Using LanguageⅡ说课稿【一等奖】

Unit 3 The Million Pound Bank Note Ｉ．

单元教学目标

技能目标Skill Goals Talk about short stories and dramas. Learn how to act out a play. Learn how to request and order food. Learn Noun clauses as the object and predicative. Write a play or drama. II．

目标语言

功

能

句

式

Request（请求）

Would you please come in? Would you mind waiting just a few minutes? May I ask you how much money you have? — Well, to be honest, I have none. Could you offer me some kind of work? I wonder, Mr. Adams, if you mind us asking a few questions? — Go right ahead. Ordering food (点餐) I’d like some ham and eggs and a nice big steak.

I’ll have a nice long glass of beer.

词

汇

1. 四会词汇

birthplace, novel, adventure phrase author scene wander pavement businessman permit ahead bay stare fault spot passage account

embassy seek patience contrary envelope unbelievable steak pineapple dessert amount rude manner scream genuine rag indeed bow barber 2. 认读词汇

narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script

3. 固定词组

bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for 4. 重点词汇

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble

语

法

Noun clauses as the object (宾语从句) I can’t say that I have any plans.

...and he does not know what he should do. I did not know whether I could survive until morning. Noun clauses as the predicative (表语从句) That’s why we’ve given you the letter.

Reading Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous b. 交际用语

Expressions on request: Would you step inside a moment, please? Would you please come in? May we ask what you’re doing in this country and what your plans are?

Well, why don’t you explain what this is all about?

2. Ability goals能力目标

a. 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 learn English. b. Enable students to sum up the main idea of ACT ONE Scene 3.

c. Enable students to understand the details about the whole scene. d. Retell the scene using the key words of the whole scene. 3. Learning ability goals 学能目标

a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English. b. Help students to sum up the main idea of ACT ONE Scene3. c. Help students to understand the details of the whole scene. d. Get students to retell the whole scene. Teaching important points 教学重点

How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Teaching methods 教学方法

Elicitation, discussion, listening, reading and pair work. Teaching aids 教具准备

A computer, a projector and a tape recorder. Teaching procedures and ways教学过程与方式

Step I Lead-in What do you know about Mark Twain? Do you know any of his works? Read the short passage quickly and fill in the chart. Real name Meaning of his pen name

Birth date Birthplace Place where he grew up

His famous stories Then give an introduction of Mark Twain (1835—1910): The greatest humorist of the

19th century American literature. Novels: The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）

The Prince and the Pauper (1882)(皇子与贫儿)

The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记) Step II Discussion Suppose a rich person gives you a million pound bank-note, what will you do with it ? Give the reasons. Introduce some new words to the students: incredible: difficult to believe (unbelievable) stare at:

look at sb. / sth. for a long time

nightfall: the time in the evening when it becomes dark

survive: continue to live or exist spot: see or notice a person or thing account for: to be the explanation or cause of sth.

charity: 施舍

by accident: by chance Step III Pre-reading 1. First, give students a brief introduction of the story Two rich gentlemen made a bet on what would happen to a person if he was given a million pound note. Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocean. A British ship, for London, passing by, fortunately saved him.

2. Prediction: What would happen to Henry? Step IV Reading Scan the passage and find out: What happened to Henry? What does the brothers choose Henry for? What happened to Henry?

He was given a letter by the two brothers and was asked not to open it until two o’clock.

What does the brothers choose Henry for? They wanted to make a bet on Henry. Skimming: 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? Put the following events in correct order. (1) Henry wandered in London streets. (2) About a month ago Henry Adams was sailing out of the bay. (3) The next morning he was spotted by a ship. (4) Towards nightfall he found himself carried out to sea by a strong wind. (5) On the ship he earned his passage by working as an unpaid hand. Keys: (2) About a month ago Henry Adams was sailing out of the bay. (4) Towards nightfall he found himself carried out to sea by a strong wind. (3) The next morning he was spotted by a ship. (5) On the ship he earned his passage by working as an unpaid hand. (1)Henry wandered in London streets. Step V After-reading What kind of persons you think the characters are? (Henry Adams, Oliver Roderick)

Learning about Language Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous b. 交际用语

Expressions on request:

Would you step inside a moment, please? Would you please come in? May we ask what you’re doing in this country and what your plans are? Well, why don’t you explain what this is all about?

