人教版（2019）必修 第三册Unit 5 The Value of Money Reading for Writing 教学设计
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| 名称 | 人教版（2019）必修 第三册Unit 5 The Value of Money Reading for Writing 教学设计 |  | |
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| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-26 18:00:08 | ||
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人教版普通高中英语教材必修三第五单元 The Value of Money
Reading for Writing Write a dramatic scene
教学分析
教学内容分析
本科教学内容选自人教版普通高中英语教材必修三第五单元 The Value of Money 的Reading for Writing版块中的Write a dramatic scene 部分，主要任务为戏剧写作。主题语境为人与社会，旨在帮助学生接触戏剧写作的同时树立正确的金钱观以及引导学生对于美好品质的追求。课文是百万英镑剧本中的一幕，讲述了Henry携带百万英镑支票去购买西服时发生的趣事。本幕以店员对待Henry的态度为线索，具有很强的讽刺意味。
本幕结构清晰，情节简单，对比强烈，适合学生接触和学习剧本的写作格式以及相关元素。该幕包含六个元素：角色姓名，对话，旁白，场景，舞台指引，剧本标题。同时，该幕情节充满戏剧冲突，有利于学生在模仿创作中激发思维，提升英语学习兴趣，在教师指导下提炼续写和改写的写作技巧。
学情分析
学生来自Z省某普通高中高一年级，大部分学生已有六年的英语学习经历，对于英语学习兴趣一般，但对戏剧故事具有强烈兴趣，为本课的学习提供了有利条件。学生正处于人格塑造期，本课内容利于其价值观的塑造。 “Allow me” “in a rude manner”等语句也适合学生学习并应用。学生缺乏戏剧相关结构意识与英语学习兴趣，教师在教学时应当注重调动学生积极性，使学生积极参与故事想象与小组讨论，为学生提供框架，便于学生模仿创作。
学习目标
1、语言能力
（1）掌握戏剧写作中的词汇如recyclable、hazardous、leftovers；
（2）理解并使用表达倡议功能的句式如We are writing this letter to raise your awareness of ...；
（3）能够根据结构“提出问题——提供建议——发出倡议”撰写倡议书；
2、思维品质
能利用所学的写作技巧，合理设计人物台词，使剧本更有逻辑性，更具戏剧性和冲突感；
3、文化意识
能够正确认识金钱的作用，树立良好的价值观；
4、 学习能力
能借助评价核查表监控写作过程，并对写作结果进行自我评价和同伴评价，评价写作成果；
教学重点
如何帮助学生了解戏剧写作格式以及剧本必需元素。
如何帮助学生理解剧本中的情节发展线索及人物刻画。
如何激发学生想象力，描述新的场景，刻画新的人物形象，合理地讲述故事。
教学过程
Step 1 lead-in and Introduction (7mins)
Watch the video version of this scene, let students find out how the dramatic elements were showed in the real performance.
Questions:
How many elements can you find in the script which is differ from common essays (normal,2-3 students)
How does these elements worked as essential parts in the performance (Hard, all students)
课堂实录
T: In the previous lessons we’ve already learned the part of the drama The Million Pound Bank Note. Today we’ll try to write our own versions of Henry’s story! Firstly, can anybody tell me how many elements can you find in the script which is differ from common essays we have read
S1:(There are names of characters at the beginning of each sentences.)
T: Yeah, anymore Lucy,please
S2:(The actions of the characters are particularly marked.)
T: Quiet right! And John, you please！
S3:(The stages of performances are mentioned and there is a narrator.)
T: Absolutely! You all are very discreet! Actually, there are six essential elements of drama script which are character names, lines of dialogue, narration, scene, stage directions and title of play. Now let’s appreciate the video version of this scene! Please notice, during your watching, you should find out how does these elements worked in the performance
[Watch a video clip]
T: Well,an interesting drama , isn’t it As for the question mentioned before ,how does these elements worked in the performance ,any volunteers
T: No It’s definitely a hard question. Let’s work together. The scene and title of play are only used to indicate it’s a drama script. And the other four elements are all used to help who understand the script
Ss:(Actors.)
