2023学年完整版Unit3TheMillionPoundBankNote设计

Unit3TheMillionPoundBank-Note教学设计I.单元教学目标教学目标GoalsTalkaboutshortstoriesanddramasLearnhowtoactoutaplayLearnhowtorequestandorderfoodLearnNounclausesastheobjectandpredicativeWriteaplayordramaII.目标语言（TargetLanguage）功能句式1.Request（请求）Wouldyoupleasecomein?Wouldyoumindwaitingjustafewminutes?MayIaskyouhowmuchmoneyyouhave?--Well,tobehonest,Ihavenone.Couldyouoffermesomekindofwork?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?--Gorightahead.2.Orderingfood(点餐)I’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.词汇1.四会词汇bet,scene,tale,servant,permit,bay,stare,spot,passage,account,appearance,patience,silly,jealous,unbelievable,steak,tiny,wolf,dessert,rude,manner,scream,shoulder,rag,indeed,bow,decade,pilot,humor,novel,character,director,barber2.认读词汇narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issues,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script3.固定词组makeabet,goahead,byaccident,accountfor,tobehonest,inrags,evenif,getintotrouble3.重点词汇bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble语法1.Nounclausesastheobject(宾语从句)Ican’tsaythatIhaveanyplans.…andhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.2.Nounclausesasthepredictive(表语从句)That’swhywe’vegivenyoutheletter.重点句子youevermadeabetwithafriend?Ifso,whatdidyoubeton?P17islostinLondon.P17metoleadtheway,sir.P17amateroffact,IlandedinBritainbyaccident.P18eyesstareatwhatisleftofthebrother’sdinneronthetable.P18wondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P18earnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P18,wewillhavetotakeachance.P219.(inarudemanner)What’stheretowaitfor?P22’sinrags!P22III.教材分析与教材重组1.教材分析本单元的主要内容是根据马克.吐温的名著《百万英镑》改编而成的剧本中的几个片段。WARMINGUP提出问题，通过对马克.吐温及其作品的讨论引发学生学习兴趣，使学生对马克,吐温及其作品,有个初步的了解。PRE-READING要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。READING是剧本中第一幕的第三场。富商兄弟俩打赌把一张百万英镑钞票给一个一无所有，诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒，流落伦敦街头的美国小伙子HenryAdams。教师可以引导学生通过戏剧情节的发展，了解，感受戏剧的语言。同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。COMPREHENDING中FactorOpinion的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对这部分词语在语境中的理解和运用。LEARNINGABOUTLANGUAGE通过英语释义，在文章中填空等形式帮助学习理解掌握本单元的重点词汇，并通过先发现再简单运用的模式帮助学生了解，掌握本单元的语法项目：宾语从句和表语从句。USINGLANGUAGE中的Readingandacting介绍了第一幕的第四场。这一场生动地讲述了衣衫褴褛的流浪汉HenryAdams到餐馆用餐时,先遭到冷遇，而后由于拿出了一张百万英镑的大钞,又倍受关照的有趣故事。作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。.1READING&ACTING是剧本中第一幕的第四场。.2LISTENING&WRITING中又介绍了第一幕的第五场，进一步印证了HenryAdams诚实正直的品格。.3READING是关于马克吐温的介绍。WRITING要求学生自己写一个场景第一幕的第五场。SUMMINGUP总结本单元所学到的内容：《百万英镑》，有用的动词，名词，表达和新的语法项目。LEARNINGTIP是关于如何写一个剧本的。2.教材重组从本单元话题内容和功能上分析,Warmingup,Pre-reading,Reading,Comprehending和Usinglanguage中的Reading(aboutMarkTwain)相一致，可以整和成一节任务型“阅读课（精读）”。将Learningaboutlanguage中的Wordsandexpressions,Usinglanguage中的Usefulstructures与Workbook中的Usingstructures,Usingwordsandexpressions放在同一节课中处理，上一堂“语法课”。将Usinglanguage中的listening（ACTONEScene5），Workbook中的Listening（ACTTWOScene2）整和成一节“听力课”将Workbook中的Talking(ACTTWOScene1),SpeakingTask(ACTTWOScene3)和SpeakingTask(ACTTWOScene4)上成一节“口语课”。