Unit 5 The Value of Money 单元教案-2024-2025学年高中英语人教版（2019）必修第三册

单元备课 Unit5 The Value of Money 一、教材简析： 本单元涉及的主题有“人与自我”和“人与社会”，主要内容是优秀品行，正确的人生态度，以及文学主题群中的戏剧。本单元从一则“拾金不昧”的新闻报道开始，引导学生在真实的生活体验中开始思考“金钱的价值”。之后通过阅读根据美国作家马克·吐温的短篇小说《百万英镑》和同名电影改编的戏剧剧本，并观看相关电影片段，启发学生在不同的场景中，从不同的角度深入思考，围绕“金钱的价值”进行主题意义探究，帮助他们树立正确的人生观和价值观。 二、学情分析： 学生在学习“The value of money”时，已具备一定基础经济类词汇和简单英语表达能力，对金钱有日常消费、储蓄等生活认知，但缺乏专业经济词汇积累，难以用英语深入表达抽象观点，辩证看待金钱与幸福、道德等复杂关系的思维能力不足，且对理论讲解兴趣较低，更倾向互动性学习形式，希望借此提升英语表达能力并树立理性金钱观。 1、 教学核心素养目标： （一）语言能力 语音：体会戏剧中不同语调表达情感的作用，能够在剧本朗诵或者表演中使用恰当的语调提升表现力和感染力，同 ( 207 ) 学科网（北京）股份有限公司 时把握好句子重读、弱读和节奏。词汇：能正确使用与“金钱的价值”主题相关的词和词块来理解和表达。语法：能够理解并正确运用情态动词以及过去将来时。语篇：阅读根据马克·吐温短篇小说《百万英镑》以及同名电影改编的戏剧剧本，理解故事情节、人物性格以及作品的思想内涵，熟悉剧本的文体特征，品味英语戏剧的魅力。语用：能恰当使用表示顺序和衔接的词语，清晰表达事件的先后顺序和信息的逻辑关系。 （二）文化意识 通过马克·吐温和莫泊桑的作品了解9世纪末、20世纪初英、美、法等西方资本主义国家的文化背景、社会状况、道德观念等，树立正确的金钱观和价值观。 （三）思维品质 基于故事发展的逻辑预测后面的情节；理解文字的隐含信息，根据语调、语气、神态、动作等推断人物情感变化、分析人物性格；通过创编剧本培养创造力和想象力。 （四）学习能力 1.能够根据背景知识。语境信息以及说话人的语气和语调等推断视听材料中的隐含信息； 2.能够结合剧本中的对白、人物的神态、语气、动作等线索挖掘文字背后的深层含义，准确把握文本蕴含的主题意义。 四、教法与学法： 情境教学法，任务驱动法，多媒体辅助教学 五、课时安排： 第一课时 Opening page&Listening and speaking&Talking 第二课时 Reading and thinking 第三课时 Reading and thinking 第四课时 Reading for writing 第五课时 Reading for writing 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十四周第三课时 主备人：武东杰 课题 Unit5 The Value of Money 课型 新课 授课教师 武东杰 核 心 素 养 目 标 语言能力：Discuss and share personal views on money; 学习能力：Listen to news reports about the lost money and learn to make inference. 文化意识：After reading works from Mark Twain, Ss will know more about western countries, 思维品质：Arrive at a reasonable judgement on the value of money and develop a right attitude towards money; 思 政 教 育 通过马克·吐温和莫泊桑的作品了解 19 世纪末、20 世纪初英、美、法等西方资本主义国家的文化背景、社会状况、道德观念等，树立正确的金钱观和价值观。 教 学 重 点 Listening comprehension and making inference; Knowing about the value of money and developing a right attitude towards money. 教 学 难 点 Listening comprehension and making inference; Knowing about the value of money and developing a right attitude towards money. 教 学 方 法 创设情境式教学、同伴评价、头脑风暴&思维导图 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step 1 Warming up (Opening Page) Activity 1 Leading-in 1. Lead in the teaching topic by taking about the title of this unit—the value of money. What does the title mean? What do you think the theme of this unit is? (The right attitude towards money and its’ value—the role of money in how people are often judged.) 2. Looking at the picture and discuss the questions. 1) What does Francis Bacon’s saying “Money is a good servant and a bad master” mean? Do you agree with him? Chinese meaning: 金钱是善仆，也是恶主。 Background information: Francis Bacon (1561-1626) was an English statesman, scientist, author, and philosopher. He is best known today as the father of the scientific method, and modern science owes a great deal to his theories and ideas. He wrote extensively throughout his life on all kinds of topics, especially science, law, religion, and philosophy. 2) What do you think the man is holding in his hand? The man is holding an old-style British bank note. In those days, British bank notes were often quite large, even for small amounts of money. However, the amount of money that this bank note is for is incredible—1 million pounds! 3) What do you think the film/story—The Million Pound Bank Note is about? Money and human nature. 3. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 4. Introduce the learning objectives of this period. Step 2 Listening Activity 2 Pre-listening 1. Before listening, discuss the following questions in pairs and share answers. 