高中英语人教版必修三教案：Unit3 reading
新人教高中英语必修三Unit3 DiverseCultures-Readingforwrting教案
2019新人教高中英语必修三Unit3 Diverse CulturesReading for writing 公开课教案Teaching aims:1.Enable students to acquire some basic information about San Francisco’s Chinatown.2.Enable students to figure out the organisation and language feature of the text.3.Help students to identify the cultural characteristics of Chinatown and the relationship between Chinese culture and American multiculturalism.4.Guide students to write an introduction to your city/town and write an outline of your introduction.Teaching key points:1.Analyse the organisation and language feature of the text.2.Cultivate students to write an introduction to your city/ town properly and concisely according to an actual situation.Teaching difficult points:1.Enable students to figure out the organisation and language feature of the text.2.Guide students to introduce their city or town in a comprehensive,accurate and organised way.Teaching procedures:StepⅠBefore readingTalk about your travel experience and ask students to give you some advice and information as you plan to travel to San Francisco’s Chinatown.T:Class, I plan to travel to America and my destination will be Chinatown in San Francisco. How do you know about Chinatown? Can you give me some advice and information to help me know more about Chinatown?Ss: Firstly, it is the place where the Chinese immigrants live. Secondly, you canexplore the interesting sights,experience traditional Chinese culture, go shopping, eat Chinese food, and so on.Step ⅠWhile readingCultural NoteThe Dragon Gate is the most photographed site in San Francisco’s Chinatown.The gate was designed by three Chinese-American architects in 1967 using traditional Chinese village gates for inspiration.The Tin How Temple is the oldest Taoist temple in Chinatown,and one of the oldest Chinese temples in the United States.The temple was built in 1852,but then destroyed by the 1906 earthquake.The image of the goddess Mazu was preserved,as well as part of the altar and the bell.These were relocated to the top floor of a building constructed on the site of the old temple.The Bank of Canton is actually the old Chinese Telephone Exchange,a traditional Chinese-style building constructed in 1894.When the telephone was first introduced,there was no way to dial a number.Instead,you would have to talk to a switchboard operator (nearly always a woman),tell her the telephone number of the person you wanted to talk to,and she would manually connect you to the person you wanted to call using an electric plug.However,Chinese residents thought it was impolite to use a number to refer to a person,so the switchboard operators in Chinatown had to know all the names and addresses of everyone in Chinatown so they would know who to connect people to.They also had to know five dialects of Chinese and speak English.Like many buildings in Chinatown,the Chinese Telephone Exchange was destroyed by the 1906 earthquake,but it was quickly rebuilt.However,in 1949 it was closed when dial telephones made switchboards unnecessary.Portsmouth Square,now a public park,is the site of San Francisco’s first public square,built in the early 19th century.While many important historical events related to California and San Francisco occurred in the square before Chinatown was established or grew in size,the site is now very much considered an integral part of Chinatown.The Scottish novelist Robert Louis Stevenson (1850—1894) lived in San Francisco briefly between 1879—1880,and spent much time in Portsmouth Square during his stay there.There is a monument in his honour in the park.Activity 1Prediction1.Look at the title and picture and predict what kind of article is this?2.Who are the target readers?3.What is the writer’s purpose of writing this text?Suggested answers:1.This is an introduction to Chinatown in San Francisco.2.Visitors.3.To introduce a diverse cultural Chinatown in San Francisco to visitors.Activity 2 Reading for main ideaRead the text quickly and match the main idea of the passage.Para.1 A.The characteristic of Chinatown.Para.2 B.The history of Chinatown.Para.3 C.The introduction of Chinatown’s shops and products.Para.4 D.The origin of Chinatown.Para.5 E.The existence value of Chinatown.Para.6 F.The famous food and drinks of Chinatown.Suggested answers:Para.1:A Para.2:D Para.3:B Para.4:C Para.5:F Para.6:EActivity 3 Reading for detailsRead the passage again and answer the questions.1.What are the