Unit 3The Million Pound Bank Note
Period 5 Using language: Listening, writing and speaking
整體設(shè)計(jì)
教材分析
This is the fifth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
In this period we will mainly deal with the follo wing parts: Listening, writing and acting in Using language on Page 23, Talking and Listening in Workbook on Page 55.
The purpose of the part Listening, writing and acting is to encourage independent thought and speculation.
1. Let the students listen to Act Ⅰ, Scene 5. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen and decide whether their guessing is right. Second, ask them to listen again for them to find the answers to the questions in Exercise 2. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and read it aloud to the tape.
2. Have students in pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble and then make a new scene for the play and perform it to the class. The teacher should give them enough encouragement and necessary help. Advise them to follow the steps: 1)Make a list of the characters. 2)Make an outline of the events and the actions of the scene. 3)Make a note of how the characters’ feelings change. 4)Decide on the stage directions which tell the actors what to do or how to say something. 5)Think up an exciting ending.
The part Talking is an opportunity for students to contribute to the writing of the play. They are asked in pains to make their dialogue and this will take the place of Act Ⅱ, Scene 1. Students can all act their dialogues to the class and one can be chosen as the most appropriate for the play. Listening on Page 55 is a continuation of the sample talking above. It completes the scene and continues to develop the story. Before letting students listen to the text, ask th em to discuss in pairs what they think will happen when the tailor sees the bank note.
We should try our best to encourage students. Don’t always correct the mistakes they have made while they are speaking or writing. Otherwise, they would feel reluctant and not say or write anything more.
重點(diǎn)
1. Develop students’ integrative ability.
2. Let students listen to Act Ⅰ, Scene 5 and Act Ⅰ, Scene 2.
3. Have students write a new scene to replace Scene 5 and act it out.
4. Ask students to make a dialogue for Act Ⅱ, Scene 1.
難點(diǎn)
1. Get students to listen to and understand the listening materials.
2. Let students write a new scene of the play.
三維目標(biāo)
知識目標(biāo)
1. Get students to learn some useful new words and expressions in the listening passages.
2. Get students to li sten to the play.
3. Let students learn the expressions of expressing requests.
能力目標(biāo)
1. Develop students’ listening skills and enable them to learn how to use different listening strategies to listen to different listening materials.
2. Enable students to write a new scene of the play and act it out.
3. Have students learn how to use the expressions to express requests.
情感目標(biāo)
1. Stimulate students’ interest of learning English by listening to, writing and acting 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 students to act out Act Ⅰ, Scene 4.
→Step 2 Warming up
1. Ask some students to retell the story about Act Ⅰ, Scene 4 in their own words.
2. Let students predict what they think Henry will do or where he will go next and give their reasons.
3. Tell students: We are going to listen to Act Ⅰ, Scene 5. Listen carefully and check your ideas.
→Step 3 Listening: Act Ⅰ, Scene 5
1. Play the whole tape for students to listen to and check whether their prediction is right or not.
2. Go through the following questions to make sure the students know what to do.
Show the following on the screen.
1)Why does Henry worry when he leaves the restaurant?
2)Why can’t he see the two brothers again?
3)What do the two brothers ask him to do?
3. Play the tape again for them to find their answers.
4. They discuss and share their answers with their partn er.
5. Let them listen to the tape a third time for checking and have the correct answers.
6. Give 2 or 3 minutes to the students to ask questions if they have any.
7. Show the students the listening text and let them read it aloud.
→Step 4 Writing
1. Let students in pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble.
2. Have them make a short list of their ideas and choose a best one to make a new scene for the play.
3. Show the following on the screen to help them.
When you write your play, make sure to follow the steps:
1)Make a list of the characters.
2)Make an outline of the events and the actions of the scene.
3)Make a note of how the characters’ feelings change.
4)Decide on the stage directions which tell the actors what to do or how to say something.
5)Think up an exciting ending.
