高中英语Unit3TheMillionPoundBankNote教案2新人教版必修3

Unit 3 The Million Pound Bank-NotePeriod 1 Reading教案教材分析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 kno w about him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have.Exercise 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, Roderick 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 H enry’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 usingEnglish, 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 aro use 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 st udents’ 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 contrary2. Let students learn about Mark Twain and his play.能力目标1. Develop students’ reading ability and le t 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 upTalk about background knowledge about Mark Twain and his play.1. Getting to know a great literary giant: Mark TwainLet students read the following information about Mark Twain and his works.Real name of Mark Twain Samuel Langhorne ClemensYear of birth 1835Places where he lived Raised in Hannibal, Missouri; traveled much ofthe US; lived for a long time in EuropeNames of three of his famous stories The Adventures of Tom SawyerThe Adventures of Huckleberry FinnLife on the MississippiEvaluation of him American short story writer, novelist, humorist,and public speaker. American best knownliterary giant2. 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-readingDiscuss 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-readingTry to gain as much information as possible from the story through reading and train reading skills.1. ScanningReading 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)EventsAbout 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 theship.Now Henry was ______________ in London and ______________ in thestreet.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 19032)Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3)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 H enry’s surprise Roderick gave Henry an envelope with money in it.2. SkimmingReading 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?Suggested 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-readingReading strategy: Read the play carefully and try to get as much information as possible.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; bet4. Reading aloud and underliningAsk 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-reading1. Discussing and talkingWhat 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)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 h3)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.2. Acting1)Listen to the text again.2)Complete the table.Characters Actions Attitudes DecisionNarratorOliverRoderickHenryServant3)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. DiscussionHave a discussion with students.Suppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do with the money?4. WritingRewrite the play into a story.→Step 5 Homework1. 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 in1. 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 up1. 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 nameMeaning of his pen nameBirth dateBirth placePlace where he grew upHis famous stories→Step 3 Pre-readingLet students discuss the following questions with their partners and then ask them to reporttheir 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 Million Pound Bank Note? Have you ever seen the movie? If ever, what did you think of it?→Step 4 Reading1. 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 whole 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. ExplanationHelp 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 ofThey 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 isdoubtfulWe made a bet on the result of the match.3)permit sb. to do something: allow somebody to do somethingMy mother doesn’t permit me to ride in the street after it rained.4)by accident: as a result of chanceI only found it by accident.5)stare at: look at somebody or something with the eyes wide open in a fixed gaze (inastonishment, wonder, fear, etc. )Do you like being stared at?6)to be honest: to tell you the truth; to be frankTo be honest, I don’t think we have a chance of winning.4. Listening and reading aloudPlay 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 DiscussionAfter 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 acting1. 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 Homework1. 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 3The Million Pound Bank NoteWarming Up and Reading1. Time: the summer of 19032. Characters:Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3. 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.。

Unit 3 The million Pound Bank NotePeriod one Warming upTeaching aims:1.To know the characters of play, esp. the type of its language.2.To know the background of the play.Teaching procedures:Hello, everyone! This class, we are going to a new unit. In this class, we will learn lots of information about Mark Twain and his works.Mark Twain is probably one of the few American writers with whom your students are already familiar. This exercise allows you to discover just how much your students remember about this 19th century writer.Step 1. Read and answerMark Twain was born in Florida on November 30th, 1835. He was brought up in Hannibal, Missouri, along the Mississippi River. He is best know for his novels set in his boyhood world on the river, such as The Adventures of Tom Sawyer and The adventures of Huckleberry Finn. Twain loved the river so much that even his pen name is bout the river. “Twain” is an old word for “two”. The phrase “mark twain” means that the water is two fathoms deep. The author’s real name was Samuel Langhorne Clemens.Now, close your books and answer the following questions.1.What was the real name of Mark Twain?2.What century was he born?3.What was his job?4.Along which river are some of his most famous novels set?5.What does Mark Twain mean?6.Can you name one of his famous novels?7.Did he write plays as well as novels and short stories?8.Can you name one of his short sotries?Step 2. SharingAsk Ss if they know any of Mark Twain’s novels. If they know, let them tell the others the plot briefly. If not, tell them briefly.Summary of the adventures of Tom SawyerThis is a story about a young boy named Tom Sawyer who is very mischievous and likes o go on adventures. He lives with his Aunt Polly and his halfbrother Sid. Tom also had two friends named Joe Harper and Huckleberry Finn. Bechy Thatcher is Tom’s girlfriend and Injun Joe is the town’s thief and murderer. This story takes place in the mid-1800s in a small village in Missouri along the Mississippi River.Summary of the adventures of Huckleberry FinnBefore the novel begins, Huck Finn has led a life of absolute freedom. His parents are either dead or absent and so Huck is not used to following any rules. The most important part of his character is his desire to save a black slave, Jim, and free him from slavery. He runs away with Jim whom he sees as a person and not property. They escape down the river giving Huckleberry time to think of the best thing to do.Step 3. Homework: Try to read one of Mark Twain’s work and share it with your partner.Period two ReadingTeaching procedures:Step 1. Pre-readingDiscuss the question with your partners and then report your work. Encourage to express your opinions freely.(1) If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do with it? Why?(Have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)(2) Have you ever made a bet with your friend? If so, what did you bet on? How did you feel about the bet after it was won or lost?(3) Have you ever read the story “The Million Pound Bank-N ote”? Have you seen the movie? If so, what did you think of it? Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.Step 2. Readingnguage pointsDiscuss some important sentences and phrases in the passage.1. bet n.(1) agreement to risk money, etc on an event of which the result is doubtful 赌博make a bet 打赌Let’s make a bet on the next election 咱们赌下次大选好吗？have a bet 打赌win/lose a bet 打赌赢/输了accept/take up a bet(2) The money, etc risked in this way (金钱等)赌注v. ①risk (money) on a race or some other event of which the result is doubtful 打赌，赌博Mrs. Black spent all her money betting on horses.布莱克夫人把她所有的钱都花在了赌马上。

