Unit 5 Reading For Writing
Unit 5 Reading For Writing
THE MILLON POUND BANK NOTE
ACT 2, SCENE 1
第二幕，第1场
Narrator: Henry is walking along the street holding the bank note in his hand. His coat is worn in several places. He sees a sign for a tailor’s shop.
旁白：亨利手持钞票在街上行走。
他的外套有几个地方都破了。
他看到一家裁缝店的招牌。
Henry: (entering the shop) I’d like to have a suit coat.
亨利：(走进商店)我想买一件西装外套。
1st Clerk: (in a rude manner) See him there. (pointing to another clerk) 店员1：(粗鲁地)你去找他。
(指着另一个店员)
2nd Clerk: Ready-made suits? Downstairs.
店员2：成衣吗？在楼下。
Henry: (after going down some stairs) Can you show me a suit, please?
亨利：(下了楼梯后)你能给我拿一件成衣吗？
3rd Clerk: Yes, I can, sir. This way, please. Ah, here we are, the very thing you need.
店员3：好的，先生。
这边请。
啊，这件挺适合你。
1st Clerk: (pulling the 3rd clerk aside and whispering) Mr Reid says you’d better serve him quick and get him out quick!
店员1：(把店员3拉到一边低声说) 里德先生说，你最好快点招待他，然后快点把他打发走！
3rd Clerk: I know what I’m doing. I’ve got eyes, haven’t I?
店员3：我知道我该怎么做。
我又不是没长眼睛。
Henry: It’s a little too bright, isn’t it?
亨利：有点太鲜艳了，不是吗？
3rd Clerk: (looking at him with a frown) It’s all we have in your size.
店员3：(皱着眉头看着他)这是所有适合你尺码的衣服了。
Henry: Well, I suppose it ought to do for now. I’ll take it.
亨利：好吧，我想现在应该可以了。
就要这套。
3rd Clerk: Good. Shall I put it in a box?
店员3：好的。
要把它放在盒子里吗？
Henry: No. I’ll wear it. Oh, I’d rather not pay you now. I’d like to pay in a month. You see, I don’t have any small change.
亨利：不，我穿上。
哦，我最好现在不付钱。
我想在一个月后付款。
我没带什么零钱。
3rd Clerk: (trying not to show he’s angry) I suppose a gentleman li ke you only carries very large bills.
店员3：(尽量不表现出他的愤怒)我想像您这样的绅士只会带巨额钞票。
Henry: Now, you shouldn’t judge people by their clothes. I just don’t want to cause you trouble with a large note.
亨利：你不应该以貌取人。
我只是不想因为一张巨额钞票而给你添麻烦。
3rd Clerk: It’s no trouble at all.
店员3：一点也不麻烦。
Henry: In that case, there’s no problem. (He gives the clerk the bank note. The clerk drops Henry’s coat. Then he folds the bill and slowly unfolds it again, as if looking at something he can’t believe is there.)
亨利：如果是这样的话，那就太好啦。
(他把钞票给了店员。
店员放下亨利的外套。
然后他把钞票折叠起来，再慢慢展开，好像在看他不敢相信的东西一样。
)
Owner: Well, what seems to be the trouble?
店主：怎么了？有什么问题吗？
Henry: I’m just waiting for my change.
亨利：我只是在等他找零钱。
Owner: Give him his change, Todd. Get going. (after getting the bank note from Todd) Would it... could it be the one I saw in the papers last week?
I remember thinking that never would I hold such a note as this... (to Henry) Oh, take off this coat, sir. (to Todd) Go get the others, Todd! (to Henry again) Allow me, sir! This way, sir.
店主：给他找零钱，特德。
快点(从特德那里拿到钞票后)会不会是……是我上周在报纸上看到的那张百万英镑？记得当时我以为我(手里)永远不会握着这样一张钞票……(对亨利说) 哦，先生，脱下这件外套。
(对特德说)特德，快去取别的衣服过来！(再次对亨利说) 先生，请让我来帮您！先生，这边请。
(in another part of the shop, where there is a wide range of options for Henry to choose from)
(在商店的另一个地方，亨利可以有各种各样的选择)
Henry: Th is is nice, but I really don’t need it.
亨利：这很好，但是我真的不需要。
Owner: Never mind. (with a broad smile) Oh, it’s perfect! It was made for some king but he’ll just have to wait. You’ll need many suits for many occasions. Yes, indeed you will.
店主：没关系。
(带着灿烂的笑容) 哦，太完美了！这是为某个国王订做的，但他得等一等。
在不同场合您需要用到不同的西装。
是的，您会用到的。
Henry: Wait a minute. I only came here to get a suit coat to wear today. I dare not buy all these things. You would have to wait a long time to get paid.