T: That’s right, we can see that the elements are all not showed in the video but they still works, right
设计说明
通过导入环节观看戏剧视频，激发学生学习兴趣的同时引导学生关注戏剧六元素的存在以及这些元素的作用。教师通过布置任务使得学生了解学习戏剧写作的特有格式，建构起相应的结构意识，从而为应用写作打下基础。
Step 2 Analysis of Plot and Characters (10mins)
Activity 1: Analyze the origin plot and design the new plot (5mins)
Questions:
Why the clerks treated Henry with contempt at first (easy, 1 student)
What makes the change of the attitude of the clerks towards Henry (easy,1 student)
Under what circumstances Henry will be trifled in the same manner (normal, 2-3 student)
课堂实录
T: Since we’ve known the elements of the drama script which is the frame, in order to write a script we still need what
Ss:(Contents )
T: Yes! Contents,which means plots! Please read the story again and answer the 2 questions here. Why the clerks treated Henry with contempt at first And what makes the change of the attitude of the clerks towards Henry
S4: (Because Henry looks like a poor man)
T: Good, and the second question
S5: (Henry takes out the million pound bank note)
T:Yes! He gives the clerk his bank note which makes the clerks believe Henry is a rich gentleman. As we can see that the attitude of the clerk towards Henry was changed after he saw the bank note. This change of attitude in this scene is called clue, we often use it to help us develop the plot smoothly. Here’s the last question, this scene is very typical, can we imagine under what circumstances Henry will be trifled in the same manner
S6:(Maybe when Henry walks into a well-ornamented restaurant )
T: That’s highly possible! Anymore
S7:(In the hotel.)
S8:(In the ballroom.)
T:Excellent! You are imaginative! Restaurant, hotel, ballroom! Henry do has so many places to be scorn!
设计说明
文本分析环节利用任务驱动学生理解情节变化，找出店员对待Henry的态度的这条线索。教师通过引导学生想象在什么情况下Henry会受到相同对待来为学生模仿写作创设情景，提供支架。
Activity 2: Analyze the main characters’ actions and words (5mins)
Questions:
Try to find out the honorable mentions used by the clerks.(easy, 1 student)
Why did the author depict the characters’ actions so discreetly (normal,2 student)
课堂实录
T: Let’s try to find out the honorable mentions used by the clerks. Alex,please.
S9:(Sir, please, shall I, allow me...)
T: Good job, these honorable words are used by the clerks to be polite towards their guests. That is to say, when we are designing our scripts, we are supposed to take the characters’ classes, identities and backgrounds into consideration. An waiter can’t command a guest and a king can’t say honorable words to a beggar. What’s more, can anyone analyze the use of the depiction of characters’ actions for us
S10:(To help the actors understand the characters )
T:Yes, that’s one reason, any other ideas
S11:(To vividly show the characters’ personalities.)
T:Yeah, you are right. The careful depictions of mental, face expressions and actions are all for personalities. When we are writing our characters, please remember this detail, it can make them more vivid.
设计说明
本环节引导学生了解角色身份与他的话语的契合度，什么样的角色应当说出对应身份、阶层、能力的台词，使学生能理解剧本创作的精细和逻辑性。并且通过询问学生角色动作的含义，让学生理解剧本中对人物的刻画如何做到生动形象，立体饱满。
Step 3 Group Discussion (5mins)
Divide students into groups.Ask students to brainstorm and discuss about their understandings of plot and characters , invite several students to talk about their assumptions and imaginations .
课堂实录
T:Please form groups in four and choose a representative. Now let’s begin a brainstorm! Imagine your own stages and characters, talk about it with your group members. When the time is up, the representative need to share the best setting in your group to us! Let’s begin!
[Teacher walks down to listen their discussions and offers some help]
S12: We...
S13: ...
S14: ...
设计说明
本环节让学生通过头脑风暴的模式对可能出现的情节、场景、角色进行想象以及讨论，提高学生课堂参与度的同时为他们的后续改写提供思路，鼓励学生进行创新。
Step 4 First Draft Writing (10mins)
Write a new scene for play where Henry will use his banknote.
