Unit 5 The Value of Money Workbook 教案-2025-2026学年高中英语人教版必修第三册

WORKBOOK-UNIT 5 THE VALUE OF MONEY 内容导航 This workbook unit, closely linked to the textbook’s theme of The Value of Money, includes exercises like reading comprehension, writing, and translation. It deepens students’ understanding of money’s value through practical tasks, focusing on Mark Twain’s The Million Pound Bank Note and guiding correct money views. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to money, and improve reading, writing and translation skills. Cultural Awareness: Understand the social background of capitalist society reflected in the text and form a rational view on money. Thinking Quality: Cultivate critical thinking by analyzing characters’ attitudes towards money. Learning Ability: Develop autonomous learning and cooperative inquiry skills through completing various workbook exercises. 2. 教学重难点 Key Points: Master the usage of core vocabulary (e.g., basis, apologise, patience) and phrases (e.g., make a bet, on the basis of, in return), and grasp the application of modal verbs and past future tense. Difficult Points: Understand the implied meaning of the text, analyze the connection between characters’ behaviors and social reality, and apply the learned language knowledge to practical writing and translation. 教学过程 Step 1: Lead-in (Warm-up and Review) The lead-in aims to activate students’ prior knowledge, arouse their interest in the unit theme, and review the key content of the textbook unit to lay a solid foundation for the workbook study. First, the teacher starts with a free discussion: “What did we learn in the textbook unit about The Value of Money? Who is the main character in The Million Pound Bank Note, and what happened to him?” Guide students to recall the plot of the drama, the characteristics of the characters such as Henry Adams, the two brothers, and the attitudes of different people towards Henry after he got the million-pound banknote. This not only helps students review the textbook content but also connects the workbook with the textbook naturally. Then, the teacher presents some key vocabulary and phrases from the textbook unit, such as “bank note, make a bet, by accident, seek help, apologise to sb. for sth.”, and asks students to read them aloud and make simple sentences. For example, ask a student: “Can you make a sentence with ‘make a bet’?” If the student responds correctly, praise them in time; if there is a mistake, correct it patiently and guide them to use the phrase correctly. This link helps students consolidate the basic language knowledge and prepare for the subsequent workbook exercises. Finally, the teacher introduces the learning objectives of the workbook unit: “Today we will learn the workbook of Unit 5. Through today’s study, we will further deepen our understanding of the value of money, master more key language points, and improve our reading, writing and translation abilities. Let’s start our study with enthusiasm.” Step 2: Reading Comprehension Exercises (Text-based Practice) The reading comprehension part of the workbook is closely related to the theme of the unit, mainly including two parts: a short passage about money management and an excerpt from The Million Pound Bank Note which is not included in the textbook. The purpose of this link is to improve students’ reading ability, enable them to grasp the main idea and key details of the passage, and deepen their understanding of the theme of money’s value. First, the teacher distributes the reading materials to the students and asks them to read the first passage silently. The passage is about a young man’s experience of learning to manage money: he used to spend money recklessly, which led to financial difficulties. Later, with the help of his parents, he learned to make a budget, set aside money for emergencies, and finally formed a good habit of money management. After students finish reading, the teacher asks questions in turn: “What was the young man’s problem at first? How did he solve the problem? What can we learn from his experience?” When students answer questions, the teacher pays attention to their expression and grammar. If students have difficulty answering, the teacher can guide them to find clues in the passage. For example, when asking about the young man’s problem, the teacher can prompt: “Please find the sentence in the first paragraph that describes his spending habit.” After students find the relevant sentence, guide them to summarize the key points. Then, the teacher leads students to analyze the key vocabulary and sentences in the passage, such as “budget (n. & v. 预算)”, “set aside (留出)”, “emergency (n. 