印度沉浸式双语教学设计

第三节《印度》（第一课）沉浸式双语教学设计

【设计思路】

本课教学的基本思想是以英语为主要教学语言，建立英语语言环境，充分运用多媒体教学手段，以地理学科知识为内容，进行沉浸型双语教学。

本课的主要特点是：利用多媒体课件调动学生的兴趣，激发学生自主学习的热情，教师运用英语为主要教学语言，让学生沉浸英语环境中，达到自然而然运用英语这个语言工具来分析、解决问题的目的。在积极参与地理学习活动中，提高英语应用能力。

【教学目标】

1．地理学科教学过程中，创设英语语言学习环境，使学生在获得地理知识的同时，提高英语应用能力；

2．认识印度的位置，明确地理方位，培养学生地图分析能力；3．了解印度的人口压力，使学生认识到人口的增长一定要与经济的增长相适应。并通过分析人口数据图，培养学生利用数据分析问题、解决问题的能力，进一步培养学生科学的人口观；

【教学重点】

1．印度的地理位置 2 . 印度的人口问题

【教学难点】

英语语言环境与地理学科教学相结合

【教学手段】

自制地理多媒体课件

【教学方法】

1．英语沉浸法 2．探究式 3．谈话法

【教学课时】

1课时

【教学过程】

[导入新课]

影片《西游记》剪辑片放映, 引出主题“印度”

[教师提问] Have you ever seen this TV plays? What is it about? Can you tell me the story of “Trip to the west”?

[学生活动] 学生用英语讲述西游记的故事

[教师承转] In the story, where does ‘west’ really mean?（西游记的放映，一方面吸引学生的注意力和兴趣，“西游”的目的地是印度，可以自然而然的引出主题；另一方面，由于西游记的故事学生非常熟悉，教师用英语与学生交谈西游记的故事，学生容易接受，并能激发学生应用英语的动机，用英语表达自己思想感情的积极性，并在心理上消除学生语言障碍，克服学生不敢用英语表达，怕说错的心理，在轻松愉快的环境运用英语表达思想；再次，学生讲西游记的故事的活动也提供了一个展现自己英文水平的平台。）

[讲授新课]

[教师引导] We have heard of India, and we know it’s one of four ancient nations of civilization, what do you know about India ? [图片展示] Pictures of Indian girls and women (including the charming pictures of the Miss world title-holders from India in 1966, 1994, 1997, 1999 and 2000.)

[教师介绍] Indian girls are very beautiful. They are so beautiful that they have won the Miss world titles more than once. Not only are Indian girls beautiful but also they are good at singing and dancing. Let’s enjoy an Indian song and dancing. [影片放映] 印度歌舞欣赏（在优美欢快的印度音乐观看印度舞蹈，让学生感受印度风情文化，接受美的熏陶）

[图片展示] a few more pictures of Indian little boys.

[学生活动] Students talk about what they saw from the picture. Some students say they are black and they say it’s because it is hot in India, some students say they are poor because there are too many people in India and so on. (学生发言中，教师在旁边及时鼓励和引导，改正学生表达的错误，帮助学生表达，形成一种和谐的气氛，让学生更加愿意说英语，用英语。)

[图片展示] 在印度首都新德里自由散步的牛和两牛打架而造成交通阻塞的场景

[教师讲述] Cattle are looked as God in India, especially white

cattle. They don’t have to work hard, and people take good care of them. People don’t kill cattle and they don’t eat beef. There are so many cattle in India that the amount of cattle has reached 0.3 billion. You can see lots of cattle walking here and there in the India capital, New Delhi, as the pictures show. What are the two cattle doin g? Yes, they’re fighting on the crowded street. When the ‘Gods’ are fighting, drivers in cars and buses must drive very carefully in order that they will not hurt the cattle. As a result, there is a traffic jam. (教师的讲述中，多用一般现在时态和现在进行时态，这两种时态正是初一学生已经学过的，这样，通过教师的讲述，学生不仅了解了印度的文化，还在实际情景中，自然应用了这两种时态。)

[地图展示] 印度在世界中的位置

Question: Where is India?

[教师引导] We’ve known China and Japan. They are in east Asia. And we have learnt Indonesia, Vietnam, Thailand, they are in southeast Asia. What about India?

[学生回答] It’s in so uth Asia.

[学生活动] 把全班学生分为五大组，分组活动，小组合作找出印度的主要的陆上邻国和隔海相望的斯里兰卡，以及印度所濒临的海，并能用英语说出它们相对印度的方位。

[教师辅助] 纠正学生表达的错误，引导学生正确的用英语表达方位。并总结在表达方位介词‘in’, ‘on’ 和‘to’的正确用法和区别。

[图片展示] 印度众多的人口及课本图7.35 “印度人口的增长”[教师提问] How many people are there in India in 2000? How many were there in 1951? And how many there are increased during fifty years from 1951 to 2000?

[学生回答] 略

[总结] India is the second populous country in the world, only after China, with a population of over 1.01 billion in 2000.