UNIT 3 The Million Pound Bank-Note
山東 滕州一中 馬文玉
I. 單元教學目標
技能目標Goals
Talk about short stories and dramas Learn how to act out a play
Learn how to request and order food
Learn Noun clauses as the object and predicative Write a play or drama
II. 目標語言（ Target Language ）
功
能
句
式 1. Request（請求）
Would you please come in?
Would you mind waiting just a few minutes?
May I ask you how much money you have?
--Well, to be honest, I have none.
Could you offer me some kind of work?
I wonder, Mr. Adams, if you mind us asking a few questions?
--Go right ahead.
2. Ordering food (點 餐)
I’d like some ham and eggs and a nice big steak.
I’ll have a nice long glass of beer.
詞
匯
1. 四會詞匯
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, barber 2. 認讀詞匯
narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issues, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script 3. 固定詞組
make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble
3. 重點詞匯
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble
語
法 1. Noun clauses as the object (賓語從句)
I can’t say that I have any plans.
…and he does not know what he should do.
I did not know whether I could survive until morning.
2. Noun clauses as the predictive (表語從句)
That’s why we’ve given you the letter.
重
點
句
子 1.Have you ever made a bet with a friend? If so, what did you bet on? P17
2.He is lost in London. P17
3.Permit me to lead the way, sir. P17
4.As a mater of fact, I landed in Britain by accident. P18
5.His eyes stare at what is left of the brother’s dinner on the table. P18
6.I wondered, Mr. Adams, if you’d mind us asking a few questions. P18
7.I earned my passage by working as an unpaid hand, which accounts for my appearance. P18
8.Well, we will have to take a chance. P21
9. (in a rude manner) What’s there to wait for? P22
10.He’s in rags! P22
III. 教材分析與教材重組 1. 教材分析
本單元的主要內(nèi)容是根據(jù)馬克.吐溫的名著《百萬英鎊》改編而成的劇本中的幾個片段。
1.1 WARMING UP 提出問題，通過對馬克.吐溫及其作品的討論引發(fā)學生學習興趣，使學生對馬克,吐溫及其作品, 有個初步的了解。
1.2 PRE-READING要求學生展開想象，假如自己有了一張百萬英鎊的鈔票會怎么做，并闡述自己對《百萬英鎊》這部電影的評價。
1.3 READING 是劇本中第一幕的第三場。富商兄弟倆打賭把一張百萬英鎊鈔票給一個一無所有，誠實可靠的窮人，想看看會發(fā)生什么事。 最后他們物色到一個窮困潦倒，流落倫敦街頭的美國小伙子Henry Adams。教師可以引導學生通過戲劇情節(jié)的發(fā)展，了解，感受戲劇的語言。 同時，還可利用劇本的朗誦和表演幫助學生改進語音語調(diào)。
1.4 COMPREHENDING 中Fact or Opinion 的練習和幾個形容詞的填空練習旨在檢測學生對事實和觀點的判斷，加強對這部分詞語在語境中的理解和運用。
1.5 LEARNING ABOUT LANGUAGE 通過英語釋義，在文章中填空等形式幫助學習理解掌握本單元的重點詞匯， 并通過先發(fā)現(xiàn)再簡單運用的模式幫助學生了解， 掌握本單元的語法項目：賓語從句和表語從句。
1.6 USING LANGUAGE 中的Reading and acting 介紹了第一幕的第四場。這一場生動地講述了衣衫襤褸的流浪漢Henry Adams到餐館用餐時, 先遭到冷遇， 而后由于拿出了一張百萬英鎊的大鈔, 又倍受關照的有趣故事。 作者用詼諧的筆調(diào)諷刺了資本主義社會拜金主義者的丑陋嘴臉。
1.6 .1 READING & ACTING 是劇本中第一幕的第四場。
1.6 .2 LISTENING &WRITING中又介紹了第一幕的第五場， 進一步印證了Henry Adams 誠實正直的品格。
1.6 .3 READING 是關于馬克吐溫的介紹。
1.6.4 WRITING要求學生自己寫一個場景---第一幕的第五場。
1.7 SUMMING UP 總結本單元所學到的內(nèi)容：《百萬英鎊》，有用的動詞，名詞，表達和新的語法項目。
1.8 LEARNING TIP 是關于如何寫一個劇本的。
2. 教材重組
2.1從本單元話題內(nèi)容和功能上分析,Warming up, Pre-reading, Reading, Comprehending和Using language中的 Reading (about Mark Twain)相一致，可以整和成一節(jié)任務型“閱讀課（精讀）”。
2.2 將Learning about language中的 Words and expressions, Using language中的 Useful structures與Workbook中的Using structures, Using words and expressions放在同一節(jié)課中處理，上一堂 “語法課”。
2.3 將Using language中的listening （ACT ONE Scene5）， Workbook中的 Listening （ACT TWO Scene2 ）整和成一節(jié)“聽力課”
2.4 將Workbook中的Talking (ACT TWO Scene1), Speaking Task (ACT TWO Scene3) 和Speaking Task (ACT TWO Scene4)上成一節(jié) “口語課”。
2.5將Using language中的Reading and acting (ACT ONE Scene4)上成一節(jié)“閱讀和表演課”
2.6.將Using language中的Writing (ACT ONE Scene 5) 與Workbook中的Writing Task, 和Checking yourself, Learning Tips 上成一節(jié)“寫作課”。
3. 課型設計與課時分配 (經(jīng)分析教材, 本單元可以用六課時完成)
1st period Intensive Reading
2nd period Grammar
3rdperiod Listening
4thperiod Speaking
5thperiod Extensive Reading and Acting
6thperiod Writing
IV. 分課時教案
The First Period Intensive Reading
I. Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞匯和短語：
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous
b. 交際用語：
*Expressions on request:
Would you step inside a moment, please?
Would you please come in?
May we ask what you’re doing in this country and what your plans are?
Well, why don’t you explain what this is all bout?
c. 重點句型：
(1) Have you ever made a bet with a friend? If so, what did you bet on? P17
(2) He is lost in London. P17
(3) Permit me to lead the way, sir. P17
(4) As a mater of fact, I landed in Britain by accident. P18
(5) His eyes stare at what is left of the brother’s dinner on the table. P18
(6) I wondered, Mr. Adams, if you’d mind us asking a few questions. P18
(7) I earned my passage by working as an unpaid hand, which accounts for my appearance. P18
2. Ability goals能力目標
a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.
b. Enable students to sum up the main idea of ACT ONE Scene 3.
c. Enable students to understand the details about the whole scene.
d. Retell the scene using the key words of the whole scene.
e. Express their opinions by answering the following questions:
(1) Do you think money is everything? Why?
