Unit 5 The Value of MoneyReading for Writing (I)示范课教案【英语人教必修第三册】.docx

Unit 5 The Value of Money子主题1:百万英镑戏剧中的金钱观Period 4 Reading for writing (I)一、教学内容分析本节课的活动主题是“创作一个戏剧场景”。本段戏剧以生活中常见的裁缝店为背景，讲述了亨利在高级裁 缝店享受百万英镑带给自己的光环效应。学生能够从阅读戏剧文本中感受到裁缝店人员对亨利前后态度的陡 然转变，体会金钱的价值和对人们的影响，并以此为范本尝试模仿作品中的戏剧冲突和语言特色，再创作一 个微剧本。在经济和商业日益发达的社会，金钱扮演的角色越来越重要。身处这样的环境，学生更加需要具 备健康的金钱观。该片段就通过裁缝店人员对亨利前后的态度转变，启发了学生思考金钱的价值。二、语篇分析What本段发生在高级裁缝店，位于整部戏剧的第三部分(第一部分，收到百万英镑；第二部分，在餐厅展露财富)。 主要人物有亨利，三个裁缝，和裁缝店老板。衣衫褴褛的亨利走进裁缝店之初，多名店员以衣取人，态度傲 慢。而亨利拿出百万英镑后，店主和店员的态度急剧转变，瞬间开始对亨利毕恭毕敬，并将他带到了高级西 装区。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与餐厅一幕相似，作者主要从戏剧冲突设计和语言特点两个方面展现了金钱对剧中人物的影响。从戏剧冲突方面而言，亨利亮出百万英镑这一情节出现在本段戏剧的中部位置，使得前后态度对比内容比例 协调，铺垫充分，反差明显。此外，由于亨利在餐厅因为百万英镑受到了极高的待遇，因此来到裁缝店的他 也更加有了底气。从语言特点而言，首先，作者多用反义疑问句，感叹句来表达反讽，表现亨利和裁缝店员的语言交锋。例如, 裁缝店员的讽刺和瞧不起 (I've got eyes, haven't I? I suppose a gentleman like you only carries very large bills. Serve him quick and get him out quick!),再例如，亨利语中的讽刺和说教(It's a little too bright, isn't it? Now, you shouldn't judge people by their clothes) o其次，作者通过诸多夸张的词汇来讽刺外界对亨利的态度变化。例如，得知亨利是百万富翁之前，作者使用 了 downstairs, in a rude manner, pulling.aside and whispering, looking at him with a frown, trying not to show he's angry来表现裁缝对亨利的傲慢。亨利拿出百万英镑后，作者运用了 a wide range of options for Henry to choose from, with a broad smile, never mind, ifs perfect, it was made for some king, you don't have to worry about that, we can wait forever等来表现裁缝店老板的奴颜媚态。三、学情分析学生对于戏剧兴趣较为浓厚，喜欢角色扮演，因此戏剧的对话形式有助于他们获取信息。本段戏剧情节丰富，肢体语言颇多并且是以旁白的形式呈现，学生阅读和理解困难相对增加。学生不太能体 会特定的语言和人物心理。在学习过程中需设计多层次任务清晰的阅读活动来帮助学生理解关键细节，分析 人物心理。四、教学目标本课结束时，学生能够1 .获取并梳理本段戏剧的基本信息；2 .梳理并描述主要人物表现的前后反差。五、教学重难点【重点】获取并梳理本段戏剧的基本信息；【难点】梳理并描述主要人物表现的前后反差。六、教学活动设计环节一：戏剧情节回顾，激活已知（4 mins）教师请学生回顾前三个课时所学百万英镑的主要情节并简要复述。教学活动Ss answer the questions:What happened in The Million Pound Bank Note previously?What comes to your mind when you think of the previous plot?Can you use some key words or expressions to describe it?活动层次学习理解之感知与注意效果评价学生能够简要复述百万英镑的前两幕情节。环节设计意图：帮助学生做好本戏剧的戏剧情节提要，激活已知，为新情节的展开做好铺垫。环节二：观看图片，预测电影情节（3 mins）教师请学生观察教材P56 一幅电影截图，预测本段戏剧的场景和可能的情节走向。教学活动活动层次效果评价Ss describe the picture on P56 and predict what may学习理解之感知与注意学生能够通过观察图片内容，看出故事发生的happen in Act 2, Scene 1.地点并根据上一幕场景预测情节可能的走向。环节设计意图：引导学生从多模态语篇入手，预测文本内容，为更加充分地理解文本做好铺垫 环节三：学生第一次阅读戏剧剧本，获取并梳理戏剧的主要信息（23 mins）学生第一次阅读戏剧剧本，获取主要人物、关键情节，并结合教师提供的情节主线梳理表格，梳理出本段电影情节。学生结对练习复述本段电影情节，最后全班分享。教学活动活动层次效果评价1. Ss read the play for the first time, check their学习理解之获取与梳理学生能够迅速获取戏剧predictions and answer the questions of activity 1 on P56.