亨利：等一下。
我今天只是来这里只想买一件西装外套。
我可不敢买这么多东西。
你得等很长时间才能拿到付款。
Owner: A long time, sir? Why, you don’t have to worry about that!
店主：很长时间，先生？为什么，您不必为此担心！
Henry: Well, all right. I’ll take the suit coat for now and get the others later.
亨利：好吧。
我现在还是先把这件西装外套穿上，其他的等会再去拿。
Owner: Fine, fine. Your address, sir?
店主：好吧，好吧。
先生，您的地址？
Henry: I don’t have one. Er... I’m moving.
亨利：我没有地址。
嗯……我要走了。
Owner: Of course you are! That’s very normal! A busy man, I’m sure.
店主：当然可以！那很正常！你肯定是个大忙人。
Unit 5 Reading for Writing 课件-高中英语人教版(2019)必修第三册
Part 1
__B_e_fo_r_e__Henry showed the note
Part 2 __W__h_il_e__Henry showed the note
Part 3 __A_f_te_r__Henry showed the note
Read for plots What happenWedhatot’Hs tehneryowdentearil’esd/clyl?erks’ attitude?
Firstly, everyone has dignity(尊严) and should be treated with the same respect.
Secondly, you can only make a right/fair judgement about someone when you know all the facts about this person.
Henry is leaving, and everyone is treating him like he is a king.
Act1, Scene 4 Watch and check your prediction
Task 2 Predict the Scene Act1 , Scene 4 After leaving the brothers' home, Henry went to a small restaurant.
Henry is leaving, and everyone is treating him like he is a king.
Why does people change attitudes towards Henry?
treat Henry in a rude manner
Unit5 Reading for writing高中英语必修第一册
Sentences Analysis
1. I've been studying English since primary school.
since考点复习 ➊ 经常与现在完成时（have/has done）及 现在完成进行时 （have/has been doing） ➋ since所在从句用一般过去时（did）.
An online forum is an Internetbased place where people exchange ideas and opinions about one problem.
What is a blog ?
It is an online forum(网络论坛) where you can post(v.发帖 子) to record or discuss(记录和讨论) your activities and ideas.
4
0
0
For me, ...is my biggest problem.
Reading
Read these posts from an online forum(论坛) for Chinese students who are learning English and fill in the table.(P66)
Li Rui
give some advice to Jia Xin on being polite express her problem with vocabulary
Liu Wen
Hi! I’ve been studying English since primary school. I
曾经得高分
listen to sb doing sth 听到某人正在做某事
(新教材)人教版必修三Unit-5-Reading-for-Writing(英语)课件
1. intention n. 打算; 计划; 意图; 目的 *He has announced his intention to retire. 他已经宣布他打算退休。 *I came to London with the intention of studying English literature. 我来伦敦是为了学习英国文学。
(7)用even if连接句(3)和句(4) _P_l_e_a_se__c_o_m_e__b_a_c_k_w__h_e_n_e_v_e_r_y_o_u__w_a_n_t_, _e_v_e_n_i_f_y_o_u_o_n__ly_ _h_a_v_e_t_o_o_l_it_t_le__h_a_ir__to__c_u_t_!
*(2019·全国卷Ⅲ)But when Dennis Williams received a text that clearly wasn’t intended for him, he did something special. 但当丹尼斯·威廉姆斯收到一条显然不是写给他的短 信时, 他做了一件特别的事。
发师用粗鲁的态度接待了他; 亨利坐在椅子上等待; 理发师 问他是否付得起理发的费用; 理发结束后, 亨利出示了百万 英镑的支票; 理发师十分吃惊, 并告诉他可随时光临。
【谋篇】
【遣词】 1. _w_a_l_k_d_o_w__n_t_h_e__st_r_e_e_t 2. _a__si_g_n_f_o_r_ 3. _m__u_c_h_t_o_o_l_o_n_g_ 4. _c_o_m__e_b_a_c_k_ 5. _w_h_e_n_e_v_e_r_/_n_o_m__a_t_te_r__w_h_e_n_
than what Captain Robert Falcon Scott had done. ③The school being built at present is said to be intended _fo_r_the disabled children.
人教必修一Unit5_Reading_for_Writing_名师教学设计
Unit5 Reading for Writing 名师教学设计●课时内容Write a blog about English study主题语境：人与自我主题群：生活与学习子主题：语言学习的规律方法语篇类型：网络日志文本分析：本节课提供一些中国学生学英语论坛里的帖子，里面给出了学习英语时遇到的问题及建议，学生在真实情境中用语言去交流，体会到学习英语的用途。
●课时目标1.学会写网络日志。
2.提高分析问题和解决问题的能力。
●重点难点重点：英语学习中遇到的问题及建议。
难点：用恰当的英语表达方式提出问题及给出合理的建议并学会评价、修改初稿。
●教学准备教师准备：可以搜集一些类似的网络日志。
学生准备：用英语思考、表达英语学习中遇到的问题。
●教学过程StepⅠ学习理解活动一：Read for Writing（SB，P66，Activity 1）Read these posts from an online for Chinese students who are learning English and fill in the table on page 67.【设计意图】在Read for Writing环节中，设计了一个活动，让学生上网查找一些中国学生学英语论坛里的帖子，从中获取ideas，本次写作的主要内容就是根据相应的问题提出建议。
Step Ⅱ应用实践活动二：Work in groups. List your problems in learning English and brainstorm some useful advice.（SB P67，Activity2）语言支架：I don't know how to…I have no idea how/what……is a big difficulty for me.My biggest problem is…I Cannot.I (also) have trouble with…You might try…It's very important to…This worked for me…Problem：e.g. I cannot understand the teacher's English in class. …Advice：…【设计意图】通过搭建语言支架，学生能用正确的句式将自己的想法表达出来，其中有表达问题的句式，也有给出建议的句式。
2024秋季人教版高中英语必修第二册Unit5Music《5.Readingforwriting》
教学设计：2024秋季人教版高中英语必修第二册Unit 5 Music《5.Reading for Writing》一、教学目标（核心素养）1.语言能力：通过阅读相关音乐主题的文本，学生能够提取关键信息，学习并模仿文本中的语言结构和表达技巧，提升书面表达能力。
2.思维品质：培养学生批判性思维和创造性思维能力，通过分析和讨论文本内容，形成自己对音乐及其影响的独特见解。
3.学习能力：引导学生掌握“以读促写”的学习策略，通过阅读积累素材，学习写作技巧，提高自主学习能力。
4.文化意识：增强学生对音乐文化的理解和尊重，通过阅读和写作活动，拓宽国际视野，增进跨文化交流能力。
二、教学重点•学习并模仿文本中的语言结构和表达技巧，如描述性语言、对比手法等。
•提取文本中的关键信息，构建写作框架，为写作任务做准备。
三、教学难点•如何将阅读中获得的信息和技巧有效转化为自己的写作内容。
•如何在写作中灵活运用所学语言结构和表达技巧，使文章内容丰富、表达流畅。
四、教学资源•人教版高中英语必修第二册教材•相关音乐主题的阅读材料（如音乐评论、音乐家传记片段）•多媒体教学资源（如PPT、音频、视频片段）•写作指导手册或范例文章五、教学方法•阅读指导法：引导学生分析文本结构、语言特点和表达技巧。
•讨论交流法：组织小组讨论，分享阅读感受，激发写作灵感。
•模仿练习法：通过模仿文本中的语言结构和表达技巧进行写作练习。
•反馈评价法：教师及时给予学生写作反馈，指导学生改进不足之处。
六、教学过程1. 导入新课（5分钟）•音乐话题引入：播放一段具有代表性的音乐片段，引导学生讨论音乐在他们生活中的作用和意义，激发学生对音乐话题的兴趣。
•明确任务：介绍本节课的教学目标，即通过阅读相关音乐主题的文本，学习写作技巧，为接下来的写作任务做准备。
2. 新课教学（30分钟）•阅读文本（10分钟）：•学生自主阅读提供的音乐主题文本，注意文本的语言结构、表达技巧和关键信息。
Unit 5 Reading for Writing 课件 高一英语(人教版必修第一册)
Lead in
can’t remember new words
can’t express myself correctly in writing
can’t understand complex sentences
can’t follow the teacher in class
Problems with leaning English
Practice: Fill in the blanks.
1. Tom is learning Chinese but he is __h_av__in_g__tr_o_u_b_le____ writing Chinese characters.
2. Women should be given _e_q_u_a_l _____ pay as the men. 3. Excellent graduates are always _i_n_d_e_m__a_n_d_____. 4. Do you agree with the opinion that smoking and lung cancer
Read for details
Read these posts from an online forum for Chinese students who are learning English and fill in the table on page 67.