(2) Do you agree that only money can bring people happiness?
3. Learning ability goals 學能目標
a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English.
b. Help students to sum up the main idea of ACT ONE Scene3.
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
e. Help them to answer the following questions:
(1) Do you think money is everything?
(2) Do you agree that only money can bring people happiness?
II. Teaching important points 教學重點
1. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.
2. Discuss the questions:
(1) Do you think money is everything?
(2) Do you agree that only money can bring people happiness?
III. Teaching difficult points教學難點
Discuss the questions:
(1) Do you think money is everything?
(2) Do you agree that only money can bring people happiness?
IV. Teaching methods 教學方法
Elicitation, discussion, listening, reading, pair work
V. Teaching aid 教具準備
A computer, a projector, and a tape recorder
Teaching procedures and ways教學過程與方式
Step I Warming up
Mark Twain is probably one of the few American writers with whom Students are already familiar. This exercise allows teachers to discover just how much students remember about this 19th century writer. Find out in the discussions how much the students know and decide how much more they need to know about the author before they read the play.
1. T: Morning, everyone! Look at the screen, please. I will show you some pictures of a famous play. Talk about them in your own words. (The teacher shows them some pictures of THE MILLION POUND BANK-NOTE.)
Picture one: I just need a suit.
Picture two: I know that gentlemen like you carry only large notes.
Picture three: Goodness me! Six zeros.
(Students discuss the three pictures)
T: Ok, class. After watching and discussing the pictures, can you guess what the famous play is?
SS: Yes. It is called THE MILLION POUND BANK-NOTE.
T: Then, do you know the writer of the play?
SS: Yes. It is Mark Twain.
T: What do you know about the American writer Mark Twain? Next, read “ABOUT MARK TWAIN” on page 23 so that you can know more about him.
2. Students read this passage about Mark Twain and answer the questions given in the form on page 23.
T: What’s the real name of Mark Twain?
SS: Samuel Langhorne Clemens.
T: When was he born and when did he die?
SS: He was born in 1835 and died in 1910.
T: Do you know all the places where he lived?
SS: He was raised in Hannibal, Missouri, along the Mississippi River, but traveled much of the US, and also lived for a time in Europe.
T: Can you name three of his famous stories?
SS: The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn, A Connecticut Yankee in King Arthur’s Court, The Notorious Jumping Frog of Calaveras County, etc.
T: Why did you forget this one----THE MILLION POUND BANK-NOTE? As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we’ll learn some parts of this famous play. Of course, if you want to read more about the life of this great writer, you can go to the library or surf the Internet to find more about him.
Step II Pre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage them to express their opinions freely.
1.T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why? (The teacher draws a picture on the blackboard.)
(Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
S1: I’ll buy a big house, a new car of my own and get married with a beautiful girl. In my opinion, the most important thing for a person is to enjoy the life. So, if I have a lot of money, I’ll make full use of it to meet my needs for a rich life.
S2: I’ll give some money of the one million pound to the poor people in the west part of our country to help them live a happy life, especially the children. Because they really need help and they can learn more knowledge in order to develop the west part of our country. This way of spending money is meaningful.
S3: …
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? Have you seen the movie? If so, what do you think of it? So, this class we’ll learn the story together.
Step III While-reading
1. First reading: Scanning
Get the students to comprehend the whole scene quickly and accurately and meanwhile help the students to form a good habit of reading. Teachers give the students a couple of minutes to look through the whole scene. Tell the students to read the text silently and then ask some detail questions about the text on the slide show with their partners. Teachers encourage the students to express their ideas.
T: Now we are going to learn ACT ONE Scene 3. Read the whole scene quickly and find out the answers to the four questions here.
Teachers show the questions on the screen:
1. How did Henry Adams come to England?
2. Where did Henry work? How much money did he have?
3. What did the two gentlemen give Henry?
4. When can Henry open the letter?
(Students read the whole scene (ACT ONE Scene 3) for three minutes and try to answer the questions.)
T: Well, class, have you finished reading the whole scene?
SS: Yes.
T: Ok, who can answer the first question? How did Henry Adams come to England?
S1: It was the ship that brought him to England.
T: Very good. You did a good job. Next, where did Henry work? How much money did he have?
S2: He worked for a mining company and he had no money at all.
T: Very good. Then what did the two gentlemen give him?
S3: They gave him a letter.
T: When can Henry open the letter?
S4: He can’t open it until two o’clock.
T: Ok, great. Next, let’s do some listening.
2. Second reading: Reading aloud
In this part, students will read the text again and try to understand the sentences and the main ideas of the whole scene.
3.Listening
In this part, students will listen to the tape and try to find the characteristics of the whole scene. After that, teachers discuss the question with the students and then check the answer. And then the teacher as well as the students read the passage together, which will be served as the ground for the retelling afterwards.
T: Please listen to the tape and try to find the characteristics of the whole scene.
(Students listen to the tape.)
T: Well, Can you tell me the characteristics of the passage?
SS: Yes. This is part of a play. So, the narration is written in the present tense.
T: Ok, all of you did a good job. Next, let’s read the scene again and do some exercises.
Step IV Post-reading
1. Do comprehending exercises.
T: Read the scene again and do some comprehending exercises. (P19)
(The students begin to prepare for these two exercises. After a while, the teacher starts to collect the answers. ) (Later the teacher gives the answers, using a slide projector.)
(1) Exercise 1
T: Have you found out the answers?
SS: Yes.
T: Ok! Let’s check the answers. Who’d like to tell us which of the statements are opinions?
S1: I think statement 3, 4 and 5 are opinions.
T: Very good. Now who will tell us which of the statements are facts?
S2: I think statement 1 and 2 are facts.
(2) Exercise 2
Get the students to do this exercise by themselves, and then ask them to check their answers with the whole class.
(Later the teacher gives the answers, using a slide projector.)
2.Explain language points.
T: Well, class. What do you think of the scene? Do you think it is difficult to understand some sentences?
SS: Yes.
T: Now, please look at the screen and let me explain some sentences.
The following are the language points that the teacher will explain:
(1) a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their new house.
(2) make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. We made a bet on the result of the match.
(3) permit somebody to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it rained.
(4) by accident: as a result of chance or mishap.
e.g. I only found it by accident.
(5) stare at: look at somebody or something with the eyes wide open in a fixed gaze ( in astonishment, wonder, fear, etc)
e.g. Do you like being stared at?
(6) to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning.
3.Students read the whole scene again and again and try to retell it.
T: Well, class, have you got the main idea?
SS: Yes.
T: What’s the main idea? And can you retell it?
(Then the students begin to prepare for retelling the whole scene.)