2. Ability goals能力目标

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 learn English. Retell the scene using the key words of the whole scene. Teaching important points 教学重点

How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Teaching aids 教具准备

A computer, a projector and a tape recorder. Teaching procedures and ways教学过程与方式

Step I Discovering useful words and expressions 1. Find the correct word for each of the following meanings. 2. The italicized words in these sentences have more than one meaning. Explain the usage and meaning of each word in each sentence and then make your own sentences using these words in different meanings. 3. Use some of the words recycled above and the phrases below in the correct form to complete the stories. Check the answers. Step II Exercises I. 用适当的连接词填空。

1. I did not see the film last night. That was _______ I had to help my brother with his homework.

2. I had seen the film before. That was ____ I did not see the film last night.

3. Great changes have taken place in our

village, so it is no longer _____ it used to be.

4. My father didn’t say clearly _____ he would give me as my birthday present.

He wanted to give me a surprise. 5. He said _________ you were too young to

understand the matter and ____ he was asked not to tell you. 6. I’d like to start my own business —

that’s _____ I’d do if I had the money.

7. — Have you finished the book? —

No. I’ve read up to _____ the children discover the secret cave.

8. —

It’s no use having ideas only.

—

Don’t worry. Peter can show you _____ to put an idea into action.

9. People in Tangshan are proud of ______ they have achieved after the earthquake happened in 1976.

10. We haven’t settled the question of ________ it is necessary for him to study abroad. Ⅱ. 单句改错。

1. You are always saying that everyone should be treated equally. This is what I don’t agree.

2. As a new graduate, he doesn’t know how it takes to start a business here. 3. The teacher said that light traveled much faster than sound. 4. Who do you think might the public choose as their favorite singer this year? 5. One advantage of playing the guitar is what it can give you a great deal of pleasure. Step III Homework Finish Using Words And Expressions on Page 56 of the Workbook.

Grammar Teaching goals 教学目标

1. Target language 目标语言

重点句子

May we ask what you are doing in this country? Well, why don’t you explain what this is all about?

That’s why we’ve given you the letter.

We were very surprised that he finished two orders of food in a very limited time. We doubted whether the man was able to pay for the food. 2. Ability goals

能力目标

Enable students to understand and use noun clauses as the object and predicative.

3. Learning ability goals

学能目标

Get the students to use the noun clauses as the object and predicative. Teaching difficult points教学难点

How to make students understand and use noun clauses as object and predicative. Teaching aids 教具准备

A computer and a projector

Teaching procedures and ways教学过程与方式

Step I 宾语从句

1. 名词性从句是由if, whether, that和各种疑问句词where, when等充当连接词所引导的从句, 其功能同名词一样。

2. what与that在引导名词性从句时的区别: what引导名词性从句时在从句中充当句子成分,如主语,宾语,表语,而that则不然,它在句子中只起连接作用。例如：

(1) What you said yesterday is right. (2) That she is still alive is a puzzle. 3. 宾语从句就是在复合句中作宾语的名词性从句, 通常放在主句谓语动词(及物动词)或介词之后。

(1) 由that 引导的宾语从句(that通常可以省略), 例如：

I heard that he joined the army. (2) 由what, whether (if)引导的宾语从句,例如：

①

She did not know what had happened. ②

I wonder whether you can change this note for me. 4. 否定的转移: 若主语谓语动词为think, consider, suppose, believe, expect, guess, imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。

I don’t think this dress fits you well.

(我认为这件衣服不适合你穿。) 5. it常可以放在动词think, find, consider, believe, feel, make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾,特别是在带复合宾语的句子中。

We heard it that she would get married next month. Step II 表语从句

表语从句是在复合句中作表语的名词性从句, 放在系动词之后,一般结构是“主语+系动词+表语从句”。可以接表语从句的系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外,常用的还有the reason why … is that … 和It is because …等结构。例如：

1) The question is whether we can make good preparation in such a short time. 2) This is why we can’t get the support of the people.

