《English and its history》教学实践报告

（指导思想，设计方法等说明）

本单元主题是语言（language）,主要介绍英语的发展，以让学生了解英语发展的历史。在Reading部分，学生将了解英语是如何发展及为什么英语中有一些令人困惑的规则。通过学习阅读策略，学生将掌握历史类文章的写作特点。这有利于更加有效地阅读这类文章。 这是一节阅读课。阅读材料来自牛津高中英语（Advance with English）第三模块第二单元—English and its history.本单元话题为英语及其历史。这篇课文介绍了英语的发展，从Old English到Middle English,再到Modern English.通过本节课的教授，我们试图培养学生预测（Prediction)、扫读（Scanning）、复述（Retelling）能力。同时通过小组合作学习方式，培养学生的团队写作精神。教学过程中我们使用交际性策略：将学生按4-6人分成小组，合作学习。通过师生互动、生生互动等形式，鼓励学生用英语进行交际。教学辅助策略在本节课中也得到使用。通过互联网等媒介形式，帮助学生了解更多有关英语方面的知识，以增强学生对英语的认识。此外，我们将注重评价方式和鼓励措施，创建学生成果展示包。

一、实践过程

1、通过播放英语歌曲A red, red rose导入课题，激发学生学习热情。

2、快速阅读，完成任务表格（When did they come to Britain?）。

3、讨论，小组合作学习。通过地图和线路图，帮助学生了解英语发展历史上的一些主要事件。

4、细读。通过图表，文字等完成表格，回答英语发展历史上发生的重大事件，及英语的变革。

5、小组讨论。通过展示中世纪英语，现代英语，英语谚语，电子邮件中的英语等直观体会英语发展和变化。

6、复述。通过文中提供的时间线索，帮助学生复述文章的大意，以培养学生的英语语言组织和表达能力。

二、收获与体会

本节课感觉学生课堂气氛热烈，教学目标达成度较高。通过图片、视频等媒介，让学生直观地体会到英语语言的变化和美。课题上我们通过小组合作的形式，发动每个学生调动自己的主观能动性，积极参加课堂活动，使得课题气氛活跃，教学效果突出。这让我感受到，只要我们教师开动脑筋，变换传统的教学思维和模式，就一定能找到课堂教学的捷径，从而真正提高课题教学效率。

三、问题与建议

如何搭建教学支架，帮助学生快乐的学习是我今后教学中要思考的问题。

第二篇：English_and_its_history_教学设计

The English language has a long history. First, people in Britain spoke a language called ___. Then three Germanic tribes ___ Britain and they ___ their language with Celtic, which developed

Anglo-Saxon. Later on, some ___ countries invaded Britain, and they brought many words from the language of Denmark and Norway. Thus ___ English appeared. In 1066, the ___ conquered

England. French had an ___ on the English language. This is why we have so many pairs of ___ words today. ___ English started in the 16th century, which also brought in many Latin and ___ words. Pronunciation greatly ___ at that time. Today, people still keep ___ new words and ___ of saying things.

[设计说明]

通过小结，进一步加深学生对English and its history的整体认识。运用填空形式可检测学生对文章的掌握情况。

模块三Unit 2 Reading部分导学案教师使用部分：

Reading English and its history

学习目标：

1、阅读并理解课文《English and its history》

2、掌握语言点及生词

学习难点：

理解文章中的难句

课时安排：2课时

Period 1

学习方法：

1、预习时请借助字典，词汇表和录音完成课前自学部分并记忆生词。

2、阅读时请参阅P63：NOTES 1~5

3、课堂学习时请用红色笔在导学案上更正或补充笔记。

I课前自学

(Before class, ask the Ss to write down the answers on the Bb)

(Step 1 Check up the answers)

