Unit3 TheMillionPoundBankNotePeriod4 UsinglanguageReadingactingandspeakingWord文档下载推荐.docx
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Unit3 TheMillionPoundBankNotePeriod4 UsinglanguageReadingactingandspeakingWord文档下载推荐.docx
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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:
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.
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”。
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”。
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)
2.asksomestudentstoactoutactⅰ,scene3.
→step2leading-in
1.letsomestudentstellthestoryofactⅰ,scene3intheirownwords.
2.havestudentspredictwhatwouldhappentohenryinthenextscene.
3.tellstudents:
turntopage22.wearegoingtoreadactⅰ,scene4.
1.askstudentstoreadthetextandgetthegistassoonaspossible.
2.askstudentstoreadthepassagecarefullytolocateparticularinformationandanswert
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