2024年4月11日发(作者：pdf阅读器安卓)

英语：Unit2《Language》教案（1）（译林牛津版必修3）

单 元：Unit 2 Language

板 块：Welcome to the unit

课堂设计指导思想：

本课时是单元的第一课时，课型为听说课。Welcome to the unit作为一个单元的起始，主要起到“预热”

的功能，其具体作用体现在：一、激活学生现有知识体系，为新知识的输入铺设台阶，铺平道路；二、导

入本单元的main topic，为整个单元的话题的讨论提供引子；三、输入相关背景知识，为学生了解单元话

题内容，进行进一步讨论、探究提供信息和依据；四、围绕单元主题，提供学生一个友善的同龄人间的听

说训练的平台，从而帮助学生学得更加自信，将思维真正变成鲜活的可以使用的语言。本课的设计从日常

可以言说的语言谈起，逐步讨论了语言的多种形式——有声的、无声的、人类间的、动物间的等等，扩大

学生对语言外延的认识，进而探讨了信息得以传递的各种途径，最后话题缩小到英语语言的学习，为

Reading的导入做了一定的铺垫。

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.

【设计说明】从简单的竞猜游戏过度进入课堂教学，生动活泼，从最大限度上激发学生的热情和积极融入

课堂的参与意识。可以按小组实施，对每组选择不同答案的人数加以分别统计，最后以每组猜对正确答案

的人数记入分数。由于设计的是竞猜，最大的好处是使学生无论基础如何，都能参与进来，而且都可能为

本组获得成绩贡献自己的一份力量，对于将英语语言学习上后进的同学卷入课堂能起到较好的作用。

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.

【设计说明】印有多种新年祝福语(中、英、法、俄、日)的卡片是书本图片的第一张。部分学生可能可以

辨认出其中两至三种语言，甚至更多。如果学生愿意在班里朗读这些祝福语，也可以为他们的组获得分数。

这样的设计一方面，为部分学生铺设了展示的舞台，可以增加这些学生学习语言的自豪感和为团队争光的

荣誉感；另一方面，可以激发其他学生学习语言的动力和兴趣。如果教师自身条件允许，可以教学生这些

语言的读法，不失为一次既有亲和力，又能激发课堂生动与活力的活动。

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.

More 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.

【设计说明】网络及手机短信中的表情符号是学生们生活中较为流行的一种语言形式，对这一学生熟知的

语言现象的讨论，有助于拉近语言与学生间的距离，更有助于充分调动学生的学习积极性。

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.

【设计说明】介绍语言不仅仅包含可书写和可言说的形式，还有手势等形式。简单介绍同一手势在不同国

家和文化中蕴含的不同意义，在激发学生学习热情的同时，加强了文化的输入，和跨文化交际意识的培养。

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.

【设计说明】与学生讨论盲文。简单介绍盲文的字母表。如果条件允许，可以让学生通过感觉人民币上的

盲文标识对盲文有一个感性的认识。帮助学生体会残疾人学习生活的不便，鼓励他们要努力学习。

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.

【设计说明】人类只是这颗蔚蓝色星球居民的一份子，人类用语言交流，那么动物呢？让学生从已有的实