江苏省常州市西夏墅中学高中英语 Unit2 Language Project教学设计1 牛津译林版必修3.doc

单元：unit 2 language板块：project课堂设计指导思想： 如果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。在很多学校，由于受到时间的限制或是应试的影响，project往往予以忽略，或者干脆作为reading来教，这与project设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。所以project还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。本课时的设计为project的第一课时，主要是侧重于文本的处理。对于project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于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，为下一课时的图册文本设计提供信息与蓝本。teaching aims: 1. get to know the development of chinese characters.2. get informed of the formation of chinese characters.3. learn to explain the chinese character by the way it forms.teaching procedures: step 1 lead-inshow 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”.【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。step 2 skimmingskim the text and discuss the structure of the text between partners. think about how many parts we can divide the whole text into. 【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粗线条把握。step 3 listeninglisten to the text and summarize the main idea for each part. 【设计说明】在文本划分基础上概括每部分的总体大意。step 4 intensive readingpartwhat makes the chinese language differ from many western languages?the chinese language differs from many western languages in that it uses characters which stand for ideas, objects or deeds instead of an alphabet. and chinese words are formed by combining different characters.part 2 who is said to have invented chinese writing? cang jie.give a short introduction of cang jie. 仓颉也称苍颉，是传说为黄帝的史官，汉字的创造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人，虞舜、仓颉、项羽。虞舜是禅让的圣人，孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。 what fired his idea of inventing chinese characters? tracks of animals in the snow. part 3how are chinese characters formed? 1. drawings of physical objectspictographs (象形) (show students a picture of examples of development of pictographs.)(more pictographs are given for students to match with their simplified characters.)2. combine two or more elements together to express ideas or directions and numbers (会意) the teacher explains some characters.examples: 家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)more characters are given to the students. they are encouraged to use their imagination to explain them. 囚人困于门中，伐人持刀戈，仙山中人，众多人，男田里的劳力，休人倚木而息，明日与月，鸣鸟口之声，孬不好，森众木，炎多火，本木之根，末木之梢，歪不正 3. combine meaning and pronunciationpictophonetic characters(形声) the teacher gives examples: 砖 编 聆 骂 ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters. part 4when were simplified chinese characters introduced by the chinese government? in the 1950s. where are simplified chinese characters used? in chinas mainland.【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。step 5 readingread the second passage and answer the questions:who is braille?what happened to him when he was three years old?how did he create his system?what do you think of braille and his system?【设计