将Usinglanguage中的Readingandacting(ACTONEScene4)上成一节“阅读和表演课”.将Usinglanguage中的Writing(ACTONEScene5)与Workbook中的WritingTask,和Checkingyourself,LearningTips上成一节“写作课”。3.课型设计与课时分配(经分析教材,本单元可以用六课时完成)1stperiodIntensiveReading2ndperiodGrammar3rdperiodListening4thperiodSpeaking5thperiodExtensiveReadingandActing6thperiodWritingIV.分课时教案TheFirstPeriodIntensiveReadingI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语：bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealousb.交际用语：*Expressionsonrequest:Wouldyoustepinsideamoment,please?Wouldyoupleasecomein?Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?Well,whydon’tyouexplainwhatthisisallbout?c.重点句型：(1)Haveyouevermadeabetwithafriend?Ifso,whatdidyoubeton?P17(2)HeislostinLondon.P17(3)Permitmetoleadtheway,sir.P17(4)Asamateroffact,IlandedinBritainbyaccident.P18(5)Hiseyesstareatwhatisleftofthebrother’sdinneronthetable.P18(6)Iwondered,Mr.Adams,ifyou’dmindusaskingafewquestions.P18(7)Iearnedmypassagebyworkingasanunpaidhand,whichaccountsformyappearance.P182.Abilitygoals能力目标a.Enablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirself-confidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.b.EnablestudentstosumupthemainideaofACTONEScene3.c.Enablestudentstounderstandthedetailsaboutthewholescene.d.Retellthesceneusingthekeywordsofthewholescene.e.Expresstheiropinionsbyansweringthefollowingquestions:(1)Doyouthinkmoneyiseverything?Why?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?3.Learningabilitygoals学能目标a.Helpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirself-confidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTONEScene3.c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.e.Helpthemtoanswerthefollowingquestions:(1)Doyouthinkmoneyiseverything?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?II.Teachingimportantpoints教学重点1.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnon-verbalwaysinwhichlanguageworks.2.Discussthequestions:(1)Doyouthinkmoneyiseverything?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?III.Teachingdifficultpoints教学难点Discussthequestions:(1)Doyouthinkmoneyiseverything?(2)Doyouagreethatonlymoneycanbringpeoplehappiness?Teachingperiods教学课时OneperiodTeachingmethods教学方法Elicitation,discussion,listening,reading,pairworkTeachingaid教具准备Acomputer,aprojector,andataperecorderTeachingproceduresandways教学过程与方式StepIWarmingupMarkTwainisprobablyoneofthefewAmericanwriterswithwhomStudentsarealreadyfamiliar.Thisexerciseallowsteacherstodiscoverjusthowmuchstudentsrememberaboutthis19thcenturywriter.Findoutinthediscussionshowmuchthestudentsknowanddecidehowmuchmoretheyneedtoknowabouttheauthorbeforetheyreadtheplay.1.T:Morning,everyone!Lookatthescreen,please.Iwillshowyousomepicturesofafamousplay.Talkabouttheminyourownwords.(TheteachershowsthemsomepicturesofTHEMILLIONPOUNDBANK-NOTE.)Pictureone:Ijustneedasuit.Picturetwo:Iknowthatgentlemenlikeyoucarryonlylargenotes.Picturethree:Goodnessme!Sixzeros.