1) What do people have to buy in order to lead a good life? In order to have a good life, people should be able to buy food, clothes, a place to live, and medical care. (Material needs such as food, clothes, house, car, books, electric appliance, digital product, …) 2) What can people not buy with money? The old saying that “You can’t buy love” is certainly true. Money will not make people love you in a real way, nor will it build a happy family and strong friendships. 3) Is money the basis of a happy life? Why or why not? Money is not the basis of a happy life, as many people are able to find joy in simple things of life, such as nature, their work, and their families. On the other hand, it can be quite hard to live without money, so realistically speaking, having enough money to meet the daily needs can help a person pay more attention to things that bring joy. 2. Go through the subtitle—discussing the good deeds of torturing lost money and listening tasks in Activity 2-4 and predict the main content of listening. (Whether to return the lost money and the attitude of money) Activity 3 While-listening (Listening comprehension and text reconstruction) 1. Listen to the news report and match the people with the correct information. 1) Know about the purpose and main information about news reports. What is the purpose of a news report? To provide information to the public. What information do news reports usually contain? 5W+1 H: Who? What? Where? When? Why? + How 2) Listen to the news report and match the people with the correct information. Chen Liyan—B. a cleaner at Taiyuan railway station. Wang Zheng—A. the owner of the lost money Ma Dongbao—C. a police officer living in Chen’s apartment building Liu Xia—D. Chen’s 16-year-old daughter 2. Listen again and put these events in the correct order and decide if the following statements are true (T) or false (F). Answers: The order of the events: 2, 6, 5, 4, 1, 3. True or False: 1. ( F ) 2. ( F ) 3. ( F ) 4. ( T ) 5. ( F ) 3. Reconstruct the text by retelling the news story briefly with the help of above information. Step 3 Speaking Activity 4 Speaking Work in pairs or in groups of four, discuss the following questions and share answers. 1. Go through the 4 questions on P51, read the sample conversation and talk about how to express opinions. 2. Have a discussion and share opinions on these questions/money. 1) Do you agree with Chen Liyan? What would you do if you were in her situation? 2) When we help someone, should we expect to get something in return? 3) What do you think is the best way to get money? 4) Should we judge people based on how much money we have? Step 4 Pronunciation Activity 5 Pronunciation practice: intonation 1. Introduce basic knowledge about intonation. In English intonation rises at the end of yes-no questions and falls at the end of wh- questions. In statements and exclamations, the end of a sentence usually has falling intonation. 2. Read the poem. Mark the stressed syllables with and unstressed syllables with. Then try reading the poem to each other with rhythm. A high tone or rising intonation nearly always expresses surprise or interest. Sentences or utterances that begin with an unusually high intonation show great surprise or interest. 2. Listen and repeat after the recording to imitate the intonation and stress. 课堂小结 Ask someone to make a summary of what we have learnt in this class 作业布置 （分层） Preview the new words and expressions in Reading and Thinking part. Complete the exercises in reference book. 