎ Exe rcise 1 in the Pre-reading provides students with an important choice. For some, knowing what they would do with the money is easy to decide. For others, it may pose a real dilemma, especially if they feel obligated to help others with the money. Whatever choice students make here, they should be ready to offer their classmates a good reason for it. Exercise 2 is to check whether students have read the story or have seen the film and for students to be ready for the next part Reading.‎ The reading passage is a play which is adapted from Mark Twain’s short story by the same title. It briefly describes that Henry, a San Francisco businessman, is rescued at sea by a British ship that takes him to London where he finds himself without money, friends, or the prospect of a good job. Hungry and alone, he walks along the streets of the city when unexpectedly he is summoned to a mansion. Two rich brothers, Ro derick and Oliver, have made a secret bet. Roderick believes that a man cannot survive in the city for a month with only a million pound bank note in his possession but Oliver believes he can. The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.‎ Students are encouraged to preview the text and find out the new words and structures themselves. They should try to work out the meaning of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help.‎ Plays will enable students to read and hear natural language in a dramatic context. Just as importantly, reading and acting plays aloud will increase students’ self-confidence in using English, which in turn will increase their overall motivation to learn English. Through their active participation in reading characters’ parts in a play, students relive what others have said. When reading a play aloud, students not only speak to the teacher but directly to their classmates. This oral interaction can contribute to greater class cooperation, especially if reading the play results in trying to act it out. In doing so, students can learn how to interpret language through the tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Therefore, provide students with the opportunity to interpret language by acting out a few scenes of the play.‎ To consolidate the contents of the reading passage, students should be required to give a brief introduction to the story The Million Pound Bank Note in their own words and act out Scene 3 of this play with their group members at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.‎ 教学重点 ‎1. Let students learn more about Mark Twain and his play.‎ ‎2. Get students to learn different reading skills.‎ ‎3. Have students learn how to act out this play.‎ 教学难点 ‎1. Develop students’ reading ability.‎ ‎2. Enable students to act out this play.‎ 三维目标 知识目标 ‎1. Get students to learn the useful new words and expressions in this part: birthplace, novel, adventure, phrase, author, scene, wander, pavement, businessman, permit, ahead, bay, stare, fault, spot, passage, account, embassy, seek, patience, contrary, envelope, bring up, go ahead, by accident, stare at, account for, on the contrary ‎2. Let students learn about Mark Twain and his play.‎ 能力目标 ‎1. Develop students’ reading ability and let them learn different reading skills.‎ ‎2. Enable students to talk about Mark Twain and his play.‎ ‎3. Enable students to act out this play.‎ 情感目标 ‎1. Stimulate students’ interests of learning English by reading and acting this play.‎ ‎2. Develop students’ sense of cooperative learning.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Warming up Talk about background knowledge about Mark Twain and his play.‎ ‎1. Getting to know a great literary giant: Mark Twain Let students read the following information about Mark Twain and his works.‎ Real name of Mark Twain Samuel Langhorne Clemens Year of birth 1835‎ Places where he lived Raised in Hannibal, Missouri; traveled much of the US; lived for a long time in Europe Names of three of his famous stories The Adventures of Tom Sawyer The Adventures of Huckleberry Finn Life on the Mississippi Evaluation of him American short story writer, novelist, humorist, and public speaker. American best known literary giant ‎2. Getting to know the story The Million Pound Bank Note.‎ Two rich gentlemen in London made a bet on what would happen to a person if he was given a million pound bank note. An American young man who sailed too far was carried out to sea, but was saved by a British ship for London. So he was now in London, tired, hungry and penniless. . . .‎ ‎→Step 2 Pre-reading Discuss with students: Have you read the story The Million Pound Bank Note? Have you ever seen the film? If ever, what do you think of it?‎ ‎→Step 3 While-reading Try to gain as much information as possible from the story through reading and train ‎ reading skills.‎ ‎1. Scanning Reading strategy: Go through the play for specific information. Don’t read sentence by sentence.‎ Fill in the blanks.‎ ‎1)Time: ________________‎ ‎2)Characters:‎ Henry Adams:_________________‎ Roderick and Oliver:_________________‎ ‎3)Events About a month ago Henry was ______________ out of the bay.‎ Towards nightfall Henry was ______________ out to sea by a strong wind.‎ The next morning Henry was ______________by a ship.‎ Lastly Henry arrived in ______________ by working as an unpaid hand on the ship.‎ Now Henry was ______________ in London and ______________ in the street.‎ Just at that time Roderick ______________ him and asked him to step in.‎ To Henry’s surprise Roderick gave Henry ______________ with money in it.‎ Suggested answers:‎ ‎1)the summer of 1903‎ ‎2)Henry Adams: a lost American businessman in London Roderick and Oliver: two brothers and rich Englishmen ‎3)‎ About a month ago Henry was sailing out of the bay.‎ Towards nightfall Henry was carried out to sea by a strong wind.‎ The next morning Henry was spotted by a ship.‎ Lastly Henry arrived in London by working as an unpaid hand on the ship.‎ Now Henry was lost in London and wandering in the street.‎ Just at that time Roderick called him and asked him to step in.‎ To Henry’s surprise Roderick gave Henry an envelope with money in it.‎ ‎2. Skimming Reading strategy: Go through the play for the gist.‎ ‎1)Answer the following questions:‎ ‎(1)Where does Henry Adams come from? Does he know much about London?‎ ‎(2)What did he do in America?‎ ‎(3)Why did he land in Britain?‎ S uggested answers:‎ ‎(1)Henry comes from San Francisco.‎ No, he doesn’t know London at all.‎ ‎(2)He worked for a mining company.‎ ‎(3)He was sailing out the bay when he was carried out to sea by a strong wind and was rescued by a ship for London.‎ ‎2)Put the following events in a correct order to form a short passage:‎ Henry wandered in London streets.‎ About a month ago Henry Adams was sailing out of the bay.‎ The next morning he was spotted by a ship.‎ Towards nightfall he found himself carried out to sea by a strong wind.‎ On the ship he earned his passage by working as an unpaid hand.‎ Suggested answers:‎ About a month ago Henry Adams was sailing out of the bay. Towards nightfall he found himself carried out to sea by a strong wind. The next morning he was spotted by a ship. On the ship he earned his passage by working as an unpaid hand. Henry wandered in London streets.‎ ‎3. Detailed-reading Reading strategy: Read the play carefully and try to get as much information as possible. Try to keep them in mind.‎ Fill in the blanks and retell the story.‎ Henry was an ____________. One day he had an accident in a ______________. Luckily he was rescued by a ship for _____________. He arrived in London by earning his passage without pay. He was _____________ in the street in ______________. To his surprise an ______________ thing happened. Two rich brothers gave him a million pound bank-note because they had made a ______________.‎ Suggested answers:‎ American; bay; London; wandering; rags; incredible; bet ‎4. Reading aloud and underlining Ask students to read the play aloud to the tape and let them pay attention to the pronunciation and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.‎ ‎→Step 4 Post-reading ‎1. Discussing and talking What kind of person do you think Henry is? Why do you think so? Find some of his words to prove.‎ ‎1)Is Henry honest?‎ It is my first trip here.‎ Well, to be honest, I have none. (no money)‎ Well, I can’t say that I have any plans.  ‎2)Is Henry hard-working?‎ I earned my passage by working as an unpaid hand.‎ Could you offer me some kind of work here?‎ I don’t want your charity; I just want an honest job.  ‎3)Is Henry direct/straightforward?‎ Well, it may seem luck to you but not to me.‎ If this is your idea of some kind of joke, I don’t think it’s very funny.