Unit 5 The Value of Money Reading and Thinking 导学案（含教案） -2026-2027学年高中英语人教版必修第三册

人教版（2019）必修第三册　Unit 5　The Value of Money Reading and Thinking　The Million Pound Bank Note　教案（教师版） 课型 阅读课（戏剧剧本）　　课时 1 课时（约 45 分钟）　　授课对象 高一（下）普通班 教材 必修第三册 Unit 5 Reading and Thinking（Act I, Scene 3 节选） 执教 ＿＿＿＿＿＿　　班级 ＿＿＿＿＿＿　　日期 ＿＿＿＿＿＿ 一、教学目标 （一）知识与能力（语言能力） 能认读并在语境中运用 bank note、make a bet、by accident、an advantage、charity、an honest income、stage direction、to be honest 等词块；能按时间顺序说出亨利从出海到进宅的七件事；能说出三句台词的字面意思和言外之意。两名学生能不看笔记复述七件事。 （二）过程与方法（学习能力与思维品质） 通过排序、找括号、读台词、分角色表演，知道剧本里有旁白、对白和括号里的说明三样东西，各管什么；通过遮住一处括号重读，自己发现它的作用；练习“先说看法、再找一句原文”的说话方式。小组能说出括号说明的三类作用并各举一例，表演中落实三处舞台说明。 （三）情感态度与价值观（文化意识） 借助亨利“不要施舍、只要一份诚实收入”的选择，理解金钱的价值既看它能换来什么，也看它是怎么得来的。能用一句话说出自己的看法，并举出剧本里的一句话作依据。 二、教学重点与难点 重点。 七件事的先后顺序；三句台词的字面意思和言外之意；旁白、对白、括号说明各管什么。 难点。 说出“观众知道赌局、亨利不知道”这个落差；用英语说出“他为什么不要这笔钱”，并找到一句原文作依据。 三、Teaching Procedures (about 45 minutes) Before class. One task sheet per student; a letter and an enlarged copy of the bank note; the five roles written on the left of the board; two corners of the room kept clear for the discussion. Instructions are given in English, in short sentences, and repeated once. Timings are estimates. （一）Lead-in: Read the Narration (about 3 min) Teacher｜ Open your book at the first paragraph, the narration. Read it silently. Sixty seconds. Three things only: where, who, what bet. 1.　Place ＿＿＿＿＿＿　People ＿＿＿＿＿＿　The bet is about ＿＿＿＿＿＿ Check the three blanks, then write one line on the board: The audience knows the bet; Henry does not. Every activity today comes back to this line. Support｜A: two blanks, Chinese is fine. B: all three. C: say the bet in one English sentence. The guess written before class is picked up at the end. （二）While-reading I: Seven Events in Order (about 7 min, ★★) Teacher｜ The seven events are out of order. Read the whole text once. Then number them. Compare with your partner. 1.　Put the seven events in order. Write the number on each line. 　a. A ship sighted him and carried him to England.　＿＿＿ 　b. He was out at sea in a boat of his own.　＿＿＿ 　c. He was asked how much money he had.　＿＿＿ 　d. He was handed a letter and told to keep it closed until two.　＿＿＿ 　e. A strong wind drove him out to sea.　＿＿＿ 　f. He went to the American consulate and did not go back a second time.　＿＿＿ 　g. He was shown into the brothers' house.　＿＿＿ 2.　Which two events does Henry call "by accident"? 3.　He stops at the consulate. Which sentence tells you it did not go well? Give them four minutes, then stop the class. One group reads out the order; the others show agree or disagree with a hand signal. Question 2 is answered orally; question 3 is for C level. Support｜A: a, b, e only, word bank allowed. B: all seven and question 2. C: also question 3. （三）While-reading II: What Is in the Brackets (about 8 min, ★★, focus) Teacher｜ Put your finger on every bracket. Read with your partner, taking turns. Cover one bracket and something goes missing. Find out what. 1.　Find three brackets and copy them into the table. Tick what each one gives us: an action, a face, or a thing. 2.　