famous tourist sites in the Chinatown of San Francisco?2.Which is the best season to visit the Chinatown in San Francisco?3.What else can you do there?Suggested answers:1.Dragon Gate,Tin How Temple,Bank of Canton,and Portsmouth Square.2.All year round.3.We can explore the interesting sights,experience traditional Chinese culture,goshopping,eat Chinese food,and so on.Activity 4Reading for organisation and language featuresRead the text again and study the organisation and language feature.1.What information is included in the introduction? Tick the items that are mentioned.2.Underline the sentences that are used to describe the items above.Location:______________________Climate:________________________________History:_____________________________________Ethnic groups:____________________________________Languages:_____________________________________________Famous figures:_____________________________________________Famous food/drink:_______________________________________________ Tourist attractions:_________________________________________________ Businesses and industries:_____________________________________________3.Fill in the blanks to show the structure of the text.Paragraph(s)Main ideaDetails Expressions1 Introductionsh ortintrodu ction to San Francisc o’s Chinato wn2—5 Bodywhat youcan findand doin San Francisco’sChina-town23456 Summaryim portanc e of Chinato wnSuggested answers: 1.2.Location:in San FranciscoClimate:mild all year roundHistory:Chinese immigrants settled in the area during the railroad construction and gold rush periodEthnic groups:the majority of residents in Chinatown are still ethnic ChineseLanguages:many of whom do not speak English fluentlyFamous figures:Robert LouisFamous food/drink:traditional dishes from all over ChinaTourist attractions:Dragon Gate,Tin How Temple,Bank of Canton,Portsmouth SquareBusinesses and industries:souvenirs,goods,and clothing;all kinds of traditional Chinese herbal medicine;Chinese tea stores3.Pa ragraph (s)MainideaDetails Expressions1Int roducti onshortintroduction toSanFrancisco’sChinatownlocation,features,climatebiggest,oldest,very popular tourist draw,mild allyear round2—5what you2history,ethnichistorically...what started as...then turnedinto...the majority of residents...a real taste of ChinaBo dy canfindand doin SanFrancisco’sChinatowngroups,language3attractions,famous figuresfamous sites include....to name but a few,spendhours just exploring the interesting sights,smells,andsounds of China,a key site.a great place to...4storesand goodsoffer a unique range of...all kinds of...can befound,varieties of5foodtreasure,suit everyone’s taste,traditional dishesfrom all over China6 Summa ryimportance ofChinatownuniquecultureallow...to...experience...first handStepⅠ Describing a place with distinctive cultural identity1.In groups,brainstorm as much information as possible about your city/town and its culture.Then write an outline of your introduction.①What is unique about your city/town?②Is it a city/town with diverse cultures?③What examples can you give to illustrate its feature?2.Write an introduction to your city/town.The following phrases and expressions may help you.·is located in/on·has a history of...years·is divided up into·has a population of·is...in size·is home to...ethnic groups·the most popular/greatest/largest·popular festivals/foods/tourist sights include...Suggested answers:1.①My city is distinctive cultural identity.②Yes,it is a city/town with diverse cultures.③I will give examples such as history,population...to illustrate its features.2.Lijiang is an ancient city high up in the mountains of Yunnan,near the borders of Sichuan and Tibet.It was an important stop on the Ancient Tea and Horse Road,which connected central China with Myanmar and India,transporting not just tea but also silk and other goods.Lijiang’s Old Town,with a history of over 800 years,is a UNESCO World Heritage Site.Today,Lijiang is mostly known for its ethnic minority culture,especially the culture of the Naxi ethnic group.The Naxi are famous for their Dongba culture.They have their own unique written language that uses pictures and symbols.They also create beautiful arts and crafts,and are well known for their singing and dancing.Strolling around the Old Town,one can witness Naxi life much as it was hundreds of years ago.One can also try traditional Naxi food,including the air-dried pork liver,Naxi baba (a kind of flat bread),and Naxi hot pot.But if you really want to see Naxi