牛津高中英語教學設計單元：Unit1Othercountries,othercultures板塊：WeletotheunitThoughtsonthedesign:本節(jié)課是以說為主的單元引入課。目的是為接下去要學習的新的單元做知識的導入和激發(fā)學生對單元其他部分的興趣。這一單元主要是對各個國家的不同文化的介紹，對各國的文化學生應該都有些認識和了解，但是不一定會了解得比較具體、深入，用英語表達出來也不是那么容易。所以在這單元的第一節(jié)課中，主要還是通過讓學生開動腦筋思考和回答問題及對一些不同國家不同文化的介紹來加深學生對文化的認識和不同地方文化之間的比較。通過積極參與和團體合作讓學生和課堂融為一體，把課堂活動和知識滲透交織在一起，真正地把課堂氣氛激活起來，并為本單元下面內(nèi)容的學習打好基礎。Teachingaims:Afteransweringthequestions,thestudentswillbeabletodeveloptheirspeakingskills;Afterworkingwiththeirpartners,thestudentswillbeabletorealizetheimportanceofcooperation;Afterlearningsomedifferentculturesindifferentcountries,thestudentswillbeabletoknowmoreaboutthecountriesandculturesandcanhaveaclearideaofthedifferencesbetweencultures.Teachingprocedures:Step1BrainstormingDifferentcountrieshavedifferentcultures.Learningaboutothercountriesandtheirculturesisaparticularlyenrichingexperience.Fromwhichaspectcanacountry’sculturebereflected?geography;climate;animals;plants;history;language;education;population;government;lifestyle;customs;arts;etcCanyoufindoutwhichcountrydoesthefollowingsymbolrepresent?(UsethePPTtoshowthestudentsthepicturesonebyoneandaskthemtoanswerthequestions)ThePyramidandtheSphinx—EgyptLeaningTowerOfPisa—ItalyTajMahal—IndiaWilliamShakespeare—theUK[Explanation]這一步驟是為了活躍課堂氣氛，激發(fā)學生的興趣。先從本單元的題目：OtherCountries,OtherCultures引出話題：各個國家的文化是不同的，什么可以代表這個國家的文化？讓學生開動腦筋，積極思考。再給出4幅圖片，都是學生非常熟悉的有名的建筑或人物，同時也是能代表該國家文化的標志，通過讓學生回答這些代表的歸屬地，讓學生對此話題產(chǎn)生興趣。Step2SharinginformationWhataboutthepicturesonP1?Whichcountrydoeseachsymbolonpage1belongto?(UsethePPTtoshowthestudentsthe4picturesandatthesametime,askthemthefollowingquestions)Picture1Whoarethemeninpictureone?Thesepolicemenarefamousfor‘a(chǎn)lwaysgettingtheirman’.Doyouknowsomethingmoreaboutthem?TheRCMPwasoriginallycalledNorthWestMountedPolice,whichwasformedin1873.In1920,itwasrenamedtheRoyalCanadianMountedasameansoftransportbythepoliceinCanada.Now,variousmodernfacilitiesareusedinstead.Theofficialmottooftheforceis‘Upholdtheright’.WhatotherthingscanyouthinkoftorepresentCanada?Maple.Beaver.Picture2Whoisthemaninpicturetwo?Themanisabeefeater,ortheYeomenWarderofHerMajesty’sRoyalPalaceandFortresstheTowerofLondon.Inthepast,thebeefeaterslookedaftertheprisonersintheLondonTowerandguardedtheWhatotherthingscanyouthinkoftorepresenttheUK?BigBen.CambridgePicture3What’sthenameofthisbuildinginpicturethree?TheSydneyOperaHouse.Doyouknowsomethingmoreaboutthisfamousbuilding?TheOperaHouse,whichlookslikeagroupofseashells,representsbothachievementsinmodernarchitectureandperformance.Itwasconstructedbetween1957and1973.Sinceitsofficialopening,ithasattractedfamousperformersandtouristsfromallaroundtheworld.WhatotherthingscanyouthinkoftorepresentAustralia?Koala.GreatBarrierReef.Picture4What’sthenameofthismagnificentplace?EmpireWhatotherthingscanyouthinkoftorepresenttheUSA?StatueofLiberty.TheWhiteHouse.[Explanation]這一步驟是本課的核心內(nèi)容，針對書上給出的四幅圖片對其分別進行了文化的介紹。主要運用的方法是先展示圖片，然后提問，最后進行文化的補充。在四幅圖片的處理上，因為學生可能對個別圖片比較陌生，例如第四幅圖片，而對個別圖片比較了解，例如第三幅圖片，所以可以對學生比較了解的圖片多進行提問，或者是問多點學生，對答案進一步補充，而針對學生不是很了解的圖片，可以采取知識直接輸入的方法直接進行介紹。