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2024年春季学期集体备课活动
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主题 Book3Unit 5 The Value of Money
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目标 语言能力 体会戏剧中不同语调表达情感的作用，能够在剧本朗诵或者表演中使用恰当的语调提升表现力和感染力，同时把握好句子重读、弱读和节奏。 能正确使用与“金钱的价值”主题相关的词和词块来理解和表达。 能够理解并正确运用情态动词以及过去将来时。 阅读根据马克·吐温短篇小说《百万英镑》以及同名电影改编的戏剧剧本，理解故事情节、人物性格以及作品的思想内涵，熟悉剧本的文体特征，品味英语戏剧的魅力。 能恰当使用表示顺序和衔接的词语，清晰表达事件的先后顺序和信息的逻辑关系。 学习能力 能够根据背景知识。语境信息以及说话人的语气和语调等推断视听材料中的隐含信息； 2. 能够结合剧本中的对白、人物的神态、语气、动作等线索挖掘文字背后的深层含义，准确把握文本蕴含的主题意义。 文化意识 通过马克·吐温和莫泊桑的作品了解19世纪末、20世纪初英、美、法等西方资本主义国家的文化背景、社会状况、道德观念等，树立正确的金钱观和价值观 思维品质 基于故事发展的逻辑预测后面的情节；理解文字的隐含信息，根据语调、语气、神态、动作等推断人物情感变化、分析人物性格；通过创编剧本培养创造力和想象力。
五点 教学重点 引导学生通过听的方式掌握新闻报道的文体结构和语言特点,把握剧本的文体特征 2. 过去将来时两种常用结构的用法 3. 启发学生深刻理解该新闻报道的内容和思想内涵，并结合报道内容表达自己对金钱的态度
教学难点 复习和梳理常见情态动词的表意功能，引导学生根据真实语境恰当地使用情态动词 2. 掌握过去将来时两种常用结构的用法 3. 引导学生梳理思路，有逻辑地创作剧本
易错点 过去将来时两种常用结构的用法 能够根据具体语境恰当地使用情态动词
易混点 结合语境，准确地掌握常见情态动词的功能和意义
拓展点 引导学生比较两种过去将来时结构的用法
教学 方法 Theory of Task-based Teaching、learning、reciting and practising
课时 安排 Period 1 Listening and Speaking Period 2 Reading and Thinking Period 3 Discovering Useful Structures Period 4 Listening and Talking Period 5 Reading for Writing
第一 课时 教学
过程Listening and Speaking 课堂导入及目标呈现阶段 Step 1 Warming-up 1. Look at the opening page and discuss the following questions. (1) What is the man holding in his hand How much is the bank note (2) What do you know about the story of The Million Pound Bank Note (3) What does Francis Bacon’s saying mean Do you agree with him 2. Scan the list on opening page and think of the questions below. (1) What topics will you read about / listen to (2) What topics will you talk / write about (3) Which part do you think will interest you (4) What do you expect to learn from this unit 设计意图：引导学生讨论开篇页主题图所呈现的信息，并在此基础上猜测电影的故事内容；同时思考名人名言传达的意义，预测单元话题内容和学习目标。 Step 2 Pre-listening 1. Work on Activity 1. Before listening, discuss these questions in pairs. (1) What will you do when you find someone’s lost money (2) What will you do when someone gives you back the money you’ve lost (3) What should be included in a news report (5W1H) 设计意图：通过讨论拾到别人丢失的钱财或者别人归还自己丢失的钱财的做法，铺垫对听力主题的理解；同时通过讨论新闻报道的关键要素，引导学生关注该文体的内容特征。 2. Work on Activity 2. Before listening, read the content of Activity 2 & 3, and try to match the people with the correct information. 1 2 3 4Chen Liyan Wang Zheng Ma Dongbao Liu XiaA B C Dthe owner of the lost money a cleaner at Taiyuan railway station a police officer living in Chen’s apartment building Chen’s 16-year-old daughter
新知探究即目标达成阶段 Step 3 While-listening 1. Check the answers of Activity 2, meanwhile, work on Activity 3. Listen again and put these events in the correct order. 2 Chen Liyan found Wang Zheng’s money and returned it to him. 6 Chen gave an interview to the local newspaper. 5 Wang built a website to help raise funds for Liu Xia. 4 Ma Dongbao shared Chen’s story with Wang. 1 Chen spent all her savings and took out a large loan. 3 Wang offered Chen 5,000 yuan. 2. Work on Activity 4. Listen again and decide if the following statements are true (T) or false (F). (1) It was the first time Chen Liyan’s story was reported. (F) (2) Chen found 10,000 yuan in a small plastic bag in Taiyuan railway station. (F) (3) Wang Zheng apologised to Chen because he couldn’t offer her more money. (F) (4) Chen took out a large loan to cure her daughter. (T) (5) Wang set up a fundraising website for Chen’s daughter after Chen told him about her situation. (F) 设计意图：活动3的排序练习帮助学生进行碎片化信息的结构化梳理；活动4的判断正误练习培养学生对新闻细节的捕捉能力，引导学生带着问题关注信息。