精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校精选教课教课设计设计| Excellent teaching planUnit 3 The Million Pound Bank Note教课目标和要求（ Teaching aims and demands）类型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 playbet scene tale servant permit bay stare spot passage accountappearance patience silly jealous unbelievable steak词汇tiny wolf dessert rude manner scream shoulder rag indeed bowdecade pilot humour novel character director barbermake a bet go ahead by accident account for to be honest 词组、短语in rags even if get into trouble1.恳求（ 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?功能May I ask you how much money you have?— Well, to be honest, I have none.— Go right ahead.2.点餐（ Ordering food）I ’d like some ham and eggs and a nice big steak.I ’ll have a nice long glass of beer.1.宾语从句（ Noun clauses as object）I can ’t say that I have any plans.语法... and he does not know what he should do.I did not know whether I could survive until morning.2.表语从句（ Noun clauses as the predicative）That ’ s why we’ve given you the letter.随堂练习1、 For each statement, write“ F” if it is a fact, write“ O” if it is an opinion.1 F Henry wants to find a job in London.2 F Henry is given an envelope by the two brothers.3 O Henry is an unlucky young man.4 O Henry is not a proud man.5 O Henry is foolish to go and meet the two brothers.2、 Find an adjective in the list to complete each sentence. Each word is usedonly once.foolish jealous clever glad confident1 Both brothers probably felt that Henry was a clever young man.2 Henry was not confident about what would happen to him when he left the brothers.3Henry must have felt foolish when he saw how far he had travelled out to sea.4Henry was not glad to accept from the brothers.5Henry felt jealous when he saw the food on the brothers’ table.讲堂笔录精选教课教课设计设计| Excellent teaching plan1、 A rich person gives you a large amount of money to use as you like. What willyou do with it?一个有人了你一大笔你任意花，你会拿它做些什么？do with待；理；置（与what 用）deal with待；理；与⋯⋯交易（与how用）①The new teacher didn’t know what to do with the class.=The new teacher didn’t k now how to deal with the class.那位新老不知道怎样付他班上的学生。

Unit 3 The Million Pound Bank Note教案教案背景：一、预习课文，了解百万英镑这篇文章的大意。

二、了解关于马克吐温的生平和有关介绍。

课外延伸：通过这篇文章的学习，使学生树立正确的金钱观：钱不是万能的，钱买不到亲情、友情。

教材分析：This is the second class for this unit. In this period, we will mainly deal with Reading, Acting and speaking in using language. The purpose of this part is to continue the play and give students opportunities to act it out in class. Ask students to underline all the expressions used to order food and make up a dialogue at a restaurant with their partner and be ready to act it out before the class.学情分析：今年我教的是高一重点班，学生基础相对比较扎实，多数学生有形成良好的学习习惯，但是根据日常教学情况，还存在以下问题：学生个体差异较大，两极分化现象较严重，知识、能力分布不均衡，有的同学的英语学习兴趣不高，甚至有厌学情绪。

