Unit 2 Language Project 教学设计1.doc

Unit 2 Language Project 教学设计1年级组别高一英语组审阅(备课组长)审阅(学科校长)主备人使用人授课时间课 题M3 Unit2 Project(1) 第 25 课时课 型新授课课标要求理解文章大意，掌握阅读技巧教学目标知识与能力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.过程与方法Communicative language teaching and task-based language teaching.情感、态度与价值观Be able to understand the development of Chinese characters and Braille rightly.教学重点Understand the article and how to read a history article.教学难点The understanding of the article教学方法Self-guidance， cooperation and discussion and so on are used in the teaching.教学程序设计教学过程及方法环节一 明标自学过程设计二次备课Learning aims:1. Learning about the development of Chinese characters.2. Understanding how the blind read by their special characters-BrailleLead-in 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”. Self-guidance (1)Skim the text and discuss the structure of the text with your partner. Think about how many parts we can divide the whole text into. Self-guidance (2)Listen to the text and summarize the main idea for each part.教学过程及方法环节二 合作释疑 环节三 点拨拓展(备注：合作释疑和点拨拓展可以按照顺序先后进行，也可以根据教学设计交叉进行设计)过程设计二次备课Cooperation and discussion Intensive reading :PartWhat 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.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？ Where are simplified Chinese characters used？ In the 1950s.In Chinas mainland.Read 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？Fill in the blanks.Name of the characters for the blindInventor Original(本身的)methodDisadvantages(不利之处)What gave him inspiration(灵感)Disadvantages Description(描述)of his inventionAdvantages 教学过程及方法环节四 当堂检测二次备课Newspaper 31 A2 Task 7 and Task 8Task-based reading exercise课堂小结 who， when， how， what 课后作业Finish Task 4 and Task 5 in the newspaper.板书设计The development of Chinese characters1. drawings of physical objectspictographs (象形)