板书设计 Unit5 The Value of Money Listening and Speaking 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十四周第四课时 主备人：武东杰 课题 Unit5 The Value of Money 课型 新课 授课教师 武东杰 核 心 素 养 目 标 语言能力：Master key vocabulary: value, wealth, morality, greed, charity, dilemma, irony, etc. Analyze the theme and characters in the excerpt from Mark Twain’s The Million Pound Bank Note. Use modal verbs (e.g. should/might/could) to express opinions about ethical choices. 学习能力：Listen to news reports about the lost money and learn to make inference. 文化意识:Reflect on differing cultural attitudes toward money and wealth. Discuss the moral implications of money in society. 思维品质：Evaluate the irony and satire in the text to understand Twain’s critique of materialism. Debate: "Does money truly define a person’s worth?" 思 政 教 育 通过马克·吐温和莫泊桑的作品了解 19 世纪末、20 世纪初英、美、法等西方资本主义国家的文化背景、社会状况、道德观念等，树立正确的金钱观和价值观。 教 学 重 点 Understanding the irony in the story; using modal verbs for speculation and advice. 教 学 难 点 Interpreting the deeper social criticism in Twain’s writing; articulating nuanced ethical viewpoints. 教 学 方 法 创设情境式教学、同伴评价、头脑风暴&思维导图 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step 1: Warm-up (5 minutes) Activity: "What Would You Do?" Present hypothetical scenarios: "You find a wallet with ¥10,000. What do you do?" "Would you accept a high-paying job that harms the environment?" Students discuss in pairs and share responses. Step 2: Pre-Reading (8 minutes) Activity: Context Building 1. Introduce Mark Twain and 19th-century American society (inequality, materialism). 2. Show a short video clip or images of the story’s setting. 3. Predict: "How might a million-pound note change a person’s life?" Step 3: Reading & Analysis (20 minutes) Task 1: Skimming for Plot Students read the text quickly to answer: Who are the main characters? What is the central conflict? Task 2: Deep Reading Focus on irony and satire: Highlight sentences showing societal hypocrisy (e.g.The moment people saw the note, their attitude changed completely."). Group discussion: Why does Twain use humor to criticize greed? Task 3: Character Analysis Compare Henry Adams’ behavior before and after receiving the note. Complete a Venn diagram: "Appearance vs. Reality of Wealth." Step 4: Language Focus (10 minutes) Activity: Modal Verbs in Ethical Dilemmas Use sentences from the text to practice modal verbs: "Henry should return the note, but he might keep it." Pair work: Create 2-3 sentences advising Henry using should/could/must. Step 5: Role-Play & Debate (15 minutes) Activity 1: Role-Play Assign roles (Henry, a shop owner, a banker, a beggar). Act out a scene where Henry tries to buy goods with the note. Activity 2: Class Debate Topic:"Money Corrupts Morality." Split into pros/cons groups; use evidence from the text and real-life examples. 课堂小结 Ask someone to make a summary of what we have learnt in this class 作业布置 （分层） Write a diary entry from Henry’s perspective (80-100 words). 板书设计 Unit5 The Value of Money Reading and thinking 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十四周第五课时 主备人：武东杰 课题 Unit5 The Value of Money 课型 新课 授课教师 武东杰 核 心 素 养 目 标 语言能力：Master key vocabulary: value, wealth, morality, greed, charity, dilemma, irony, etc. Analyze the theme and characters in the excerpt from Mark Twain’s The Million Pound Bank Note. Use modal verbs (e.g. should/might/could) to express opinions about ethical choices. 学习能力：Listen to news reports about the lost money and learn to make inference. 文化意识:Reflect on differing cultural attitudes toward money and wealth. Discuss the moral implications of money in society. 思维品质：Evaluate the irony and satire in the text to understand Twain’s critique of materialism. Debate: "Does money truly define a person’s worth?" 思 政 教 育 通过马克·吐温和莫泊桑的作品了解 19 世纪末、20 世纪初英、美、法等西方资本主义国家的文化背景、社会状况、道德观念等，树立正确的金钱观和价值观。 