2023學(xué)年完整版Unit2LanguageReading設(shè)計2

Unit2LanguageReading教學(xué)設(shè)計單元：Unit2Language板塊：Reading1課堂設(shè)計指導(dǎo)思想：本節(jié)課是以理解文本為主，側(cè)重聽、說、讀技能訓(xùn)練的閱讀課。英語的閱讀是學(xué)生發(fā)展英語技能的主陣地，在整個單元的教學(xué)程序中具有極為重要的作用。本教學(xué)設(shè)計涉及課文閱讀的第一課時，以文本為依托，圍繞文本理解展開了一系列的活動，主要目的就是要幫助學(xué)生多層次地理解文本內(nèi)容，同時操練多項語言技能、拓展知識、提高能力。在活動的設(shè)計上，依照了Top-down、Bottom-up、top-down交替螺旋式上升的模式，以文本為基礎(chǔ)，實現(xiàn)閱讀的深入理解。Teachingaims:GettoknowmoreaboutthedevelopmentoftheEnglishlanguage;GetfurtherunderstandingofthetextandbeabletoretellsomeimportantelementsinthedevelopmentofEnglish;Practicemoreskillsinreadingahistoryarticle.Teachingprocedures:Step1Warm-upTheteacherstartsthelessonwithafreetalk.Askthestudents“HowlonghaveyoubeenlearningEnglish?Whathaveyoulearned?”TellstudentsthattheywilllearnapassagedealingwithEnglishanditshistory.【設(shè)計說明】通過看似隨意的對話，教師對學(xué)生已有知識加以激活，同時，為閱讀文章主題的導(dǎo)入和進一步的閱讀做好鋪墊。Step2SkimmingStudentsareallowedseveralminutestoskimthetext.Theirskimmingisbasedonthetaskofquestionsonpage22concerningthegeneralideaofthetext.【設(shè)計說明】通過基于問題任務(wù)的快速文本瀏覽，掌握文本的主體大意，為進一步閱讀建立框架。Step3ListeningforthedetailsPresentthequestionsonpage24.Letthestudentsbeartheminmindandlistentothetextcarefullytofindtheanswers.Checktheanswers.1.WheredidtheAngles,theSaxonsandtheJutescomefrom?TheycamefromtheEuropeanmainland.2.WhycansimilarpairsofwordsbefoundintheEnglishlanguage?Becauseeachwordorphrasecamefromadifferentlanguage.3.WhatwastheGermanpluralformreplacedby?ItwasreplacedbytheFrenchwayofmakingplurals.4.WhichKingofEnglandusedEnglishforallofficialoccasions?KingHenryIV.【設(shè)計說明】讓學(xué)生帶著問題聽，避免了盲目，同時也對個別細節(jié)更為關(guān)注。Step4IntensivecomprehensionAskthestudentstopayattentiontothesubtitlesanddividethetextintoseveralparts.Thetextcanbeeasilydividedinto4partsconsideringthesubtitles,namely,Introduction,OldEnglish,MiddleEnglishandModernEnglish.【設(shè)計說明】快速瀏覽課文的小標(biāo)題，實際是一種閱讀策略的輸入。“授人以魚不如授人以漁”，因此，讓學(xué)生掌握方法、技能、策略也是教學(xué)應(yīng)當(dāng)關(guān)注的課題。在閱讀過程中，教師有意識地加入策略培訓(xùn)，有助于學(xué)生實現(xiàn)更為有效的閱讀。Part1IntroductionReadpart1andfindanswertothequestion“WhyEnglishisalanguagewithalotofconfusingrules?”BecausepeoplefrommanydifferentcountrieshavelivedtogetherinBritainandtheybroughtwiththemtherulesandvocabularyintotheEnglishlanguage.Part2OldEnglishPresentaflowchartaccordingtothedevelopmentofOldEnglish.Theteachercanchoosetotellthestudentssomebasicfactsaswellastoasksomedetailedquestionswithreferencetothechart.Andaftercompletingthechart,studentswillbeencouragedtogiveashortsummaryofOldEnglish.Ifnecessary,theteachercangiveanexampleasfollows:“TodaywehavelearnedthedevelopmentofOldEnglish.Andletmetellyousomethingaboutit.Beforethemiddleofthe5thcentury,peoplespokeCeltic.Then3GermanictribestheAngles,theSaxonandtheJutesinvadedBritain.TheirlanguagemixedwithCelticandbecamethebaseofOldEnglish—Anglo-Saxon.Attheendofthe9thcentury,theVikings,peoplefromtheScandinaviancountries,includingDenmarkandNorwayinvadedBritain.AndtheirlanguagemixedwithAnglo-SaxonandbecamewhatwenowcallOldEnglish.Bythe10thcentury,OldEnglishwastheofficiallanguageofEngland.”Part3MiddleEnglishReadpart3anddiscusstheanswertothequestion“WhatarethefactorsthatcontributedtothedevelopmentofMiddleEnglish?”French,GermanandHenryIV.Haveafurtherdiscussionwithingroupsabouttheinfluenceresultingfromthefactorsandmakeasummaryofthefactorsandtheeffects.Part4ModernEnglishStudentsareaskedtofinishreadingthelastpartandfindanswerstothefollowingtwoquestions:WhendidModernEnglishappear?DuringtheRenaissanceinthe16thcentury.(Ifpossible,theteachercouldalsoinformstudentsofsomebasicinformationofRenaissance.)WhatnewfactorsareincludedinmodernEnglish?LatinandGreekwordsanddialectsandnewwordsbeinginvented.【設(shè)計說明】細致的精讀，幫助學(xué)生掃除閱讀障礙，理清文章脈絡(luò)，進一步理解文本細節(jié)。Step5RetellingThekeywordsarepresentedonthescreen.Studentsareallowed5minutestoprepareretellingthetextinpairs.PresentationStudentsareencouragedtocometothefrontandretellthetext.Theteachercouldalsoaskstudentstodotheretellingoneafteranother,eachstudentonesentence.【設(shè)計說明】復(fù)述課文是對文本理解的很好的檢驗，要求學(xué)生對全文有整體的把握。有屏幕上的關(guān)鍵詞做提示，可以幫助學(xué)生解除緊張心理。兩人一組進行操練，可以建立學(xué)生彼此學(xué)習(xí)的平臺，同時，由于有過兩人間的預(yù)演，之后的“presentation”同學(xué)可以更有信心。Step6Post-readingconsolidationStudentsareaskedtofillin