|
☆教学过程
Ⅰ、Lead-in
Show the students a short play – a dialogue between an Englishman and an American.
Then ask two students to make a dialogue. They are asked to speak in their own dialects.
设计思路：这部分主要是为了展示各地方言，活跃气氛，激发学习兴趣。
Ⅱ、Reading
Before-reading
Look at the title and guess what it is about.
Then what do you expect to know in the text?
How was English spread to the world?
…
设计思路：重点在于呈现这些词汇和短语（ actually ，gradually, vocabulary, spelling, vocabulary, than ever before, at present, was based on ），并写在黑板上，领读，扫清生词障碍。同时让学生了解课文大意。
While-reading
1.Skimming to get the general idea
Ask the students to read the text and skim to get the general idea of the text and each paragraph.
设计思路：教会学生如何通过略读来掌握文章大意。必要时可以指导学生齐读标题和课文的第一段，以及其它段落的首句。
2.Scanning to get the detailed information
How and why has English changed over the time?
Read the second part of the text to complete the chart below.
|
Time
|
English is influenced by…
|
|
AD 450-1150
|
German
|
|
1150-1500
|
French
|
|
In the 1600’s
|
Shakespeare, who make use of a wider vocabulary than ever before
|
|
By the 19th century
|
Samuel Johnson, Noah Webster
|
|
Now
|
Languages in South Asia, in Singapore, in Malaysia, in Africa and in China
|
Check the answer together. Then ask the students some questions, such as:
How did the ancient English sound like?
What languages have an effect English?
How English has changed?
What about its vocabulary?
What about the English spoken at present?
…
设计思路：训练学生能够用最快的速度找到细节，帮助学生用本单元的重点词汇和短语来描述英语的发展史。做到真正掌握文章大意。这也可以督促学生养成认真预习的习惯。
After-reading
Do more exercises to consolidate the text.
* T or T exercises.
1. English had the most speakers in the 17th century.
2. English developed when new settles 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 English language.
7. Between about AD 450 and 1150, English was less like German, and more like French.
8. It is The American Dictionary of the English Language that gives American
English spelling its own identity.
** Retell the text by filling in the blanks. （具体的短文材料略）
设计思路：检验学生对于课文的理解情况。
Ⅲ、Retelling the text
教师将课文稍作改写，提供给学生复述填空。重点是练习那些重点词汇和短语（gradually、because of、actually 、vocabulary、 spelling 、fluent、 at present 、than ever before、 be based on 、such as、make use of）。
设计思路：让学生能够用本单元所学词汇复述课文，这样既掌握了词汇和短语又检查学生是否掌握了课文。针对我们的学生实际，个人感觉让学生用自己的话叙述难度偏大。
Ⅳ、 Homework
1. 1，让学生熟读课文，并选用下列词语（gradually、because of、actually 、fluent、 at present 、than ever before、 be based on 、such as、make use of）中的五个进行造句，要求这些句子有一定的关联，可以组成一个小段落。
2. 2，编一份内容相关的手编报。（刚好碰到周末，上交时间可以放宽到下周一）
|