Unit5ReadingandThinking名師教學設(shè)計課時內(nèi)容主題語境：人與社會主題群：文學、藝術(shù)與體育子主題：戲劇語篇類型：劇本節(jié)選文本分析：[What]本節(jié)課的語篇節(jié)選自《百萬英鎊》劇本的第一幕第三場，描述了故事的開端，倫敦的兩位富家兄弟打賭，賭一個人獲得一張百萬英鎊的鈔票后在一個月內(nèi)能否生存，他們發(fā)現(xiàn)了在大街上游蕩的美國人亨利·亞當斯，在詢問了一系列問題之后，他們認定身無分文的亨利就是最合適打賭的人選，于是就將百萬英鎊的鈔票放在一個信封里交給了他。[Why]讓學生了解英語戲劇的特點和要素等。[How]本語篇由節(jié)選自劇本的文本構(gòu)成，通過聽、表演等形式讓學生了解故事情節(jié)、學習戲劇語言、體會人物感情變化并通過人物角色語言揣摩人物情感變化。課時目標1.通過回答問題、填空，讓學生理解劇本情節(jié)和細節(jié)在語境中學習詞匯、短語的用法。2.通過讀臺詞，感知人物內(nèi)心情感變化。3.通過分析人物臺詞及人物角色的潛臺詞，學會讀懂言外之意。4.通過聽音頻、觀看視頻、分析劇本，表演出劇本內(nèi)容。重點難點重點：學生通過閱讀、觀看視頻等方式獲取文本的主要信息。難點：分析人物情感變化、潛臺詞并表演出劇本內(nèi)容。教師準備教師準備：1.了解《百萬英鎊》的相關(guān)信息。2.準備好播放視頻的設(shè)備。學生準備：預習本課的相關(guān)詞匯，利用網(wǎng)絡(luò)了解《百萬英鎊》的故事背景。教學過程StepI學習理解活動一：感知與注意GettoknowaboutMarkTwain.ShowstudentsthepicturesandgettoknowsomethingaboutMarkTwain.NameSamuelLanghorneClemensPenNameMarktwainBornNovember30.1835Florida,Missouri,U.SDiedApril21,1910(aged74)Redding,Connecticut,U.S2.GettoknowthemaincharactersHenryAdams：apoorAmericaninLondonRoderickandOliver：twobrothersandrichEnglishmen3.Smalltalk.Weknowmoneyisveryimportant.Wecanusemoneytodoalotofthings.Sowhatwouldyoudoifyouhadamillion-poundbanknote？活動二：獲取和梳理1.Readthetextquicklyandcompletethedescriptionofeachcharacter.OliverOneofthetwowealthybrothers,whobelievesthatamanwithamillion-poundbanknotecould(1)amonthinLondon.RoderickTheotherofthetwobrothers,who(2)Oliver’sidea.HenryAn(3)comingfromSanFranciscowhowaslostatsea,andthenwassavedandbroughttoBritainbyaship.Suggestedanswers：(1)live(2)doubts(3)American2.Readthesceneandanswerthequestions.Part2，P53)(1)WhatbetdidRoderickandOlivermake?(2)HowdidHenrycometoEngland?(3)HowdoesHenrywantthebrotherstohelphim?(4)WhydoyouthinkHenrydoesnotwantthebrothers’charity?(5)WhydoyouthinkthebrotherschoseHenryfortheirbet?Suggestedanswers：(1)TheybetonwhetheramancouldliveforamonthinLondonifhehadamillion-poundbanknote.(2)HecametoEnglandbyaccident.Hewasoutsailingwhenhisboatwascarriedouttosea,andashiprescuedhim,takinghimtoEngland.(3)Hewouldlikethemtoofferhimajob.(4)Becauseheisaproudandhonestmanwhothinksthatitisimportanttolivebyhardwork.(5)Becausehelookspoor.Thenwhentheytalktohim,theydiscoverthatheispoor,friendless,andalone.Heisperfectfortheirbet.3.Readtheplaycarefullyanddecideifthefollowingstatementsaretrue[T]orfalse[F].(1)HenrycomesfromSanFrancisco.(2)Henryworkedforaminingcompany.(3)ThetworichbrotherswantedtoknowhowmuchmoneyHenryhad.(4)ThestoryhappenedinNewYork.(5)Thestoryhappenedinthetworichbrothers’home.(6)ThetworichbrothersgaveHenryagoodjob.Suggestedanswers:(1)-(6)TTTFTF4.Askstudentstofinishthefollowingexercisesaccordingtothetext.(1)Whichistherightorderoftheeventsaccordingtothetext?①HenrywanderedinLondonstreets②Aboutamonthago,HenryAdamswassailing.③Thenextmorninghewasspottedbyaship④Towardsnighthefoundhimselfcarriedouttoseabyastrongwind.A.①②③④B.②③④①C.②④①③D.②④③①(2)WhichofthefollowingstatementsaboutHenryNOTtrue?A.HenrycomesfromtheUSA.B.HeworkedforaminingcompanyinAmerica.C.HearrivesinEnglandasplanned.D.HewantstofindworkinLondon.(3)WhichofthefollowingstatementsisNOToneofthereasonswhythebrothersdecidetochooseHenry?A.HeisanAmerican.B.Hedoesn’thaveanymoney.C.Heisahard-workingman.D.Heishonest.