Unit 3　The Million Pound Bank NotePeriod 6　Using language: Listening, reading and writing

　　整體設(shè)計

　　教材分析

　　This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.

　　In this period, the teaching activities will focus on Listening task, Reading and speaking task, and Writing task. Listening task and Reading and speaking task offer the students the opportunity to enjoy Act Ⅱ, Scene 3 and Act Ⅱ, Scene 4 of this play.

　　For Listening task, the teacher should first ask students to make a list of all the changes that Henry has made to his life and discuss with their partner what difference this will make to the way people treat him. Then let students listen carefully to Act Ⅱ, Scene 3 and write down the main idea. Next, they listen to the tape again for detailed information, make notes as they listen and check their answers with their partner.

　　As to Reading and speaking task, first let students discuss the two questions in pairs (1. What will Henry and Portia tell each other about themselves?

　　2. What will they keep a secret from each other? ), and then have them listen to the tape and read the play aloud, paying attention to the rhythm, pronunciation and intonation so as to act out the play in the end.

　　Writing task is more challenging, for it involves a higher level of interpretive skill. So the teacher should give them enough encouragement and necessary help. Before they can write their dialogue between Henry and Portia, help them evaluate these characters as presented in the play by letting them discussing the related questions with their partner and give them as much advice as possible on how to finish their task. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way can students use what they have learned more freely.

　　教學(xué)重點

　　1. Develop students’ integrative ability.

　　2. Let students listen to Act Ⅱ, Scene 3.

　　3. Have students read Act Ⅱ, Scene 4.

　　4. Ask students to make a dialogue between Henry and Portia.

　　教學(xué)難點

　　1. Get students to listen to and understand Act Ⅱ, Scene 3.

　　2. Let students make a dialogue between Henry and Portia.

　　三維目標(biāo)

　　知識目標(biāo)

　　1. Get students to learn some useful new words and expressions in this part.

　　2. Get students to listen to Act Ⅱ, Scene 3 and read Act Ⅱ, Scene 4 of the play.

　　能力目標(biāo)

　　1. Develop students’ integrative ability.

　　2. Enable students to listen to and understand Act Ⅱ, Scene 3.

　　3. Enable students to read and understand Act Ⅱ, Scene 4.

　　4. Enable students to make a dialogue between Henry and Portia.

　　情感目標(biāo)

　　1. Stimulate students’ interest of learning English by enjoying this play.

　　2. Develop students’ sense of group cooperation and teamwork.

　　教學(xué)過程

　　→Step 1 Revision

　　1. Check the homework exercises.

　　2. Ask some groups of students to Act Ⅱ, Scene 1 or Act Ⅱ, Scene 2.

　　→Step 2 Warming up

　　1. Ask students to make a list of all the changes that Henry has made to his life.

　　2. Have them in pairs discuss what difference they think this will make to the way people treat him and report their ideas to the class.

　　→Step 3 Listening task

　　1. Tell students: Turn to Page 58. We are going to listen to Act Ⅱ, Scene 3.

　　2. Let them listen carefully and write down the main idea.

　　3. Have them go through the chart and make sure they know what to do.

　　The things Portia knows about Henry Henry’s response

　　1.

　　2.

　　3. 1.

　　2.

　　3.

　　4. Play the tape again for them to listen to and let them make notes.

　　5. Two or three minutes for them to discuss and share their notes with another pair.

　　6. Play the tape a third time for them to check and have the correct answers.

　　→Step 4 Reading and speaking task

　　1. Ask students to discuss the following questions in pairs.

　　1)What will Henry and Portia tell each other about themselves?

　　2)What will they keep a secret from each other?

　　2. Let some of them report their ideas to the class.

　　3. Tell them: Turn to Page 58. We are going to read Act Ⅱ, Scene 4.

　　4. Let them read the play fast to get the main idea.

　　5. Have them read the play carefully and retell the story in their own words.

　　6. Let them listen to the tape and read the play aloud, paying close attention to the rhythm, pronunciation and intonation.

　　7. Give them enough time for them to try to learn the end of the play by heart and then act it out. Make sure they speak with expression.

　　→Step 5 Writing task

　　1. Suppose the situation: Imagine that after Henry marries Portia, he has bad luck in business and becomes poor again. Now he must tell his wife the bad news. With a partner write a short dialogue between these two characters.

　　2. Let students discuss the questions with their partner.

　　(Show the following on the screen. )

　　1)How do you think Portia feels when she hears the bad news?

　　2)What do you think Henry plans to do to solve the crisis?

　　3)Do you think Portia will leave Henry?

　　4)Do you think they will get help from the two brothers or anybody else?

　　Give reasons.

　　5)What will they finally do?

　　6)How do you think people’s attitudes will change towards Henry and Portia?

　　3. Give them the following advice.

　　(Show the following on the screen. )

　　1)Read the questions and brainstorm some ideas.

　　2)Write down your ideas.

　　3)Share your ideas with another pair and ask them for advice.

　　4)Organize the ideas into an order suitable for writing.

　　5)Make up a dialogue and write it down.

