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視頻課題：2017年“湖北好課堂”高中英語優質課錄像視頻（附課件）Unit2 English Around the World（Reading）黃岡
教學設計、課堂實錄及教案：2017年“湖北好課堂”高中英語優質課錄像視頻（附課件）Unit2 English Around the World（Reading）黃岡
| 教學基本信息 | |
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Teaching content |
PEP NSEFC Module1 Unit 2 English around the world (warming up--Reading) |
| Name | Xu Shanshan from Huanggang foreign language school |
| 教學理念 |
| Based on National English Curriculum for High Schools,TBLT is advocated in English teaching. The core is to cultivate students’ integrative skills and learn English by doing. So the discussion on the question whether there will be more Chinese English is designed to help students learn to voice themselves as well as cultivating their listening and speaking skills. More importantly, this activity can arouse students’ awareness of cultural difference and deep love for our country. In addition, As Krashen’s affect filter hypothesis, the less anxious and more motivated the learners are, the more language input they will get. Because this is a competition class, during which there is a camera recording the whole process, the students may feel anxious. So sharing some photos is designed to reduce students’ anxiety, activate their background knowledge and narrow the distance between the teacher and students. In this way, the students can be easily motivated and actively engaged in class study. |
| 教學背景分析 |
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【Analysis of the material】 This reading material is from PEP NSEFC Module1 Unit2----English around the World. The topic of this unit is English language,including the development of English, the difference between British English and American English and standard English and dialects. The title of the reading passage is the Road to Modern English. It mainly shows the development and history of English. By learning the topic, students can understand how English has developed over time and have the cross-culture awareness. |
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【Analysis of the students】 As high school students, they have learned English for 7 years and have already acquired a certain number of words and expressions, which to some extent helps them to understand this new passage. Also, the students have and got some background knowledge concerning English and English-speaking countries in their history class, so their previous word knowledge and world knowledge about English can lessen their difficulty of the passage comprehension. But they may not know how English develop over time and what differences exist in different kinds of English in spelling, pronunciation and vocabulary. What's more, most students can not employ different kinds of reading skills to understand the text freely. They are easily activated by pictures and interesting topics but they are too shy to air their opinions. So free talk and discussion in groups will be carried out to help students learn English by doing things. |
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【Teaching aims】 By the end of this lesson, students will be able to • Language knowledge 1. have a better understanding of the history and development of English. 2. know the difference between American English and British English. • Language skills 3. improve their reading skills like predicting, skimming to get the main idea, scanning for specific information and discourse analysis to better understand the passage. • Learning strategy 4.volunteer to participate in class discussion and share views in English. • Affect 5.have the awareness of the cultural difference and activate their deep love for our own country. 6.realize the importance of English as an international language and develop more interest in English study. 【Teaching focus】 1.How to guide the students to use predicting, skimming , scanning skills to better understand the development and history of English. 2. How to encourage students to volunteer to participate in class discussion and voice themselves in English. 【Difficult points】 1. How to help students to realize the importance of English as an international language and develop more interest in English. 2. How to arouse students awareness of cultural difference and activate their deep love for our own country 【Teaching method】 3-stage teaching model (pre-reading, while-reading and post-reading) 【Teaching aids】 The multimedia, textbooks, worksheets. |
| 教學流程示意圖 | |||
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| Teaching process（40’） | |||||||
| Stage 1 : pre-reading（5’） | |||||||
| Steps | Students’ activities | Teacher’s activities | Purposes | Time | |||
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Step 1 Greeting and sharing some photos |
Greeting Think and guess: “Did he have trouble communicating with others in those foreign countries? And why? ” |
Greeting Share some photos of my young brother in different foreign countries. Ask students to guess where he was and whether he had trouble communicating with foreigners in those foreign countries. |
To narrow the distance between the teacher and students, increase students’ interest, activate students’ background knowledge about English and English-speaking countries and lead in the topic of the unit “English around the world”. | 3’ | |||
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Step 2 Predicting |