教 学 重 点 Understanding the irony in the story; using modal verbs for speculation and advice. 教 学 难 点 Interpreting the deeper social criticism in Twain’s writing; articulating nuanced ethical viewpoints. 教 学 方 法 创设情境式教学、同伴评价、头脑风暴&思维导图 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step 1 Review Activity 1 Review Check the answers to the reading comprehension exercises to review the main content of the scene. Step 2 Language Focus Activity 2 Learning about the new language items Learn about the following new language items: 1. Read the scene and answer the questions. 阅读本场景并回答问题。 scene n. (戏剧或歌剧的)场；现场；场面；景色；风景 on the scene 在现场 scenery n.[U]自然美景 e.g. I think that sunrise is a beautiful scene. 风景 This is the scene of the accident which happened last Sunday. 现场 The team’s victory produced scenes of joy all over the country. 场面 The movie opens with a scene in a New York apartment. (戏剧或歌剧的)场 Frightened by the frightening scene, she got so nervous that she trembled from head to foot. 她被这可怕的场面吓坏了，她紧张得从头到脚都在发抖。 辨析: scene, scenery, sight, view scene指局部景色或人和物构成的场景；scenery是不可数名词，整体自然风景，多个scene构成的景色；sight指视力所能看到的范围，也可指风景名胜，复数形式多指人文景观；view指从高处或远处看到的景色。 e.g. The boats in the harbor make a beautiful scene. They stopped at the top of the hill to admire the scenery. The Great Wall is one of the sights of the world. The view from the top of the mountain is breath-taking. 2. Two rich brothers, Roderick and Oliver, have made a bet. 罗德里克和奥利弗这对富家兄弟打了个赌。 bet n. 打赌；赌注 vi. vt.下赌注；用……打赌；敢说 to make a bet on (a contestant or an outcome) 打赌 bet on sth. 对某事打赌；在某事上下赌注 I bet ... 我肯定……；我确信……，表示对说话内容非常肯定。 e.g. To win a bet, he had once spent a whole night in the cave. 为了赢得赌注，他曾经在山洞里呆了一整晚。 We made a bet on the outcome of the next election. 我们对下次选举的结果下了赌注。 It’s foolish to bet on horses. 赌马是愚蠢的。 He bet me ten dollars on John’s coming. 他跟我打赌十美元约翰会来。 I bet that it will rain tomorrow! 我相信明天一定会下雨! 3. As a matter of fact, I landed in Britain by accident. 事实上，我流落英国是一场意外。 1) as a matter of fact 事实上；确切地说；恰恰相反 “事实上，实际上”的多种表达方式：in fact, in actual fact, actually, in reality, in effect e.g. I haven’t been here long. As a matter of fact, I just arrived yesterday. 2) by accident =by chance/ accidentally 偶然地, 意外地 on purpose = by design/ deliberately 故意地 e.g. I found him in the airport by accident. He broke the vase by accident / by chance, not on purpose / by design. 4. About a month ago, I was sailing, and towards night I found myself carried out to sea by a strong wind. 大约一个月前，我开船出海，傍晚时，一阵大风把我刮到了海上。 句式结构：find＋宾语＋宾语补足语。(1)find＋宾语＋形容词/副词/介词短语（表示状态）现在分词（表示主动和正在进行）过去分词（表示被动或完成）； (2)find＋it＋形容词/名词＋to do(it是形式宾语，to do是真正的宾语)。 e.g. When he went out of the room, he found a little girl walking in the rain. She was glad to find her children well taken care of in the nursery. 看到她的孩子们在托儿所受到很好的照顾，她很高兴。 When he came to himself, he found himself locked in the room. I also find it useful to keep English diaries. 我也发现记英文日记很有用。 The two girls are so alike that strangers find it difficult to tell one from the other. 这两个女孩长得很像，陌生人很难把她们区分开。 The boy found the novel difficult to read.男孩发现这本小说很难读懂。 5. The next morning I was spotted by a ship. 第二天早晨，一艘船发现了我。 spot vt. 看见；注意到；发现 n. 地点；处所；斑点；污迹 spot sb doing sth 看到某人正在做某事 be spotted with 满是……斑点；被……点缀 on the spot/scene 当场；在现场；立即 tourist spot 旅游景点 spotted adj.有花点的；有斑点的 e.g. An ambulance was on the spot/scene within minutes. 救护车几分钟内就赶到了现场。 On the way, we spotted a man holding a piece of paper that said, “Lost my job. Family to Feed.” 在路上，我们看到一个男人拿着一张纸，上面写着：“失去了我的工作。要养家糊口。” She was wearing a black skirt with white spots. 她穿着一条有白色斑点的黑色裙子。 ...... 课堂小结 Summarize the usages of the main language items of this period briefly. 