‎ Now, i f you’ll excuse me, I think I’ll be on my way.  ‎2. Acting ‎1)Listen to the text again.‎ ‎2)Complete the table.‎ Characters Actions Attitudes Decision Narrator ‎ Oliver ‎ Roderick ‎ Henry ‎ Servant ‎ ‎3)Act out the play in groups of four or five, including the narrator.‎ ‎4)Invite two or three groups to perform before the class.‎ ‎3. Discussion Have a discussion with students.‎ Su ppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do w ith the money?‎ ‎4. Writing Rewrite the play into a story.‎ ‎→Step 5 Homework ‎1. Learn the useful new words and expressions in this part by heart.‎ ‎2. Read the play again and again and try to act it out with your classmates.‎ ‎3. Enjoy the movie The Million Pound Bank Note.‎ 设计方案(二)‎ ‎→Step 1 Leading in ‎1. Talk about characters of short stories and dramas.‎ ‎2. Ask students some questions:‎ ‎1)Do you like dramas? Can you list some famous dramas and their writers?‎ ‎2)Do you know about Mark Twain and his play The Million Pound Bank Note?‎ ‎→Step 2 Warming up ‎1. Show the picture of Mark Twain and ask students: What do you know about him?‎ ‎2. Let students read the short passage and take notes to fill in the chart.‎ Real name ‎ Meaning of his pen name ‎ Birth date ‎ Birth place ‎ Place where he grew up ‎ His famous stories ‎ ‎→Step 3 Pre-reading Let students discuss the following questions with their partners and then ask them to report their work. Encourage them to express their opinions freely.‎ ‎1. Imagine somebody gives you a large sum of money to spend as you like. What would you do with it?‎ Students have a discussion on this question. Whatever choice students make, they should be ready to offer their classmates a good reason for it.‎ ‎2. Have you ever read the story The Mi llion Pound Bank Note? Have you ever seen the movie? If ever, what did you think of it?‎ ‎→Step 4 Reading ‎1. Give students 3 minutes, and ask them to skim the passage for information to find the answers to the questions.‎ ‎1)How did Henry come to England?‎ ‎2)Why did he land in Britain?‎ ‎3)Where did Henry work before?‎ ‎4)Why did the two gentlemen give him the envelope?‎ ‎5)When can he open it?‎ After students discuss the questions, check the answers with the wh ole class.‎ ‎2. Give students 5 minutes to read the passage carefully, and then do the exercises in Comprehending on Page 19.‎ After most of them finish, check the answers with the whole class.‎ ‎3. Explanation Help students analyze some difficult, long and complex sentences and guess the meaning of some new words and expressions. Encourage them to try to deal with the language points in the context.‎ ‎1)a large amount of: a large quantity of; a great deal of They bought a large amount of furniture before they moved their new house.‎ ‎2)make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful We made a bet on the result of the match.‎ ‎3)permit sb. to do something: allow somebody to do something My mother doesn’t permit me to ride in the street after it rained.‎ ‎4)by accident: as a result of chance I only found it by accident.‎ ‎5)stare at: look at somebody or something with the eyes wide open in a fixed gaze (in astonishment, wonder, fear, etc. )‎ Do you like being stared at?‎ ‎6)to be honest: to tell you the truth; to be frank To be honest, I don’t think we have a chance of winning.‎ ‎4. Listening and reading aloud Play the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to take roles to read the text aloud after the tape.‎ ‎→Step 5 Discussion After students read the play, let them 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 do you think so?‎ ‎→Step 6 Closing down by acting ‎1. Have students get prepared in 3 minutes or so and then ask them to act out the play.‎ ‎2. Ask as many groups as possible to perform before the class.‎ ‎→Step 7 Homework ‎1. Go over the text and try to learn all the useful words and expressions in this part by heart.‎ ‎2. Finish the exercises in Comprehending on Page 19.‎ ‎3. Rewrite the play into a short story in your own words.‎ 板书设计 Unit 3　The Million Pound Bank Note Warming Up and Reading ‎1. Time: the summer of 1903‎ ‎2. Characters:‎ Henry Adams: a lost American businessman in London Roderick and Oliver: two brothers and rich Englishmen ‎3. Events:‎ About a month ago Henry was sailing out of the bay.‎ Towards nightfall Henry was carried out to sea by a strong wind.‎ The next morning Henry was spotted by a ship.‎ Lastly Henry arrived in London by working as an unpaid hand on the ship.‎ Now Henry was lost in London and wandering in the street.‎ Just at that time Roderick called him and asked him to step in.‎ To Henry’s surprise Roderick gave Henry an envelope with money in it.‎ 活动与探究 Work in groups. Go to the library or surf the Internet to find out more information about Mark Twain. Make a list of his life and his major works. Be ready to give a short report on this to the class.‎ Period 3　Learning about language: Grammar 整体设计 教材分析 This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.‎ This teaching period mainly deals with the new grammar items: 1. noun clauses as the object; 2. noun clauses as the predicative. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the play The Million Pound Bank Note again, tick out all the sentences from the play where noun clauses are used as the object and the predicative, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering u seful structures on Page 21 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the object and the predicative and let students make it clear how each noun clause is being used in the situations.‎ At the end of the class, ask students to do the exercises in Using structures on Page 57 and additional exercises for consolidation.‎ 教学重点 Get students to understand and use noun clauses as the object and the predicative.‎ 教学难点 Enable students to learn how to use noun clauses as the object and the predicative correctly.‎ 三维目标 知识目标 ‎1. Get students to know more about noun clauses.‎ ‎2. Let students learn 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.‎ ‎3. Have students learn noun clauses the predicative.‎ That’s why we’ve given you the letter.‎ The fact is that I earned my passage by working as an unpaid hand. . . ‎ 能力目标 Enable students to use noun clauses as the object and the predicative correctly and properly according to the context.‎ 情感目标 ‎1. Get students to becom e interested in grammar learning.‎ ‎2. Develop students’ sense of group cooperation.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Dictate some new words and expressions.‎ ‎→Step 2 Leading-in by a game Play the game of “Pass the message”. Show the same written message to the first person in each team of the class. Ask the person to pass the message on orally in indirect speech as quickly as possible. The first team that finishes it must put up their hands and the last person tells the class the message. If he/she has got it right, that team has won the game.‎ Example 1:‎ Message: There will be no homework tonight.‎ S1: The teacher said that there would be no homework tonight.‎ Example 2:‎ Message: The fact is that she has been ill for 3 days.‎ S1: The teacher said the fact was that she had been ill for 3 days.‎ ‎→Step 3 Grammar learning ‎1. Reading and discovering Ask students to turn back to Page 17 to read through the play The Million Pound Bank Note, let them pick out the sentences using noun clauses as the object and the predicative, read them aloud, and then translate them into Chinese.‎ Suggested answers:‎ Sentences using noun clauses as the object:‎ ‎1. Oliver believes that with a million pound bank note a man could survive a month in London.‎ 奥利弗相信一个拥有一张百万英镑钞票的人可以在伦敦生存一个月。‎ ‎2. It is Henry Adams, an American businessman, who is lost in London and does not know what he should do.‎ 他叫亨利•亚当斯, 一个美国商人, 在伦敦迷了路, 不知道该怎么办。‎ ‎3. I wonder, Mr. Adams, if you’d mind us asking a few questions.‎ 亚当斯先生, 不知你是否介意我们问你几个问题。‎ ‎4. May we ask what you’re doing in this country and what your plans are?‎ 可不可以问问, 你在这个国家要干点什么？你的计划又是什么呢？‎ ‎5. Well, I can’t say that I have any plans.‎ 嗯, 谈不上有什么计划。‎ ‎6. I didn’t know whether I could survive until morning.‎ 我不知道是否能活到早晨。‎ ‎7. I’m afraid I don’t quite follow you, sir.‎ 对不起, 先生, 你的话我没有听懂。‎ ‎8. If you don’t mind, may I ask you how much money you have?‎ ‎ 如果你不介意, 能不能告诉我, 你手头有多少钱？‎ ‎9. If this is your idea of some kind of joke, I don’t think it’s very funny.‎ 如果你们认为这是一个笑话, 我可一点儿也不觉得好笑。‎ ‎10. Now if you’ll excuse me, I think I’ll be on my way.‎ 好了, 请原谅, 我想我该上路了。‎ ‎11. You mustn’t think we don’t care about you.‎ 你千万不要以为我们不在意你的感受。‎ ‎12. We know you’re hard-working我们知道你工作是很卖力的。‎ ‎13. Well, why don’t you explain what this is all about?‎ 怎么不给我讲讲, 这究竟是怎么回事呢？