必修3教案 Unit3 The Million Pound Bank Note[Period 5&6]

The Fifth Period Extensive Reading and Acting

I. Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语: wolf, shoulder, in rags, indeed, even if, bow, at the table, next to the front door, take a chance, in a rude manner, just one moment, in the back of the restaurant, leave for the kitchen, go ahead
b. 重点句子:
Take this gentleman’s order.
It’ll cost a tiny bit.
Well, we will have to take a chance.
Would you mind waiting just a few minutes?
The Bank of England has issued two notes in this amount this year. Anyway, it can’t be fake.
He’s in rags!
I’d like some ham and eggs and a nice big steak.
I’ll have a nice long glass of beer.
2. 能力目标
Enable the students to act out a scene of a play and learn to order food.
3.学能目标
Get the students to act out a scene of a play.
II. Teaching important/difficult points教学重/难点：
Act out a scene of a play.
III. Teaching methods 教学方法
Help the students practice acting out a play by themselves, using a co-operative method.
IV. Teaching aid 教具准备
A multiple-media computer & a blackboard
Teaching procedures & ways教学过程与方式

Step I Revision
Check students whether they have remember the words and phrases in this part.

Step II Reading
T: Well, class, last class we practiced writing a play. Today, we’ll practice acting out a play. I’m sure that you can do a good job.
1. Read the passage (Act One, Scene 4) aloud.
2. Explain some words and expressions:
(6)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.
3. T: Now, think about one question: Mr. Clemens is also the name of a character in the play. However, you may remember that Mark Twain did not write the play. So why do you think he appears as a character in the play? Give at least two reasons.
(Students discuss the question in pairs. Then, they may get the following agreement.)
SS: The introduction of Mr. Clemens into the story is also humorous to those people who know that Mark Twain (who wrote the story) and Sam Clemens are one and the same. He is there as an authority on whether the banknote is real or not and also as an observer within his own story.
4.Listen to and follow the tape on this part so that students can read sentences correctly and be ready for acting.

Step III Acting
T: Now you are divided into groups and there are six members in each group. Five students will take the parts in the play. You will read your speeches and try to make your language sound authentic. The sixth person 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 your voices so that you will sound as much like the characters in the play as you can.
5. Students prepare for acting in groups.
T: Ok, class, you should pay attention to some examples of Mark Twain’s humor in this scene, which will help you to better understand the play and act it out more appropriately. For, example, the change in attitude of the owner, the hostess and the waiter when Henry produces a large banknote they can’t change. So in fact Henry does get a free meal with the note (because they trust him to pay when he can get change) although the restaurant owner would have denied trusting him to pay his meal without it.
6. Students act out the play in groups.
7. The teacher gives some comments on their performance and praises some groups that did a better job.
Step IV Homework
1.Watch the movie The Million Pound Bank-note in the free class. Read and perform the whole play with the help of the scripts in the book.
2.Review what you have learnt in the whole unit and next class we’ll have a revision class.

The Sixth Period Writing

I. Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语: speak for oneself, be based on, have very bad luck in business, get angry at sb.
b. 重点句子:
As he is walking down the street, he sees a sign for a barber’s restaurant.
It will be my honor to serve you.
As long as you love me I shall be happy.
2. 能力目标
Enable the students to write a play or drama and learn to express requests.
3.学能目标
Help the students form the ability of writing a play or drama and expressing requests.
II. Teaching important/difficult points教学重/难点：
Writing a play
III. Teaching methods 教学方法
Help the students practice writing a play by themselves using a co-operative method for the writing of a play.
IV. Teaching aid 教具准备
A multiple-media computer & a blackboard
Teaching procedures & ways教学过程与方式

Step I Revision
T: I will check your homework and ask some of you to tell us the different ends that you have got.
(Then students tell their different ends to the play that they wrote before class.)
T: Excellent! This class, let’s do some writing practice.
Step II Writing (P23)
T: It sounds difficult to write a play, even a small part of it. But it’s good for us to learn to write a play. Do you know the difference between writing a play and a story?

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