课堂小结及目标检测阶段 Step 4 Post-listening 1. Show the text of listening. Read it and work out the structure of the new report. Retell the story. 设计意图：通过对听力文本的复述，体会新闻报道的文体特征（5W1H）及语言风格。同时，查看听力文本，引导学生在语境中理解和掌握重点词汇。 2. Work on Activity 5. Discuss your answers to the questions with your partner and explain your reasoning. (1) What kind of person do you think Chen Liyan is (2) Did Chen return the money because she didn’t need it (3) Is it common for people to do what Chen did (4) How did Wang Zheng feel about the return of his money (5) Why did Ma Dongbao tell Wang about Chen’s family (6) How did the news reporter feel about Chen’s actions 3. Work on Activity 6. Work in groups of four. Discuss the following questions. (1) Do you agree with Chen Liyan What would you do if you were in her situation (2) When we help someone, should we expect to get something in return (3) What do you think is the best way to get money (4) Should we judge people based on how much money they have 设计意图：活动5为同桌互动，让学生运用推断策略分析主人公的性格、事件的因果关系、人物的意图和态度等；活动6为小组互动，通过情景设置，引导学生发表对金钱价值的看法。
板书
设计 Unit 5 The value of money Period 1 Listening and Speaking Chen Liyan a cleaner at Taiyuan railway station Ma Dongbao a police officer living in Chen’s apartment building Liu Xia Chen’s 16-year-old daughter Wang Zheng owner of lost money
第二 课时 教学
过程Reading and Thinking 课堂导入及目标呈现阶段 Lead-in What would you do if you had a million-pound bank note Do you know him
新知探究即目标达成阶段 While-Reading Look at the layout of the text and identify its genre (体裁) Task1: Read the play quickly, and answer the questions. 1. How many characters are there in the scene Who are they Henry Adams (a poor American businessman ) 2. Where did the story happen In the two old brothers’ house located in London. 3. What happened in Scene 3 The two old brothers gave Henry a letter with money in it to make a bet. Task 2: Put Henry's story in correct order. Henry wandered in London streets. Henry Adams was sailing out of the bay. The next morning he was spotted by a ship. Towards nightfall he found himself carried out to sea by a strong wind. Henry went to the American consulate to seek help. 51324 Read the scene and answer the questions. 1. What bet did Roderick and Oliver make 2. How did Henry come to England 3. How does Henry want the brothers to help him 4. Why do you think Henry does not want the brothers’ charity 5. Why do you think the brothers chose Henry for their bet Complete the following table. Decide whether the statements are True (T) or False (F). ( ) 1. Roderick did not believe that a man could live a month in London with a million-pound bank note. ( ) 2. Henry was very hungry when he was talking to the brothers. ( ) 3. Henry was sure he would be saved by someone. ( ) 4. Henry looked clean and neat when he landed in Britain. ( ) 5. The brothers promised to provide Henry with a job. ( ) 6. Henry agreed to open the letter after two o'clock. Suggested answers TTFFFT Read and describe Henry's feelings using suitable adjectives.
课堂小结及目标检测阶段 Discussion: Is Henry the right person Why Homework: Suppose you were Henry, write about your unbelievable/magical day first, then use your imagination to continue the story.
板书
设计 Unit5 The Value Of Money Reading and thinking The Million Pound Bank Note Act1,Scene3 Narrator, Roderick, Oliver, Henry, Servant Feelings: Surprised — confused — desired — annoyed（climax）— confused — unwilling — determined
第三 课时 教学
过程Discovering Useful Structures 课堂导入及目标呈现阶段 Step 1Warming-up Compare the sentences and think about the function of modal verbs. A. The exam may be difficult. B. You should be studying harder. C. I can’t study all night during the semester. a. The exam is difficult. b. You are studying harder. c. I study all night during the semester.