‎ Sentences using noun clauses as the predicative:‎ ‎1. The fact is that I earned my passage by working as an unpaid hand, which accounts for my appearance.‎ 我是作为一个不拿工资的帮手赚来我的船费的, 这就是我为什么会衣冠不整的原因了。‎ ‎2. That’s why we’ve given you the letter.‎ 这正是我们给你这封信的原因。‎ ‎2. Thinking and discussing Let students read the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.‎ ‎3. Summing up: noun clauses as the object and the predicative 种类 关联词 例句 说明 宾语从句 陈述意义 that 1. I believe (that)he is honest.‎ ‎2. I think (that)he is honest and that he is always keeping his promi se. ‎ ‎3. We must realize (that)we should learn English well. ‎ ‎ that在从句中不充当任何成分; 在口语或非正式文体中常被省去, 但若从句并列时后面的从句that不能省略。 ‎ ‎ 疑问意义 if whether 1. I don’t know if/whether it is interesting.‎ ‎2. He doesn’t care if it isn’t a fine day.‎ ‎3. I wonder whether he will come or not.‎ ‎4. Everything depends on whether we have enough money.‎ ‎ if和whether一般可以互换, 但当与or not连用和作介词宾语时要用whether, 不能用if; 从句是 否定句时一般用if。‎ ‎ 特殊疑问意义 who, whom, which, whose, what, when, where, why, etc. 1. Please tell me who will go with you.‎ ‎2. He isn’t aware of what a terrible thing he has done.‎ ‎3. I w onder why he hasn’t called me.‎ ‎4. She always thinks of how she can work well.‎ ‎5. I wonder where he is going with his classmates.‎ ‎ 宾语从句作及物动词的宾语, 也可作介词的宾语。宾语从句用陈述语序。‎ ‎ 注1 We must make it clear that anybody who breaks the law will be punished. 如果宾语是复合宾语, 则用it作形式宾语, 将从句放后。‎ ‎ 注2 1. We don’t think you are right.‎ ‎2. I don’t believe he will do so. think, believe, imagine, suppose等的宾语从句, 否定前移到主句中。‎ 表语从句 连词 that whether as if 1. The problem is (that)they can’t get there early.‎ ‎2. It looks as if it is going to rain.‎ ‎ 在非正式的文体中that可以省略。‎ ‎ 连接代词 who what which 1. That’s just what I want.‎ ‎2. The question is who/which of you will be the next speaker.‎ ‎ ‎ ‎ 连接副词 When where why how 1. This is where our problem lies.‎ ‎2. That is why he didn’t come to the meeting.‎ ‎ 表语从句位于主句连系动词之后。‎ ‎→Step 4 Grammar practice ‎1. Turn to Page 21. Ask students to do the exercises in Discovering useful s tructures. Several minutes later, check the answers with the whole class. Give some explanations if necessary.‎ ‎2. Turn to Page 57. Ask students to do Exercises 1-3. Ch eck the answers after most of them finish.‎ ‎→Step 5 Closing down by a quiz Show the following exercises on the screen. Let students finish them within five minutes to see if they have mastered noun clauses as the object and the predicative. Five minutes later, check the answers with the whole class.‎ ‎1. —What did your parents think about your decision?‎ ‎—They always let me do ______________ I think I should.‎ A. when B. that C. how D. what ‎2. I just wonder ______________ that makes him so excited.‎ A. why it does B. what he does C. how it is D. what it is ‎3. A computer can only do ______________ you have instructed it to do.‎ A. how B. after C. what D. that ‎4. Someone is ringing the doorbell. Go and see ______________.‎ A. who is he B. who he is C. w ho is it D. who it is ‎5. —Look at what you are doing!‎ ‎—Ah, I wonder ______________ this boot won’t fit me. I’ve been trying to put it on the wrong foot.‎ A. how B. if C. why D. that ‎6. His ability has never been in doubt. The question is ______________ he is prepared to work hard.‎ A. that B. when C. where D. whether ‎7. —Are you still thinking about yesterday’s game?‎ ‎—Oh, that’s ______________.‎ A. what makes me feel excited B. whatever I feel excited about C. how I feel about it D. when I feel excited ‎8. You can’t imagine ______________ when they received these nice Christmas presents.‎ A. how excited they were B. how they were excited C. how were they excited D. they were how excited ‎9. They make ______________ a rule whoever breaks the law will be punished.‎ A. it B. that C. this D. what ‎10. You are saying that everyone should be equal, and this is ______________ I disagree.‎ A. why B. where C. what D. how Suggested answers:‎ ‎1～5 DDCDC　　　　6～10 DAAAB ‎→Step 6 Homework ‎1. Finish off the workbook exercises.‎ ‎2. Preview the play The Million Pound Bank Note (Act 1 Scene 4)on Page 22, find the sentences in which noun clauses as the object and the predicative are used, and see if you can identify the use of each noun clause.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Translate the following phrases and sentences into English.‎ ‎1)抚养; 培养; 教育 ‎2)偶然; 无意中 ‎3)盯着看; 凝视 ‎4)导致; 作出解释 ‎5)与此相反; 正相反 ‎6)俱乐部的规定是不允许抽烟。(permit)‎ ‎7)——不知你是否介意我问你几个问题？‎ ‎——请问吧。(mind; go ahead)‎ ‎8)事实上, 当他进入办公室时是偶然被保安发现的。(spot)‎ ‎9)说实话, 我从来没有喜欢过他。(to be honest)‎ ‎→Step 2 Warming up Tell students that noun clauses can be used for different purposes. They can be used as the subject, the object, the predicative and the appositive. Ask them to read through the play and find out at least ten sentences that contain noun clauses as the object and the predicative. Then let them explain the meanings and discuss in pairs how each of the noun clauses is being used in the situations.‎ ‎→Step 3 Learning the grammar ‎1. Ask students to turn to Page 91 and learn the grammar Noun Clauses by themselves.‎ ‎2. Encourage them to ask as many questions as possibl e. Give them explanations if necessary.‎ ‎3. Solve th e problems students meet during their study.‎ ‎4. Sum up the rules of noun clauses as the object and the predicative.‎ ‎→Step 4 Practice Show the following exercises on the screen. Let students finish them within six minutes to see if they have mastered noun clauses as the object and the predicative. Six minutes later, check the answers with the whole class.‎ ‎1. Work in pairs. Take t urns to ask each other the questions and answer them using noun clauses as the object. Think of more questions.‎ ‎1)Can you tell me if you like this play? → I must say that I really enjoy it.‎ ‎2)What do you think of the bet the brothers have made?‎ ‎3)What does Henry tell the brothers about his job in America?‎ ‎4)What else does Henry tell the brothers?‎ ‎5)What do the brothers want to know about Henry?‎ ‎6)What do you think will happen to Henry?‎ ‎2. Complete the following sentences using noun clauses as the predicative based on the information from the play.‎ ‎1)Henry arrived in London by accident. The reason was ________________________.‎ ‎2)Henry has a lot of problems. One of his problems is ________________________.‎ Another problem is ________________________.‎ ‎3)Henry realized he needed help. The embassy is ________________________.‎ ‎4)Henry tells the brothers about his job in America. His concern is ____________________.‎ ‎5)The brothers ask Henry some questions. The brothers’ concern is ____________________.‎ ‎6)Henry is invited to the brothers’ house. The envelope is ________________________.‎ ‎(The answers are omitted. )‎ ‎→Step 5 Consolidation ‎1. Ask students to do Exercise 5 in Discovering usef ul structures on Page 21.‎ ‎2. Let them do the exercises in Using structures on Page 57.‎ ‎→Step 6 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Summarize the grammar item noun clauses as the object and the predicative in your exercise book.‎ 板书设计 Unit 3　The Million Pound Bank Note Grammar: noun clauses as the object and the predicative 种类 关联词 例句 说明 宾语从句 陈述意义 that 1. I believe (that)he is honest.‎ ‎2. I think (that)he is honest and that he is always keeping his promise.‎ ‎3. We must realize (that)we should learn English well.‎ ‎ that在从句中不充当任何成分; 在口语或非正式文体中常被省去, 但若从句并列时后面的从句that不能省略。‎ ‎ 疑问意义 if whether 1. I don’t know if/whether it is interesting.‎ ‎2. He doesn’t care if it isn’t a fine day.‎ ‎3. I wonder whether he will come or not.‎ ‎4. Everything depends on whether we have enough money.‎ ‎ if和whether一般可以互换, 但当与or not连用和作介词宾语时要用whether, 不能用if; 从句是否定句时一般用if。‎ ‎ 特殊疑问意义 who, whom, which, whose, what, when, where, why, etc. 1. Please tell me who will go with you.‎ ‎2. He isn’t aware of what a terrible thing he has done.‎ ‎3. I wonder why he hasn’t called me.‎ ‎4. She always thinks of how she can work well.‎ ‎5. I wonder where he is going with his classmates.‎ ‎ 宾语从句作及物动词的宾语, 也可作介词的宾语。宾语从句用陈述语序。‎ ‎ 注1 We must make it clear that anybody who breaks the law will be punished. 如果宾语是复合宾语, 则用it作形式宾语, 将从句放后。‎ ‎ 注2 1. We don’t think you are right.‎ ‎2. I don’t believe he will do so. think, believe, imagine, suppose等的宾语从句, 否定前移到主句中。‎ 表语从句 连词 that whether as if 1. The problem is (that)they can’t get there early.‎ ‎2. It looks as if it is going to rain.‎ ‎ 在非正式的文体中that可以省略。‎ ‎ 连接代词 who what which 1. That’s just what I want.‎ ‎2. The question is who/which of you will be the next speaker.‎ ‎ ‎ ‎ 连接副词 When where why how 1. This is where our problem lies.‎ ‎2. That is why he didn’t come to the meeting.‎ ‎ 表语从句位于主句连系动词之后。‎ 活动与探究 As we know, noun clauses are often used in formal situations. Imagine you are looking for a job. Your partner is the interviewer. Make a dialogue to brainstorm some questions and answer them with noun clauses. Be ready to present your dialogue to the class.