【教学设计】British+and+American+English拓展阅读-英语

《BritishandAmericanEnglish》ExtensiveReading教学设计莱阳市第九中学冯雪飞（一）课程标准及分析《课标》对高中生阅读能力的要求是：①能理解阅读材料中不同的观点和态度；②能识别不同文体的特征；③能通过分析句子结构理解难句和长句；④能在教师的帮助下欣赏浅显的文学作品；⑤能根据学习任务的需要从电子读物或网络中获取信息并进行加工处理；⑥除教材外，课外阅读量应累计达到36万词以上。课标对本堂课的要求是：了解英式英语和美式英语的区别，帮助学生进行英语语言异同的比较，学会辨认不同类别的英语；学习掌握新词汇和短语，归纳和整理英式英语和美式英语的不同词汇、短语；流利地说出并写出有关介绍英语英语区别的词语和结构的句子；通过查读、略读等手段对语言材料进行分析、综合，辨别不同变体的英语，提高分析问题和解决问题的能力；讨论对“worldEnglishes”的看法，如学习情况允许的话，带领学生探讨“简化汉字是否是适应社会快速发展的一种进步”的问题。结合本堂阅读课的教学内容，我将本课时可行性课标确定为：通过深层阅读和拓展阅读帮助学生拓宽知识面和视野，同时理解含有关于语言学习和外语学习的短语和结构的句子、段落；通过讨论、口头写作等形式，要求学生介绍自己语言学习的经历或体验，达到学以致用的目的。本课例的时间是一课时。（二）教材分析：首先，从教学内容来看，包含背景性英文文章介绍、时文阅读欣赏、博客论坛等，具有一定的趣味性和知识性，学生在读完文章的同时能够收获很多的英文知识，易激发学生的学习兴趣，满足学生的求知欲望；其次，从文章题材来看，包括正反对比式文章、议论文、记叙文和微博等题材，每篇设置相应的任务，中心突出，易于归纳总结；第三，从前后知识点的衔接来看，本课涉及的语法是动词时态（一般现在时、现在进行时和现在完成时）以及定语从句，通过具体语境的识读和辨认，帮助学生形成完整的动词时态以及定语从句的语法观念。由于学生刚升入高二，用英语思考并表述自己观点的能力仍受到很多限制，因此，引导学生读懂文章并能够用文中所学有用词汇和结构表述自己对语言学习以及“WillChinesebecomethedominantlanguageintheworld的看法，是本课的教学重点也是教学难点。（三）学情分析：知识基础与能力方面：通过前四册英语课本的学习，学生已经适应高中英语学习的特点和外研版教材的特点，基本具备了自主学习能力和相互合作的意识，有能力自我预习、拓展阅读、自我反思、自我巩固、自我总结。因此，在授课过程中，教师要特别注重问题的设置角度、设问的梯度、对学生的点拨。学习能力方面：学生有较强的合作学习意识和能力，同时经过高一的学习业已具备基本的独立学习和独立思考能力，既能自己完成学习材料的预习和学习任务，又能通过合作学习激发思维，有效解决学习中遇到的问题。学生个性表现方面：我校学生大多思想活跃，思维敏捷，又较强的自我表现欲望，但用英语表述自我观点能力稍显不足。因此，课堂上教师采用小组讨论而后集中展示的方式，以点带面，以面促点，讨论、辩论、集中展示等活动，树立人人参与的意识、设置人人开口的活动、形成人人学习的学习氛围。（四）课时教学目标鉴于上述分析，形成以下课时教学目标：.知识目标：学习掌握新词汇和短语，归纳和整理有关语言学习的词汇、短语、句式，并做类比记忆。.阅读目标：了解文章基本内容并概括归纳文章大意和段落大意，并从文章中获取有效信息。.技能目标：通过浅层、深层和拓展阅读，学会略读、查读和长难句划分等阅读技巧。（五）教学过程创设情境激情导入（3分）学案引领自主学习（7分）]/合作交流深层对话（25分）拓展升华延伸课堂（7分）匚拓展活动、巩固提升（3分）Teachingprocess:Step1:leading-in(3min’)ExchangetheideasabouttheinclusiontoEnglishwordsintoChinesebyshowingthecompositionsselectedfromStudents.”Generally,Iamtheinclusion.AsthenumberofEnglishlearnersisontherise,it'snotdifficultforthemtounderstandthesewordsinChinesecontexts.Besides,itis,onsomeoccasions,moreconvenienttouseEnglishwords.Inourglobalvillage,wecanseethatitisnotuncommonforonelanguagetoborrowwordsfromotherlanguages.InEnglish,therearemanywordsborrowedfromLatin,French,orevenChinese.Infact,Chinesehasneverstoppedtakingwordsfromotherlanguages.So,it’ssafetoconcludethatitisreasonabletoincludeEnglishwordswhichfacilitatesdailycommunication.Itendtotakethe""sidefortworeasons.Firstly,thisinclusionhasactuallypollutedourmothertongue.Soonerorlater,manyEnglishaccentswillriseandfallwiththefourChinesetones.And,rulesdon,ttellushowtopronouncesuchEnglish-turnedChinesewordsas“wifi"and“out”inaChineseway.Secondly,suchaninclusionmaygiverisetoprejudiceoftheeducatedagainstthosewithlittleknowledgeofEnglish.Justforoneillustration,whilecollegestudentstake“Bye-bye"forgrantedwhenpartingfromeachother,itmayunconsciouslyhurtthefeelingofsomeonewhoisusedtd'zaijian”.Inshort,notonlyhastheinclusionpoisonedChinese,itmayalsobringaboutdistancebetweentheChinesepeople.(通过学生口头作文展示，让学生自由表达对于语言学习和语言变化的看法，锻炼其在实际交际情境中运用所学知识的能力；通过教师例文的展示，进一步拓宽学生的视野，加大语言输入力度)Step2:Fast-reading(5-8min')Passage1Readthetextquickly,especiallythefirstsentenceofeachparagraph.andLettheSsfindtheanswertothefollowingquestion.Toskimandscanthepassagetocomprehendthepassage.)Whatcanyouconcludefromthethreequotations.ReadthepassageagaintogetmoreinformationWhatcausesstudentstomisuselanguageaccordingtoEleanorJohnson?WhothinkspositivelyoftheeffectoftheInternetonlanguage?Accordingtothethreeexperts,whatdotheeducatorsneedtodo?ReadforfunToshowtheSssomeinterestingmaterialsaboutlanguagetohelpthemrelax.(大语篇输入，训练学生快速浏览能力，并学会寻找文章主体段和主题句，同时教会学生如何从冗长复杂的句子中寻找有效信息)