1. 朗读，翻译并记忆下列单词或短语。

1）all through history 有史以来 2）go through

3）official language 官方语言 4）work as

扮演……角色；6）make contributions to

起……作用

7）on the other hand 另一方面 8）result in

1）the Renaissance 文艺复兴 2）Greek

3）Latin 拉丁语（的） 4）Denmark

5）Norway 挪威 6）Norwegian

7）Germanic 日耳曼语（族）的 8）Celtic

9）Angle 央格鲁人 10）Saxon 5）play a part in 经历 作…的工作，是…职业、身份 对……有贡献 导致 希腊的，希腊语的 丹麦 挪威人 凯尔特语 萨克寻人

11）Viking 维京人，北欧海盗 12）the Norman Conquest 诺曼征服

3. 阅读课文《English and its history》，完成P22 Part A，请将答案写在课本上。

4. 完成P24 Part D，并将答案写在课本上。 II课堂学习

1. 阅读P23Reading strategy部分并回答下列问题。

1）What will help you understand the order of events and how pieces of information relate to the rest of the text.

2）What is suggested for us to do when reading a history article?

2. 阅读课文并完成C1&C2的练习

Period 2

学习方法：

1、预习时请借助字典，语法书等完成语言点部分练习。

2、课堂合作学习时请用红色笔修正语言点部分的答案

I课前自学&课堂合作学习

（Ss discuss the language points and finish the Exs in groups, then report the answers in front of the whole class）

1. 阅读课文并完成下列练习。

1）翻译并理解下列句子。

(L2) The English is made up of the grammar and vocabulary these people brought to Britain. (L10) Old English consists of a mixture of their languages.

【观察思考】理解下列句子

The team consists of 10 members．

= The team is made up of 10 members．

Life is made up of a variety of unrelated things.

=Life consists of a variety of unrelated things.

【归纳总结】

consist of和be made up of都是“由……组成的意思”，通常可以互换。consist of虽有被动含义，却没有被动语态。

【观察思考】理解下列句子

Air is a mixture of gases.空气是各种气体的混合物。

His first reaction was a strange mixture of joy and anger. 情。

【归纳总结】

a mixture of的意思是“……的混合”

【巩固运用】翻译下列句子

谈话是以一种英、法混杂的语言进行的。

2）翻译并理解下列句子。

(L16) By the 10th century, Old English had become the official language of England.

(L47) By the latter half of the 14th century, English had come into widespread use among all classes in England.

【观察思考】

a. By the time you came back, I had finished this book.

b. By the time you come here tomorrow, I will have finished this work.

【归纳总结】

“by+时间点”by后的时间点如果指过去，则主句谓语动词常使用过去完成时态；by后的时间点如果指将来，则主句谓语动词常使用将来完成时态。

【巩固运用】翻译下列句子。

a. 到上周末为止，我们已经学了十课书

b. 明天这时候，他们将修好这台机器。

3）翻译并理解下列句子。

(L19) This is because English had many words and phrases from different languages, but with similar meanings.

(L32) This resulted in even more words with similar meanings.

【观察思考】翻译下列句子，理解with在句中的含义，并为其找到相应的注释，将序号填在括号里。

1. She lives with her son. （B）

2. The girl with long hair is my classmate. （A）

3. My American friend is learning to eat with chopsticks. （C）

4. He had a gun with him. （E）

5. They were wild with joy. （D）

A．带着...;有...（特征）的

B．与...一起,偕同,和...

C．以(手段、材料),用(工具)

D．由于,因为

E．在...身边,在...身上

4）翻译并理解下列句子。

(L24) Middle English is the name given to the English used from around the 12th to the 15th centuries.

【分析句子】

例句中given做定语修饰the name，used做定语修饰English。

【观察思考】理解下列句子或短语。

a. problems left over by history历史遗留问题

b. People today tend to choose vegetables grown without chemicals.今天的人们更倾向于选择 c. The money raised at the evening will be sent to the earthquake survivors as soon as possible.

【归纳总结】

过去分词作定语修饰名词或代词，在语态上，表被动（被动/主动）；在时间上，表示动作已经发生或完成，与它所修饰的名词有逻辑（意义）上的动宾关系。

【巩固运用】翻译下列句子。

a. 他是个很受学生爱戴的老师。

b. 最近，意大利和德国科学家们进行的研究得出的结果令人惊讶。(P93 D1)

are amazing.

