牛津英语高三模块9Unit4Welcometotheunit教案

1牛津高中英语教学设计教材：牛津高中英语(模块九)高三上学期文档内容：教学设计——教案单元：Unit4Behindbeliefs板块：WelcometotheunitThoughtsonthedesign:本节课是以听，说，为主的热身课程。这个课程主要是作为整个单元的整体导入，对这个单元的宗教和文化这个话题做了粗略的介绍和引入。初步揭示了宗教和人们的生活和文字语言的关系。主要从三个方面去展开：宗教旅游胜地，宗教节日和文学中的宗教。最后讲到基督教中最重要的一部作品——《圣经》，这也是对下面一个课时Reading部分展开讲Bible做了充分铺垫。本节课不仅对此做了铺垫，还对Task的圣诞节文化做了导入，对project部分的中国的佛教寺庙白马寺也做了铺垫引出。其中有一处做了删减，四幅图片中的伊斯兰教的清真寺放到了wordpower中去学习，因为和本单元其他部分联系不紧密，再加上本课时又已经内容丰富详尽，没有多的空间留给这个话题。反而是这个内容和Wordpower中一篇短文中了解主要宗教的基本情况结合再一起更加恰当。另外，适当补充了一些宗教词汇，比如基督教其他节日以选词填空的形式出现。从形式上说，主要考虑从学生熟悉的话题入手：比如学生自己去求神拜佛现象的讨论，圣诞节的庆祝内容和含义，曾经去过的宗教旅游景点等，还有配合大量的图片文字的介绍，让学生对这个主题有基本的了解，其次创设口语联系场景，两人或小组讨论，全班提问等形式。通过这个课时的学习，学生对本单元的相关主题都有了全面的热身，是容量较大的一堂课。Teachingaims:Afterlearningthissection,thestudentswillgetfamiliarwiththecontentoffourpictures,eachofwhichshowsadifferentreligion.Studentsareexpectedtodiscusstheirknowledgeaboutbeliefsorreligions,famousreligioussites,festivalsrelatedtoreligionsandtherelatedliteratureswhichisawarmupfortheReadingpart.Students2fullyparticipateinthediscussion,expresstheiropinionsaboutrelevanttopics,shareideasinagroupandpracticetheirspokenEnglish.Teachingprocedures:Step1Lead-in1.Drawstudents’attentionbyshowingapictureofaschooltripandaskthemtoimagineandthinkaboutthefollowingquestions”Whereareyougoing?Whydoyouchoosethisdestination?Whatdoyousupposeyouaregoingtosee?Possibleanswer:WearegoingonaschooltriptoMountTai.Becausewelikegoingclimbing.Wemayseeahighmountain,lotsofpeopleandsomeplacesofinterest.2.Inspirestudentstodiscussthecommonsceneonthenextpage.Itshowssomestudentsarepraying.Askstudentstoexplain:(groupwork)Whataretheydoing?Why?(Possibleanswer:Theyarekowtowing,bowingandpraying./TheyarepraisingandworshipingBuddhafortheirexamsorgoodfuture.)Whatmakesthembelievethatwillhelp?(Possibleanswer:Theybelievesomeonewhoispowerfulmaycontroltheirfuture.Thatistheinfluenceofreligion.)3.Tellstudentsthatmanyreligiouspeoplealsobelievethatthereligiongivesanswerswhichexplainhumankind’srelationshipwiththeworldandtheuniverse.[Explanation]通过这个环节，让学生从身边熟悉的话题的春游秋游开始，比较容易开口交流。这些问题设置的不是很难，英语基础差的学生也能参与。尤其是第二张图片学生在求神拜佛，是学生很容易看到的生活场景，也是经常发生在他们自己身上的事情，场景设置比较真实贴切，也紧扣宗教的主题，是一个比较自然的导入。3Step2Informationaboutreligionandreligioussites1.Generalinformation1)DefinitionofreligionTellstudentswhatreligionis:Thebeliefinandworshipofsuperhumancontrollingpower,especiallyapersonalGodorgodsanddoactivitiestopraiseorworshipthem.2)Brainstorm:Askstudentstothinkofanythingrelatedtoreligions.3)ReligionsintheworldQuestion:Whatarethemostpopularreligionsintheworld?