牛津高中英語(yǔ)設(shè)計(jì)
單　　元：Unit 2 Language
板　　塊：Welcome to the unit

堂設(shè)計(jì)指導(dǎo)思想：
本時(shí)是單元的第一時(shí)，型為聽(tīng)說(shuō)�！癢elcome to the unit”作為一個(gè)單元的起始，主要起到“預(yù)熱”的功能，其具體作用體現(xiàn)在：
一、激活學(xué)生現(xiàn)有知識(shí)體系，為新知識(shí)的輸入鋪設(shè)臺(tái)階，鋪平道路；
二、導(dǎo)入本單元的“main topic”，為整個(gè)單元的話題的討論提供引子；
三、輸入相關(guān)背景知識(shí)，為學(xué)生了解單元話題內(nèi)容，進(jìn)行進(jìn)一步討論、探究提供信息和依據(jù)；
四、圍繞單元主題，提供給學(xué)生一個(gè)友善的同齡人間的聽(tīng)說(shuō)訓(xùn)練的平臺(tái)，從而幫助學(xué)生學(xué)得更加自信，將思維真正變成鮮活的、可以使用的語(yǔ)言。本的設(shè)計(jì)從日常可以言說(shuō)的語(yǔ)言談起，逐步討論了語(yǔ)言的多種形式——有聲的、無(wú)聲的、人類(lèi)間的、動(dòng)物間的等等，擴(kuò)大學(xué)生對(duì)語(yǔ)言外延的認(rèn)識(shí)，進(jìn)而探討了信息得以傳遞的各種途徑，最后話題縮小到英語(yǔ)語(yǔ)言的學(xué)習(xí)，為“Reading”的導(dǎo)入做了一定的鋪墊。
Teaching aims:
1.Get to know more about different forms of languages;
2.Learn different ways in which information can be transmitted;
3.Get fully involved in the discussion and share the experiences of learning English.
Teaching procedures:
Step 1 Warming up
The teacher starts the lesson with a small guessing game. Students are divided into several groups. A question “How many languages are there in the world?” is presented on the screen. Answers varying from “more than 2000” to “more than 7000” are also presented on the screen. Students are encouraged to guess the answers. And students who guess it right can gain points for their groups. And the answer is more than 6000.
【設(shè)計(jì)說(shuō)明】從簡(jiǎn)單的競(jìng)猜游戲過(guò)渡進(jìn)入堂，生動(dòng)活潑，從最大限度上激發(fā)學(xué)生的熱情和積極融入堂的參與意識(shí)�？梢园葱〗M實(shí)施，對(duì)每組選擇不同答案的人數(shù)加以分別統(tǒng)計(jì)，最后以每組猜對(duì)正確答案的人數(shù)記入分?jǐn)?shù)。由于設(shè)計(jì)的是競(jìng)猜，最大的好處是使學(xué)生無(wú)論基礎(chǔ)如何，都能參與進(jìn)，而且都可能為本組獲得成績(jī)貢獻(xiàn)自己的一份力量，對(duì)于將英語(yǔ)語(yǔ)言學(xué)習(xí)上后進(jìn)的同學(xué)帶入堂能起到較好的作用。

Step 2 Presentation of a card
Present a new year’s card to the students. Ask them to recognize the languages printed on the card. If some students could read some of the languages, encourage them do it in the class.
【設(shè)計(jì)說(shuō)明】印有多種新年祝福語(yǔ)(中、英、法、俄、日)的卡片是書(shū)本圖片的第一張。部分學(xué)生可能可以辨認(rèn)出其中兩至三種語(yǔ)言，甚至更多。如果學(xué)生愿意在班里朗讀這些祝福語(yǔ)，也可以為他們的組獲得分?jǐn)?shù)。這樣的設(shè)計(jì)，一方面為部分學(xué)生鋪設(shè)了展示的舞臺(tái)，可以增加這些學(xué)生學(xué)習(xí)語(yǔ)言的自豪感和為團(tuán)隊(duì)爭(zhēng)光的榮譽(yù)感；另一方面，可以激發(fā)其他學(xué)生學(xué)習(xí)語(yǔ)言的動(dòng)力和興趣。如果教師自身?xiàng)l允許，可以教學(xué)生這些語(yǔ)言的讀法，不失為一次既有親和力，又能激發(fā)堂活力的活動(dòng)。