　　4. They begin to write their dialogue.

　　5. Invite as many pairs as possible to perform their dialogue to the class. The teacher and others should give comments.

　　Sample dialogue:

　　Portia: Oh, Henry. It’s nice to see you home so early!

　　Henry: Erm, aah.

　　Portia: (looking worried)What’s happened?

　　Henry: I can’t hide much from you, can I, dear?

　　We have lost all our money. The railway company in Brazil has collapsed and all our money has disappeared. But I have a plan to help us. We can go back to America and start again. I can become a gold miner and we can make our fortune that way.

　　Portia: Leave London?

　　Leave my stepfather?

　　Oh no, Henry, please!

　　Henry: I think it might be better for us. We should stand on our own feet.

　　Portia: (crying)I shall have to go home. You cannot love me if you want to do this dreadful thing.

　　Henry: (putting his arms around her)Of course I do. It is for our sake that I suggest this. It will be an adventure. We will be able to travel where we like and I will be able to show you so many lovely places.

　　Portia: As long as you love me I shall be happy.

　　Henry: And I shall always do that!

　　→Step 6 Homework

　　1. Finish off the Workbook exercises.

　　2. Suppose that Henry feels tricked by Portia when he finds out that Oliver is her stepfather. How might the play end differently under these circumstances?

　　Please rewrite the end of the play on the basis of the question.

　　3. Review the contents of the unit and complete Summing Up on Page 24.

　　板書設(shè)計

　　Unit 3　The Million Pound Bank Note

　　Listening, reading and writing

　　Questions to discuss before writing:

　　1. How do you think Portia feels when she hears the bad news?

　　2. What do you think Henry plans to do to solve the crisis?

　　3. Do you think Portia will leave Henry?

　　4. Do you think they will get help from the two brothers or anybody else?

　　Give reasons.

　　5. What will they finally do?

　　6. How do you think people’s attitudes will change towards Henry and Portia? Advice on writing:

　　1. Read the questions and brainstorm some ideas.

　　2. Write down your ideas.

　　3. Share your ideas with another pair and ask them for advice.

　　4. Organize the ideas into an order suitable for writing.

　　5. Make up a dialogue and write it down.

　　活動與探究

　　Reading, watching and performing

　　Work in groups. Go to the library to find out the whole play and take roles to read it carefully. Try to recite most of the lines. Surf the Internet to find out the film and watch it again and again. Pay attention to the characters’ looks and words. Then be well prepared to perform the whole play with the help of your teacher. Finally present it to the class or to the school.

　　Unit 3　The Million Pound Bank NotePeriod 6　Using language: Listening, reading and writing

　　整體設(shè)計

　　教材分析

　　This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.

　　In this period, the teaching activities will focus on Listening task, Reading and speaking task, and Writing task. Listening task and Reading and speaking task offer the students the opportunity to enjoy Act Ⅱ, Scene 3 and Act Ⅱ, Scene 4 of this play.

　　For Listening task, the teacher should first ask students to make a list of all the changes that Henry has made to his life and discuss with their partner what difference this will make to the way people treat him. Then let students listen carefully to Act Ⅱ, Scene 3 and write down the main idea. Next, they listen to the tape again for detailed information, make notes as they listen and check their answers with their partner.

　　As to Reading and speaking task, first let students discuss the two questions in pairs (1. What will Henry and Portia tell each other about themselves?

　　2. What will they keep a secret from each other? ), and then have them listen to the tape and read the play aloud, paying attention to the rhythm, pronunciation and intonation so as to act out the play in the end.

　　Writing task is more challenging, for it involves a higher level of interpretive skill. So the teacher should give them enough encouragement and necessary help. Before they can write their dialogue between Henry and Portia, help them evaluate these characters as presented in the play by letting them discussing the related questions with their partner and give them as much advice as possible on how to finish their task. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way can students use what they have learned more freely.

　　教學(xué)重點

　　1. Develop students’ integrative ability.

　　2. Let students listen to Act Ⅱ, Scene 3.

　　3. Have students read Act Ⅱ, Scene 4.

　　4. Ask students to make a dialogue between Henry and Portia.

　　教學(xué)難點

　　1. Get students to listen to and understand Act Ⅱ, Scene 3.

　　2. Let students make a dialogue between Henry and Portia.

　　三維目標(biāo)

　　知識目標(biāo)

　　1. Get students to learn some useful new words and expressions in this part.

　　2. Get students to listen to Act Ⅱ, Scene 3 and read Act Ⅱ, Scene 4 of the play.

　　能力目標(biāo)

　　1. Develop students’ integrative ability.

　　2. Enable students to listen to and understand Act Ⅱ, Scene 3.

　　3. Enable students to read and understand Act Ⅱ, Scene 4.

　　4. Enable students to make a dialogue between Henry and Portia.

　　情感目標(biāo)

　　1. Stimulate students’ interest of learning English by enjoying this play.

　　2. Develop students’ sense of group cooperation and teamwork.

　　教學(xué)過程

　　→Step 1 Revision

　　1. Check the homework exercises.

　　2. Ask some groups of students to Act Ⅱ, Scene 1 or Act Ⅱ, Scene 2.

　　→Step 2 Warming up

　　1. Ask students to make a list of all the changes that Henry has made to his life.

　　2. Have them in pairs discuss what difference they think this will make to the way people treat him and report their ideas to the class.