(Possibleanswer:Hinduism,Buddhism,Judaism,ChristianityandIslam)2.BuddhisminChina1)FamousreligioussitesinChinaQuestion:HaveyoueverbeentoanyfamousreligioussitesinChina?(Possibleanswer:TherearemanyfamoushistoricreligioussitesinChina.TheMogaoGrottoesinDunhuang,GansuProvinceandtheWhiteHorseTempleinLuoyang,HenanProvincearethefamousBuddhistsites.MountWudanginHubeiProvinceisfamousforTaoism.ThePotalaPalaceinLhasa,Tibet,istheholyplaceforTibetanBuddhism.)2)BuddhistsitesShowpictures:Buddhistsite—TheMogaoGrottoes,TheWhiteHorseTemple;Tibetanbuddhistsite—ThePotalaPalace)3.Taoism—AnotherreligioninChina1)Askstudentsiftheyhavefoundthatallthebuddhistsiteshavesomethingincommon:symbolsandgodofbuddhism.Showthemthepicture.2)ShowmorepicturesabouttheTaoismsites:theYinyangandTaoisttemple:Studentsmayreferthattheyaredifferentfromthebuddhistones.Andtheyarerelatedtoanotherreligion—Taoism.4WhatdoyouknowaboutTaoism?(Possibleanswer:TaoismisoneofthemajorreligionsinChina.ItwasfoundedbyLao-tzuinaboutthe6thcenturyB.C.ThemostimportanttextofTaoismisTao-te-Ching.Inthe5thcenturyAD,Taoismdevelopedasareligioussystem.)WhatisthebeliefbehindTaoism?(Possibleanswer:Taoismisalsoasystemofthought.ThecentralconceptofTaoismisTao,whichreferstothewaystheuniversefunctions.Taoismbelievesin“wuwei”,whichmeansthateverythingmustfollowitscourseandhappennaturally.)3)ShowsymbolofTaoismandask:Whatdoestheyinyangmean?Explainthemeaningofyingyang:TheyinyangofTaoismhasgreatlyinfluencedChinesephilosophy.Taoismbelievesthat“yin”and“yang”aretwofundamentalforcesintheuniverse.“Yin”isthepassiveornegativeforce,while“yang”representsactiveandpositivethings,suchasthebright,dryandmasculineaspects.AccordingtoTaoism,wisepeoplewillachieveabalancebetweentheinteractionsofthesetwoforces.4)TaoistsiteinChinaShowpicturesofMountWudanginHubeiProvinceandTaoistmonks.4.ReligioussitesinothercountriesQuestions:Haveyoueverbeentoanyfamousreligioussitesoverseas?Introducesomefamousreligioussitesintheworld:Jerusalem—holycityforJudaism,ChristianityandIslamMecca,InSaudiArabia—theholiestplaceforIslam,birthplaceofMuhammadGaya,inBihar,inIndia—scaredcityforHindupilgrimsTheVatican,inItaly—theRomanCatholicChurch[Explanation]这个环节的主要目的是介绍各地的宗教圣地。从逻辑上，按照先让学生说他5们熟悉的中国佛教圣地开始，到分辨出佛教和我国特有的道教寺庙从外形上有所不同，这里对道教的一些情况也做了些介绍。然后最后提到国外其他宗教的圣地。基本在这个步骤上，还是以教师介绍为主。在介绍为主的环节中，启发学生联系实际生活，看学生的上课反应，如果有学生熟悉这个话题，可以让学生多讲。如果学生不熟悉，则以看图片介绍为主。Step3Religiousdays1.ShowapictureofachurchonChristmasDay.Askstudentstodescribethepictureandguess‘Whatdayisitinthechurch?’(Studentsmayanswerlikethefollowing:ChristmasDay.)AskWhatdopeopleusu