(Studentsdiscussthethreepictures)T:Ok,class.Afterwatchinganddiscussingthepictures,canyouguesswhatthefamousplayis?SS:Yes.ItiscalledTHEMILLIONPOUNDBANK-NOTE.T:Then,doyouknowthewriteroftheplay?SS:Yes.ItisMarkTwain.T:WhatdoyouknowabouttheAmericanwriterMarkTwain?Next,read“ABOUTMARKTWAIN”onpage23sothatyoucanknowmoreabouthim.2.StudentsreadthispassageaboutMarkTwainandanswerthequestionsgivenintheformonpage23.T:What’stherealnameofMarkTwain?SS:SamuelLanghorneClemens.T:Whenwashebornandwhendidhedie?SS:Hewasbornin1835anddiedin1910.T:Doyouknowalltheplaceswherehelived?SS:HewasraisedinHannibal,Missouri,alongtheMississippiRiver,buttraveledmuchoftheUS,andalsolivedforatimeinEurope.T:Canyounamethreeofhisfamousstories?SS:TheAdventuresofTomSawyer,TheAdventuresofHuckleberryFinn,AConnecticutYankeeinKingArthur’sCourt,TheNotoriousJumpingFrogofCalaverasCounty,etc.T:WhydidyouforgetthisoneTHEMILLIONPOUNDBANK-NOTE?Asweknow,MarkTwainisknownasahumoristduringhislife.AndthisisreflectedinTHEMILLIONPOUNDBANK-NOTE.So,todaywe’lllearnsomepartsofthisfamousplay.Ofcourse,ifyouwanttoreadmoreaboutthelifeofthisgreatwriter,youcangotothelibraryorsurftheInternettofindmoreabouthim.StepIIPre-readingGetthestudentstodiscussthequestionwiththeirpartnersandthenaskthemtoreporttheirwork.Encouragethemtoexpresstheiropinionsfreely.:Ifarichpersongivesyoualargeamountofmoneytouseasyoulike,forexample,onemillionpound,whatwillyoudo?Why?(Theteacherdrawsapictureontheblackboard.)(Studentshaveadiscussiononthisquestion.Whateverchoicestudentsmakehere,theyshouldbereadytooffertheirclassmatesagoodreasonforit.)S1:I’llbuyabighouse,anewcarofmyownandgetmarriedwithabeautifulgirl.Inmyopinion,themostimportantthingforapersonistoenjoythelife.So,ifIhavealotofmoney,I’llmakefulluseofittomeetmyneedsforarichlife.S2:I’llgivesomemoneyoftheonemillionpoundtothepoorpeopleinthewestpartofourcountrytohelpthemliveahappylife,especiallythechildren.Becausetheyreallyneedhelpandtheycanlearnmoreknowledgeinordertodevelopthewestpartofourcountry.Thiswayofspendingmoneyismeaningful.S3:…T:Ithinkallofyouhaveagoodidea.DoyouwanttoknowwhathappenedtoHenryAdamsinTHEMILLIONPOUNDBANK-NOTEwrittenbyMarkTwain?Haveyoueverreadthestory?Haveyouseenthemovie?Ifso,whatdoyouthinkofit?So,thisclasswe’lllearnthestorytogether.StepIIIWhile-reading1.Firstreading:ScanningGetthestudentstocomprehendthewholescenequicklyandaccuratelyandmeanwhilehelpthestudentstoformagoodhabitofreading.Teachersgivethestudentsacoupleofminutestolookthroughthewholescene.Tellthestudentstoreadthetextsilentlyandthenasksomedetailquestionsaboutthetextontheslideshowwiththeirpartners.Teachersencouragethestudentstoexpresstheirideas.T:NowwearegoingtolearnACTONEScene3.Readthewholescenequicklyandfindouttheanswerstothefourquestionshere.Teachersshowthequestionsonthescreen:1.HowdidHenryAdamscometoEngland?2.WheredidHenrywork?Howmuchmoneydidhehave?3.WhatdidthetwogentlemengiveHenry?4.WhencanHenryopentheletter?