Unit 5 Period 4 Listening and Talking&Reading for Writing（表格式教学设计）英语人教版必修第三册

Unit 5 The Value of Money Period 4 Listening and Talking&Reading for Writing 教学设计 教学基本信息 单元名称 必修第三册Unit 5 The Value of Money 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语必修第三册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 1课时(80min) 课型 听说课+读写课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 新课标要求“根据主题内容，构建不同的词汇语义网，积累词块、扩大词汇量”。本节课在设计时，将主题意义引领下的英语学习活动观与词汇、语法教学相融合，通过创设与肢体语言相关的真实、有趣的语境，引导学生在句子或语篇中通过阅读、观察、分析、理解、归纳去探索并理解运用目标词汇与目标语法结构的形式、用法和意义。 2. 基于新课标下的核心素养目标，本节课继续按照“学习理解—应用实践—迁移创新”的思路进行设计。 3. 强调学生在语言学习中的主体地位，引导学生积极参与符合其认知的、层层递进、相互关联、有真实情境的课堂活动，践行英语学习活动观，培养学生的跨文化交流意识、批判性思维以及自主学习能力和合作意识，通过练习和作业强调词汇、语法的语用功能。 教材分析 本课的主题为“金钱的价值”（The Value of Money）。 【What】本节课包含两个板块：Listening and Talking 和 Reading for Writing。 Listening and Talking部分：学生观看电影《百万英镑》片段，讨论餐厅中人们对Henry态度的变化，并用恰当的连接词和顺序词复述故事。 Reading for Writing部分：学生阅读《百万英镑》中Henry进入裁缝店的一幕戏剧，了解戏剧的六大基本要素（剧本题目、旁白、人物、幕/场次、舞台指导、对话），分析人们对Henry态度的变化，学习戏剧写作的核心词汇和句式，最终完成一幕戏剧的创作。 【Why】本段戏剧旨在进一步展现百万英镑钞票对亨利和他周围世界的影响。餐厅的经历之后，亨利再次成功“赚”得了一身高级西服。借此，作者想让读者深刻感受金钱如何影响外界对某人的看法，提醒读者清醒地认识金钱的作用，引导他们思考金钱的价值和意义。【How】在Listening and Talking部分，学生通过"看前预测—看中验证—看后讨论—复述故事"的步骤，逐步深入理解影片内容。在Reading for Writing部分，学生通过"读前预测—读中分析（结构、人物态度变化、语言特点）—读后仿写"的步骤，掌握戏剧写作技巧。文中涉及态度变化的词块有：in a rude manner, look at him with a frown, look down upon, be astonished, with a broad smile等；涉及戏剧要素的词块有：title of play, narration, character names, act, scene, stage direction, lines of dialogue等。 学情分析 What I know 1.词汇方面：学生在之前的学习中已经掌握了一些与金钱和情感态度相关的基础词汇，如"money""rich""poor""happy""angry"等。这些词汇能够帮助他们初步理解课文的主题。他们也熟悉一些描述行为动作的动词，如"eat""order""look""show"等，这对于理解文中提到的各种场景很有帮助。 2.语法方面：学生已经学习了基本的句子结构，如主谓宾、主系表等。能够理解简单的陈述句、疑问句和祈使句。对于阅读课文中的句子理解有一定的基础。例如，他们可以理解像"Henry is eating."这样的句子结构。他们还掌握了一些从句的知识，如宾语从句、时间状语从句等，这有助于他们分析复杂句子的结构。 3.背景知识方面：学生在日常生活中对金钱的作用和社会态度有一定的了解。他们知道一些常见的社会现象，如以貌取人、贫富差异等。同时，也了解戏剧作为一种文学体裁的基本概念。这些背景知识能够让他们与课文内容产生共鸣，更好地理解作者的观点。 What I want to know 学生可能想要知道更多关于戏剧写作的具体技巧和方法。例如，如何设置戏剧冲突、如何编写舞台指导、如何让人物对话更生动等。他们可能对《百万英镑》原著及作者马克·吐温的文学风格感兴趣。比如，马克·吐温的其他作品、他的讽刺手法等。学生可能希望学习更多与戏剧写作相关的高级词汇和短语，以丰富自己的表达。例如，一些专业的戏剧术语、描述态度变化的词汇等。他们可能想了解如何在自己的写作中运用戏剧的六大要素，以及如何创作出情节清晰、人物鲜明的戏剧场景。 What I learned 主题内容方面：通过本节课的学习，学生将学到更系统的戏剧知识。包括戏剧的六大基本要素、戏剧冲突的设置、舞台指导的写法等。他们会了解到金钱在社会交往中的影响，以及人性在面对贫富差异时的复杂态度。 语言知识方面：学生将学习新的词汇，如narration, stage direction, trimmings, tankard, ale, eccentric, forge等与戏剧和场景相关的词汇，以及描述态度变化的词汇如rude, respectful, surprised, astonished, flattering等。 他们会接触到戏剧特有的语言结构和句式，如舞台指导的写法、人物对话的格式等。同时，也能学会如何运用这些语言知识来描述和讨论戏剧相关的话题，提高自己的阅读、写作和口语能力。 教学目标 1. 语言能力 学生能够理解课文中关于戏剧的词汇、短语和句式，如title of play, narration, character names, act, scene, stage direction, lines of dialogue, in a rude manner, look at...with a frown, with a broad smile等，并能准确运用这些语言知识进行口语和书面表达，描述戏剧场景及人物态度变化。 学生能够通过观看影片和阅读戏剧片段获取关键信息，包括故事情节、人物态度变化、戏剧要素等，提高阅读理解能力和听说能力，能够回答关于课文细节、主旨大意和推理判断的各类问题。 2. 学习能力 指导学生掌握有效的学习策略，如预测故事情节、分析人物态度变化、归纳戏剧要素、根据上下文猜测词义等，提高学生自主学习能力和学习效率，使学生能够运用这些策略在课后自主阅读相关的戏剧作品，拓展知识面。 