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

Unit 5 The Value of Money-Reading for Writing 教学目标 Knowledge: Master key vocabulary (e.g., "loan", "owe") and sentence patterns about financial interactions; understand the theme of money's value in the text. Skills: Develop abilities to analyze characters' attitudes towards money via details; learn to write a narrative about a money-related experience with logical plot. Culture: Explore cultural perspectives on money and interpersonal relationships reflected in the text. Affect: Reflect on the true value of money beyond material aspects and cherish sincere connections. 重点难点 Key: Grasping language features of the narrative; writing a coherent story with clear viewpoints on money. Difficult: Analyzing implicit meanings in characters' dialogues; expressing personal insights on money's value naturally in writing. 教学内容 备注 Teacher: Good morning, class! Today, we are going to explore Unit 5 The Value of Money from the perspective of Reading for Writing. This part will not only help us understand different texts related to the value of money more deeply but also enhance our writing skills. So, let's get started. First of all, let's recall what we have learned in the previous sections of this unit. What kind of discussions have we had about the value of money? Student 1: We talked about whether money can buy happiness and how people should treat money. We also listened to a news report about an honest cleaner who returned a large amount of money she found. Teacher: Exactly. That's a great summary. Now, before we start our reading, let's think about the forms of texts that might be related to the value of money. What types of articles or stories do you think we might come across? For example, could it be a news story, an opinion essay, or a fictional narrative? Student 2: Maybe an opinion essay. People often write about their views on whether money is the most important thing in life. Student 3: A fictional story like The Million Pound Note could also be possible. It shows how people's attitudes change when money is involved. Teacher: Both of you are very imaginative. Now, let's turn to our reading material. Here, we have a text. Before we start reading in detail, let's have a quick skim. Look at the title, headings, and the first and last paragraphs. Try to get a general idea of what the text is about. What can you tell from this initial look? Student 4: The title is "The True Value of Money". From the first paragraph, it seems like the author is going to talk about different ways people value money and what money can and can't do. Teacher: Good observation. Now, let's read the text carefully. While reading, pay attention to the main ideas, supporting details, and the structure of the text. Also, mark any new words or expressions that you come across. (Students read the text silently) Teacher: Okay, time's up. Let's start with the main ideas. Who can tell me what the author's main point is in this text? Student 5: The author believes that money has different values for different people. It can be a tool to meet basic needs, but it can't buy true happiness or things like love and friendship. Also, the way people earn and spend money reflects their values. Teacher: Excellent. You've grasped the core idea. Now, let's look at the supporting details. What examples does the author give to support these ideas? Student 6: The author mentions a rich businessman who has a lot of money but is lonely because he has no real friends. This shows that money can't buy friendship. And there is an example of a poor family who are very happy because they love and support each other, which means happiness doesn't depend on money. Student 7: Also, the author talks about how some people work hard to earn money through honest means, like a small - business owner who builds his business step by step. This reflects that the way of earning money matters. Teacher: Very good. These details really strengthen the author's argument. Now, let's analyze the structure of the text. How does the author organize the ideas? Student 8: At first, the author states the general idea about the value of money. Then, in the middle part, the author gives different examples to support the idea. And in the end, the author sums up and emphasizes that we should have a correct attitude towards money. Teacher: Right. It follows a typical structure of stating the main idea, providing examples, and then concluding. Now, let's focus on the new words and expressions. What new words did you mark? Student 9: "pursuit", as in "the pursuit of money". It means trying to get or achieve something. Teacher: Correct. Can you use it in a sentence? Student 9: Many people are in the pursuit of a better life, which often involves making more money. Teacher: Great. What other words? Student 10: "contentment". The text says "true contentment comes from within, not from money". It means a feeling of being satisfied. Teacher: Good. Now, let's move on to the writing part. Based on what we have read, we are going to write an opinion essay about the value of money. First, let's brainstorm some ideas. What aspects do you think we should include in our essay? Student 11: We can talk about our own views on whether money is important or not. Student 12: And give some real - life examples, just like in the reading text. For example, we can talk about someone we know who values money too much and how it affects