(Studentsreadthewholescene(ACTONEScene3)forthreeminutesandtrytoanswerthequestions.)T:Well,class,haveyoufinishedreadingthewholescene?SS:Yes.T:Ok,whocananswerthefirstquestion?HowdidHenryAdamscometoEngland?S1:ItwastheshipthatbroughthimtoEngland.T:Verygood.Youdidagoodjob.Next,wheredidHenrywork?Howmuchmoneydidhehave?S2:Heworkedforaminingcompanyandhehadnomoneyatall.T:Verygood.Thenwhatdidthetwogentlemengivehim?S3:Theygavehimaletter.T:WhencanHenryopentheletter?S4:Hecan’topenituntiltwoo’clock.T:Ok,great.Next,let’sdosomelistening.2.Secondreading:ReadingaloudInthispart,studentswillreadthetextagainandtrytounderstandthesentencesandthemainideasofthewholescene.Inthispart,studentswilllistentothetapeandtrytofindthecharacteristicsofthewholescene.Afterthat,teachersdiscussthequestionwiththestudentsandthenchecktheanswer.Andthentheteacheraswellasthestudentsreadthepassagetogether,whichwillbeservedasthegroundfortheretellingafterwards.T:Pleaselistentothetapeandtrytofindthecharacteristicsofthewholescene.(Studentslistentothetape.)T:Well,Canyoutellmethecharacteristicsofthepassage?SS:Yes.Thisispartofaplay.So,thenarrationiswritteninthepresenttense.T:Ok,allofyoudidagoodjob.Next,let’sreadthesceneagainanddosomeexercises.StepIVPost-reading1.Docomprehendingexercises.T:Readthesceneagainanddosomecomprehendingexercises.(P19)(Thestudentsbegintoprepareforthesetwoexercises.Afterawhile,theteacherstartstocollecttheanswers.)(Latertheteachergivestheanswers,usingaslideprojector.)(1)Exercise1T:Haveyoufoundouttheanswers?SS:Yes.T:Ok!Let’schecktheanswers.Who’dliketotelluswhichofthestatementsareopinions?S1:Ithinkstatement3,4and5areopinions.T:Verygood.Nowwhowilltelluswhichofthestatementsarefacts?S2:Ithinkstatement1and2arefacts.(2)Exercise2Getthestudentstodothisexercisebythemselves,andthenaskthemtochecktheiranswerswiththewholeclass.(Latertheteachergivestheanswers,usingaslideprojector.)languagepoints.T:Well,class.Whatdoyouthinkofthescene?Doyouthinkitisdifficulttounderstandsomesentences?SS:Yes.T:Now,pleaselookatthescreenandletmeexplainsomesentences.Thefollowingarethelanguagepointsthattheteacherwillexplain:(1)alargeamountof:alargequantityof;agreatdealof.Theyboughtalargeamountoffurniturebeforetheymovedtheirnewhouse.(2)makeabet:makeanarrangementtoriskmoney,etc.onaneventofwhichtheresultisdoubtful..Wemadeabetontheresultofthematch.(3)permitsomebodytodosomething:allowsomebodytodosomething.Mymotherdoesn’tpermitmetorideinthestreetafteritrained.(4)byaccident:asaresultofchanceormishap..Ionlyfounditbyaccident.(5)stareat:lookatsomebodyorsomethingwiththeeyeswideopeninafixedgaze(inastonishment,wonder,fear,etc).Doyoulikebeingstaredat?(6)tobehonest:totellyouthetruth;tobefrank.Tobehonest,Idon’tthinkwehaveachanceofwinning.readthewholesceneagainandagainandtrytoretellit.T:Well,class,haveyougotthemainidea?SS:Yes.T:What’sthemainidea?Andcanyouretellit?(Thenthestudentsbegintoprepareforretellingthewholescene.)StepVRetelling1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.T:Now,lookatthekeywordsandpictures,whocanretellthereading?S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)T:Good,thenextone,whowantstotry?