培养学生的合作学习能力，通过小组讨论、角色扮演、故事复述等活动形式，让学生学会与他人交流合作，分享观点和资源，共同完成学习任务，提高团队协作精神和人际交往能力。 3. 文化意识 学生能够了解西方戏剧文化的基本特点。例如，戏剧作为一种重要的文学体裁在西方文化中的地位，认识到文化多样性在文学艺术上的体现，拓宽国际视野，培养跨文化交际意识和能力。 引导学生认识到金钱在社会交往中的复杂作用，理解正确的金钱观和价值观，形成积极健康的文化价值观。 4. 思维品质 通过对影片和戏剧内容的分析、讨论和总结，培养学生的逻辑思维能力。学生能够梳理故事的发展脉络，分析人物态度变化的原因和过程，构建清晰的思维框架，并用表格等形式呈现人物态度的变化。 鼓励学生在阅读和写作过程中进行批判性思考，对文中提到的社会现象和人物行为进行评价和反思。例如，让学生思考餐厅老板和裁缝店店员态度变化的合理性，培养学生的批判性思维和创新思维能力。 教学重难点 教学重点 语言维度：学生需掌握戏剧相关词汇、短语、句式及戏剧的六大基本要素，以理解和创作戏剧场景。 阅读与文化维度：掌握阅读技巧获取信息并分析人物态度变化，同时理解戏剧文化的特点，提升文化认知。 教学难点 语言深度运用：精准辨析描述态度变化的词汇，理解戏剧特有的语言结构（如舞台指导），并能在写作中正确运用。 思维拓展提升：批判性思考社会现象（以貌取人），理解戏剧冲突的设置方法，创作出情节清晰、人物鲜明的戏剧场景。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 以图片回顾Henry的故事，激活学生背景知识。 Do you still remember the story of Henry? Try to retell it according to the pictures. After leaving the brothers' home, where would Henry go? Activity: Retell two old wealthy brothers → made a bet that… a penniless young man → the perfect one for… get a letter with… → set off for his adventure 通过图片回顾，激发学生对《百万英镑》故事的学习兴趣，同时激活学生的背景知识，为接下来的学习做好铺垫。 5min Activity 2 Viewing and Talking ① Pre-watching: 预测情节 展示三张影片截图，让学生预测发生了什么： —Henry is eating. He seems quite hungry, but also quite happy to be eating such a large meal. —The waiter seems quite angry. Perhaps Henry does not have enough money to pay the bill. —Both the waiter and Henry look like they are in a state of shock. The waiter is looking at a piece of paper. Is this the million-pound bank note? —Henry is leaving, and everyone is treating him like he is a king. Even though his back is turned to us, he still looks unsure. ② While-watching: 观看验证 Watch the film clip and check if you are correct. ③ Post-watching: 讨论问题 Can you use some words to describe people's changing attitudes towards Henry? (rude, respectful, surprised) Now discuss the questions: 1. Why does the owner of the restaurant want Henry to sit somewhere else? 2. What does Henry order? Why is the waiter surprised? 3. Why does the owner think Henry hesitates to pay the bill? 4. Why does the owner think the bank note is probably real? 5. What happens in the end? 答案： 1. Since Henry is poorly dressed, the owner does not want him to sit in the middle of the room where everyone can see him. 2. Henry orders ham and eggs, a nice big juicy steak with all the trimmings, and a tall tankard of ale – twice. The waiter is surprised that Henry eats so much food. 3. The owner thinks Henry does not have the money to pay. 4. Because no one would get into trouble to forge a bill of such a high amount – it would be crazy. 5. All the people in the restaurant think Henry is an eccentric millionaire and the owner let him leave without having to pay the bill. ④ Retelling: 小组复述 Work in groups. Retell the story in the film clip you have just watched. 