The beginning of the scene has been already done for you:
Act Ⅰ, Scene 5
NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.
HENRY: Good afternoon, I’d like to get a cut.
BARBER: . . .
4. Ask the students to write their new scene.
5. Let some of them read their play to the class. Others should give comments.
Model Scene:
N=Narrator H=Henry B=Barber
Act Ⅰ, Scene 5
N: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.
H: Good afternoon, I’d like to get a cut.
N: The barber takes one look at Henry and continues cutting another man’s hair.
H: Er. . . I’d really like to get a haircut. As you can see it’s much too long.
N: The barber speaks in a rude manner
B: Yes, I can see that. Indeed , I can.
H: Fine, well, I’ll just have a seat then.
N: After some time, the barber finishes cutting the other man’s hair, takes his money, and then turns to look at Henry.
B: Looks like it’s been a long time. You must be a sailor.
H: Er. . . not quite. But I was at sea for a long time.
B: All right, then, get in the chair and I’ll see what I can do.
H: Thank you.
B: Where did you say you were from?
H: I didn’t, b ut I’m from San Francis co.
B: Well, you’re a long way from home.
H: Yes, too long.
N: They both become quiet. After his hair is cut, the barber tells Henry how much he must pay. Henry shows the barber the bank note.
B: Why, Mr. . . .
N: He looks shocked.
H: Adams. Henry Adams. I’m sorry, I don’t have any small bills.
B: Why, Mr. Adams, of course you wouldn’t!
N: He’s wearing a big smile.
B: Nothing to worry about! Nothing at all! Please come back any time, even if you only need two little hairs cut! It will be my honor to serve you!
→Step 5 Talking
1. Show the following form on the screen. Let students read the expre ssions aloud, and make sure they understand their Chinese meanings.
I’d like to have. . . I’m looking for. . .
Do you have any. . . ?Do you have any other. . . ?
Can you show me. . . , please?May I try it on?
How much is it/are they?Well, I’ll think about it.
I’ll take it.That’s it.
Just have a look.
May/Can I help you?
What can I do for you?
What about this one?
Did you find everything OK?
Is that everything?
That’s all we have.
2. Suppose the situation: After reading the letter from the brothers, Henry puts it into his coat pocket. Then he notices that his coat is worn out. So he finds a tailor’s shop and goes in to get a new coat. In pairs make a dialogue for Act Ⅱ, Scene 1 using the following information.
1)Henry goes into a shop and tells the salesman that he wants a new coat.
2)The salesman shows him a cheap coat downstairs.
3)Henry doubts if he should take it.
4)The salesman persuades him to buy it.
5)Henry agrees, but explains that he can’t pay him right now as he has no small change.
6)Henry shows the million pound bank note to him.
3. Give several minutes for students to prepare their dialogue in pairs.
4. Ask as many pairs as possible to present their dialogue to the class.
Model Scene:
H=Henry 1st C=1st clerk 2nd C=2nd clerk 3rdC=3rd clerk
H: (reading the sign)“Clothes make the man . ” Hmm. . . well, we will have to see about that. (He enters a tailor’s shop and stands before a clerk. )I’d like to have a suit coat ready to wear.
1st C: (in a rude manner)See him there. (He points to another clerk. )
2nd C: (also rude)Ready-made suits? Downstairs.
H: Can you show me a suit, please?
3rd C: Yes, I can, sir. This way, please.
H: I thought you might have a coat another customer decided not to buy.
3rd C: (looking at him with a frown)Ah, here we are, the very thing you need.
O: Tell Todd to serve that man quickly and let him out the side door.
1st C: Yes, sir.
H: (trying on an ugly coat)So is this sort of thing that’s worn in England nowadays?
3rd C: Oh, yes, it’s all the fashion.
1st C: (pulling the third clerk aside and whispering)Mr. Reid says you’ve got to serve him quick and get him out quick!
3rd C: I know what I’m doing. I’ve got eyes, haven’t I?
