教案Unit+5+Reading+and+Thinking+教学设计人教版2019必修第三册.docx

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1、必修三Unit5TheVa1ueofMoney年级授课教师学科Eng1ish授课日期课题TheMi11ionPoundBankNote课时安排2课型新授课文本分析百万英镑是文学作品。本单元阅读是一部分戏剧体裁。起因是两个富豪兄弟用一张一百万英镑钞票打赌，身无分文的He11ry正好路过。在询问了一系列问题后，两兄弟确认他就是最合适的人选，于是将那张百万英镑的钞票放在一个信封里交给了他，亨利糊里糊涂地接受了约定。这场戏充分表现了亨利正直、诚实、坦率、要强的性格，为后面进一步展现他的性格和心理活动作铺垫。IInstructiona1objectives:Attheendofthisc1ass,stu

2、dentswi11beab1eto:1. identifytheessaytypeandthefeaturesofadrama;2. summarizethestoryprocessbyStoryMountain;3. assessandana1yzethemaincharacter,scharacteristicscritica11y;4. understandandguesstheimp1iedmeanings.,Keypoints:Understandthestoryprocess.IV.Difficu1tpoints:HowtofigureoutHenry,sfee1ingandinf

3、ertheimp1iedmeanings.JU.Teachingprocedures:1.Task-basedapproach2.CooperativeteachingmethodV.Teachingprocedures:Step1Before-ReadingActivity1.1ead-inStudentsenjoysomepicturesofmi11ionairesandthinkaboutthefo11owingquestions.Q1.Wou1dyou1iketobeami11ionaire1ikethefo11owingpeop1e?Whyorwhynot?Q2.Ifyouhadon

4、emi11ion,whatwou1dyou1iketodo?设计意图：活跃课堂气氛，调动学生英语学习的兴趣，引出话题，并激发学生熟悉话题背景的相关词汇，做好语言铺垫。Activity2.PredictionStudents1ookatthetit1etopredictthecontentandthetexttype.Then,theteacherintroducesthebasice1ementsofap1ay/drama.Q1.Asyouarereadingthetit1e,whatideashadgothroughyourmindifyouwerethewriter?Q2.Whatisth

5、etexttype?设计意图：通过创设情境，培养学生能够利用标题预测对话内容和作者的行文思路。通过快速阅读验证自己的预测并识别文本类型，让学生了解戏剧文体的五个特点。Step2Whi1e-readingActivity3.ReadforBasicE1ementsAfterprediction,studentsareaskedtoskimthedia1oguetoanswerthefourwh-questions.Q1.Wheredidthestoryhappen?Q2.WhoarethemaincharactersQ3.Whathappened?Q4.Whendidithappen?设计意图：

6、该活动是为了让学生在主题引领下，通过快速阅读，完成对文章基本信息(4-wh)的梳理、获取和总结。Activity4.ReadforP1otsAccordingtoStoryMountain,theteacher1eadsstudentstoreadthetextcarefu11yandfi11intheb1anks.1)ReadforP1ots1oundbanknote5.Theyaskedhimnottoopenitunti12oc1ock.1.Twobrothersmadeabet.4.Henrywentoutsidewiththepromiseofopeningtheenve1ope1a

7、ter.End4.TheygaveHenrya1etterwithonemi11ion3.Henryto1dthemthereasontostayin1ondonandWantedajCb-TC1imax2.TheyinvitedHenrtotheirhouse.BeginningStoryMountain设计意图：利用“故事山”培养学生加工信息的能力，理清故事情节，使学生形成结构化知识的同时建立起信息之间的联系，帮助学生搭建过程性支架，从而更准确全面地理解故事情节的发展。Activity4.ReadforHenry,sFee1ingsTheteacherasksthestudentstore

8、adthe1inesofdia1ogueandinferthechangesin芭ReadforHenrysFee1ingsFee1ingsPuzz1ed,curioussurprisedangry,upsetpuzz1edanxious5.Weftwhydonftyouexp1ainisMuf，4WE律myseemiuckytoyou.sowkindOfJoke1dtthmkftfveryfunnyJ.mafraiIdonttqmtefo1towyou.surprisedZWpHf1can,tsaythat/haveanyp1ans.J1fnedmBritainbyaccfdent1Wo?M

9、e.sir?OutiidethebouseInth.bousP1aceHenry,sfee1ings.Studentsusesuitab1eadjectivestofi11inthe3Dcoordinatesystem.设计意图：学生再一次品读对话，利用三维坐标图，引导学生深层次挖掘主人公Henry的情感在时空线上的变化，培养学生思维的逻辑性，继而实现深度学习。Activity5.ReadforPersona1itiesStudentsreadthe1inesofdia1ogueagainandinferthepersona1itiesofthethreemaincharacters.设计意图

10、：学生继续品读对话，从人物品质的角度挖掘文本内涵，用形容词概括三个主要人物的品质，学习他们的诚实、勤劳、智慧，形成正确的价值观，实现立德树人的目标。Activity6.ReadforImp1iedMeaningTheteacherguidesstudentstoreadthefo11owingbetweenthe1inesandexp1oretheimp1iedmeaningshiddenbeneaththe1itera1meaning.设计意图：学生从继续品读对话，有意识地让学生感知语言，理解语言，了解对话背后的真实含义，激发学生的多元思维。Step3.Post-readingActivit

11、y7.ReadforWritingStudentsthinkaboutthefo11owingquestion,uWhatwi11happentoHenryafter2oc1ock?Then,theyconductthecontinuationwritingbasedontheirthinkingandthefirstsentence.Assoonas1waoutofsightofthathouseIopenedmyenve1opeandsawthatitcontainedmoney!设计意图：学生依托语篇和首句进行创造性地表达后续可能发生的故事，从而在思维地提升过程中实现语言的输出和运用，创

12、造性地表达自己地想法和意图。Activity8.ThinkingQ1.WhydoesHenryrefusethebrothers*charity?Q2.WhydontthebrotherswantHenrytoopentheenve1opebefore2o,c1ock?Q3.WhatcanWe1earnfromthethreecharacters?Q4.Ismoneysoimportant?Whatdoyouthinkofthis?设计意图：通过开放性的问题，将语言知识与学习策略融为一体，巩固所学知识，提升学生问题解决能力，在互动交流中表达个人的观点，正确地看待金钱,促进学生思维的创新性。V1HomeworkThestudentsworkingroupsoffourtoro1e-p1ayAct1,Scene3.