提示使用连接词： Sequencing words: After leaving the brothers' home… / After that… / Then… / Later (on)… / In the end/eventually… Connecting words: …because… / …so… / …but… / However, … / To one's surprise… 通过"看前预测—看中验证—看后讨论"的步骤，培养学生的预测能力和批判性思维。 通过讨论问题，深入理解影片细节和人物态度变化。 通过小组复述，锻炼学生的口语表达能力和逻辑组织能力。 15min Activity 3 Reading ① Pre-reading: 预测故事 展示图片，提出问题： 1. Where are they? 2. What are they doing? 3. How will Henry pay? ② While Reading: 分析戏剧要素 了解戏剧的六大基本要素： title of play（剧本题目） narration（旁白） character names（人物） act（幕）scene（场次） stage direction（舞台指导） lines of dialogue（对话） ③ Read for structure: 划分段落 Read and divide the scene into 3 parts. ④Read for the setting, characters & plot （背景信息）Henry, holding the bank note, goes into a tailor's shop, as his coat is worn. （细节信息）At first, the clerks look down upon Henry. They show him some cheap clothes coldly. After Henry shows the note, they are astonished. And then they begin to serve Henry warmly. （结局）They ask Henry to see a lot of well-made clothes and the owner says he will wait a long time to get paid. ⑤Find out how people's attitudes change Before Henry shows the note The clerk treats them in a rude manner and looks at him with a frown.—impatient While Henry shows the note The clerk folds the bill and slowly unfolds it again as if looking at something he can't believe is here. shocked After Henry shows the note With a broad smile, the owner says: “I will wait forever.”—Flattering（阿谀奉承的） 通过阅读的分层任务，由浅入深地培养学生的阅读技能，实现从抓主旨到找细节、理逻辑的逐步提升。 25min 应用实践 Activity 4 Writing ① Before Writing: 头脑风暴 Work in groups of four. Brainstorm a place that Henry will go to next. (shoe store? hotel? barber shop? post office? cinema? embassy?) List down what difficulties Henry might face. (With no money to pay at once / The owner looked down upon / Be considered as a liar) ② Writing steps: 1. Make a list of the characters. 2. Make an outline of the events in the scene. 3. Decide how the characters' feelings change during the scene. 4. Think of an exciting ending. 5. Write the dialogue. 6. Write the stage directions which tell the actors what to do or how to say something. ③ While Writing: 连词成句与句式升级 核心词汇： 1. walk along/down the street 2. cut one's hair 3. a sign for... 4. in a rude manner 5. look at 6. pay for... 7. wear a big smile 8. show sb. out 9. pay money 连词成句： 1. 亨利正沿着大街行走。 Henry is walking down the street. 2. 他看到了理发店的招牌。 He sees a sign for a barber's shop. 3. 理发师看着亨利的头发。 The barber looks at Henry's hair. 4. 他继续剪着另一个人的头发。 He continues cutting another man's hair. 5. 在给他理完发之后, 理发师告诉亨利必须付多少钱。(用时间状语从句) After Henry's hair is cut, the barber tells him how much he must pay. 6. 鞠躬送亨利出来。 Show Henry out with a bow. 句式升级： 1. 用be doing...when...结构连接句1和句2。 Henry is walking down the street when he sees a sign for a barber's shop. 2. 用现在分词短语作状语连接句3和句4。 The barber looks at Henry's hair, continuing cutting another man's hair. 3. 用现在分词短语作状语改写句5。 