Period 2: Reading（精選2篇）

Period 2: Reading 篇1

　　period 2  reading

　　teaching aim:

　　a) ss will be able to know the development of english and feel the role that culture plays in the change of language.

　　b) comprehend the whole passage

　　c) ss will be able to know how to get the key sentence of a paragraph.

　　teaching procedures:

　　step 1 lead in

　　ask students several questions in the form of brain storming.

　　1.do you know the countries where people speak english? list them on a piece of paper.

　　2.what are the two main groups of english?

　　3.do you know the differences between british english and american english?

　　4.do you know the history of english?

　　step 2 fast reading

　　english is not only different from country to country, but also different from what it was before. read the title “the road to modern english” and predict (預測) what the passage is mainly about?

　　t:  scan the text to find or make out a key sentence for each paragraph.

　　let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.

　　paragraph 1: the spread of the english language in the world

　　paragraph 2: native speaker can understand each other but they may not be able to understand everything.

　　paragraph 3-4: all languages change when cultures communicate with one another.

　　paragraph 5: english is spoken as a foreign language or second language in africa and asia.

　　step 3. intensive reading

　　t: let’s enjoy the whole passage paragraph by paragraph again. pay special attention to the following qs:

　　how did old english develop into modern english?

　　why does english change all the way?

　　what other englishes developed from the old english?

　　(1). give the three major periods of the development of english.

　　the end of the 16th century-------- the next century ------------ today

　　who promoted the spread of english?

　　people. when they moved, they carried english to different places.

　　(2) t: although they speak english, yet sometimes they can not understand each other well, why?

　　--------- because there exist differences between different englishes, not only in vocabulary, but also in pronunciation and spelling. (hot/mum/honour/ honor/neighbour/neighor…..)

　　(3) t: how do these differences come about? (why does english change over time?)

　　--------- because of cultural communication.

　　ask ss to find out the characteristics of each time according to the time axis.

　　ad450-1150: german

　　1150-1500: less like german; more like french

　　in the 1600’s: shakespeare’s english

　　the time adel was written: american english

　　later: australian english

　　(4) t: besides the countries where english is used as a native language, where else is english used as a foreign language?

　　---------- south asia, india, south africa, singapore, malaysia and china.

　　activity 1. fill in the chart

　　ad450--1150 english was based on _______

　　____________ english was more like french.

　　at the end of the 16th century   how many people speak english? __________

　　___________ shakespeare made use of a wider vocabulary.

　　___________ american english gained its own identity.

　　later __________ english had its identity.

　　activity 2.  answer the following questions

　　(1)what is the clue of the passage?

　　(2) why does india have a very number of english speakers?

　　(3) when did people from england  begin to move to other parts of the world?

　　activity 3: choose the correct answers.

　　step 4 post-reading

　　t: from the passage we can see english is widely accepted as a native, second or third language. no wonder the number of people learning english in china is increasing rapidly. will chinese english become one of the world englishes? ---------- “ only time will tell”.

　　t: how do you understand this sentence?

　　---------- it means that something can only be known in the future.

　　t: what can you infer from this sentence about the development of english in china?

　　--------- it indicates that it remains to be seen just how much the chinese culture will influence the english language in the present country.

　　step 5. language focus:

　　1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.

　　2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.

　　3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.

　　4) be based on…:

　　5) make use of: use sth. available

　　6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.

　　step 6 discussion

　　work in groups. discuss the question and then ask two groups to report their answers to the class.

　　1. why do you think people all over the world want to learn english?

　　possible answer:

　　the reasons why people all over the world want to learn english:

　　★ with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.

　　★ however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.

　　★ also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.(all persuasive reasons can be accepted.)

　　step 7 homework

　　1. read the passage as fluently as you can.

　　2. find out some words and sentences you think are beautiful and recite them.

　　3. p11.ex2.3.4

Period 2: Reading 篇2

　　period 2: reading

　　study tasks:

　　1. practice the technique of skimming for overall comprehension and scanning for details

　　2. master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top

　　3. know how to keep healthy by doing exercise and have a suitable diet every day

　　topic: unit 4 what's your favourite food?

　　contents: reading(i) in unit 4

　　important points: the technique to skimming for overall comprehension and scanning for details

　　difficult points: 1. the relationship between diet and overall health

　　2. the teachique to skimming for overall comprehension and scanning for details

　　teaching procedures:

　　pre-task 1) revision

　　help the students revise "what is your favourite food?" and the answers:" my favourite food is... i like ... i love..." by making dialogues like this:

　　s1: what’s your favourite food?

　　s2: my favourite food is rice and chicken. what about you?

　　s1: my favourite food is fish and rice.

　　2) lead-in

　　1. t: show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:

　　t: s1, do you exercise at school?                     s1: yes, i do.

　　t: what exercise do you like?                        s1: i like basketball/football/running...

　　2. t: ask the whole class to discuss. “why do we exercise every day?” (write the sentence on the blackboard and explain. give them 2minutes to discuss.)   ss:...

　　3. (have some students to report.)

　　t: to exercise is very good for our health. but food is also important for our health. what do you eat every day?

　　s1: i eat rice, apples, oranges, meat... every day.

　　t: what's your favourite food?

　　s2: i eat bread, milk, pork, bananas...every day.

　　task circle 1) listen and answer. (kitty)

　　let the ss look at some questions about kitty before they listen to the tape.

　　1. where did kitty get her energy?

　　2. why did kitty change her diet?

　　2) read and complete b2 (kitty)

　　ask the ss to read reading a by themselves. when they read, they’d better underline the new words. then the teacher will get them to guess the meaning and explain. then ask the ss to complete b2 (kitty) according to the text.

　　3) read and answer. (daniel)

　　let the ss look at some questions about daniel before they read the text.

　　1. how often does daniel swim?

　　2. why did kitty change her diet?

　　3. what does daniel usually have for breakfast?

　　then ask them to read the text to find the answers.

　　4) complete b2 (daniel)

　　ask the ss to complete b2 according to the text (reading b).

　　5) listen and repeat (daniel)

　　ask the ss to listen to the tape and repeat after the tape sentence by sentence.

　　read the passages in corals.

　　post task 1) do b1

　　ask the ss to do b1. let them match the words on the left with the meaning on the right. then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g

　　2) complete c2

　　tell students to do c2 individually, then ask them to check their answers with a partner. refer back to the text if there are any disagreements.

　　task 10: discussion

　　t: boys and girls, what do you learn from the text?

　　s2: i learn a lot from the text. i think it’s very important to have a healthy diet and a good lifestyle.

　　s3: i liked hamburgers a lot. but from now on, i will not eat them any more.

　　s4: i seldom exercised before. i decide to exercise every day.

　　t: now if you are healthy, please tell us your diet and lifestyle. if you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.

　　homework:

　　1. write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (if some ss think it hard, the teacher can give them some key words for help.)

　　2. recite the text (reading a & b).