(Thenanotherstudentretellsthewholescene.)T:You’vedoneagoodjob.Nowlet’sretellthewholescenetogether.StepVISummaryandhomeworkT:Ok,class,whatdoyouthinkofthisplay?Ismoneysoimportant?SS:no.T:Somepeoplesaythatmoneyiseverything.Whatdoyouthinkofthisopinion?S1:Idon’tthinkso.Yes,moneyisveryimportantinsomeoccasion.Butthatdoesn’tmeanitiseverything.Forexample,whenyourhometownisfloodedandyouaretrappedinthewater,canyousaveyourselfevenifyouhavealotofmoneywithyou?No!So,weshouldnotregardmoneyaseverything.T:Great!Butsomepeoplestillthinkthatmoneycanbringthemhappiness.Whatdothinkofthis?S2:Idon’tagreethis.Sincemoneydoesn’tmeaneverything,soitcan’tbringhappinesstous.Forexample,youhavealotofmoneybutyouhaven’tahappyfamily,can’tyousaythatyouarehappy?T:So,class,weshouldhaveacorrectattitudetowardsmoney.Now,let’slookattoday’shomework.1.Reviewthekeysentencesinthispart.2.Previewthewordsinthesecondperiod.TheSecondPeriodGrammarI.Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语：winthebet,makethebet,beworriedabout,stayoutofjail,apoorly--dressedgentleman,eatlikeawolf,beabigpuzzletosb.b.重点句子Mayweaskwhatyouaredoinginthiscountry?Well,whydon’tyouexplainwhatthisisallabout?That’swhywe’vegivenyoutheletter.Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.Wedoubtedwhetherthemanwasabletopayforthefood.2.能力目标1.Enablethestudentstousethewordsandexpressionsinthispart.2.Enablestudentstounderstandandusenounclausesastheobjectandpredicative.3.学能目标1.Getthestudentstoguessthemeaningofthewordsorexpressionsaccordingtothecontext.2.Gethestudentstousethenounclausesastheobjectandpredicative.II.Teachingimportantpoints教学重点1.Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.2.Getthestudentstomastertheusageoftheimportantwordsofthisunit.III.Teachingdifficultpoints教学难点Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.IV.Teachingmethods教学方法Task-basedmethodV.Teachingaid教具准备Acomputer,aprojectorTeachingproceduresandways教学过程与方式StepIRevisionCheckthestudents’homework.StepIIDiscoveringusefulstructures(P20-21)T:Goodmorning/afternoon,class.TodaywearelearningthegrammarofthisunitNounclauseastheobjectandpredicative.First,let’sreviewthepassagewestudiedlastclassinordertodiscovertheusefulstructures.Exercise1T:Inthescenewe’velearnedtwonounclausesasobjectandonesentenceaspredicative.Whocantellmethethreesentences?(ThenStudentsreadthewholescenetofindlinesintheplaythatusesanounclauseastheobjectandpredicative.Whilethestudentsarereadingthewholescene,theteacherwalksaroundtheclassroomandcollecttheanswer.Thentheteacheraskssomestudentstotelltheothersthecorrectanswer.)Suggestedanswers:Mayweaskwhatyouaredoinginthiscountry?Well,whydon’tyouexplainwhatthisisallabout?That’swhywe’vegivenyoutheletter.Exercise2Forthispart,studentsmakesentenceswiththenounclausesastheobjectusingoneofthewordsgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,checktheanswerswiththewholeclass.T:Nowlet’sgoonwiththenextexercise.Turntopage20,andlet’sfillintheblanks.I’dlikeyoutodothisexercisebyyourselves.Afterthatdiscussyouranswersinpairsandthenlet’schecktheanswerstogether.Allowthestudentsenoughtimefortheexercise.Exercise3Inthispart,studentsmakeasmanysentencesaspossibleusingpartsofsentencesgiveninthetextbook.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.Suggestedanswers:(1)Henry’squestioniswhythetwobrotherswantedtomakethebet.(2)Theproblemisthathedoesn’tknowanybodyinLondon.(3)Henry’sconcernishowhecangetfoodandclothing.