英 语 教 学 案 例 设 计
设计教师： XX
教学年级： 高 中 一 年 级 任教中学：
课 题： Reading-The Road to Modern English
一、教材分析
在本单元第一课时的学习中，学生已了解了世界英语的分支，以及英语应用于不同国家时产生的差异。本课时是本单元第二课时，更进一步说明英语的起源、发展变化、形成原因以及它的发展趋势，是第一课时的继续，又为本单元接下来的语言学习和其他技能的训练铺垫。本课时是阅读课，应侧重于学生阅读技巧的训练，提高学生的阅读能力水平，因为阅读能力的训练始终是整个高中教学阶段的重要任务之一。
“教”与“学”是教学过程中不可分割的两个环节。只有在了解学生的心理特点和实际能力水平，仔细研究和分析教材之后因材施教，才能把“教”与“学”有机结合，达到良好的教学效果。依据高中一年级学生的心理特点以及现有的知识水平，结合以上对本课教材的分析，本课时部分教学内容调整如下：
[1] 课前增加了复习，通过动画复习回顾上节课时所学内容，可操作性强，趣味性高，有利于自然地引入新课的学习。
[2] Pre-reading部分第一个问题太简单，看文章即懂，不值得讨论；而第二个问题放于后面的讨论中，因而删去此部分，改成：根据标题对文章的预测。激发学生学习欲望，培养学生的思维能力。
[3] 阅读部分增加阅读技巧的指导，能满足学生获取学习策略与技巧的愿望。 通过本节课教材的处理，能使教学环节节奏紧凑，环环相扣，从而增大了信息输入量，充分利用课堂45分钟，极大提高了教学效果。 二、学情分析
高中一年级的学生已经在初中阶段的英语学习中，初步接触和了解了英语国家的文化，已经积累了一定的词汇基础，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力。高中一年级学生的思维能力已接近成人，他们有旺盛的求知欲，较高
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的学习自觉性，并具备较强的自学能力；他们对老师的期望值也大大提高，不仅希望老师传授他们科学文化知识，更期望从老师那里获取更多的学习策略与技巧。 三、教学目标
依据《英语课程标准》提出的五个目标，结合对学生和教材的分析结果，确定本课时的核心任务是授予学生一定的学习策略与技巧，尽力提高学生的阅读能力水平，达到以下目标：
[1] 语言知识：本文的一些重点词汇，有用的短语和功能句。
[2] 语言技能：能从一段文字资料中获取主要信息，能根据阅读目的使用不同的阅读策略。
[3] 情感态度：有正确的英语学习动机，明确英语学习目的。
[4] 学习策略：学会利用推理和归纳等逻辑手段分析解决问题，学会与老师、同学交流学习经验。
[5] 文化意识：通过学习英语了解世界文化，培养世界意识。 四、教学策略
⑴ 通过速读、略读等多种方法训练学生的阅读能力与技巧； ⑵ 通过阅读练习、分析文章结构，帮助学生理解文章主旨与大意；
⑶ 通过学习讨论、分析归纳、与学生交流心得体会，培养学生的跨文化意识。 ⑷ 本节课将使用动画，计算机等教具，充分利用课堂时间，增大信息输入量，使教学节奏紧凑，提高教学效率与教学质量。 五、教学过程 Step 1 Greeting
Greet the students as usual. Step 2 Revision and lead-in
(Show a flash of two people who are talking about the way on the screen) M: Excuse me, could I take the elevator to the 7th floor?
W: Pardon? Why not the 6th floor? Your room number is 705. And you’d take what? M: I mean, I’d like to take the lift to Room 705 on the 6th floor. We say the 7th floor instead of 6th floor in the US.
W: Oh, sorry. Come this way, I’ll show you the lift.
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„
T: Well, as we have learned last lesson, there are many different kinds of English in the world. Why has English changed over time? What will world English be in the future? Well, today, the passage \"The Road to Modern World\" will tell us. Now please open your books and turn to Page 9.
