Unit5 Reading and Thinking拼图式阅读教学设计(黄娟)-高中英语新教材必修第三册大单元整体教学设计 拼图式阅读（视频 课件 教案）.docx

1、 B3 U5 Reading and Thinking教学设计授课教师黄娟课时1课时课型读思课时长45mins教学设计理念一、英语学习活动观理念根据新课标提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。在整个单元教学过程中关注文本育人价值，推动学生对主题意义的深度学习，构建新知，发展思维。依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。在解决问题的过程中辨别真善美，达到学科育人，落实对学生学学科素养的培育。

2、二、以育人价值为导向的“教学评一体化”以学科育人价值为导向的教学评一体化单元整体教学，使课堂教学在理念、目标、结构、 策略、评价等方面发生深度变革，构建起具有“学、评、 教”一体化显著特点的“新课堂”。引领学生深挖文本所含的育人信息。在解决问题的过程中辨别真善美，达到学科育人，落实对学生学学科素养的培育。文本解读主题语境：“人与社会”主题语境下“金钱的价值”这一主题群语篇类型：戏剧剧本【what】本篇阅读材料是根据美国作家马克吐温的短篇小说百万英镑和同名电影改编的戏剧片段-第一幕第三场。戏剧通过展示金钱的魔力，窥见人性的美丑，探讨金钱的价值。故事背景和起因是两个英国富翁兄弟用一张百万英镑钞票打

3、赌，他们想知道一个人能否仅凭一张无法找零的百万英镑面额的钞票在伦敦生活一个月，流落伦敦街头的美国青年小伙亨利恰巧路过并受邀进入富翁兄弟的房子。在询问了一系列问题、了解亨利的情况之后，兄弟俩认为亨利是他们打赌的最佳人选。本片段的剧情矛盾冲突制高点是：饥肠辘辘、无家可归的亨利急切地想得到一份工作并通过劳动养活自己，而富翁兄弟却评论说亨利目前的处境是“good luck”，这让身无分文的亨利生气恼怒。一番交谈后，亨利带着疑惑稀里糊涂接受了兄弟俩给他的信封，并对兄弟俩提出的要求作了承诺。此部分剧情在亨利告别离开时结束。这场戏刻画了亨利彬彬有礼的绅士形象，充分体现了亨利的诚实、礼貌。【why】戏剧语言以

4、台词为主要手段，特点是冲突戏剧性、对话性格化。通过旁白介绍背景，通过剧中人物的对白和舞台说明（人物的动作、神态等）生动地刻画人物性格和情感，推动故事情节的发展，展现了戏剧语言的魅力。文本中的内容体现了金钱在不同人生活中的意义和重要性：富翁用百万英镑打赌，金钱是他们验证假设、平息争论的工具；对于饥肠辘辘的亨利来说，金钱却是他填饱肚子、赖以生存的唯一途径。但是亨利并不想直接得到富翁的接济，而是希望得到一份工作，通过自己的劳动赚钱养活自己。作者旨在揭露资本主义社会金钱至上的残酷现实，启发读者深入思考金钱的作用与意义，树立正确的金钱观和价值观。【How】本文为戏剧体裁，该文本分为三个部分。第一部分通过

5、旁白以话外音的形式交代了故事发生的背景。富翁兄弟用百万英镑支票打赌并将流落街头的亨利邀请至他们的房子。第二部分主要是借兄弟俩与亨利交谈的一问一答中叙述了亨利的基本情况。文中About a month ago, Towards night, The next morning以及其他相关的词向读者清晰地说明了亨利一路走来的经历，成功地吸引了读者对亨利的注意。亨利所说的“I went to the American consulate to seek help, but.Anyway, I didnt dare to try again.”更是让读者对他的不幸遭遇感到同情，剧中的富翁Roderick

6、却说“You mustnt worry about that. Its an advantage.”,他不仅不为亨利的落魄感到难过，反而说这是优势。而他的兄弟Oliver甚至说“What luck ! Brother, what luck !”彻底让彬彬有礼的亨利生气恼怒了，故事至此发展到了矛盾冲突最激烈的时候，同时也吊足了观众的胃口。第三部分的主要内容是富翁兄弟给了亨利一封装有百万英镑的信封并要求他承诺下午两点以后才能打开。身上有着美国人的开拓精神的亨利，稀里糊涂接受了这个信封。他根本就不知道自己只想凭自己的劳动挣钱填饱肚子、而英国的富翁却拿着巨额钞票打赌取乐。在这场戏中，极具感染力的台词将