今后教学中需要更加注意对学生学习兴趣的培养。

Key points(教学重点)1.Develop students’ reading and speaking skills.2.Let students read and act the play3.Have students learn to use the expressions to order food.Difficult points(教学难点）1.Enable students to learn to use reading strategies such as skimming scanning and so on.2.Let students make a dialogue and act it out.教学目标：知识与技能目标1.Get students to learn some useful new expressions in this part.2.Get students to read the play.3.Let students learn some expressions of ordering food.过程与方法目标1.Develop students’ reading skills and enable them to learn how to use difficult strategies to read different reading materials.情感目标：Make students know money is not everything.教学方法：Pair-work scamming performance speaking教具：电子白板黑板菜单等教学过程：Step I Lead inIntroduce something more about the author.Step IIFast-reading：True or False（认真阅读独立完成）( T )1.The owner looked down upon Henry when he saw his appearance.( F )2.Henry asked for more of the same food because he was an American who liked to eat a lot.( F )3.When Henry saw the million pound bank note, he was happy.( F ).4.The owner didn’t believe that the bank note was real and he asked him to get out of the restaurant.Step IIICareful-reading: Read the passage carefully and answer the following questions（合作探究1）1.What did the owner feel when Henry came into the restaurant? How do you know?He looked down upon Henry because of his poor appearance.2.What is Henry feeling after finishing eating and asked for more of the same?He felt satisfied and full. That was a wonderful meal.3.Why were the owner and his wife shocked when they saw the million pound bank note in Henry’s hand?Because they never thought the pound bank note belonged to such a poor man.4.What made them trust him? What can we learn from the story?We shouldn’t judge a person by his appearance. Money is everything in the capitalist society. But it is not everything in our society.Step Iv:We have read the text. Underline the expressions used to order food in a restaurant. （合作探究2）Waiter/waitress: Can I help you ?/ I’ll take you order in a minute./Are you ready to order? What would you like...?/Enjoy your meal.Customer: I like .../Do you have...? I will have that./ The bill please./ Can l have a check please?Step v:Make a dialogue with your partner using the expressions above and act it out. （展示点评）Step VI :Post-reading（课堂训练）Discussion:Do you think money is everything? Why or why not?Homework: Write a short passage with the title: Is money everything?教学反思：。

必修三 Unit 3 The Million Pound Bank Note——-Writing一．教材分析：1.教材所处的地位和作用：本教学案例是人教版《普通高中课程标准实验教科书·英语（必修）3》第三单元The Million Pound Bank Note第三课时U sing languag e部分。

本单元的主要内容是根据马克•吐温的短篇小说《百万英镑》改编的戏剧剧本。

其中“趣味阅读”（Reading for Fun）部分独具特色，这里列举的马克•吐温的名言都充分体现了这位伟大作家的诙谐幽默。

本课选取《夏娃日记》中的一句名言，贴近学生生活实际，有助于学生树立正确的人生观和价值观。

此外，本课的设计与2014年英语全国高考福建卷、山东卷、湖北卷、重庆卷的书面表达接轨，以谚语或名言为载体，要求学生结合自身经历论述自己的理解感悟，旨在让学生明确高考来源于教材而高于教材，进而更加重视课本知识的学习和积累。

2.教育教学目标：(1) 知识目标：学生能理解背诵马克•吐温的名言：How little a thing can makeus happy when we feel that we have earned it!(2) 能力目标：学生能结合自身经历写一篇短文论述自己对该名言的理解。

(3) 情感目标：学生能学会通过自己的努力实现自己的目标，体验生活中的点滴幸福。

3.教学重点、难点：(1) 重点：理解背诵马克·吐温的名言：How little a thing can make us happy when we feel that we have earned it!(2) 难点：学生结合自身经历阐述对该名言的理解和感悟，完成相关书面表达。

二．教法和学法1. 教法(1) 目标教学法 (2)任务教学法 (3)启发式教学法2. 学法(1)自主学习 (2) 合作探究 (3)头脑风暴 (4) 限时写作三．学情分析高一学生对英美文学著作知之甚少，对文化类阅读文章的欣赏力和深度挖掘文章内涵的能力还有所欠缺，对外国作家作品名言也缺乏自己独特地深刻地理解。

高中英语 Unit3 The Million Pound Bank Note教案2 新人教版必修3Unit3 The Million Pound Bank Note课百万英镑课型新授课课时 1课时题教学过程设计意图通过电影片段，复习亨利是如何在富有的兄弟俩的打赌游戏中得到了信封通过复习亨利情如何得到信封及预测下面会景发生什么，引入课题。