‎ The following questions may help you:‎ Why do you want to work for this company?‎ Could you tell me why you are interested in this job?‎ What quality do you think is the most important for this job?‎ Could you tell me what you know about this company?‎ You may begin like this:‎ The interviewer: Why do you want to work for this company?‎ You: The reason is that. . .‎ Period 4　Using language: Reading, acting and speaking 整体设计 教材分析 This is the fourth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last per iod at the beginning of the class. Then lead in the new lesson.‎ In this period, we will mainly deal with the part Reading, acting an d speaking in Using language on Pages 22-23, that is Act I, Scene 4 of The Million Pound Bank Note. The purpose of this part of the unit is to continue the play and give students opportunity to act out the scene in class. The teacher can first ask some students to act out Act Ⅰ, Scene 3 of The Million Pound Bank Note and then ask students to read Act Ⅰ, Scene 4 and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. Later, let students listen to the tape and role play the text. Have them get into groups of six. Five students will take the roles in the play. They will read their speeches and try to make their language sound authentic. The six persons or director will decide how the acting will take place in the scene. He/she will also guide the rest of the group in the use of their voices so that they will sound as much like the characters in the play as they can. Finally, ask students to read Act Ⅰ, Scene 4 again to underline all the expressions used to order food, make up a dialogue at restaur ant with their partner and be ready to act it out before the class.‎ At the end of the class, ask students to retell the play of this part in their own words and perform the play of this part or their own dialogue. In order to arouse students’ interest, the teacher can hold a competition among them.‎ 教学重点 ‎1. Develop students’ reading and speaking skills.‎ ‎2. Let students read and act the play.‎ ‎3. Have students learn to use the expressions t o order food.‎ 教学难点 ‎1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.‎ ‎2. Get students to act the play.‎ ‎3. Have students make a dialogue at the restaurant.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in this part.‎ ‎2. Get students to read the play.‎ ‎3. Let students learn the expressions of ordering food.‎ 能力目标 ‎1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.‎ ‎2. Enable student s to understand and act out the play.‎ ‎3. Have students learn how to use the expressions to order food.‎ 情感目标 ‎1. Stimulate students’ interests of learning English by reading and acting this play.‎ ‎2. Develop students’ sense of group cooperation and teamwork.‎ ‎ ‎ 教学过程 设计方案（一）‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Translate the following sentences with noun clauses as the object and the predicative.‎ ‎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。‎ Keys for reference:‎ ‎1)I think (that)women can reach very high achievements in many fields of science.‎ ‎2)I wonder whether/if Lin Qiaozhi remembered how many babies she had delivered.‎ ‎3)Will you tell me how I can keep fit and healthy?‎ ‎4)Her wish is that she could lose weight as soon as possible.‎ ‎5)The question is whether it is worth doing.‎ ‎6)That’s what he is worried about.‎ ‎7)It looks as if it is/was raining.‎ ‎8)That’s why he was late for school.‎ ‎→Step 2 Warming up ‎1. Acting: Ask some students to act out Act Ⅰ, Scene 3.‎ ‎2. Prediction: Let students predict the next scene.‎ What would happen to Henry at the restaurant? ‎ A. He was not taken seriously.‎ B. He was treated politely.‎ ‎→Step 3 Reading ‎1. Read the play fast to understand the gist and decide whether the following statements are true or false.‎ ‎1)The owner looked down upon Henry when he noticed Henry’s appearance.‎ ‎2)Henry asked for more of the same food because he is an American who like to eat a lot.‎ ‎3)When Henry saw the million pound bank note, he was happy and proud of it.‎ ‎4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.‎ ‎2. Read the play carefully and do the following:‎ ‎1)Answer these questio ns in small groups.‎ ‎(1)Whose behavior changes the most during this scene? Give examples.‎ ‎(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?‎ ‎2)Pay much attention to the different attitudes towards Henry.‎ Before Hen ry shows his million pound bank note:‎ Owner Hostess Waiter That one’s reserved.‎ Well, we will have to take a chance.‎ ‎. . . if you pay the bill. . . My goodness! He eats like a wolf.‎ ‎ It’ll cost a tiny bit.‎ Again, everything?‎ What’s there to wait for?‎ After Henry shows his million pound bank note:‎ Owner Hostess Waiter I’m so sorry, sir, so sorry.‎ Oh, please, don’t worry, sir. Doesn’t matter at all.‎ Just having you sit here is a great honor! . . . bow. . . Screams And you put him in the back of the restaurant!‎ bow ‎ . . . bow. . .‎ ‎3. Retell the story:‎ With the ______________ in hand, Henry decided to enter a ______________ for a meal. He ordered some ______________ and ______________ and a nice big ______________ together with a tall glass of ______________. The waiter told him the meal would cost him ______________ ______________ ______________. After eating his first order, Henry asked for more of ______________ ______________.‎ When Henry opened the letter, he found it was a ______________ ______________ ______________ ______________. He was ______________ but the owner and the waiter were ______________. The owner was not sure if it was ______________ or ______________. They couldn’t believe Henry who was ______________ ______________ could be so rich. At last, the note was proved to be real.‎ After knowing that the bill is genuine, the owner ______________ Henry again and again for his coming to his little eating place and even asked Henry to forget the ______________. The owner, hostess and waiter all ______________ together as Henry left.‎ Keys for reference:‎ envelope; restaurant; ham; eggs; steak; beer; a tiny bit; the same; million pound bank note; surprised; shocked; genuine; fake; in rags; thanked; bill; bowed ‎→Step 4 Language points ‎1. I’m afraid it’ll cost a large amount of money.‎ 恐怕这得花费一大笔钱。‎ a large amount of: plenty of大量的（常用于修饰不可数名词)‎ Now he has a large amount of money and he can do anything he wants with it.‎ 现在他有了一大笔钱, 他就可以做他想做的事了。‎ ‎2. Well, we’ll have to take a chance.‎ 我们得冒点风险。‎ take a chance/take the chance/take chances: attempt to do something, in spite of the possibility of failure; take a risk; behave riskily冒险; 碰运气 You should never take a chance when driving a car.‎ 开车时决不应冒险。‎ We mustn’t take chances. We’d better play safe.‎ 我们不要冒险, 我们最好求稳。‎ ‎3. (in a rude manner)What’s there to wait for?‎ ‎（很不耐烦地)还等什么？‎ in a. . . manner以……的举止; 以……的态度 She talked to us in a very polite manner.‎ 她很有礼貌地与我们谈话。‎ ‎4. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.‎ 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:‎ I did tell him what I thought of.‎ 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:‎ It can’t be Jim. I know him too well.‎ 不可能是吉姆, 我太了解他了。‎ ‎5. But he’s in rags!‎ 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:‎ The girl in green is a good friend of mine.‎ 穿绿衣服的女孩是我的一个好朋友。‎ in rags衣衫褴褛 The old man in rags used to be very rich.‎ 衣着褴褛的那位老人过去很富有。‎ ‎6. As for the bill, sir, please forget it.‎ 至于账单嘛, 先生, 请把他忘了吧。‎ as for: with regard to至于; 关于 As for you, you ought to be ashamed of yourself.‎ 至于你, 你应该感到惭愧。‎ As for the hotel, it was very uncomfortable and miles from the sea.‎ 至于旅馆呢, 非常不舒服, 而且离海边有好几里地。‎ ‎→Step 5 Acting ‎1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.‎ ‎2. Have as many groups as possible to act out the play in front of the class.‎ ‎→Step 6 Speaking ‎1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.‎ ‎2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.‎ WAITER/WAITRESS Can I help you?‎ I’ll take your order in a minute.‎ Are you ready to order, sir/madam?‎ What would you like. . . ?‎ Enjoy your meal!‎ Here’s your bill.‎ Here you are. CUSTOMER I’d like. . . 　　　I’ll have. . .‎ Do you have. . . ?‎ What do you suggest? ‎ I’ll have that.‎ The bill, please.‎ Can I have the check, please?‎ ‎2. Suppose the situation: Now i magine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.‎ ‎3. Give several minutes for the students to prepare their dialogues in pairs.‎ ‎4. Ask as many pairs as possible to present their dialogues to the class.‎ ‎→Step 7 Homework ‎1. Learn the useful new words and expressions in this part by heart.‎ ‎2. Act out the play.