3) But the fact remains that we are behind the other classes. 4) The reason he is late for school is that he missed the bus. Step III Homework Finish Using Structures on Page 57 of the Workbook.

Using Language Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

steak, eat like a wolf, genuine, reserve, scream, fake, bow b. 交际用语

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.

2. Ability goals能力目标

a. 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 learn English. b. Enable students to sum up the main idea of ACT ONE Scene 4. c. Enable students to understand the details about the whole scene. d. Retell the scene using the key words of the whole scene. e. Express their opinions by answering the following questions: 1) Do you think money is everything? Why? 2) Do you agree that only money can bring people happiness? 3. Learning ability goals 学能目标

a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English. b. Help students to sum up the main idea of ACT ONE Scene 4. c. Help students to understand the details of the whole scene. d. Get students to retell the whole scene. Teaching important points 教学重点

a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. b. Discuss the questions: 1) Do you think money is everything? 2) Do you agree that only money can bring people happiness?

Teaching methods 教学方法

Elicitation, discussion, listening and reading . Teaching aids 教具准备

A computer, a projector and a tape recorder. Teaching procedures and ways教学过程与方式

Step I Introduce some new words: steak:

eat like a wolf: genuine: reserve: scream: fake: bow: Step II 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 III Read and answer these questions:

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 Henry a free meal? Step IV Detailed reading

1. What does “it’ll cost a large amount of money” exactly mean?

2. At the sight of the customer’s note, the owner and his waiter got very _D_.

A. frightened

B. angry

C. worried

D. excited 3. When did the hostess and the waiter change their attitude to the customer? _____D____ A. At the beginning of the story.

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”.

Speaking Teaching goals 教学目标

Learning ability goals 学能目标

a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English. b. Help students to sum up the main idea of ACT TWO Scene 2 c. Help students to understand the details of the whole scene. d. Get students to retell the whole scene. Teaching important points 教学重点

How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Teaching methods 教学方法

Elicitation, discussion, listening, reading and pair work. Teaching aids 教具准备

A computer, a projector and a tape recorder. Teaching procedures and ways教学过程与方式

Make a dialogue for Act Two, Scene 2 using all of the following information:

Henry tells a clerk that he wants a coat for a suit. The clerk shows him a cheap coat downstairs. Henry doubts if he should take it. The clerk persuades him to buy it. Henry agrees, but explains that he can’t pay him right now, as he has no small change. In your dialogue, include expressions on shopping. Practice your dialogue and then share it with another pair. And we’ll see which is the most appropriate for the play.

Suggested scene

The dialogue takes place at a tailor’s shop. (O=Owner; C=Clerk; H=Henry)

O: There’s a customer, Todd. Will you

serve him?

C: I don’t know why he’s in a tailor’s shop. Just look at his clothes! O: No matter what he’s wearing, Todd, just show him the cheapest.

C: Do you want anything?

H: Yes, please. I want to buy a suit. C: Of course. You may find these rather expensive. We’ve got some cheaper ones in the back room. Will you come through to the back, please?...Why don’t you try this one on?

H: Mmm, it doesn’t seem to fit very well.

C: I’m afraid it’s the cheapest one we’ve got. H: Very well, I’ll take it. Could you wait a few days for the money? I don’t have any small notes on me. C: Oh, you haven’t? Well, of course, I know that gentlemen like you carry only large notes. H: My friend, you shouldn’t judge strangers always by

the clothes they wear. I’m quite able to pay for this suit. I just didn’t wish to put you to the trouble of changing a large note. C: Why do you think we can’t change your note? Of course we can.

H: Oh, very well. Then there is nothing to worry about. I apologize.

