高二英语测试报：U2第二部分教案 READING 1（牛津译林版必修3）.doc

1、牛津高中英语教学设计单元：Unit 2 Language板块：Reading 1课堂设计指导思想：本节课是以理解文本为主，侧重听、说、读技能训练的阅读课。英语的阅读是学生发展英语技能的主阵地，在整个单元的教学程序中具有极为重要的作用。本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本理解展开了一系列的活动，主要目的就是要帮助学生多层次地理解文本内容，同时操练多项语言技能、拓展知识、提高能力。在活动的设计上，依照了Top-down、 Bottom-up、 top-down交替螺旋式上升的模式，以文本为基础，实现阅读的深入理解。Teaching aims: 1. Get to know mo

2、re about the development of the English language;2. Get further understanding of the text and be able to retell some important elements in the development of English;3. Practice more skills in reading a history article.Teaching procedures:Step 1 Warm-upThe teacher starts the lesson with a free talk.

3、 Ask the students “How long have you been learning English? What have you learned?” Tell students that they will learn a passage dealing with English and its history.【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。Step 2 SkimmingStudents are allowed several minutes to skim the text. Their ski

4、mming is based on the task of questions on page 22 concerning the general idea of the text.【设计说明】通过基于问题任务的快速文本浏览，掌握文本的主体大意，为进一步阅读建立框架。Step 3 Listening for the detailsPresent the questions on page 24. Let the students bear them in mind and listen to the text carefully to find the answers. Check the a

5、nswers.1. Where did the Angles, the Saxons and the Jutes come from? They came from the European mainland.2. Why can similar pairs of words be found in the English language? Because each word or phrase came from a different language.3. What was the German plural form replaced by? It was replaced by t

6、he French way of making plurals.4. Which King of England used English for all official occasions? King Henry IV. 【设计说明】让学生带着问题听，避免了盲目，同时也对个别细节更为关注。Step 4 Intensive comprehensionAsk the students to pay attention to the subtitles and divide the text into several parts.The text can be easily divided in

7、to 4 parts considering the subtitles, namely, Introduction, Old English, Middle English and Modern English.【设计说明】快速浏览课文的小标题，实际是一种阅读策略的输入。“授人以鱼不如授人以渔”，因此，让学生掌握方法、技能、策略也是教学应当关注的课题。在阅读过程中，教师有意识地加入策略培训，有助于学生实现更为有效的阅读。Part1 IntroductionRead part 1 and find answer to the question “Why English is a languag

8、e with a lot of confusing rules?”Because people from many different countries have lived together in Britain and they brought with them the rules and vocabulary into the English language.Part2 Old EnglishPresent a flow chart according to the development of Old English. The teacher can choose to tell

9、 the students some basic facts as well as to ask some detailed questions with reference to the chart.And after completing the chart, students will be encouraged to give a short summary of Old English. If necessary, the teacher can give an example as follows:“Today we have learned the development of

10、Old English. And let me tell you something about it. Before the middle of the 5th century, people spoke Celtic. Then 3 Germanic tribes the Angles, the Saxon and the Jutes invaded Britain. Their language mixed with Celtic and became the base of Old EnglishAnglo-Saxon. At the end of the 9th century, t

11、he Vikings, people from the Scandinavian countries, including Denmark and Norway invaded Britain. And their language mixed with Anglo-Saxon and became what we now call Old English. By the 10th century, Old English was the official language of England.”Part3 Middle EnglishRead part 3 and discuss the

12、answer to the question “What are the factors that contributed to the development of Middle English?”French, German and Henry IV.Have a further discussion within groups about the influence resulting from the factors and make a summary of the factors and the effects.Part4 Modern EnglishStudents are as

13、ked to finish reading the last part and find answers to the following two questions:When did Modern English appear?During the Renaissance in the 16th century. (If possible, the teacher could also inform students of some basic information of Renaissance.)What new factors are included in modern Englis

14、h?Latin and Greek words and dialects and new words being invented.【设计说明】细致的精读，帮助学生扫除阅读障碍，理清文章脉络，进一步理解文本细节。Step 5 RetellingThe key words are presented on the screen. Students are allowed 5 minutes to prepare retelling the text in pairs.PresentationStudents are encouraged to come to the front and rete

15、ll the text. The teacher could also ask students to do the retelling one after another, each student one sentence.【设计说明】复述课文是对文本理解的很好的检验，要求学生对全文有整体的把握。有屏幕上的关键词做提示，可以帮助学生解除紧张心理。两人一组进行操练，可以建立学生彼此学习的平台，同时，由于有过两人间的预演，之后的“presentation”同学可以更有信心。Step 6 Post-reading consolidationStudents are asked to fill in the blanks of a short passage related to the text.【设计说明】阅读后的巩固练习。如果时间允许可以在课上完成，如果时间不够可以转为课后的作业。Step 7 HomeworkWrite a short summary of English and its history according to what we have learned today. 【设计说明】通过课后的写作，一方面巩固所学知识;另一方面弥补写的技能训练。