Unit 5 The Value of Money-Reading and Thinking 教案-2024-2025学年高中英语人教版必修第三册

Unit 5 The Value of Money-Reading and Thinking教学设计 教学目标 Knowledge & Skills: Master key vocabulary (e.g., "loan", "patience") and sentence patterns about money-related scenarios; understand the plot and theme of "The Million Pound Bank Note". Process & Methods: Develop reading skills (inferring, summarizing) through group discussions on characters' choices and consequences. Affect & Values: Reflect on the true value of money and the importance of integrity and wisdom in life. Cultural Awareness: Explore Western perspectives on money and social interactions in the 19th century. 重难点 Key: Comprehending the relationship between the note and characters' attitudes; grasping the author's satirical tone. Difficult: Analyzing how the plot reveals the theme; applying the value of money to real-life situations. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Welcome to our Reading and Thinking session of Unit 5 - The Value of Money. Before we start, let's recall our previous discussion about money. We talked about what money can and can't buy, and how it can be a good servant but a bad master. Now, I want you to close your eyes and imagine having a large sum of money, say a million dollars. What would you do with it? Visualize your plans and dreams. (Pause for about 30 seconds) Okay, open your eyes. Let's share some of your thoughts. Who wants to start? Student 1: I would buy a big house for my family, travel around the world, and invest some of the money to make more. Teacher: That's a comprehensive plan. Buying a house provides a stable home for your family, traveling enriches your experiences, and investing shows long - term thinking. What about you, Student 2? Student 2: I would donate a part of the money to charities that help children in need. Then, I would buy a nice car and start my own business. Teacher: Very noble of you to think about helping others first. Donating to charity can make a real difference in the lives of those less fortunate. Starting a business is also a great way to put your creativity and skills to use. Now, today we are going to read an interesting story related to a large amount of money. It's called "The Million Pound Bank - Note". Have any of you heard of this story before? Raise your hands if you have. (Some students raise their hands) Well, for those who haven't, it's a fascinating tale that explores the power and perception of money. Before we start reading, let's look at the title and the picture on the textbook page. What can you predict about the story just from these? Discuss with your partner for a minute. (Students discuss in pairs) Teacher: Time's up. Let's hear your predictions. Student 3: I think the story might be about someone who suddenly gets a million - pound bank - note and how it changes their life. Maybe they face some challenges or funny situations because of it. Teacher: That's a very reasonable prediction. The title clearly indicates the importance of the million - pound bank - note, and it's likely to bring about significant changes in the main character's life. What else do you think, Student 4? Student 4: Perhaps the person with the bank - note will try to use it to get rich quickly, but there will be some twists in the story. Teacher: Good thinking. The idea of using the bank - note to get rich is a common assumption, and the twists you mentioned often make a story more engaging. Now, let's start reading the first part of the story. As you read, pay attention to the main characters and how they are introduced. (Students start reading the first part of the story silently) Teacher: Okay, let's stop here. Who can tell me who the main characters are so far? Student 5: The main characters seem to be Henry Adams, and there are two rich brothers, Oliver and Roderick. Teacher: Correct. Can you briefly describe Henry Adams? Student 6: He's an American who is penniless and has been swept out to sea. He's lucky to be picked up by a British ship and brought to London, where he has no money and no friends. Teacher: Very well - described. Now, what about the two brothers, Oliver and Roderick? What do we know about them? Student 7: They are very rich and seem to be interested in making a bet. They are discussing what would happen to a person if they were given a million - pound bank - note without being able to cash it. Teacher: Exactly. The brothers' bet sets the stage for the whole story. Let's move on to the next part of the reading. This time, as you read, try to understand the brothers' bet and why they think it's a good idea. (Students continue reading) Teacher: Alright, let's discuss the brothers' bet. Why do you think they made this bet? Student 8: They are curious to see what would happen to a person with a million - pound bank - note but no way to cash it. They want to know if the person could survive and what kind of experiences they would have. Teacher: That's right. Their curiosity about human nature and the power of money drives this bet. Do you think their bet is fair? Discuss in groups of three. (Students discuss in groups of three) Teacher: Let's hear some of your group's opinions. Group 1, what do you think? Group 1 Representative: We think the bet is not entirely fair. Henry Adams is an innocent person who is suddenly thrown into this strange situation. He has no say in the bet, and his life is being used as an experiment by the two rich brothers. Teacher: Interesting point. Group 2? Group 2 Representative: We agree that it's unfair, but at the same time, it gives Henry a chance that he wouldn't have otherwise. Maybe this bet could change his life for the better. Teacher: That's a balanced view. The bet is indeed unfair in the sense that Henry is not a willing participant, but it also presents an unexpected opportunity for him. Now, let's read further to see how Henry reacts when he first gets the envelope with the bank - note. (Students read the relevant part) Teacher: So, how did Henry react when he received the envelope? Student 9: He was confused. He thought there might be a mistake because he didn't understand why two strangers would give him an envelope with instructions not to open it until 2 o'clock. Teacher: Right. His confusion is very natural. Imagine yourself in his position. You're a penniless foreigner in a strange city, and suddenly you're handed an envelope with such mysterious instructions. Now, when he finally opens the envelope and sees the million - pound bank - note, what is his initial thought? Student 10: He thought it was a joke. He couldn't believe that he was holding a million - pound bank - note. He even thought the brothers might be playing a trick on him. Teacher: Exactly. His reaction shows his disbelief and suspicion. Now, let's analyze the language used in this part of the story. Look at this sentence: "I was too shocked to speak