高中英语 Unit2 Language Reading教学设计1 牛津译林版必修3

1、单元：Unit 2 Language板块：Reading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 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.【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 skimming is base

4、d 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 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.【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 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.【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

9、的阅读。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.【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 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.【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 7 Post-reading consolidationStudents