H: It’s a little too colorful, isn’t it?
3rd C: It’s all we have in your size.
H: Well, I’ll take it.
3rd C: Good. Shall I put it in a box?
H: No. I’ll wear it. Oh, I’d rather not pay you now. I’d like to open an account and pay in a month. You see, I don’t have any small change.
3rd C: (trying not to show he is angry)I suppose a gentleman like you only carries very large bills.
H: Now, look here, you shouldn’t judge people by the clothes they wear. I just don’t want to cause you trouble with a large note.
3rd C: It’s no trouble at all.
H: In that case, there’s no problem. (He gives the clerk the bank note. )
→Step 6 Listening on Page 55
1. Before listening, let students in pairs discuss what they think will happen i n the tailor’s shop after Henry shows the salesman and the owner the bank note.
2. Ask them to turn to Page 55 and read through the exercises. Make sure they know what to do.
3. Play the tape for them to listen to and write down three things that happen in this scene.
4. Ask them to listen again and answer the questions in groups.
Show the following on the screen.
1)Why doesn’t the salesman give Henry his change right away?
2)Is the owner really angry at the salesman or does he just pretend to be angry? How do you know?
3)Is Henry glad to get more than one coat? How do you know?
4)Henry tells the owner that he is moving. Give two reasons why the owner is not surprised to hear this news.
5)What does the owner offer to do for Henry? Why?
5. Let students share their answers in pairs.
6. Play the tape a third time for them to check and have the correct answers.
7. Give 2 or 3 minutes for them to ask questions if they have any.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Read the related parts of this play again and try to retell them in your own words.
板書設(shè)計(jì)
Unit 3 The Million Pound Bank Note
Listening, writing and speaking
When you write your play, make sure to follow the steps:
1)Make a list of the characters.
2)Make an outline of the events and the actions of the scene.
3)Make a note of how the characters’ feelings change.
4)Decide on the stage directions which tell the actors what to do or how to say something.
5)Think up an exciting ending.
The beginning of the scene has been already done for you:
Act Ⅰ, Scene 5
NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.
HENRY: Good afternoon, I’d like to get a cut.
BARBER: . . .
活動與探究
Making requests and ordering food are very necessary in our daily life. Find as many useful expressions as possible from the play, read them aloud and try to learn them by heart. Then work in pairs to make up dialogues according to the following situations.
Situation 1: At the end of your trip in America, you come to a picture service to have your films developed. You tell the assistant about the exact print type you want and the time to get it.
Situation 2: You work for an American company. You catch a bad cold and do not feel well, so you ask the manager, Mr. Smith, for leave of absence. Mr. Smith inquires after you and permits you to take a rest.
Situation 3: You are in a fast food restaurant, ordering two hamburgers and French fries, and two cakes. You’ll eat in the restaurant.
Sample dialogues:
Situation 1:
A: May I help you, sir?
B: Yes, I have got this color film. How long will it take to get it developed?
A: Two hours, sir. Do you want ordinary prints or enlarged ones?
B: Ordinary prints, please. I wonder if you could get it done earlier. You see, I will be leaving soon.
A: Well, in that case, they can be done by ten o’clock. But we will have to charge your extra, you know.
B: No problem.
Situation 2:
A: May I come in?
B: Come in, please.
A: Could you spare me a few minutes, Mr. Smith?
B: You are always welcome. What can I do for you?
A: I wonder if you could permit me to have one day off. I had a very bad cold.
B: I’m sorry to hear that. Isn’t it any better now?
A: I’m afraid not, but I’m sure it’s not serious. I will report on duty as soon as I feel better.
B: Well, stay in home and have a good rest.
A: Thank you.
Situation 3:
A: Yes, sir. What will it be for you?
B: Two hamburgers and French fries.
A: Is there anything else?
B: Give me two cakes, please.
A: Go or eat here?
B: We’ll eat here.
(責(zé)任編輯：彭海芝)
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