remembering new vocabulary
Language points
1. have trouble/difficulty with sth.做某事有困难 have trouble/difficulty (in) doing sth.做某事有困难
Unit 5 Reading for Writing 教学设计-高中英语必修第一册
Reading for Writing 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 5姓名学校教学内容分析【What】本节课的写作任务是完成一篇关于英语学习的博客Write a blog about English Study。
该话题属于主题语境--人与自我--生活与学习。
子话题为语言学习的规律、方法等。
本文的阅读文本是一篇在线论坛中发布的一条话题帖（post）和三条回帖。
论坛话题为learning English，话题发起人发布的讨论话题是What are your biggest problems with learning English?非文字信息（图片）包括博客论坛版面设计。
论坛中，帖子发布者通过诉说英语学习困惑、征求学习建议和分享学习经验，互帮互助、共同提高英语学习的效果和效率。
文章共有两个部分，四个段落。
内容如下：第一部分（第一段）：话题发起人发布讨论话题，征询英语学习困惑。
第二部分（第二段至第四段）：三位跟帖者交流了自己在英语听力、口语中礼貌用语的表达、词汇学习三个方面的学习困惑。
同时，后两位发帖人就上一位发帖人的困惑，分享了自己的学习经验。
【Why】本篇文章话题贴合学生学习实际，文本形式新颖、有时代特色，内容简明扼要、叙述逻辑清晰，语言精练实用，能够极大的引发学生的阅读兴趣和写作热情。
本课语篇有助于培养学生合作学习的意识，愿意与他人分享学习资源和学习经验。
同时，及时发现学习中的问题，善于分析成因，制定切合实际的学习目标和调整学习策略。
学习策略的使用还具有迁移性，有助于促进学生终身学习能力的发展。
【How】从内容上，文章贯穿了两条线索。
文章的明线是围绕话题What are your biggest problems with learning English展开的讨论。
暗线是对英语语言学习元认知策略和认知策略的学习。
包括三个维度的探讨：（1）根据学习需要，选择合适的资源，拓展学习渠道的元认知策略。
【课件】Unit+5Reading+for+writing+课件高中英语人教版(2019)必修第二册
Para 4 ... when we feel sad or alone.
Summary
Para.1: Introduction and topic Para.2: Problem: disease
Solution: listen to music Para.3: Feelings: ... Para.4: Hope
Give a brief summary about your experience: what you have learnt/ how it made you feel.
✓ However，music is like an old friend. Music is like sunshine. Music is like a special language that everyone can understand.
MUSIC
Learn useful expression.
强调音乐的作用，重申主题
sad or alone. During those times, music canRheelpaydoiuningthef osamr e wwaryi tthiant igt
呼吁
helped me. I hope all of you will somehow/ˈSsʌmo hnaʊ/g begin to treasure music
MUSIC
Learn for good expressions.
✓ The song made me feel so much better that from then on I began to listen to music all the time.
✓ When I knew the news, I cried with tears pouring down my cheeks like spring.
人教版必修第三册Unit5Reading_for_Writing名师教学设计
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 istrue[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。
高中英语人教版(2019)必修第一册Unit 5 Reading for writing 教学设计
教学设计一、整体设计思路本课文符合教学对象的水平，课型为说明文的阅读课，教师根据文本特点，把课堂重点放在文本信息预测、解读和评价上，通过多元阅读目标相结合，实现对学生语言能力，文化品格，思维品质和学习能力的提升。
本人力求借助思维导图，重视阅读评价，打造一节“基于文本—深入—超越文本”的深度阅读理解教学课。
本节课主要设计了以下几个教学活动：1. 文本分析【What 】本文的主题是“中国语言文字书写体系”。
文本按时间顺序介绍了中国语言文字的发展历史，并强调了语言文字即是中国文化的重要组成部分，又对中国文化的传承起着重要作用。
【Why 】在阅读的过程中，要引导学生分析为什么每个阶段的中国文字会呈现出不同的特点。
【How 】语言文字本身就是文化，那么语言文字又是如何起到传承文化的作用的呢。
教师要引导学生深度阅读思考和分析。
2. 学生分析学生为高一年级普通班的学生，语言能力相对比较薄弱，依次教师只能从基本文本出发，从理解基本事实，到分析原因，及时反馈，到最后升华到探究式和开放式问题，用多元阅读目标相结合的方式，达到阅读目的，实现核心素养的培养。
二、教学目标通过这节课的学习，学生将能够:1. 借助Mind map 勾画出中国语言发展；2. 积极思考语言文字和文化之间的关系。
语言文字的重要性。
3. 对中国语言文字的发展方向有自己独立的思考和判断。
三、教学重难点教学重点：1. 指导学生了解中国语言文字发展的主线条。
2. 引导学生思考语言与文化的关系。
教学难点：引导学生开放思维，探究学习，总结现象背后的原因。
课文标题 The Chinese Writing System: Connecting the Past and the Present 单元名称 Languages around the world 教材版本 2019 人教版高中英语必修第一册 授课年级 高一Warming-up & Pre-reading PredictReading and thinkingPost-reading Read for facts: timeline and characteristics Think critically and discuss Read, analyze and summarize: reasons, significance and logic四、教学过程教学环节教学活动设计意图核心素养培养目标时间安排Warming up&Pre-reading 1. T shows pictures of theorigins of the human writtenlanguages.2. T asks the Ss what theyexpcect to know about theChinese writing system.1. 利用图片，创设情境，引入话题, 激活学生已有的认知和经验，并激发学生对于文本探索的愿望；2.词汇学习，为文本理解做铺垫。