紧急情况)”, and “It is important for everyone to learn to manage money properly.” Explain the usage of these words and sentences, and ask students to make sentences to consolidate their understanding. Next, students read the second reading material, an excerpt from The Million Pound Bank Note. This excerpt describes Henry’s experience in a restaurant: when he first entered the restaurant, the waiter looked down on him because he was poorly dressed; after he took out the million-pound banknote, the waiter and the boss changed their attitudes completely and treated him respectfully. After reading, the teacher arranges group discussions: “Why did the waiter and the boss change their attitudes towards Henry? What does this reflect about the society at that time?” Each group has 4-5 students, and they discuss for 5 minutes. During the discussion, the teacher walks around the classroom, listens to the students’ opinions, and guides them to think deeply. After the discussion, each group sends a representative to express their views. The teacher summarizes and comments: “The waiter and the boss changed their attitudes because of the million-pound banknote. This reflects the money-worship phenomenon in capitalist society at that time, where people judged others by their wealth. This is also the core theme that Mark Twain wanted to express in his works.” Then, the teacher leads students to analyze the key sentences in the excerpt, such as “He hesitated to enter the restaurant because he was afraid of being driven out.” and “The boss’s eyes lit up when he saw the banknote.” Explain the usage of “hesitate to do sth.” and the participial phrase as adverbial, and let students practice translating similar sentences. Finally, the teacher arranges a post-reading exercise: ask students to write a short summary of the two reading passages (about 50 words each), which not only tests students’ understanding of the passages but also exercises their writing ability. After students finish writing, the teacher collects some works, comments on them, and points out the advantages and deficiencies, guiding students to improve their summary writing skills. Step 3: Vocabulary and Grammar Exercises (Consolidation and Application) This link focuses on the vocabulary and grammar points in the unit, through various forms of exercises, such as filling in the blanks, multiple choice questions, and sentence transformation, to help students consolidate and apply the learned language knowledge. The key is to let students master the usage of core vocabulary and grammar points and be able to use them flexibly in practical communication. First, carry out vocabulary exercises. The workbook includes exercises such as filling in the blanks with the correct forms of the given words and translating phrases. The teacher first explains the key vocabulary in the exercises, such as “intention (n. 意图, 打算)”, “eventually (adv. 最终, 终于)”, “permission (n. 许可, 批准)”, and their word formation, collocations, and usage. For example, “intention” is often used in the phrases “have the intention of doing sth.” and “with the intention of doing sth.”; “eventually” is an adverb, which is used to express the final result, and can be replaced by “finally” or “at last” in some contexts. Then, students complete the vocabulary exercises independently. After finishing, the teacher checks the answers one by one, explains the difficult and error-prone points, and asks students to correct their mistakes. For example, in the exercise of filling in the blanks with “apologise”, some students may write “apologise sb.” instead of “apologise to sb.”. The teacher should emphasize the correct collocation and ask students to make sentences with “apologise to sb. for sth.” to strengthen their memory. In addition, the teacher can add some extended exercises, such as asking students to list the synonyms and antonyms of the core vocabulary, which helps students expand their vocabulary. Next, carry out grammar exercises. The key grammar points of this unit are modal verbs and past future tense. The workbook includes exercises such as choosing the correct modal verb and transforming sentences into past future tense. First, the teacher reviews the usage of modal verbs (can, may, must, should, ought to, had better) and past future tense (would + do, was/were going to + do). For example, explain that “can” can express ability, permission, or possibility; “must” can express obligation or strong certainty; past future tense is used to express an action that was going to happen in the future from a past point of view. Then, students complete the grammar exercises in groups. Each group discusses the answers and explains the reasons for their choices. For example, in a multiple-choice question: “—When did you decide to go to London? —I told my parents that I ______ go there the next month.” The options are A. will B. would C. am going to D. was going to. The teacher guides students to analyze: the main clause is in the past tense (“told”), so the subordinate clause should use the past future tense. Options B and D are both past future tense. Then, explain the difference between “would + do” and “was/were going to + do”: “would + do” is often used to express a voluntary decision or a habit in the past; “was/were going to + do” is often used to express a plan or arrangement made before. In this sentence, it is a plan, so the correct answer is D. Through group discussion, students can deepen their understanding of grammar points and learn from each other. Finally, the teacher arranges a comprehensive grammar exercise: ask students to write 5 sentences using modal verbs and 5 sentences using past future tense, combined with the theme of money. For example, “We should use money wisely.” “He said he would save some money for his study.” After students finish writing, the teacher checks their sentences, corrects the grammar mistakes, and