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to act out Act Ⅰ, Scene 3.‎ ‎→Step 2 Leading-in ‎1. Let some students tell the story of Act Ⅰ, Scene 3 in their own words. ‎ ‎2. Have students predict what would happen to Henry in the next scene.‎ ‎3. Tell students: Turn to Page 22. We are going to read Act Ⅰ, Scene 4.‎ ‎→Step 3 Readi ng ‎ ‎1. Ask students to read the text and get the gist as soon as possible.‎ ‎2. Ask students to read the passage carefully to locate particular information and answer the following questions.‎ ‎1)Whose behavior changes the most during this scene? Give examples.‎ ‎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?‎ ‎3. While checking students’ answers, deal with any language problems to see if they can know the meanings of new words and expressions and understand some difficult sentences.‎ ‎4. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework.‎ ‎→Step 4 Dialogue ‎1. Ask students to read the expressions of ordering food and try to keep them in mind.‎ ‎2. Let them imagine they are having a good meal in a restaurant and make a dialogue with their partner acting as a waiter or waitress.‎ ‎→Step 5 Closing down by acting ‎1. Ask students to see the film or listen to the tape.‎ ‎2. Let them role play the text and try to keep their lines in mind.‎ ‎3. Have some of them to act the play.‎ ‎→Step 6 Homework ‎1. In pairs make a dialogue to practice ordering food.‎ ‎2. Rewrite the play into a story in your own words.‎ 板书设计 Unit 3　The Million Pound Bank Note Reading, acting and speaking WAITER/WAITRESS Can I help you?‎ I’ll take your order in a minute.‎ Are you ready to order, sir/madam?‎ What would you like. . . ?‎ Enjoy your meal!‎ Here’s your bill.‎ Here you are. CUSTOMER I’d like. . . 　　　I’ll have. . .‎ Do you have. . . ?‎ What do you suggest?‎ I’ll have that.‎ The bill, please.‎ Can I have the check, please?‎ 活动与探究 Role-play (An interview)‎ ‎→Step 1 Teacher gives the instructions.‎ Suppose a journalist in London heard this unbelievable story: A millionaire in rags had a meal in a restaurant. He tho ught it might make an excellent article, so he rushed to that restaurant and interviewed the owner, the hostess and the waiter. Now work in groups of four, and prepare to act out the interview. The one who wants to act as the journalist needs to prepare some good questions. Students who act as the owner, hostess and waiter need to get prepared for the questions.‎ ‎→Step 2 Students practice the interviews.‎ The teacher may provide help where necessary. Choose some well-prepared groups to give presentations later.‎ ‎→Step 3 Students make presentations Invite as many groups as possible to perform in front of the class.‎ ‎ ‎ Period 5　Using language: Listening, writing and speaking 整体设计 教材分析 This is the fifth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson. ‎ In this period we will mainly deal with the follo wing parts: Listening, writing and acting in Using language on Page 23, Talking and Listening in Workbook on Page 55.‎ The purpose of the part Listening, writing and acting is to encourage independent thought and speculation.‎ ‎1. Let the students listen to Act Ⅰ, Scene 5. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen and decide whether their guessing is right. Second, ask them to listen again for them to find the answers to the questions in Exercise 2. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and read it aloud to the tape.‎ ‎2. Have students in pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble and then make a new scene for the play and perform it to the class. The teacher should give them enough encouragement and necessary help. Advise them to follow the steps: 1)Make a list of the characters. 2)Make an outline of the events and the actions of the scene. 3)Make a note of how the characters’ feelings change. 4)Decide on the stage directions which tell the actors what to do or how to say something. 5)Think up an exciting ending.‎ The part Talking is an opportunity for students to contribute to the writing of the play. They are asked in pains to make their dialogue and this will take the place of Act Ⅱ, Scene 1. Students can all act their dialogues to the class and one can be chosen as the most appropriate for the play. Listening on Page 55 is a continuation of the sample talking above. It completes the scene and continues to develop the story. Before letting students listen to the text, ask th em to discuss in pairs what they think will happen when the tailor sees the bank note.‎ We should try our best to encourage students. Don’t always correct the mistakes they have made while they are speaking or writing. Otherwise, they would feel reluctant and not say or write anything more.‎ 教学重点 ‎1. Develop students’ integrative ability.‎ ‎2. Let students listen to Act Ⅰ, Scene 5 and Act Ⅰ, Scene 2.‎ ‎3. Have students write a new scene to replace Scene 5 and act it out.‎ ‎4. Ask students to make a dialogue for Act Ⅱ, Scene 1.‎ 教学难点 ‎1. Get students to listen to and understand the listening materials.‎ ‎2. Let students write a new scene of the play.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in the listening passages.‎ ‎2. Get students to li sten to the play.‎ ‎3. Let students learn the expressions of expressing requests.‎ 能力目标 ‎1. Develop students’ listening skills and enable them to learn how to use different listening strategies to listen to different listening materials.‎ ‎2. Enable students to write a new scene of the play and act it out.‎ ‎3. Have students learn how to use the expressions to express requests.‎ 情感目标 ‎1. Stimulate students’ interest of learning English by listening to, writing and acting this play.‎ ‎2. Develop students ’ sense of group cooperation and teamwork.‎ 教学过程 ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to act out Act Ⅰ, Scene 4.‎ ‎→Step 2 Warming up ‎1. Ask some students to retell the story about Act Ⅰ, Scene 4 in their own words.‎ ‎2. Let students predict what they think Henry will do or where he will go next and give their reasons.‎ ‎3. Tell students: We are going to listen to Act Ⅰ, Scene 5. Listen carefully and check your ideas.‎ ‎→Step 3 Listening: Act Ⅰ, Scene 5‎ ‎1. Play the whole tape for students to listen to and check whether their prediction is right or not.‎ ‎2. Go through the following questions to make sure the students know what to do.‎ Show the following on the screen.‎ ‎1)Why does Henry worry when he leaves the restaurant?‎ ‎2)Why can’t he see the two brothers again?‎ ‎3)What do the two brothers ask him to do?‎ ‎3. Play the tape again for them to find their answers.‎ ‎4. They discuss and share their answers with their partn er.‎ ‎5. Let them listen to the tape a third time for checking and have the correct answers.‎ ‎6. Give 2 or 3 minutes to the students to ask questions if they have any.‎ ‎7. Show the students the listening text and let them read it aloud.‎ ‎→Step 4 Writing ‎1. Let students in pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble.‎ ‎2. Have them make a short list of their ideas and choose a best one to make a new scene for the play.‎ ‎3. Show the following on the screen to help them.‎ When you write your play, make sure to follow the steps:‎ ‎1)Make a list of the characters.‎ ‎2)Make an outline of the events and the actions of the scene.‎ ‎3)Make a note of how the characters’ feelings change.‎ ‎4)Decide on the stage directions which tell the actors what to do or how to say something.‎ ‎5)Think up an exciting ending.‎ The beginning of the scene has been already done for you:‎ Act Ⅰ, Scene 5‎ NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.‎ HENRY: Good afternoon, I’d like to get a cut.‎ BARBER: . . .‎ ‎4. Ask the students to write their new scene.‎ ‎5. Let some of them read their play to the class. Others should give comments.‎ Model Scene:‎ N=Narrator　H=Henry　B=Barber Act Ⅰ, Scene 5‎ N: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.‎ H: Good afternoon, I’d like to get a cut.‎ N: The barber takes one look at Henry and continues cutting another man’s hair.‎ H: Er. . . I’d really like to get a haircut. As you can see it’s much too long.‎ N: The barber speaks in a rude manner B: Yes, I can see that. Indeed , I can.‎ H: Fine, well, I’ll just have a seat then.‎ N: After some time, the barber finishes cutting the other man’s hair, takes his money, and then turns to look at Henry.‎ B: Looks like it’s been a long time. You must be a sailor.‎ H: Er. . . not quite. But I was at sea for a long time.‎ B: All right, then, get in the chair and I’ll see what I can do.‎ H: Thank you.‎ B: Where did you say you were from?‎ H: I didn’t, b ut I’m from San Francis co.‎ B: Well, you’re a long way from home.‎ H: Yes, too long.