背景知识

1. About the ￡1, 000,000 Bank-note

英格兰银行出于特殊的需要发行了两张面值一百万的钞票，其中一张收回并作废，但还有一张却留在银行，两兄弟打赌，一个身无分文的人带着这张钞票会发生什么，兄弟A说会死去，兄弟B说他肯定能活一个月。他们物色了一个年轻人做试验，带着这张毫无使用价值的百万英镑钞票。年轻人走进商店买东西，拿出钞票要求找钱，店老板都震惊了并立刻改变态度，极力讨好这个年轻人，年轻人得到了他想得到的，包括爱情和受人尊敬。他爱上的女孩正是兄弟B的女儿。最后，百万英磅被银行收回并作废，年轻人过上了幸福的生活。

The Bank of England once issued two notes of a million pounds, to be used for a special purpose connected with some public transaction with a foreign country. For some reason or other only one of these had been used and canceled; the other still lay in the vaults of the Bank. Well, the brothers, chatting along, happened to get to wonder what might be the fate of a perfectly honest and intelligent stranger who

should be turned adrift in London without a friend, and with no money but that million-pound bank-note, and no way to account for his being in possession of it. Brother A said he would starve to death; Brother B said he wouldn’t. Brother A said he couldn’t offer it at a bank or anywhere else, because he would be arrested on the spot. So they went on disputing till Brother B said he would bet twenty thousand pounds that the man would live thirty days. They thought “me” to be the right person, a poor, honest and intelligent stranger. They handed “me” an envelope that contained ￡1,000,000 bank-note. “I”, dressed in rag, with nothing but a bank-note, got into a restaurant. “I” took the banknote to pay for the bill and asked for changes. The boss who looked down upon me at first changed his attitude completely. He flattered me that I could have anything I wanted, any time I chose, and let the account run as long as I pleased. They all treated me as an honored guest. Then “I” got into a tailor’s shop, the same thing happened. “I” drifted naturally into buying whatever I wanted,

and asking for change. “I” owned the respect and fell in love with a girl, Portia. Everything went well having ￡1,000,000 bank-note on “me”. After a month, Brothers returned, to my surprise, one of them was My Portia’s papa. He took that friendly and hospitable bill back to the Bank of England and cashed it, then the Bank canceled it and made him a present of it, and he gave it to us at our wedding. 2. Characters in THE MILLION POUND BANK NOTE Henry: a lost American businessman in London Roderick: a rich Englishman, brother to Oliver Oliver: a rich Englishman, brother to Roderick Banker: for the Bank of England Todd: an especially helpful clerk at the tailor’s shop

Owner 1: of a small but fancy restaurant in London Waiter: works for the restaurant owner Hostess: greeter at the restaurant and wife of the owner Mr Clemens: a diner in the restaurant and expert on banknotes Owner 2: of a small but fancy tailor shop in London Ambassador: the chief US diplomat in Britain

Portia: a friend of the ambassador who he introduces to Henry Various narrators Various clerks 3. Supplementary lines that did not appear in the textbook: ACT ONE Scene 1 Narrator: A hundred years ago when Britain was very rich, there was more gold deep within the Bank of England than anywhere else in the world. Money was safe, people used to say, as safe as the Bank of England. Banker: Here it is Mr Montpelier. I trust you will not be disappointed with its design. (He hands him a bank-note.) Oliver: No, it seems to me a thing of beauty. Roderick: Allow me, Oliver. (He takes the note from his brother.) It looks good, it feels good, it is good. Banker: And there’s only one other like it that was used for a foreign loan.

Oliver: Yes, we read about it. That’s what gave us the idea.

Banker: The idea? Roderick: I suppose it does seem strange that we should need such a large sum in one bank-note. Banker: It certainly is a unusual request. I imagine it’s for business.

Oliver: Important business, isn’t it, Roderick? Do we tell this gentleman?

Roderick: Yes. You see, my brother and I need this pretty, special piece of paper for a bet. Banker: A bet? Did you say a bet? Oliver: A very important bet. Banker: I should say it must be-for one million pounds! Scene 2 Narrator: It is the summer of 1903. Henry Adams, an American businessman, has had some very bad luck. He is lost in London. He has no money and does not know what he should do. As Henry is walking down a sidewalk, he sees a family having a picnic

