2017-2018学年人教课标高一英语必修3教案Unit3TheMillionPoundBank

Unit3TheMillionPoundBankNoteＩ．单元教学目标技能目标SkillGoalsTalkaboutshortstoriesanddramas.Learnhowtoactoutaplay.Learnhowtorequestandorderfood.LearnNounclausesastheobjectandpredicative.Writeaplayordrama.II．目标语言功 能 句 式Request（请求）Wouldyoupleaseein?Wouldyoumindwaitingjustafewminutes?MayIaskyouhowmuchmoneyyouhave?—Well,tobehonest,Ihavenone.Couldyouoffermesomekindofwork?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?—Gorightahead.Orderingfood(点餐)I’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.词 汇1.四会词汇birthplace,novel,adventurephraseauthorscenewanderpavementbusinessmanpermitaheadbaystarefaultspotpassageaccountembassyseekpatiencecontraryenvelopeunbelievablesteakpineappledessertamountrudemannerscreamgenuineragindeedbowbarber2.认读词汇narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issue,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script3.固定词组bringup,goahead,byaccident,stareat,accountfor,onthecontrary,takeachance,inrags,asfor4.重点词汇bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble语法Nounclausesastheobject(宾语从句)Ican’tsaythatIhaveanyplansandhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.Nounclausesasthepredicative(表语从句)That’swhywe’vegivenyoutheletter.ReadingTeachinggoals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?Wouldyoupleaseein?Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?Well,whydon’tyouexplainwhatthisisallabout?2.Abilitygoals能力目标a.EnablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirselfconfidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.b.EnablestudentstosumupthemainideaofACTONEScene3.c.Enablestudentstounderstandthedetailsaboutthewholescene.d.Retellthesceneusingthekeywordsofthewholescene.3.Learningabilitygoals学能目标a.HelpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirselfconfidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTONEScene3.c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.Teachingimportantpoints教学重点Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.Teachingmethods教学方法Elicitation,discussion,listening,readingandpairwork.Teachingaids教具准备Aputer,aprojectorandataperecorder.Teachingproceduresandways教学过程与方式Step=1\*ROMANILeadinWhatdoyouknowaboutMarkTwain?Doyouknowanyofhisworks?Readtheshortpassagequicklyandfillinthechart.RealnameMeaningofhispennameBirthdateBirthplacePlacewherehegrewupHisfamousstories

ThengiveanintroductionofMarkTwain(1835—1910):Thegreatesthumoristofthe19thcenturyAmericanliterature.Novels:TheAdventuresofTomSawyer(1876)(汤姆·索亚历险记）ThePrinceandthePauper(1882)(皇子与贫儿)TheAdventuresofHuckleberryFinn(1894)(哈克贝利·费恩历险记)Step=2\*ROMANIIDiscussionSupposearichpersongivesyouamillionpoundbanknote,whatwillyoudowithit?Givethereasons.Introducesomenewwordstothestudents:incredible:difficulttobelieve(unbelievable)stareat:lookatsb./sth.foralongtimenightfall:thetimeintheeveningwhenitbeesdarksurvive:continuetoliveorexistspot:seeornoticeapersonorthingaccountfor:tobetheexplanationorcauseofsth.charity:施舍byaccident:bychanceStep=3\*ROMANIIIPrereading1.First,givestudentsabriefintroductionofthestoryTworichgentlemenmadeabetonwhatwouldhappentoapersonifhewasgivenamillionpoundnote.Henry,theheroofthestory,anAmericanyoungman,sailedtoofar,driftedouttotheocean.ABritishship,forLondon,passingby,fortunatelysavedhim.2.Prediction:WhatwouldhappentoHenry?Step=4\*ROMANIVReadingScanthepassageandfindout:WhathappenedtoHenry?WhatdoesthebrotherschooseHenryfor?WhathappenedtoHenry?Hewasgivenaletterbythetwobrothersandwasaskednottoopenituntiltwoo’clock.WhatdoesthebrotherschooseHenryfor?TheywantedtomakeabetonHenry.Skimming:answerthefollowingquestions:1.WheredoesHenryAdamsefrom?DoesheknowmuchaboutLondon?2.WhatdidhedoinAmerica?3.WhydidhelandinBritain?Putthefollowingeventsincorrectorder.