作业布置 （分层） Complete the exercises in PB. Try to role-play Act1, Scene 3. 板书设计 Unit5 The Value of Money Reading and thinking 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十五周第一课时 主备人：武东杰 课题 Unit5 The Value of Money 课型 新课 授课教师 武东杰 核 心 素 养 目 标 1.语言能力： 阅读本课戏剧，理解故事情节，人物性格以及作品的思想内涵，实习剧本的文体特征，品味英语戏剧的魅力。 2.学习能力: 能够结合剧本中的对白，人物的神态，语气，动作等线索，挖掘文字背后的深层含义，准确把握文本蕴含的主题意义。 3.思维品质：基于故事的发展逻辑预测后面的情节，理解文字的隐含信息，根据语调，语气，神态，动作等推动人物情感变化，分析人物性格，通过创编剧本，培养想象力和创造力。 4.文化意识：通过马克吐温和莫泊桑的作品了解19世纪末20世纪初，英，美，法等西方资本主义国家的文化背景，社会状况，道德观念等，树立正确的金钱观和价值观。 思 政 教 育 本单元以 “金钱的价值” 为核心，通过《百万英镑》戏剧改编文本，探讨 “财富与人性”“金钱与道德” 的关系，引导学生思考：金钱在社会交往中的象征意义，财富积累的正当性与道德底线，物质财富与精神价值的辩证关系等。 教 学 重 点 Analyze the components and the language features of a play script and use the knowledge to create a new scene; Judge people in a correct and positive way. 教 学 难 点 Describe characters’ personality, emotions, attitudes, thoughts and facial expressions vividly. 教 学 方 法 Task-based Approach, Cooperative Learning method 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step 1 Lead in Do you still remember the story in Reading and Thinking? Let’s retell it according to the pictures. Watch the next scene of the film. Step2 Pre-reading Look at the picture and guess where will Henry go next after leaving the restaurant? Step3 While-reading Activity 1 Read for the six elements of the play Activity 2 Read for details Read the scene and answer the questions. Activity 3 Read for the structure Read the scene and divide the scene into 2 parts according to showing the bank note，and get the main idea of each part. Activity 4 Read for the Plot Before/After seeing the million-pound bank note. Activity 5 Read for the attitude of characters. Henry’s attitude Clerks and Owner’s attitude Activity 6 Critical Thinking What is Mark Twain's purpose to write this work? ① To criticize the money-first trend in society at that time; ② To spread an idea that money is not everything. Step4 Practice Writing Practice: Write a dramatic scene for the play. After leaving the tailor shop, Henry wanted to have his hair cut, so what would happen to Henry in the barber shop? Please discuss and then write a short play for this part. How to write a dramatic scene? Analyze the six elements of a a dramatic scene. Useful words and phrases Useful sentences Sample Writing 课堂小结 Summarize the usages of the main language items of this period briefly. 作业布置 （分层） 根据下面提示，写一篇戏剧。 一个叫李明的隐形富豪走进了一家鞋店，不过他今天却衣衫褴褛，请展开想象看看接下来发生什么了？ 板书设计 Unit5 The Value of Money Reading for writing 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十五周第二课时 主备人：武东杰 课题 Unit5 The Value of Money 课型 新课 授课教师 武东杰 核 心 素 养 目 标 By the end of this period, the students will have been able to: 1) Read and comprehend a scene from The Million Pound Bank Note; 2) Know more about the elements of the play and appreciate the language features of it; 3) Learn how to write a dramatic scene for a play; 4) Practise writing a dramatic scene for the play. 思 政 教 育 本单元以 “金钱的价值” 为核心，通过《百万英镑》戏剧改编文本，探讨 “财富与人性”“金钱与道德” 的关系，引导学生思考：金钱在社会交往中的象征意义，财富积累的正当性与道德底线，物质财富与精神价值的辩证关系等。 教 学 重 点 Knowing more about the elements of the play and appreciating the language features of it 教 学 难 点 Practicing writing a dramatic scene for the play. 教 学 方 法 Task-based Approach, Cooperative Learning method 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step 1 Revision and leading in Activity 1 Revision and leading in 1. Recall the story of Henry and the two rich brothers and Henry’s story in a tailor’s shop with the help of some pictures. 2. Talk about the following two questions: What are the attitudes of the main characters towards money? What is your attitude towards money? 