Loading... Please wait...The 6th period ---Grammar
Ⅰ.Teaching aims
Enable the Ss to understand and use noun clauses as the object and predicative.
Ⅱ. Teaching important points
Noun clauses as the object and predicative
Ⅲ. Teaching difficult points
Noun clauses as the object and predicative
Ⅳ. Teaching procedures
Step1. Revision
T: Last period, we learnt some useful words and phrases. Now I’d like you to make sentences, using those words and phrases on the blackboard.
(the teacher write down the following words and phrases:1. permit me to lead the way 2. account for 3. make a bet 4. wonder 5. mind 6. by accident 7. to be honest 8. find oneself carried to the sea)
Step2. Grammar
1. Lead-in
T: Well, boys and girls, do you still remember the story The Million Pound Bank-Note?
Ss: Yes.
T: Good, now let’s see some of its pictures again, recalling the story.
(Picture1: Henry was sitting on the chair, talking to the brothers.)
T: Well, you see, this is the first time that Henry has met the two brothers, and the brother is asking Henry some questions politely. For example:
(Show on the PPT)
May we ask what you are doing in this country?
(Picture2: Henry was holding an envelope, looking a bit puzzled.)
T: When Henry was given a letter but couldn’t know what was in it until two o’clock, he was a little puzzled, so he asked the two brothers:
Why don’t you explain what this is all about?
(Picture3: Henry wanted to give the letter back to the two brothers, while the brother refused.)
T: OK, in this picture, the brother is explaining to Henry that he was honest, and
That’s why we’ve given you the letter.
2. Grammar
T: Now, please look at these three sentences:
(1) May we ask what you are doing in this country?
(2) Why don’t you explain what this is all about?
(3) That’s why we’ve given you the letter.
They are all noun clauses. Could you tell me which noun clauses does each sentence belong to?
(the first two belong to objective clause, while the last one belongs to predictive clause)
T: OK, now let’s learn more the grammar of this unit----- Noun clause as the object and predictive.
名词性从句：在一个复合句中，有些从句的作用相当于名词，可以充当主语、表语、宾语或者同位语，分别称为主语从句、表语从句、宾语从句或者同位语从句。这些从句统称为名词性从句。
1.宾语从句
从句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）
e.g. I know (that) Henry must be worried about what will happen to him.
（2）由what，whether (if), how ,why等引导的宾语从句
e.g. I can’t yet tell you whether I like this play or not.
Henry must be worried about what will happen to him.
（3）介词后面的宾语从句
e.g. The teacher is pleased with what she has said.
宾语从句注意点：
① 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。如：
I don’t think this dress fits you well.
Roderick don’t believe that a man can survive in the city for a month with only a million pound bank-note in his possession
I don’t suppose you will finish the work today.
但是: I hope he won’t give up.
② It 作形式宾语：it不仅可以作形式主语，还可以作形式宾语,而真正的宾语——that从句则放在句尾。如：
We heard it that she would get married next month.
We think it important that every student should obey school rules.
③ 宾语从句的时态特点：宾语从句的时态主要取决于主句的时态。主句是一般现在时时，从句允许使用任何时态。当主句时态为过去时时，从句时态除表示“真理、格言、谚语、客观存在、科学事实”用一般现在时外，一律用过去时态，根据具体情况作相应的变化。如：
My teacher told me that all is not gold that glitters.
I didn’t think he was wrong yesterday.
④ 宾语从句与定语从句的区别
从句 宾语从句 定语从句
在复合句中充当的成分 宾语（放在动词或者介词后面） 定语（修饰名词或者代词）
引导词 that(一般可以省略）
what/ whether/if/how
who/why/when/whom
whose/when/where 关系代词which/that/who(m)
关系副词
when/where/why
例句 I don’t know whom he wants to see. I don’t know the person whom you saw just now.
2. 表语从句
从句在复合句中用作表语，一般放在主句的谓语动词（连系动词）后面。引导表语从句的关联词有：连接词that, whether, as if, as though, because;连接代词who, whom, what, which, whose;连接副词when,where,how,why等。如：
What they want to know is whether Henry has any money on him or not.
That is what the two brothers want Henry to do.