引入教师:今天我们要重点学习的是Henry得到信封后会发生什么。

Step I Leading—in(导入) 让学生通过头Step II Brainstorming 脑风暴，讨论Let the students discuss the following questions in pairs 并预测Henry1. What do you think will happen to Henry? 拿到信封会怎样,这张百万教 2. Will the bank-note help him or get him into trouble? 英镑支票会给Step III Reading 他带来好运还学 Task1 是麻烦,Before read Act I, Scene4, give your answer to the following question: 过 What would happen to Henry at the restaurant? 预测Henry在A: He was not taken seriously. 餐馆会得到什程 B: He was treated politely. 么样的对待，教师:What is your answer? A: Because Henry was in rags then. B: Because 激发学生的阅he had an envelope with a million pound band-note in it. 读兴趣Task 2 Fast reading: (快速阅读)Read through the text quickly and then complete the True or False questions. 快速阅读全文____1) The owner looked down upon Henry when he noti ced Henry’s 并完成判断正appearance. 误题，使学生____2) Henry asked for more of the same food because he is an American 大体把握文章who like to eat a lot. 内容____3) When Henry saw the million pound bank-note, he was happy and proud of it.____4) The owner didn’t believ e that the bank-note was real and he asked Henry to get out of the restaurant.教师:Let’s check the answers together. No1, True; No2, False. Can you 教correct it? 详细阅读文章学生:Any student can express his or her opinion.(The possible reason 并完成相应的is that he hadn’t had anything for a long time); No3, False; No4,练习题，使学False.生对文章细节内容有了深入Task 3 Detailed reading:(详细阅读)的把握，并能Read the passage and finish the following questions: 深层挖掘文章1. How did Henry feel when he found the million pound bank note in the 学的中心内涵。

人教版高中英语必修3《Unit3TheMillionPoundBankNote》教案人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案【一】教学准备教学目标Study aims and demands:1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.教学重难点1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.教学过程Study aims and demands:1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.Step 3: Careful-reading1. Read the text and answer the following questions.⑴ Where does Henry Adams come from? Does he know much about London?⑵ What did he do in America?⑶ Can you imagine what happened when Henry went to the American Embassy ?Give your reasons.2. Do three multiple choices(1). What happened to Mr. Adams before he landed in Britain?A. He just sailed out of the bay for a travelB. He planned to go to Britain by his own boat.C. His boat was broken by a strong w ind.D. His boat was carried out to sea by a strong wind.(2). What did Mr. Adams feel when he heard one of the brothers saying “What luck! Brother! What luck!”?A. He felt he was lucky, too.B. He thought they laughed at him.C. He was a bit of angry and was ready to leave.D. He felt the two brothers would help him.(3). What did Mr. Adams ask for from the two brothers?A. A house to stay for a short moment.B. A letter with a bank note worth million pound.C. An honest job.D. Charit y from the two brothers.Step 4: Comprehending:1. Why and how did Henry land inBritain?2. How did Henry’s feelings change dur ing the conversation?Find an adjective in the list to complete each sentence.Step 5：Consolidation ------Retell the storyStep 6: Discussion1. What kind of person do you think Henry is?2. Why do you think that the brothers chose Henry for their bet?Ste p 7: Prediction:1. What do you think will happen to Henr y?2. Will the bank-note help him o r get him into trouble?课后习题Homework:1. Read the text again and pat attention to the difference between British English and American English.2. Underline some important words and phrases.人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案【二】教学准备教学目标知识与技能tak e a chance, by chance, Chances are that..., would you mind doing sth ? in rags, indeed, as for, as to 过程与方法 1. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to le arn English.2.Enable students to sum up the main idea of ACT ONE Scene 4.3. Enable students to understand the details about the whole scene.4. Retell the scene using the key words of the whole scene.情感态度价值观 1. Students will be able to show interest in the dramas .2 Students will be able to talk about s hort stories and dramas.教学重难点教学重点 How to interpret language through ton e of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.教学难点 Retell the scene usin g the key words of the whole scene教学过程Teaching procedures:Step One: Introduce some new wordssteak:eat like a wolf:genuine:reserve:scream:fake:bow:Step Two: CULTURAL NOTE:Henry asks for a steak “extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.Step Three: Read and answer these questions1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant g ave Henrya free meal?Step Four: Detailedr reading1. What does “it’ll cost a large amount of money” exactl y mean?2. At the sight of the customer’s note, the owner and his waiter got very _ D_.A. frightenedB. angryC. worriedD. excited3. When did the hostess and the waiter change their attitude to the customer? _____D____A. At the beginning of the stor y.B. Before they saw the large note.C. At the end of the story.D. After they saw the large note.In group of four, play the parts of “Henry, waiter, owner and hostess”.Step Five:Retell the storyReflection:板书板书设计:1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant gave Henrya free meal?。