selects some excellent sentences to share with the whole class, encouraging students to use grammar points flexibly. Step 4: Translation Exercises (Language Conversion and Application) Translation exercises are an important part of the workbook, which can help students improve their ability to convert between Chinese and English, and consolidate the learned vocabulary, phrases, and grammar points. The translation exercises in this unit include Chinese-to-English and English-to-Chinese translations, focusing on practical and theme-related sentences. First, carry out Chinese-to-English translation. The sentences to be translated are closely related to the theme of money, such as “我们应该根据事实来判断一个人，而不是根据他的财富。” “他偶然发现了一个装满钱的钱包，并把它交给了警察。” “作为回报，我送给他一份小礼物。” Before translation, the teacher guides students to analyze the key points in each sentence, such as “根据……判断” (judge...by/from), “偶然地” (by accident), “装满……的” (filled with), “作为回报” (in return). Then, ask students to translate the sentences independently. After students finish translation, the teacher collects some works, displays them on the blackboard, and comments on them. For example, for the sentence “我们应该根据事实来判断一个人，而不是根据他的财富。”, some students may translate it as “We should judge a person by facts, not by his wealth.” This is correct. But some students may make mistakes, such as “We should judge a person according to facts, not his wealth.” The teacher points out that “according to” is also correct, but “judge...by/from” is a more fixed collocation; and adds “by” before “his wealth” to keep the structure consistent. Then, the teacher leads students to read the correct translation aloud, emphasizing the key phrases and sentence structures. Next, carry out English-to-Chinese translation. The sentences are selected from the reading materials and exercises, such as “Money is a good servant and a bad master.” “He set aside some money every month to save for his future.” “The boss apologised to Henry for his rude behavior.” Before translation, the teacher asks students to understand the meaning of the whole sentence first, pay attention to the translation of fixed phrases and long sentences, and require the translation to be accurate, fluent, and in line with Chinese expression habits. For example, the sentence “Money is a good servant and a bad master.” is a famous quote by Francis Bacon. The teacher guides students to translate it as “金钱是善仆，也是恶主。”, which is accurate and concise. For the sentence “He set aside some money every month to save for his future.”, students should translate “set aside” as “留出” and “save for his future” as “为他的未来存钱”, so the whole sentence can be translated as “他每个月留出一些钱，为他的未来存钱。”. After translation, the teacher checks the answers, explains the difficult points, and asks students to correct their mistakes. In addition, the teacher can guide students to compare the differences between English and Chinese expression habits, such as the order of modifiers and the use of conjunctions, to help students improve their translation ability. Finally, the teacher arranges an extended translation exercise: ask students to translate a short paragraph about money views (about 100 words) into English. The paragraph is: “金钱在我们的生活中很重要，但它不是一切。我们应该正确对待金钱，用它来改善我们的生活，帮助需要帮助的人。我们不应该被金钱迷惑，更不应该为了金钱而做坏事。只有这样，我们才能真正理解金钱的价值。” This exercise tests students’ comprehensive application ability of vocabulary, phrases, and grammar points, and also guides students to establish a correct view on money. After students finish translation, the teacher collects and comments on their works, and provides the reference translation for students to compare and learn. Step 5: Writing Exercise (Theme-based Writing) The writing exercise in the workbook requires students to write a short essay about their views on money, which is a comprehensive application of the unit’s knowledge and helps students improve their writing ability and form a correct view on money. The writing topic is “My View on Money”, and the requirements are: clear theme, complete structure, correct grammar, and about 120-150 words. First, the teacher guides students to brainstorm. Ask students: “What do you think of money? Is money important? How should we use money correctly?” Encourage students to express their views freely, and the teacher writes down the key points on the blackboard, such as “money is important for our life (food, clothes, education)”, “money is not everything (cannot buy happiness, friendship, health)”, “use money wisely (make a budget, help others, save for the future)”, “avoid money worship”. These key points can help students sort out their ideas and lay a foundation for writing. Then, the teacher guides students to sort out the writing structure. A short essay about views on money usually includes three parts: the introduction (put forward the topic and one’s own view on money), the body (explain the reasons and give examples), and the conclusion (summarize the view and put forward suggestions). For example, the introduction can be: “Money plays an important role in our daily life, but it is not the most important thing in the world.” The body can explain that money is important for meeting basic needs, but it cannot buy happiness and friendship, and give examples, such as “We need money to buy food and