3. Lead in topic by asking what will happen to Henry next and introduce the learning objectives. Step 2 Reading for writing Activity 2 Pre-reading 1. Get the students to think about what will happen after Henry steps into a tailor’s shop. After leaving the restaurant, Henry notices that his coat is worn out. So he steps into a tailor’s shop... 2. Get the students to make a dialogue in pairs to show what may happen to Henry, using the following expressions. And then get one or two pairs to show their dialogue in front of the class. 3. Watch a clip of the movie The Million Pound Bank Note. Activity 3 Reading comprehension 1. Get the students to read the scene and then guide them to divide the scene into 3 parts. Part 1 Before Henry showed the note. Part 2 While Henry showed the note. Part 3 After Henry showed the note. Before seeing the million-pound bank note 1. Henry is showed downstairs. 2. The clerk gives him a cheap coat. 3. The clerk becomes angry because Henry can’t pay at once. After seeing the million-pound bank note 1. The clerk is shocked. 2. The owner comes over and changed his attitude at once. 3. They bring Henry to another part of the shop and begin measuring him, offering to make many suits for him. 4. They are glad to wait a long time to get paid. 2. Read each part and answer the questions. Read Part 1 and answer the questions. 1) Where does Henry go? What does he want? He goes to a tailor’s shop. He wants new clothes. 2) What do the clerks show Henry at first? Why? They show him ready-made clothes, because he looks poor and these clothes are cheaper 3. Study the language features by completing the following tasks. 1) Underline the sentences that show how people’s attitudes change towards Henry. Before After 1. (in a rude manner) 2. See him there. 3. Ready-made suits? Downstairs. 4. ...serve him quick and get him out quick. 5. (looking at him with a frown) 6. It’s all we have in your size. 7. (trying not to show he's angry) 1. Allow me, sir! This way, sir. 2. Never mind. 3. (with a broad smile) 4. Why, you don’t have to worry about that! 5. Yes, we can wait forever! 6. Of course you are! 7. A busy man, I'm sure. 2. Read the scene again and find an example for each of the following elements. Then discuss with your partner how to write each element. Theme: the value of money Narration: a description of events that is spoken during a play. (旁白) Scene: the time and place where a story is set. (场景) Stage directions: a note in the text of a play telling actors when to come on to or leave the stage, what actions to perform. (舞台指示) Characters: each character in a play has a personality of its own and a set of principles and beliefs. (人物) Lines of dialogue: the story is narrated through the interaction between the characters in the form of dialogues. (对白) Activity 4 Reconstruct the text Reconstruct the text by retelling or summarizing the text using the above information. Step3 Writing Activity 5 Writing guidance 1. Work in groups. Brainstorm a place that Henry will go to, and what difficulties he might face, the solution and the ending. 2. Talk about and write down the following information. Make a list of the characters. Make an outline of the events in the scene. Decide how the characters’ feelings change during the scene. Think of an exciting ending. Activity 6 Writing practice 1. Practicing writing the first draft by following the writing sample. Write the narration. Write the dialogue. Write the stage directions which tell the actors what to do and how to say something. 2. (If time permits,) Exchange drafts with a partner. Use the checklist to help you revise the draft. 