Step V Retelling
1. Show the key words and relevant pictures on the screen, using the computer.
2. Ask the students to retell the whole scene, according to the following key words: summer, 1903, Henry Adams, American businessman, rescued, British ship, London, without money, lost, walk down, street, led to, two rich brothers, made a bet, a letter, a million-pound bank-note, open, two o’clock.
T: Now, look at the key words and pictures, who can retell the reading?
S1: It was the summer of 1903, and Henry Adams, an American businessman, had some very luck. He was rescued at sea by a British ship that takes him to London where he finds himself without money, friends or the prospect of a good job. He was lost and alone in London. He had no money and did not know what he should do. Walking down the street, he heard someone calling him. Then he came in and was led to two rich brothers, Roderick and Oliver, who made a secret bet and gave him a letter in which there was a one-million-pound banknote. He was asked to open the letter until two o’clock in the afternoon. Roderick believes that a man can’t survive in the city for a month with only a million pound banknote in his possession but Oliver believes he can. (The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.)
T: Good, the next one, who wants to try?
(Then another student retells the whole scene.)
T: You’ve done a good job. Now let’s retell the whole scene together.
Step VI Summary and homework
T: Ok, class, what do you think of this play? Is money so important?
SS: no.
T: Some people say that money is everything. What do you think of this opinion?
S1: I don’t think so. Yes, money is very important in some occasion. But that doesn’t mean it is everything. For example, when your hometown is flooded and you are trapped in the water, can you save yourself even if you have a lot of money with you? No! So, we should not regard money as everything.
T: Great! But some people still think that money can bring them happiness. What do think of this?
S2: I don’t agree this. Since money doesn’t mean everything, so it can’t bring happiness to us. For example, you have a lot of money but you haven’t a happy family, can’t you say that you are happy?
T: So, class, we should have a correct attitude towards money. Now, let’s look at today’s homework.
1. Review the key sentences in this part.
2. Preview the words in the second period.
The Second Period Grammar
I. Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞匯和短語：win the bet, make the bet, be worried about, stay out of jail, a poorly- -dressed gentleman, eat like a wolf, be a big puzzle to sb.
b. 重點句子
May we ask what you are doing in this country?
Well, why don’t you explain what this is all about?
That’s why we’ve given you the letter.
We were very surprised that he finished two orders of food in a very limited time.
We doubted whether the man was able to pay for the food.
2. 能力目標
1. Enable the students to use the words and expressions in this part.
2. Enable students to understand and use noun clauses as the object and predicative.
3.學能目標
1. Get the students to guess the meaning of the words or expressions according to the context.
2. Get he students to use the noun clauses as the object and predicative.
II. Teaching important points 教學重點
1. How to make students understand and use noun clauses as object and predicative.
2. Get the students to master the usage of the important words of this unit.
III. Teaching difficult points教學難點
How to make students understand and use noun clauses as object and predicative.
IV. Teaching methods 教學方法
Task-based method
V. Teaching aid 教具準備
A computer, a projector
Teaching procedures and ways教學過程與方式
Step I Revision
Check the students’ homework.
Step II Discovering useful structures (P20-21)
T: Good morning/afternoon, class. Today we are learning the grammar of this unit---Noun clause as the object and predicative. First, let’s review the passage we studied last class in order to discover the useful structures.
Exercise 1
T: In the scene we’ve learned two noun clauses as object and one sentence as predicative. Who can tell me the three sentences?
(Then Students read the whole scene to find lines in the play that uses a noun clause as the object and predicative. While the students are reading the whole scene, the teacher walks around the classroom and collect the answer. Then the teacher asks some students to tell the others the correct answer.)
Suggested answers:
May we ask what you are doing in this country?
Well, why don’t you explain what this is all about?
That’s why we’ve given you the letter.
Exercise 2
For this part, students make sentences with the noun clauses as the object using one of the words given in the textbook. And then let them discuss the answers in pairs. At last, check the answers with the whole class.
T: Now let’s go on with the next exercise. Turn to page 20, and let’s fill in the blanks. I’d like you to do this exercise by yourselves. After that discuss your answers in pairs and then let’s check the answers together.
Allow the students enough time for the exercise.
Exercise 3
In this part, students make as many sentences as possible using parts of sentences given in the textbook. And then let them discuss the answers in pairs. At last, the teacher checks the answers with the whole class and give the suggested answers.
Suggested answers:
(1) Henry’s question is why the two brothers wanted to make the bet.
(2) The problem is that he doesn’t know anybody in London.
(3) Henry’s concern is how he can get food and clothing.
(4) His trouble is that he doesn’t know anybody in London.
(5) That is why the brothers wanted to make a bet.
(6) The brothers’ doubt is whether Henry can stay out of jail.
(7) Henry’s concern is where he can get a job.
(8) Henry’s question is what gave the two brothers the interesting idea.
Exercise 4
In this exercise, students complete some sentences with a noun clause as the play. And then let them discuss the answers in pairs. At last, the teacher checks the answers with the whole class and give the suggested answers.
Suggested answers:
(9) The trouble was that Henry Adams was lost in London and he had no money.
(10) Henry’s question was whether he could borrow some money.
(11) It seemed as if the brothers wee playing a joke on Henry.
(12) The brothers’ problem was who would be the best person to test this bet.
(13) This is why they lent him the money.
Step III Explanation and summary
T: Well, class. You did a good job. Next I want to explain something about noun clauses as the object and predicative so that you can have a better understanding of the grammar of this unit.
1. 名詞性從句是由if, whether, that 和各種疑問詞where, when 等充當連接詞所引導的從句，其功能同名詞一樣。
2. What 與that 在引導名詞性從句時的區(qū)別
what 引導名詞性從句時在從句中充當句子成分，如主語．賓語．表語，而that 則不然，它在句子中只起連接作用。例如：1) What you said yesterday is right.
2) That she is still alive is a consolation.
3.賓語從句就是在復合句中作賓語的名詞性從句，通常放在主句謂語動詞（及物動詞）或介詞之后。
(1) 由that引導的賓語從句（that 通常可以省略）,例如：I heard that be joined the army.
(2) 由what, whether (if) 引導的賓語從句，例如：She did not know what had happened.
I wonder whether you can change this note for me.
4.否定的轉移: 若主句謂語動詞為think, consider, suppose, believe, expect, guess, imagine等，其后的賓語從句若含有否定意義，一般要把否定詞轉移到主句謂語上，從句謂語用肯定式。例如：I don’t think this dress fits you well.（我認為這件衣服不適合你穿。）
5. it 常可以放在動詞think, find, consider, believe, feel, make等后作為形式賓語: it 不僅可以作為形式主語，還可以作為形式賓語而真正的賓語-that 從句則放在句尾，特別是在帶復合賓語的句子中。 例如：We heard it that she would get married next month.
