2023学年完整版Unit2LanguageReading设计2

Unit2LanguageReading教学设计单元：Unit2Language板块：Reading1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。Teachingaims:GettoknowmoreaboutthedevelopmentoftheEnglishlanguage;GetfurtherunderstandingofthetextandbeabletoretellsomeimportantelementsinthedevelopmentofEnglish;Practicemoreskillsinreadingahistoryarticle.Teachingprocedures:Step1Warm-upTheteacherstartsthelessonwithafreetalk.Askthestudents“HowlonghaveyoubeenlearningEnglish?Whathaveyoulearned?”TellstudentsthattheywilllearnapassagedealingwithEnglishanditshistory.【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。Step2SkimmingStudentsareallowedseveralminutestoskimthetext.Theirskimmingisbasedonthetaskofquestionsonpage22concerningthegeneralideaofthetext.【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。Step3ListeningforthedetailsPresentthequestionsonpage24.Letthestudentsbeartheminmindandlistentothetextcarefullytofindtheanswers.Checktheanswers.1.WheredidtheAngles,theSaxonsandtheJutescomefrom?TheycamefromtheEuropeanmainland.2.WhycansimilarpairsofwordsbefoundintheEnglishlanguage?Becauseeachwordorphrasecamefromadifferentlanguage.3.WhatwastheGermanpluralformreplacedby?ItwasreplacedbytheFrenchwayofmakingplurals.4.WhichKingofEnglandusedEnglishforallofficialoccasions?KingHenryIV.【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。Step4IntensivecomprehensionAskthestudentstopayattentiontothesubtitlesanddividethetextintoseveralparts.Thetextcanbeeasilydividedinto4partsconsideringthesubtitles,namely,Introduction,OldEnglish,MiddleEnglishandModernEnglish.【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。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.【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。Step5RetellingThekeywordsarepresentedonthescreen.Studentsareallowed5minutestoprepareretellingthetextinpairs.PresentationStudentsareencouragedtocometothefrontandretellthetext.Theteachercouldalsoaskstudentstodotheretellingoneafteranother,eachstudentonesentence.【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。Step6Post-readingconsolidationStudentsareaskedtofillin