高考英语必修1：English around the world-Reading学案

高考英语必修1：English around the world-Reading学案

English around the world-Reading 学案 内容简析 本节课的内容是人民教育出版社出版的 NSE 高中教材必修 1 第二单元的 Pre-reading, Reading, Comprehension 部分，本单元的话题是英语及其发展。本节课是单元的阅读课，教 材以英语发展史的顺序呈现，教师可在充分利用教材资源的基础上，结合学生的实际情况设 计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了 解篇章结构和写作特点，为下一步进行议论文的写作教学做好准备。 目标聚焦 一、知识目标 1、初步理解、掌握课文中出现的新词语，学习分析课文中的长难句子，初步感知课文中出 现的本单元要学的语法现象。 2、加强学生对英语语言的了解，特别是英语发展过程的了解。 二、技能目标 1、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。 2、形成分析篇章结构的能力，提升逻辑思维能力 3、学会总结体裁文章主题的方法。 三、策略目标 1、通过标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和 分析信息。 2、能利用上下文猜测生词词义。 （四）情感态度目标 了解英语在世界上的发展状况；增强学习英语的意识。 方法运用 1、整体教学法 2、体裁教学法 3、导、读、练的教学模式 学习流程 Before class (课前自主学习，合作探究) Task 1 Vocabulary（词汇预习） Preview the new words of this text. 【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。 Task 2 Warming up（热身） Do you know there is more than one kind of English? In some important ways they are very different from one another. For example, American and British English separately use bathroom and toilet to refer to the same meaning. Can you list some different English words having the same meaning? Write them down. ____________________________________________________________________________ 【设计意图】通过对同一事物的不同表达展现了英语语言在不同国家的差异,目的是使学生 对英国英语和美国英语的不同有一个粗浅的了解,渗透本单元的教学内容。 Task 3 With your partner, list the countries that use English as an official language. _________________________________________________________________________ Task 4 Do the Exx in Fast reading Task 5 Read the text and try to find out the difficult and charming sentences and then try to analyze or memorize them. 【设计意图】通过让学生课前列举出说英语的国家、自己找出难句、典句并试着分析和欣赏， 培养学生主动发现问题问题和解决问题的能力，同时为课上的研读环节作了充分的铺垫。 In class（课上交流展示、研讨提升） Step 1 Check-up and lead in（展示预习成果和导入新课） 1. Get two members of different groups to come to the Bb and check up their prevision tasks, one group to do the following task: Find the words or expressions for each of the following meanings from the text. A.________ who or what somebody or something is B.________ a word for gas in British English C.________ not sudden D.________ in fact E.________ the second of two things or people already mentioned F.________ often G.________ long trip by sea or in space H.________ able to speak or write a language well The other group is to report their prevision of the warming-up part. 【设计意图】该环节的设计意图是检查学生对前两个课前预习任务的完成情况。 2. Look at the title of the passage and guess what it is about. Then read it quickly and see if you are right. 【设计意图】通过标题对课文内容进行预测，培养学生预测阅读内容的能力。同时通过预测 激起进一步探究的好奇心，顺理成章的引入新课。 Step 2 Fast reading（速读） Read the passage quickly and decide whether the statements are true or false and explain why, using skimming and scanning skills. 1) English had the most speakers in the 17th century. ( ) 2) English developed when new settlers and rulers came to Britain. ( ) 3) Languages frequently change. ( ) 4) The language of the government is always the language of the country. ( ) 5) English is one of the official languages used in India. ( ) 6) This reading describes the development of the English language. ( ) 【设计意图】通过设计让学生判断正误，引导学生运用略读策略快速了解课文的主要内容， 并检查读前预测是否正确；通过对课文主要信息的寻找，可以培养学生迅速搜索信息的能力。 