Cover one bracket that shows an action. Read the sentence again. What is missing? Tell your partner. One sentence is enough. Ask two students to answer step 2, and put their key words on the board: who opened the door / how the letter was handed over. Boardwork｜ Middle of the board, three lines: Narration｜Dialogue｜Brackets (stage directions). Support｜A: copy three brackets and tick the type. B: also answer step 2, Chinese is fine. C: one more question — If the narration came at the end, what would we not know? （四）While-reading III: One Line, Two Layers (about 6 min, ★★, focus) Teacher｜ Three lines. For each one: what does he say, and what does he really mean? Say it first, then write one word. 1.　"I'm afraid I don't quite follow you, sir."　Literal ＿＿＿＿＿＿　Meaning ＿＿＿＿＿＿ 2.　"Well, it may seem lucky to you but not to me!"　Literal ＿＿＿＿＿＿　Meaning ＿＿＿＿＿＿ 3.　"Oh, this is silly."　Literal ＿＿＿＿＿＿　Meaning ＿＿＿＿＿＿ Say it to your partner first, then write one key word for each line: Chinese for the literal meaning, one English word for the meaning (polite / angry / no). After the three lines, ask question 4 orally. 4.　The brothers smile at each other. What are they smiling at? Support｜A: literal in Chinese, one English word for the meaning. B: one because-sentence. C: also question 4, and say which word led them there. （五）Readers' Theatre: Read the Play as a Play (about 9 min, ★★★, focus) Teacher｜ Five roles: Narrator, Roderick, Oliver, Henry, Servant. Three rounds. Scripts in hand, no memorizing. Round Time What students do 1 Mark about 2 min Mark pauses (/), stress (•), intonation (↗ ↘) on the task sheet 2 Read about 3 min Stand and read in role. The Narrator stays outside the story 3 Act about 4 min Every bracket becomes an action. One prop is enough Groups work at the same time. Walk round twice: in the first round check only that the marks fall on but, Oh, exclamation marks and ellipses; in the second round check only that brackets become actions. If one is missed, call out "Bracket!" Cast by level: A takes Narrator and Servant (short lines); B takes Roderick and Oliver (questions and answers); C takes Henry (long turns, changing mood), or works as director and watches the brackets. Ask one or two groups to perform. The others tick the scale (Section 5). Give feedback on two points only: did the Narrator stay outside the story, and did the brackets really happen? （六）After-reading Discussion: Would You Take the Money? (about 8 min, ★★, difficult point) Teacher｜ Two questions. Stand up. Left corner: yes. Right corner: no. Middle: not sure. 1.　The brothers bet on a man with no money. Is the bet fair to Henry? 2.　Henry is given the letter and the money. Would you take it? Why? Thirty seconds with the people in your corner, then three answers, one sentence each. You may change corners, and say which line changed your mind. Language support (on screen) (1) I think it is unfair because ＿＿＿＿＿＿. (2) I would take it / I would not take it, because ＿＿＿＿＿＿. (3) Henry says no. The line “＿＿＿＿＿＿” tells me why. (4) I was going to say ＿＿＿, but the line “＿＿＿” changed my mind. Support｜A: one sentence with (1) or (2), Chinese may be added. B: one sentence with one line from the play. C: two sentences, the second answering a classmate. （七）Wrap-up and Homework (about 3 min) Put the task sheet away. Three questions, answered aloud: 1.　What does a play use to tell the story, to show the talk, and to show the actions? 2.　What does Henry refuse? What does he ask for? 3.　