Predict what the passage will talk about according to the title. | Ask the students to predict what the passage will talk about according to the title. |
To train students’ reading ability: predicting. To activate students curiosity and prepare them for the following reading activities. |
2’ | |||
| Stage 2: while-reading (25’) | |||||||
| Steps | Students’ activities | Teacher’s activities | Purposes | Time | |||
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Step 3 Skimming |
Skim the passage to get the topic sentence of each paragraph, and finish the match exercise on the screen |
Guide students to skim the passage to get the main idea of each paragraph and do the match exercise on the screen. Summarize the tips on how to skim for the main idea. |
To train students’ skimming skill to get the main idea by finding the topic sentences. To help them understand the title as a whole. |
5’ | |||
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Step 4 Careful- reading |
Read paragraph 1 with the question “Where was English spoken in different period?” | Lead students to read paragraph 1 carefully with the question on the screen. |
To train students’ reading skill--careful reading for specific information. |
3’ | |||
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Read paragraph 2 with the question what differences there are between American English and British English. Think about other differences between American English and British English and give examples. |
Lead students to read paragraph 1 carefully to find out what differences there are between American English and British English. Guide students to think about more differences between the 2 kinds of English and give some examples. Summarize the differences between American English and British English and help students further understand the differences. |
To help students further understand the difference between British English and American English. To help them grasp some new words like “elevator, petrol, gas, subway”. |
5 | ||||
| Read paragraphs 3-5 carefully to finish exercise 1 on their worksheets. | Lead students to read paragraph 3-5 carefully to finish their worksheet “the timeline of the development of English” based on 2 key words: time and development . |
To train students’ scanning skill according to key words. To help them better understand the complex process of the history and development of English. |
6’ | ||||
| Answer the 2 questions on the screen by analyzing the structure and the main idea of the passage. | Guide students to check their prediction in pre-reading stage by analyzing the structure of the passage and summarizing its main idea. |
To train students’ ability of discourse and structure analysis. |
1’ | ||||
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Finish exercise 2 on their worksheet. Read the summary together after checking the answers. |
Guide students to make a summary of the passage. Check answers with students and make corrections. |
To train students’ summarizing ability. To help students understand the whole passage further. |
5’ | ||||
| Stage 3: post-reading（10’） | |||||||
| Steps | Students’ activities | Teacher’s activities | Purposes | Time | |||
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Step 5 Discuss in groups |
Firstly, think of some Chinese English and share with classmates. Then, discuss in groups about the question whether there will be more Chinese English in the future. Then, voice their views freely. |
Firstly, lead students to think of some Chinese English and share with classmates. Then, guide students to discuss in groups about the question “will more Chinese English come out in the future? And why?”. Then, encourage students to voice their views freely in class Lastly, summarize what the students expressed briefly. |
To encourage students to volunteer to participate in class discussion and voice themselves in English. To arouse students awareness of cultural difference and activate their deep love for our own country. To help students to realize the importance of English as an international language and develop more interest in English. |
9’ |
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Step 6 Homework |
Homework |
Show the students their homework: A writing task on the topic whether Chinese English develop its own style. |
To help students consolidate what they have learned in this class. To cultivate students’ ability of writing an advice letter |
1’ |
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| timeline of the development of English | |
| time | development |
| AD 450-1150 | English was spoken in England. It was based more on _____________than the English we speak at present. |
| AD 800-1150 | Both __________and __________enriched English vocabulary, and English became less like German. |
| In the 1600s | _____________ made use of a wider vocabulary than ever before. |
| In 1620 | Some British settlers moved to ___________. |
| In the 18th century | Some British people were taken to ____________. English began to be spoken there. |
| By the 19th century | The English language was settled. Two big changes in spelling happened: both _____________________ and _____________________ wrote dictionaries. |
| Now | English is spoken in South Asia, eg_____________, ______________, _____________,____________and so on. |
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Unit 2 The Road to Modern English