【分析：通过flash的动画效果，不仅复习了上一节课关于世界英语的知识，又巧妙创设了轻松热烈的课堂学习气氛；激发学生学习兴趣，为教学新课做好积极的准备。】
Step3 Prediction
T: Read the title “The road to modern English” and predict what the passage is mainly about. （let students predict and share the ideas with the class）
【分析：通过对课文内容的预测，激发学生的求知欲，培养学生的思维能力，同时为下一步阅读，更好的理解和把握文章的内容做好铺垫。】 Step 4 Fast Reading and Comprehending
(Show the following tips on the screen) Reading Strategies(策略) 1. 略读 (找重点词、关键句理解文章大致内容。 ) 2. 完成课后的阅读理解。方法： 题目关键词 → 文中相关句 →前后即测试点 →答案 (同义词改写或综合概括) T: Before we read the passage and do the exercises in Comprehending, let's learn some reading strategies. Please look at the screen. First, you must scan the text quickly in three minutes. Be sure not to read the text sentence by sentence. Read the key words and key sentences to catch the meaning of the text. Then read the questions and find the key words. Go back to the text and find the words or their synonyms. You can find the answers around the key words.
(3 minutes later)
T: Have you finished reading? (Ss: Yes.) OK. Now let's check the answers. First question, who would like to have a try?
S1: A. \"English has the most speakers now.\" T: The reason, please?
S1: In the first paragraph the last sentence. \"China may have the largest number of
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English speakers.\" The sentence ahead shows us that the time is “now”.
T: Very good. And what about the next question?
【分析：帮助学生理解课文大意，为进一步弄清文章结构、理解文章主旨做铺垫，同时授予学生一些阅读技巧和策略，培养学生利用推理的逻辑手段分析解决问题的能力。】
Step 4 Analysis of the structure of the reading
T: Now read the passage again. Try to find the topic sentences in five minutes. (four minutes later〕 Paragraph 1:
T: Can you find a topic sentence in Paragraph 1? Ss: No.
T: Can you find the words indicating the times? Read them out. Ss: \"At the end of、in the next century、today.\"
T: Right. We can see that as the time went by, the number of people who speak English increased. Now use one sentence to sum up the paragraph. Who want to try? Yes, girl, please.
S2: More and more people start to speak English.
T: Great. (Write the sentence down) Let's go on to next paragraph. Paragraph 2
T: Which is the key sentence?
S3: The first sentence.\" Native English speakers can understand each other even if they don't speak the same kind of English.\"
T: Do you agree with him? Ss: No.
T: Which sentence do you think is the topic?
S4: However, they may not be able to understand everything. T: Why do you think so? S4: (silent).
T: Look at the example in this passage. In fact, it is used to support the second sentence—However, they may not be able to understand everything. Generally speaking, the
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sentence beginning with such word—however, but —after a statement is what the writer intends to give emphasis on. Thus, it is often the key sentence. So why can't they understand each other?
Ss: World Englishes are different from each other in some important ways. T: Exactly. (Write it down on the blackboard) „„
T: (Conclusion) From the four topic sentences we can see they mainly focus on one thing. What's it?
Ss: English.
T: Yes, They are about four aspects of the history of English. So we can say that it's a brief history of English. (Write it down) Now let's see the structure of the passage. (Show on the screen.) The Road to Modern English
①at the end of… P1 More and more people start to speak English. ②in the next century… ③Today… P2 World English are different from each other in some ways. ①However ②For example A Brief History Of English P3 English has changed over time because all languages ①AD450-1150 change when cultures communicate with each other. ② 1150—1500 ③1600’s P4 English is also spoken in many other countries.