人教新课标必修3Unit3TheMillionPoundBankNoteGrammar教案一、教学目标1.让学生掌握情态动词的用法，尤其是can,could,may,might的辨析。

2.培养学生运用情态动词描述能力、可能性、允许等情景的能力。

3.提高学生的语法运用能力，增强语法学习的兴趣。

二、教学重难点重点：1.情态动词can,could,may,might的用法和辨析。

2.情态动词在句子中的运用。

难点：1.情态动词的各种用法和区别。

2.情态动词在实际语境中的灵活运用。

三、教学过程1.导入利用图片或视频引导学生谈论关于能力、可能性、允许等话题，激发学生的兴趣。

2.课堂讲解介绍情态动词can,could,may,might的用法和区别，通过例子让学生更好地理解。

can表示能力，可能性，允许，用于肯定句和否定句。

could表示能力，可能性，允许，用于肯定句和否定句，语气比can更委婉。

may表示可能性，允许，用于肯定句和否定句。

might表示可能性，用于肯定句和否定句，语气比may更委婉。

3.练习设计一些练习题，让学生在实际语境中运用情态动词。

例如：根据句子意思，选择正确的情态动词填空。

1.He___________(can/could/may/might)speakEnglishwell.2.You___________(can/could/may/might)notentertheroomwith outpermission.3.There___________(can/could/may/might)beapartytonight.让学生分组讨论，互相检查答案，然后全班一起核对答案。

4.课堂活动设计一个小游戏，让学生在游戏中巩固情态动词的用法。

例如：猜词游戏。

教师提前准备一些关于情态动词的句子，学生轮流猜句子中的情态动词。

5.语法练习让学生完成一些语法练习题，以巩固情态动词的用法。

例如：改写句子，使用正确的情态动词。

教学过程一、课堂导入Universe May Be Proven Flat Question one:What will you do if you were given one million pound?Question two:Talk about the movie The Million Pound Bank Note.二、复习预习1）The important words in this passage:1.earn vt.___________________2.run v.____________________3.barbecue n.&vt.____________4.bacon n._________________5.fry v.___________________6.breast n._________________7.Mutton roast n.____________8.pepper n._________________9.garlic n._________________10.discount vt.____________人教版必修3Unit3The Million Pound Bank Note 适用学科英语适用年级高三适用区域全国课时时长（分钟）60知识点名词辨析；动词辨析；形容词辨析；副词辨析；动词短语辨析；完成句子；句子翻译教学目标知识： 1.快速复习掌握本单元词汇。

2.快速扩词汇量。

方法： 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。

2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。

能力： 1.能根据老师所翻译的文章快速记住生词的汉语意思。

2.能通过不断上涨的词汇量快速提高阅读能力。

教学重点课文中的重点单词、短语及相关句型的掌握和运用教学难点重点单词、短语的灵活运用11.customer vt.____________12.slim adj.________________13.Pea n._________________14.balance n._____________15.eggplant n._____________16.raw adj._________________17.cucumber n.____________18.vinegar vt._______________19.hostess n.________________20.fiber n._________________21.benefit v._______________22.digestion n._______23.lie n.&v.__________24.spy v.____________25.glare v.___________26.curiosity n.27.consult v.__________28.sigh n._____________29.weakness n.30.limited adj.31.strength n.32.bean n.____________33.mushroom n.bine v.【答案】1.挣；赚2.跑；流；经营3.烤肉4.腊肉5.炸；煎6.胸7.烤羊肉8.辣椒9.大蒜8.打折9.顾客10.苗条11.逗12.平衡13.茄子14.生的15.黄瓜16.醋17.女主人18.纤维21有益的22.消化23.谎言24.探查25.盯26.好奇心27.咨询28.叹息29.缺点30.有限的31.优点32.豆类33.蘑菇34.结合2）The important phrases in this passage:1.earn one’s living____________ 2in debt____________________3.get away with______________4.tell lies___________________5.spy on___________________6.put on weight______________7.lose weight________________8.cut down__________________9.ought to do________________10.balanced diet_____________11.before long_____________12.win sth.back_____________1谋生2负债3脱离4说谎5探查6增肥7减肥8削减9应该做10平衡饮食11不久12.赢回三、知识讲解翻译下面由本单元词汇所编成的故事学生将在翻译过程中不会的词汇用横线标出（一）The passageSailing HomeThis novel was about an unbelievable but genuine adventure.Its author was a black businessman who was brought up in America.In1956,he visited Africa,his birthplace.One day,when he was wander ing on the pavement near the bay enjoying the sea scene s,he lost his money and passport that he kept in an envelope.So he went to the embassy to seek help,but the ambassador with rude manner s didn’t permit his staff to help though he bow ed to him. Staring at his impatient face,he understood that it was the fault of his skin color that account ed for their refection.So he decided to take a chance to sail on a small boat home.He met a large amount of difficulty but was never stopped.On the contrary,difficulty pushed him to go ahead harder.Three months later,he was spot ted by a ship by accident.He was in rags indeed.A maid even scream ed when bringing him a steak and pineapple dessert.Aboard,he earned his passage by working as a barber and got home finally. As for the name of his novel,he couldn’t think of a better one than the phrase“Go Ahead”.逐句翻译原文划船回家这部小说写的是一次令人难以置信而又真实的历险。