6.表語從句是在復合句中作表語的名詞性從句，放在系動詞之后，一般結構是“主語＋連系動詞＋表語從句”。可以接表語從句的系動詞有be, look, remain, seem等。引導表語從句的that常可省略。另外，常用的還有the reason why … is that... 和It is because… 等結構。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
7.賓語從句考點及熱點問題
(1)______we can’t get seems better than ____we have.
A. What, what B.What, that C. That, what D. That, that
(2) You can’t imagine ______when they received these nice Christmas presents.
A. how excited they were B how they were excited
C. how were they excited D. they were how excited
(3)They make ____ a rule whoever breaks the law will be published.
A. it B. that C. what D. this
(4)_____ you have seen both fighters , ______ will win?
A since, do you think who B. As, who do you think
C. When, whoever D. Since, who do you think
Suggested answers: (1) A (2) A (3) A (4) D
Step IV Using structures (P57-58)
T: After the explanation on the grammar, I still hope that you can have more exercises so as to consolidate what you have learned about noun clauses as the object and predicative.
1. Complete the passage by using the words in the box given in the textbook.
(Students do the exercises by themselves and then the teacher gives the answers.)
2. Complete the following sentences given in the textbook, using noun clauses as the object or the predicative.
(Students do the exercises by themselves and then the teacher gives the answers.)
Suggested answers:
(1) The two brothers can’t agree to whom they should give the bank-note.
(2) Henry wonders why they chose him for the test.
(3) The first thing Henry decides to do is how can eat a meal.
(4) The waiter is surprised to find that Henry has a million-pound note.
(5) The owner of the restaurant never expects that a millionaire will visit his restaurant.
(6)I t seems that Henry is able to buy anything but not pay for it.
(7) What Henry wants to tell Portia is that he loves her.
(8) Everyone may want to know what finally happens to the million-pound note.
3.T: Next, class, let’s play a game “Guess what it is”. Look at the chart below and read the questions and clues. Decide what each of the objects is. Choose the right word from the box. After finishing the four questions, you may go on with the rest of the words
(This game is a simple way of helping students to develop strategies for defining words themselves.).
Suggested answers:
(1) Wolf: The wolf is an enemy to humans and especially farmers. This is because wolves like eating meat. Luckily wolves live in dens in forests far from human beings and are easily caught in nets.
(2) Novel: A novel is a wonderful source of information and imaginative stories. If you are lucky, you can relax with one in your hand but if not it will remain in the shelf.
(3) Dessert: A dessert is good both to eat and to look at. It is a joy for children and a pleasure to make in the kitchen.
(4) Rags: Keeping your house clean is an easier task with many rags in your hand.
(5) Steak: A steak is a piece of good quality beef that is best eaten with salad and chips.
(6) Tale: A tale is an exciting story about interesting imaginary events.
Step V Learning about language (P19-20)
1. Look at the reading passage again to find words that mean the same.
First, students do the exercises independently.
Second, the teacher gives the answers.
Suggested answers:
Alternative words and expressions Words and expressions from the text
someone paid to do homework servant
unbelievable incredible
early evening nightfall
the cost of a journey on a ship passage
in sb.a way not planned by accident
look at…for a long time stare at
be the reason for account for
allow permit
story tale
a piece of paper used as money a bank-note
willingness to wait patience
foolish silly
the way someone looks appearance
tell you the truth to be honest
2. Complete this passage with some of the new words and expressions in the play.
Suggested answers: tale, bet, nightfall, unbelievable, servant, by accident, appearance
3. Fill in the blanks with the words in the box.
Suggested answers: (1) silly (2) permit, go ahead (3) stare, patience (4) made a bet (5) passage, account (6) account for (7) To be honest, jealous (8) willingness, probably
4. Make a list of useful expressions for requesting from the play.
Would you do (something) , please?
May we ask…?
I wonder if you’d mind…?
Could you offer me…?
If you don’t mind, may I ask you…?
T: You are great. So we will do more exercises.
Step VI Using words and expressions in Workbook (56-57)
First, students read and do the exercises by themselves.
Second, the teacher gives the answers.
1. Fill in the blanks with the words in the brackets.
Suggested answers: (1) humor, humorous (2) simply, simple (3) appear, appearance (4) unbelievable, believe (5) probable, probably (6) patience, patient (7) permitted, permission (8) willingness, willing
2. Fill in the blanks with the words in the box in their right forms.
Suggested answers: (1) was (not) permitted (2) getting (3) to pretend (4) account (5) should (6) bow
3. Translate the following sentences into English, using the words and expressions in the brackets.
Suggested answers:
(1) As a matter of fact, he was spotted by accident when he got into the office.
(1) To be honest, the gentleman was in rags in order to pretend that he was poor.
(2) He worked as an unpaid director in the company. But when the owner of the company shouted at him in a rude manner again and again, he began to lose his patience.
(3) She screamed as if she had seen a snake.
(4) Even if your company is large, it can still get into trouble by growing too quickly.
(5) The reason he gave to account for his silly actions were indeed unbelievable.
Step VII Homework
1. Recite the key sentences on the grammar-noun clauses as the object and predicative.
2. Preview the third period.
The Third Period Listening
I. Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞匯和短語：by mistake, go traveling, a sum of money, have a bet on sb., a born fool, get paid
b. 重點句子:
He begins to worry that he has got the banknote by mistake.
He’ll think we never dealt with a rich man before.
2. 能力目標
a. Enable the students to have independent thought and speculate about human behavior in a given situation.
b. Master the usage of “noun clauses as the object”
3. 學能目標
1. Get the students to have independent thought and speculate about human behavior in a given situation.
2. Make the students master the usage of “noun clause as the object”.
II. Teaching important points教學重點：
1. Practice students’ listening
2. Master the usage of “noun clauses as the object”
III. Teaching difficult points教學難點
Master the usage of “noun clauses as the object”
IV. Teaching methods 教學方法
Practicing independently & explaining
V. Teaching aid 教具準備
A multiple-media computer & a blackboard
Teaching procedures and ways教學過程與方式
Step I Revision
T: At the beginning of this class, let’s check the homework. Are you ready?
SS: Yes.
Then students check their homework each other.
Step II Listening (P23)
Read and guess
T: Today we’re going to listen to a part of a play. Before listening, please open your books and turn to page 23.Let’s do Ex1 after listening to the tape. You are to complete the questions independently.
After several minutes
T: Who can guess what this part is about?
SS: Henry worries that he has got the bank-note by mistake, so he goes back to visit the two brothers again. But they have gone traveling.