their life. Teacher: Those are wonderful ideas. Now, let's think about the structure of our opinion essay. Just like the text we read, we should have an introduction, a main body, and a conclusion. In the introduction, how can we start? Student 13: We can start with a question, like "Is money the most important thing in life?" or a famous quote about money. Teacher: That's a great way to grab the reader's attention. In the main body, we need to present our opinions and support them with examples. How many opinions do you think we should present? Student 14: Maybe two or three. One could be about the positive side of money, like it can help us meet our basic needs and provide a certain level of comfort. Another could be about the negative side, like how it can't buy true happiness. Teacher: Right. And remember to use transitional words and phrases to make the essay flow smoothly. For example, when moving from one opinion to another, we can use "however", "on the other hand". In the conclusion, what should we do? Student 15: We should sum up our main points and give a final thought or a call to action, like suggesting how people should view money correctly. Teacher: Excellent. Now, let's start writing. You can write a rough draft first. Take your time and try to express your ideas clearly. (Students start writing their rough drafts) Teacher: Okay, after you have finished your rough drafts, let's exchange papers with your partner. Read your partner's essay and give some feedback. You can focus on the following aspects: Is the main idea clear? Are the examples relevant and well - presented? Is the structure logical? And are there any grammar or spelling mistakes? (Students exchange and review each other's essays) Teacher: Now, let's come back together. Who wants to share the feedback they gave or received? Student 16: I told my partner that the main idea in his essay was clear, but he could use more specific examples. For instance, when he talked about money not being able to buy happiness, he just said "some people", but he could have named a real - life person or a story. Teacher: That's very helpful feedback. What about grammar and spelling? Student 17: My partner had a few spelling mistakes, like "definitely" was misspelled as "definately". And there were some problems with subject - verb agreement. For example, "Money are not everything" should be "Money is not everything". Teacher: Good. Now, based on the feedback you received, revise your essays. Make sure to correct the mistakes and improve the content. (Students revise their essays) Teacher: Let's look at some model essays together. Here is an example of an opinion essay about the value of money. Let's read it aloud and analyze what makes it a good essay. (Teacher and students read the model essay aloud) Teacher: What do you think are the strong points of this essay? Student 18: The introduction is very interesting. It starts with a quote from a philosopher about money, which makes me want to read more. Student 19: In the main body, the examples are very vivid. The author talks about a lottery winner who became unhappy after getting a lot of money, which really shows that money doesn't always bring happiness. Student 20: The conclusion is also good. It not only sums up the main points but also gives a positive message about how we should balance our pursuit of money with other important things in life. Teacher: Right. Now, let's compare your essays with this model essay. What can you learn from it and apply to your own writing? Student 21: I can learn to use more vivid language to describe the examples in my essay. Student 22: And I should make my conclusion more powerful, not just a simple summary. Teacher: Excellent. Now, make the final touches to your essays. You can add some more details, adjust the language, or make sure the format is correct. (Students finalize their essays) Teacher: Let's have some students share their final essays with the class. This will give us a chance to learn from each other. Who wants to be the first one? Student 23: [Student reads their essay aloud] Teacher: Great job, [Student 23]. Your essay is well - structured and you have some very unique insights. What do you think, class? Any comments or suggestions? Student 24: I think [Student 23] could add a bit more description in the examples to make them more engaging. Teacher: That's a good point. Now, let's have another student share. Student 25: [Student reads their essay aloud] Teacher: Wonderful. Your use of language is very impressive. And your ideas are clearly presented. Class, do you have any feedback for [Student 25]? Student 26: Maybe [Student 25] could use some more transitional words in the main body to make the flow even better. Teacher: That's a helpful suggestion. Now, let's summarize what we have learned today. We analyzed a reading text about the value of money, learned about the structure and language use in it. Then, we used what we learned to write our own opinion essays. We also learned how to give and receive feedback to improve our writing. Remember, writing is a process, and with practice, you will all become better writers. For homework, I want you to review your essays one more time and make sure they are perfect. You can also look for more articles about the value of money and see how different authors express their views. See you next class! ( 第 1 页 共 1 页 ) 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 $$