人教版高中英语必修3UNIT3Themillionpoundbank-note教案设计UNIT 3 The million pound bank-notePeriod 1.Step 1. Warming up1.What do you know about the American writer Mark Twain?b5E2RGbCAP2.Do you know any of his work ? Can you name some?p1EanqFDPwT:Show the picture of Mark Twain and have an introduction of him, then let the students read “ A on page 23, and fill in the following chart. DXDiTa9E3dReal name of Mark Twain Samuel Langhorne ClemensDate of birth 1835“ The adventure of Tom Sawyer ”Names of three of his famous storiesRTCrpUDGiT“ The adventure of Huckleberry Finn ”“ Life on the Mississippi ”Step 2. Pre-reading1.A rich man gives you a large amount of money to use as you like. What will you do with it? Whu? 5PCzVD7HxA2.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 waswon of lost?jLBHrnAILg---- bet n. make/have a bet 打赌win/lose a bet 打赌赢 /输了 Accept/take up a bet 赞同打赌---- bet v. bet onEg.Mr Black spent all his money betting on borses.I bet =(informal) I ’ m certain我一定Eg.I bet he has gone swimming-he loves it.3. Have you ever read the story“ The million pound bank notethink of it?xHAQX74J0X4. Look at Page31 of Best English to see the Introduction ofStep 3.Fast reading and answer the following questionsZzz6ZB2Ltk1.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? dvzfvkwMI15.When can he open it?Step 4.Read the passage once again carefully to do the comprehending exercise. Step 5. Take roles to read the play ” ? Have you seen the movie? If so, what did y “ The millionLDAYtRyKfEpoundbank note” .rqyn14ZNXIPeriod 2. Intensive readingStep 1. Language points1. be about to 马上做某事eg. As I was about to lock the door when you appeared.EmxvxOtOcoBe to 依据命令或安排马上发生或将做的事Eg.Tell her not to be back late.2. 1)permit sb. to do sth. = allow sb to do stheg. Her mother would not permit her to come home late.SixE2yXPq5辨析： permit 含有踊跃赞同某人做某事，多用于正式场合，不睦副词连用Allow含有任凭或默许某人做某事，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.允许，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，不行思议的，惊人的，奇怪的。

_人教新课标必修3Unit3TheMillionPoundBankNoteGrammar教案学科英语年级/册高一英语（必修3）教材版本人教版课题名称Unit3TheMillionPoundBankNoteTherulesoftheObjectClause难点名称通过语境环境下的练习和活动，准确掌握宾语从句的引导词、语序、时态，并在语境中帮助学生学会理解应用宾语从句的语法知识，引导学生不断加强准确、恰当、得体地使用语言形式的意识。

难点分析从知识角度分析为什么难通过语境环境下的练习和活动，准确掌握宾语从句的引导词、语序、时态，并在语境中帮助学生学会理解应用宾语从句的语法知识。

从学生角度分析为什么难学生在学习掌握宾语从句的引导词、语序、时态语法知识的基础上，在具体语境中恰当地运用所学宾语从句来理解和表达意义，进一步增强英语语法意识对于学生来讲比较难。

难点教学方法本微课以KungfuPanda这部电影为话题，提高学生学习兴趣，在具体语境中指导学生观察宾语从句的引导词、语序和时态，通过语境环境下的练习和活动，巩固所学语法知识。