课堂小结 Summarize the main contents of this period briefly by reconstructing the text and emphasizing how to write a dramatic scene for a play. 作业布置 （分层） 1.Complete and polish the first draft of your dramatic scene and prepare to read or act it to the class. 2.Exercises in the reference book. 板书设计 Unit5 The Value of Money Reading or writing 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十五周第三课时 主备人：武东杰 课题 Unit5 The Value of Money 课型 新课 授课教师 武东杰 核 心 素 养 目 标 1.语言能力： 学生能够熟练运用与金钱相关的词汇和短语，如 budget, income, expense, deposit 等，进行听说读写活动。 2.学习能力: 培养学生合作学习的意识和能力，能够在小组活动中积极交流、相互协作，共同完成学习任务。培养学生合作学习的意识和能力，能够在小组活动中积极交流、相互协作，共同完成学习任务。 3.思维品质：鼓励学生批判性地思考金钱在生活中的作用，不盲目崇拜金钱，形成正确的金钱观。 4.文化意识：引导学生了解不同文化背景下人们对金钱的态度和价值观差异，拓宽国际视野。 思 政 教 育 本单元以 “金钱的价值” 为核心，通过《百万英镑》戏剧改编文本，探讨 “财富与人性”“金钱与道德” 的关系，引导学生思考：金钱在社会交往中的象征意义，财富积累的正当性与道德底线，物质财富与精神价值的辩证关系等。 教 学 重 点 巩固和拓展与金钱价值相关的词汇、短语和句型，加强学生的语言积累。 教 学 难 点 帮助学生理解不同文化中金钱观的深层内涵，避免文化误解。 教 学 方 法 Task-based Approach, Cooperative Learning method 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step1 Warming-up​ 展示图片：展示一些与金钱使用相关的图片，如购物、捐赠、投资等，引导学生观察并思考图片中人们的行为，提问：“What are these people doing with their money? Why do they make such choices?” 让学生自由发言，分享自己的看法，从而引入本单元主题 “The Value of Money”。​ Step2 Vocabulary Review​ 词汇讲解：选取 Workbook 中与金钱价值紧密相关的重点词汇和短语，如 budget（预算）, income（收入）, expense（支出）, debt（债务）, interest（利息）, bargain（便宜货；讨价还价）等，结合例句进行详细讲解，让学生理解其含义和用法。例如：“We should make a budget before going shopping to avoid overspending.（我们购物前应该制定预算，避免超支。）” “His income mainly comes from his salary and investment.（他的收入主要来自工资和投资。）”​ 词汇练习：设计多种词汇练习活动，帮助学生巩固所学词汇。​ 词汇填空：给出一些句子，让学生用合适的词汇填空。如：“She is in ______ because she borrowed a lot of money from the bank.（答案：debt）”​ 词汇配对：将词汇与对应的英文解释或中文释义进行配对。​ 词汇造句：让学生用所学词汇进行造句，然后在小组内分享，互相交流和评价。 Step3 Listening Practice​ 听力前准备：向学生介绍听力材料的背景信息，如对话发生的场景（银行、商场、家庭等）、参与对话的人物身份（顾客、银行职员、家庭成员等），帮助学生预测听力内容。同时，讲解一些听力技巧，如注意关键词、记录重要信息等。​ 听力任务一：播放第一段听力材料，这可能是一段关于人们讨论理财计划的对话。让学生听第一遍，了解对话的大致主题和主要内容。然后听第二遍，完成 Workbook 中相应的听力练习，如选择正确答案、判断正误等。例如，问题可能是：“What is the main topic of the conversation?（答案：Their financial plans.）” “Do they plan to buy a new house this year? (True or False)（答案：False）”​ 听力任务二：播放第二段听力材料，这可能是一段关于不同文化中金钱观念差异的采访。让学生听第一遍，整体感知采访的内容。听第二遍时，要求学生记录下不同文化中关于金钱观念的关键信息，并完成 Workbook 中的填空或简答题。例如：“In some cultures, people believe that saving money is a sign of ______.（答案：responsibility）”​ Step4 Speaking Practice​ 角色扮演：设计一些与金钱相关的情境，如在商场购物讨价还价、在银行办理贷款业务、家庭讨论财务预算等，让学生进行角色扮演。每个小组选择一个情境进行准备，然后在课堂上进行表演。表演结束后，其他小组的学生可以提问或发表评论，表演者进行回答和交流。通过角色扮演，让学生在真实情境中运用英语进行交流，提高口语表达能力和实际交际能力。 课堂小结 Summarize the usages of the main language items of this period briefly. 作业布置 （分层） 完成书上的workbook部分的相关题 板书设计 Unit5 The Value of Money workbook 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十五周第四课时 主备人：武东杰 课题 Unit5 The Value of Money 课型 新课 授课教师 武东杰 核 心 素 养 目 标 1.语言能力：学生能够熟练运用与金钱相关的词汇和短语，如 budget, income, expense, deposit 等，进行听说读写活动。 2.学习能力: 培养学生合作学习的意识和能力，能够在小组活动中积极交流、相互协作，共同完成学习任务。培养学生合作学习的意识和能力，能够在小组活动中积极交流、相互协作，共同完成学习任务。 3.思维品质：鼓励学生批判性地思考金钱在生活中的作用，不盲目崇拜金钱，形成正确的金钱观。 4.文化意识：引导学生了解不同文化背景下人们对金钱的态度和价值观差异，拓宽国际视野。 思 政 教 育 本单元以 “金钱的价值” 为核心，通过《百万英镑》戏剧改编文本，探讨 “财富与人性”“金钱与道德” 的关系，引导学生思考：金钱在社会交往中的象征意义，财富积累的正当性与道德底线，物质财富与精神价值的辩证关系等。 教 学 重 点 巩固和拓展与金钱价值相关的词汇、短语和句型，加强学生的语言积累。 教 学 难 点 帮助学生理解不同文化中金钱观的深层内涵，避免文化误解。 教 学 方 法 Task-based Approach, Cooperative Learning method 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step1 Reading Practice​ 阅读前导入：展示一篇与金钱价值相关的文章标题和图片，让学生预测文章的内容。然后引导学生思考一些与主题相关的问题，如 “What do you think the article will talk about? Why is this topic important?” 激发学生的阅读兴趣。​ 阅读任务：让学生阅读 Workbook 中的文章，这可能是一篇关于如何理性消费的议论文。阅读时，要求学生快速浏览文章，了解文章的主旨大意和结构。然后进行精读，回答 Workbook 中设置的阅读理解问题，如细节理解题、推理判断题、主旨大意题等。