高中二年級(jí)上學(xué)期英語(yǔ)《必修三 Unit 5 reading and thinking 》教學(xué)設(shè)計(jì)

人教版（2019）英語(yǔ)選擇性必修一Unit5TheValueofMoneyReadingandthinking教學(xué)設(shè)計(jì)課題Readingandthinking單元Unit5學(xué)科English年級(jí)SeniorGrade2教材分析Duringthisperiod,theclasswillfocusonreadingandthinking.StudentsareexpectedtogetinsightintoasceneofafamousplayTheteacherswouldinspirestudentstopracticehowtomakeinference.學(xué)習(xí)目標(biāo)與核心素養(yǎng)1. Learnandmasterthekeywordsandphrases.2. Trainthestudents’abilitytograspimpliedmeaning.3. Enablethestudentsknowabouttheattitudetowardsmoney.4. Encouragestudentstolearnmoreaboutafamousauthor.重點(diǎn)1. Mastertheusageofkeywordsandphrases.2. Improvethestudents’abilitytogetimpliedmeaning.3. Enablethestudentstounderstandthevalueofmoney.難點(diǎn)1. Theunderstandingofdifficultsentences.2. Makethestudentsmakeinference.教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖導(dǎo)入新課Step1lead–inPresentapictureofMarkTwainandasksomequestions.DoyouknowmoreaboutMarkTwain?Canyounameanyofhisworks?Step2discussionSupposeyougetalargeamountofmoney,forexampleonemillionpound,bybuyinglotteryticketsandbecomeamillionaire,whatwillyoudowithit?1.ThinkthebackgroundknowledgeaboutMarkTwain.2.Discusswiththeirpatternerandvoicetheiropinions.1.Expandtheirhorizonsandsparktheirinterest.2.Familiarizestudentswithkeywordsandmakestudentsusecorewordsandphrases.講授新課Step3ReadforthesettingandcharactersTime__________Place_________Characters:__________________________Step4ReadforfeelingsReadthesesentencesanddescribeHenry’sfeelingsusingsuitableadjectives.1. Who?Me,sir?2. Well,Ican’tsaythatIhaveanyplans.Asamatteroffact,IlandedinBritainbyaccident.3. I’mafraidIdon'tquitefollowyou,sir.4. Well,itmayseemluckytoyoubutnottome!Ifthisisyourideaofsomekindofjoke,Idon’tthinkit’sveryfunny.5. Well,whydon’tyouexplainwhatthisisallabout?Step5ReadforimpliedmeaningWhatdoesthesessentenceimplied?1.IwenttotheAmericanconsulatetoseekhelp,but...Anyway,Ididn'tdaretotryagain.2.Youmustn'tworryaboutthat.It'sanadvantage.3.Whatluck!Brother,whatluck!4.Oh,thisissilly.Step6:CharacterAnalysisQuestion:WhatkindsofpeopleareHenryAdams,OliverandRoderick?Findsomecluesintheplay.3.Followtheteachersthinkingflowandlearnsomebasicknowledge.4.Afterreadingfinishthetaskandvolunteertovoicetheiranswer5.Discusswiththeirpatternerandthensharetheirideas.6.Studentsfindthecluesinthetextandsummarizethequalitiesofeachcharacter.3.Inspirethestudentstolearnthebasicsofthetextandexercisestudents’skimmingskill.4.Improvestudents’abilitiestocapturethedetails.5.Practicetheirthinkingskillandimagination.6.Developstudents’analyticalskills.課堂小結(jié)Step7summaryBeginning——development——climax——endingThetwogentlemenhadbeenhavingaheatedargumentforacoupleofdays,andhaddecidedtomakea_____whichwouldsettletheirargument.TheyweregoingtofindsomeonetotakepartintheirbetwhentheysawHenrywalkingonthestreetoutside.Theyinvitedhimintotheirhouse,whereHenrytoldthemhehadlandedinBritainby________.AlthoughhehadgonetotheAmericanconsulateto_____help,hehadnotreceivedany.Henryhopedthatthebrotherswouldofferhimsome_____ofworkbecausehehadnomoney.Henrygotupsetwiththebrotherswhentheyseemedtoohappyabouthisbadluck.Theyquicklytoldhimnottofeelthatwayandtheygavehimanenvelopewithmoneyinit.Theysaidtheletterinsidewouldexplainwhatitwasallabout,buthehadtopostponeopeningituntil2o'clock.Henryfeltthatwasodd.The_________endedwithHenryleavingtheirhouseandpromisingthathewouldnotopentheletteruntil2o'clock.Step8criticalthinkingquestion:Whatkindofroledoyouthinkmoneyplaysinourdailylife