in a park. However, he doesn’t look at them but at their food. He keeps walking. Then he reaches the entrance to a large old building and enters it. Henry: “This embassy does not provide money to Americans in London.” Well, that’s too bad. (He turns to the clerk.) I thought this would be just the place. Clerk: It doesn’t mean we’re not glad to help you in other ways. You can work on a ship to take you home, if you like. (Henry notices the clerk eating peanuts from a bag.) Henry: Any chance I can find work here? Clerk: Well, if you’d like to come back in a week, we can find out for you. Henry: A week? That’s a long time. If I can just get money to last me a few days, I can find work for myself. Clerk: We can give you a small loan if you can repay it. Can you offer us anything in exchange? Henry: Well, I’m smart and I can use my hands. Unless you don’t trust me, isn’t that enough? Clerk: No, I’m afraid not. Many people pass through this office making similar requests. If we help you in this way, others will expect the same. Henry: I think I’ll try to help myself.

Clerk: Well, that’s up to you, young man. Come back if you have no luck.

Henry: I’ll do that. (He is still looking at the peanuts.) Say, may I have some of those?

Clerk: Of course, you can. Oh, sorry, all gone. (He blows into the bag and pops it.) 4. Major Works by Mark Twain The Celebrated Jumping Frog of Calaveras County (1867) The Celebrated Jumping Frog of Calaveras County was first published in the November 18, 1865, edition of The New York Saturday Press under the title “Jim Smiley and His Jumping Frog.” The story, which has also been published as “The Notorious Jumping Frog of Calaveras County”, is set in a gold-mining camp in Calaveras County, California, and has its origins in the folklore of the Gold Rush era. It was one of Twain’s earliest writings, and

helped establish his reputation as a humorist. He eventually included it as the title story in his first collection of tales.

The Adventures of Tom Sawyer (1876)

(From the Preface) Most of the adventures recorded in this book really occurred; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual—he is a combination of the characteristics of three boys whom I knew, and therefore belongs to the composite order of architecture.

The odd superstitions touched upon were all prevalent among children and slaves in the west at the period of this story—that is to say, thirty or forty years ago. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shunned by men and women on that account, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what queer enterprises they sometimes engaged in.-THE AUTHORHARTFORD, 1876 The Prince and the Pauper (1881)

Edward Tudor and Tom Canty are the same age and share the same features only one of them is a pauper’s child and the other is the heir to the throne of England.

When chance brings the boys together, they decide for fun to switch clothes, but fate suddenly casts them into each other’s worlds. Tom learns what is to be caught in the pomp and folly of the royal court and the young prince learns what it is to survive in the lower depths of 16th century English society. Through the switched identities Mark Twain has fashioned both a scathing attack on social hypocrisy and injustice, and an irresistible comedy imbued with the sense of spirited play that belongs to this creative period. The delightful fable of The Prince and the Pauper has delighted readers young and old for over 100 years. Adventures of Huckleberry Finn (1884)

Mark Twain’s classic novel, Adventures of Huckle-berry Finn, tells the story of a teenage misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet with adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. Although the story was mostly written in the 1880’s it is set in the time of

slavery prior to the Civil War. Twain uses Huck’s predicaments to illustrate the failure of reconstruction in the post-Civil War South. A Connecticut Yankee in King Arthur’s Court (1889)

A Connecticut Yankee in King Arthur’s Court is held to be one of the word’s first stories about time travel. The main character, Hank Morgan, superintendent at the Colt Firearms Factory in Hartford, Connecticut, is hit on the head in a fight, knocking him unconscious. He wakes up in the time of King Arthur and uses his 19th century sensibilities and know how to gain power over the people. Hank introduces conveniences and structures familiar to 1880’s Hartford such as schools, factories, bicycles, and gunpowder. At first, Hank is convinced that his ideas will do the citizens of Arthur’s court good, but as he takes command he turns more and more to violence and loses control of his circumstances. Connecticut Yankee was one of the last large-scale novels Mark Twain produced and its dark, cynical themes foreshadow ideas he would delve into more deeply in much of his later work. 5. Know some sayings of Mark Twain and have a better understanding of his works. （1）

The man who does not read books has no advantage over the man that can’t read them. （2）

Always tell the truth; then you don’t have to remember anything.

（3）

When people do not respect us we are sharply offended; yet deep down in his private heart no man much respects himself. （4）

Good breeding consists in concealing how much we think of ourselves and how little we think of the other person.