In one sentence: what makes money valuable in this play? Write the closing line on the board: Money is worth what it can buy — and what it costs you to earn it. Then look back at the guess from before class: did it hold, and which line tells you? Level Homework Time A (required) (1) Copy and learn the ten word chunks; (2) record two minutes of reading (Narrator or Servant) about 20 min B (required) (1) Retell the seven events in five connected sentences, using by accident and an honest income; (2) copy one bracket of each type; (3) write three sentences on the discussion question, one of them with a line from the play about 25 min C (optional) (1) Write three sentences on "narration first or last"; (2) preview Using Language and compare the brackets in Act II with this scene about 25 min Everyone Go back to your guess: did it hold, and which line proves it about 3 min Mark written work on two things only: a view needs a reason, and word chunks must be in the right form. 四、板书设计 Unit 5　The Million Pound Bank Note　Reading and Thinking London　｜　Roderick and Oliver　｜　a man with a million-pound note can live a month in London What happens How it is written About money out at sea → storm → picked up → consulate → the house → "How much money?" → a letter, 2 o'clock Narration｜Dialogue｜Brackets a million-pound note = a fortune；charity ✗；an honest income ✓ The audience knows the bet; Henry does not. Money is worth what it can buy — and what it costs you to earn it. 五、教学评价 （一）表演评价量表（分角色表演时使用，同伴互评打勾） 维度 ★★★ 优秀 ★★ 合格 ★ 待改进 语音与停顿 停顿落在标点与情绪转折处，重读准确 基本读顺，个别停顿不当 逐词读，无停顿设计 语气与身份 旁白“在故事外”，人物语气贴合身份与处境 能区分旁白与对白 全程一个调 舞台说明 括号说明全部落实为动作或表情 落实三处以上 基本未做 合作 衔接自然，无抢读、无冷场 有短暂停顿但能接上 依赖他人提示 （二）口头表达量表（读后讨论时使用，教师随手记） 维度 观察点 记录方式 敢开口 能说出一句完整的话，不沉默 用 I think / I would 起句 有依据 至少一次引用原文或细节 说出引文或指明位置 词块 能用上课文里的词，不硬译 记下典型错句，课末订正 （三）过程性评价 小组汇报给口头反馈；两张量表当堂打勾，典型错句记下来，留作下一课时讲评。本课不设书面检测与课堂小测。 六、参考答案 1.　导入三空。 London；Roderick and Oliver；whether a man with a million-pound bank note can live a month in London. 2.　七件事。 b → e → a → f → g → c → d。by accident 只指 e、a：风把他吹出海、船又把他带走，都不是他决定的。 3.　领事馆那一问。 依据是 did not go back a second time——去过一次就不再去了，说明没得到帮助。 4.　括号三类。 动作（开门、递信、看信）、表情（兄弟相视一笑、亨利皱眉）、东西（桌上的信、手里的钞票）。遮住动作类，读者就不知道门是谁开的、信是怎么递的。 5.　三句台词。 ①客气的推挡：你说这是有利条件，我看不出来；②but 和感叹号带着火气，字面说幸运，语气说倒霉；③对着塞过来又不说明理由的钱说的。第 4 问：兄弟笑的是这人正好身无分文，亨利以为在笑自己落魄。 6.　讨论要点。 议题一：不公平——没问过亨利愿不愿意、得知他没钱时“很高兴”、给的是不能马上拆的信。议题二：收下（需要钱、可以还）与不收（来路不明、只要 an honest income）都说得通，关键是指到原文。 7.　课末三问。 旁白／对白／括号；亨利拒绝 charity、要 an honest income；第三问回扣板书结句。 七、课后反思（执教后填写） 1.　括号和台词这两个环节哪一步卡住了？下次要减掉哪一步？ 2.　A、B、C 三层任务的完成情况与预想是否一致？哪一层需要再加支架或加难度？ 1 1 学科网（北京）股份有限公司 $ 人教版（2019）必修第三册　Unit 5　The Value of Money Reading and Thinking The Million Pound Bank Note　导学案 参考答案（教师用） 对应《导学案（学生版）》题号；与《英语教案（教师版）》第六部分一致，供教师核对，不随学生版印发。 1. 导入三空（Step 1 第 1 题） London；Roderick and Oliver；whether a man with a million-pound bank note can live a month in London. 2. 七件事（Step 2 第 1 题） b → e → a → f → g → c → d。by accident 只指 e、a：风把他吹出海、船又把他带走，都不是他决定的。 3. 领事馆那一问（Step 2 第 3 题） 依据是 did not go back a second time——去过一次就不再去了，说明没得到帮助。 4. 括号三类（Step 3 第 1、2 题） 动作（开门、递信、看信）、表情（兄弟相视一笑、亨利皱眉）、东西（桌上的信、手里的钞票）。遮住动作类，读者就不知道门是谁开的、信是怎么递的。 5. 三句台词（Step 4 第 1—4 题） ①客气的推挡：你说这是有利条件，我看不出来；②but 和感叹号带着火气，字面说幸运，语气说倒霉；③对着塞过来又不说明理由的钱说的。第 4 问：兄弟笑的是这人正好身无分文，亨利以为在笑自己落魄。 6. 讨论要点（Step 6 第 1、2 题） 议题一：不公平——没问过亨利愿不愿意、得知他没钱时「很高兴」、给的是不能马上拆的信。议题二：收下（需要钱、可以还）与不收（来路不明、只要 an honest income）都说得通，关键是指到原文。 7. 课末三问（Step 7） 旁白／对白／括号；亨利拒绝 charity、要 an honest income；第三问回扣板书结句。 