‎ N: They both become quiet. After his hair is cut, the barber tells Henry how much he must pay. Henry shows the barber the bank note.‎ B: Why, Mr. . . .‎ N: He looks shocked.‎ H: Adams. Henry Adams. I’m sorry, I don’t have any small bills.‎ B: Why, Mr. Adams, of course you wouldn’t!‎ N: He’s wearing a big smile.‎ B: Nothing to worry about! Nothing at all! Please come back any time, even if you only need two little hairs cut! It will be my honor to serve you!‎ ‎→Step 5 Talking ‎ ‎1. Show the following form on the screen. Let students read the expre ssions aloud, and make sure they understand their Chinese meanings.‎ I’d like to have. . . I’m looking for. . .‎ Do you have any. . . ? Do you have any other. . . ?‎ Can you show me. . . , please? May I try it on?‎ How much is it/are they? Well, I’ll think about it.‎ I’ll take it. That’s it.‎ Just have a look.‎ ‎ May/Can I help you?‎ What can I do for you?‎ What about this one?‎ Did you find everything OK?‎ Is that everything?‎ That’s all we have.‎ ‎2. Suppose the situation: After reading the letter from the brothers, Henry puts it into his coat pocket. Then he notices that his coat is worn out. So he finds a tailor’s shop and goes in to get a new coat. In pairs make a dialogue for Act Ⅱ, Scene 1 using the following information.‎ ‎1)Henry goes into a shop and tells the salesman that he wants a new coat.‎ ‎2)The salesman shows him a cheap coat downstairs.‎ ‎3)Henry doubts if he should take it.‎ ‎4)The salesman persuades him to buy it.‎ ‎5)Henry agrees, but explains that he can’t pay him right now as he has no small change.‎ ‎6)Henry shows the million pound bank note to him.‎ ‎3. Give several minutes for students to prepare their dialogue in pairs.‎ ‎4. Ask as many pairs as possible to present their dialogue to the class.‎ Model Scene:‎ H=Henry　1st C=1st clerk　2nd C=2nd clerk　3rdC=3rd clerk H: (reading the sign)“Clothes make the man . ” Hmm. . . well, we will have to see ‎ about that. (He enters a tailor’s shop and stands before a clerk. )I’d like to have a suit coat ready to wear.‎ ‎1st C: (in a rude manner)See him there. (He points to another clerk. )‎ ‎2nd C: (also rude)Ready-made suits? Downstairs.‎ H: Can you show me a suit, please?‎ ‎3rd C: Yes, I can, sir. This way, please.‎ H: I thought you might have a coat another customer decided not to buy.‎ ‎3rd C: (looking at him with a frown)Ah, here we are, the very thing you need.‎ O: Tell Todd to serve that man quickly and let him out the side door.‎ ‎1st C: Yes, sir.‎ H: (trying on an ugly coat)So is this sort of thing that’s worn in England nowadays?‎ ‎3rd C: Oh, yes, it’s all the fashion.‎ ‎1st C: (pulling the third clerk aside and whispering)Mr. Reid says you’ve got to serve him quick and get him out quick!‎ ‎3rd C: I know what I’m doing. I’ve got eyes, haven’t I?‎ H: It’s a little too colorful, isn’t it?‎ ‎3rd C: It’s all we have in your size.‎ H: Well, I’ll take it.‎ ‎3rd C: Good. Shall I put it in a box? ‎ H: No. I’ll wear it. Oh, I’d rather not pay you now. I’d like to open an account and pay in a month. You see, I don’t have any small change.‎ ‎3rd C: (trying not to show he is angry)I suppose a gentleman like you only carries very large bills.‎ H: Now, look here, you shouldn’t judge people by the clothes they wear. I just don’t want to cause you trouble with a large note.‎ ‎3rd C: It’s no trouble at all.‎ H: In that case, there’s no problem. (He gives the clerk the bank note. )‎ ‎→Step 6 Listening on Page 55‎ ‎1. Before listening, let students in pairs discuss what they think will happen i n the tailor’s shop after Henry shows the salesman and the owner the bank note.‎ ‎2. Ask them to turn to Page 55 and read through the exercises. Make sure they know what to do.‎ ‎3. Play the tape for them to listen to and write down three things that happen in this scene.‎ ‎4. Ask them to listen again and answer the questions in groups.‎ Show the following on the screen.‎ ‎1)Why doesn’t the salesman give Henry his change right away?‎ ‎2)Is the owner really angry at the salesman or does he just pretend to be angry? How do you know?‎ ‎3)Is Henry glad to get more than one coat? How do you know?‎ ‎4)Henry tells the owner that he is moving. Give two reasons why the owner is not surprised to hear this news.‎ ‎5)What does the owner offer to do for Henry? Why?‎ ‎5. Let students share their answers in pairs.‎ ‎6. Play the tape a third time for them to check and have the correct answers.‎ ‎7. Give 2 or 3 minutes for them to ask questions if they have any.‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Read the related parts of this play again and try to retell them in your own words.‎ 板书设计 Unit 3　The Million Pound Bank Note Listening, writing and speaking When you write your play, make sure to follow the steps:‎ ‎1)Make a list of the characters.‎ ‎2)Make an outline of the events and the actions of the scene.‎ ‎3)Make a note of how the characters’ feelings change.‎ ‎4)Decide on the stage directions which tell the actors what to do or how to say something.‎ ‎5)Think up an exciting ending.‎ The beginning of the scene has been already done for you:‎ Act Ⅰ, Scene 5‎ NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.‎ HENRY: Good afternoon, I’d like to get a cut.‎ BARBER: . . .‎ 活动与探究 Making requests and ordering food are very necessary in our daily life. Find as many useful expressions as possible from the play, read them aloud and try to learn them by heart. Then work in pairs to make up dialogues according to the following situations.‎ Situation 1: At the end of your trip in America, you come to a picture service to have your films developed. You tell the assistant about the exact print type you want and the time to get it. ‎ Situation 2: You work for an American company. You catch a bad cold and do not feel well, so you ask the manager, Mr. Smith, for leave of absence. Mr. Smith inquires after you and permits you to take a rest.‎ Situation 3: You are in a fast food restaurant, ordering two hamburgers and French fries, and two cakes. You’ll eat in the restaurant.‎ Sample dialogues:‎ Situation 1:‎ A: May I help you, sir?‎ B: Yes, I have got this color film. How long will it take to get it developed?‎ A: Two hours, sir. Do you want ordinary prints or enlarged ones?‎ B: Ordinary prints, please. I wonder if you could get it done earlier. You see, I will be leaving soon.‎ A: Well, in that case, they can be done by ten o’clock. But we will have to charge your extra, you know. ‎ B: No problem.‎ Situation 2:‎ A: May I come in?‎ B: Come in, please.‎ A: Could you spare me a few minutes, Mr. Smith?‎ B: You are always welcome. What can I do for you?‎ A: I wonder if you could permit me to have one day off. I had a very bad cold.‎ B: I’m sorry to hear that. Isn’t it any better now?‎ A: I’m afraid not, but I’m sure it’s not serious. I will report on duty as soon as I feel better.‎ B: Well, stay in home and have a good rest.‎ A: Thank you.‎ Situation 3:‎ A: Yes, sir. What will it be for you?‎ B: Two hamburgers and French fries.‎ A: Is there anything else?‎ B: Give me two cakes, please.‎ A: Go or eat here?‎ B: We’ll eat here.‎ A: Here you are. Tha t’s eight fifty.‎ Period 6　Using language: Listening, reading and writing 整体设计 教材分析 This is the sixth teaching period of this unit. The teacher can fir st check the homework, let students review what they learned in the last lesson and then lead in the new lesson.‎ In this period, the teaching activities will focus on Listening task, Reading and speaking task, and Writing task. Listening task and Reading and speaking task offer the students the opportunity to enjoy Act Ⅱ, Scene 3 and Act Ⅱ, Scene 4 of this play.‎ For Listening task, the teacher should first ask students to make a list of all the changes that Henry has made to his life and discuss with their partner what difference this will make to the way people treat him. Then let students listen carefully to Act Ⅱ, Scene 3 and write down the main idea. Next, they listen to the tape again for detailed information, make notes as they listen and check their answers with their partner.‎ As to Reading and speaking task, first let students discuss the two questions in pairs (1. What will Henry and Portia tell each other about themselves? 2. What will they keep a secret from each other? ), and then have them listen to th e tape and read the play aloud, paying attention to the rhythm, pronunciation and intonation so as to act out the play in the end.‎ Writing task is more challenging, for it involves a higher level of interpretive skill. So the teacher should give them enough encouragement and necessary help. Before they can write their dialogue between Henry and Portia, help them evaluate these characters as presented in the play by letting them discussing the related questions with their partner and give them as much advice as possible on how to finish their task. Writing is a higher stage of language lear ning. The teacher should frequently give students some assignments of writing. Only in this way can students use what they have learned more freely.