7、亨利的窘迫和他诚实、坦率、要强的性格以及两兄弟的狡黠生动地展现在读者面前，同时亨利的情感态度变化也牵动着读者的心。学情分析本节课授课对象是东方市东方中学高一17班的学生。学生英语水平参差不齐，部分学生的英语基础相对比较弱，自信心不足，但大多数学生的思维活跃、英语学习热情高，能够积极主动参与课堂活动。【语篇话题】学生在学习本节课之前没有接触过英文剧本，对马克吐温及其作品的了解也少之甚少。【语篇语言】阅读材料取自百万英镑剧本中的第一场第三幕，对话和旁白以及舞台说明中没有大篇幅的长难句。大部分学生能较好地理解语篇事实性信息，能够结合剧本中的旁白、对白、舞台说明理解故事情节和人物性格及其情感态度的变化

8、，准确把握文本蕴含的主题意义。但深入挖掘文字背后隐含的信息和深层含义并用英语表达出来，对于基础较弱的学生来说还是有一定的难度。【语篇理解】大部分学生基本具备在阅读材料中获取细节信息的能力，熟悉剧本的文本特征和故事发展走向，品味英语戏剧的魅力。但从总体来看，学生在跨文化意识方面是有待提高的，要引导他们认知马克吐温从美国视角通过剧本展示出来的美英文化碰撞和共鸣（即富翁打赌体现英国人的冒险精神、亨利穷困落魄而不失从容体现美国人的开拓精神），还是有一定的难度。此外，多数学生在信息整合、逻辑推理和批判评价等方面的学科能力要素仍然有待提升。教学目标本节课为一个课时，设计如下：1. 认知戏剧体裁，了解剧本写

9、作的六个基本要素，构建戏剧体裁的认知图式。（A1感知与注意）（A2获取与梳理）2. 运用WHO&WHAT解构剧本旁白、对白和舞台说明，借助Timeline理清文章主线，运用Plot Mountain梳理主要故事情节脉络,建立叙事性文本解读的思维路径。（A2获取与梳理）（A3 概括与整合）3. 推断人物性格，评价人物形象，思考为什么男主角亨利是富翁兄弟俩打赌的最佳人选，重新思考人性与金钱的关系，树立个人正确的价值观。（A3 概括与整合）（B1描述与阐述）（B2分析与判断）（B3内化与运用）教学重难点教学重点：1.了解剧本写作的六个基本要素，构建戏剧体裁的认知图式。2.梳理主要故事情节脉络，解构剧

10、本旁白、对白和舞台说明，通过推理判断剖析人物形象。教学难点：1.通过台词推断剧中男主角亨利的性格特征及其情感态度的变化，学会分析人物对话隐含的意义，对道德、人性、金钱有更深刻的思考和理解。2.结合学生的实际学情准确分配任务，合理安排小组合作活动中专家组讨论和回到基础组展示环节所用的时间。课前准备根据学生的实际英语水平层次将学生分成每组五人的学习小组(基础组home group)，确保每组至少有两名英语基础相对较好的学生。一名组员命名为“Narrator”，同时兼职负责研究舞台说明（stage directions），另四名组员分别命名为Roderick, Oliver, Henry, Serv

11、ant。教师告知学生，根据课堂活动需要，后期命名相同的组员将组合成新的学习小组（专家组expert group）。教学方法组织、实施Jigsaw reading（拼图式阅读），利用信息差推动学生获取和分享信息，促使学生通过参与小组合作活动来完成阅读任务和分角色表演任务，降低阅读难度，通过分角色朗读进一步加深学生对阅读材料的理解。教学资源教材、多媒体课件、黑板以及粉笔 教学设计过程教学目标活动形式与步骤活动意图活动层次学习效果评价时间Activity1: Talk about the name of the play-The Million Pound Bank Note. （Tasks are

12、 for all the individuals of the whole class）Q1: View the picture on the opening page,what is the man holding in his hand?Q2: Suppose you have a million pound bank note, what will you do? How will you spend the money? （brainstorming）Q3: How about the man?T: Lets read an excerpt from the script of The

13、 Million Pound Bank Note and find out the answer.通过开篇页的图片导入本课时的话题，激发学生的阅读兴趣，创设真实情景，激活学生的想象力，尊重学生的个体视角，触发学生展示自己的金钱观和价值观。(A1感知与注意)学生能通过标题与开篇页图片预测文章内容，为阅读做准备。21.认知戏剧体裁，了解剧本写作的六个基本要素，构建戏剧体裁的认知图式。Activity2: Identify the genre and find out the six elements of play writing.（Tasks are for all the individual

14、s of the whole class）1.Focus on the title and the text formatting features.Q1: The text is different from others we have already learned. Please look at the title and skim the passage (pay attention to the text formatting features), what is the genre?2.Focus on the six elements of play writing.Q2: S

15、can the passage, find out which are the narration, character names, lines of dialogue and stage directions.T: In conclusion, a play is a story performed on a stage. There are six elements of play writing: title, scene, narration, character names, lines of dialogue and stage directions.快速阅读，聚焦文本标题和编排

16、特点，熟悉戏剧剧本的格式，认知戏剧体裁以及戏剧写作的六个基本要素。(A1感知与注意)（A2获取与梳理）学生能够验证自己的预测是否正确并关注文章类型及戏剧写作的六个基本要素。32.运用WHO&WHAT解构剧本旁白、对白和舞台说明，借助Timeline理清文章主线，运用Plot Mountain梳理主要故事情节脉络,建立叙事性文本解读的思维路径。Activity3: Identify the setting and figure out the basic information of the main characters.（Tasks are for the “Narrator”）1.Read

17、 to get the basic setting of the story，focusing on the narration.Q1: What is the main idea of the narration?2.Read to get the basic information of the characters.Oliver, a old man, who believes a man could live a month with .Roderick, Oliver ,who doubts the idea.Henry, a young man, from , America.Se

18、rvant, a man.以jigsaw- reading形式进行小组合作学习。活动3的任务由基础组 “Narrator”负责完成。引导学生细读旁白，熟悉故事的背景，了解旁白的功能，获取文中出现的四个角色的基本信息。（A2获取与梳理）（A3 概括与整合）学生能够归纳出文章的主旨大意，能够梳理出本场剧情中出现的四个角色的基本信息，并能用相关的词准确描述。15Activity4: Identify Henrys experience and the development of the plot, focusing on lines of dialogue and stage directions

19、.1.Read to draw a timeline for Henrys experience.（Task1 is for the “Roderick”）WhenWhat happenedWhen in AmericaHe worked for .About a month agoHe was on his own boat.Towards nightHe was carried out to sea by .The next morningHe was by a ship.Later The brought him to .After he arrived in LondonHe went

20、 to to seek help, but got nothing.Now He is outside the two brothers house in the street.以jigsaw reading的形式进行小组合作学习。活动4的任务1由基础组中的 “Roderick”负责完成。引导学生细读对白和舞台说明，通过时间轴理清文章主线，梳理剧中男主角亨利的经历，了解亨利从美国来到英国的经过，熟悉亨利当前的处境。（A2获取与梳理）（A3 概括与整合）学生阅读文章的时候能够关注到相关的时间节点，根据时间轴，整理关于亨利在美国时情况以及从美国来到英国途中发生的一系列事件，并能用英语描述出来。2.

21、Read to figure out the development of the plot by using Plot Mountain.（Task2 is for the “Oliver”)whenAround 12 oclock.Where In the of Roderick and Oliver, in . Who (characters)Roderick, Oliver, Henry, ServantWhat (the development of the Plot in Scene3)Exposition Roderick and Oliver, made a (whether

22、a man could live a month inLondon with ). Rising action The two brothers Henry and him into their house.Climax Henry wanted to because the two brothers were and excited about his bad experience.Falling action Henry was given a letter with in it but he didnt want the two brothers .Resolution Henry we

23、nt out of the house with the and were asked not to open it until .活动4中的任务2由基础组中的“Oliver”负责完成，运用Plot Mountain梳理故事剧情发展脉络，体会故事中的矛盾冲突，建立叙事性文本解读的思维路径。（A2获取与梳理）（A3 概括与整合）学生能够在Plot Mountain表格的帮助下梳理相关信息并整合出故事情节发展走向，同时也能借助Plot Mountain认清故事中的矛盾冲突，加深对文本的理解。3.推断人物性格，评价人物形象，思考为什么男主角亨利是富翁兄弟俩打赌的最佳人选，重新思考人性与金钱的关系，树

24、立个人正确的价值观。Activity5: Identify the main characters characteristics.1. Read these sentences and describe Henrys feelings using suitable adjectives.（Task1 is for the “Henry”） (Group members read the lines of dialogue aloud to give Henry a hand, putting themselves in the shoes of the characters while re

25、ading)(1) Who? Me, sir?(2)Well, I cant say that I have any plans. As a matter of fact, I landed in Britain by accident.(3)Im afraid I dont quite follow you, sir.(4) Well, it may seem lucky to you but not to me! If this is your idea of some kind of joke, I dont think its very funny.(5) Well, why dont

26、 you explain what this is all about?以jigsaw reading的形式进行小组合作学习。活动5中的任务1由基础组中的“Henry”负责完成，此环节需要另外几位组员的帮助。承担角色任务的成员，尤其是“Henry”，沉浸式朗读自己的台词，想象自己在相应的处境中感受如何，研究如何运用适当的语气和语调朗读台词，体会其中的情感。（B1描述与阐述）（B2分析与判断）学生能够通过本人研读、组员互助分角色朗读的活动，推断出亨利的性格特征和情感变化。2. Read these sentences and understand implied meaning.（Task2 i

27、s for the “Servant”）(1) I went to the American consulate to seek help, but.Anyway, I didnt dare to try again.(2)You mustnt worry about that. Its an advantage.(3)What luck ! Brother, what luck !(4) Oh, this is silly.活动5中的任务2由基础组中的 “Servant”负责完成，引导学生在对文章事实信息和细节信息理解的基础上推断对话背后隐藏的信息。（B1描述与阐述）（B2分析与判断）学生能

28、够在细读对白、梳理和整合细节信息的基础上推断出对话背后隐藏的信息和含义。专家组成员带着自己的任务单对任务进行讨论和分析，核对答案，相互学习，分享观点，并最终就相关任务的解答达成一致意见，为回到基础组进行专业分享做好准备。教师在这个环节中密切关注各专家组的动态，根据学生的实际需要随时提供必要的帮助。在专家组中实施学生教学生的策略，此环节通过朗读、小组讨论分析、分享观点等活动引导学生在专业化的团队中对自己的答案进行优化和完善，同时培养学生的表达能力和逻辑思维能力。（A3 概括与整合）（B1描述与阐述）（B2分析与判断）学生能够在跟自己逻辑思维相似的同学交换观点、相互学习的基础上，理解目标知识，注重

29、因果关系的推断。7专家组解散，学生回到基础组并完成以下任务。1.PresentationShare the answers and give reasons.2.Take notes and finish other tasks on the worksheet.以jigsaw reading的形式进行小组合作学习，本环节中实施了学生教学生的策略，利用信息差推动学生分享信息。学生回到基础组分享答案并阐述理由，其他学生认真学习,做好笔记并完成任务单。（B1描述与阐述）（B3内化与运用）学生能够主动参与学习环节，获取大量的有用信息并能解决自己的问题。此外，学生能够在展示环节锻炼英文表达能力，提升学

30、习英语的自信心。15Activity6: Check answers and Critical thinking1. Answers to the whole worksheet are checked by the teacher and all the students quickly. The teacher would provide guidance on the difficult and important content. 2. Critical thinkingWhat kind of person do you think Henry is?Suppose you were

31、 Roderick or Oliver, why do you choose Henry for their bet?在所学基础上评价主人公的性格品质，设身处地反思亨利被选做打赌对象的原因。（B1描述与阐述）（B3内化与运用）学生能够在获取知识的基础上进行批判性思考并树立自己的正确的价值观和金钱观。3板书设计Book3 Unit5 The Value Of MoneyReading and thinking The Million Pound Bank Note Act1,Scene3Narrator, Roderick, Oliver, Henry, ServantFeelings:Surp

32、rised confused desired annoyed（climax） confused unwilling determined教学反思与评价本节课为戏剧题材文本阅读课。课堂从学习戏剧体裁、了解戏剧六要素出发，通过解读旁白和对白，引导学生运用timeline和plot mountain梳理剧情脉络，推断人物性格，分析人物形象。目标明确，主线清晰，层层推进，环环相扣，符合学生的认知规律。在精读过程中，运用了jigsaw reading的形式进行小组合作学习，优化了学生的学习方式，利用信息差推动学生分享信息，促使学生通过参与小组合作活动来完成阅读任务，降低了阅读难度，进一步加深学生对阅读材

33、料的理解。面临的挑战是课堂各个环节的时间分配不容易准确把握，学生在专家组讨论和回到基础组展示环节超时，导致最后一个环节的任务做得非常仓促。基于此，教师应简化教学指令，避免课堂用语重复累赘，节省时间。此外，在学生展示和分享观点环节，教师应加强把控，适当引导、鼓励和调节。 Assignment for Book 3 Unit 5 Reading and Thinking课时目标1.认知戏剧体裁，了解剧本写作的六个基本要素，构建戏剧体裁的认知图式。2.运用WHO&WHAT解构剧本旁白、对白和舞台说明，借助Timeline理清文章主线，运用Plot Mountain梳理主要故事情节脉络,建立叙事性文本

34、解读的思维路径。3.推断人物性格，评价人物形象，思考为什么男主角亨利是富翁兄弟俩打赌的最佳人选，重新思考人性与金钱的关系，树立个人正确的价值观。作业目的1.分角色朗读；沉浸式品味英语戏剧语言的魅力。2.通过小组合作和信息查询，进一步深化对马克吐温及其作品的了解，深入理解英美两国的文化差异，提升学生的人文素养。完成时限30分钟提交时间第二天反馈方式及时间批改 讲评 访谈 朗读时间：第二课时导入作业组合作业内容作业脚手架差异作业类型作业水平素养指向子作业1（巩固类）1.Choose two of the best “Roderick”, “Oliver”, “Henry” and “Servant

35、”, form two new teams and read the lines of dialogue with emotion. 提供与本节课剧本相关的视频片段，带着学生一起观看，引导学生揣摩并模仿角色的语气朗读台词。合作类 体验式 自主式 探究类 跨学科专题类记忆理解应用分析评价创新知识梳理知识迁移开放思维解决问题子作业2（表达类）2. Other students search for more information about Mart Twain and his works on the internet, and then share the information among

36、 your home group. 建议学生在Google或百度百科等知名网站搜索马克吐温的信息及其相关作品，鼓励学生相互分享并整理、完善信息。合作类 体验式 自主式 探究类 跨学科专题类记忆理解应用分析评价创新知识梳理知识迁移开放思维解决问题 Worksheet for Book 3 Unit 5 Reading and ThinkingIndividual workQ1: View the picture on the opening page,what is the man holding in his hand?Q2: Suppose you have a million pound

37、bank note, what will you do? How will you spend the money? （brainstorming）Q3: How about the man?Individual workWhat is the genre?Which are the narration, character names, lines of dialogue and stage directions?NarratorQ1: What is the main idea of the narration?Q2:Oliver, a old man, who believes a ma

38、n could live a month with .Roderick, Oliver ,who doubts the idea.Henry, a young man, from , America.Servant, a man.RoderickWhenWhat happenedWhen in AmericaHe worked for .About a month agoHe was on his own boat.Towards nightHe was carried out to sea by .The next morningHe was by a ship.Later The brou

39、ght him to .After he arrived in LondonHe went to to seek help, but got nothing.Now He is outside the two brothers house in the street.Timeline:OliverwhenAround 12 oclock.Where In the of Roderick and Oliver, in . Who (characters)Roderick, Oliver, Henry, ServantWhat (the development of the Plot in Sce

40、ne3)Exposition Roderick and Oliver, made a (whether a man could live a month in London with ). Rising actionThe two brothers Henry and him into their house.ClimaxHenry wanted to because the two brothers were and excited about his bad experience.Falling actionHenry was given a letter with in it but h

41、e didnt want the two brothers .ResolutionHenry went out of the house with the and were asked not to open it until .Plot Mountain:HenryDescribe Henrys feelings using suitable adjectives.(1) Who? Me, sir?(2) Well, I cant say that I have any plans. As a matter of fact, I landed in Britain by accident.(

42、3) Im afraid I dont quite follow you, sir.(4) Well, it may seem lucky to you but not to me! If this is your idea of some kind of joke, I dont think its very funny.(5) Well, why dont you explain what this is all about?ServantExplain what the speakers mean by say these sentences:(1) I went to the Amer

43、ican consulate to seek help, but.Anyway, I didnt dare to try again.(2) You mustnt worry about that. Its an advantage.(3) What luck ! Brother, what luck !(4) Oh, this is silly.Individual and group workCritical thinking：What kind of person do you think Henry is?Suppose you were Roderick or Oliver, why

44、 do you choose Henry for their bet?Suggested answers for the questions in the Worksheet Individual workQ1: View the picture on the opening page,what is the man holding in his hand? A million-pound bank note.Q2: Suppose you have a million pound bank note, what will you do? How will you spend the mone

45、y? （brainstorming） (open schools for the kids from poor families,build shelters for the homeless people,do something meaningful to the protection of the environment.)Q3: How about the man? We will get some information from the reading text.Individual workWhat is the genre?Play.Which are the narratio

46、n, character names, lines of dialogue and stage directions?The answer will be checked by the teacher orally with the help of a picture.NarratorQ1: What is the main idea of the narration?Roderick and Oliver made a bet on whether a man could live a month in London with a million-pound bank note.Q2:Oli

47、ver, a rich old man, who believes a man could live a month with a million-pound bank note.Roderick, Oliver brother ,who doubts the idea.Henry, a poor young man, from San Francisco , America.Servant, a polite man.RoderickWhenWhat happenedWhen in AmericaHe worked for a mining company.About a month ago

48、He was sailing on his own boat. Towards nightHe was carried out to sea by a strong wind .The next morningHe was spotted by a ship.Later The ship brought him to London .After he arrived in LondonHe went to the American consulate to seek help, but got nothing.Now He is walking outside the two brothers

49、 house in the street.Timeline:OliverPlot Mountain:whenAround 12 oclock.Where In the house of Roderick and Oliver, in London. Who (characters)Roderick, Oliver, Henry, ServantWhat (the development of the Plot in Scene3)Exposition Roderick and Oliver, made a bet (whether a man could live a month in Lon

50、don with a million-pound bank note). Rising actionThe two brothers saw Henry and invited him into their house.ClimaxHenry wanted to leave because the two brothers were happy and excited about his bad experience.Falling actionHenry was given a letter with money in it but he didnt want the two brother

51、s charity .ResolutionHenry went out of the house with the letter and were asked not to open it until 2 oclock.HenryDescribe Henrys feelings using suitable adjectives.(1)Who? Me, sir?Surprised.(2)Well, I cant say that I have any plans. As a matter of fact, I landed in Britain by accident.Anxious. (3)

52、Im afraid I dont quite follow you, sir.Confused.(4)Well, it may seem lucky to you but not to me! If this is your idea of some kind of joke, I dont think its very funny.Annoyed.(5)Well, why dont you explain what this is all about?Confused and surprisedServantExplain what the speakers mean by say thes

53、e sentences:(1)I went to the American consulate to seek help, but.Anyway, I didnt dare to try again.The American consulate didnt give him any help and might insult him, which made him gave up asking for help form American consulate forever.(2)You mustnt worry about that. Its an advantage.We would he

54、lp you. We want to find a person like you who cant also seek any help.(3)What luck ! Brother, what luck !Roderick is very excited about finding such a right person.(4)Oh, this is silly.Now that you give it to me, I can open it. Its silly of you to ask me to open until 2 oclock. Individual and group workCritical thinking：What kind of person do you think Henry is?Polite, honest, hardworking.Suppose you were Roderick or Oliver, why do you choose Henry for their bet?The answers are open.