板书设计（教案第四部分） Unit 5　The Million Pound Bank Note　Reading and Thinking London　｜　Roderick and Oliver　｜　a man with a million-pound note can live a month in London The audience knows the bet; Henry does not. Money is worth what it can buy — and what it costs you to earn it. 教学评价说明（教案第五部分） 表演评价量表、口头表达量表见学生版 Step 5、Step 6；小组汇报给口头反馈，两张量表当堂打勾，典型错句记下来留作下一课时讲评。本课不设书面检测与课堂小测。 课后反思（执教后填写） 1. 括号和台词这两个环节哪一步卡住了？下次要减掉哪一步？ 2. A、B、C 三层任务的完成情况与预想是否一致？哪一层需要再加支架或加难度？ Unit 5 The Million Pound Bank Note · Guided Learning Sheet | 学科网（北京）股份有限公司 $ 人教版（2019）必修第三册　Unit 5　The Value of Money Reading and Thinking The Million Pound Bank Note　导学案（学生用） 课型：阅读课（戏剧剧本）　　课时：1 课时（约 45 分钟）　　教材：必修第三册 Unit 5 Reading and Thinking（Act I, Scene 3 节选） 班级 ＿＿＿＿＿＿　姓名 ＿＿＿＿＿＿　小组 ＿＿＿＿＿＿　日期 ＿＿＿＿＿＿　今天我的层级：A ／ B ／ C 一、学习目标（Learning Objectives）　｜　学完本课，我能—— 1. 语言能力：认读并在语境中运用 bank note、make a bet、by accident、an advantage、charity、an honest income、stage direction、to be honest 等词块；按时间顺序说出亨利从出海到进宅的七件事；说出三句台词的字面意思和言外之意。 2. 学习能力与思维品质：通过排序、找括号、读台词、分角色表演，分清旁白、对白和括号里的说明各管什么；通过遮住一处括号重读，自己发现它的作用；练习「先说看法、再找一句原文」的说话方式。 3. 文化意识：借助亨利「不要施舍、只要一份诚实收入」的选择，用一句话说出自己对金钱价值的看法，并举出剧本里的一句话作依据。 二、学情（Where I Stand） 已有基础：高一（下）普通班，已学本单元话题词汇，能读懂一般记叙文；本课是第一次系统阅读戏剧剧本，对「旁白／对白／括号说明」三种写法尚不熟。 可能困难：说出「观众知道赌局、亨利不知道」这个信息落差；用英语说出「他为什么不要这笔钱」，并找到一句原文作依据。 课堂支架：任务分 A／B／C 三层，同一环节内按自己选的层级完成即可；A 层允许用中文，B 层要求完整作答，C 层追加一问。课前先写下自己的猜测，课末回看。 课前自评（打勾）：□ 我能读顺剧本台词　□ 我能找出括号里的说明　□ 我敢用英语说一句带原文依据的看法 三、学习重难点（Key Points and Difficult Points） 重点：七件事的先后顺序；三句台词的字面意思和言外之意；旁白、对白、括号说明各管什么。 难点：说出「观众知道赌局、亨利不知道」这个落差；用英语说出「他为什么不要这笔钱」，并找到一句原文作依据。 四、Learning Procedures (about 45 minutes) Before class One task sheet per student; a letter and an enlarged copy of the bank note; the five roles written on the left of the board; two corners of the room kept clear for the discussion. Instructions are given in English, in short sentences, and repeated once. Timings are estimates. My guess before class: What makes money valuable? Write one sentence. You will come back to it at the end of the lesson. Step 1 Lead-in: Read the Narration (about 3 min) Open your book at the first paragraph, the narration. Read it silently. Sixty seconds. Three things only: where, who, what bet. 1. Place ＿＿＿＿　People ＿＿＿＿　The bet is about ＿＿＿＿ 2. Write down the line your teacher puts on the board. Every activity today comes back to this line. Level tasks | A: two blanks, Chinese is fine. B: all three. C: say the bet in one English sentence. The guess written before class is picked up at the end. Check the three blanks first. Step 2 While-reading I: Seven Events in Order (about 7 min, ★★) The seven events are out of order. Read the whole text once. Then number them. Compare with your partner. 1. Put the seven events in order. Write the number on each line. a. A ship sighted him and carried him to England.　＿＿＿ b. He was out at sea in a boat of his own.　＿＿＿ c. He was asked how much money he had.　＿＿＿ d. He was handed a letter and told to keep it closed until two.　＿＿＿ e. A strong wind drove him out to sea.　＿＿＿ f. He went to the American consulate and did not go back a second time.　＿＿＿ g. He was shown into the brothers' house.　＿＿＿ 2. Which two events does Henry call "by accident"? 