Step 3 Careful reading （细读） 1 ) Choose the best answer according to the text. (1). What is the text mainly about? A. Why English has changed since 450 AD B. A brief history of the English language. C. English’s being widely spoken in the world. D. The differences between old and modern English. (2). The last sentence “Only time will tell” in the text probably means that ________. A. English may develop its won identity in China combined with Chinese B. Chinese people may help change English a great deal C. there may be more and more English learners in China. (3). Which of the following is not true? A. Languages are changing gradually over time. B. Between AD 450 and 800, English was like German C. In the 19th century, English was the official language of India D. Before the 18th century, English was only spoken in England 2) Read the passage carefully and do the following exercises. Fill in the chart with the information in the text. Time Events At the end of the 16th century 1. 2. Based on German 3. English became less like German 4. Shakespeare broadened the vocabulary. A big change in English usage happened In the 18th century 5. 6. English became the language for government and education in India 2) Match the main idea with each paragraph. Paragraph 1 A. the example of the difference between different native English speakers Paragraph 2 B. widely use of English Paragraph 3 C. English is a language spoken all around the world Paragraph 4 D. Why English has changed over time Paragraph 5 E. English was settle 【设计意图】通过对文章的进一步阅读，更深层的来把握文章的细节。考虑到学生归纳概括 的能力比较薄弱，采用选择和填空的形式给予学生帮助，可以降低难度，同时也教给学生如 何来阅读此类文章；让学生归纳每段段意，提供具体信息，旨在帮助学生把握课文要点，学 会总结和归纳课文内容, 在完全掌握课文内容和结构的基础上，可以顺利进行下一步的研读。 Step 4 Study-reading 1. Deal with Task 4 in Before class 2. Read the text again, find out the sentences and analyse them. 1) Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other counties. 译：__________________________________________________________________________ 从结构上看，这是一个由连词_______连接的____________句。在第一个简单句中，时间状 语 为 ____________________________, 主 语 为 ________________________, 谓 语 为 __________宾语为___________________________, 其中__________________________为后 罝定语，修饰 voyages. 2) At first the English spoken in England between about AD 450 and 1150 was very different from the English spoken today. 译：____________________________________________________________________________ 该 句 中 spoken in England between about AD 450 and 1150 作 ________ 语 ， 修 饰 中 心 词 ___________, 另一处做该成分的短语是_______________.be different from 意思是_______. 3) Then gradually between about AD 800 and 1150, English became less like German because those who ruled England spoke first Danish and later French. 译： _______________________________________________________________________ 从结构上看，该句是_________ 句，含有________个从句，分别是由 because 引导的________ 从句和由 who 引导的_________. less like German 意思是________________________. 4）Find out a sentence in the text which has a similar meaning with the following one. In fact all languages change and develop when cultures mix with each other. _________________________________________________________________________ 5) Translate the sentence: Today, more people speak English as their first, second or a foreign language than ever before. ___________________________________________________________________________ 【设计意图】通过研读，让学生学会分析相关的长难句，彻底扫清所有的语言障碍，完成相 关的知识目标，同时也是为下一步的读后任务做好必要的语言知识积累和语言障碍清除。 