(1)HenrywanderedinLondonstreets.(2)AboutamonthagoHenryAdamswassailingoutofthebay.(3)Thenextmorninghewasspottedbyaship.(4)Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.(5)Ontheshipheearnedhispassagebyworkingasanunpaidhand.Keys:(2)AboutamonthagoHenryAdamswassailingoutofthebay.(4)Towardsnightfallhefoundhimselfcarriedouttoseabyastrongwind.(3)Thenextmorninghewasspottedbyaship.(5)Ontheshipheearnedhispassagebyworkingasanunpaidhand.(1)HenrywanderedinLondonstreets.Step=5\*ROMANVAfterreadingWhatkindofpersonsyouthinkthecharactersare?(HenryAdams,OliverRoderick)LearningaboutLanguageTeachinggoals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?Wouldyoupleaseein?Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?Well,whydon’tyouexplainwhatthisisallabout?2.Abilitygoals能力目标EnablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirselfconfidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.Retellthesceneusingthekeywordsofthewholescene.Teachingimportantpoints教学重点Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.Teachingaids教具准备Aputer,aprojectorandataperecorder.Teachingproceduresandways教学过程与方式Step=1\*ROMANIDiscoveringusefulwordsandexpressions1.Findthecorrectwordforeachofthefollowingmeanings.2.Theitalicizedwordsinthesesentenceshavemorethanonemeaning.Explaintheusageandmeaningofeachwordineachsentenceandthenmakeyourownsentencesusingthesewordsindifferentmeanings.3.Usesomeofthewordsrecycledaboveandthephrasesbelowinthecorrectformtopletethestories.Checktheanswers.Step=2\*ROMANIIExercisesI.用适当的连接词填空。1.Ididnotseethefilmlastnight.Thatwas_______Ihadtohelpmybrotherwithhishomework.2.Ihadseenthefilmbefore.Thatwas____Ididnotseethefilmlastnight.3.Greatchangeshavetakenplaceinour village,soitisnolonger_____itusedtobe.4.Myfatherdidn’tsayclearly_____hewouldgivemeasmybirthdaypresent. Hewantedtogivemeasurprise.5.Hesaid_________youweretooyoungto understandthematterand____hewasaskednottotellyou.6.I’dliketostartmyownbusiness—that’s_____I’ddoifIhadthemoney.7.—Haveyoufinishedthebook?—No.I’vereadupto_____thechildrendiscoverthesecretcave.8.—It’snousehavingideasonly.—Don’tworry.Petercanshowyou_____toputanideaintoaction.9.PeopleinTangshanareproudof______theyhaveachievedaftertheearthquakehappenedin1976.10.Wehaven’tsettledthequestionof________itisnecessaryforhimtostudyabroad.Ⅱ.单句改错。1.Youarealwayssayingthateveryoneshouldbetreatedequally.ThisiswhatIdon’tagree.2.Asanewgraduate,hedoesn’tknowhowittakestostartabusinesshere.3.Theteachersaidthatlighttraveledmuchfasterthansound.4.Whodoyouthinkmightthepublicchooseastheirfavoritesingerthisyear?5.Oneadvantageofplayingtheguitariswhatitcangiveyouagreatdealofpleasure.Step=3\*ROMANIIIHomeworkFinishUsingWordsAndExpressionsonPage56oftheWorkbook.GrammarTeachinggoals教学目标1.Targetlanguage目标语言重点句子Mayweaskwhatyouaredoinginthiscountry?Well,whydon’tyouexplainwhatthisisallabout?That’swhywe’vegivenyoutheletter.Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.Wedoubtedwhetherthemanwasabletopayforthefood.2.Abilitygoals能力目标Enablestudentstounderstandandusenounclausesastheobjectandpredicative.3.Learningabilitygoals学能目标Getthestudentstousethenounclausesastheobjectandpredicative.Teachingdifficultpoints教学难点Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.Teachingaids教具准备AputerandaprojectorTeachingproceduresandways教学过程与方式Step=1\*ROMANI宾语从句1.