（4）WhydidthetwobrothersgivehenryAdamsanenvelope？A.Theywantedtoplayatrickonhenry.B.Theyhadapityonhenry.C.Theymadeabet.D.HenrywasnotanEnglishman.（5）HowdidHenryAdamsfeelwhenhegotanenvelopefromthebrothers？A.Sad.B.Happy.CAstonished.D.Excited.SuggestedAnswers：（1）D（2）C（3）A（4）C（5）C【設(shè)計意圖】本部分的目的是讓學生帶著問題細讀文章，獲取本場打賭的前因后果及其合理性。活動三：分析信息（Readanddescribe）ReadthesentencesanddescribeHenry’sfeelingsusingsuitableadjectives.（Part3，P53）1Who？Me，sir？2Well，Ican’tsaythatIhaveanyplans.Asamatteroffact，IlandedinBritainbyaccident.3I’mafraidIdon’tquitefollowyou，sir.4Well，itmayseemluckytoyoubutnottome！Ifthisisyourideaofsomekindofjoke，Idon’tthinkit’sveryfunny.5Well，whydon’tyouexplainwhatthisisallabout？Suggestedanswers：1surprised2anxious3puzzled4angryandupset5puzzled，angry，curious，surprised【設(shè)計意圖】通過分析戲劇人物角色的臺詞，用形容詞描述人物情感的變化。活動四：推理判斷Explainwhatthespeakersmeanbysayingthesesentences.（Part4，P53）1IwenttotheAmericanconsulatetoseekhelpbut…Anyway，Ididn’tdaretotryagain.2Youmustn’tworryaboutthat.It’sanadvantage.3Whatluck！Brother，whatluck！4Oh，thisissilly.Suggestedanswers：1Ididn’tgetanyhelpintheconsulateandmyexperiencetherewasunpleasant.I’mafraidtogobacktotheconsulate.2It’sanadvantagetousthatyouwerebroughttoEnglandbyaccidentandyoudon’thaveanymoneybecauseyou’retherightpersonforthebet.Youdon’tneedtoworryaboutyoursituationbecausewe’regoingtogiveyouamillion-poundbanknote.3Fortunately，wefoundtherightpersonforthebet.It’sgoodluckforus.4It’sverystrangethatIcan’topentheenvelopeuntiltwoo’clock.What’shappening？【設(shè)計意圖】通過閱讀劇本，不僅能理解其字面意思，還能讀懂其字里行間的意思以及言外之意。StepⅡ應用實踐活動五：填空與理解（Fillintheblanks）1.Fillintheblanks.（Part5，P53）CompletethepassagewithwordsfromAct1，Scene3.Thetwogentlemenhadbeenhavingaheatedargumentforacoupleofdays，andhaddecidedtomakeawhichwouldsettletheirargument.TheyweregoingtofindsomeonetotakepartintheirbetwhentheysawHenrywalkingonthestreetoutside.Theyinvitedhimintotheirhouse,whereHenrytoldthemhehadlandedinBritainby.AlthoughhehadgonetotheAmericanconsulatetohelp,hehadnotreceivedany.HenryhopedthatthebrotherswouldofferhiI’msomeofworkbecausehehadnomoney.Henrygotupsetwiththebrotherswhentheyseemedtoohappyabouthisbadluck.Theyquicklytoldhimnottofeelthatwayandtheygavehimanenvelopewithmoneyinit.Theysaidtheletterinsidewouldexplainwhatitwasallabout,buthehadtopostponeopeningituntil2o’clockHenryfeltthatwasodd.TheendedwithHenryleavingtheirhouseandpromisingthathewouldnotopentheletteruntil2o’clock.Suggestedanswers:bet;accident;seek;sort;scene2.Retell.Completethepassageaccordingtothetext.Henry,anAmerican,foundhimself(1)(carry)outtoseabyastrongwind.Whenhewasjustabouttogivehimselfup,he(2)(spot)byaship,sohelandedinLondon(3)accidentHungryandalone,hewalkedonthestreetofthecitywhenhewas(4)(expect)calledIntoahouse,(5)tworichbrothers,OliverandRoderickgavehimaletterandtoldhimnottoopenituntiltwoo’clock,Not(6)(know)itwasamillion-poundbanknote,Henryleftthehouse.Suggestedanswers:(1)carried(2)spotted(3)by(4)unexpectedly(5)where(6)knowing【設(shè)計意圖】在閱讀之后，根據(jù)課文的信息和所學的知識，用適當?shù)脑~匯形式重新梳理一遍劇本，將劇本的對話形式轉(zhuǎn)換成故事語言，學生可以對所學語言知識和文化知識內(nèi)化，鞏固新的知識結(jié)構(gòu)，促進語言運用的自動化，助力學生將知識轉(zhuǎn)化為能力。StepⅢ遷移創(chuàng)新活動六：批判與評價