新知探究即目标达成阶段 Step 2Understanding情态动词 Modal verbs have many functions, including the following (A-F). Find modal verbs in previous sections and discuss their functions. A necessity B possibility C obligation D request E advice F intention We can discuss it now. You must do it at once. Would you please pass me the salt You needn’t have stayed. You ought to help him. I would rather do it myself. 设计意图：通过分析句子，分析情态动词的表意功能。 Step 3 Grammar summary 1. 基本特征 在形式上，情态动词没有实义动词的变化，只有can/will/have to/may等几个有过去式，其他情态动词如must/ought to等的过去式都与现在式同形。 2. 否定形式及缩略形式 3. 主要表意功能 设计意图：总结情态动词的规律，深度掌握情态动词的用法。 拓展知识点 1．用作情态动词，need意为“需要，有必要”，一般用于否定句或疑问句中。疑问句中把need提前，否定形式是在need后加not。 You needn’t come here this afternoon. 你今天下午不必来。 2．用作实义动词，意为“需要，有必要”，可以用于各种句式中。 You don’t need to go now. 你不必现在就走。 I need to have a rest. 我需要休息一下。 dare 1．dare作情态动词时，常用于疑问句、否定句和条件从句中，过去形式为dared。 How dare you say I’m unfair 你怎么敢说我不公平？ 2．dare作实义动词用时，有人称、时态和数的变化。在肯定句中，dare后面常接带to的不定式。在疑问句和否定句中，dare后面可接带to或不带to的不定式。 I dare to swim across this river. 我敢游过这条河。 其他用法 1）惯用形式“cannot…too/enough…”表示“无论怎么……也不（过分）”，“can't/couldn't help doing something.”表示“禁不住做某事”，“can't help but do something.”表示“只好做某事”，“couldn't be better”表示“最好，再好不过”。例如： You cannot be too careful.你越小心越好。 2）could/might have done表示“本可以做某事却没做”；ought to/should have done表示“本应该做某事而未做”，其否定形式表示“本不该做某事却做了”；needn’t have done表示“本没必要做某事”。例如： They should have finished their work before playing.他们本应该在玩耍前完成工作的。 You needn’t have taken a taxi. It’s early.你本不必坐出租车的，还早呢。 Step 4 Understanding过去将来时 Read the sentences below and think of differences between “was/were going to be/do” and “would be/do”. 1. We thought it was going to rain but it was a beautiful day. 2. I was going to tell him, but he didn’t give me a chance. 3. The children were going to play football when it began to rain. 4. He said he was going to see the match but it was cancelled. 5. He said he would be there at 8 o’clock and so he will. 6. They told me that they probably would not grow corn the next year. 7. She burnt the letters so that her sister would never read them. 8. When my parents went on business trips, my grandparents would look after me. Step 5 Grammar summary 1．过去将来时表示从过去某一时间来看将要发生的动作或存在的状态，常用在宾语从句中。一般由“would/should＋动词原形”构成。 She hoped that they would meet again someday. 她希望将来有一天他们能再见面。 I rang up to tell my father that I should leave for London. 我打电话告诉我父亲我要去伦敦。 2．was/were going to＋动词原形：表示过去将要发生或很有可能发生的动作，常用于口语中，表示预言、意图或者打算等。 He was going to start work the following week. 他打算下星期开始工作。 —Alice, why didn’t you come yesterday —I was going to, but I had an unexpected visitor. ——爱丽丝，你昨天为什么没来呀？ ——我打算去的，但我家来了个不速之客。 3．was/were about to do：常用来表示即将发生的动作，“刚要/正要做……”。注意该结构不与任何时间状语连用。 I felt that something terrible was about to happen. 我感到某种可怕的事情即将发生。 We were about to go there when it began to rain. 我们刚打算去那儿，这时天下起了雨。 4．start，go，come，leave，see，meet等动词的过去进行时：表示就过去某一时刻而言即将发生的动作。 She was coming later. 她随后就来。 I had just put on my overcoat and was leaving to visit a friend of mine. 我刚穿上外套要去看我的一个朋友。 5．was/were to do：表示“曾计划做某事”，如果表示“本来计划做某事，动作没实现”，则需用“was/were to have done”。 She said she was to have told me about the accident. 她说她本来想告诉我关于事故的事。 He said he was to meet his friend at the station at 4 pm. 他说他下午四点去车站接他的朋友。
课堂小结及目标检测阶段 Step 6 Practice 1. Read the passage and fill in the blanks with suitable modal verbs in the box. 2. Work on Activity 3. Both “would do” and “was/were going to do” can be used to talk about future events or intentions in the plete the following sentences that describe the future using either form of the given verbs. 3. Complete the sentences with would, was/were going to, and the words in brackets. 4. Work on Activity 4. Work in pairs. Discuss the scene from The Million Pound Bank Note on page 52 and share your understanding of the story. Use modal verbs when necessary. The example below may help you. Step 7 Assignment Finish Exercise 2 & 3 on page 87.
