Unit 3 The Million Pound Bank Note(Period 4 Using language: Reading, acting and speaking)
it can’t be jim. i know him too well.
不可能是吉姆, 我太了解他了。
5. but he’s in rags!
但是他穿得破破爛爛的。
介詞in后面接表示顏色或衣物等的名詞時, 意思是“穿著; 戴著”。例如:
the girl in green is a good friend of mine.
穿綠衣服的女孩是我的一個好朋友。
in rags衣衫襤褸
the old man in rags used to be very rich.
衣著襤褸的那位老人過去很富有。
6. as for the bill, sir, please forget it.
至于賬單嘛, 先生, 請把他忘了吧。
as for: with regard to至于; 關于
as for you, you ought to be ashamed of yourself.
至于你, 你應該感到慚愧。
as for the hotel, it was very uncomfortable and miles from the sea.
至于旅館呢, 非常不舒服, 而且離海邊有好幾里地。
→step 5 acting
1. ask students to listen to the tape and role play the text. remind them to remember that henry has an american accent while the owner, the hostess and the waiters all have british accents. let them pay more attention to correct pronunciation and intonation.
2. have as many groups as possible to act out the play in front of the class.
→step 6 speaking
1. ask students to read act ⅰ, scene 4 again and underline all the expressions used to order food. read them aloud.
2. show the following form on the screen. let students read the expressions aloud, and make sure they understand their chinese meanings.
waiter/waitress
can i help you?
i’ll take your order in a minute.
are you ready to order, sir/madam?
what would you like. . . ?
enjoy your meal!
here’s your bill.
here you are. customer
i’d like. . . i’ll have. . .
do you have. . . ?
what do you suggest?
i’ll have that.
the bill, please.
can i have the check, please?
2. suppose the situation: now imagine you are having a good meal in a restaurant. make a dialogue with your partner, who acts as a waiter/waitress.
3. give several minutes for the students to prepare their dialogues in pairs.
4. ask as many pairs as possible to present their dialogues to the class.
→step 7 homework
1. learn the useful new words and expressions in this part by heart.
2. act out the play.
設計方案(二)
→step 1 revision
1. check the homework exercises.
2. ask some students to act out act ⅰ, scene 3.
→step 2 leading-in
1. let some students tell the story of act ⅰ, scene 3 in their own words.
2. have students predict what would happen to henry in the next scene.
3. tell students: turn to page 22. we are going to read act ⅰ, scene 4.
→step 3 reading
1. ask students to read the text and get the gist as soon as possible.
2. ask students to read the passage carefully to locate particular information and answer the following questions.