高中英语_The road to modern English教学设计学情分析教材分析课后反思

Book1 Unit2 English around the world
Reading The road to modern English
Teaching objectives:
By the end of the class, students will be able to:
1. Talk or discuss in groups to improve the students’ speaking
ability.
2．Understand the text by using the related words and phrases that have been previewed before.
3. Practise reading abilities, such as skimming, scanning and so on.
4. Strengthen the understanding English language ,its development and different kinds of English.
Teaching procedures:
Step1 Revision
Translate the words and expressions into English.
1. 航海--------7.目前，现在---------------
2. 本地人---------8.逐渐的，逐步的----------
3. 走进，上来---------9.词汇------------------------
4. 公寓住宅-----------10.利用，使用--------------
5. 事实上，实际上-----------11.流利的，流畅的--------
6. 以….为根据----------------12.本身，身份--------------
Step2 Leading---in
Show students some pictures
T: What’s this?
S: Football
S: Soccer
T: What about this one?
S: Eraser
S: Rubber
…………
T: Let’s think: why do people use different words to express the same thing? As we all know , there is more than one kind of English in the world. They are different from one another in some ways. Why has English changed over time? What will world Englishes be like in the future? Today, the passage “ the road to modern English” will tell us the answer.
Step3 listening
Listen to the tape carefully and then do true or false questions.
1. America has the largest number of English speakers.
2. English developed when new settlers and rulers came to
Britain.
3. Native English speakers can’t understand each other
because they don’t speak the same kind of English.
4. The reading describes the development of the English
language.
5. English is one of the official languages used in India.
Step4 Reading
1. First-reading
Skim the passage and find out the topic sentence of each part. Part1.-------------------------------
Part2.-------------------------------
Part3.-------------------------------
Part4.--------------------------------
2. Second-reading
Scan the passage and choose the best answer.
(1.) English has/had the most speakers---------.
A. Now
B. When the British ruled many parts of the world
C. In the time of Shakespeare
D. In the 12th century
(2.) Which of the following statements is true?
A. Languages always stay the same
B. Languages change only after wars
C. Languages no longer change
D. Languages change when cultures change
(3.) From AD 450 to 1150, English sounded more like-------
A. French
B. Chinese
C. German
D. Russian
(4.) Shakespeare’s English was spoken around---------.
A. 1400’S
B. 1150’S
C.450’S
D. 1600’S
(5.) Which country has the fastest growing number of English
speakers in the world?
A. Australia
B. China
C. India
D. Britain
3. Third-reading
Read again to finish the passage and then read loud and try to retell the passage .
At the end of the 16th century , English was only spoken by people from 1. -----------They were native speakers. Today , the largest 2. ----------of people speaking English may be in China.
A lot of Chinese people speak English 3. ---------their foreign language. The 4.----------language has changed quite a lot over the last four centuries. Old English sounded more like German for it was 5.-----------on German , but modern English 6.---------more like French than German because England was once ruled by the French. Those settlers 7.---------the language, so Shakespeare could make use of a wider 8.--------by the 1600’s. Two people had great effects on the English settlement. One was Samuel Johnson, who wrote his 9. --------and the
other was Noah Webster, who later wrote The American Dictionary of the English Language, which gave American English its own 10.---------. .
Step5 Post-reading
As we all know, English is widely used in many fields, while Chinese is spoken by the largest speakers. Do you think Chines will become an international language all over the world in the future? Please discuss with your partners. Then I’ll call some of you, on behalf of your groups, to share your ideas. Step6 Assignment
(1)Write a short passage according to our discussion.
(2)Finish the ex. on page 11.
Book1 Unit2 English around the world
学情分析
一、总体分析
高一的学生经过了初中的英语学习，基本掌握了一定的词汇，短语和句型，有了一定的阅读能力。

但是，我校的生源基本是农村学生，没有良好的学习习惯，英语及其基础薄弱。

家长基本不关心学生的学习，更别说辅导孩子了。

所以，我校学生英语的总体情况不太理想，未来的教学之路任重而道远。

二、具体分析
1.高一的学生求知欲和表现欲强,希望自己能得到同学
和老师的认可，所以我设计不同层次的任务型课堂活动，让学生人人都能参与活动，增强他们学习英语的积极性和自信心。

2.我校学生英语基础差,用英语交际的难度大，所以每次
分组与讨论的环节,如何更有效地促进不同层次的学生进行合作学习,互相帮助是个难点。

3.这个年龄段的学生有很强的记忆力和模仿能力,但知
识的拓展和运用的能力有待培养。

所以，老师在教课本知识的同时,也要教会学生创造性地使用所学知识运用于实践。

Book1 Unit2 English around the world
效果分析
本课结合PPT课件，穿插图片，音频片段，更形象的把课文和相关的话题结合起来，有助于同学们对于课文的理解和接受。

另外，以问答、讨论等形式讲解课文，可以帮助学生更加深刻地理解整篇课文以及一些细节问题，同时也使得课堂氛围积极活跃，点燃了同学们的学习英语的热情。

本课教学目标基本完成，学生学习效果显著，不同层次的学生均有所收获。

学生口语和听力都比较薄弱，因此对我的英语教学指令反应有些迟钝，小组合作讨论交流时不够活跃，但可以看的出学生也都想做好，只是能力有限！师生交流对话较为充分，
形成了相互尊重，合作探究的教学氛围，还算是一堂相对成功的阅读课。

通过本节课的学习，学生了解了英语的发展历史以及世界上不同的英语。

与此同时，学生掌握了相关的阅读技巧，提高了阅读能力。

比如：在阅读中能识别新学的词汇和短语，skimming 和scanning中任务的设置能够有效地整体的把握文章，让学生通过短文填空的形式，既考查了重点单词，也考察了学生对重点句型的掌握，同时，对语篇也有了一个整体的把握。

讨论环节能让学生开口说英语，虽然时间短，学生表达能力欠佳，但这也算一个不错的开始。

通过本次录课，我看到了自己的不足，也明确了今后需要加强的方向。

在课堂上，教师不仅要重视知识的传授，发挥学生的学习主体性，而且还要注重过程与方法，让每一个学生都积极参与到教学中来，让学生在学习知识的同时，也要学会积极的情感态度和正确的价值观。

Book1 Unit2 English around the world
教材分析
本单元以English language和its development为话题，旨在通过本单元教学为学生学习英语打开一扇窗户，使学生了解语言的变化趋势，明确为什么除了英国英语和美国英语，还会有印度英语，加拿大英语等，以后可能还会有中国英语。

Leading---in通过pictures引导学生思考：为什么同一个事物可以用不同的英语语言来表达？随着时间的流逝，英语为什么会发生改变？将来的世界英语会是什么样的？这些话题自然而然的把学生带入了我们的阅读课。