It looks as if Henry is the best man to do the job.
The news is that the two brothers have gone abroad.
II. Fill in the blanks
1. I am surprised he has left without saying goodbye to us.
2. I don’t know he is doing there.
3. Please tell me she has gone.
4. Please find out the train leave.
5. The question is the film is worth seeing.
6. That’s he didn’t come yesterday.
7. I don’t know will attend the meeting.
8. Will you tell me I can keep healthy?
9. The problem is we can get enough food.
10. He asked pen it was
Step 4 Homework
1. Recite the key sentences on the grammar---noun clauses as the object and predicative.
2. Do the exercises3 on P57.
The 7th Period---Listening/speaking/reading ( act two )
Teaching aims and demands:
*Knowledge aims:
1. To get the students to know more about the whole play by listening reading and acting, and make sure the students have a full understanding of the text.
2. To guide the students to have a discussion about the characters in the text .
3. To guide the students to get to know the features of a play.
Step 1. Lead-in
Greet the students as usual.
T: We have learned the first part of the play “one million pound bank note”, can anyone tell us what happened to our hero Henry?
S: Let me have a try. Henry is an American. He came to Britain by chance and was very poor. But the honest man was very lucky. He got a million pound bank note from two rich old men, who wanted to see what would happen to him after he had the big note.
T: Well done. Now our hero has got the bank note, and had a good meal for free. You see his coat is shabby, so where will he go next?
S: the tailor’s
T: Do you want to know what will happen to him next? Let’s watch the next part of the play.
Step 2. Watch the play “at the tailor’s”
After watching the film clip, the teacher asks the students to fill in the blanks according to the film.
After reading the letter from the brother, Henry puts it back into his coat pocket. Then he notices his coat is w____ out. So he finds a t_____ shop and goes in to get a new coat. Seeing the poor customer, none of the waiters is willing to s____ him. At last, the third waiter asks Henry to try on an ugly coat and tells him that is p______ in England at present. Before paying the money, Henry tells the rude waiter not to j____ people by their clothes.
However, after Henry shows the clerk and the owner the b_________. Both the clerk and the owner were s_______. The owner p_______ to be angry with the clerk. He becomes really p______ to Henry, and wants to sell more coats to him, even though he ______ want to buy them. When Henry tells him he is moving, the owner isn’t s________, because ______ ______________________________________________________________________________________________________
Step 3. ActII scenes 4—meet Portia
T: With the help of the one-million pound bank note, Henry got almost everything he needs without paying a cent. Then Henry meets the Heroin Portia at a big party of the upper class.
T: Listen to the tape, to see how the two young people meet. And tell us what kind of person do you think Portia is?
Here is the listening script.
Step 4. Discussing & Acting
T: Obviously, we can see that Henry and Portia fell in love when they first saw each other. What’s more, I want to tell you that Portia is the step-daughter of Abel, one of the brothers who made the bet.
After a series of stories, the play comes to an end. Could you use your imagination to create an end? You’d better work in groups of 4. Please discuss which one of the brothers win the bet, whether Henry and Poria can get together, if Henry wins, what kind of job will he get. After discussing, please act the end out.
Rules of acting the play: two play as the brothers, one as Henry and one as Portia.
S: various of ideas.
Step 5. Watching the end & Discussing
Thank you for your perfect performance. Now let’s enjoy the end of the play. Pay attention to the words the bothers and Henry say.
Do you agree “Money is everything”? Tell me what money is?
If you get a large amount of money, is it good or bad for your life ?
Step 6. Learn about the play
The language of the theatre
Ask the students to read some of the lines and find the features of the language.
The clue of the theatre
Clue is another characteristics of a theatre or a play. What is the clue of the whole story?
S: the bank note.
T: Good. From the very beginning to the end, the whole story is all about the bank note. How it changes Henry’s life, how it shows all the people’s real mind, how it leads to a love story, and how it affects our attitude towards money.
T: the bank note is the clue, and also the centre of the conflicts.
Step 7. Appreciation of the whole play
If time permits, the teacher can show the students the whole movie.
Step 8. Homework
Make up the middle part of the story. Pay attention to the play conflicts, and the language of different characters.