教学环节教学过程导入Step1：LeadinSharethismovieKungfuPandawithstudentsandthenshowthefollowingsentenceHealwaysasked “CanIlearnKungfu?”AskstudentstochangethissentencefromDirectSpeechintoIndirectSpeechan dgraduallytalkaboutthelanguagepoint--TherulesoftheObjectClause.知识讲解（难点突破）Step2:宾语从句的引导词1.ChangethefollowingsentencefromDirectSpeechintoIndirectSpeechandobservetheconnectionwo rdsoftheObjectClause.Hesaid“I’munhappy.”Hesaidthathewasunhappy.Hedoubted“Willmyfath eragree?”Hedoubtedwhether/ifhisfatherwouldagree.Hewantedtoknow“HowcanI tellmyfatherabo utmydream?”Hewantedtoknowhowhecouldtellhisfatherabouthisdream.2.Summarizetheconnection wordsoftheObjectClauseandfurtherexplainhowtochoosetheconnectionwordsoftheObjectClauseco rrectly.1)Haveasummary.连接词:thatwhether/if连接代词:who,whom,whose,what,which连接副词:when,where,why,how2)引导词：取决于从句的语意1.从句是陈述句时，引导词用that，that可以省略.“KatewillgowithLily.”Hetellsme_________________________.2.从句是一般疑问句时，引导词用if或whether.“Isheateacher?”Iwanttoknow___________________________.3.从句是特殊疑问句时，引导词用特殊疑问词。

Unit 3 The Million Pound Bank NotePart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(Noun clauses as the object and predictive)IntroductionIn this period students will be first helped by the teacher to warm up by having a dictation. Then students are asked to discover useful words and expression and learn about grammar—noun clauses as the object and predictive.Ready used materials for noun clauses as the object and predictive are offered. Then the class is closed down by students reading more on object clauses.ObjectivesTo learn about Noun clauses as the object and predictiveTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProcedures1. Warming up by dictation2. Discovering useful words and expressionsIn pairs do the exercises on page 20 and 21. You must finish them in 10 minutes.3. Learning about grammar——Read and identify Noun clausesLike phrases, subordinate clauses can perform the function of the various parts of speech such as nouns, adjectives, and adverbs. A subordinate clause which functions as a noun is called a noun clause and can serve as a(an):∙Subject∙Direct Object∙Indirect Object∙Predicate Noun∙Object of a Preposition∙Object Complement∙Appositive to a Subject or ObjectScan the text for examples of Noun clauses as the object and predictive.4. Studding the ready used materials for Noun clauses as the object and predictive5. 宾语从句小结6. 复习表语从句7．Consolidating by taking a quiz。

Unit 3 The Million Pound Bank Note一．预习：背景知识1. 马克·吐温（1835—1910）现实主义文学的奠基人，马克·吐温是笔名，他原名是塞缪尔·朗荷恩·克列门斯，生于密苏里州的佛罗里达。

父亲是一名乡村律师，家中生活拮据。

12岁时父亲去世，他开始自谋生计，先后当过报童、印刷所学徒、排字工、水手和舵手，所以他的创作具有坚实的生活基础。

26岁时，他当上了记者，并采用马克·吐温这个笔名发表作品。

他的创作大致可分为三个时期：早期作品表现了对美国民主所存的幻想，以短篇为主，幽默与讽刺结合，批判不足，作品有《竞选州长》《高尔斯的朋友再度出洋》等；中期以长篇小说为主，讽刺性加强，重要作品有《镀金时代》《汤姆·索亚历险记》《哈克贝利·费恩历险记》《王子与贫儿》等；后期作品则由幽默讽刺转到愤怒的揭发、谴责、甚至有悲观的情绪，主要作品有《游记》《给范斯顿将军辩护》等。

2. 《百万英镑》是马克·吐温的一篇有名的小说，描绘了在美国旧金山的一个小办事员出海游玩，迷失方向后，幸遇救，随船来到英国伦敦。

他身无分文，举目无亲，两个富有的兄弟给了他一张一百万英镑的钞票，并以他在三十天内凭这张百万英镑的钞票能否活下去而打赌。

在小说的结尾，小人物不仅活过了三十天，并且利用这张百万英镑发了一笔财，还获得了一位小姐的芳心。

小说通过小办事员的种种“历险”嘲弄了金钱在资产阶级社会叱咤风云、呼风唤雨的作用。

作者用漫画笔法勾勒了不同人物在“百万英镑”面前的种种丑态，幽默滑稽，趣味横生，就如同一幅世态讽刺画，令人忍俊不禁。

二．知识点：1.mind v. mind+ doing\ sth.\sb. doing\ sb’s doing\that 从句Eg . Would you mind me\ my smoking?注意：下列的词后面跟动名词作宾语：admit, allow, avoid, consider, delay, enjoy, finish, imagine, mention, miss, pratise, suggest等。