Having cut Henry's hair, the barber tells him how much he must pay. ④ 组句成篇（范文）： (Henry is walking down the street when he sees a sign for a barber's shop. He decides to have his hair cut.) (H＝Henry B＝Barber) H：Good afternoon. I'd like to have my hair cut, if I may. (The barber looks at Henry's hair, continuing cutting another man's hair.) Er, I'd really like a haircut. As you can see, it's much too long. B：(in a rude manner) Yes, I can see that. Indeed, I can. H：Fine, well, I'll have a seat then. (He sits in one of the chairs. The barber turns to look at Henry.) B：It's quite expensive here, you know！Are you sure you can pay for it? H：Yes, I think so. (Having cut Henry's hair, the barber tells him how much he must pay. Henry shows the barber the million-pound bank note.) B：Why...？Mr...(looks shocked) H：Adams. Henry Adams. I'm sorry. I don't have any change. B：Oh, no, no. Please don't worry！(wearing a big smile) Nothing to worry about！Nothing at all！Please come back whenever you like. It will be my honour to serve you！(showing Henry out with a bow) ⑤ Post Writing: 同伴互评 In your group, use this checklist to help you revise the draft. ☐ Are all the elements of a play included and in good order? ☐ Do the characters use suitable language? ☐ Are the stage directions clear and useful? ☐ Is the plot clear and exciting enough? ☐ Are there any grammar, spelling, or punctuation errors? 通过头脑风暴，激发学生的创作灵感。 通过连词成句、句式升级等活动，逐步搭建写作支架，降低写作难度。 通过同伴互评，培养学生的批判性思维和合作学习能力。 25min Activity 5 Summary 回顾本节课所学内容： Listening and Talking: —观看《百万英镑》片段，理解人们对Henry态度的变化 Reading for Writing: 了解戏剧的六大基本要素 title of play narration character names act & scene stage direction lines of dialogue 学习写一幕戏剧（Write a dramatic scene） ●帮助学生系统化梳理本课时的知识和技能，形成知识体系。 5min 迁移创新 作业内容 作业设计意图 5min 本节课作业为分层作业，难度有所区别。基础较好的同学可以选择完成两个作业。 Activity 6 Homework 1. Perform your scene before the class. 2. 完成一份"课文细节 + 观点表达"的英语作业：从课文中找出3个体现"人们对Henry态度变化"的细节，用英语短句记录下来。 For example： ① The restaurant owner wanted to send Henry to a dark corner. ② The tailor clerk was rude to Henry at first. ③ The owner bowed to Henry when he saw the bank note. 参考答案： 1. The restaurant owner made Henry sit in a dark corner because he thought Henry was poor. 2. The tailor clerk gave Henry an old, cheap suit at first. 3. The tailor owner bowed to Henry and offered many expensive suits after seeing the note. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 5 The Value of Money Listening and Talking Reading for Writing six basic elements of a play title of play act scene narration character names stage direction 舞台指导 lines of dialogue 对话 教学反思 优点： 教学设计紧密结合新课标的相关要求，注重学生的实际应用能力和思维能力的培养。通过"观看影片—分析戏剧—仿写创作"的递进式活动设计，激发学生的学习兴趣并提高学生的参与度。戏剧写作活动能够有效培养学生的创造性思维和语言表达能力。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，戏剧创作对部分基础较弱的学生可能存在较大挑战，可能会导致部分学生跟不上教学进度。 改进： 今后应更加关注学生的个体差异，在戏剧写作环节提供更多的语言支架和范文支持，提供分层写作任务（如基础版只需完成对话，提高版需完成完整戏剧场景），尽量使所有学生都能参与到课堂中来，提升学生英语学习的信心和兴趣。同时，可以增加更多戏剧表演的实践机会，让学生在真实的语境中运用所学知识。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $