Unit5 Reading for Writing 名师教学设计 课时内容 Write a dramatic scene 主题语境：人与社会 主题群：文学、艺术与体育 子主题：戏剧 语篇类型：剧本 文本分析： 本节课提供语篇是《百万英镑》第二幕，第一场的剧本，在裁缝店里亨利所遭遇的一切，依然是拿出百万英镑前后人们的态度发生了巨大的变化，通过分析剧本的特点后，让学生写作自己的剧本。 课时目标 1.通过阅读剧本，获取该场次的故事情节。 2.学习用恰当的语言和格式写一场剧的剧本。 重点难点 重点： 获取文本信息和文本特点。 难点： 用恰当的语言写自己的一场剧的剧本。 教学准备 教师准备： 电影剧本的相关信息和背景知识。 学生准备： 准备与剧目相关的背景知识。 教学过程 Step I 学习理解 活动一：感知与注意（Look and Predict） Ask students to look at these photos and guess: (1) Where is Henry now (2) What is he going to do (3)What is going to happen 活动二：获取与梳理 1.Questions. Ask students to read the scene and answer the questions. （1）Where does Henry go？ （2）What does Henry want？ （3）How many clerks are there in the scene？ （4）Where did the second clerk ask Henry to go？ （5）What do the clerk show Henry at first？ （6）What did the owner ask the first clerk to tell the third clerk to do？ Suggested answers： （1）Henry goes to a tailor’s shop. （2）Henry wants to buy a suit coat. （3）There are three clerks. （4）The second clerk asked Henry to go downstairs. （5）The clerk show Henry a little too bright suit coat at first （6）The owner ask the first clerk to tell the third clerk to serve Henry quick and to get him out quick. 2.True or False. Ask students to read the scene again and try to decide whether the following is true[T]or false[F]. （1）Henry is welcomed to a tailors shop. （2）Henry wants to have a ready-made suit. （3）The third clerk is friendly to Henry. （4）The third clerk doesn’t believe that Henry carries very large bills. （5）The owner is very shocked to see the bank note. Suggested answers： （1）-（5）FTFTT 【设计意图】通过阅读剧本并回答问题及判断正误，引导学生从故事的几个要素方面考虑来检测阅读理解到位与否，同时也为学生稍后创作自己的剧本提供了思考的方向。 Step Ⅱ 应用实践 活动三：推理与论证 Ask students to work in groups of four and discuss the following questions. （1）What makes the people in the shop change their attitudes towards Henry？ （2）Why would the owner be willing to wait for a long time to get paid？ （3）Is it right to judge people by their clothes？ Suggested answers： （1）They change their attitudes after seeing the million-pound note because they think that he is rich. （2）Perhaps he thinks that Henry will come back and buy a lot more clothes in the future or tell his friends about the shop. （3）No，it’s not right. 【设计意图】本环节属于深层理解部分，学生在阅读课文的基础上，对文本的深层意义进行推理分析，揭示文本的深层含义，有助于对主题意义的理解，也有助于培养学生的批判性思维能力。 活动四：分析与判断（St tudy the language features）（Part 2，P57） 1.Underline the sentences that show how peoples attitudes change towards Henry. Suggested answers： The clerk drops Henny’s ... ...