(4)Histroubleisthathedoesn’tknowanybodyinLondon.(5)Thatiswhythebrotherswantedtomakeabet.(6)Thebrothers’doubtiswhetherHenrycanstayoutofjail.(7)Henry’sconcerniswherehecangetajob.(8)Henry’squestioniswhatgavethetwobrotherstheinterestingidea.Exercise4Inthisexercise,studentscompletesomesentenceswithanounclauseastheplay.Andthenletthemdiscusstheanswersinpairs.Atlast,theteachercheckstheanswerswiththewholeclassandgivethesuggestedanswers.Suggestedanswers:(9)ThetroublewasthatHenryAdamswaslostinLondonandhehadnomoney.(10)Henry’squestionwaswhetherhecouldborrowsomemoney.(11)ItseemedasifthebrothersweeplayingajokeonHenry.(12)Thebrothers’problemwaswhowouldbethebestpersontotestthisbet.(13)Thisiswhytheylenthimthemoney.StepIIIExplanationandsummaryT:Well,class.Youdidagoodjob.NextIwanttoexplainsomethingaboutnounclausesastheobjectandpredicativesothatyoucanhaveabetterunderstandingofthegrammarofthisunit.1.名词性从句是由if,whether,that和各种疑问词where,when等充当连接词所引导的从句，其功能同名词一样。2.What与that在引导名词性从句时的区别what引导名词性从句时在从句中充当句子成分，如主语．宾语．表语，而that则不然，它在句子中只起连接作用。例如：1)Whatyousaidyesterdayisright.2)Thatsheisstillaliveisaconsolation.3.宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词（及物动词）或介词之后。(1)由that引导的宾语从句（that通常可以省略）,例如：Iheardthatbejoinedthearmy.(2)由what,whether(if)引导的宾语从句，例如：Shedidnotknowwhathadhappened.Iwonderwhetheryoucanchangethisnoteforme.4.否定的转移:若主句谓语动词为think,consider,suppose,believe,expect,guess,imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：Idon’tthinkthisdressfitsyouwell.（我认为这件衣服不适合你穿。）5.it常可以放在动词think,find,consider,believe,feel,make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾，特别是在带复合宾语的句子中。例如：Wehearditthatshewouldgetmarriednextmonth.6.表语从句是在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的系动词有be,look,remain,seem等。引导表语从句的that常可省略。另外，常用的还有thereasonwhy…isthat...和Itisbecause…等结构。例如：1)Thequestioniswhetherwecanmakegoodpreparationinsuchashorttime.2)Thisiswhywecan’tgetthesupportofthepeople3)Butthefactremainsthatwearebehindtheotherclasses.4)Thereasonheislateforschoolisthathemissedtheearlybus.7.宾语从句考点及热点问题(1)______wecan’tgetseemsbetterthan____wehave.A.What,what,thatC.That,whatD.That,that(2)Youcan’timagine______whentheyreceivedtheseniceChristmaspresents.A.howexcitedtheywereBhowtheywereexcitedC.howweretheyexcitedD.theywerehowexcited(3)Theymake____arulewhoeverbreaksthelawwillbepublished.A.itB.thatC.whatD.this(4)_____youhaveseenbothfighters,______willwin?Asince,doyouthinkwhoB.As,whodoyouthinkC.When,whoeverD.Since,whodoyouthinkSuggestedanswers:(1)A(2)A(3)A(4)DStepIVUsingstructures(P57-58)T:Aftertheexplanationonthegrammar,Istillhopethatyoucanhavemoreexercisessoastoconsolidatewhatyouhavelearnedaboutnounclausesastheobjectandpredicative.1.Completethepassagebyusingthewordsintheboxgiveninthetextbook.(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)2.Completethefollowingsentencesgiveninthetextbook,usingnounclausesastheobjectorthepredicative.(Studentsdotheexercisesbythemselvesandthentheteachergivestheanswers.)Suggestedanswers:(1)Thetwobrotherscan’tagreetowhomtheyshouldgivethebank-note.(2)Henrywonderswhytheychosehimforthetest.