（2019版）新人教版高中英语必修第三册Unit 5 The Value of Money Reading and Thinking教学设计.docx

1、Unit 5 THE VALUE OF MONEYReading and Thinking: The Million Pound Bank Note (Act 1, Scene 3)文本简析本单元的话题主题是：金钱的价值。本单元阅读文本是百万英镑剧本的第一幕第三场。 百万英镑剧本改编自美国作家马克吐温于 1893 年创作发表的中短篇小说百万英镑。小说讲述了美国小伙子亨利亚当斯在伦敦的一次奇遇。 伦敦的两位富翁兄弟打赌：一个人能否凭借一张百万英镑钞票在伦敦生活一个月。他们挑中了流落街头、身无分文、举目无亲的亨利亚当斯，并把一个装有百万英镑面额钞票的信封给了他。亨利携带这张大额钞票，在伦敦引起了很

2、大的轰动，也引发了一个个幽默滑稽、趣味横生的故事。一个月的限期到了，亨利成了富翁，又收获了爱情，他把百万英镑完璧归赵。作者用夸张、讽刺、幽默的笔法勾勒了不同人物在 “百万英镑” 面前的种种丑态， 就如同一幅世态讽刺画，令人忍俊不禁。作者还无情地揭露了 20 世纪初英国资本主义社会金钱至上的残酷现实，也透射出整个社会的悲哀。本阅读文本是剧本的第一幕第三场。该场景主要分成四个部分：剧情背景介绍；亨利受邀进屋；亨利描述境况；亨利受赠信封。第一部分剧情背景介绍通过旁白呈现。旁白采用第三人称，以画外音的形式介绍了主人公和剧情背景：两个富翁兄弟打了个赌，恰好看到亨利经过他们房子前。第二部分通过人物之间的对

3、白和舞台说明，描述亨利受邀进入房子。第三部分通过人物对白和舞台说明，描述亨利的现状处境，刻画亨利的性格特点。第四部分中，兄弟俩把一个装有百万英镑面额钞票的信封给了亨利。这一幕场景在亨利离开房子时结束。教师在进行课堂教学设计时，要特别关注戏剧体裁的特殊性。具体而言，不仅要引导学生通过梳理戏剧情节的发展，了解英语戏剧的基本要素组成及其功能，还要帮助学生通过解读戏剧语言，理解作者如何通过旁白提供前情提要，如何利用人物对白和舞台说明表现人物的情绪状态、刻画人物的性格特征。在此基础上， 还可鼓励学生尝试戏剧表演和剧本创作，沉浸式体验并深度挖掘英语戏剧语言的独特魅力。此外，结合单元主题，培养学生的作者意识

4、，启发学生主动探究剧本的主题意义。第 1 课时一、教学内容了解戏剧剧本的基本要素及其功能，剖析人物形象，尝试戏剧表演。理解全文，明确剧情。二、课时目标1. 理解文本主旨，厘清情节脉络，分析人物形象。2. 学习戏剧剧本的基本要素，分析各要素的功能和意义。3. 体会戏剧语言的魅力，并通过角色扮演进行应用实践。三、教学过程Activity 1: Viewing and Talking本活动为实现课时目标 1 作铺垫。1.View the picture and talk about the bank note.The teacher asks the students to take a look

5、at the picture and thendraws their attention to the million pound bank note.Q1: What is the man holding in his hand?Q2: What would you do if you had a million pound bank note?Students are encouraged to air their own views. The teacher providesfeedback or make comments if necessary.设计意图 借助电影百万英镑的剧照，激

6、发学生的阅读兴趣，进入目标话题。即时创设情境，激活学生的思维触角，尊重学生的个体视角，通过师生对话帮助学生树立正确的价值观和人生观。Activity 2: Reading and Predicting本活动旨在落实课时教学目标 1。1.Skim and predict.The teacher asks the students to skim the title and make predictionsabout the content of the reading passage.Q1: What can we learn from the title? What kind of text