【分析：通过分析文章段落、结构，帮助学生总结所接触的语言材料中的语言规律，学会通过抓重点内容整理归纳，从而全面、正确理解课文，并提高学生的语言组织能力和表达能力。】
Step 5 Discussion
T: Now let's discuss the questions on the screen. (show on the screen)
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How does a powerful country influence a language, such as the USA? Will Chinese English become one of the world Englishes? Why? Has Chinese changed over the time? How? Why? Choose any one of it to have a discussion. (Let the students discuss in pairs. Then share their opinions in class. The answers may vary. But it doesn't matter what their answers may be. Most important of all, encourage them to express what they really think.)
【分析：通过让学生讨论，老师参与，培养学生分析问题和解决问题的能力，同时进行了情感教育，在探讨中更深刻了解学习英语的重要性，从而明确英语学习的目的和建立正确的英语学习动机。】
Step 6 Enjoy reading
T: Now let’s go through the passage again, and find some important words, phrases and sentences you like most. When you read, please do some marking. (show questions on the screen)
◆Which words and phrases do you think are the most important in the passage? ◆Which sentences do you like most in the passage? (let students share their ideas with the class and explain why they think the sentences
and phrases they found are important and like most, in the meantime, the teacher gives some explanations. )
【分析：让学生自己寻找语言点，体现以学生为中心的教学原则，能够提高学生学习的积极性，培养学生自主学习英语的能力。】
Step7 Summing up and Homework
T: Today, we have learnt a text about the brief history of English. We have also learnt some useful reading strategies and language points. Let’s go over them again. (Show on the
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blackboard and screen)
重点单词和短语：Modern, come up, culture, actually, present, rule, vocabulary, usage, identity, government, such as, rapidly. 重点句型： 1．Today, more people speak English as their first, second or foreign language than ever before. 2．Native English speakers can understand each other even if they don’t speak the same kind of English. 3．All languages change when cultures communicate with one another. 4．Actually, it was based more on German than present day English. 5．It became less like German, and more like French because those who ruled England at that time spoke French. 6．One big change in English usage happened when Noah Webster wrote the American Dictionary of the English Language, giving American English its own identity. 7．Today, the number of people learning English in China is increasing rapidly. T: Please review them today before you go to bed so that you can remember and understand them well. Your homework for today is to finish the exercise1-3 in the part of “learning about language”. That's all for today, bye-bye.
【分析：通过及时复习，帮助学生回忆重点，难点；通过作业，让学生进一步巩固所学内容，实现学生“在做中学”的教学理念。并鼓励学生养成课后复习的好习惯】
Reading Strategies(策略) 1. 略读 (找重点词、关键句理解文章大致内容。) 2. 完成课后的阅读理解。方法： 题目关键词 → 文中相关句 →前后即测试点 →答案 (同义词改写或综合概括)
Design for writing on the blackboard
The Road to Modern English ①At the end of… P1 More and more people start to speak English. ② In the next century… ③ Today… P2 World English are different from each other in some ways. ① However ②For example A Brief History Of English P3 English has changed over time because all languages ①AD450-1150 六、课后反思change when cultures communicate with each other. ②1150—1500
③1600’s 7 P4 English is also spoken in many other countries. 阅读能力的培养和发展在高中占有十分重要的战略和战术意义，必须占有相应比例课时保证。在新课标的感召下，许多英语教师对阅读的训练也已经给予了足够的重视，但是在训练方式上却存在较大的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。只有在英语阅读教学中教给学生一些学习策略，培养英语阅读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学的不足。本文比较好的处理了阅读和语法、词汇教学之间的关系。
本文遵循“以学生为中心”的教学原则，在课堂组织形式和活动组织形式中得到了较好的体现。充分发挥学生的自主能动性，以让学生快速阅读解决问题，找主题句，概括段落大意，分析文章结构等方法具体地引导学生，既解决问题，又掌握一些实用的英语阅读技巧和学习策略。这样既满足了学生的求知欲，又实现了他们获得学习策略的愿望。
同时，本文运用多媒体教学，引入动画，激发学生的学习兴趣，培养学生学习的积极性。在整个上课的过程中，学生静中有动，动中有静，营造良好的学习氛围，达到了比较好的教学效果。
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