板书
设计 Unit 5 The Value of Money Discovering Useful Structures 过去将来时 would/should＋动词原形 was/were going to＋动词原形 was/were about to do was/were to do 情态动词 (Model Verbs) can, may, must, could, might, shall, should, will, would, ought to, need, dare
第四 课时 教学
过程Listening and Talking 课堂导入及目标呈现阶段 Step 1. Lead in Activity1：Pay attention to the speakers' tone and intonation. 通过观看视频片段，达到引导学生关注对话中语音、语调的作用。 Step 2 ---Before-Viewing Activity1：See for prediction Students look at photos from The Million Pound Bank Note ,to predict the plot of the clip based on the photos.
新知探究即目标达成阶段 Step3.While-viewing---Watch the clip Activity1：Check their prediction Students watch the film clip and check together. Watch for the first time to check whether your predictions are right. And find out the time ,place,main characters from the clip. Step 4 After-viewing : Activity1：Answer the questions carefully related to the clip. Activity2: Group Discussion: How did the owner act and why How did he act and why His attitude : From angry / look down on to show respect to Henry or money What kind of person is the owner . Is money everything Money is not everything. Hard work can make a difference.
课堂小结及目标检测阶段 Step 5 Show time: Group work. To make up your own scripts， suppose a new situation.（shoes shop） What will happen to Henry in the film Step 6. Homework. Revise the script with your partner.
板书
设计 Unit5 The Value Of Money Period 4 Listening and Talking Speakers' tone and intonation characters’ changing Money is not everything attitudes Hard work can make a difference.
第五 课时 教学
过程Reading for Writing 课堂导入及目标呈现阶段 Step1. Lead-in （1）Show some pictures about The Million Pound Bank Note. （2）Review the story. （3）Review the elements of the play(character names, narration, stage directions, lines of dialogue, scene, title of play)
新知探究即目标达成阶段 Step2. Reading Read and divide the scene into 3 parts. 2.Read for the setting, characters & plot 3.Find out how people's attitudes change 4.Read the scene again and answer the questions. 1. Where does Henry go What does he want He goes to a tailor’s shop. 2. What do the clerks show Henry at first Why They show him ready-made clothes, because he looks poor and these clothes are cheaper. 3. What are the clerks’ attitude towards Henry Find out evidence. They look down upon Henry. Step3 : Writing 本单元的写作任务是写一幕戏剧。戏剧是文学体裁的一种，其基本要素包括戏剧冲突和戏剧语言。戏剧离不开冲突；戏剧语言包括人物语言和舞台说明。写好英语戏剧，应该注意以下几点： 1.确定主题、故事梗概和剧情。 2.确定剧中人物及其形象和性格特征(喜、怒、哀、乐、害羞、友好、慷慨、吝啬、恐惧以及勇敢等)。 3.确定故事发生的时间、地点及场景。 4.构思戏剧的矛盾冲突，事件的起因、发展、高潮和结局等。 二、常用表达 1.It/The story happened in/at...(地名) on/in...(日期) 2....(人名) is very kind/cruel/rich/generous/mean，but... 3.One fine day in spring... 4....(人名) is on the way to... 5.After several days... 6.The play is adapted from...
课堂小结及目标检测阶段 Pair work Exchange drafts. Assess each other's work according to the checklist. Does the writer give a clear description of the problem Is the advice clearly explained Does each sentence relate to the main idea Does the writer use pronouns to refer to things or people correctly Does the writer use correct spelling, punctuation, and capitalisation Are there any grammar mistakes Get your draft back and revise it. Homework: Read the passage again in this section to better understand the passage.
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