3. He stops at the consulate. Which sentence tells you it did not go well? Four minutes, then stop. One group reads out the order; the others show agree or disagree with a hand signal. Question 2 is answered orally; question 3 is for C level. Level tasks | A: a, b, e only, word bank allowed. B: all seven and question 2. C: also question 3. Step 3 While-reading II: What Is in the Brackets (about 8 min, ★★, focus) Put your finger on every bracket. Read with your partner, taking turns. Cover one bracket and something goes missing. Find out what. 1. Find three brackets and copy them into the table. Tick what each one gives us: an action, a face, or a thing. Bracket (copy it here) An action A face A thing □ □ □ □ □ □ □ □ □ 2. Cover one bracket that shows an action. Read the sentence again. What is missing? Tell your partner. One sentence is enough. Two students answer step 2, and their key words go on the board: who opened the door / how the letter was handed over. Boardwork | Middle of the board, three lines: Narration | Dialogue | Brackets (stage directions). Copy them here. Level tasks | A: copy three brackets and tick the type. B: also answer step 2, Chinese is fine. C: one more question — If the narration came at the end, what would we not know? Step 4 While-reading III: One Line, Two Layers (about 6 min, ★★, focus) Three lines. For each one: what does he say, and what does he really mean? Say it first, then write one word. 1. "I'm afraid I don't quite follow you, sir." Literal ＿＿＿＿　Meaning ＿＿＿＿ 2. "Well, it may seem lucky to you but not to me!" Literal ＿＿＿＿　Meaning ＿＿＿＿ 3. "Oh, this is silly." Literal ＿＿＿＿　Meaning ＿＿＿＿ Say it to your partner first, then write one key word for each line: Chinese for the literal meaning, one English word for the meaning (polite / angry / no). After the three lines, answer question 4 orally. 4. The brothers smile at each other. What are they smiling at? Level tasks | A: literal in Chinese, one English word for the meaning. B: one because-sentence. C: also question 4, and say which word led you there. Step 5 Readers' Theatre: Read the Play as a Play (about 9 min, ★★★, focus) Five roles: Narrator, Roderick, Oliver, Henry, Servant. Three rounds. Scripts in hand, no memorizing. Round Time What students do 1 Mark about 2 min Mark pauses (/), stress (•), intonation (↗ ↘) on the task sheet 2 Read about 3 min Stand and read in role. The Narrator stays outside the story 3 Act about 4 min Every bracket becomes an action. One prop is enough Groups work at the same time. Your teacher walks round twice: in the first round check only that the marks fall on but, Oh, exclamation marks and ellipses; in the second round check only that brackets become actions. If one is missed, your teacher calls out "Bracket!" Cast by level: A takes Narrator and Servant (short lines); B takes Roderick and Oliver (questions and answers); C takes Henry (long turns, changing mood), or works as director and watches the brackets. Ask one or two groups to perform. The others tick the scale. Feedback is on two points only: did the Narrator stay outside the story, and did the brackets really happen? Peer assessment scale (tick one box in each row) Dimension ★★★ Excellent ★★ Satisfactory ★ Needs work Pronunciation & pauses Pauses fall at punctuation and mood shifts; stress is accurate Reads smoothly, with a few misplaced pauses Reads word by word, with no pause plan Tone & role The Narrator stays outside the story; each voice fits the role and the situation Narration and dialogue can be told apart One tone all the way