5）However, the Norman Conquest did not affect English as much as the Angles and the Saxons? victory about 600 years earlier, which led to old English replacing Celtic.

【分析句子】

1. as much as…在句中做比较状语，将the Angles and the Saxons? victory进行比较；

2. which

3.led to是的过去时态，to是介词，其宾语为

6）翻译并理解下列句子。

（L37）However, the words for the meat of these animals, which was served to the Normans, came from Old French: beef, mutton, pork, and bacon.

【观察思考】翻译下列句子，理解serve在句中的含义，并为其找到相应的注释，将序号填在括号里。

a. What kind of wine should we serve? (A)

b. He returned to Greece to serve in the army. (C)

c. The waitress doesn?t seem to want to serve us. (B)

A. 送上，端上（食物饮料等）

B. 接待（顾客）

C. 为……工作，服役；

【分析句子】

课文例句中，serve的意思是送上，端上（食物饮料等）。

课文例句中，which引导的是非限制性定语从句，先行词是the meat of these animals。

2. 找出文章中含有名词性从句和定语从句的句子，在从句下划上下划线，并标明该从句是哪一从句。

L3：……why……people.（表从）

L15：……which……Old English.（定从）

L18：……which words or phrase to use.（宾）

L19：……because……meanings.（表从）

L27：……who……in 1066.（定从）

L29：……which……Celtic.（定从）

L30：……（when）they ruled England,（定从）

L36：……who raised animals（定从）

L38：……which……Normans,（定从）

L55：……whether……future（宾从）

L56：……that……things.（主从）

II巩固练习(AB级)

1. The trees _______ in the storm have been moved off the road. (2008湖南卷) (B)

A. being blown down B. blown down C. blowing down D. to blow down

2. By next Saturday Tom ___________ a whole month without smoking a cigar.（B）

A. will go B. will have gone C. has gone D. has been going

3. _______the teacher?s help， the student managed to get a mark high enough to please their parents.(A)

A.With B. Under C. In D. On

4. —How delicious the soup is! Who made it? （A）

—It?s me. It _____ tomatoes, meat and peas.

A. is made up of B. is consisted of C. consists in D. makes up

※5. Please remain ____________, the winner of the prize will be announced soon. (2008辽宁卷)(B)

A. seating B. seated C. to seat D. to be seated

※6. It was______that caused him to ___________dinner an hour later than usual.(B)

A.we being late, give B. our being late, serve

C.we were late, serve D. because we were late, give

III 当堂总结：本节课我们学习了_____________________及其语言点，请于课后巩固本堂课所学内容。

Unit 2 language 导学案

Period 1 Reading: English and its history (1)

【学习目标】

1. 通过对课文的理解了解英语及其历史，

2. 掌握阅读历史文章的阅读策略。

3. 背诵文中一些重点句型。

【学习重点】

通过对课文的理解训练学生的阅读能力，并掌握一些重点句型的应用。

【学习难点】通过阅读文章训练学生的听说读写能力 .

【学法指导】掌握读历史文章的方法 , 采用多种方法对文章进行理解 .

【知识链接】

阅读下列短文，回答文后问题。 (C 级 )

The Language of Honey Bees

There are many different varieties of bee. Some live in large group like the honey bee, and make their nest in trees or holes in the rocks. Others types of bee make their nests in holes in the ground . There are also other varieties that do not live in groups at all. Among the different type of bee, it is the honey bee that has most interested scientists because of the “language” they use to communicate with each other. The development of the modern beehive in 1851 made it possible to design experiments to research the language of honey bees.