Check List
Are all the elements of a play included and in good order Yes/No
Do the characters use suitable language Yes/No
Are the stage directions clear and useful Yes/No
Is the plot exciting and reasonable enough Yes/No
Are there any spell, grammar or punctuation errors Yes/No
课堂实录
T: Now everybody, it’s time to finish the scene by your own. Don’t forget the six elements we have learned. In your scene, there should be character names, lines of dialogue, narration, scene, stage directions and title of play. And in order to make your plot logical, you need to use some mental and action descriptions and facial expressions as well. Please use the checklist to monitor your writing and do a self-assessment after writing. If you need my help, just raise your hand. Ten minutes for you.
Ss: (Write.)
设计说明
这一环节旨在模仿阅读所得、读后所思，创新地将要表达的戏剧故事转换成文字，完成写作任务，检验学习效果。学生结合所学独立进行语言输出，在这一过程中将语言知识转化为语言能力，进一步内化、迁移、创新，并在写作中升华了主题意义。设计评价核查表旨在引导学生监控自己的写作过程，检查自己的写作成果，帮助其培养这一习惯和能力，逐步提升其写作素养及写作水平。
Step 5 Evaluation and Polish (8mins)
Appreciate, evaluate and polish the scripts in groups and then with the teacher.
课堂实录
T: Now, most of us have finished our scripts,let’s do a peer assessment. Firstly, please check your group members works, choose the best or the most interesting piece to show in front of the class.
[Ss discuss and access.]
T: Here’s Jay’s script, Sam please. Access it basing on the elements, plot and characters.
S12: ...
设计说明
这一活动包括教师评价和同伴评价，旨在根据评价核查表，对照写作目标要求评价习作的完成质量，给学生提供机会赏析同伴的习作，并结合老师及同学的评价修改完善自己的作文，有利于提高学生的语言赏析能力、合作协商能力以及批判性思维。此外，这一评价形式加强了教师和学生之间的互动，实现了多元评价。
教学反思
本课利用任务驱动学生学习剧本写作，任务以及问题难度设置普遍较低，具有小组讨论和小组评比等环节，学生在兴趣不足的情况下参与度能够保障，积极性可以得到提升。
Reading for Writing Write a dramatic scene
教学分析
教学内容分析
本科教学内容选自人教版普通高中英语教材必修三第五单元 The Value of Money 的Reading for Writing版块中的Write a dramatic scene 部分，主要任务为戏剧写作。主题语境为人与社会，旨在帮助学生接触戏剧写作的同时树立正确的金钱观以及引导学生对于美好品质的追求。课文是百万英镑剧本中的一幕，讲述了Henry携带百万英镑支票去购买西服时发生的趣事。本幕以店员对待Henry的态度为线索，具有很强的讽刺意味。
本幕结构清晰，情节简单，对比强烈，适合学生接触和学习剧本的写作格式以及相关元素。该幕包含六个元素：角色姓名，对话，旁白，场景，舞台指引，剧本标题。同时，该幕情节充满戏剧冲突，有利于学生在模仿创作中激发思维，提升英语学习兴趣，在教师指导下提炼续写和改写的写作技巧。
学情分析
学生来自Z省某普通高中高一年级，大部分学生已有六年的英语学习经历，对于英语学习兴趣一般，但对戏剧故事具有强烈兴趣，为本课的学习提供了有利条件。学生正处于人格塑造期，本课内容利于其价值观的塑造。 “Allow me” “in a rude manner”等语句也适合学生学习并应用。学生缺乏戏剧相关结构意识与英语学习兴趣，教师在教学时应当注重调动学生积极性，使学生积极参与故事想象与小组讨论，为学生提供框架，便于学生模仿创作。
学习目标
1、语言能力
（1）掌握戏剧写作中的词汇如recyclable、hazardous、leftovers；
（2）理解并使用表达倡议功能的句式如We are writing this letter to raise your awareness of ...；
（3）能够根据结构“提出问题——提供建议——发出倡议”撰写倡议书；
2、思维品质
能利用所学的写作技巧，合理设计人物台词，使剧本更有逻辑性，更具戏剧性和冲突感；
3、文化意识
能够正确认识金钱的作用，树立良好的价值观；
4、 学习能力
能借助评价核查表监控写作过程，并对写作结果进行自我评价和同伴评价，评价写作成果；
教学重点
如何帮助学生了解戏剧写作格式以及剧本必需元素。
如何帮助学生理解剧本中的情节发展线索及人物刻画。
如何激发学生想象力，描述新的场景，刻画新的人物形象，合理地讲述故事。
教学过程
Step 1 lead-in and Introduction (7mins)
Watch the video version of this scene, let students find out how the dramatic elements were showed in the real performance.