Reading讲述的是英语语言的起源，发展变化，形成原因，以及它的发展趋势。

文章首段简单介绍了英语的发展历史；接下来的两段介绍了英语演变的历史原因，最后介绍了英语在亚洲和非洲国家的情况，以及中国英语的发展趋势。

Comprehension 设计了三种题型。

其中前两个是考查学生对Reading文章细节内容的理解，最后一题是考查学生的语言输出能力。

学生在熟悉课文内容的前提下，根据一些关键词，用自己的语言，来复述一下这个文章内容。

Discussion是结合我们现在的作文续写而设计的一个题目，目的是让学生通过小组合作探究的方式，培养了学生的想象力和语言表达能力，为进一步的文章续写做好铺垫。

Book 1 Unit 2 The road to modern English
评测练习
一．根据汉语写出英语
1. 电梯；升降机_____________
2. 汽油（英）____________
3. 气体；汽油；煤气_______________
4. 官方的；正式的____________
5. 航海；航行_______________
6. 本国的；本地的______________
7. 辨认出；承认；_______________
8. 公寓住宅（美）_____________
9. 实际上；事实上_______________ 10. 目前；现在_______________ 11. 以….为根据_______________ 12.逐渐的，逐步的 _____________ 13. 词汇；词汇量_________ 14. 拼写；拼法_______________
15. 较后的；后半的_______________ 16.本身；身份 __________
17. 流利的；流畅的_______________ 18. 频繁的；常见的______________ 19. 命令；掌握____________ 20. 请求；要求_______________ 二．单词拼写
1. The price_______ (包括) dinner, bed and breakfast.
2. The film________ (建立在…基础上) a true story that happened in the 17th century.
3. We should replace the equipment with something more________ (现代的).
4.______great______ (大量的) high school teachers are needed in Shenzhen.
5. I couldn’t _______ (识别出) my friend because I hadn’t seen her for seven years.
6. Large classes_______ (提出) great problem to many teachers.
7. The_______ (政府) has announced plans to many teachers.
8. He set himself such high_______ (标准) that he often disappointed himself.
9. Are you sure we are in the right_______ (方向).
10. Police are trying to discover the_______ (身份) of a baby found by the roadside.
11. Her father has never_______ (发挥作用；扮演角色) in her life.
12. Some flowers________ (例如) orchids and roses are
becoming rare in this town.
13. I can still remember the accident, ______ (即使) it happened long ago.
14. My grandfather doesn’t like the W_______ way of life, so he came back to our hometown last year.
15. She has a very large v________ and she can read English novels now.
三．短文填空
At the end of the 16th century, English was only spoken by people from 1.________They were native speakers. Today, the largest 2.______ of people speaking English may be in China. A lot of Chinese people speak English 3.____ their foreign language. The 4.________language has changed quite a lot over the last four centuries. Old English sounded more like German for it was 5._____on German, but modern English 6._______more like French than German because England was once ruled by the French. Those settlers 7._______ the language, so Shakespeare could make use of a wider 8._______by the 1600’s. Two people had great effects on the English settlement. One was Samuel Johnson, who wrote his 9._______, and the other was Noah Webster, who later wrote The American Dictionary of the English Language,
which gave American English its own 10. ______. .
Book1 Unit2 English around the world
课后反思
1. 就学生课堂上的反应和配合以及所达到的教学效果来说，我感觉还算是比较成功的一节课。

2. 本课采用了不同的教学方式和有效的教学策略，让学生练习运用了略读，寻读等阅读技巧，帮助学生很好的理解了整篇文章，同时培养了学生自主合作、分析探究问题的能力。

3. 在短文复述和讨论环节，在学生进行输出活动之前及时给予铺设，帮助学生表达，增强了学生的自信。

通过小组合作学习，使不同层次的学生都能得到提高。

4. 大部分学生都能积极投入到课堂教学中来，课堂气氛比较活跃，调动了学生的积极性，提高学生实际的语言交流能力。

5. 学生对本节课的学习基本达到了我的期望水平，但是，学生基础薄弱，在初中已经习惯了平时老师用汉语讲课，对于几乎全英语教学不太适应，所以反应不太好。

6. 我的口语和基本功方面都有待于提高。

在课堂上，重复的语句比较多。

我还要加强信息技术学习，做出更加优美的课件。

Book1 Unit2 English around the world
课标分析
《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。

同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。

”
新课程标准的三维教学观，具体到英语学科就是要整体发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力，合作探究和任务型教学是在新课程标准下实施素质教育的关键环节，所以，我的教学设计里，时刻体现着这几种原则。

一、教学设计理念
1. 运用任务型语言教学模式，训练培养学生对语言的综合运用，教学进度整体把握，教学形式不拘一格。

2. 课堂以学生为主体，以任务为主线，教师起到“设计者、协调者”的作用。

3. 在教学中，突出交际性，注重听说读写的实用性，要进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

4. 正视个体差异，以多层次、多角度的结果与过程并重的评价方式激励进步。

二、教学语言目标
I. 单元教学目标技能目标
语言目标Knowledge Goals。