Professor Karl von Frisch , an Australian scientist, spent many years of his life researching the amazing ways honey bees communicate in their dark hives. After working with bees for many years, Professor Von Frisch was puzzled by something he had noticed again and again . When he placed little dishes of honey on a table, bees soon came. As soon as one bee discovered the honey, many more came to it one after another in a short time. It seemed that one bee was able to communicate the news of food to other bees in its hive. How was this possible? To find out, Von Frisch built special hives, each with only one honeycomb. He built a glass wall through which he could watch what went on inside. In order to tell the bees apart, he painted some bees with little spots of colour. When a marked bee returned to the hive from the feeding table, Von Frisch watched through the glass. To his astonishment, the bee began to perform a dance on the surface of the honey comb. First

it made a circle to the right, then to the left. It repeated these circles over and over again. But that was not all. The dance seemed to excite the surrounding bees. They trooped behind the first dancer, copying its movements. Then the bees left the hive and went to the feeding place. The circle dance seemed to communicate news of food .But what else.

Von Frisch wanted to find out whether the dance told them how far away the feeding place was. So he set up two feeding place. One was closed to the hive. The other was much father away from the hive. He marked all the bees that came to the nearby feeding place blue to the hive, and all the bees that went to the faraway place were marked red. When the bees came back to the hive, Von saw a curious sight . All the bees that had been at the nearby place were doing circling dance .All the bees that had been at the distant feeding place were doing a completely different dance , a wagging dance The dancer ran in a straight line , wagging from side to side . Then it turned in a semicircle , ran straight again and turned in another semicircle to the opposite side . It keeping repeating the “steps” over and over .

回答问题：

1.What made Professor Karl von Frisch puzzled?

2.How did he find out whether the dance told the bees how far away the feeding place was?

3.What does the “circling dance” mean?

4. Can you describe the “wagging dance”?

【学习过程】

Step 1 Warming Up (A.B 级 )

Ⅰ .Discuss the following questions in groups. （ B 级）

1.From page 21, what forms of language do you know?

___________ __________ ____________ ___________ _______________

2.Do you think the same sign means the same to people all over the world? Can you give some examples?

___________________________________________________________________________________________________________________________________________.

3.Do you have any effective methods for studying English language to share with your classmates? ___________________________________________________________________________________________________________________________________________.

Ⅱ .Translation (A 级 )

1. 我有一些学习英语的有效方法要与你分享

_____________________________________________________________________.

2. 蜜蜂以绕圈飞行的方式通知同伴关于食物与危险的信息。

_____________________________________________________________________.

3. 由一个法国人发明的 Braille 是一种盲文。

______________________________________________________________________.

4. 这个符号代表欢快的微笑。

_____________________________________________________________________.

5. 广义而言，语言是一种信息的传递方式。

___________________________________________________________________.

6. 你还能想起其他交流信息的方式吗 ?

__________________________________________________________________________.

Step 2 Pre-reading(AB 级 )

1. How much do you know about English and its history?

_______________________________________________________________________________

2. Answer the three questions above the text.

3.Read the short reading strategy on P23 and tell us how to read a history article?

_____________________________________________________________________________________________________________________________________________________________. Step 3 Careful reading

1. Read the text quickly and do exercises on P24-25 (A 级 )

2. Read the text quickly and fill in the following form. （ B 级）

Time Events Before the middle of the 5th century People in Britain all spoke a language called _______________________ At the end of the_____ century The Vikings ___________ Britain and brought their language. By the _____ century Old English was the_______ language of English. In _______ The Normans ______English and took ________ of the country.

By the latter half of the _______ century English was__________ by all classed in England In ______ Henry Ⅳ became King of English and used English for all ___________ During the Renaissance in the ____ century Modern English began and __________also ___________ huge changes.

Step 4 Consolidation （巩固） : 根据课文内容在横线上填上适当的单词（ D 级） Old English ___________

_____+language from __________ =__________( the base of Old English)

____________

__________

+language from = Old English

__________

Step 5. Recite the sentences and pay attention to the underlined phrases.(A 级 )

1. Throughout history, people from many different countries and cultures have lived together in Britain.

2.The English language is make up of the rules and vocabulary each group of people brought to Britain with them.

