Unit5 Reading and Thinking 名师教学设计-郑丹丹

2/2Unit5ReadingandThinking名师教学设计TeachingObjectives：Attheendoftheclass,studentswillbeableto1.masterthefollowingnewwordsandphrases:narrator,scene,servant,makeabet,byaccident,asamatteroffact…2.getthemainideaofAct1,Scene3intheplayofTheMillionPoundBankNote3.mastertheelementsofaplayandknowtheirfunctionsinaplay4.inferthehiddeninformationlikethecharacters’characteristics,backgroundthroughtheelementsofaplayTeachingImportantandDifficultPoints：Howtomakestudentsinferthehiddeninformationintheplaysuccessfully.Howtomakestudentsappreciatethecharmoftheplay.TeachingProcedures:hundredthousandmillionhundredthousandmillion____________关于Step1:Lead-in——WatchandretellthesceneinthevideoStudentswillbeaskedtoenjoythebeginningoftheplay——TheMillionPoundBankNoteandretellthescenewiththehelpofthepictures:Q1:Whathappenedinthevideo?Canyouretellitwithyourownwords?Q2:Wheredidtheclipcomefrom?Q3:Whowerethesemen?Q4:Whydidthewealthymeninvitetheyoungmantotheirhouse?Andwhathappenedinthehouse?(通过看到说，能帮助学生梳理情节，同时锻炼学生说的能力；其次，基础学生的说提出相关问题能激活学生相关的知识背景，激发他们对于后续情节的好奇，为接下来的教学活动做铺垫)Step2:PredictionStudentswillbeaskedtolookatthetitleandtheorganizationofthepassagetopredictthewritingstyleandlearnthecharacteristicsofit:Q1.Whatwritingstyleisit?A.anarrationB.anexpositionC.anargumentationD.aplayQ2:Howdoyouknow?Andwhatelementsdidaplaycontain?(titleofplay,narration,dialogue,character,lines,stagedirection)(通过观察此次文本与以往不同的文本，观察发现戏剧类文本的结构特征——以对话、台词为主。)Step3:ReadforcharactersResult1.Studentswillbeaskedtoskimthedialogueandfindoutthebasicinformationofthemaincharacters:ResultRoderickwho_______theidea.Oliverwho_______amancouldliveamonth_____amillionpoundbanknoteHenry,an_________who_______inBritain____accidentAddingquestion:HowdidHenrycametoLondon?RearrangethetimelineofHenry’sexperience.Now,Henry________inLondonstreets.AboutamonthagoHenryAdamswas________outofthebay.___________hefoundhimselfcarriedouttoseabyastrongwind.TheshipbroughthimEngland.ThenhewenttotheAmericanconsulate__________help,butgotnothing._____________________hewas________byaship.What’stherelationshipbetweenthem?WhycouldHenrybechosenfortheirbet?HowdidHenry’sfeelingchangeintheplay?Step4:ReadforreasonsandfeelingsReadingtip1:Getthehiddenmessageandtheemotionsofthecharactersfromtheirlines.Example:Narrator:Tworichbrothers,RoderickandOlivehavemadeabet.Oliverbelievesthatwithamillion-poundbanknoteamancouldliveamonthinLondon.HisbrotherRoderickdoubtsit.TheyseeaNarrator:Tworichbrothers,RoderickandOlivehavemadeabet.Oliverbelievesthatwithamillion-poundbanknoteamancouldliveamonthinLondon.HisbrotherRoderickdoubtsit.Theyseeapooryoungmanwalkingoutsidetheirhouse.ItisHenryAdams.Roderick:Youngman,wouldyoustepinsideamoment,please?Henry:Who?Me,sir?Roderick:Yes,you.Hiddenmessage:Whenthewealthybrotherweremakingabet,Henryhappenedtopassbyinfrontoftheirhouse.Thenhewaschosen.——rightmomentHiddenemotion:strange,surprisedandconfused1.Thenstudentswillbeaskedtolistentotheradiowhilereadingtheplay,andinferthereasonsandfeelingsofHenry.Reasons:a.arightmoment,b.Henry’spersonalbackground(foreigner,young,inapoorsituation,withoutaim,withouthelp,withoutjob,hardworking,withoutmoney)Feelings:surprised——confused——desired——annoyed（climax）——confused——unwilling——determined2.Studentswillbeaskedtoworkoutmorehiddenmessageandfeelingsintheplay.Canyouworkoutthehiddenmessageandfeelingsofthefollowingsentences?Canyouworkoutthehiddenmessageandfeelingsofthefollowingsentences?AnditwastheshipthatbroughtyoutoEngland.Youmustn’tworryaboutthat.It’sanadvantage.Whatluck!Brother,whatluck!Idon’twantyourcharity.Ijustwantajobthatearnsanhonestincome.Oh,thisissilly.(此环节通过读、听、一起分析、独立分析、讨论等活动训练学生根据戏剧文本的文体特征推测暗藏信息和任务性格特点的能力，并通过后续再进一步的独立分析巩固落实学生的推断能力)Step5:ReadforpersonalitiesStudentswillbeaskedtoreadtheplayagainandinferthepersonalityofHenrythroughhislines,andinferhisvalueofmoney.Readingtip2:Inaplay,thelinesareusuallypersonalizedtoshowtheinnerworldofthecharactersS