学习理解之概括与整合文本的基本信息，并在2. Ss read the play for the second time and sort out the应用实践之内化与运用问题和表格的引导下,plot of the drama by filling the table below (onworksheet)3. Ss retell the plot based on information from thequestions and table in groups and briefly introduce theplot of the play to the whole class.梳理情节主线，并用自己的话表达。环节设计意图：帮助学生获取文本的主要信息和宏观结构，为进一步探究主题意义做准备环节四：学生阅读戏剧文本，观察并总结餐馆人员对亨利态度的前后变化，并给出依据（7 mins）学生再次阅读戏剧文本，总结裁缝店人员对亨利态度的前后变化，并给出依据。教学活动活动层次效果评价Ss read the play again and summarize the change of应用实践之描述与阐释学生能够总结裁缝店人员对亨利态度的前后变化，并给出相应依据。attitudes towards Henry before and after the banknote is shown based on the lines, the narration and the stage directions.环节设计意图：帮助学生从戏剧内容出发关注戏剧的冲突设计，更好地体会戏剧作者传达的深意。环节五：学生角色扮演戏剧内容（10 mins）学生以3-4人小组为单位，将戏剧内容表演出来，进一步体会人物的态度变化。教学活动Ss act out Act 2, Scene 1 in groups of 3 or 4. Ss should pay special attention to the intonations, the facial expressions and body language to fully show the change of attitudes of the main characters.活动层次效果评价应用实践之内化与运用学生能够将主要人物的态度变化通过恰当的语 音语调，表情，肢体语 言等充分地表演出来。环节设计意图:帮助学生在表演实践中进一步真切地理解人物的态度变化。作业与拓展学习设计 What technique does the author use to show the change of attitudes of the staff at the tailor's towards Henry?Please state your ideas and give your reasons. (No more than 50 words)WorksheetUnit 5 Reading for writing (I)Activity 1: Review and share> What happened in The Million Pound Bank Note previously?> What comes to your mind when you think of the previous plot? Can you use some key words or expressions to describe it?Activity 2: Look and predictLook at the picture on P56 and predict what may happen in Act 2, Scene 1.Activity 3: Read and answerAnswer the questions of activity 1 on page 56.(教材第 56 页活动 1)Activity 4: Read and fillHenry's experiences at the tailor's shopBefore seeing the million-pound bank noteAfter seeing the million-pound bank noteActivity 5: Read and summarizeHow does the attitudes of the staff at the tailor's towards Henry change? Please explain based on the lines, the narration and the stage directions of the play.Activity 6: Role-playPlease act out Act 2, Scene 1 in groups of 3 or 4. Please pay special attention to the intonations, the facial expressions and body language to fully show the change of attitudes of the main characters.Evaluation FormItemPeer-evaluationT eacher-evaluationLanguage fluency Language accuracy Sharp contrast/dramatic conflict Tones and intonations Facial expressions/Hand gestures Body language Time control (within 6 minutes) Homework:What technique does the author use to show the change of attitudes of the staff at the tailor's towards Henry?Please state your ideas and give your reasons. (No more than 50 words)