Unit3UnderstandingeachotherProject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：Unit3Understandingeachother板块：ProjectThoughtsonthedesign: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Makingareferencebook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。Teachingaims:Afterlearningthispart,thestudentswillbeableto:1.readatravelbrochureaboutminorityculturesaroundtheworld;2.makeareferencebookwiththeresultofresearchauniqueculture;3.developtheabilitytofinishaprojectbyworkingtogether;4.mastersomeusefulvocabularyandsentences.Teachingprocedures:Step1:leadin(PPT4-12)Everycountryhassomeormanyethnicgroups.(1)HowmanyethnicgroupsdowehaveinChina?(2)Doyouknowanydifferentculturesandcustomsbetweenthesegroups?(3)Whatabouttheethnicgroupsinothercountriesintheworld?[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。Step2:Reading:PartA1.Gothroughthepassagequicklyandtrytofindthetopicofeachtour.Tour—1travelling,family,food,customs,festivals,beliefTour—2ceremony,belief,food,art,hunting,toolsTour—3belief,customs,foodTour—4belief,living,clothing,hunting,culture2.Scanandskimthefourtoursandfindoutinwhichcountriestheseethnicgroupslive.Readthetravelbrochurecarefullyandfinishthetablebelow.3.ShowsomepicturestocatchSs’attention.EthnicgroupInwhichcountryWhattoeatWheretoliveSpecificeventsInuitCanadaseal,deer,whalemeat,fishtentshavelargesummerassembliesforfeastsandcelebrations.AboriginesAustraliafoodfromthebushlikesnakesNotmentionedhaveAboriginalceremonies,playthemusicalinstrumentsanduseboomerangsMaorisNewZealandfishandsweetpotatoesAtraditionaldoadance,eatfoodcookedinundergroundovensandgonightfishingmeetinghouseAmericanIndiansTheUSAMeatroastedoveranopenfireAspecialtentwearanimalskinclothesdoadancecalledtheSunDanceandholdabowandarrowcompetition[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。Step3:PartBStartingtheproject1.Presenttheprocessoftheprojecttomakethemcleartoallthestudents.Planning-----1.Formgroups.2.Suggestthereferencebookyouwillmake.3.Giveyourreasonsandhaveadiscussion.4.Votetodecide.5.Haveitapprovedbytheteacher.6.Writedownthename.7.Takeonresponsibilityfortasks.(taketurns)Preparing----1.Findoneortwobooksaboutethnictours.2.Discussinformationaboutminorityculture.3.Decidewhatcanbelearnedfromit.4.FormyourownideaaboutyourreferencebookProducing-----1.Draftthecover.2.Selectthemaingroupsforthecontents.3.Makesomechangesandfinalizethebook.4.Approvethereferencebook.Presenting----1.Presentyourbooktotheclass.2.Displayyourfruitandletstudentssignup.3.Giveawardstothewinners.(Evaluationfrombothteachersandstudents)2.Discussingroupstodecidetopicsandwaystoresearch.(1)Whattopicshavebeenincludedinthedescriptionofeachtour?(2)Whatminorityculturedoyouwanttoresearch?(3)Whattopicsdoyouwanttotalkaboutinyourproject?(4)Wherecanyoufindinformationonthesetopics?(5)Whowillberesponsibleforsearchingfortherequestedinformation?(6)Whowillwriteuptheinformation?(7)Whowilldrawthepictures?(8)Whowillpresentyourworktotheclass?3.Presentyourreferencebooktothewholeclass.[Explanation]这一环节属于探究性学习，教学生学会如何用英语做事。学生通过分小组讨论，确定主题，分工合作，写出草稿，最后呈现学习成果。这样设计为了帮学生做好每一步的铺垫教师引导学生做事，可以提高他们做事的积极性。Step4:HomeworkWriteashortarticleaboutyourreferencebook.