traditional culture,it is best to visit during the Torch Festival,which usually occurs in the summer.During the festival,the streets are full of torches,bonfires,and lots of people singing and dancing.While the main ethnic group living in the area is the Naxi,there are also at least 19 other ethnic groups,including Yi,Lisu,Bai,Tibetan,and Pumi.It is easy to arrange a short homestay with an ethnic minority family to learn more about their way of life.Just outside the city,there are beautiful mountains,meadows,lakes,rivers,and gorges,offering plenty of opportunities to go hiking,kayaking,or rafting.Like much of Yunnan,the weather is always fairly mild in Lijiang,so it is fine to visit throughout the year.Lijiang can be easily reached by airplane or train,and visitors can hire bikes or cars to explore the area.It is the perfect place for tourists to experience the colourful culture of China’s ethnic minorities.StepⅠEvaluating and polishing the draft1.Exchange drafts with a e the checklist to give feedback on your partner’s draft.2.Get your draft back and revise it.3.Put up your introduction in your classroom or share it with the class.StepⅠHomework书面表达：请阅读下面有关中国题材纪录片(documentary)的对话，并按照要求用英语写一篇150个词左右的文章。
人教课标版高中英语必修三 Unit3 Reading for using 教案-新版
Unit3 Reading for using 教学设计1. Teaching Analysis 教情分析1.1 Teaching objectives-教学目标In and after this period, students will be able to1.1.1 understand the following words in the sentences: novel, adventure, phrase, pavement, businessman, ahead, bay, fault, passage, embassy, envelope, unbelievable1.1.2 use the following words in writing: wander, permit, stare, spot, account, seek, patience, contrary, scene1.1.3 understand and use the following phrases: bring up, go ahead, stare at, account for, by accident, on the contrary, make a bet1.1.5 understand and use the following sentence structures:名词性从句：宾语从句和表语从句1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点Guide Ss to use the key words and phrases1.2.2 Difficult teaching points-教学难点Help Ss learn how to use the sentence structure and words.2. Student analysis学情分析2.1 Fundamental state基本情况本节课主要是基于文章的语言学习。
2019新人教高中英语选择性必修三Unit 3--Reading and Thinking公开课教案
2019新人教高中英语选择性必修三Unit 3 Environmental ProtectionReading and Thinking公开课教案Teaching aims:1.Enable students to figure out the main structure of the expository essay by classifying and organising the key information.2.Guide students to learn about the causes and the consequences of climate change.3.Help students to talk about who should take responsibility for dealing with climate change.4.Know the measures to change it.Teaching key points:1.Help students to figure out the main structure of the expository essay by classifying and organising the key information.2.Help students to learn about the causes and the consequences of climate change.Teaching difficult points:1.Identify who should take responsibility for dealing with climate change.2.Know the measures to dealing with climate change.Teaching procedures:StepⅠDiscuss the pictureView the picture of polar bear and answer the question below.What happened to the polar bear?Suggested answers:The polar bear is dead.StepⅠ While-readingActivity 1Predict what will be talked about in the passageBefore your reading,list details in the first two columns.Fill in the last column after reading.Climate changeWhat I Know (K)What I Want to Know (W)What I Have Learnt (L)Look at the title “Climate Change Requires the World’s Attention” and the two pictures on Page 26,answer the following questions.1.Where would you most likely find this text?2.What information can you get from the title?3.What do you think will be talked about?Suggested answers:Activity 1Climate changeWhat I Know (K)What I Want toKnow (W)What I Have Learnt (L)Climate change requires more attentionI want to knowmore consequences ofclimate changePolar bearGlobal warming1.In a newspaper.2.Climate change requires more attention.3.The text will talk about the climate change and environmental problems. Activity 2Reading for the structureSkim the text and find the main idea of each paragraph.Suggested answers:Paragraph 1 & Paragraph 2:AParagraph 3:DParagraph 4:BParagraph 5:CActivity 3Focus on the “evidence”Read Paragraph 1 & Paragraph 2 and answer the question.Who:global surface temperature1.What:happened to the global surface temperature?Read the Paragraph 1 &Paragraph 2 again and answer the questions.Who:polar bear2.What:happened to the polar bear?3.Why:did the writer write about