2024屆山東省成武教研室高考英語一輪人教版必修3教案：Unit 3《The Million Pound Bank-Note》period 4 using la
Unit 3 The Million Pound Bank NotePeriod 4 Using language: Reading, acting and speaking
整體設計
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 period at the beginning of the class. Then lead in the new lesson.
In this period, we will mainly deal with the part Reading, acting and 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 restaurant 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.
教學重點
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
教學難點
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.
三維目標
知識目標
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.
能力目標
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目標
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
教學過程
設計方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following sentences with noun clauses as the object and the predicative.
1)我認為婦女能夠在許多科學領域取得很高的成就。
2)我不知道林巧稚是否記得她曾接生過多少嬰兒。
3)告訴我怎樣才能保持健康, 好嗎？
4)她的愿望就是盡快瘦下來。
5)問題是那件事是否值得做。
6)那就是他所擔心的。
7)好像要下雨。
8)那就是他上學遲到的原因。
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 questions 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 Henry 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.
恐怕這得花費一大筆錢。
a large amount of: plenty of大量的（常用于修飾不可數名詞)
Now he has a large amount of money and he can do anything he wants with it.
現在他有了一大筆錢, 他就可以做他想做的事了。
2. Well, we’ll have to take a chance.
我們得冒點風險。
take a chance/take the chance/take chances: attempt to do something, in spite of the possibility of failure; take a risk; behave riskily冒險; 碰運氣
You should never take a chance when driving a car.
開車時決不應冒險。
We mustn’t take chances. We’d better play safe.
我們不要冒險, 我們最好求穩。
3. (in a rude manner)What’s there to wait for?
（很不耐煩地)還等什么？
in a. . . manner以……的舉止; 以……的態度
She talked to us in a very polite manner.
她很有禮貌地與我們談話。
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.
我確實聽說英格蘭銀行發行了兩張這樣面值的鈔票……不管怎樣, 我覺得這不可能是假鈔。
助動詞do或其他形式does, did在肯定句中用于謂語動詞前, 表示強調。例如:
I did tell him what I thought of.
我的確告訴過他我的想法。
can表示推測, 與主句中的not結合在一起, 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!
但是他穿得破破爛爛的。
介詞in后面接表示顏色或衣物等的名詞時, 意思是“穿著; 戴著”。例如:
The girl in green is a good friend of mine.
穿綠衣服的女孩是我的一個好朋友。
in rags衣衫襤褸
The old man in rags used to be very rich.
衣著襤褸的那位老人過去很富有。
6. As for the bill, sir, please forget it.
至于賬單嘛, 先生, 請把他忘了吧。
as for: with regard to至于; 關于
As for you, you ought to be ashamed of yourself.
至于你, 你應該感到慚愧。
As for the hotel, it was very uncomfortable and miles from the sea.
至于旅館呢, 非常不舒服, 而且離海邊有好幾里地。
→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 imagine 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.
設計方案(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 Reading
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.
板書設計
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?
活動與探究
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 thought 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