Step 5 Post-reading 1. Retell: Fill in the blanks according to the text. At first, nearly all the people speaking English lived in England. Later in the 17th century, people form England made ________ to conquer other parts of the world and _____ and that, more people began to speak English. English has changed much over time. Old English was _______ more on German. Then English was changed _______. The people who ruled English enriched the _______ . Later some British__________ moved to America. By the 19th century, two English dictionaries were written by Samuel Johnson and Nash Webster. The dictionary written by the _______ gave a separate __________ to American English spelling. Now English is spoken in many countries as a foreign or second language, ________ Singapore and India. And many people in India can speak ________English. 2. Discussion: Divide the students into two big groups. Complete the following task. Group 1—6 Why do you think people all over the world want to learn English? Group 7—12 Why do you think more people in the world now want to learn Chinese? 【设计意图】根据文章填空旨在让学生熟悉文章，加深对故事内容的理解，练习口头表达能 力；在学生理解了文章的主旨大意，把握了文章的相关细节信息，并进行了深入理解后，再 对信息进行再整合，根据自己对文章的理解概括全文的主要内容。而通过 discussion 给学 生提出了两个开放性的问题，给学生提供了一个开放讨论的空间，更是进一步加深了学生对 文章主旨的深入体会，既实现了有语言输入到语言输出的跨越，又让学生在角色扮演中深刻 了解学好英语的重要性；从而实现了本节课的情感态度目标。 After class（课后巩固提高、预习准备） 1. Write a composition about your ideas of the reasons why more and more people want to learn English, and exchange your idea with your classmates or send your article to an English newspaper or a website. 2. Read the reading passage carefully and try to find the new grammatical structure in it. 【设计意图】课后的分角色扮演属于任务拓展的较高层次，可以进一步训练学生运用本节课 掌握的语言知识和相关信息发表自己看法、实现语言输出、解决实际问题的能力，找出新的 语法现象是预习作业，旨在为下节语法课做好准备。 教学反思 本节课的设计最大的特点是充分考虑了高一学生既无丰富的语言知识积累，又无掌握熟 练地阅读技能的特点，从训练高一学生循序渐进的掌握有效的阅读策略，使用恰当的阅读技 能入手，同时为激发学生的探究欲望和阅读兴趣设置了由浅入深，层层推进的任务型阅读的 教学模式。 同时为适应当前素质教育的深入推进的要求和出于对英语课堂教学和英语学习大面积 提升和促进的要求，为鼓励学生主动学习，积极学习，我们采取了课前课中课后的阅读课教 学模式，课前自主学习，合作探究；课上交流展示、研讨提升；课后巩固提高、预习准备， 我们希望通过这样的课堂设计过程，通过老师所创设的这样一个教学流程和情境，让学生通 过自己的探索、研究，解决问题、获取知识。从而真正达到学生自主学习、合作学习、探究 学习、积极学习的目的。 另一个特点是教学环节的设计层次分明，衔接流畅自然。整个的教学活动清楚地划分成 读前、读中、读后 3 各阶段，并且，每个阶段的设计思路明确，读前活动体现背景知识的激 活和语言准备，读中活动突出阅读技能、阅读策略的训练，读后活动指向语言的应用和话题 的拓展。整个环节的设计由浅入深，由表及里，层层深入，步步为营，使阅读活动从整体到 部分最后回到整体，理解的层次也由读懂到读深最终到读透。 参考答案 Before class Task2 eg: elevator/ lift rubber/ eraser petrol/ gas Task 3 eg: Britain, Australia, New Zealand, Canada, Ireland, Singapore, USA In class Step 1 Check-up and lead in A. identity B. petrol C. gradually D. actually E. the latter F. frequently G. voyage H. fluent Step 2 Fast reading FTFFTT Step 3 Careful reading 1)BAD 2) 1. Nearly all of the people speaking English lived in England 2. Between AD 450 and 1150 3. Between about AD800 and 1150 4. In the 1600’s 5. British people brought English to Australia 6. From 1750 to 1947 3) para.1 –B para2—A para3—D para4 —E para5— C Step 4 Study-reading 1) 后来在 17 世纪英语人开始航海征服了世界其它地区，于是许多别的国家开始说英语了。 And；并列句；Later in the next century；people from England；made; voyages to conquer other parts of the world; to conquer other parts of the world; 2) 起初从公元 450 到 1150 年在英格兰人们所说的英语跟今天所说的英语就很不一样。 定语；English; spoken today; 与……不同 3）然后，渐渐的，在约在公元 800 年到 1150 年期间，英语不那么像德语了，因为那时的 英国的统治者起初讲丹麦语后来讲法语。 复合句；两个；原因状语；定语从句；不那么像德语了 4） Actually all language change and develop when culture meet and communicate with each other. 5) 如今，说英语的人比以往任何时候都多，他们有的是作为第一语言来说，有的是作为第 二语言或外语。 Step 5 Post-reading 1. voyages; because of ; based; gradually; vocabulary; settlers; latter; identity; such as; fluent After class（略）