Step 3 Discussion of emoticons
An emoticon is presented on the screen. Two questions “We often see this while chatting on line or in our text messages, what does it stand for? Could you give some other examples of emoticons?” are raised on the screen as well. Students are encouraged to utter their ideas freely. And the teacher really should appreciate their answers and the opportunity to learn from the students.
ore emoticons are presented on the screen to let students guess or tell the meaning of them. This can also be involved in the competition if the teacher wants it to be interesting.
【設(shè)計(jì)說(shuō)明】網(wǎng)絡(luò)及手機(jī)短信中的表情符號(hào)是學(xué)生們生活中較為流行的一種語(yǔ)言形式，對(duì)這一學(xué)生熟知的語(yǔ)言現(xiàn)象的討論，有助于拉近語(yǔ)言與學(xué)生間的距離，更有助于充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。

Step 4 Discussion on other forms of languages
Tell students that a language is not only something that can be spoken or typed. Show them a picture of sign language on the book. Give a short introduction of the meaning of the gesture. Present more pictures of sign language and get students to guess their meaning.
【設(shè)計(jì)說(shuō)明】介紹語(yǔ)言不僅僅包含可書(shū)寫(xiě)和可言說(shuō)的形式，還有手勢(shì)等形式。簡(jiǎn)單介紹同一手勢(shì)在不同國(guó)家和化中蘊(yùn)含的意義不同，在激發(fā)學(xué)生學(xué)習(xí)熱情的同時(shí)，加強(qiáng)了化的輸入，和跨化交際意識(shí)的培養(yǎng)。

Step 5 Introduction of Braille
Deaf people can use sign language to communicate. Ask students “How can blind people read the language in the books?” Present a picture of Braille alphabet on the screen. Ask students to feel the dots on their cash if possible.
【設(shè)計(jì)說(shuō)明】與學(xué)生討論盲。簡(jiǎn)單介紹盲的字母表。如果條允許，可以讓學(xué)生通過(guò)感覺(jué)人民幣上的盲標(biāo)識(shí)，對(duì)盲有一個(gè)感性的認(rèn)識(shí)。幫助學(xué)生體會(huì)殘疾人學(xué)習(xí)生活的不便，鼓勵(lì)他們要努力學(xué)習(xí)。

Step 6 Discussion on communication between animals
Raise the question “Do you believe animals can also speak languages?” Let students express their idea about communication between animals.
【設(shè)計(jì)說(shuō)明】人類(lèi)只是這顆蔚藍(lán)色星球居民的一份子，人類(lèi)用語(yǔ)言交流，那么動(dòng)物呢？讓學(xué)生從已有的實(shí)際知識(shí)出發(fā)，加以適當(dāng)?shù)南胂�，闡述他們的觀點(diǎn)。人類(lèi)發(fā)展的步伐永遠(yuǎn)需要想象力這對(duì)翅膀的推動(dòng)，在這里，讓我們的學(xué)生暢所欲言吧。

Step 7 Discussion of other ways of changing information
Present a few pictures of some beautiful dancers in the silent world. Ask the students “Have you ever been shocked by the magnificent performance?” Raise the topic of other ways in which people can exchange their messages. For example “smoke signals and fire signals and etc.” Students are allowed to discuss the topic in groups and present their ideas according to the brainchild of their discussion.
Based on the discussion, students are encouraged to think over what should be included as language.
【設(shè)計(jì)說(shuō)明】殘疾舞者的美帶給學(xué)生震撼和感動(dòng)，同時(shí)激發(fā)學(xué)生思考討論其它傳遞信息和表達(dá)思想的途徑，從而拓寬他們對(duì)語(yǔ)言的理解。語(yǔ)言是思維的載體，是傳遞思想，化，知識(shí)，美等非物質(zhì)的途徑。通過(guò)對(duì)語(yǔ)言外延的探討，加深學(xué)生對(duì)語(yǔ)言的理解和認(rèn)識(shí)。

Step 8 Discussion on learning of English
English is the most widely used language in the world. Ask students to share their effective methods for studying the English language with each other.
【設(shè)計(jì)說(shuō)明】我們將話題從語(yǔ)言的理解縮小到英語(yǔ)堂。同齡人間的彼此學(xué)習(xí)是一種比老師苦口婆心的說(shuō)教有用得多的榜樣的力量。老師在這里可以提前邀約對(duì)英語(yǔ)學(xué)習(xí)有想法、有特點(diǎn)、有方法的同學(xué)在這一環(huán)節(jié)做陳述，相信會(huì)有意想不到的收獲。

Step 9 Homework
Like Chinese, English also has a long history. After class, please do some research to find out how the English language has been developing.
【設(shè)計(jì)說(shuō)明】通過(guò)家庭作業(yè)，讓學(xué)生接觸更多關(guān)于語(yǔ)言的知識(shí)，同時(shí)水到渠成地為“Reading”的預(yù)習(xí)做好鋪墊。

本文來(lái)自：逍遙右腦記憶 http://yy-art.cn/gaoer/43740.html

相關(guān)閱讀：Unit 1 The world of our sense教案