Passage21.Readingtasks(Toacquireinformationandtofurtherunderstandthepassage)FillinthecharttoorganizeyourideasTitleProblemsinlearningaforeignlanguageParagraphlTobringinthetopic.Learningaforeignlanguageisimportant,however,learninganewlanguagecomeswithitsown .BodyParagraph2: Eachlanguagehasitsownsetofgrammaticalrules.Withoutproperknowledgeofthegrammar,apersonwellsurelymake mistakes.Paragraphs： Pronunciationproblemsareoneofthebiggestproblemastudentfaceswhenlearninganewlanguage.Speakinganewlanguage canseemlikeachallenge.Paragraph4: Whilelearninganotherlanguage,itisimportanttohaveabas:understandingofits .c2.LeadtheStudentstoanalysethepassagestructureandshowittothem.^_^_^_^__Paragraph1paragraph2 paragraph^ "paragraph4DetailedreadingReadthepassageagainandanswerthefollowingquestions.Whatskillsarenecessaryforlearningaforeignlanguagebesidesgrammar?Whatsuggestionsaregiveninthepassageaboutpracticingpronunciation?Accordingtothepassage,whyisitimportanttolearntheculturebehindaforeignlanguage?(Focus:英语阅读中的避讳：指读心读音读复视摇头读)(中等语篇输入，引导学生注重分析文章结构和段落与段落间的联系，理清文章内部脉络结构，培养学生的整体语篇意识和谋篇布局能力)Step3:Integrating(10-12’)ShowtheStudentsonemicro-blogtakenfromBBCnewsandbroadcast.HaveadiscussionwiththeStudentswhetherMandarinChinesewillbecomethedominantlanguageintheworldorreplaceEnglishglobally?ThenlettheSsreadthefollowingpassageandconcludetheauthopinion.Englishhasbeenthedominantgloballanguageforacentury,butisitthelanguageofthefuture?IfMandarinChineseistochallengeEnglishglobally,thenitfirsthastoconqueritsownbackyard.TheassumptionthatMandarinwillgrowwithChina,seconomicrisemaybewrong.ConsiderJapanwhich,afterhighpost-wareconomicgrowth,becametheworld'ssecond-biggesteconomy.TheJapaneselanguagesawnocomparableriseinpowerandprestige.ThesamemayprovetrueofMandarin.Thecharacter-basedwritingsystemrequiresyearsofhardworkforevennativespeakerstolearn,andposesaformidableobstacletoforeigners.InAsia,whereChina,sinfluenceisthousandsofyearsold,thismayposelessofaproblem.ButintheWest,evendedicatedstudentslabourforyearsbeforetheycanconfidentlyreadatextofnormaldifficultyonarandomtopic.Finally,manylanguagesinAsia,AfricaandtheAmazonuse"tones"(rising,falling,flatordippingpitchcontours)todistinguishdifferentwords.Forspeakersoftonallanguages(likeVietnamese)learningthetonesofMandarinposesnoparticulardifficulty.Butspeakersofnon-tonallanguagesstruggletolearntonesinadulthood-justaskanyadultMandarin-learnerfortheirfunnieststoryaboutusingawordwiththewrongtone.(通过精选的微博文章激发学生对于汉语是否会取代英语成为全球支配性语言问题的思考兴趣，开展全班性的讨论，拓展学生的思维和知识触角，巩固本堂课的教学效果同时达到拓宽学生视野的目的）（六）板书设计dominant\conquer\assumption\obstacle\random\distinguish\frustrated\unintentional\comparable\makegrammaticalerrors\ontherise\giverisetoItissafetoconcludethat （七）巩固练习Englishhasbeenthedlanguageforaboutonecentury.Thefstudentsdidn'tknowhowtocthecurrentproblems.Thestudentsoftenmadegerrorswhilewriting.Thenumberofthegraduateswhoareeagertogoabroadis.（八）课后作业设计WhatdifficultiesdidyoumeetinEnglishlearning?HowdidyoudealwiththemWriteapassagetointroduceyourexperienceoraskyourbestfriendforsomeadvice.Module1Book5BritishandAmericanEnglish