3. The language consists of an Anglo-Saxon base plus words from the languages of Denmark and Norway.

4. Many factors contributed to the development of this new type of English.

5. Despite this fact, French still had an impact on the English language.

6. This resulted in even more pairs of similar words, like reply(from French) answer(from old English) 。

7. In 1066, the Normans conquered English and took control of the country.

8. At this point , many English people worked as servants who raised animals and cooked for the Normans.

【当堂检测】

一 根据首字母和汉语提示 , 填出符合句子意思的单词 . (AB 级 )

1.D______ the traffic jam, he still arrived at the meeting on time.

2.T________ the history, there are some heroes who devoted their lives to their country.

3. The medical team c ________ of five doctors and ten nurses.

4. Do you know the o_______ language of Australia?

5.When you speak English , you should pay attention to your p__________.

6.He_______( 经历 ) many kinds of difficulties and hardships during his trip to Africa.

7.It?s believed that teachers will never be _______ （代替） by computers in the future.

8.The local government has been trying to _____ （创造） jobs for the people who have been out of work.

9.From his ______ （方言） , I know that he is from Shandong province.

10.The problem must be ________ （令人迷惑） to him , as we can see from his puzzled look.

二 . 翻译下列短语（ B ）级

1 ）．贯穿历史 2 ） 如此多令人困惑的规则

3 ）．由 ----- 组成 4 ）在九世纪末

5 ）．有助于，是 --- 的原因 6 ）随身携带

7 ）征服并控制 8 ）被采用

9 ）母语

10 ）尽管事实如此

三 . 根据课文内容填空 . （ C 级）

__________ people from many different countries and cultures have lived together in Britain. That is ______ English is a language with so many ___________ rules.

Old English ______________ the English we speak nowadays. The language _______an Anglo-Saxon base______ words from the languages of Denmark and Norway.

Many factories________________ the development of Middle English. In 1066, the Normans __________ England and _____________ the country. Even though the Normans spoke French, it didn?t__________ English as the first language._______________, French still had ________________ the English language, which________________ even more pairs of similar words. It was Henry Ⅳ who used English for all _______________.Modern English began during the Renaissance in the 16th century._______________ pronunciation __________ huge changes. Even today where a person comes from will affect their ______________.This is called_______________. It is certain that this process will continue and people will keep____________ new words and new ways of saying things.

【自我总结】

1. What have you learned in this text?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

2.What?s your pl

模块三 第二单元阅读 English and its history 教学设计

一、 教学设计意图

在《高中英语课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，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。”本课主要英语发展及其历史的概要为轮廓，以英语发展的历史时间和历史事件为主线，为学生营造一个自主学习的环境，让学生自主探究，相互合作，从阅读历史性文章中获取知识和加工信息。

二、 本课时简析与教材处理

牛津高中英语教材Module 3 中的Unit 2 Language Reading English and its history部分是一篇介绍英语及其发展历史的说明文。本文介绍了英语发展的三个阶段，即古代英语、中古英语，当代英语三个阶段。让学生对英语的发展与演变过程有一个认知，了解英语的起源与发展过程。同时引入相关的词汇。

三、 教学目标

理论依据：《高中英语课程标准》

（一） 语言知识目标

a.重点词汇和短语

throughout, confusing, create, nowadays, official, consist, contribute, development, rule, replace, despite, impact, servant, raise, ending, upper, class, adopt, tongue, modern, include, style, process, depend, record, promise, difficulty, unknown, consist of, pick up, lift up, contribute to, take control of, depend on, care about, differ from, throughout history, mix A with B, an official language, replace A with B, have an impact on..., result in, raise animals, by the latter half of the 14th century, official occasions, undergo huge changes, a sequence of events

b.重点句子

①They each had their own language and Anglo-Saxon (the base of Old English) developed from mixing these languages with Celtic.

②The language they created is what we now call Old English.

③In fact, it is certain that we would not be able to understand it if we heard it today.

④Many factors contributed to the development of this new type of English.

⑤Despite this fact, French still had an impact on the English language.