through Stage directions All brackets are turned into actions or expressions Three or more are turned into actions Almost none are acted out Cooperation Smooth handovers, no rushing ahead, no long silences Short pauses, but the group catches up Depends on prompts from others Step 6 After-reading Discussion: Would You Take the Money? (about 8 min, ★★, difficult point) Two questions. Stand up. Left corner: yes. Right corner: no. Middle: not sure. 1. The brothers bet on a man with no money. Is the bet fair to Henry? 2. Henry is given the letter and the money. Would you take it? Why? Thirty seconds with the people in your corner, then three answers, one sentence each. You may change corners, and say which line changed your mind. Language support (on screen) (1) I think it is unfair because ＿＿＿＿. (2) I would take it / I would not take it, because ＿＿＿＿. (3) Henry says no. The line "＿＿＿＿" tells me why. (4) I was going to say ＿＿＿＿, but the line "＿＿＿＿" changed my mind. Level tasks | A: one sentence with (1) or (2), Chinese may be added. B: one sentence with one line from the play. C: two sentences, the second answering a classmate. Self-check scale (tick what you managed today) Dimension What to watch How to record Speak up Say one complete sentence; do not stay silent Start with I think / I would Use evidence Quote the play or point to a detail at least once Say the line or point to where it is Word chunks Use words from the text; do not translate word for word Note one typical mistake and correct it at the end Step 7 Wrap-up and Homework (about 3 min) Put the task sheet away. Three questions, answered aloud: 1. What does a play use to tell the story, to show the talk, and to show the actions? 2. What does Henry refuse? What does he ask for? 3. In one sentence: what makes money valuable in this play? Closing line (copy the line your teacher writes on the board about what money is worth). Now look back at your guess from before class: did it hold, and which line tells you? Written work is marked on two things only: a view needs a reason, and word chunks must be in the right form. Homework Level Homework Time A (required) (1) Copy and learn the ten word chunks; (2) record two minutes of reading (Narrator or Servant) about 20 min B (required) (1) Retell the seven events in five connected sentences, using by accident and an honest income; (2) copy one bracket of each type; (3) write three sentences on the discussion question, one of them with a line from the play about 25 min C (optional) (1) Write three sentences on "narration first or last"; (2) preview Using Language and compare the brackets in Act II with this scene about 25 min Everyone Go back to your guess: did it hold, and which line proves it about 3 min Assessment | Two scales are ticked in class; typical mistakes are noted for the next lesson. There is no written test or quiz in this lesson. Boardwork record (fill in as the lesson goes) Three lines go on the board: the setting and the bet; the line about what the audience knows; and the closing line about money. Copy them here as your teacher writes them. Summary grid (complete it without looking back: the seven events, the three ways of writing, and the word chunks about money) What happens How it is written About money Unit 5 The Million Pound Bank Note · Guided Learning Sheet | 学科网（北京）股份有限公司 $