ExtensiveReading导学案莱阳九中冯雪飞LearningAims:Tounderstandthepassagesandimproveourreadingskills.Toapplywhatwelearntopractice.ToknowsomethingaboutlanguagesoToexpressourownideasintermsoflanguages.TeachingImportantPointsMastersometargetwordsandexpressions.StudentsknowsomethingaboutlanguagesanddifferentopinionsaboutwhethertheChineseMandarinwillreplaceEnglishglobally..TeachingDifficultPointsStudentsimprovetheirreadingabilityandknowaboutsomereadingskills.Tounderstandsomelongsentences.TeachingProcedures:StepI.Lead-inCheckthehomeworkwiththestudentsandshowtwogoodexamplestothestudents.Thenletthestudentsfillinthekeywordinordertointroducethetopicofthisclass.(TodrawSs’attention)Differentpeoplehavedifferentopinions.ToemphasizetwosentencesandlettheSsmasterthetwosentencepatterns.ifssafetoconcludeMatitisreasonabletoincludeEnglishwordswhichfacilitatesdailycommunication.NotonlyhastheinclusionpoisonedChinese,itmayalsobringaboutdistancebetweentheChinesepeople.(Focus:tosummarize“Someprinciplesforreading”:accumulation\repetitionsimplication\confidence.)StepII.ReadingPassagel1.Readthetextquickly,especiallythefirstsentenceofeachparagraph.andLettheSsfindtheanswertothefollowingquestion.(Toskimandscanthepassagetocomprehendthepassage.)Whatcanyouconcludefromthethreequotations.ReadthepassageagaintogetmoreinformationWhatcausesstudentstomisuselanguageaccordingtoEleanorJohnson?WhothinkspositivelyoftheeffectoftheInternetonlanguage?Accordingtothethreeexperts,whatdotheeducatorsneedtodo?ReadforfunToshowtheStudentssomeinterestingmaterialsaboutlanguagetohelpthemrelax.Passage2Readingtasks(Toacquireinformationandtofurtherunderstandthepassage)FillinthecharttoorganizeyourideasTitleProblemsinlearningaforeignlanguageParagraphlTobringinthetopic.Learningaforeignlanguageisimportant,however,learninganewlanguagecomeswithitsown .BodyParagraph?: Eachlanguagehasitsownsetofgrammaticalrules.Withoutproperknowledgeofthegrammar,apersonwellsurelymake mistakes.Paragraphs： Pronunciationproblemsareoneofthebiggestproblemastudentfaceswhenlearninganewlanguage.Speakinganewlanguage canseemlikeachallenge.Paragraph4: Whilelearninganotherlanguage,itisimportanttohaveabasicunderstandingofits .5.LeadtheStudentstoanalysethepassagestructureandshowittothem.DetailedreadingReadthepassageagainandanswerthefollowingquestions.Whatskillsarenecessaryforlearningaforeignlanguagebesidesgrammar?Whatsuggestionsaregiveninthepassageaboutpracticingpronunciation?Accordingtothepassage,whyisitimportanttolearntheculturebehindaforeignlanguage?(Focus:英语阅读中的避讳：指读心读音读复视摇头读)StepIIIGroupworkandclassworkShowtheStudentsonemicro-blogtakenfromBBCnewsandbroadcast.HaveadiscussionwiththeStudentswhetherMandarinChinesewillbecomethedominantlanguageintheworldorreplaceEnglishglobally?ThenlettheStudentsreadthefollowingpassageandconcludetheauthor'sopinion.Englishhasbeenthedominantgloballanguageforacentury,butisitthelanguageofthefuture?IfMandarinChineseistochallengeEnglishglobally,thenitfirsthastoconqueritsownbackyard.TheassumptionthatMandarinwillgrowwithChina'seconomicrisemaybewrong.ConsiderJapanwhich,afterhighpost-wareconomicgrowth,becametheworld'ssecond-biggesteconomy.TheJapaneselanguagesawnocomparableriseinpowerandprestige.ThesamemayprovetrueofMandarin.Thecharacter-basedwritingsystemrequiresyearsofhardworkforevennativespeakerstolearn,andposesaformidableobstacletoforeigners.InAsia,whereChina'sinfluenceisthousandsofyearsold,thismayposelessofaproblem.ButintheWest,evendedicatedstudentslaborforyearsbeforetheycanconfidentlyreadat