it?Suggested answers:1.There is little doubt that Earth is getting warmer and warmer.2.The bear appeared to have starved and died.3.The answers vary.Activity 4Focus on the “causes”Read Paragraph 3 and answer the questions with mind maps.1.Why is the natural greenhouse effect important and necessary?2.What are the consequences of high greenhouse gas emissions?Suggested answers:(1)keeping Earth climate warm and habitable(2)man-made greenhouse(3)causing Earth’s surface temperature to rise quickly if too much heat energy is trappedActivity 5Focus on the “consequences”Read Paragraph 4 carefully and fill in the mind maps.The rise in temperature:weather/naturalextreme ,heatserious ,costing ,economicSuggested answers:rainstorms weather/natural disastersextreme rainstorms,heat wavesserious damage,costing human lives,economic lossesActivity 6 Focus on the “measures”Read Paragraph 5 carefully and find out the measures.measures { Governments:Weasindividuals: ...Suggested answers:Governments need to consider making policies and taking appropriate actions and measures to reduce gas emissions.We as individuals can also reduce our “carbon footprint” by restricting the amount of carbon dioxide.Activity 7 Focus on the “expository”Paragraph 1 & Paragraph 2:Paragraph 3:Paragraph 4:Paragraph 5:Suggested answers:Paragraph 1 & Paragraph 2:evidenceParagraph 3:causesParagraph 4:consequencesParagraph 5:measuresStep Ⅰ Post-reading—Critical ThinkingDiscuss these questions in groups.1.Do you think climate change is the result of human activity?Give your reasons.2.Who do you think should take responsibility for dealing with climate change?3.What can we do?Suggested answers:1.The answers vary.2.People.3.The answers vary.StepⅠ HomeworkFinish what you have learnt in the last column of KWL chart.Suggested answer:I have learnt many useful words and expressions to describe the climate change and I will find out more measures to protect environment as individuals.。
人教版英语必修三Unit 3(Reading)教案
The Million Pound Bank Note – Reading 教案Teaching Contents: Unit 3 The Million Pound Bank Note (Reading)（高中英语必修三第三单元17页The Million Pound Bank Note课文阅读部分）Teaching Objectives:●Knowledge Objectives1. To learn some new words and expressions.2. To ensure the students have a full understanding of this passage.3. To let the students know more background information about the play and Mark Twain.●Ability Objectives1. To improve the students’ reading ability through reading activities.2. To get the students to learn different reading skills.●Moral Objectives1. To arouse the students’ interest in foreign literature.2. To cultivate the students’ ability and awareness of cooperation.Teaching Important Points:1. To make the students have a full understanding of this passage.2. To improve the students’ reading ability through reading activities.Teaching Difficult Points:1 .To help the students understand the passage better.2. To improve the students’ reading ability in different ways.Teaching Methods:1. Task-based method2. Discussing method2. Fast reading3. Careful readingTeaching Aids:1. Multi-media facilities2. A blackboard3. Textbook and Exercise booksTeaching procedures:Step I Greeting and leading in (6 minutes)1. Greeting2. Watch a short video about Mark Twain. (Ask the students to pay attention to the details about Mark Twain.)3. Tell something about Mark Twain.Step II Fast Reading (10 minutes)1.Ask the students to read the first paragraph quickly and find the time and the maincharacters of this passage.2.Ask the students to scan the whole passage and choose the best answers.3.Teacher guide the students how to find the answers.StepⅢCareful Reading (20 minutes)1. Ask the students to read the whole passage carefully and try to answer the given questions.2. Ask the students to read the passage and put the following statements in the correct order according to the development of the story. (Ask the students to discuss it with their desk mates) 同步训练第38页3.Ask the students to read the passage and try to write down the main idea of the passage. (Fill in the blanks)StepⅣ Summary (8 minutes)1.Ask the students to finish the exercise in the exercise book. （一线精练第17页）2.Teacher gives the answers and correct.Step ⅤHomework (1 minute)1. Think about what kind of person Henry was? Give at least two reasons.2. Can you guess the following story? Write at least 5 sentences.。
教案 人教版 英语 必修三 Unit 3 Reading
