2017-2018學(xué)年人教課標(biāo)高一英語(yǔ)必修3教案Unit3TheMillionPoundBank

Unit3TheMillionPoundBankNoteＩ．單元教學(xué)目標(biāo)技能目標(biāo)SkillGoalsTalkaboutshortstoriesanddramas.Learnhowtoactoutaplay.Learnhowtorequestandorderfood.LearnNounclausesastheobjectandpredicative.Writeaplayordrama.II．目標(biāo)語(yǔ)言功 能 句 式Request（請(qǐng)求）Wouldyoupleaseein?Wouldyoumindwaitingjustafewminutes?MayIaskyouhowmuchmoneyyouhave?—Well,tobehonest,Ihavenone.Couldyouoffermesomekindofwork?Iwonder,Mr.Adams,ifyoumindusaskingafewquestions?—Gorightahead.Orderingfood(點(diǎn)餐)I’dlikesomehamandeggsandanicebigsteak.I’llhaveanicelongglassofbeer.詞 匯1.四會(huì)詞匯birthplace,novel,adventurephraseauthorscenewanderpavementbusinessmanpermitaheadbaystarefaultspotpassageaccountembassyseekpatiencecontraryenvelopeunbelievablesteakpineappledessertamountrudemannerscreamgenuineragindeedbowbarber2.認(rèn)讀詞匯narrator,incredible,Roderick,Oliver,nightfall,unpaid,charity,willingness,simply,Clemens,issue,fake,boyhood,Hannibal,Missouri,Mississippi,fathom,contest,Yale,loneliness,playwright,script3.固定詞組bringup,goahead,byaccident,stareat,accountfor,onthecontrary,takeachance,inrags,asfor4.重點(diǎn)詞匯bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealous,inrags,indeed,evenif,getintotrouble語(yǔ)法Nounclausesastheobject(賓語(yǔ)從句)Ican’tsaythatIhaveanyplansandhedoesnotknowwhatheshoulddo.IdidnotknowwhetherIcouldsurviveuntilmorning.Nounclausesasthepredicative(表語(yǔ)從句)That’swhywe’vegivenyoutheletter.ReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealousb.交際用語(yǔ)Expressionsonrequest:Wouldyoustepinsideamoment,please?Wouldyoupleaseein?Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?Well,whydon’tyouexplainwhatthisisallabout?2.Abilitygoals能力目標(biāo)a.EnablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirselfconfidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.b.EnablestudentstosumupthemainideaofACTONEScene3.c.Enablestudentstounderstandthedetailsaboutthewholescene.d.Retellthesceneusingthekeywordsofthewholescene.3.Learningabilitygoals學(xué)能目標(biāo)a.HelpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirselfconfidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTONEScene3.c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.Teachingimportantpoints教學(xué)重點(diǎn)Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.Teachingmethods教學(xué)方法Elicitation,discussion,listening,readingandpairwork.Teachingaids教具準(zhǔn)備Aputer,aprojectorandataperecorder.Teachingproceduresandways教學(xué)過(guò)程與方式Step=1\*ROMANILeadinWhatdoyouknowaboutMarkTwain?Doyouknowanyofhisworks?Readtheshortpassagequicklyandfillinthechart.RealnameMeaningofhispennameBirthdateBirthplacePlacewherehegrewupHisfamousstories

