牛津高中英語設計
單　　元：Unit 2 Language
板　　塊：Welcome to the unit

堂設計指導思想：
本時是單元的第一時，型為聽說�！癢elcome to the unit”作為一個單元的起始，主要起到“預熱”的功能，其具體作用體現在：
一、激活學生現有知識體系，為新知識的輸入鋪設臺階，鋪平道路；
二、導入本單元的“main topic”，為整個單元的話題的討論提供引子；
三、輸入相關背景知識，為學生了解單元話題內容，進行進一步討論、探究提供信息和依據；
四、圍繞單元主題，提供給學生一個友善的同齡人間的聽說訓練的平臺，從而幫助學生學得更加自信，將思維真正變成鮮活的、可以使用的語言。本的設計從日�？梢匝哉f的語言談起，逐步討論了語言的多種形式——有聲的、無聲的、人類間的、動物間的等等，擴大學生對語言外延的認識，進而探討了信息得以傳遞的各種途徑，最后話題縮小到英語語言的學習，為“Reading”的導入做了一定的鋪墊。
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.
【設計說明】從簡單的競猜游戲過渡進入堂，生動活潑，從最大限度上激發(fā)學生的熱情和積極融入堂的參與意識。可以按小組實施，對每組選擇不同答案的人數加以分別統(tǒng)計，最后以每組猜對正確答案的人數記入分數。由于設計的是競猜，最大的好處是使學生無論基礎如何，都能參與進，而且都可能為本組獲得成績貢獻自己的一份力量，對于將英語語言學習上后進的同學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.
【設計說明】印有多種新年祝福語(中、英、法、俄、日)的卡片是書本圖片的第一張。部分學生可能可以辨認出其中兩至三種語言，甚至更多。如果學生愿意在班里朗讀這些祝福語，也可以為他們的組獲得分數。這樣的設計，一方面為部分學生鋪設了展示的舞臺，可以增加這些學生學習語言的自豪感和為團隊爭光的榮譽感；另一方面，可以激發(fā)其他學生學習語言的動力和興趣。如果教師自身條允許，可以教學生這些語言的讀法，不失為一次既有親和力，又能激發(fā)堂活力的活動。

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.
【設計說明】網絡及手機短信中的表情符號是學生們生活中較為流行的一種語言形式，對這一學生熟知的語言現象的討論，有助于拉近語言與學生間的距離，更有助于充分調動學生的學習積極性。

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.
【設計說明】介紹語言不僅僅包含可書寫和可言說的形式，還有手勢等形式。簡單介紹同一手勢在不同國家和化中蘊含的意義不同，在激發(fā)學生學習熱情的同時，加強了化的輸入，和跨化交際意識的培養(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.
【設計說明】與學生討論盲。簡單介紹盲的字母表。如果條允許，可以讓學生通過感覺人民幣上的盲標識，對盲有一個感性的認識。幫助學生體會殘疾人學習生活的不便，鼓勵他們要努力學習。

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.
【設計說明】人類只是這顆蔚藍色星球居民的一份子，人類用語言交流，那么動物呢？讓學生從已有的實際知識出發(fā)，加以適當的想象，闡述他們的觀點。人類發(fā)展的步伐永遠需要想象力這對翅膀的推動，在這里，讓我們的學生暢所欲言吧。

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.
【設計說明】殘疾舞者的美帶給學生震撼和感動，同時激發(fā)學生思考討論其它傳遞信息和表達思想的途徑，從而拓寬他們對語言的理解。語言是思維的載體，是傳遞思想，化，知識，美等非物質的途徑。通過對語言外延的探討，加深學生對語言的理解和認識。

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.
【設計說明】我們將話題從語言的理解縮小到英語堂。同齡人間的彼此學習是一種比老師苦口婆心的說教有用得多的榜樣的力量。老師在這里可以提前邀約對英語學習有想法、有特點、有方法的同學在這一環(huán)節(jié)做陳述，相信會有意想不到的收獲。

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.
【設計說明】通過家庭作業(yè)，讓學生接觸更多關于語言的知識，同時水到渠成地為“Reading”的預習做好鋪墊。

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