Unit Three The Million Pond Bank NoteLesson Type: New classTime: 45 minTeaching Aims:1. Knowledge aimFor the reading class, the knowledge aims are as follows:1)Get familiar with Mark Twin and the act The Million Pond Bank Note2)To master the vocabulary such as “scene, birthplace, spot, indeed”; and the phrases “bring up, go ahead, by accident, on the contrary, take a chance, in rags” etc.3)To imitate the pronunciation from the act.2.Skill aimAfter learning the act, the students would be able to grasp the main idea of the text by themselves. They will also be able to use the language to speak.3.Emotional aim（精读）By reading the act, the students should be able to realize the humorous of Mark Twin’s language. So that the students could appreciate the art of literature.（泛读）The students should notice that in old capitalist society how much money a person has decides how people treat that person. But the article focus on praising honest, and noble soul which is more important than a big amount of money. Students should understand that and build their own noble values.Key PointsUse the language points freely in communication.Difficult PointsAct the scenes with emotion and authentic pronunciation.Teaching Tools：radio, ppt, videoTeaching Methods: Task-based teaching method, audio-lingual method.Teaching Procedures:I. Warming upAt the beginning of the class, the teacher will ask students imagine what are they going to do if someone gives them 10 million RMB. After the discussion, the students would be interested in the topic, then the teacher lead students to focus on the text book.II. Presentation and practice1.Pre-readingT: Do you know anything about Mark Twin the author of the play Ten Million Pound Bank Note?S1: No.S2: Yes, he’s an American writer.T: Great! So do you know what kind of works does he have?S2: Novels, plays.T: Excellent. He’s famous for writing humorous and critical themes. We are going to find out if there’s humorous and critical signs in this play Ten Million Pound Bank Note. Now we are going to listen to the tape. For this time, find out the words you may not familiar with and guess what they mean.2. While readingWhile listening to the tape and looking at the play the students will find out some words that they are not familiar with. For example, go ahead.T: Where do you find the phrase “go ahead”?S1: From the conversation “I wonder, Mr Adams, if you’d mind us asking a few questions.--Not at all. Go right ahead.”T: Ok, then tell me please if Mr Adams mind their asking questions?S2: No, he doesn’t mind cuz he said “not at all”.T: Very keen observation. Ok, then imagine if you were Adams, what are you gonna say after saying you don’t mind?S1: You can ask me.T: Very brilliant. Yes, “go ahead” actually means “do what you want to do”, like “just do it”. For example, I ask “ Can I open the door?” And you answer?Ss: Go ahead.T: Meaning?Ss: You can open the door.T: Very good! You guys are so smart!Then the teacher is going to teach other new words by leading the students to find out the answers by themselves.3.Role playMost of the students would have chances to have a role in this scene. The students would be separated into four groups. The four groups will practice first then finish the whole play.During this time, the students should learn deeper about the play. The main idea and writing style of the play will be grasped by the students.The teacher will play the tape again and tell the class that they need to focus on the imitation. The teacher may provide some modal pronunciationIII. SummaryAsk the students what words they’ve learned and how they understand the words, then the students should also talk about what’s the most important in a play.IV. HomeworkWrite a short play about what will happen next after the scene they’ve learned in this class. Blackboard LayoutUnit Three Ten Million Pond Bank NoteBirthplaceSpotIndeedBring upGo aheadBy accidentOn the contrary。
新人教版高中英语必修三Unit 3 Reading and Thinking教案
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Teacher encourages students to use the key words and phrases learnt to discuss with their partner about the following topics:
4.Encourage students to learn more about gold rush.
重点
1.Master the usage of key words and phrases.
2.Improve the students’ ability to classify and organize information.
教学目标与核心素养
1.Learn and master the key words and phrases.
2.Train the students’ ability to organize the information.
3.Enable the students know about cultural diversity
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use video to catch students’ attention.