Task 1 Guessing
T: Please listen to the tape and tell me the main idea.
Task 2 Listening
T: Now listen to the tape again and decide how to answer the questions.
Play the tape again and then check the answers.
Task 3 Reading and Retelling
T: Now, class, let’s read the listening text so that you can have a better understanding of the listening. And then we will retell it.
(Then the teacher gives the listening text with a computer and students read the listening text aloud. Then the teacher asks the students to retell the story.)
Step III Listening in Workbook (P55-56)
In this part, get the students first guess what the listening text is about, ask them to listen carefully and do the exercise. After that, allow them to have a discussion about the answer, and check the answers with the whole class. At last, teachers show the listening material on the slide.
Task 1 Guessing
T: Let’s go on practicing listening. Open your textbook to page 55-56. This activity is to develop the story that can train your ability of guessing the development of a story. First, read the questions and guess what the listening is about.
After several minutes
T: Can you guess what the listening is about?
SS: I think the listening is about what happened to Henry at a tailor’s shop.
T: Can you tell us more about it?
SS: Yes. Henry wants to change his clothes because he was in rags. So he goes into a tailor’s shop. But the shop assistant who is called Todd is not polite to him and just shows him some cheap clothes in the beginning. When Henry takes out a million-pound bank-note, Todd as well as his boss begin to be kind to Henry.
T: Good! Let’s listen to find out whether it is true.
Task 2 Listening
T: Now listen to he tape. Make some notes of what you hear while listening. I’ll play the tape twice. Listen carefully. After that we will check the answers together.
Task 3 Reading the listening text
T: Now, class, let’s read the listening text so that you can have a better understanding of the listening.
(Then the teacher gives the listening text with a computer and students read the listening text aloud.)
T: Ok, class, you’ve done a good job. That’s all for the listening practice. Next, listen to the homework.
Step IV Homework
1. Consolidation:
T: Boys and girls, today we have practiced listening of this unit and learned some words and phrases. Although I think it’s not difficult for you to master them, after class you should review them.
2. Preview the fourth period.
The Fourth Period Speaking
I. Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞匯和短語: have…on/with/about sb, judge sb by sth, put sb to the trouble of doing sth, at the brothers’ home, at the tailor’s shop, earn a living, give sb. A wink of the eye, walk over to sb. learn…by heart, speak with passion
b. 重點句子
He knew that he might need the ambassador when others found out just how poor he really was.
The two brothers are seated, waiting.
Then she sits in Oliver’s lap, puts her arms around his neck and kisses him on the cheek.
2. 能力目標
Enable the students to make their own dialogue and write a scene for Act Two.
3. 學能目標
Get the students to make their own dialogue and write a scene for an act.
II. Teaching important/difficult points教學重/難點：
Train the ability of writing a scene for an act and talk about it.
III. Teaching methods 教學方法
Help the students practice spoken English by talking publicly and a co-operative method for the play writing.
IV. Teaching aid 教具準備
A multiple-media computer & a blackboard
Teaching procedures and ways教學過程與方式
Step I Revision
Students check their homework by themselves.
Step II Talking (P55)
T: Since we have read and listened to so many parts of the play, why not write a scene for an act? Now, open your textbook to page 55, and look at Talking.
(Students read the request of this part: After reading the letter from the brothers, Henry puts it back into his coat pocket. Then he notices that his coat is worn out. So he finds a tailor’ shop and goes in to get a new coat.)
T: Make a dialogue for Act Two, Scene 1 with a partner using all of the following information: Henry tells a clerk that he wants a coat for a suit. The clerk shows him a cheap coat downstairs. Henry doubts if he should take it. The clerk persuades him to buy it. Henry agrees, but explains that he can’t pay him right now, as he has no small change. In your dialogue, include expressions on shopping. Practice your dialogue and then share it with another pair. And we’ll see which has the most appropriate for the play.
1. Suggested scene:
The dialogue takes place at a tailor's shop. (O=Owner; C=Clerk; H=Henry)
O: There's a customer, Todd. Will you serve him?
C: I don't know why he's in a tailor's shop. Just look at his clothes!
O：No matter what he's wearing, Todd, just show him the cheapest.
C: Do you want anything?
H：Yes, please. I want to buy a suit.
C: Of course. You may find these rather expensive. We've got some cheaper ones in the back room. Will you come through to the back, please?...Why don't you try this one on?
H：Mmm, it doesn't seem to fit very well.
C: I'm afraid it's the cheapest one we've got.
H：Very well, I'll take it. Could you wait a few days for the money? I don't have any small notes on me.
C: Oh, you haven't? Well, of course, I know that gentlemen like you carry only large notes.
H：My friend, you shouldn't judge strangers always by the clothes they wear. I'm quite able to pay for this suit. I just didn't wish to put you to the trouble of changing a large note.
C: Why do you think we can't change your note? Of course we can.
H：Oh, very well. Then there is nothing to worry about. I apologize. (Hands him the note.)
2. Explanations to the suggested scene:
T: Maybe you find something is difficult to understand. So let me explain some to you.
(1) have…on/with/about somebody means take or bring something when someone goes to a place.
(2) put somebody to the trouble of doing something means make someone have the trouble of doing something.
(3) Change means the money that you gave back when somebody has paid you too much. e.g. Give me my change.
(4) judge somebody / something by / from something: form an opinion about somebody.
e.g. Judging from what you say, they ought to succeed.
e.g. Don’t judge a man by his looks.
Step III Listening, Speaking and writing Task (P58)
T: Imagine that Henry meets the woman of his dreams-Portia, how will they talk with each other? How would Portia know if Henry was telling her the truth? How would Henry say that he likes her very much in a way that she would like? Now, listen carefully to Act Two, Scene 3 and make a few notes to use when you write your dialogue.
1. Students listen to the tape, make notes and then share their notes with another pair.
T: Well, boys and girls, all of did a good job. But in order to help you to write a better dialogue, we should read the listening text together. Look at the big screen.
Then the teacher show the listening material and the students read it aloud.
(The following is the listening text of this part.)
N=Narrator A=Ambassador P=Portia H=Henry
Act Two, Scene 3
N: Well, very soon, it seemed as if everyone in London was talking about Henry. After a while, he felt it was his duty to report to the American ambassador to Britain. The Ambassador gave him a warm welcome and invited Henry to a dinner party that very night. Of course, Henry was glad to go. He knew that he might need the ambassador when others found out just how poor he really was. Now Henry is on the balcony of the American ambassador’s home in London.
A: Ah, there you are.
P: (to Henry) How do you do?
A: Mr. Adams, my special guest, Miss Portia Langham.
H: How do you do?