例如：“What are the three tips for rational consumption mentioned in the article?” “Why does the author think it's important to make a shopping list before going shopping?”​ 阅读分析：组织学生对文章进行分析，包括文章的体裁、结构、语言特点等。引导学生学习作者如何运用词汇、句型和逻辑关系来阐述观点，提高学生的阅读理解和分析能力。例如，分析文章中使用的连接词（firstly, secondly, in addition, however 等）对文章连贯性的作用，以及一些复杂句式（定语从句、状语从句等）的表达效果。​​ Step2 Writing Practice​ 写作指导：以 “My View on the Value of Money” 为题，进行写作指导。首先，引导学生确定文章的结构，如采用 “总 - 分 - 总” 的结构，开头引入主题，阐述自己对金钱价值的总体看法；中间部分分点论述，如金钱可以带来物质享受、可以帮助他人实现价值等，并提供具体例子支持；结尾总结全文，再次强调自己的观点。然后，复习一些写作中常用的连接词和表达方式，如 “in my opinion（在我看来）” “first of all（首先）” “moreover（此外）” “in conclusion（总之）” 等，让学生在写作中使文章更加连贯和流畅。​ 写作过程：学生开始写作，教师巡视课堂，观察学生的写作情况，及时给予指导和帮助。对于遇到困难的学生，教师可以提供一些思路或词汇建议；对于写作进展顺利的学生，鼓励他们发挥创意，丰富文章内容。​ 写作互评：学生完成写作后，进行小组内互评。每个学生阅读小组内其他同学的作文，从内容、结构、语言等方面进行评价，指出优点和不足之处，并提出修改建议。然后，学生根据同学的反馈，对自己的作文进行修改和完善。​ 写作展示：每个小组推选一篇优秀作文进行全班展示。展示学生朗读自己的作文，其他学生认真倾听。展示结束后，全班学生共同评价，教师给予总结和表扬，强调优秀作文的亮点和值得学习的地方，同时也指出一些普遍存在的问题，让学生在今后的写作中注意改进。​ 词汇填空：给出一些句子，让学生用合适的词汇填空。如：“She is in ______ because she borrowed a lot of money from the bank.（答案：debt）”​ 词汇配对：将词汇与对应的英文解释或中文释义进行配对。​ 词汇造句：让学生用所学词汇进行造句，然后在小组内分享，互相交流和评价。​ 课堂小结 与学生一起回顾本节课所学的重点内容，包括词汇、听力技巧、口语表达、阅读分析和写作方法等。强调正确金钱观的重要性，鼓励学生在今后的学习和生活中合理对待金钱，运用所学知识进行理性消费和理财。 作业布置 （分层） 完成 Workbook 中剩余的练习题，进一步巩固所学知识。 板书设计 Unit5 The Value of Money workbook 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） 疏勒县第一中学高一年级英语学科 教案 2024-2025学年第二学期 第十五周第五课时 主备人：武东杰 课题 必修三教材总结和复习 课型 新课 授课教师 武东杰 核 心 素 养 目 标 1.语言能力： 学生能够系统回顾必修三教材中涵盖的词汇、短语及重点句型，强化记忆，提升词汇运用的准确性与灵活性。例如，熟练掌握与节日相关的词汇如 “festival, celebration, harvest” 等；能正确运用 “look forward to doing sth.”“take place” 等短语和句型进行表达。 2.学习能力: 显著提高学生的听力理解能力，使其能够从各类听力材料中快速捕捉关键信息，理解材料主旨和细节，并能根据所听内容进行合理推断和总结。 3.思维品质：通过对教材中多元主题的深入复习，培养学生对不同文化的兴趣和理解，增强跨文化交际意识，拓宽国际视野。 4.文化意识：借助对道德与美德、人际关系等主题的探讨，引导学生树立正确的价值观和人生观，培养积极向上的生活态度和良好的道德品质。 思 政 教 育 引导学生深入了解中西方文化差异，在领略西方文化魅力的同时，增强对中华优秀传统文化的认同感与自豪感，拓宽国际视野，树立文化自信，培养包容、开放的跨文化交际态度。 教 学 重 点 全面复习必修三教材中的重点词汇、短语和句型，通过多样化的练习和活动，加深学生对其的理解和记忆，并确保学生能够熟练运用。 教 学 难 点 帮助学生突破在词汇辨析、语法运用和语言表达中的易错点和难点，如一些近义词（如 “spend, cost, take, pay”）的区别、复杂语法结构（如名词性从句中的同位语从句与定语从句的区分）的正确使用等。 教 学 方 法 Task-based Approach, Cooperative Learning method 学 习 方 法 合作学习法：组织学生小组讨论，共同解决难题，提升学习能力和合作交流能力。 教 学 工 具 Blackboard、chalk、multimedia computer 教 学 过 程 教学内容以及师生活动 二次备课 （手写） Step1 导入 教师通过多媒体展示必修三教材的封面和目录，引导学生回顾本学期所学的主要内容，包括各个单元的主题、重点词汇和语法知识等，激发学生的学习兴趣和记忆。提问学生对本学期英语学习的感受和困惑，了解学生的学习情况和需求，为后续的复习教学提供参考。​ Step2 词汇复习​ 教师利用 PPT 呈现必修三教材中的重点词汇和短语，如 “Unit 1 Festivals and Celebrations” 中的 “celebration, harvest, decorate, take place, look forward to” 等；“Unit 2 Morals and Virtues” 中的 “virtue, moral, generous, in need, turn one’s back on” 等。通过图片、例句等方式帮助学生回顾词汇的含义和用法，并进行简单的词汇辨析，如 “celebrate” 与 “congratulate” 的区别。​ 组织学生进行词汇竞赛活动，将学生分成小组，教师给出一个主题（如节日相关词汇），各小组在规定时间内尽可能多地写出与之相关的词汇，写得最多且正确的小组获胜。通过竞赛活动，激发学生的学习积极性，巩固学生的词汇记忆。​ Step3 语法复习​ 以思维导图的形式呈现必修三教材中的主要语法知识，如情态动词（can, could, may, might, must 等）的用法、名词性从句（主语从句、宾语从句、表语从句、同位语从句）、动词的时态和语态等。教师结合例句对每个语法点进行简要讲解，重点强调语法规则的实际应用和易错点。​ 给出一些语法练习题，让学生进行现场练习，如语法填空、单项选择等。练习完成后，教师进行批改和讲解，针对学生的错误进行详细分析，帮助学生加深对语法知识的理解和掌握。​ Step4 听力训练​ 选取必修三教材配套听力材料或相关的课外听力练习，如关于节日庆祝、太空探索等主题的对话或短文。播放听力材料前，教师引导学生快速浏览题目和选项，预测听力内容，同时讲解一些听力技巧，如注意关键词、数字、转折词等。​ 听力结束后，教师核对答案，并针对学生的疑问进行讲解，同时再次播放听力原文中一些关键部分，让学生进行跟读和模仿，提高学生的听力理解和口语表达能力。 Step5 口语训练​ 设置一些与必修三教材主题相关的口语话题，如 “Describe your favorite festival”“What is the most important virtue in your opinion?”“Talk about your dream of space exploration” 等。将学生分成小组，每个小组选择一个话题进行讨论和准备，要求每个学生都要发表自己的观点。​ 课堂小结 教师与学生一起回顾本节课复习的重点内容，包括词汇、语法、听力、口语等方面的知识和技能，强调学习英语的重要性和方法，鼓励学生在今后的学习中继续努力，不断提高英语水平。 作业布置 （分层） 完成教材配套练习册中与必修三教材相关的复习练习题，进一步巩固所学知识。 板书设计 必修三教材总结和复习 组长或备课组长审批意见及签名 教学反思 （手写不少于5行） ( 23 ) 学科网（北京）股份有限公司 $$