牛津高中英语教学设计单元：Unit1Schoollife板块：WelcometotheunitThoughtsonthedesign:Welcometotheunit这一板块的主要功能是激活学生与单元话题有关的已有知识，引导学生联系自己的亲身经历进行相关话题的讨论。生动的画面为该模块的语言学习设置了生动的语言情景，能有效地引起学生对话题的兴趣，调动学生的学习积极性。Teachingaims:1.tointroduceanddevelopthethemeofSchoolLife;2.togetmorespecificinformationaboutSeniorOnestudentswhohavejuststeppedintoafreshnewlife;3.toenablestudentstogetmorechancesofpracticinglisteningandspeakingskills;4.toguaranteeeffectivecommunicationamongstudents.Teachingprocedures:StepOne——OverseaConversation+CompletingTimetables*Chinesestudent－“Whatyouwillbedoingat8o'clockSaturdaymorning?*Britishstudent－“Sleepinglikealog.”(*asighofsurpriseofChineseStudent)[设计说明]通过此对话凸显中西方学校生活差异，伴随而来的Timetable的比较进一步深入话题，从而引出对预设话题Dreamingofcolorfulschoollife的思考。StepTwo——Comeintocategory将所列十点内容划分至schoollifeinChinaorschoollifeintheUKorBoth*Beautifulschoolcampuswithmodernschoolfacilities．*Providingselectivecourses(dropsomeofthesubjectsthatyoudonotprefer)．*Agreatvarietyofschoolactivitiesinvolved．*Morefreestyleiswelcomedwithfewerrulesandregulations．*Higherrequirementofstudents’academicability,relativelyhigherburden．*Beingateasewithteachers．*Offeringmorechancesofconnectingsociety,concentratingontheformoflifeabilities．*Sincerefriendsandclassmateswheneveryoucanturnto[设计说明]仁者见仁，智者见智，学生可就同一要点进行争论，从而突出中西学校生活的“异同”及其所具有的变化趋势。第1页共2页StepThree——Drawaconclusionthroughdiagrams[设计说明]由对上述十点的归类，得出共识：中西学校生活方式之差异逐渐变小，相容之处不断扩大。StepFour——Gothroughthe“History”ofChineseSchoolLife[设计说明]除了关注中西学校生活之间的对比差异，我们还应当关注中国学生学习生活的渐变过程。1)Toosimpleandtiringteachingmethod到Variousteachingactivities．2)Limitedlearningresources到MakefulluseofMultimedia．3)Poet’squality到Moreoutgoing．StepFive——Ihaveadream“Myidealschoollife”[设计说明]讨论、交流共同完成对“理想学校生活”的设计，但在其过程中突出Ideal与Idle的区别,即理想的完美学校生活并非指慵懒的闲散生活。第2页共2页DifferencesSimilaritiesSimilaritiesDifferences