7、is thepassage?Q2: What do you think the passage might be about?Q3: Who might own the million pound bank note?Q4: What might happen to the person with the million pound banknote?2.Scan and check.The students scan the passage and check if they have made accuratepredictions.Q1: Who owned the million po

8、und bank note?Q2: Who got the million pound bank note?The teacher asks the students to summarize the plot. (Two wealthybrothers gave Henry a letter with the million pound bank note in it.)设计意图 引导学生解读文本标题，感知文本类型，扩大认知图式。基于文本标题，围绕话题中心词“百万英镑”，预测文本内容，提高学生的阅读期待。帮助学生通过快速阅读文本，把握文本的情节发展脉络，从而构建“俯瞰式”整体认知的文本阅读思

9、维路径模式。Activity 3: Understanding and Exploring本活动旨在落实课时教学目标 1 和 2。1.Focus on the reasons.The teacher encourages the students to read more carefully andanswer the following questions.Q1: Why did the brothers give someone the million pound bank note?(Reason 1)Q2: Why was Henry given the million pound b

10、ank note? (Reason 2)2.Read for Reason 1.The teacher asks the students to read carefully for Reason 1, andthen introduces them to the narrators part, an important element inplay-writing. The students are encouraged to ponder over the functionsof the narrators/narration part in play-writing.Q1: What w

11、as the reason? (They made a bet whether a man couldlive a month in London with a million pound bank note.)Q2: How does the author tell us about the reason? (By adopting thenarrators part in the third person at the beginning of the passage.)Q3: Why is narration/narrator s part used in play-writing? (

12、Toprovide background information and lead into the following scenes.)3.Read for Reason 2.The teacher asks the students to read carefully for Reason 2 andencourages them to explore the functions of the lines of dialogue inplay-writing.Q1: What was the reason? (Henry was the right person.)Q2: How does

13、 the author tell us about Henry? (Through his lines ofdialogue.)Q3: Why are lines of dialogue used in play-writing? (To portray thecharacters and advance the plot.)4.Focus on the brothers feelings.The students read for the brothers feelings when they decided togive the million pound bank note to Hen

14、ry.Q1: How did the brothers feel about Henry? (Satisfied.)Q2: How does the author tell us about their feelings? (Through linesof dialogue and stage directions.)Q3: Why are stage directions used in play-writing? (To displaycharacters psychological activities or indicate actions, movements of thechara

15、cters.)设计意图 引导学生遵循剧情主线，探究“两兄弟为什么给出百万英镑”和“为什么亨利得到百万英镑”两个问题，鼓励学生自主阅读，从情节内容、剧本语言和功能意义，即“WHAT-HOW-WHY”三个维度解读目标文本，训练学生的推理、判断、评价等思维能力。Activity 4: Reviewing and Analyzing本活动旨在落实课时教学目标 3。1.Review to get prepared.Students review the scene to prepare themselves for role-playing.And group discussion is recomme

16、nded when they further analyze thecharacters and peel the plot.2.Work out an evaluation chart.Students are encouraged to work out an evaluation chart which willserve as criteria when they make comments on others performances aswell as reflect on their own performances.设计意图 鼓励学生开展小组讨论，通过准备角色扮演和设计评价表，

17、揣摩戏剧人物形象，理解戏剧剧本要素，进一步加深对目标文本的体验和理解。Assignment1.Review the basic elements of play-writing and their functions.2.Review the scene and practise role-playing.设计意图 要求学生巩固所学，关注戏剧体裁的写作要素及功能，扩大认知图式。同时，鼓励学生走进文本，切换视角，融入情境，多维度训练语言表达能力和思维创造能力。第 2 课时一、教学内容分析主人公亨利的情感变化，铺设剧情，完成场景剧本创作。了解作者及其创作的相关背景知识，探究主题意义。二、课时目标1