P: I’m afraid you must be too busy for me.
H: Yes, indeed, I am. I mean, no, no, not at all!
A: If you’ll excuse me, I must return o the other guests.
P: Won’t you sit down, please?
H: Yes, I’d love to-err-I’d like to. Thank you, Miss.
P: That poor, dear ambassador. He hates these parties almost as much as I do. Nothing but talk, talk, talk. And no one says anything anyone wants to hear, do they?
H: No, I suppose not.
P: The ambassador tells me you are a rich man.
H: Well-err-not really.
P: He tells me you are the talk of London these days. Why, it seems that every banker and shop owner in the city wants to meet you.
H: Yes, I’ve head. I can’t understand why, really. I’m not so special as that.
P: Oh, I don’t know about that, Mr. Adams.
H: Please, call me Henry.
P: Henry. I mean, even the ambassador is eager to know you better.
H: Yes, it would seem to be so.
P: What’s the matter?
H: Oh, nothing. Nothing, at least, that anyone can help with.
P: Are you in some kind of trouble, Henry?
2. Students discuss each of the following things in pairs:
(1) Which things Henry might tell Portia about himself?
(2) Which things he might keep a secret himself?
(3) Which things Portia might tell Henry about herself?
(4) Which things she might keep a secret about herself?
(5) What they might say about each other?
3. Students finish writing the dialogue for Act Two, Scene 3, making the words sound believable.
Suggested dialogue:
Henry: In a way, yes. It is not of my own doing though. I was given a million pound banknote to use for 30 days. Now everybody thinks I am rich. But I really don’t have a penny.
Portia: Is that all? I thought you were a bank robber or had hit your grandmother.
Henry: How could you have such terrible thoughts?
Portia: I do tend to think about the bad side of the people I meet.
Henry: Why is that? I am sure people could only be kind and thoughtful to you.
Portia: Well, you see….
Henry: If I am going to let you see all my bad points, I had better do it now. I can not sail a boat well and I have no job.
Portia: Well I can not sail a boat well either and have no job either.
Henry: I knew we were meant for each other.
Portia: What a lovely thought. Now my bad points. I have no money of my own and I c an not earn my own living at all. In fact I am useless.
Henry: Not to me! You look the sweetest and most honest girl in the world to me!
T: Well done! Your dialogues are different, but they are all good. Do you want to know which is fit for the next scene? Now, let’s read Act Two, Scene 4.
Step IV Reading and Speaking Task (P59)
1. Students read Act Two, Scene 4 by themselves.
T: After reading this part, can you guess how the play will end? Now, in pairs, talk about the end and be sure to describe what you think Portia will say and do next. Then describe what you think Henry and the two brothers will say and do after that.
2. Students discuss the end to the play:
S1: I think the play has to end happily. But it will be difficult if Portia thinks Henry is rich and he is not.
S2: Yes, I agree. There must be some way of letting Henry and Portia get married but have money too.
S1: But how can that happen when Henry has to give back the banknote?
S2: There is also the problem of him having brought a lot of things and not paid for them.
S1: So I think one of the brothers must come to the rescue and help him.
S2: Perhaps they can adopt him as their son so he gets a lot of money that way.
S1: Perhaps the job they give him will pay very well.
S2: Yes, I think that is the answer. He will have to be given a job with a very large salary.
3. Students read the real end to the play.
4. Students listen to the tape that is about Act Two, Scene 4 and the real end to the play so that they can correct their pronunciation and be ready for acting.
Step V Homework
T: Boys and girls, you did very well today. But 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? So, today’s homework: Write a different end to the play.
The Fifth Period Extensive Reading and Acting
I. Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞匯和短語: wolf, shoulder, in rags, indeed, even if, bow, at the table, next to the front door, take a chance, in a rude manner, just one moment, in the back of the restaurant, leave for the kitchen, go ahead
b. 重點句子:
Take this gentleman’s order.
It’ll cost a tiny bit.
Well, we will have to take a chance.
Would you mind waiting just a few minutes?
The Bank of England has issued two notes in this amount this year. Anyway, it can’t be fake.
He’s in rags!
I’d like some ham and eggs and a nice big steak.
I’ll have a nice long glass of beer.
2. 能力目標
Enable the students to act out a scene of a play and learn to order food.
3.學能目標
Get the students to act out a scene of a play.
II. Teaching important/difficult points教學重/難點：
Act out a scene of a play.
III. Teaching methods 教學方法
Help the students practice acting out a play by themselves, using a co-operative method.
IV. Teaching aid 教具準備
A multiple-media computer & a blackboard
Teaching procedures & ways教學過程與方式
Step I Revision
Check students whether they have remember the words and phrases in this part.
Step II Reading
T: Well, class, last class we practiced writing a play. Today, we’ll practice acting out a play. I’m sure that you can do a good job.
1. Read the passage (Act One, Scene 4) aloud.
2. Explain some words and expressions:
(6)CULTURAL NOTE: Henry asks for a steak “ extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.
3. T: Now, think about one question: Mr. Clemens is also the name of a character in the play. However, you may remember that Mark Twain did not write the play. So why do you think he appears as a character in the play? Give at least two reasons.
(Students discuss the question in pairs. Then, they may get the following agreement.)
SS: The introduction of Mr. Clemens into the story is also humorous to those people who know that Mark Twain (who wrote the story) and Sam Clemens are one and the same. He is there as an authority on whether the banknote is real or not and also as an observer within his own story.
4.Listen to and follow the tape on this part so that students can read sentences correctly and be ready for acting.
Step III Acting
T: Now you are divided into groups and there are six members in each group. Five students will take the parts in the play. You will read your speeches and try to make your language sound authentic. The sixth person or director will decide how the acting will take place in the scene. He/She will also guide the rest of the group in the use of your voices so that you will sound as much like the characters in the play as you can.
5. Students prepare for acting in groups.
T: Ok, class, you should pay attention to some examples of Mark Twain’s humor in this scene, which will help you to better understand the play and act it out more appropriately. For, example, the change in attitude of the owner, the hostess and the waiter when Henry produces a large banknote they can’t change. So in fact Henry does get a free meal with the note (because they trust him to pay when he can get change) although the restaurant owner would have denied trusting him to pay his meal without it.
6. Students act out the play in groups.
7. The teacher gives some comments on their performance and praises some groups that did a better job.
Step IV Homework
1.Watch the movie The Million Pound Bank-note in the free class. Read and perform the whole play with the help of the scripts in the book.
2.Review what you have learnt in the whole unit and next class we’ll have a revision class.
The Sixth Period Writing
I. Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞匯和短語: speak for oneself, be based on, have very bad luck in business, get angry at sb.
b. 重點句子:
As he is walking down the street, he sees a sign for a barber’s restaurant.
