高中人教版 (2019)Unit 5 The Value of Money教案及反思

这是一份高中人教版 (2019)Unit 5 The Value of Money教案及反思，共4页。
年 级
Senir Grade 1
授 课
教 师
郭文昇
学 科
English
授 课
日 期
课 题
The Millin Pund Bank Nte
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Henry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。
Ⅰ. Instructinal bjectives:
At the end f this class, students will be able t:
1. identify the essay type and the features f a drama;
2. summarize the stry prcess by Stry Muntain;
3. assess and analyze the main character’s characteristics critically;
4. understand and guess the implied meanings.
Ⅱ. Key pints:
Understand the stry prcess.
Ⅳ. Difficult pints:
Hw t figure ut Henry’s feeling and infer the implied meanings.
Ⅲ. Teaching prcedures:
1. Task-based apprach 2. Cperative teaching methd
Ⅴ. Teaching prcedures:
Step1 Befre-Reading
Activity 1. Lead-in
Students enjy sme pictures f millinaires and think abut the fllwing questins.
Q1. Wuld yu like t be a millinaire like the fllwing peple? Why r why nt?
Q2. If yu had ne millin, what wuld yu like t d?
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。
Activity 2. Predictin
Students lk at the title t predict the cntent and the text type. Then, the teacher intrduces the basic elements f a play/ drama.
Q1. As yu are reading the title, what ideas had g thrugh yur mind if yu were the writer?
Q2. What is the text type?
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。
Step2 While-reading
Activity 3. Read fr Basic Elements
After predictin, students are asked t skim the dialgue t answer the fur wh-questins.
Q1. Where did the stry happen?
Q2. Wh are the main characters
Q3. What happened?
Q4. When did it happen?
设计意图：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。
Activity 4. Read fr Plts
Accrding t Stry Muntain, the teacher leads students t read the text carefully and fill in the blanks.
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。
Activity 4. Read fr Henry’s Feelings
The teacher asks the students t read the lines f dialgue and infer the changes in Henry’s feelings. Students use suitable adjectives t fill in the 3D crdinate system.
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。
Activity 5. Read fr Persnalities
Students read the lines f dialgue again and infer the persnalities f the three main characters.
设计意图：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。
Activity 6. Read fr Implied Meaning
The teacher guides students t read the fllwing between the lines and explre the implied meanings hidden beneath the literal meaning.
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。
Step 3. Pst-reading
Activity 7. Read fr Writing
Students think abut the fllwing questin, “What will happen t Henry after 2 ’clck?” Then, they cnduct the cntinuatin writing based n their thinking and the first sentence.
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，创造性地表达自己地想法和意图。
Activity 8. Thinking
Q1. Why des Henry refuse the brthers’ charity?
Q2. Why dn’t the brthers want Henry t pen the envelpe befre 2 ’clck?
Q3. What can we learn frm the three characters?
Q4. Is mney s imprtant? What d yu think f this?
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。
Ⅵ. Hmewrk
The students wrk in grups f fur t rle-play Act 1, Scene 3.