for a moment." What does this sentence tell us about Henry's state of mind? Student 11: It shows that he was extremely surprised. The phrase "too... to..." indicates that his shock was so great that he was unable to speak. Teacher: Very good. This kind of language use helps us vividly understand the character's emotions. Now, let's read on to see how Henry starts to use the bank - note. (Students continue reading) Teacher: After Henry decides to try using the bank - note at a restaurant, what happens? Student 12: At first, the staff in the restaurant look down on him because he's dressed shabbily. But when he finally shows the bank - note to pay for the meal, their attitudes change completely. They become extremely respectful and even offer him more food and services. Teacher: Correct. This shows how the perception of money can influence people's attitudes. The staff judged Henry by his appearance at first, but as soon as they saw the million - pound bank - note, their behavior towards him changed drastically. What does this tell us about society's attitude towards money? Discuss in pairs. (Students discuss in pairs) Teacher: Let's share your thoughts. Student 13: Society seems to value people more based on how much money they have. The restaurant staff treated Henry differently just because of the bank - note, not because of who he really was. Teacher: That's a sad but true reflection. Money often seems to have a strong influence on how people are treated in society. Now, as the story progresses, Henry starts to use the bank - note more and more. What kind of opportunities does the bank - note bring him? Student 14: He gets to stay in a nice hotel, and people are willing to lend him money and give him credit. He also becomes famous in the city. Teacher: Right. The bank - note opens many doors for him. But do you think all these opportunities are because of Henry himself or just because of the money? Student 15: Most of these opportunities are because of the money. People are attracted to the million - pound bank - note, not necessarily to Henry's qualities. Teacher: That's a valid point. The money gives him a certain status, but it also makes it difficult for him to know if people are being genuine with him. Now, let's read the part where Henry meets Portia. How does Portia react to Henry? Student 16: Portia seems to like Henry for who he is, not just because of the money. She is kind and understanding, and she helps Henry when he's in a difficult situation. Teacher: Good observation. Portia's character is different from many others in the story. She values Henry as a person, not just his money. What does this tell us about true friendship and love? Student 17: True friendship and love should be based on a person's character, not on their wealth. Portia likes Henry because of his honesty and kindness, not because he has a million - pound bank - note. Teacher: Exactly. The story uses Portia's character to contrast with the money - obsessed society around Henry. Now, let's look at the climax of the story. What is the big reveal? Student 18: The brothers' bet is finally revealed to Henry. He also finds out that he has actually won the bet because he managed to survive for a month with the million - pound bank - note without getting into trouble. Teacher: Right. And what does Henry decide to do with the money at the end? Student 19: He returns the bank - note to the brothers and also gets a job in their company. He also marries Portia. Teacher: So, what is the overall message of the story? Let's discuss in groups of four. Think about how the story portrays the value of money, honesty, and friendship. (Students discuss in groups of four) Teacher: Time to share your group's ideas. Group 3, start please. Group 3 Representative: The story shows that money can bring many opportunities, but it can also distort people's perception. True values like honesty and friendship are more important than money. Henry's experience with the million - pound bank - note taught him that he could succeed and find happiness without relying solely on money. Teacher: Excellent summary. Group 4? Group 4 Representative: We think the story is a critique of a society that is overly focused on money. The brothers' bet was a way to show how money can change people's behavior. At the same time, it also shows that there are still people like Portia who value real qualities in others. Teacher: Great insights. Now, let's relate this story to our real lives. Have you ever seen or experienced situations where money influenced people's behavior? Share your examples. Student 20: In my neighborhood, there was a family that became rich overnight. Before that, they were very friendly with everyone. But after getting rich, they started to act differently. They looked down on their old neighbors and only wanted to be with other rich people. Teacher: That's a clear example of how money can change people. What about you, Student 21? Student 21: At school, sometimes students who come from wealthy families are treated better by some teachers. The teachers might give them more attention or opportunities, even if other students are more hard - working and talented. Teacher: That's an unfortunate reality in some cases. Money can sometimes create unfair advantages. Now, let's think about how we can avoid being influenced by money in a negative way. Discuss in pairs. (Students discuss in pairs) Teacher: Let's hear your suggestions. Student 22: We should focus on our own values and not let money change who we are. We should treat everyone equally, regardless of how much money they have. Teacher: Great advice. What else? Student 23: We should also learn to be content with what we have. Just because someone else has more money doesn't mean they are happier. Teacher: True. Contentment is an important virtue. Now, let's do a quick review of the story. We've discussed the main characters, the plot, the language used, and the message of the story. Can someone summarize the key points? Student 24: The story is about Henry Adams, a penniless American in London, who gets a million - pound bank - note as part of a bet between two rich brothers. The bank - note changes the way people treat him, but he also meets Portia, who likes him for who he is. In the end, he wins the bet, returns the bank - note, and gets a job and marries Portia. The story shows that money can be powerful, but honesty, friendship, and true values are more important. Teacher: Well - done. That's a perfect summary. For homework, I want you to write an essay. Your task is to compare the value of money with other important values in life, such as honesty, friendship, and family. Use examples from the story and your own life experiences to support your 观点. This will help you further reflect on what we've learned today. See you next class! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$