在對每一幅圖片進行提問和講解之后，這一步驟比書上還多了一層知識輸入：讓學生開動腦筋，回答在該國，除了圖片上的代表之外，還有什么可以代表該國的文化。Step3FurtherinformationWehavelearnedsomethingaboutforeignculturesinforeigncountries.Whataboutourowncountry?CanyouchooseasymboltorepresentChina?Possibleanswers:TheGreatWall:TheGreatWall,likethePyramidsofEgyptandtheTajMahalinIndia,isoneofthegreatwondersoftheworld.StartingoutintheeastonthebanksoftheYaluRiverinLiaoningProvince,theWallstretcheswestwardsfor12,700kilometerstoJiayuguanintheGobidesert,thusknownastheTenThousandLiWallinChina.TheWallclimbsupanddown,twistsandturnsalongtheridgesoftheYanshanandYinshanMountainChainsthroughfiveprovinces—Liaoning,Hebei,Shanxi,Shaanxi,andGansu—andtwoautonomousregions—NingxiaandInnerMongolia,bindingthenorthernChinatogether.B.C.B.C.tructionoftheoriginoftheWalldatesbacktotheyear656B.C.Laterin221B.C.,EmperorQinshihuangorderedtheconnectionoftheindividualwallsandfurtherextensionstoformthebasisofthepresentgreatwall.TheWallis7.8metershighand6.5meterswideatitsbase,narrowingto5.8metersontheramparts,wideenoughforfivehorsestogallopabreast.Asaculturalheritage,theWallbelongsnotonlytoChinabuttotheworld.TheGreatWallisthelargestofsuchhistoricalandculturalarchitecture,andthatiswhyitcontinuestobesoattractivetopeopleallovertheworld.In1987,theWallwaslistedbyUNESCOasaworldculturalheritagesite.Bird’sNest(theNationalStadium)TheBeijingNationalStadium,pletedin2008,isthemaintrackandfieldstadiumforthe2008SummerOlympicsandhosttotheOpeningandClosingceremonies.Thestadiumis330metreslongby220metreswide,andis69.2metrestall.Itcanhold91,000peopleatitsmost.Theroofofthestadiumhasbeenomittedfromthedesign.Expertssaythatthiswillmakethestadiumsafer,whilstreducingconstructioncosts.Thestadiumwasconceivedasalargecollectivevessel,whichmakesadistinctiveandunmistakableimpressionbothfromadistanceandwhenseenfromupclose.ItmeetsallthefunctionalandtechnicalrequirementsofanOlympicNationalStadium.DragonBoatRaceItisanactivityperformedintheDragonBoatFestival,whichisatraditionalChinesefestivalheldonthefifthdayofthefifthmonthoftheChinesecalendar.ThefestivalmemorializestheChinesepoetQuYuanoftheWarringStatesPeriod.HemittedsuicidebydrowninghimselfinariverbecausehewasdisgustedbythecorruptionoftheChugovernment.Thelocalpeople,knowinghimtobeagoodman,decidedtothrowfoodintotherivertofeedthefishestopreventthemfromeatingQu’sbody.Theyalsosatondragonboats,andtriedtoscarethefishesawaybythethunderingsoundofdrumsaboardtheboatandthefiercelookingdragonheadinthefrontoftheboat.Today,peopleeatzongzi(thefoodoriginallyintendedtofeedthefishes)andracedragonboatsinmemoryofQu’sdramaticdeath.GiantPandaThegiantpandaisamammalclassifiedinthebearfamily,nativetocentralandsouthernChina.Thepanda’smainfoodisbamboo,buttheymayeatotherfoodssuchashoney,eggs,fish,andyams.Easilyrecognizablethroughitslarge,distinctiveblackpatchesaroundtheeyes,earsandonitsbody,giantpandasareanendangeredspecies,threatenedbycontinuedhabitatlossandbyaverylowbirthrate,bothinthewildandincaptivity.AsaChinese,weshouldcallonotherstoprotectgiantpandaanddoourbesttoprotecttheenvironmenttoensuretheselovelyanimalsagoodhabitat.[Explanation]本步驟把討論的中心從