‎ 教学重点 ‎1. Develop students’ integrative ability.‎ ‎2. Let students listen to Act Ⅱ, Scene 3.‎ ‎3. Have students read Act Ⅱ, Scene 4.‎ ‎4. Ask students to make a dialogue between Henry and Portia.‎ 教学难点 ‎1. Get students to listen to and understand Act Ⅱ, Scene 3.‎ ‎2. Let students make a dialogue between Henry and Portia.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in this part.‎ ‎2. Get students to listen to Act Ⅱ, Scene 3 and read Act Ⅱ, Scene 4 of the play.‎ 能力目标 ‎1. Develop students’ integrative ability.‎ ‎2. Enable students to listen to and understand Act Ⅱ, Scene 3.‎ ‎3. Enable students to read and understand Act Ⅱ, Scene 4. ‎ ‎4. Enable students to make a dialogue between Henry and Portia.‎ 情感目标 ‎1. Stimulate students’ interest of learning English by enjoying this play.‎ ‎2. Develop students’ sense of group cooperation and teamwork.‎ 教学过程 ‎→Step 1 Revision ‎1. Check the h omework exercises.‎ ‎2. Ask some groups of students to Act Ⅱ, Scene 1 or Act Ⅱ, Scene 2.‎ ‎→Step 2 Warming up ‎1. Ask students t o make a list of all the changes that Henry has made to his l ife.‎ ‎2. Have them in pairs discuss what difference they think this will make to the way people treat him and report their ideas to the class. ‎ ‎→Step 3 Listening task ‎1. Tell students: Turn to Page 58. We are going to listen to Act Ⅱ, Scene 3.‎ ‎2. Let them listen carefully and w rite down the main idea.‎ ‎3. Have them go through the chart and make sure they know what to do.‎ The things Portia knows about Henry Henry’s response ‎1.‎ ‎2.‎ ‎3. 1.‎ ‎2.‎ ‎3.‎ ‎4. Play the tape again for them to listen to and let them make notes.‎ ‎5. Two or three minutes for them to discuss and share their notes with another pair.‎ ‎6. Play the tape a third time for them to check and have the correct answers.‎ ‎→Step 4 Reading and speaking task ‎1. Ask students to discuss the following questions in pairs.‎ ‎1)What will Henry and Portia tell each other about th emselves?‎ ‎2)What will they keep a secret from each other?‎ ‎2. Let some of them report their ideas to the class. ‎ ‎3. Tell them: Turn to Page 58. We are going to read Act Ⅱ, Scene 4.‎ ‎4. Let them read the play fast to get the main idea.‎ ‎5. Have them read the play carefully and retell the story in their own words.‎ ‎6. Let them listen to the tape and read the play aloud, paying close attention to the rhythm, pronunciation and intonation.‎ ‎7. Give them enough time for them to try to learn the end of the play by heart and then act it out. Make sure they speak with expression.‎ ‎→Step 5 Writing task ‎1. Suppose the situation: Imagine that after Henry marries Portia, he has bad luck in business and becomes poor again. Now he must tell his wife the bad news. With a partner write a short dialogue between these two characters.‎ ‎2. Let students discuss the questions with their partner.‎ ‎(Show the following on the screen. )‎ ‎1)How do you think Portia feels when she hears the bad news?‎ ‎2)What do you think Henry plans to do to solve the crisis?‎ ‎3)Do you think Portia will leave Henry?‎ ‎4)Do you think they will get help from the two brothers or anybody else? Give reasons.‎ ‎5)What will they finally do?‎ ‎6)How do you think people’s attitudes will change towards Henry and Portia?‎ ‎3. Give them the following advice.‎ ‎(Show the following on the screen. )‎ ‎1)Read the questions and brainstorm some ideas.‎ ‎2)Write down your ideas.‎ ‎3)Share your ideas with another pair and ask them for advice.‎ ‎4)Organize the ideas into an order suitable for writing.‎ ‎5)Make up a dialogue and write it down.‎ ‎4. They begin to write their dialogue.‎ ‎5. Invite as many pairs as possible to perform their dialogue to the class. The teacher and others should give comments.‎ Sample dialogue:‎ Portia: Oh, Henry. It’s nice to see you home so early!‎ Henry: Erm, aah.‎ Portia: (looking worried)What’s happened?‎ Henry: I can’t hide much from you, can I, dear? We have lost all our money. The railway company in Brazil has collapsed and all our money has disappeared. But I have a plan to help us. We can go back to America and start again. I can become a gold miner and we can make our fortune that way.‎ Portia: Leave London? Leave my stepfather? Oh no, Henry, please!‎ Henry: I think it might be better for us. We should stand on our own feet.‎ Portia: (crying)I shall have to go home. You cannot love me if you want to do this dreadful thing.‎ Henry: (putting his arms around her)Of course I do. It is for our sake that I suggest this. It will be an adventure. We will be able to travel where we like and I will be able to show you so many lovely places.‎ Portia: As long as you love me I shall be happy.‎ Henry: And I shall always do that!‎ ‎→Step 6 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Suppose that Henry feels tricked by Portia when he finds out that Oliver is her stepfather. How might the play end differently under these circumstances? Please rewrite the end of the play on the basis of the question.‎ ‎3. Review the contents of the unit and complete Summing Up on Page 24.‎ 板书设计 Unit 3　The Million Pound Bank Note ‎ Listening, reading and writing Questions to discuss before writing:‎ ‎1. How do you thi nk Portia feels when she hears the bad news?‎ ‎2. What do you think Henry plans to do t o solve the crisis?‎ ‎3. Do you think Portia will leave Henry?‎ ‎4. Do you think they will get help from the two brothers or anybody else? Give reasons.‎ ‎5. What will they finally do?‎ ‎6. How do you think people’s attitudes will change towards Henry and Portia? Advice on writing:‎ ‎1. Read the questions and brainstorm some ideas.‎ ‎2. Write down your ideas.‎ ‎3. Share your ideas with another pair and ask them for advice.‎ ‎4. Organize the ideas into an order suitable for writing.‎ ‎5. Make up a dialogue and write it down.‎ 活动与探究 Reading, watching and performing Work in groups. Go to the library to find out the whole play and take roles to read it carefully. Try to recite most of the lines. Surf the Internet to find out the film and watch it again and again. Pay attention to the characters’ looks and words. Then be ‎ well prepared to perform the whole play with the help of your teacher. Finally present it to the class or to the school. ‎ Period 7　Revision: Summing up and learning tip 整体设计 教材分析 This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing Up, Learning Tip, assessment and consolidation exercises.‎ Summing Up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let students to sum up what they have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.‎ Learning Tip encourages students to try writing a play so they can practice their oral English. Get together with their friends and classmates and write dialogues for a short play. It can be about anything of interest to all of them. Everyone should have a part or a role to speak. They can use one of the reading passages from their textbook to make a short story. And acting out the play will help improve their pronunciation and intonation. This is a good way to learn English.‎ ‎ In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.‎ Finally, ask students to finish Checking yourself on Page 61 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed. ‎ 教学重点 ‎1. Get students to review and consolidate what they have learned in this unit.‎ ‎2 . Develop students’ ability to solve problems.‎ 教学难点 Get students to turn what they have learned into their ability.‎ 三维目标 知识目标 ‎1. Get s tudents to go over the useful new words and expressions in this unit.‎ ‎2. Have students review the new grammar item: noun clauses as the object and the predicative.‎ 能力目标 ‎1. Develop students’ ability to use the important language points in this unit.‎ ‎2. Enable students to learn to use noun clauses as the object and the predicative correctly.‎ 情感目标 ‎1. Encourage students to learn more about dramas and learn how to act out a play.‎ ‎2. Stimulate students’ love of literature and art.‎ ‎3. Strengthen students’ sense of group cooperation.‎ 教学过程 ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Dictate some useful new words and expressions in this unit.‎ ‎→Step 2 Lead-in Tell students: Up to now, we have finished Unit 3 The Million Pound Bank Note. Have you learned and grasped all in this unit? Turn to Page 24. You can check yourself by filling in the blanks in the part Summing Up.‎ ‎→Step 3 Summing Up Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.