高中英語Unit2LanguageWordpower教學設計牛津譯林版必修3

1、你是我今生最美的遇見，,祝您考試金榜題名！你是我今生最美的遇見，,祝您考試金榜題名！單 元：Unit 2 Language板 塊：Word power課堂設計指導思想：Word power旨在科學地、有效地、有趣地擴充學生的詞匯量。Word power在設計上采用了與本單元主題相照應的思路，內(nèi)容上不受課后詞匯表的限制，期冀在同一語意場中通過語境的輔助以及構(gòu)詞法等相關(guān)知識的輸入實現(xiàn)學生詞匯的擴展。本節(jié)課是以聽、說、讀為主的詞匯教學課。詞匯教學應當“有層次”并兼顧“知、情、意” 。首先，“有層次”是指詞匯 教學應努力遵循認知規(guī)律， 按照學生溫故知新一探索新知識一使用新知識一鞏固新知識的客 觀規(guī)律進

2、行教學。其次，兼顧“知、情、意”是指詞匯教學要有：知一一詞匯知識、學習策略以及詞匯所蘊含的文化知識的輸入；情一一師生間的情感互動、 學生的情感融入與興趣的激發(fā)、以及情感體驗的過程；意一一人文精神和人生意義的體悟與提升。Teaching aims:Get to know the names of some countries and their official languages.Learn the differences between formal and informal English.Get some background knowledge of related topics.To

3、 discuss the important ways that help to achieve better understanding between people from different cultures.Teaching procedures:Step 1 Lead-inThe teacher introduces the topic of the UN.Basic facts about the UN:Fact1: When was the United Nations founded?A clue: In the year 2005 the UNcelebrated its

4、60th birthday. (background knowledge)The students are supposed to get the answer: In 1945.Fact2: Why was it founded?Infor m the students of the following aspects:The UN works on: peace and security human rights (D humanitarian affairs international law economic and social developmentIn a word, it wo

5、rks on international affairs.Fact3: How was it organized?Show the students the diagram of the UN system.你是我今生最美的遇見，祝您考試金榜題名！你是我今生最美的遇見，祝您考試金榜題名！Point out three of them which the students might be familiar with: UNESCO, WHO, WTO.Introduce the 6 principal organs of the UN.Offer the students 2 websites

6、 where they can find more information about the UN.(learning strategy: to help The students learn more by themselves) Fact4: What about its members?Ask the students to read the paragraph on page27. (task-based reading) Task: Answer the following questions:How many countries are members of the UN? (1

7、91)Can you give me some examples of the member sta tes? (China, France, etc.)How many languages are spoken in the world today? (About 6000) Check the answers and gi ve more information.【設計說明】結(jié)合課文中的信息，為學生了解聯(lián)合國提供了一系列的背景知識：聯(lián)合國建立的時期、目的、組成、以及成員國和使用語言等等。本課教學素材比較簡單，如果不增加一 定的文化和相關(guān)知識的輸入，則內(nèi)容過于單薄。作為導入，介紹相關(guān)信息，一

8、方面是為之后的話題提供過渡，另一方面，也拓寬了學生的視野并為學生進一步了解知識提供了信息資源。Step 2 Countries and languages:Divide the students into 2 groups.Present the rule.Somenational flags or related information will be shown on the big screen. When a student see a national flag appear or he can guess the answer from the giveninformation,

9、he/she should stand up immediately and tell the rest of us what national flag it is and what official language people use in that country. And if he/ she makes it right, his/her group will get one point.Give the students some time to prepare. Make sure they know how to recognize different national f

10、lags and their official languages.Give the students an example.Start the game. (Get students fully involved in the competition.)【設計說明】學生分組競賽，有利于充分調(diào)動學生參與的積極性。在團體榮譽感的驅(qū)策下， 學生們都躍躍欲試。游戲的規(guī)則比較簡單，只要能率先說出相關(guān)的國家和語言，即可為所在的組得到相應的分數(shù)。教師也可變通，說出一項記一分，目的只有一個：讓學生充分融入課堂。Discussion ( to arouse the students to think more

11、 about languages)Draw the students attention on the following fact that some countries have morethan one officiallanguage. Ask the students to discuss the possible answers to thisphenomenon.Answers for reference:Some countries used to be conquered by Britain, so they also use English.Someimmigrants

12、brought with them not only their wealth and technology but also their culture and languages.Switzerland uses three official languages probably because it is where France, Germany and Italy join to gether.【設計說明】語言不僅是文化的載體，更是思維的媒介。教授語言的最終目的不能僅限于知 識的傳遞，因為“生有涯而知無涯” 。因此，在語言知識教授的同時，應該兼顧運用與思維 的發(fā)展?；谶@樣的想法，在

13、此處的 Discussion中，有意就一國出現(xiàn)多種官方語言的問題 讓學生展開了探索性的思考，旨在提高學生主動性思維的質(zhì)量，使英語的學習能真正成為一種能活用的語言。Step 3 Formal and informal EnglishEnglish is widely used nowadays. And it can also be divided into formal and informal English. Ask the students to read the paragraphs on page 26. (task-based reading) Task: Read and fil

14、l the form.(The form is designed to help the students tell the differences between formal and informal English. The students are supposed to summarize the differences.) Ask the students to read the examples on the textbook and finish the exercise after class.Rewrite the letter ac.cording to what has

15、 learned.【設計說明】 正式與非正式英語，只是一個相對且較模糊的概念。就高中學生英語語料的積累來看，學生很大程度上還不可能達到很好地體會與掌握兩者間差異的水平。所以在處理這部分教材時，只作了簡單的介紹，主要是讓學生了解差異的存在，在以后學習和使用的過程中能有意識地注意兩者的差別，并選擇合適的語言進行表達。Step 4 Discussion:Step1: English is the most commonly used language in the world. Ask the students to think of other things that also help to a

16、chieve better understanding between people from different countries or different cultures.(This question is not easy to answer. So before the discussion, an example is given.) Step2: Show the students a picture. (A little girl is enjoying an ice-cream with her pet dog.)Ask the students to answer why

17、 the girl still wants to share the ice-cream withher dog though it is supposed to be dirty to do so. (Because the girl loves her dog.) Have a discussion with the students why people from different countries will feel the same when they see the same picture. (Because we all can understand the love be

18、tween the pretty girl and her lovely dog.)Get a conclusion: Love is universally appreciated.So besides English, the language of love also can be understood across the world.Step3: Group work (Ask the students to discuss it in groups.)Allow the students to express their ideas freely.Step4: Give the students some possible answers:Art, food, music and smile are possible answers.SummarySometimes it s very difficult for us to communicate with each other by using one language. However, the people across the worl d have