ThengiveanintroductionofMarkTwain(1835—1910):Thegreatesthumoristofthe19thcenturyAmericanliterature.Novels:TheAdventuresofTomSawyer(1876)(湯姆·索亞歷險(xiǎn)記）ThePrinceandthePauper(1882)(皇子與貧兒)TheAdventuresofHuckleberryFinn(1894)(哈克貝利·費(fèi)恩歷險(xiǎn)記)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教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)bet,makeabet,permit,goahead,byaccident,stare,accountfor,tobehonest,jealousb.交際用語(yǔ)Expressionsonrequest:Wouldyoustepinsideamoment,please?Wouldyoupleaseein?Mayweaskwhatyou’redoinginthiscountryandwhatyourplansare?Well,whydon’tyouexplainwhatthisisallabout?2.Abilitygoals能力目標(biāo)EnablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirselfconfidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.Retellthesceneusingthekeywordsofthewholescene.Teachingimportantpoints教學(xué)重點(diǎn)Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.Teachingaids教具準(zhǔn)備Aputer,aprojectorandataperecorder.Teachingproceduresandways教學(xué)過(guò)程與方式Step=1\*ROMANIDiscoveringusefulwordsandexpressions1.Findthecorrectwordforeachofthefollowingmeanings.2.Theitalicizedwordsinthesesentenceshavemorethanonemeaning.Explaintheusageandmeaningofeachwordineachsentenceandthenmakeyourownsentencesusingthesewordsindifferentmeanings.3.Usesomeofthewordsrecycledaboveandthephrasesbelowinthecorrectformtopletethestories.Checktheanswers.Step=2\*ROMANIIExercisesI.用適當(dāng)?shù)倪B接詞填空。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.單句改錯(cuò)。1.Youarealwayssayingthateveryoneshouldbetreatedequally.ThisiswhatIdon’tagree.2.Asanewgraduate,hedoesn’tknowhowittakestostartabusinesshere.3.Theteachersaidthatlighttraveledmuchfasterthansound.4.Whodoyouthinkmightthepublicchooseastheirfavoritesingerthisyear?5.Oneadvantageofplayingtheguitariswhatitcangiveyouagreatdealofpleasure.Step=3\*ROMANIIIHomeworkFinishUsingWordsAndExpressionsonPage56oftheWorkbook.GrammarTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言重點(diǎn)句子Mayweaskwhatyouaredoinginthiscountry?Well,whydon’tyouexplainwhatthisisallabout?That’swhywe’vegivenyoutheletter.Wewereverysurprisedthathefinishedtwoordersoffoodinaverylimitedtime.Wedoubtedwhetherthemanwasabletopayforthefood.2.Abilitygoals能力目標(biāo)Enablestudentstounderstandandusenounclausesastheobjectandpredicative.3.Learningabilitygoals學(xué)能目標(biāo)Getthestudentstousethenounclausesastheobjectandpredicative.Teachingdifficultpoints教學(xué)難點(diǎn)Howtomakestudentsunderstandandusenounclausesasobjectandpredicative.Teachingaids教具準(zhǔn)備AputerandaprojectorTeachingproceduresandways教學(xué)過(guò)程與方式Step=1\*ROMANI賓語(yǔ)從句1.名詞性從句是由if,whether,that和各種疑問(wèn)句詞where,when等充當(dāng)連接詞所引導(dǎo)的從句,其功能同名詞一樣。2.what與that在引導(dǎo)名詞性從句時(shí)的區(qū)別:what引導(dǎo)名詞性從句時(shí)在從句中充當(dāng)句子成分,如主語(yǔ),賓語(yǔ),表語(yǔ),而that則不然,它在句子中只起連接作用。例如：(1)Whatyousaidyesterdayisright.(2)Thatsheisstillaliveisapuzzle.3.賓語(yǔ)從句就是在復(fù)合句中作賓語(yǔ)的名詞性從句,通常放在主句謂語(yǔ)動(dòng)詞(及物動(dòng)詞)或介詞之后。(1)由that引導(dǎo)的賓語(yǔ)從句(that通?？梢允÷?,例如：Iheardthathejoinedthearmy.(2)由what,whether(if)引導(dǎo)的賓語(yǔ)從句,例如：①Shedidnotknowwhathadhappened.②Iwonderwhetheryoucanchangethisnoteforme.4.否定的轉(zhuǎn)移:若主語(yǔ)謂語(yǔ)動(dòng)詞為think,consider,suppose,believe,expect,guess,imagine等,其后的賓語(yǔ)從句若含有否定意義,一般要把否定詞轉(zhuǎn)移到主句謂語(yǔ)上,從句謂語(yǔ)用肯定式。Idon’tthinkthisdressfitsyouwell.(我認(rèn)為這件衣服不適合你穿。)5.it?？梢苑旁趧?dòng)詞think,find,consider,believe,feel,make等后作為形式賓語(yǔ):it不僅可以作為形式主語(yǔ)，還可以作為形式賓語(yǔ)而真正的賓語(yǔ)that從句則放在句尾,特別是在帶復(fù)合賓語(yǔ)的句子中。