　　→Step 3 Listening task

　　1. Tell students: Turn to Page 58. We are going to listen to Act Ⅱ, Scene 3.

　　2. Let them listen carefully and write down the main idea.

　　3. Have them go through the chart and make sure they know what to do.

　　The things Portia knows about Henry Henry’s response

　　1.

　　2.

　　3. 1.

　　2.

　　3.

　　4. Play the tape again for them to listen to and let them make notes.

　　5. Two or three minutes for them to discuss and share their notes with another pair.

　　6. Play the tape a third time for them to check and have the correct answers.

　　→Step 4 Reading and speaking task

　　1. Ask students to discuss the following questions in pairs.

　　1)What will Henry and Portia tell each other about themselves?

　　2)What will they keep a secret from each other?

　　2. Let some of them report their ideas to the class.

　　3. Tell them: Turn to Page 58. We are going to read Act Ⅱ, Scene 4.

　　4. Let them read the play fast to get the main idea.

　　5. Have them read the play carefully and retell the story in their own words.

　　6. Let them listen to the tape and read the play aloud, paying close attention to the rhythm, pronunciation and intonation.

　　7. Give them enough time for them to try to learn the end of the play by heart and then act it out. Make sure they speak with expression.

　　→Step 5 Writing task

　　1. Suppose the situation: Imagine that after Henry marries Portia, he has bad luck in business and becomes poor again. Now he must tell his wife the bad news. With a partner write a short dialogue between these two characters.

　　2. Let students discuss the questions with their partner.

　　(Show the following on the screen. )

　　1)How do you think Portia feels when she hears the bad news?

　　2)What do you think Henry plans to do to solve the crisis?

　　3)Do you think Portia will leave Henry?

　　4)Do you think they will get help from the two brothers or anybody else?

　　Give reasons.

　　5)What will they finally do?

　　6)How do you think people’s attitudes will change towards Henry and Portia?

　　3. Give them the following advice.

　　(Show the following on the screen. )

　　1)Read the questions and brainstorm some ideas.

　　2)Write down your ideas.

　　3)Share your ideas with another pair and ask them for advice.

　　4)Organize the ideas into an order suitable for writing.

　　5)Make up a dialogue and write it down.

　　4. They begin to write their dialogue.

　　5. Invite as many pairs as possible to perform their dialogue to the class. The teacher and others should give comments.

　　Sample dialogue:

　　Portia: Oh, Henry. It’s nice to see you home so early!

　　Henry: Erm, aah.

　　Portia: (looking worried)What’s happened?

　　Henry: I can’t hide much from you, can I, dear?

　　We have lost all our money. The railway company in Brazil has collapsed and all our money has disappeared. But I have a plan to help us. We can go back to America and start again. I can become a gold miner and we can make our fortune that way.

　　Portia: Leave London?

　　Leave my stepfather?

　　Oh no, Henry, please!

　　Henry: I think it might be better for us. We should stand on our own feet.

　　Portia: (crying)I shall have to go home. You cannot love me if you want to do this dreadful thing.

　　Henry: (putting his arms around her)Of course I do. It is for our sake that I suggest this. It will be an adventure. We will be able to travel where we like and I will be able to show you so many lovely places.

　　Portia: As long as you love me I shall be happy.

　　Henry: And I shall always do that!

　　→Step 6 Homework

　　1. Finish off the Workbook exercises.

　　2. Suppose that Henry feels tricked by Portia when he finds out that Oliver is her stepfather. How might the play end differently under these circumstances?

　　Please rewrite the end of the play on the basis of the question.

　　3. Review the contents of the unit and complete Summing Up on Page 24.

　　板書設(shè)計

　　Unit 3　The Million Pound Bank Note

　　Listening, reading and writing

　　Questions to discuss before writing:

　　1. How do you think Portia feels when she hears the bad news?

　　2. What do you think Henry plans to do to solve the crisis?

　　3. Do you think Portia will leave Henry?

　　4. Do you think they will get help from the two brothers or anybody else?

　　Give reasons.

　　5. What will they finally do?

　　6. How do you think people’s attitudes will change towards Henry and Portia? Advice on writing:

　　1. Read the questions and brainstorm some ideas.

　　2. Write down your ideas.

　　3. Share your ideas with another pair and ask them for advice.

　　4. Organize the ideas into an order suitable for writing.

　　5. Make up a dialogue and write it down.

　　活動與探究

　　Reading, watching and performing

　　Work in groups. Go to the library to find out the whole play and take roles to read it carefully. Try to recite most of the lines. Surf the Internet to find out the film and watch it again and again. Pay attention to the characters’ looks and words. Then be well prepared to perform the whole play with the help of your teacher. Finally present it to the class or to the school.