-Expand their horizons and spark their interest.
claim-deny
人教版英语必修三第三单元reading for writing教案
人教版英语必修三第三单元reading for writing教案Unit 3 Reading for Writing教案。
【教学目标】。
1.学生能够了解和认识一些重大节日的传统方法和历史。
2.通过阅读和写作技能的练习，学生能够提高自己的英语水平。
3.帮助学生在词汇、语法和写作方面提高自己的技能。
【教学重点】。
1.学生必须熟悉传统的节日和庆典。
2.通过阅读文本，学生应该能够理解不同的庆典和文化。
3.学生必须能够用英语发表意见和写作思考。
【教学难点】。
1.如何根据文本理解文化和庆典活动。
2.提高学生的写作技能和口语表达能力。
3.如何评估学生的写作和口语表达能力。
【教学方法】。
教师主导教学，黑板讲解，学生讨论，学生阅读练习，学生写作，小组互动，学生演讲，并采用查询等策略。
【教学步骤】。
Step 1 概述课程和目标。
教师向学生介绍第三单元的主题，根据课程目标和学生预期的技能水平，让学生明确学习目标和期望能够达到的技能和知识。
Step 2 学术词汇表和口头表达。
教师为学生提供一个专业术语的列表，这些术语与节日和庆典有关，或与文化和习俗有关。
教师会冷静地对每一个术语进行解释。
后，要求学生反复说这些术语，以尽量熟练掌握，并进行口头练习，确保学生能够在英语中表达自己的想法。
Step 3 阅读理解和分析。
教师分配课文，有可能包括多个篇章，帮助学生用所学的技能加深对文本的理解和评估。
教师可以要求学生回答问题，或寻找关键内容。
学生们可以自由地解释课文。
教师可以通过黑板引导讨论，协助学生更好地理解文本。
Step 4 串讲和口头演讲。
要求学生口述内容，并向同学们展示他们的批判性思维，看看他们能否进一步理解所学到的新知识。
通过“串课”和口头演讲，学生可以更深入地了解自己的思维和理解。
Step 5 搜集资料、撰写文章。
学生阅读文本，了解庆典和历史文化的细节，并搜集资料，构建自己的写作思路，写下自己的文章。
Step 6 小组分享和讨论。
人教版高中英语必修第3册 Unit3 Reading for writing导学案
3.学习准备：
准备好必修三课本和笔记本。
4.学习方式和环节：
按老师指令完成相应的课上练习，学习环节主要有：
了解学习目标，引入话题进入文本阅读。阅读标题，预测本文的目标读者和作者的写作目的 第一遍阅读，验证预测，找出体现作者写作目的的句子 第二遍阅读回答两个问题，教师提供相应的背景知识第三遍阅读，分析文章的结构和语言特点通过头脑风暴，列出自己的文章的大纲教师向学生提供可用的表达，学生进行写作阅读例文，借鉴其中好的内容和语言，学生再次修改自己的文章。
导学案
1.课题名称：
人教版高一必修三英语——Unit3Reading for writing
2.学习目标：Leabharlann In this class, you will:
1. Acquire the information about Chinatown
2. Analyze the organization and language features of the introduction to the Chinatown
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课题：Unit 3 The Million Pound Bank Note——Reading
教学目标：
1. Target language 目标语言
a. 重点词汇和短语
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous b. 交际用语
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 about?
2. Ability goals能力目标
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 scen
e.
3. Learning ability goals 学能目标
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 scen
e.
教学重点：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.教学过程：
Step I Lead-in
What do you know about Mark Twain? Do you know any of his works?
Read the short passage quickly and fill in the chart.
Then give an introduction of Mark Twain (1835—1910)
Step II Discussion
Suppose a rich person gives you a million pound bank-note, what will you do with it ? Give the reasons.
Introduce some new words to the students.
Step III Pre-reading
1. First, give students a brief introduction of the story
2. Prediction:
What would happen to Henry?
Step IV Reading
Scan the passage and find out:
What happened to Henry?
He was given a letter by the two brothers and was asked not to open it until two o’clock.
What does the brothers choose Henry for?
They wanted to make a bet on Henry.
Skimming: answer the following questions:
1. Where does Henry Adams come from? Does he know much about London?
2. What did he do in America?
3. Why did he land in Britain?
Put the following events in correct order.
(1) Henry wandered in London streets.
(2) About a month ago Henry Adams was sailing out of the bay.
(3) The next morning he was spotted by a ship.
(4) Towards nightfall he found himself carried out to sea by a strong wind.
(5) On the ship he earned his passage by working as an unpaid hand.
Step V After-reading
What kind of persons you think the characters are? (Henry Adams, Oliver Roderick)
审核人：。