‎ Suggested answers:‎ Write down what you have learned about “The Million Pound Bank Note”.‎ ‎(Students’ answer may vary. )We have learned about this play is adapted from Mark Twain’s short story by the same title. Like most of Mark Twain’s stories, it is meant to be humorous. We can also learn about the fact from the play that money is everything in the capital society.‎ From this unit you have also learned useful verbs: wander, permit, stare, spot, account, seek, scream, bow phrasal verbs: bring up, go ahead, stare at, account for, take a chance useful nouns: birthplace, novel, adventure, phrase, author, scene, pavement, businessman, permit, bay, fault, spot, passage, account, embassy, patience, contrary, envelope, steak, pineapple, dessert, amount, manner, scream, rag, bow, barber useful adjectives and adverbs: contrary, unbelievable, rude, genuine, ahead, indeed other useful expressions: by accident, on the contrary, in rags, as for new grammar item: noun clauses as the object and the predicative ‎→Step 4 Practice ‎ Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The t eacher can give them explanations where necessary.‎ Ⅰ. Word spelling ‎1. Dickens wrote many n　　　.‎ ‎2. All the children listened to his a　　　 with eager attention. ‎ ‎3. This play is divided into three acts, and each act has three s　　　.‎ ‎4. The children w　　　 in the woods.‎ ‎5. Do you p　　　 your children to smoke?‎ ‎6. Traveling on my own, I can de cide which s　　　 can be skipped over to save energy or time for another s　　　.‎ ‎7. The a　　　 show we have spent more than we received.‎ ‎8. We shall all remember Mr. Page for his p　　　 and understanding. ‎ ‎9. We s　　　 an answer to the question, but couldn’t find one.‎ ‎10. We thought Mary would pass and John would fail, but c　　　 to expectation it was the other way round.‎ ‎11. It would be u　　　 that such an honest fellow should have betrayed his friends!‎ ‎12. In an invoice the a　　　 of money should be written both in words and in figures.‎ ‎13. Stop s　　　, for we can hear you.‎ ‎14. All g　　　 knowledge originates in direct experience.‎ ‎15. —Did you hear the explosion last night? ‎ ‎—I______________ I did.‎ Ⅱ. Complete the following sentences, using the proper expressions learned in this unit.‎ ‎1. ______________ (事实上), he was spotted to be late for school ______________ (偶然).‎ ‎2. ______________ (说实话), we shouldn’t have sympathy on those people who are ______________ (衣着褴褛)to pretend to be poor.‎ ‎3. It is not polite to ______________ (盯着看)other people.‎ ‎4. His laziness could ______________ (解释为; 导致)his failure.‎ ‎5. I just don’t want to ______________ (让你因帮我而陷入困境中)。‎ ‎6. The problem is what we shall ______________ (处理)the rubbish.‎ ‎7. I ______________ (挣船费)by working as ____ __________ (义务工).‎ ‎8. She’s always speaking to others ______________ (粗鲁的方式).‎ ‎9. She won’t ______________ (允许她的狗进入这个院子)。‎ ‎10. The topic doesn’t seem boring to me; ______________ (与此相反; 正相反), I think it’s very interesting.‎ ‎11. W e decided to ______________ (碰运气)on the weather and have the party outdoors.‎ ‎12. ______________ (至于你的书), I promise I’ll give it back to you next week.‎ Ⅲ. Choose the best answer.‎ ‎1. When you answer questions in a job interview, please remember the golden rule: give the monkey exactly ______________ he wants.‎ A. what　　　　　B. which　　　　　C. when　　　　　　D. that ‎2. ______________ she couldn’t understand was ______________ fewer and fewer students showed interest in her lessons.‎ A. What; why B. That; what C. What; because D. Why; that ‎3. These shoes look very good. I wonder ______________.‎ A. how much cost they are B. how much do they cost C. how much they cost D. how much are they cost ‎4. Doris’ success lies in the fact ______________ she is co-operative and eager to learn from others.‎ A. which B. that C. when D. why ‎5. The Beatles, ______________ many of you are old enough to remember, came from Liverpool.‎ A. what B. that C. how D. as ‎6. ______________ and happy, Tony stood up and accepted the prize.‎ A. Surprising B. Surprised C. Being surprised D. To be surprising ‎7. —Could you do me a favor?‎ ‎—It depends on ______________ it is.‎ A. which B. whichever C. what ‎ D. whatever ‎8. Then I have learned there are a lot of troubles in our lives, but the problem is ______________ they control you or you control them.‎ A. why B. what C. that D. whether ‎9. The poor young man is ready to accept ______________ help he can get.‎ A. whichever B. however C. whatever D. whenever ‎10. The shopkeeper didn’t want to sell for ______________ he thought was not enough.‎ A. where B. how C. what D. which Keys for reference:‎ Ⅰ. 1. novels　2. adventures　3. scenes　4. wandered　5. permit　6. spot; spot　7. accounts　8. patience　9. sought　10. contrary　11. unbelievable　12. amount　13. screaming　14. genuine　15. Indeed Ⅱ. 1. As a matter of fact; by accident　 2. To be honest; in rags　 3. stare at　4. account for　5. put you into trouble of helping me　 6. do with　7. earn my passage; an unpaid hand8. in a rude manner　 9. permit her dog to enter the yard　 10. on the contrary　11. take a chance　12. As to your book Ⅲ. 1～5 AACBD　6～10 BCDCC ‎→Step 5 Learning Tip A sk the students to turn to Page 24. Read through the passage and make sure they understand it. Encourage them to do as the passage tells them to because if they are doing so they will be teaching themselves a useful way of learning English and form a good habit.‎ ‎→Step 6 Assessment ‎1. Checking yourself (on Page 61 in the Workbook)‎ First get the students to think abou t these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.‎ ‎2. Fill in the form.‎ After learning this unit, I’m able to do the following things. . . very well well only with the help of others I need to work harder.‎ ‎1. Giving a brief introduction to the story The Million Pound Bank Note in my own words. ‎ ‎2. Giving a brief introduction to the American writer, Mark Twain, in my own words. ‎ ‎3. Acting out a few scenes of the play with my group members. ‎ ‎4. Writing out a short scene of the play, using the stage directions appropriately. ‎ ‎5. Using the new words and expressions of this unit in speaking and writing. ‎ ‎6. Using the expressions of making requests and ordering food in speaking. ‎ ‎7. Using the noun clauses as the object and the predicative correctly in speaking and writing. ‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Review and summarize what you have learned in Unit 3.‎ 板书设计 Unit 3　The Million Pound Bank Note Unit revision Summing up ‎(Students’ answer may vary. )We have learned about this play is adapted from Mark Twain’s short story by the same title. Like most of Mark Twain’s stories, it is meant to be humorous. We can also learn about the fact from the play that money is everything in the capital society.‎ From this unit you have also learned useful verbs: wander, perm it, stare, spot, account, seek, scream, bow phrasal verbs: bring up, go ahead, stare at, account for, take a chance useful nouns: birthplace, novel, adventure, phrase, author, scene, pavement, businessman, permit, bay, fault, spot, passage, account, embassy, patience, contrary, envelope, steak, pineapple, dessert, amount, manner, scream, rag, bow,‎ ‎ barber useful adjectives and adverbs: contrary, unbelievable, rude, genuine, ahead, indeed other useful expressions: by accident, on the contrary, in rags, as for new grammar item: noun clauses as the object and the predicative 活动与探究 As we know, Mark Twain was a great humorist. Many famous jokes was about him. Go to the library or surf the Internet to find some and share them with your classmates.‎ Samples:‎ Mark Twain and the Barber In the course of one of his lecture trips, Mark Twain arrived at a small town before dinner. He went to a barber’s shop to be shaved.‎ ‎“Are you a stranger? ” asked the barber.‎ ‎“Yes, ” Mark Twain replied. “This is the first time I’ve been here. ”‎ ‎“You chose a good time to come, ” the barber continued. “Mark Twain is going to give a lecture tonight. You’ll go, I suppose? ”‎ ‎“Oh, I guess so. ”‎ ‎“Have you bought your ticket? ”‎ ‎“Not yet. ”‎ ‎“But everything is sold out. You’ll have to stand. ”‎ ‎“How annoying! ” Mark Twain said with a sigh. “I never saw such luck. I always have to stand when that fellow lectures. ”‎ Mark Twain and Whistler Whistler, the famous artist, once invited Mark Twain to visit his studio to see a new painting he was just finishing. The humorist examined the canvas for some time in silence, then said, “I’d do away with that cloud if I were you, ” and extended his hand carelessly toward one corner of the picture as though about to smudge out a cloud effect. Whistler cried out nervously, “God, sir, be careful! Don’t you see the paint is still wet? ”‎ ‎“Oh, that doesn’t matter, ” said Mark Tw ain. “I’ve got my gloves on. ”‎