牛津译林版高中英语选修六Unit3UnderstandingeachotherProject教学设计

Unit3 Understanding each other Project

教材：牛津高中英语(模块六)高二上学期

文档内容：教学设计—教案

单元：Unit 3 Understanding each other

板块：Project

Thoughts on the design:

本节课主要目的是引导学生进行探究性学习。Project 共有两个部分，第一部分是提供有关的阅读材料，通过阅读一篇与本单元话题有关的阅读材料和展示大量而生动的图片来体验不同的民族风情以及所产生的文化差异。为完成本课任务Making a reference book 提供范例，扩充学生文化信息，拓宽学生视野，让学生从中受到启发，引起用英语开展某一活动的兴趣，并且为学生的顺利表达作铺垫。第二部分是project本身，设计有四个步骤：Planning:在老师引导下经过讨论确定课题；组内分工；Preparing:查找资料、收集信息、调查访谈、小组讨论；Producing:拿出初稿，对其进行加工、完善；Presenting:交流汇报，展示各个小组的成果。学生在老师的指导下，通过小组讨论、分工合作、调查访谈、信息检索、交流汇报等形式的活动，用英语去做一件事情，最后呈现学习成果，创造性地完成学习任务，培养综合运用语言的能力。

Teaching aims:

After learning this part, the students will be able to:

1. read a travel brochure about minority cultures around the world;

2. make a reference book with the result of research a unique culture;

3. develop the ability to finish a project by working together;

4. master some useful vocabulary and sentences.

Teaching procedures:

Step 1: lead in (PPT4-12)

Every country has some or many ethnic groups.

(1) How many ethnic groups do we have in China?

(2) Do you know any different cultures and customs between th ese groups?

(3) What about the ethnic groups in other countries in the world? [Explanation]

这一环节的三个问题和大量的图片主要是为了导入A部分的阅读，可以让他们了解一下中国少数民族的情况，体验一下民族风情也激发了他们已有的知识和思维能力。

Step 2: Reading: Part A

1. Go through the passage quickly and try to find the topic of each tour.

Tour—1 travelling, family, food, customs, festivals, belief

Tour—2 ceremony, belief, food, art, hunting, tools

Tour—3 belief, customs, food

Tour—4 belief, living, clothing, hunting, culture

2. Scan and skim the four tours and find out in which countries these ethnic groups

live. Read the travel brochure carefully and finish the table below.

Ethnic group In

which

country

What to

eat

Where to

live

Specific events

Inuit Canada seal,

deer,

whalemeat

, fish tents have large summer assemblies for

feasts and celebrations.

Aborigin es Austral

ia

food from

the bush

like

snakes

Not

mentioned

have Aboriginal ceremonies,

play the musical instruments and use

boomerangs

Maoris New

Zealand fish and

sweet

potatoes

A

tradition

al meeting

house

do a dance,

eat food cooked in underground ovens

and go night fishing

American Indians The USA Meat

roasted

over an

open fire

A special

tent

wear animal skin clothes

do a dance called the Sun Dance and

hold a bow and arrow competition

[Explanation]

运用已掌握的阅读策略来阅读这篇文章，找出各部分的主题和各部分重要的细节，每一部分配上一些图片增加趣味性。他们可以从阅读中受到启发，对如何来完成下面的任务有了一定的引导。

Step 3: Part B Starting the project

1. Present the process of the project to make them clear to all the students. Planning-----1. Form groups.

2. Suggest the reference book you will make.

3. Give your reasons and have a discussion.

4. Vote to decide.

5. Have it approved by the teacher.

6. Write down the name.

7. Take on responsibility for tasks. (take turns)

Prepari ng----1. Find one or two books about ethnic tours.

2. Discuss information about minority culture.

3. Decide what can be learned from it.

4. Form your own idea about your reference book

Producing-----1. Draft the cover.

2. Select the main groups for the contents.

3. Make some changes and finalize the book.

4. Approve the reference book.

Presenting----1. Present your book to the class.

2. Display your fruit and let students sign up.