(3)ThefirstthingHenrydecidestodoishowcaneatameal.(4)ThewaiterissurprisedtofindthatHenryhasamillion-poundnote.(5)Theowneroftherestaurantneverexpectsthatamillionairewillvisithisrestaurant.(6)ItseemsthatHenryisabletobuyanythingbutnotpayforit.(7)WhatHenrywantstotellPortiaisthathelovesher.(8)Everyonemaywanttoknowwhatfinallyhappenstothemillion-poundnote.:Next,class,let’splayagame“Guesswhatitis”.Lookatthechartbelowandreadthequestionsandclues.Decidewhateachoftheobjectsis.Choosetherightwordfromthebox.Afterfinishingthefourquestions,youmaygoonwiththerestofthewords(Thisgameisasimplewayofhelpingstudentstodevelopstrategiesfordefiningwordsthemselves.).Suggestedanswers:(1)Wolf:Thewolfisanenemytohumansandespeciallyfarmers.Thisisbecausewolveslikeeatingmeat.Luckilywolvesliveindensinforestsfarfromhumanbeingsandareeasilycaughtinnets.(2)Novel:Anovelisawonderfulsourceofinformationandimaginativestories.Ifyouarelucky,youcanrelaxwithoneinyourhandbutifnotitwillremainintheshelf.(3)Dessert:Adessertisgoodbothtoeatandtolookat.Itisajoyforchildrenandapleasuretomakeinthekitchen.(4)Rags:Keepingyourhousecleanisaneasiertaskwithmanyragsinyourhand.(5)Steak:Asteakisapieceofgoodqualitybeefthatisbesteatenwithsaladandchips.(6)Tale:Ataleisanexcitingstoryaboutinterestingimaginaryevents.StepVLearningaboutlanguage(P19-20)1.Lookatthereadingpassageagaintofindwordsthatmeanthesame.First,studentsdotheexercisesindependently.Second,theteachergivestheanswers.Suggestedanswers:AlternativewordsandexpressionsWordsandexpressionsfromthetextsomeonepaidtodohomeworkservantunbelievableincredibleearlyeveningnightfallthecostofajourneyonashippassageinwaynotplannedbyaccidentlookat…foralongtimestareatbethereasonforaccountforallowpermitstorytaleapieceofpaperusedasmoneyabank-notewillingnesstowaitpatiencefoolishsillythewaysomeonelooksappearancetellyouthetruthtobehonest2.Completethispassagewithsomeofthenewwordsandexpressionsintheplay.Suggestedanswers:tale,bet,nightfall,unbelievable,servant,byaccident,appearance3.Fillintheblankswiththewordsinthebox.Suggestedanswers:(1)silly(2)permit,goahead(3)stare,patience(4)madeabet(5)passage,account(6)accountfor(7)Tobehonest,jealous(8)willingness,probably4.Makealistofusefulexpressionsforrequestingfromtheplay.Wouldyoudo(something),please?Mayweask…?Iwonderifyou’dmind…?Couldyouofferme…?Ifyoudon’tmind,mayIaskyou…?T:Youaregreat.Sowewilldomoreexercises.StepVIUsingwordsandexpressionsinWorkbook(56-57)First,studentsreadanddotheexercisesbythemselves.Second,theteachergivestheanswers.1.Fillintheblankswiththewordsinthebrackets.Suggestedanswers:(1)humor,humorous(2)simply,simple(3)appear,appearance(4)unbelievable,believe(5)probable,probably(6)patience,patient(7)permitted,permission(8)willingness,willing2.Fillintheblankswiththewordsintheboxintheirrightforms.Suggestedanswers:(1)was(not)permitted(2)getting(3)topretend(4)account(5)should(6)bow3.TranslatethefollowingsentencesintoEnglish,usingthewordsandexpressionsinthebrackets.Suggestedanswers:(1)Asamatteroffact,hewasspottedbyaccidentwhenhegotintotheoffice.(1)Tobehonest,thegentlemanwasinragsinordertopretendthathewaspoor.(2)Heworkedasanunpa