牛津高中英语 M3U2 project

牛津高中英语教学设计

教 材：牛津高中英语(模块三)高一下学期 文档内容：教学设计—教案 单 元：Unit 2 Language

板 块：Project Designing a booklet 作 者：江苏省扬中高级中学 黄琳

Teaching aims:

1. Get to know the development of Chinese characters. 2. Get to know how to design a booklet. 3. Search the Internet to find related information.

4. Cooperate with the group members and finish the design of the booklet.

课堂设计指导思想：

Welcome是一个单元的序曲，Project则是单元的尾声。就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。 Project的设计通常有两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的，这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；老师方面，则要有统筹、策划和全盘掌控、指导的能力。

Project在具体操作上应该因时因地制宜，作出适当调整和取舍。本课时的设计为两部分。第一部分主要是文本的处理。对于Project的文本，是不同于Reading的阅读。Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为第二部分的图册文本设计提供信息与蓝本。Project的第二部分，进一步明确图册设计的要求，在课堂上完成对于汉字研究图册的设计、制作和润色修饰，最后进行展示的过程。

Teaching procedures

Step1. Lead in

Let ’s enjoy a short film(The development of Chinese characters)

【设计说明】作为文本阅读的导入，主要实现：挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。

The development of Chinese characters reveals the development of our culture.

Step2 Fast reading【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体

性的线条把握。

Read the text quickly and discuss the structure of the text with your partner. Think

about how many parts we can divide the whole text into. Main idea of each part and match them. Subsections Paragraph 1 Paragraph 2 Paragraph 3-4 Paragraph 5

Step3 Intensive reading【设计说明】在掌握文本结构，主体大意的基础上，进行文本的

精细阅读，目的是在理解文本细节的基础上，为Project的图册设计进行素材的收集，写作结构的梳理。

Main idea Brief introduction of Chinese characters The origin of Chinese characters Form and development of Chinese characters simplified Chinese characters Part1 (Para.1)

What makes the Chinese language differ from many Western languages? Part 2

(Para.2)

Who is said to have invented Chinese writing? Give a short introduction of Cang Jie.

Cang Jie, who is believed to have invented Chinese characters, used to work as a history official under the Yellow Emperor in ancient China. It is said that the inscriptions on bones and tortoise shells were also invented by him. He has been taken as a legendary figure in Chinese history and culture. Part 3

Para.3-4

How are Chinese characters formed?

A pictograph is a description(描绘) of a material object.

Sun moon mountain

马 Show the students a picture of a running horse. Simplify the image using lines. And explain

how it became the origin of the character “马”. Introduce the topic “The development of Chinese characters”.

Ideographs会意字 composed of two or more existing characters.

2

A man leans against a tree, which means that he is resting.

会意字的练习:

Please move the boxes around to make a character to match the English word. sit man rest good forest 作 男 休 好 森 Indicatives 指事字

pictophonetic 形声字

Summarize Types of characters:

Pictographs: line drawings of physical objects (象形字) Characters: made by combining 2 or more elements （会意字) Characters: developed for directions and numbers (指事字)

Combine one part of the character indicating meaning and the other showing sound.（形声字） Part 4（Para.5）

3

When were simplified Chinese characters introduced by the Chinese government? In the 1950s.

Where are simplified Chinese characters used? In China’s mainland.

Step4 Questions:

Do you know anything about the characters for the blind?

Where can you see Braille?

Bus stop elevator underground street menu

Step 5 Today we will read a story of Braille and learn more about the special

language. 【设计说明】泛读更多关于文字发展的相关材料。

Name of the characters for the blind Inventor Original（本身的）method Disadvantages（不利之处） What gave him inspiration（灵感） Disadvantages Description（描述）of his invention Advantages

Step 6 Designing a bookletHow to design a booklet

Start the project by introducing the steps to follow: planning, preparing, producing and presenting. 【设计说明】帮助学生复习Project的四步常规。 Explanation of the four steps

Further explanation of the four steps: 【设计说明】根据此次的具体实践内容，进一步明确四步走的相关内涵.

4