clothes, but a warm family and true friends cannot be bought with money.” The conclusion can be: “We should have a correct attitude towards money, use it properly, and make it serve us.” Next, the teacher presents some key vocabulary and sentences that can be used in writing, such as “play an important role in...”, “meet basic needs”, “cannot buy happiness/friendship/health”, “use money wisely”, “make a budget”, “help those in need”, “avoid money worship”, “serve us”. Guide students to use these words and sentences flexibly in their writing, and pay attention to the connection between sentences, such as using conjunctions like “however”, “besides”, “therefore” to make the essay fluent. Then, students start to write independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties, such as guiding them to organize their ideas, correct grammar mistakes, and choose appropriate words and sentences. For example, some students may not know how to express “避免拜金主义”, the teacher can tell them to use “avoid money worship” or “not be confused by money”. Some students may have problems with sentence structure, the teacher can guide them to adjust the order of words and make the sentences correct and fluent. After students finish writing, the teacher arranges peer evaluation. Each student exchanges their works with their deskmate, and evaluates according to the following standards: 1. Is the theme clear? 2. Is the structure complete? 3. Are there any grammar mistakes? 4. Are the words and sentences appropriate? 5. Is the essay fluent? Students can put forward suggestions for revision to each other. This link not only helps students find their own mistakes but also learns from each other’s strengths. Finally, the teacher collects some representative works (including excellent works and works with common mistakes), displays them on the blackboard, and comments on them. For excellent works, the teacher affirms their advantages, such as clear theme, fluent expression, and correct use of language knowledge, and asks students to learn from them. For works with mistakes, the teacher points out the common mistakes, such as grammar errors, inappropriate word choice, and incomplete structure, and guides students to revise them. Then, the teacher provides a reference essay for students to compare and learn, and asks students to revise their own works according to the comments and reference essay. Step 6: Summary and Extension The summary aims to help students sort out the key content of the workbook unit, consolidate the learned knowledge, and form a systematic understanding. The extension aims to expand students’ horizons, deepen their understanding of the theme of money’s value, and guide them to apply the learned knowledge to real life. First, the teacher summarizes the key content of the lesson: “Today we have finished the study of the workbook Unit 5. We have done reading comprehension exercises to deepen our understanding of the value of money; we have consolidated the core vocabulary and grammar points, including modal verbs and past future tense; we have done translation exercises to improve our language conversion ability; and we have written an essay about our views on money. I hope everyone can master these knowledge points and apply them flexibly.” Then, the teacher leads students to review the key vocabulary, phrases, and grammar points again, and asks students to take notes of the error-prone points to avoid making the same mistakes in the future. For example, review the collocation of “apologise to sb. for sth.”, the usage of past future tense, and the translation skills of theme-related sentences. Next, carry out the extension activity. The teacher arranges a group discussion: “In real life, what phenomena of money worship have you seen? How should we avoid money worship and establish a correct view on money?” Each group discusses for 5 minutes, and then sends a representative to express their views. The teacher summarizes and guides: “Money is a tool, not a goal. We should use money to improve our life and help others, rather than being controlled by money. We should cherish the non-material wealth in life, such as family, friendship, and health, which are more important than money.” In addition, the teacher recommends some related reading materials and videos to students, such as Mark Twain’s full text of The Million Pound Bank Note, documentaries about money management, and English articles about correct money views. Encourage students to read and watch them after class to expand their horizons and deepen their understanding of the theme. At the same time, the teacher assigns after-class homework: 1. Revise the writing work and hand it in the next class; 2. Complete the remaining exercises in the workbook; 3. Read the recommended materials and write a short reading report (about 80 words). Finally, the teacher concludes the lesson: “I hope that through today’s study, everyone can not only master the language knowledge but also establish a correct view on money. Remember, money can bring us convenience, but it cannot buy everything. Only by using money wisely can we truly realize the value of money and live a happy life. That’s all for today’s class. See you next time.” 1 / 1 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 $