(二) 阅读技能与信息能力目标

本文中Reading Strategy主要让学生掌握如何阅读历史文章， 能从文章中获取主要信息并摘录要点；能理解文章主旨，作者意图；能提取、筛选文章中的信息；能利用上下文猜测新词汇。

（三）多元能力发展目标

通过听、说、读、写和小组讨论英语的历史及其发展，本文进一步培养、发展学生的语言能力，逻辑思维能力，人际之间合作能力，以及观察能力。

（四）学习策略目标

在阅读英语合作式学习中，完成任务；通过各种途径获取相关信息，分析并运用有效信息来回答问题，采用任务型阅读检测体现了新题型对学生综合语言运用能力的提取，筛选要求。

（五） 文化意识和情感态度目标

让学生了解英语发展的历史，提高对英语的认识，从而增加学习英语的兴趣。

三、教学重点与难点

重点：了解英语发展的三个阶段，以及每个阶段发展的特点。

难点：从文章中获取所需信息，列出各阶段发生的事件。

四、教学方法

根据高中英语课程标准，及英语教学的理论和实践，以及当前教学改革、课程改革的先进理念，本课采用了任务型教学的途径，促使学生以意义学习为中心，尽力调动语言和非语言资源；开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习的效果。本课设计采取自主学习立体模式，即（Pre-task --- Task-cycle --- Post-task）

五、教学设计

Main Task: Read the article and get the main idea of each part.

Pre-task: Collect information about the development of English..

Step 1: Brainstorm: (5 Minutes)

Ask students the following questions：

1. Are you good at English?

2. What do you think is the most difficult part of studying English—pronunciation, grammar, vocabulary or anything else?

3. Do you think English has always stayed the same?

Step 2: Reading strategy

Ask the students go through the Reading strategy and find out how to read a history article.

How to read a history article

Make a sample time chart. When you are reading a history article, you will notice dates and years in the text, which will help you understand a sequence of events and how pieces of information relate to the rest of the text.

设计反思：这是任务前阶段，目的是激发兴趣与导入本文主题，让学生认识本节课总任务

和学会如何阅读一篇历史文章，根据时间找事件，学生掌握阅读策略，从而提高阅读效率。 Task-cycle:

Step 1: Fast-reading (3 minutes)

Ask the students to read the article quickly to get the main idea of it and

( 让学生通读全文，掌握文章的主题大意，以便从整体上把握文章。)

Step 2: Careful-reading

Get students to read the article again and get more detailed information of it and then finish Part

(学生详细阅读文章，了解本篇文章的具体内容。)

Step 3: Listening

Ask the students to listen to the recording of the passage.

Watch out for dates and years in the passage first.

Then, list the related events according to the dates and years.

(学生通过听录音，对照并纠正语音语调。同时，留心文中的历史时间年份，明确历史事件。)

Step 4 : Discussion

Work in groups of four to discuss the following questions:

Do you think English is important? Why or why not ?

Do you have any effective methods for studying the English language to share with your classmates?

Do you know any English words and idioms and their interesting stories behind them?

Search for more information and write a short passage showing your opinion about English, one of the most widely used international language.

A sample version:

English is called “the language of communication” because it seems all the people in the world have agreed to use English to talk to each other. About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. 75% of the world?s letters and postcards are written in English. Almost all international conferences and competitions are conducted in English. For example, the Olympics and the Miss World contest. Diplomats and politicians from different countries use English to communicate with each other. English is the main language of organizations like the United Nations, NATO, and the European Free Trade Association. From above, we know English is a very important language for communication.

(这是本节课的任务后阶段，培养学生写作能力的同时，训练学生的想象能力。写作不是课文简单的重复，而是能力的扩展、知识的再生与运用。整节课输入的过程帮助学生构建了写作信息框架，从而达到自然有效输出。)

如果可以运用多媒体进行教学，教学过程会更轻松，学生会更感兴趣，学生学习和掌握的情况也会更好。而且，也还要根据学生的具体情况进行实施教学。确保所有学生都可以在本节课学得知识，有所收获。