It will be my honor to serve you.
As long as you love me I shall be happy.
2. 能力目標
Enable the students to write a play or drama and learn to express requests.
3.學能目標
Help the students form the ability of writing a play or drama and expressing requests.
II. Teaching important/difficult points教學重/難點：
Writing a play
III. Teaching methods 教學方法
Help the students practice writing a play by themselves using a co-operative method for the writing of a play.
IV. Teaching aid 教具準備
A multiple-media computer & a blackboard
Teaching procedures & ways教學過程與方式
Step I Revision
T: I will check your homework and ask some of you to tell us the different ends that you have got.
(Then students tell their different ends to the play that they wrote before class.)
T: Excellent! This class, let’s do some writing practice.
Step II Writing (P23)
T: It sounds difficult to write a play, even a small part of it. But it’s good for us to learn to write a play. Do you know the difference between writing a play and a story?
SS: No. Can you tell us more?
T: Yes. Writing a play or drama is quite different from writing a story. The main purpose of a play is to let the characters speak for themselves as much as possible. How actors show us what the characters think and feel is also important. Now do you understand?
SS: yes.
T: Ok, class, suppose you are the director of this play. Write your own scene for this play with a partner. The beginning of the scene has already been done for you. Try to continue it.
1. Students try to write Act One, Scene 5 and have a discussion with each other.
2. The teacher gives students a suggested scene, using a computer.
Suggested scene:
Act One, Scene 5
N=Narrator H=Henry B=Barber
N: Henry is smiling as he leaves the restaurant. He has had more than enough to eat. As he is walking down the street, he sees a sign for a place that cuts hair. 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, if I may. (The barber takes one look at Henry and continues cutting another man’s hair.) Er-I’d really like to get a haircut. As you see, it’s much too long.
B: (in a rude manner) 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: Look 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, but I’m from San Francisco.
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 money he must pay. Henry shows the barber the banknote.
B: Why, Mr.-(looks shocked)
H: Adams. Henry Adams. I’m sorry, but I don’t have any small bills.
B: Why, Mr. Adams, of course you wouldn’t! (Wearing a big smile) 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!
T: Well, all of you did a good job. Then let us go on writing another scene for the play.
Step III Writing Task (P60-61)
T: Imagine that after Henry marries Portia he has bad luck in business and becomes poor once again. Now he must tell his wife the bad news. With a partner, write a short dialogue between these two characters. Before you write, however, discuss these questions with your partner:
(1) Do you think Henry would worry about what his wife would say to him after she heard the bad news? For example, do you think she would get angry at him?
(2) Do you think Henry would worry that his wife would leave him?
(3) Do you think Portia would ask Henry how he suddenly became so poor?
(4) Do you think Portia would worry about their marriage now?
1.Students have a discussion and write a dialogue for this situation.
2.The teacher gives a suggested dialogue with the help of a computer.
Suggested dialogue:
P=Portia H=Henry
P: Oh, Henry. It’s nice to see you home so early!
H: Erm, aah.
P: (looking worried) What’s happened?
H: I can’t hide much from you, can I, dear? We have lost 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.
P: Leave London? Leave my stepfather? Oh no, Henry, please!
H: I think it might be better for us. We would stand on our own feet.
P: (crying) I shall have to go home. You can’t love me if you want to do this dreadful thing.
H: (putting his arms round 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.
P: As long as you love me I shall be happy.
H: And I shall always do that!
Step IV Checking Yourself
T: After learning his unit, What have you learnt? I suggest you should check yourself by asking the following questions.
1. How do you like this play? Would you like to act it out?
2. Do you think reading and acting out plays can help you improve your English? Why?
3. What expressions have you learned about requests and ordering food from this unit?
4. What do you know about Mark Twain? What other novels written by him have you read?
5. What other kinds of plays would you like to read?
6. What thing did you find difficult in this unit? How did you solve them?
7. Do you think you have improved your pronunciation and intonation from reading and acting out the play in this unit?
Step V Learning Tip
Try writing a play so you can practice your oral English. Get together with your friends and classmates and write dialogues for a short play. It can be about anything of interest to all of you. Everyone should have a part or role to speak. You can use one of the reading passages from your textbook to make a short play. And acting out the play will improve your pronunciation and intonation.
Step VI Homework
1. Review the words and expressions learnt this class.
2.Review Act One, Scene 4 on page 21-22 and be ready to act it out.
附件
I注釋與疑難解析：
1.A rich person gives you a large amount of money to use as you like. What will you do with it?
一個有錢人給了你一大筆錢讓你隨意花， 你會拿它 做些什么？
a large amount of 常用于修飾不可數(shù)名詞。
e.g. Now he has a large amount of money. He can do anything he wants with it.現(xiàn)在他有了一大筆錢， 他就可以做他想做的事了。
do with 對待， 處理， 處置