Questions:
How many elements can you find in the script which is differ from common essays (normal,2-3 students)
How does these elements worked as essential parts in the performance (Hard, all students)
课堂实录
T: In the previous lessons we’ve already learned the part of the drama The Million Pound Bank Note. Today we’ll try to write our own versions of Henry’s story! Firstly, can anybody tell me how many elements can you find in the script which is differ from common essays we have read
S1:(There are names of characters at the beginning of each sentences.)
T: Yeah, anymore Lucy,please
S2:(The actions of the characters are particularly marked.)
T: Quiet right! And John, you please！
S3:(The stages of performances are mentioned and there is a narrator.)
T: Absolutely! You all are very discreet! Actually, there are six essential elements of drama script which are character names, lines of dialogue, narration, scene, stage directions and title of play. Now let’s appreciate the video version of this scene! Please notice, during your watching, you should find out how does these elements worked in the performance
[Watch a video clip]
T: Well,an interesting drama , isn’t it As for the question mentioned before ,how does these elements worked in the performance ,any volunteers
T: No It’s definitely a hard question. Let’s work together. The scene and title of play are only used to indicate it’s a drama script. And the other four elements are all used to help who understand the script
Ss:(Actors.)
T: That’s right, we can see that the elements are all not showed in the video but they still works, right
设计说明
通过导入环节观看戏剧视频，激发学生学习兴趣的同时引导学生关注戏剧六元素的存在以及这些元素的作用。教师通过布置任务使得学生了解学习戏剧写作的特有格式，建构起相应的结构意识，从而为应用写作打下基础。
Step 2 Analysis of Plot and Characters (10mins)
Activity 1: Analyze the origin plot and design the new plot (5mins)
Questions:
Why the clerks treated Henry with contempt at first (easy, 1 student)
What makes the change of the attitude of the clerks towards Henry (easy,1 student)
Under what circumstances Henry will be trifled in the same manner (normal, 2-3 student)
课堂实录
T: Since we’ve known the elements of the drama script which is the frame, in order to write a script we still need what
Ss:(Contents )
T: Yes! Contents,which means plots! Please read the story again and answer the 2 questions here. Why the clerks treated Henry with contempt at first And what makes the change of the attitude of the clerks towards Henry
S4: (Because Henry looks like a poor man)
T: Good, and the second question
S5: (Henry takes out the million pound bank note)
T:Yes! He gives the clerk his bank note which makes the clerks believe Henry is a rich gentleman. As we can see that the attitude of the clerk towards Henry was changed after he saw the bank note. This change of attitude in this scene is called clue, we often use it to help us develop the plot smoothly. Here’s the last question, this scene is very typical, can we imagine under what circumstances Henry will be trifled in the same manner
S6:(Maybe when Henry walks into a well-ornamented restaurant )
T: That’s highly possible! Anymore
S7:(In the hotel.)
S8:(In the ballroom.)
T:Excellent! You are imaginative! Restaurant, hotel, ballroom! Henry do has so many places to be scorn!
设计说明
文本分析环节利用任务驱动学生理解情节变化，找出店员对待Henry的态度的这条线索。教师通过引导学生想象在什么情况下Henry会受到相同对待来为学生模仿写作创设情景，提供支架。
Activity 2: Analyze the main characters’ actions and words (5mins)
Questions:
Try to find out the honorable mentions used by the clerks.(easy, 1 student)
Why did the author depict the characters’ actions so discreetly (normal,2 student)
课堂实录
T: Let’s try to find out the honorable mentions used by the clerks. Alex,please.