Wehearditthatshewouldgetmarriednextmonth.Step=2\*ROMANII表語(yǔ)從句表語(yǔ)從句是在復(fù)合句中作表語(yǔ)的名詞性從句,放在系動(dòng)詞之后,一般結(jié)構(gòu)是“主語(yǔ)+系動(dòng)詞+表語(yǔ)從句”?？梢越颖碚Z(yǔ)從句的系動(dòng)詞有be,look,remain,seem等。引導(dǎo)表語(yǔ)從句的that?？墒÷?。另外,常用的還有thereasonwhy…isthat…和Itisbecause…等結(jié)構(gòu)。例如：1)Thequestioniswhetherwecanmakegoodpreparationinsuchashorttime.2)Thisiswhywecan’tgetthesupportofthepeople.3)Butthefactremainsthatwearebehindtheotherclasses.4)Thereasonheislateforschoolisthathemissedthebus.Step=3\*ROMANIIIHomeworkFinishUsingStructuresonPage57oftheWorkbook.UsingLanguageTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯和短語(yǔ)steak,eatlikeawolf,genuine,reserve,scream,fake,bowb.交際用語(yǔ)CanIhelpyou?I’lltakeyourorderinaminute.Areyoureadytoorder,sir/madam?Whatwouldyoulike…?Enjoyyourmeal!Here’syourbill.Hereyouare.2.Abilitygoals能力目標(biāo)a.EnablestudentstoreadandhearnaturallanguageinadramaticcontextandincreasetheirselfconfidenceinusingEnglish,whichwillincreasetheiroverallmotivationtolearnEnglish.b.EnablestudentstosumupthemainideaofACTONEScene4.c.Enablestudentstounderstandthedetailsaboutthewholescene.d.Retellthesceneusingthekeywordsofthewholescene.e.Expresstheiropinionsbyansweringthefollowingquestions:1)Doyouthinkmoneyiseverything?Why?2)Doyouagreethatonlymoneycanbringpeoplehappiness?3.Learningabilitygoals學(xué)能目標(biāo)a.HelpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirselfconfidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTONEScene4.c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.Teachingimportantpoints教學(xué)重點(diǎn)a.Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.b.Discussthequestions:1)Doyouthinkmoneyiseverything?2)Doyouagreethatonlymoneycanbringpeoplehappiness?Teachingmethods教學(xué)方法Elicitation,discussion,listeningandreading.Teachingaids教具準(zhǔn)備Aputer,aprojectorandataperecorder.Teachingproceduresandways教學(xué)過(guò)程與方式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教學(xué)目標(biāo)Learningabilitygoals學(xué)能目標(biāo)a.HelpstudentstounderstandnaturallanguageinthedramaticcontextandincreasetheirselfconfidenceinusingEnglish.b.HelpstudentstosumupthemainideaofACTTWOScene2c.Helpstudentstounderstandthedetailsofthewholescene.d.Getstudentstoretellthewholescene.Teachingimportantpoints教學(xué)重點(diǎn)Howtointerpretlanguagethroughtoneofvoiceandbodylanguage,gainingagreaterappreciationofthevariousverbalandnonverbalwaysinwhichlanguageworks.Teachingmethods教學(xué)方法Elicitation,discussion,listening,readingandpairwork.Teachingaids教具準(zhǔn)備Aputer,aprojectorandataperecorder.Teachingproceduresandways教學(xué)過(guò)程與方式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.背景知識(shí)1.Aboutthe￡1,000,000Banknote 英格蘭銀行出于特殊的需要發(fā)行了兩張面值一百萬(wàn)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(gè)身無(wú)分文的人帶著這張鈔票會(huì)發(fā)生什么，兄弟A說(shuō)會(huì)死去，兄弟B說(shuō)他肯定能活一個(gè)月。他們物色了一個(gè)年輕人做試驗(yàn)，帶著這張毫無(wú)使用價(jià)值的百萬(wàn)英鎊鈔票。年輕人走進(jìn)商店買(mǎi)東西，拿出鈔票要求找錢(qián)，店老板都震驚了并立刻改變態(tài)度，極力討好這個(gè)年輕人，年輕人得到了他想得到的，包括愛(ài)情和受人尊敬。他愛(ài)上的女孩正是兄弟B的女兒。最后，百萬(wàn)英磅被銀行收回并作廢，年輕人過(guò)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