e.g. What shall we do with the waste paper? 咱們怎樣處理這些廢紙？
2. Have you ever made a bet with a friend? If so, what did you bet on? 你和朋友打過賭嗎？如果打過，賭的是什么？
make a bet 打賭
e.g. We made a bet on the outcome of the next horse race. 我們就下次賽馬的結果打了個賭。
e.g. I made a bet that we would win the football match. 我打賭我們會贏了那場足球賽。
3.Now ladies and gentlemen, you’re about to hear the most incredible tale. 女士們， 先生們， 你們將要聽到一個最令人難以置信的故事。
be about to do 正要（即將）做某事
e.g. Just as I was about to leave the room, the telephone rang. 我正要離開房間， 電話鈴響了。
e.g. He was about to say something when he saw her winking at him. 他剛要開口， 突然看到她在向自己使眼色。
4.He is lost in London. 他在倫敦迷了路。
be lost 迷路；傾心于某事
e.g. He was lost in the forest for three days and nights and was finally rescued by his friends. 他迷失在樹林里三天三夜， 最后被朋友們救了出來。
e.g. He was so lost in reading this book that he forgot the time of his train. 他看書入了神， 把上火車的時間都忘了。
5.Permit me to lead the way, sir. 先生，請讓我來帶路吧。
permit someone to do 準許…做某事
e. g. Will you permit us to use this room for a meeting this afternoon? 你能準許我們今天下午在這個房間開個會嗎？
permit doing 準許做某事
e.g. The rules of the club don’t permit smoking. 俱樂部的規(guī)矩是不允許吸煙。
與permit同義的詞allow，也這樣使用。
6.As a matter of fact, I landed in Britain by accident. 事實上，我在英國上岸是偶然的
as a matter of fact = in fact 實際上，事實上
e.g. I didn’t go to the club yesterday. As a matter of fact, I haven’t been there for a long time. 我昨天沒有去俱樂部，實際上，我已很長時間沒去那里了。
by accident 偶然的/地
e.g. By accident, he found the place where his brother had hidden the treasure. 他偶然發(fā)現(xiàn)了他弟弟藏寶的地方。
7.About a month ago I was sailing out of the bay-(his eyes stare at what is left of the brothers’ dinner on the table) 大約一個月前，我揚帆駛出了海灣---（他的眼睛盯在桌子上兄弟倆剩下的殘羹剩菜上。）
stare at 盯著瞧；凝視
e.g. It is not polite to stare at other people. 盯著看別人是不禮貌的。
8.The next morning I’d about given myself up for lost when a ship spotted me. 第二天早。
to be honest 老實說，說實話
e.g. I wouldn’t buy that ho上，我正感到絕望的時候，一艘船發(fā)現(xiàn)了我。
spot做動詞時有“認出”的意思。
e.g. He is very tall and can be easily spotted in the crowd. 他很高，在人群中一眼就能看見。
9.I earned my passage by working as unpaid hand, which accounts for my appearance.我靠做義工來頂替船費，這就是我為什么衣冠不整的原因了。
earn one’s passage 掙取旅費
e.g. He couldn’t afford the fare, and so he had to earn his passage by doing jobs on the ship.他交不起船費，只得靠在船上做些零活來掙取路費。
account for 對…做出解釋；說明原因
e.g. Nobody could account for his absence from school. 沒人能對他曠課做出解釋。
10.Well, to be honest, I have none. 哦，老實說，我一分錢都沒有use, to be honest, it’s too close to the main road. 說實話，我不會去買那所房子。它離大路太近。
11.It’ll cost a tiny bit.這得多花點兒錢啦。
a tiny bit不多；很少。課文中用的是譏諷語，意為“得破費些錢”。
12.Well, we will have to take a chance.哦，我們要賭一把了。
take a/ the/ chance/ chances碰運氣；冒風險
e.g. We decided to take a chance on the weather and have the party outdoors.我們決定與老天爺賭一把，在戶外聚會。
e.g. We mustn’t take chances. We’d better play safe.我們不要冒險，我們最好求穩(wěn)。
13. (in a rude manner) What’s there to wait for? （很不耐煩地）還等什么？
in a…manner以…的舉止（態(tài)度）
e.g. She talked to us in a very polite manner.她很有禮貌地與我們談話。
e.g. The dinner was prepared in the Japanese manner.晚宴是日本式的。
14.The Bank of England has issued two notes in this amount this year. Anyway, it can’t be fake. 英格蘭銀行今年發(fā)行了兩張這樣面值的鈔票。不管怎樣，這不可能是假鈔。
can’t表示推測，表示“不可能是”。
e.g. He can’t be joking. He must mean it.他不可能是開玩笑，他是認真的。
e.g. It can’t be Jim. I know him too well.不可能是吉姆，我太了解他了。
15. He is in rags! 他穿得破破爛爛的！
be in穿著；帶著
e.g. The girl in green is a good friend of mine. Would you like to meet her? 穿綠衣的女孩是我的一個好朋友，你想認識一下嗎？
e.g. The man in uniform is my father.那個穿制服的男人是我父親。
16.I wonder, Mr. Adams, if you’d mind us asking a few questions.亞當斯先生，不知你是否介意我們問幾個問題。
（1）I wonder whether (if) you…是表示委婉請求的句式，用于較為正式的場合。譯為：不知您是否…
（2）Mind us asking a few questions為動名詞的復合結構在從句中做動詞 mind的賓語。“名詞的所有格/形容詞性物主代詞+doing”為動名詞（-ing形式）的復合結構，該結構在從句中能做主語，表語和賓語。
用作主語：Sophia’s having seen them did not surprise us.索菲亞已經(jīng)看見了他們，但這并不使我們感到驚訝。
用作表語：What worried the child most was his not being allowed to visit his mother in the hospital.使那孩子焦慮不安的是不準許他到醫(yī)院探望他的媽媽。
在現(xiàn)代英語中，動名詞復合結構用作賓語時，其名詞多數(shù)用普通形式，形容詞性物主代詞也多用代詞的賓格。Mind us asking…就屬這種情況。再如：
I hate people being unhappy.我不愿意人們不高興。
Please say nothing about us calling.請不要（對別人）說我們來拜訪的事。
17.And it was the ship that brought you to England.正是那艘船把你帶到了英國。
此句是個強調(diào)句型，其句型為It was+被強調(diào)部分+that+句子剩余部分。
e.g. It was in this room that Lu Xun once lived.這就是魯迅生前住過的房間。
e.g. Was it because his mother was ill that he didn’t go to school? 他不來上學是因為他媽媽病了嗎？
e.g. When was it that the club was set up? 這個俱樂部的成立是在什么時候？
18.incredible (adj.)
(1) difficult to believe; amazing or fantastic難以置信的；不可思議的；驚人的；奇異的
e.g. Sally earns an incredible amount of money in that company.薩莉在那家公司的薪水多的驚人。
(2) impossible to believe不可相信的
e.g. They told us an incredible story! 他們對我們講了個不可信的故事。
Incredibly (adv.)
(1) to a great degree; extremely or unusually非常地；極端地
e.g. incredibly hot weather極熱的天氣
(2) in a way that is difficult to believe; amazingly難以置信地；驚人地
e.g. Incredibly, no one had ever thought of such a simple idea before.真是難以置信，這樣簡單的主意竟沒有人想到。
II. 背景知識
1. About the ￡1, 000,000 Bank-note
英格蘭銀行出于特殊的需要發(fā)行了兩張面值一百萬的鈔票，其中一張收回并作廢，但還有一張卻留在銀行，兩兄弟打賭，一個身無分文的人帶著這張鈔票會發(fā)生什么，兄弟A說會死去，兄弟B說他肯定能活一個月。他們物色了一個年輕人做試驗，帶著這張毫無使用價值的百萬英鎊鈔票。年輕人走進商店買東西，拿出鈔票要求找錢，店老板都震驚了并立刻改變態(tài)度，極力討好這個年輕人，年輕人得到了他想得到的，包括愛情和受人尊敬。他愛上的女孩正是兄弟B的女兒。最后，百萬英磅被銀行收回并作廢，年輕人過上了幸福生活。
The Bank of England once issued two notes of a million pounds each, to be used for a special purpose connected with some public transaction with a foreign country. For some reason or other only one of these had been used and canceled; the other still lay in the vaults of the Bank. Well, the brothers, chatting along, happened to get to wondering what might be the fate of a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money