2017届山东省成武教研室高考英语一轮人教版必修3教案：Unit 3《The Million Pound Bank-Note》period 4 using language reading acting and speaking

　　Unit 3　The Million Pound Bank NotePeriod 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 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 to 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 students 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 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 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.

　　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 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 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

　　Invite as many groups as possible to perform in front of the class.