高中英語(yǔ) Unit2 Language Reading教學(xué)設(shè)計(jì)1 牛津譯林版必修3

1、單元：Unit 2 Language板塊：Reading課堂設(shè)計(jì)指導(dǎo)思想：本節(jié)課是以理解文本為主，側(cè)重聽、說(shuō)、讀技能訓(xùn)練的閱讀課。英語(yǔ)的閱讀是學(xué)生發(fā)展英語(yǔ)技能的主陣地，在整個(gè)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(jì)涉及課文閱讀的第一課時(shí)，以文本為依托，圍繞文本理解展開了一系列的活動(dòng)，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(shí)操練多項(xiàng)語(yǔ)言技能，拓展知識(shí)，提高能力。在活動(dòng)的設(shè)計(jì)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(shí)現(xiàn)閱讀的深入理解。Teaching aims: 1. Get to know more about the

2、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. Ask the stud

3、ents “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.【設(shè)計(jì)說(shuō)明】通過看似隨意的對(duì)話，教師對(duì)學(xué)生已有知識(shí)加以激活，同時(shí)，為閱讀文章主題的導(dǎo)入和進(jìn)一步的閱讀做好鋪墊。Step 2 SkimmingStudents are allowed several minutes to skim the text. Their skimming is base

4、d on the task of questions on page 22 concerning the general idea of the text.【設(shè)計(jì)說(shuō)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(jìn)一步閱讀建立框架。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 answers.1. Why

5、 does the English language have so many rules that confuse people? Because it is made up of the grammar and vocabulary that people from different countries and cultures brought with them to Britain.2. Where did the word English come from? It came from the word Engle, as it was spelt in Old English.3

6、. Why can words with similar meanings be found in the English language? These words with similar meanings developed because each word came from a different language.4. Who made the greatest contribution to the development from Old English to Middle English? The French-speaking Normans, who took cont

7、rol of England in 1066.5. Why are many of the words for animals different from those for meat in English? The words for the animals came from Old English, while the words for the meat came from Old French.【設(shè)計(jì)說(shuō)明】讓學(xué)生帶著問題聽，避免了盲目，同時(shí)也對(duì)個(gè)別細(xì)節(jié)更為關(guān)注。Step 4 Intensive comprehensionAsk the students to pay attenti

8、on to the subtitles and divide the text into several parts.The text can be easily divided into 4 parts considering the subtitles, namely, Introduction, Old English, Middle English and Modern English.【設(shè)計(jì)說(shuō)明】快速瀏覽課文的小標(biāo)題，實(shí)際是一種閱讀策略的輸入?！笆谌艘贼~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(shí)地加入策略培訓(xùn)，有助于學(xué)生實(shí)現(xiàn)更為有效

9、的閱讀。Part1 IntroductionRead part 1 and find answer to the question “Why English has so many difficult 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

10、according to the development of Old English. The teacher can choose to tell 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 teache

11、r can give an example as follows:“Today we have learned the development of Old English. And let me tell you something about it. Before the middle of the 5th century, people spoke Celtic. Then 2 Germanic tribes the Angles, the Saxons occupied Britain. Their language mixed with Celtic and became the b

12、ase of Old English. At the end of the 9th century, the Vikings, people from countries including Denmark and Norway moved to 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.”Ask Ss to thi

13、nk about “Why we feel puzzled about which words or phrases to use?”Part3 Middle EnglishRead part 3 and discuss the answer to the question “What are the factors that contributed to the development of Middle English?”French and Henry IV.Have a further discussion within groups about the influence resul

14、ting from the factors and make a summary of the factors and the effects.Part4 Modern EnglishStudents are asked 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 al

15、so inform students of some basic information of Renaissance.)What new factors are included in modern English?Latin and Greek words, pronunciations and new words and new ways being invented.【設(shè)計(jì)說(shuō)明】細(xì)致的精讀，幫助學(xué)生掃除閱讀障礙，理清文章脈絡(luò)，進(jìn)一步理解文本細(xì)節(jié)。Step 6 RetellingThe key words are presented on the screen. Students are

16、 allowed 5 minutes to prepare retelling the text in pairs.PresentationStudents are encouraged to come to the front and retell the text. The teacher could also ask students to do the retelling one after another, each student one sentence.【設(shè)計(jì)說(shuō)明】復(fù)述課文是對(duì)文本理解的很好的檢驗(yàn)，要求學(xué)生對(duì)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(jìn)行操練，可以建立學(xué)生彼此學(xué)習(xí)的平臺(tái)，同時(shí)，由于有過兩人間的預(yù)演，之后的presentation同學(xué)可以更有信心。Step 7 Post-reading consolidationStudents