S9:(Sir, please, shall I, allow me...)
T: Good job, these honorable words are used by the clerks to be polite towards their guests. That is to say, when we are designing our scripts, we are supposed to take the characters’ classes, identities and backgrounds into consideration. An waiter can’t command a guest and a king can’t say honorable words to a beggar. What’s more, can anyone analyze the use of the depiction of characters’ actions for us
S10:(To help the actors understand the characters )
T:Yes, that’s one reason, any other ideas
S11:(To vividly show the characters’ personalities.)
T:Yeah, you are right. The careful depictions of mental, face expressions and actions are all for personalities. When we are writing our characters, please remember this detail, it can make them more vivid.
设计说明
本环节引导学生了解角色身份与他的话语的契合度，什么样的角色应当说出对应身份、阶层、能力的台词，使学生能理解剧本创作的精细和逻辑性。并且通过询问学生角色动作的含义，让学生理解剧本中对人物的刻画如何做到生动形象，立体饱满。
Step 3 Group Discussion (5mins)
Divide students into groups.Ask students to brainstorm and discuss about their understandings of plot and characters , invite several students to talk about their assumptions and imaginations .
课堂实录
T:Please form groups in four and choose a representative. Now let’s begin a brainstorm! Imagine your own stages and characters, talk about it with your group members. When the time is up, the representative need to share the best setting in your group to us! Let’s begin!
[Teacher walks down to listen their discussions and offers some help]
S12: We...
S13: ...
S14: ...
设计说明
本环节让学生通过头脑风暴的模式对可能出现的情节、场景、角色进行想象以及讨论，提高学生课堂参与度的同时为他们的后续改写提供思路，鼓励学生进行创新。
Step 4 First Draft Writing (10mins)
Write a new scene for play where Henry will use his banknote.
Check List
Are all the elements of a play included and in good order Yes/No
Do the characters use suitable language Yes/No
Are the stage directions clear and useful Yes/No
Is the plot exciting and reasonable enough Yes/No
Are there any spell, grammar or punctuation errors Yes/No
课堂实录
T: Now everybody, it’s time to finish the scene by your own. Don’t forget the six elements we have learned. In your scene, there should be character names, lines of dialogue, narration, scene, stage directions and title of play. And in order to make your plot logical, you need to use some mental and action descriptions and facial expressions as well. Please use the checklist to monitor your writing and do a self-assessment after writing. If you need my help, just raise your hand. Ten minutes for you.
Ss: (Write.)
设计说明
这一环节旨在模仿阅读所得、读后所思，创新地将要表达的戏剧故事转换成文字，完成写作任务，检验学习效果。学生结合所学独立进行语言输出，在这一过程中将语言知识转化为语言能力，进一步内化、迁移、创新，并在写作中升华了主题意义。设计评价核查表旨在引导学生监控自己的写作过程，检查自己的写作成果，帮助其培养这一习惯和能力，逐步提升其写作素养及写作水平。
Step 5 Evaluation and Polish (8mins)
Appreciate, evaluate and polish the scripts in groups and then with the teacher.
课堂实录
T: Now, most of us have finished our scripts,let’s do a peer assessment. Firstly, please check your group members works, choose the best or the most interesting piece to show in front of the class.
[Ss discuss and access.]
T: Here’s Jay’s script, Sam please. Access it basing on the elements, plot and characters.
S12: ...
设计说明
这一活动包括教师评价和同伴评价，旨在根据评价核查表，对照写作目标要求评价习作的完成质量，给学生提供机会赏析同伴的习作，并结合老师及同学的评价修改完善自己的作文，有利于提高学生的语言赏析能力、合作协商能力以及批判性思维。此外，这一评价形式加强了教师和学生之间的互动，实现了多元评价。
教学反思
本课利用任务驱动学生学习剧本写作，任务以及问题难度设置普遍较低，具有小组讨论和小组评比等环节，学生在兴趣不足的情况下参与度能够保障，积极性可以得到提升。