The Road to Modern English
“The Road to Modern English”, a reading from Unit 2, English around the World Book1
nowledge objectives） a. To help students learn the development of English. b. To retell the development of English according to the timeline. (2)语言技能(Ability objectives) a. Students can understand the structure of the passage. b. Students can use some reading skills such as scanning and skimming. (3)情感态度(Moral objective) a. To arouse students interest in English. b. To make students confident in English learning. c. To develop students’ co-operation spirit.
教学重点(Teaching important points)
a. To learn the development of the English language. b. To learn some reading skills.
教学难点（Teaching difficult points）
To use different reading skills according to different question.
Students can use different reading skills according to different passage and different task.
To understand the history of English language and know the rule of the world.
Games, communicative approaches and task-based approaches
Computer, projector, blackboard
Step 1 Greeting Ss: Good morning Miss Gong. T: Good morning boys and girls. Nice to meet you! Step2 Lead-in (brain storm and guessing game) T: It is the English class again. We have learned English for many years. Can you list the countries that speak English as the official language? S1: England. S2:America. S3:Canada. S4:Singapore. ?. T: Very good. You know a lot of English speaking countries. They use English as their first or second language. But are their English the same? Ss: No. American English and British English are different. T: You are right. They are some kind of different. Can you tell which country’s English it is by watching the video? (给学生播放 Warming up 的对话视频，并增加电影中剪辑的印度英语、南非英语、中国英语等让学生猜 测是哪国的英语) Ss：England、America?. 设计意图：通过头脑风暴和 Guessing game 的游戏激发学生的参与热情。既激活 了学生已有的知识又引出了本单元的主题。 Step3 reading (1) skimming T: From the video we can see that there are so many countries use English. Do you know why? Ss: BecauseBritainused to be the strongest country in the world and she conquered other countries likeIndia. T: Yes, That is a part of the English history. Now let’s learn something more about the English history. Read the title of the passage “The Road to Modern English” and guess what the passage will talk about. Ss: It will talk about how English develop to Modern English. T: Are you right? Listen to the passage and check. ( After listening)
T: Is it about the development of English? Ss: Yes. T: Very good. Sometimes we can know the main idea from the title, and sometimes we can know the main idea from the first paragraph or the last paragraph. The most important thing is to know what each paragraph talks about. How can we know the main idea of each paragraph? S1: We can know that from the first sentence. S2: Sometimes we can know that from the last sentence. S3: We can also know it according to the middle part. T: All of you are right. Now try to find out the topic sentence of each paragraph. (6 mins later) T: Have you got the main ideas? Ss: We don’t know how to summarize the main idea of paragraph one. T: Ok, can you find the tree time mentioned in paragraph one? Ss: Yes, at the end of the 16th century, later in the next century and today. T: Good, is the number of people who speak English the same during the three different time? Ss: No, more and more people speak English. T: Very good. That is the main idea of the paragraph. Now can you tell me the main idea of the other paragraphs? S1: Paragraph 2: Native speaker can understand each other but they may not be able to understand everything. S2: Paragraph 3: All languages change when cultures communicate with one another. S3: Paragraph 4: English is spoken as a foreign language or second language in Africa andAsia. T: Well done. Do you agree with them? Ss: Yes. 设计意图： 使学生整体理解课文，训练学生的略读技巧以及让学生知道如何做阅 读题中的主旨大意题。 让学生自己归纳段意而不是让学生通过选择题的方式来 找出段意，是为了让学生为以后的任务型写作中的概括大意打下基础。 （2）Scanning
T: Since we have known the main idea of each paragraph, we should know where to find the information we need quickly. Now let me see if you can find out the information in 5 minutes. 1. English has 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 (5mins later) T: Have you found the information? Ss: Yes. T: Good, now let me see if you find the right information. Tell me your answer and tell me where you find the answer. Ss:? T: Good job. When you do the reading comprehension you should underline the information in the passage too. This kind of questions are easy but some other questions are not so easy. You should infer some deep information according to the passage. Complete the comprehending Exercise One in 6 minutes. Let me see if you can tell whether the statements are true or false by inferring. (6 minutes later) T: Can you tell whether the statements are true or false? Ss: They are a little difficult, but we can. T: Tell me your answer and how do you get the answer. Ss:?
设计意图：使学生更具体、更深层次地理解文章。训练学生做阅读题时快速找到 信息并作出推断的能力 (3) Intensive reading T: The passage is about the development of English, can you make a timeline of its development? For example： During the 5th century AD: English was based more on German. Between about AD 800 and 1150: ? (6 minutes later) T: 6 volunteers to write your timeline on the blackboard. Ss: Let me try. ? T: If you have different ideas you can come here and correct them. Ss: I have different idea about the time by the 19th century. (After their writing) T: If you have no other different ideas, let’s check who is right. ? T: The passage is written according to the timeline, now try your best to retell the passage with the help of the timeline in 5minutes). (5minutes later) T: Who want to try? S1:? S2? S3? S4? 设计意图：熟悉课文，让学生体会以时间为线索的文章的写作。复述课文除了帮 助学生回顾整篇文章之外，还为他们以后的写作提供指导 Step 4 Summary T: By learning the passage we know more about the development of the English language. We have also learnt some reading skills. Can you tell me what skills you have learnt? S1: Find the main idea according to the title. S2: Find the topic sentence to summarize the main idea of paragraph. S3: The writing line is important.
S4: We should find information in the passage to help us. S5: We should remember words. T: Very good. I hope you can really improve your reading skills. 设计意图： 从实践中总结而来的阅读技巧可以为他们以后的阅读指明方向，提高 他们的阅读能力。 Step 5 Homework T: Discuss the topic why do you think people all over the world want to learn English in your group and make a poster according to your ideas. 设计意图：开拓学生的思维、认识到英语的重要性并端正学习英语的态度。 培养学生的动手能力以及团体合作能力
copyright ©right 2010-2020。