名词性从句是由if,whether,that和各种疑问句词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)Thatsheisstillaliveisapuzzle.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：Iheardthathejoinedthearmy.(2)由what,whether(if)引导的宾语从句,例如：①Shedidnotknowwhathadhappened.②Iwonderwhetheryoucanchangethisnoteforme.4.否定的转移:若主语谓语动词为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。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。Wehearditthatshewouldgetmarriednextmonth.Step=2\*ROMANII表语从句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+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’tgetthesupportofthepeople.3)Butthefactremainsthatwearebehindtheotherclasses.4)Thereasonheislateforschoolisthathemissedthebus.Step=3\*ROMANIIIHomeworkFinishUsingStructuresonPage57oftheWorkbook.UsingLanguageTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语steak,eatlikeawolf,genuine,reserve,scream,fake,bowb.交际用语CanIhelpyou?I’lltakeyourorderinaminute.Areyoureadytoorder,sir/madam?Whatwouldyoulike…?Enjoyyourmeal!Here’syourbill.Hereyouare.2.Abilitygoals能力目标a.EnablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirselfconfidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.b.EnablestudentstosumupthemainideaofACTONEScene4.c.Enablestudentstounderstandthedetailsaboutthewholescene.d.Retellthesceneusingthekeywordsofthewholescene.e.Expresstheiropinionsbyansweringthefollowingquestions:1)Doyouthinkmoneyiseverything?Why?2)Doyouagreethatonlymoneycanbringpeoplehappiness?3.Learningabilitygoals学能目标a.HelpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirselfconfidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTONEScene4.c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.Teachingimportantpoints教学重点a.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.b.Discussthequestions:1)Doyouthinkmoneyiseverything?2)Doyouagreethatonlymoneycanbringpeoplehappiness?Teachingmethods教学方法Elicitation,discussion,listeningandreading.Teachingaids教具准备Aputer,aprojectorandataperecorder.Teachingproceduresandways教学过程与方式Step=1\*ROMANIIntroducesomenewwords:steak:eatlikeawolf:genuine:reserve:scream:fake:bow:Step=2\*ROMANIICULTURALNOTEHenryasksforasteak“extrathick”forhismeal.InChina,steakisgenerallycutthinlybutinAmericaitisappreciatedifitiscutthicklyandgrilledorfried.Theadvantageofhavingasteak“extrathick”isthatitcanbewellcookedontheoutsidebutstillraworhalfrawinthecenter.Step=3\*ROMANIIIReadandanswerthesequestions:1.Whatwasitintheletter?2.BeforeHenrytookthenoteoutoftheenvelope,didthewaiterservehimpolitely?Why?3.Didtheownerbelievethatthenotewasgenuineornot?Why?4.Whosebehaviorchangesthemostduringthisscene?5.Whatkindofpersonistheowneroftherestaurant?6.WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?Step=4\*ROMANIVDetailedreading 1.Whatdoes“it’llcostalargeamountofmoney”exactlymean?2.Atthesightofthecustomer’snote,theownerandhiswaitergotvery_D_.A.frightenedB.angryC.worriedD.excited3.Whendidthehostessandthewaiterchangetheirattitudetothecustomer?_____D____A.Atthebeginningofthestory.B.Beforetheysawthelargenote.C.Attheendofthestory.D.Aftertheysawthelargenote.Ingroupoffour,playthepartsof“Henry,waiter,ownerandhostess”.SpeakingTeachinggoals教学目标Learningabilitygoals学能目标a.HelpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirselfconfidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTTWOScene2c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.Teachingimportantpoints教学重点Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.Teachingmethods教学方法Elicitation,discussion,listening,readingandpairwork.Teachingaids教具准备Aputer,aprojectorandataperecorder.Teachingproceduresandways教学过程与方式MakeadialogueforActTwo,Scene2usingallofthefollowinginformation:Henrytellsaclerkthathewantsacoatforasuit.Theclerkshowshimacheapcoatdownstairs.Henrydoubtsifheshouldtakeit.Theclerkpersuadeshimtobuyit.Henryagrees,butexplainsthathecan’tpayhimrightnow,ashehasnosmallchange.Inyourdialogue,includeexpressionsonshopping.Practiceyourdialogueandthenshareitwithanotherpair.Andwe’llseewhichisthemostappropriatefortheplay.SuggestedsceneThedialoguetakesplaceatatailor’sshop.(O=Owner;C=Clerk;H=Henry)O:There’sacustomer,Todd.Willyou servehim?C:Idon’tknowwhyhe’sinatailor’s shop.Justlookathisclothes!O:Nomatterwhathe’swearing,Todd,justshowhimthecheapest.C:Doyouwantanything?H:Yes,please.Iwanttobuyasuit.C:Ofcourse.Youmayfindtheseratherexpensive.We’vegotsomecheaperonesinthebackroom.Willyouethroughtotheback,please?...Whydon’tyoutrythisoneon?H:Mmm,itdoesn’tseemtofitverywell.C:I’mafraidit’sthecheapestonewe’vegot.H:Verywell,I’lltakeit.Couldyouwaitafewdaysforthemoney?Idon’thaveanysmallnotesonme.C:Oh,youhaven’t?Well,ofcourse,Iknowthatgentlemenlikeyoucarryonlylargenotes.H:Myfriend,youshouldn’tjudgestrangersalwaysbytheclothestheywear.I’mquiteabletopayforthissuit.Ijustdidn’twishtoputyoutothetroubleofchangingalargenote.C:Whydoyouthinkwecan’tchangeyournote?Ofcoursewecan.H:Oh,verywell.Thenthereisnothingtoworryabout.Iapologize.背景知识1.Aboutthe￡1,000,000Banknote 英格兰银行出于特殊的需要发行了两张面值一百万的钞票，其中一张收回并作废，但还有一张却留在银行，两兄弟打赌，一个身无分文的人带着这张钞票会发生什么，兄弟A说会死去，兄弟B说他肯定能活一个月。他们物色了一个年轻人做试验，带着这张毫无使用价值的百万英镑钞票。年轻人走进商店买东西，拿出钞票要求找钱，店老板都震惊了并立刻改变态度，极力讨好这个年轻人，年轻人得到了他想得到的，包括爱情和受人尊敬。他爱上的女孩正是兄弟B的女儿。最后，百万英磅被银行收回并作废，年轻人过上了幸福的生活。 TheBankofEnglandonceissuedtwonotesofamillionpounds,tobeusedforaspecialpurposeconnectedwithsomepublictransactionwithaforeigncountry.Forsomereasonorotheronlyoneofthesehadbeenusedandcanceled;theotherstilllayinthevaultsoftheBank.Well,thebrothers,chattingalong,happenedtogettowonderwhatmightbethefateofaperfectlyhonestandintelligentstrangerwhoshouldbeturnedadriftinLondonwithoutafriend,andwithnomoneybutthatmillionpoundbanknote,andnowaytoaccountforhisbeinginpossessionofit.BrotherAsaidhewouldstarvetodeath;BrotherBsaidhewouldn’t.BrotherAsaidhecouldn’tofferitatabankoranywhereelse,becausehewouldbearrestedonthespot.SotheywentondisputingtillBrotherBsaidhewouldbettwentythousandpoundsthatthemanwouldlivethirtydays.Theythought“me”tobetherightperson,apoor,honestandintelligentstranger.Theyhanded“me”anenvelopethatcontained￡1,000,000banknote.“I”,dressedinrag,withnothingbutabanknote,gotintoarestaurant.“I”tookthebanknotetopayforthebillandaskedforchanges.Thebosswholookeddownuponmeatfirstchangedhisattitudepletely.HeflatteredmethatIcouldhaveanythingIwanted,anytimeIchose,andlettheaccountrunaslongasIpleased.Theyalltreatedmeasanhonoredguest.Then“I”gotintoatailor’sshop,thesamethinghappened.“I”driftednaturallyintobuyingwhateverIwanted,andaskingforchange.“I”ownedtherespectandfellinlovewithagirl,Portia.Everythingwentwellhaving￡1,000,000banknoteon“me”.Afteramonth,Brothersreturned,tomysurprise,oneofthemwasMyPortia’spapa.HetookthatfriendlyandhospitablebillbacktotheBankofEnglandandcashedit,thentheBankcanceleditandmadehimapresentofit,andhegaveittousatourwedding.2.CharactersinTHEMILLIONPOUNDBANKNOTEHenry:alostAmericanbusinessmaninLondonRoderick:arichEnglishman,brothertoOliverOliver:arichEnglishman,brothertoRoderickBanker:fortheBankofEnglandTodd:anespeciallyhelpfulclerkatthetailor’sshopOwner1:ofasmallbutfancyrestaurantinLondonWaiter:worksfortherestaurantownerHostess:greeterattherestaurantandwifeoftheownerMrClemens:adinerintherestaurantandexpertonbanknotesOwner2:ofasmallbutfancytailorshopinLondonAmbassador:thechiefUSdiplomatinBritainPortia:afriendoftheambassadorwhoheintroducestoHenryVariousnarratorsVariousclerks3.Supplementarylinesthatdidnotappearinthetextbook:ACTONEScene1Narrator:AhundredyearsagowhenBritainwasveryrich,therewasmoregolddeepwithintheBankofEnglandthananywhereelseintheworld.Moneywassafe,peopleusedtosay,assafeastheBankofEngland.Banker:HereitisMrMontpelier.Itrustyouwillnotbedisappointedwithitsdesign.(Hehandshimabanknote.)Oliver:No,itseemstomeathingofbeauty.Roderick:Allowme,Oliver.(Hetakesthenotefromhisbrother.)Itlooksgood,itfeelsgood,itisgood.Banker:Andthere’sonlyoneotherlikeitthatwasusedforaforeignloan.Oliver:Yes,wereadaboutit.That’swhatgaveustheidea.Banker:Theidea?Roderick:Isupposeitdoesseemstrangethatweshouldneedsuchalargesuminonebanknote.Banker:Itcertainlyisaunusualrequest.Iimagineit’sforbusiness.Oliver:Importantbusiness,isn’tit,Roderick?Dowetellthisgentleman?Roderick:Yes.Yousee,mybrotherandIneedthispretty,specialpieceofpaperforabet.Banker:Abet?Didyousayabet?Oliver:Averyimportantbet.Banker:Ishouldsayitmustbeforonemillionpounds!Scene2Narrator:Itisthesummerof1903.HenryAdams,anAmericanbusinessman,hashadsomeverybadluck.HeislostinLondon.Hehasnomoneyanddoesnotknowwhatheshoulddo.AsHenryiswalkingdownasidewalk,heseesafamilyhavingapicnicinapark.However,hedoesn’tlookatthembutattheirfood.Hekeepswalking.Thenhereachestheentrancetoalargeoldbuildingandentersit.Henry:“ThisembassydoesnotprovidemoneytoAmericansinLondon.”Well,that’stoobad.(Heturnstotheclerk.)Ithoughtthiswouldbejusttheplace.Clerk:Itdoesn’tmeanwe’renotgladtohelpyouinotherways.Youcanworkonashiptotakeyouhome,ifyoulike.(Henrynoticestheclerkeatingpeanutsfromabag.)Henry:AnychanceIcanfindworkhere?Clerk:Well,ifyou’dliketoebackinaweek,wecanfindoutforyou.Henry:Aweek?That’salongtime.IfIcanjustgetmoneytolastmeafewdays,Icanfindworkformyself.Clerk:Wecangiveyouasmallloanifyoucanrepayit.Canyouofferusanythinginexchange?Henry:Well,I’msmartandIcanusemyhands.Unlessyoudon’ttrustme,isn’tthatenough?Clerk:No,I’mafraidnot.Manypeoplepassthroughthisofficemakingsimilarrequests.Ifwehelpyouinthisway,otherswillexpectthesame.Henry:IthinkI’lltrytohelpmyself.Clerk:Well,that’suptoyou,youngman.ebackifyouhavenoluck.Henry:I’lldothat.(Heisstilllookingatthepeanuts.)Say,mayIhavesomeofthose?Clerk:Ofcourse,youcan.Oh,sorry,allgone.(Heblowsintothebagandpopsit.)4.MajorWorksbyMarkTwainTheCelebratedJumpingFrogofCalaverasTheCelebratedJumpingFrogofCalaverasCountywasfirstpublishedintheNovember18,1865,editionofTheNewYorkSaturdayPressunderthetitle“JimSmileyandHisJumpingFrog.”Thestory,whichhasalsobeenpublishedas“TheNotoriousJumpingFrogofCalaverasCounty”,issetinagoldminingcampinCalaverasCounty,TheAdventuresofTomSawyer(1876) (FromthePreface)Mostoftheadventuresrecordedinthisbookreallyoccurred;oneortwowereexperiencesofmyown,therestthoseofboyswhowereschoolmatesofmine.HuckFinnisdrawnfromlife;TomSawyeralso,butnotfromanindividual—heisabinationofthecharacteristicsofthreeboyswhomIknew,andthereforebelongstothepositeorderofarchitecture. Theoddsuperstitionstoucheduponwereallprevalentamongchildrenandslavesinthewestattheperiodofthisstory—thatistosay,thirtyorfortyyearsago.Althoughmybookisintendedmainlyfortheentertainmentofboysandgirls,Ihopeitwillnotbeshunnedbymenandwomenonthataccount,forpartofmyplanhasbeentotrytopleasantlyremindadultsofwhattheyoncewerethemselves,and