18、. 评价角色扮演，解读人物对白、舞台说明，分析人物情感变化。2. 预测剧情发展，遵循戏剧写作基本要素，尝试场景剧本创作。3. 补充相关背景知识，探究文本主题意义。三、教学过程Activity 1: Acting & Evaluating本活动为实现课时目标 1 作铺垫。The teacher invites some students to act out Act 1, Scene 3. Otherstudents are welcome to make comments on their performancesreferring to the evaluation chart. T

19、he teacher gives feedback and offerssuggestions if necessary.设计意图 学生通过角色扮演，既能增强合作意识、发展创新思维，又可以身处其境感受戏剧语言， 理解剧本剧情， 了解戏剧人物， 领略戏剧魅力。 另外，同伴评价和教师反馈有助于构建生生、师生双赢多赢的课堂模式。Activity 2: Comparing & Inferring本活动旨在落实课时教学目标 1，并为实现课时教学目标 2 作铺垫。1.Make comparisons and draw conclusions.The students are required to

20、 infer Henrys feelings from his lines ofdialogue.Meanwhile,theteacherprovidesdifferentversionsofexpressions and asks the students to tell the differences and then drawconclusions.Q1: How did Henry feel?Q2: What if Henry said “.”?2. Draw a mind map.The students are encouraged to draw a mind map to sh

21、ow thechange of Henrys feelings as the plot unfolded.Q1: How did Henrys feelings change?Q2: How was Henrys curiosity sparked and peaked?设计意图 通过深度解读人物对白和舞台说明，学生不仅了解了作者如何利用语气词等措辞表达来展现亨利的情感变化及好奇心的增长， 而且能体会到人物对白和舞台说明在推动剧情发展、 揭示人物个性以外还具备增强戏剧悬念的功能，这为后续场景的剧本创作作好铺垫。Activity 3: Pondering & Creating本活动旨在落

22、实课时教学目标 2。1.Ponder and predict.The teacher asks the students to ponder over what has happenedand predict what is likely to happen in the following scene.Q1: How will Henry feel when he discovers the million pound banknote in the letter?Q2: What might Henry do with the million pound bank note?2.Imagi

23、ne and create.The students are encouraged to imagine and create a scene (Act 1,Scene 4) in which Henry discovers the million pound bank note. Groupwork is recommended.Q1: What might Henry do?Q2: What might Henry say?Q3: How might Henry feel?Q4: Who else might be in the scene?Q5: What might they do?Q

24、6: What might they say?Q7: How might they feel?设计意图 鼓励学生在情节、语言和思维的铺垫基础之上，尝试场景剧本创作。通过续写第一幕第四场，学生加深了对所学场景的理解，也进一步在新语境中运用所学来设计合理的故事情节、刻画生动的人物形象。Activity 4: Researching & Sharing本活动旨在落实课时教学目标 3。The teacher shares the background information of the author andthe play/story with students.Q1: Do you kno

25、w the author of the story?Q2: Why did Mark Twain write such a story about a million poundbank note?Q3: Can you share your personal insight into the value of money?设计意图 分享原作者马克吐温及其小说和剧本的相关背景知识可以加深学生对文本的理解，激发学生进一步探究文本的主题意义，进而将所学知识转化为内在的、具有正确价值取向的认知和品格。通过分析论证、推理判断作者的观点，引导学生联系生活实际，思考人性与金钱的关系。Assignment1

26、. Polish your writing of Act 1, Scene 4 with your partner using thechecklist below.- Are all the elements of play-writing included and in good order?- Is the plot clear and exciting enough?- Do the characters use proper language?- Are the stage directions clear and useful?- Are there any grammar, spelling, or punctuation errors?2. Read the short story The Million Pound Bank Note. And tell thedifference between story-writing and play-writing.设计意图 通过同伴润色习作，加深学生对文本的理解程度和加强学生在新语境中运用新知的能力，提升自主表达能力和语言表达的准确性和连贯性意识。鼓励学生品读原著感受经典，并通过比较小说写作和剧本写作的差异，进一步巩固学生对剧本写作要素的理解和掌握。