Unit 3 The Million Pound Bank Note 说课设计一、教学内容分析本课是人教版高中英语必修三Unit 3 The Million Pound Bank Note的Act（幕）1 scene （场）3部分。

本册书共分为五个新授课单元，从人文、自然、戏剧等多个角度丰富学生的视野。

本单元主要内容是根据马克·吐温的短篇小说《百万英镑》改编的戏剧剧本。

作者用漫画的笔法勾勒了不同人物在“百万英镑”面前的种种丑态，无情地揭露了资本主义社会金钱至上的残酷现实，也投射出整个社会的悲哀。

通过对剧本这种学生新接触的的学习可以让学生品味英语戏剧语言的魅力，改进朗读的语音、语调。

二、教学目标本课是学生在高中英语必修阶段接触的第一个剧本，考虑到戏剧体裁的特殊性，不仅要通过播放音频或视频，让学生理解作者是如何利用语言传神地表现人物的情感状态、身份地位以及性格特征。

还要引导学生通过戏剧情节的发展，了解英文戏剧的特点。

让学生了解有关美国人民的历史、文化、社会状况、道德观念等知识，启发他们理解故事的思想内涵，树立正确的人生观和价值观。

三、教学重点1、了解戏剧体裁特点，学习和理解戏剧语言，尝试表演戏剧，提高文学修养和欣赏水平。

2、学习《百万英镑》的故事，了解马克·吐温的生平和他的作品风格，探讨金钱和人性的关系，树立正确的价值观和人生观3、掌握本课所学词汇和短语4、掌握名词性从句作宾语的用法四、学情分析高中学生对英语知识已经有了比较好的储备，具有较强的英语听说读写技能和自主学习能力以及与同伴合作交流的能力。

本课的词汇多为名词和短语，难度不大，且大部分都能通过上下文理解词汇的含义，可以引导学生在语境中猜词义，以此加深对词汇的印象。

本课中的宾语从句比较简单，学生也已比较熟悉，可通过问学生：What did Roderick ask Henry?What did Henry say about himself?What did Oliver ask Henry?引导学生用间接引语来转述剧中人物的话，达到复习巩固宾语从句的目的。

Unit 3 The Million Pound Bank-NoteTeaching aims:1.Talk about short stories and dramas.2.Learn how to act out a play3.Learn how to request and order food4.Learn noun clauses as the object and predicativeThe first period Intensive readingStep I.Warming up1.Mark Twain is probably one of the few American writers with whom students arealready 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 23 so that you can know more about him.1.Students read the passage about Mark Twain and answer the questions given in theform on page 23.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 famousplay.Step ⅡPre-readingGet the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)…T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.Step ⅢWhile reading1.ScanningGet the students to prehend 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 questionsa.How did Henry Adams e 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.2.After the students discuss the questions and then check the answers with the wholeclass.T: Listen to the tape and try to find out the characteristics of the whole passage. Ss: This is part of a play. So, the narration is written in the present tense.T: OK. All of you have done a good job. Ne xt, let’s read the scene again and do some exercises.Step ⅣPost-readingDo prehending exercises and explain :a. a large amount of: a large quantity of; a great deal ofe.g. They bought a large amount of furniture before they moved their new house.b.make a bet: make an arrangement to risk money, etc. on an event of which the resultis doubtful.e.g. We made a bet on the result of the match.c.permit sb to do something: allow somebody to do somethinge.g. My mother doesn’t permit me to ride in the street afte r it rained.d.by accident: as a result of chancee.g. I only found it by accident.e.stare at: look at somebody or something with the eyes wide open in a fixed gaze( inastonishment, wonder, fear, etc)f.to be honest: to tell you the truth; to be franke.g. To be honest, I don’t think we have a chance of winning.Step ⅤHomework1.Review the key sentences in this part2.Preview the words in the second period.3.Act out the play in groupsThe second period: ActingStep I ActingT: Are you ready to act out the play now< class?Ss: Yes.T: Good. Let’s wele the first group and the second group please get prepared.…T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?Ss: Yes, of course.Step II HomeworkReview what we learned in this unitThe Third period Watching the movie The Million Pound Banknote。