四、教学设计题

Teaching Aims:

1. Students can understand the main idea and get some knowledge of the development of English,

2. Students can master the usage of some key words.

3. Students can learn to describe the process of how English came into being,

4. Students can improve their reading and speaking ability.

5. Students can understand that everything is developing and everyone should make progress, and be confident to share their opinions.

Teaching Key Point:

The process of English formation, and the usage of some key words.

Teaching Difficult Point:

How to describe the process of something’s formation correctly and fluently.

Teaching Procedures:

Step 1: Pre-reading (5’)

1. Ask Students a question “Do you know some English words that are from foreign language?” And let them discuss the question. Then try to classify these words into different countries.

2. Show some pictures about the change of residents living in England in the history, and then ask students to read the title, and predict what the passage will talk about.

(Justification: Leading in the topic by discussion could arouse students’ interest.)

Step 2: While-reading (15’)

1. Fast-reading

Ask students to read the passage quickly and summarize the main idea.

Q: What’s the main idea of the passage and the main idea of the three parts?

2. Careful-reading

Ask students to read the passage again and answer the questions:

Q: What language did people spoke during the Old English period?

Why do we feel puzzled about which words or phrases to use today?

What period does Middle English refer to?

How did the Middle English come into being?

Will English keep changing in the future and why?

3. Ask students to underline the unknown words and discuss the meaning with partners. As to some difficult professional words, like “Renaissance”, teacher can analyze the key words with some examples or relevant knowledge to help students to understand the meaning and usage of the words. Invite some students to make sentences with the new words.

(Justification: Students could use reading strategies to get the main idea and detailed information of the text.)

Step 3:Post-reading (5’)

1. Draw the timeline of English’s formation history according to the passage and retell it to the partner.

2. Divide the students into several groups, and invite them to discuss on “How to improve the efficiency of remembering words.” Then ask some groups to share their good ideas.

(Justification: Students could practice expressing their idea in oral English and their logical thinking capability could be improved.)

相关试题：全国教师资格统考《英语学科知识与能力（高中）》模拟试卷二

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