牛津译林版模块三unit2 ProjectPPT幻灯片.ppt

Unit2,1,Unit2Language,2,ProjectDesigningabooklet,3,TohelpstudentstounderstandthedevelopmentofChinesecharactersandthestoryofBraille.TohelpstudentstolearnusefulwordsandphrasesTousewhatyouhavelearnttoprepareabookletaboutlanguages,4,CanyoumakeoutanyoftheseChinesecharacters?,5,6,贞(会意),今(会意),疾(会意),夕(象形),雨(象形),其(象形),7,甲骨文,金文,战国文字,小篆,OracleBoneInscriptions,BronzeInscriptions,LesserSealCharacters,8,野鹤巢边松最古仙人掌上雨初晴,江流有声断岸千尺,小篆,Lessersealcharacters,9,隶书,草书,OfficialScript,CursiveScript,10,永和九年，岁在癸丑，暮春之初，会于会稽山阴之兰亭，修禊事也。群贤毕至，少长咸集。此地有崇山峻岭，茂林修竹。又有清流激湍，映带左右，引以为流觞曲水.,王曦之兰亭序,行书,楷书FormalScript,RunningScript,11,DotheChinesecharactersremainthesameforthousandsofyears?,NO!,Chinesecharactersarealwayschanging!,Question,12,ReadthearticleonPage38andanswerthequestions.,1.WhendidtheChinesewritingbegin?Thousandsofyearsago.2.WhofirstinventedChinesewriting?CangJie.,13,3.HowwasChinesewritinginvented?CangJiesawthetractsofanimalsinthesnowandhegottheideathathecouldusedifferentshapestostandfordifferentobjects.4.WhendidtheChinesegovernmentintroducesimplifiedcharacters?Inthe1950s.,14,5.WhatdowecallthefirstrealChinesecharacters?Wecallthempictographs,whichmeanlinedrawingsofphysicalobjects.6.HowmanyChinesecharactersarethereintotal?56000.7.WherewerethefirstChinesecharacterswritten?Tortoiseshellsorbones.,15,8.Howdidthecharacterofmountaindevelopovertime?Canyougiveanyotherexamples?Thepictographforamountainwasoriginallythreepeakstogether.Thenthisbecameonepeakandthreelinesandfinallyturnedintothecharacterweusetoday.Therearesomeotherexamplessuchaseye,sunandmoon.,16,17,仓颉,汉字的创始人,是古代神话传说中黄帝的史官。据说刻在兽骨和龟甲上的文字也是由他发明的，他被尊为“造字圣人”。,CangJie,whoisbelievedtohaveinventedChinesecharacters,workedasanofficialundertheYellowEmperorinancientChina.Itissaidthattheinscriptionsonbonesandtortoiseshellswerealsoinventedbyhim.HehasbeentakenasalegendaryfigureinChinesehistoryandculture.,18,19,20,21,22,Charactersmadebycombiningtwoormoreelementstogether,ThefirstrealChinesecharacters,FormsanddevelopmentofChinesecharacters.,Pictographs象形字,Ideographs会意字,23,Theformofthecharacterswhichareusedtoindicatedirectionsandnumbers,Charactersconsistingofthesemantic(语意的)radicalandphonetic(语音的)radical,Indicatives指事字,pictophonetic形声字,24,Pictograph,Apictographisadepiction(描绘)ofamaterialobject.,Sun,Moon,Mountain,Sheep,Bull,Human,Woman,象形字,25,Ideographs,composedoftwoormoreexistingcharacters.,Amanleansagainstatree,whichmeansthatheisresting.,会意字,26,土,sitmanrestgoodforest,木,木,木,人,木,人,人,子,田,力,坐,男,休,好,森,女,会意字的练习,PleasemovetheboxesaroundtomakeacharactertomatchtheEnglishword.,27,IndicativesorSelf-ExplanatoryCharacters,Onthetop,Beneath,Theleftsymbolmeansasword.Putapointonthecharacter“sword”,thenitreferstotheblade.,上,下,指事字,28,Indicatives,指事字,29,帽、洋、姥、驶、材、枝、钢、侣、铜、洲,Pictophonetic,形声字,30,ThedevelopmentofChinesecharacters,31,Whichdoyouprefer?,漢字擁有悠久的歷史，它是中國文化的象徵，是中國勞動人民智慧的結晶。汉字拥有悠久的历史，它是中国文化的象征，是中国劳动人民智慧的结晶。,Chinesesimple,Chinesecomplex,Vs.,32,Readthepassageagainanddividethepassageintoseveralparts,thengivethemainideaofeachpart.,Para1,BriefintroductionofChinesecharacters,33,Para2Paras3-4Para5,FormanddevelopmentofChinesecharacters,SimplifiedChinesecharacters,TheoriginsofChinesecharacters,34,Nowadaystherearesomanyborrowedwordsinourlanguage.Pleasecitesomeexamplesandtalkaboutwhetheritisnecessaryforustousesuchwords.,35,ThestoryofBraille,ReadthearticleThestoryofBrailleandanswerthequestions.1.Whointroducedblindpeopletoreading?LouisBraille.,36,2.AtBraillestime,whatwerethebooksforblindpeoplelike?Weretheyconvenientforuse?Booksforblindpeopleusedpaperpressedagainstmetalwiretoformletters.Theyweretooheavyandnotconvenientforuseatall.,37,3.Whatdidthesoldierdoforstudentswhenhevisitedtheschool?Heshowedthestudentsasystemforpassingmessagesatnightduringtimesforbattle.,38,4.WhatcontributionsdidLouisBraillemakeforblindpeople?Hissystemallowsblindpeopletoreadandwrite.Itenablesthemtodiscovertheworldaroundthemthroughtheycannotsee.,39,WherecanyouseeBrailleinourdailylife?,busstop,40,elevator,41,underground,42,street,43,menu,44,Readthetextscarefullyagainandchoosethebestanswer.,1.CangJiegottheideaofusingshapestorepresentdifferentobjectsafter_.A.lookingatsomedrawingsB.observingdifferentanimalsC.seeinganimalstracksinthesnowD.viewingthreemountainstogether,45,2.Howdidthestudentsfeelaboutthesoldierssystemforpassingmessages?A.Useful.B.Impractical.C.Boring.D.Satisfying,46,Readthetext(P39)carefullyandfillineachblankwithonewordorphrase.1.LouisBraillelosthiseyesightatthree_aninjury.2.Theweightofbooksforblindpeoplewastoo_tobeinconvenientforuse.,becauseof/dueto,heavy,47,3.Asystemforpassingmessagesatnightduringtimesofbattle_youngLouisBrailletocreateasystemcalled“Braille”,whichisstillusedtodaybyblindpeoplearoundtheworld.4.Withthefingerstheblindcaneasily_Brailleandaspecialtypewritercanalsohelpthemto_.,encouraged/inspired,recognize,write,48,ThestoryofBraille,Booksforblindpeopleusedpaperpressedagainstmetalwiretoformletters.,1821,asoldiershowedthemasystemusedpaperwithsmall,raiseddotsthatcouldbefeltwiththefingers.,LouisBraillecreatedasystemwithpatternsofsixraiseddotsrepresentingeachletter.,49,1.TheChineselanguagediffersfromWesternlanguagesinthat,insteadofanalphabet,itusescharacterswhichstandforideas,objectsordeeds.汉语与西方语言不同，区别在于它不使用字母，而是用汉字表示思想、物体和行为。differvi.相异，相区别differfrom和不同，不同于,50,e.g.China_theUSAinpoliticsandculture.=China_theUSAinpoliticsandculture.中国和美国在政体和文化方面有很大的不同。,differsgreatlyfrom,isverydifferentfrom,51,standfor忍受，容忍；代表，象征，拥护e.g.UN_theUnitedNations.UN是联合国的缩写。Johnalways_whatisright.约翰一贯支持正确的事情。,standsfor,standsfor,52,【即学即练】写出划线部分的释义。(1)Westandfortheideathatallnations,bigorsmall,areequal._(2)Theletters“VR”standfor“VirtualReality”._(3)Theteacherwillnotstandfortalkingloudlyinthelibrary._,主张,代表,容忍,53,2.Thenhehadtheideathathecouldusedifferentshapestorepresentdifferentobjects.于是他想到可以用不同的形状来代表不同物体。representvt.代表，展示e.g.Hisopinion_thatofthemajority.他代表了大多数人的观点。,represents,54,Thepainting_thesceneofabumperharvest.这幅画描绘了丰收的景象。,represents,55,3.Somecharactershavebeensimplifiedandothershavebeenmademoredifficultovertime.一些汉字被简化了，而另一些则变得更加复杂。simplifyvt.简化e.g.Tryto_yourexplanationforthechildren.试着简化你对孩子们所作的解释。,simplify,56,Forbeginners,theycanimprovetheirreadingskillbyreadingthe_versionsofsomemasterpieces.对于初学者，读些名著(masterpieces)的简写本可以提高他们的阅读能力。,simplified,57,4.However,asawhole,thecharactershavedevelopedfromdrawingsintostandardforms.不过总的来说，汉字从图画发展成了标准形式。asawhole总的来说，总体上e.g._,itisveryhotinNanjingduringthesummer.总的说来，南京的夏天相当热。,Asawhole,58,5.Sometimestoexpressideas,somecharactersweremadebycombiningtwoormorecharacterstogether.有时为了表达概念，某些汉字由两个或多个汉字组合而成。combinevt./vi.组合；(使)联合e.g.Thetwocountries_togetheragainsttheirenemy.这两个国家联合起来对抗他们的敌人。,combined,59,Thetwooldschools_toformonebignewschool.这两个旧学校将合并为一个新的大学。_ChinesetraditionalmedicinewithWesternmedicine.把中国传统医学和西方医学结合起来。,aretocombine,Combine,60,6.Thoughthesekindsofcharactersindicatemeanings,oneoftheirshortcomingsisthattheydonotshowhowtheyshouldbepronounced.虽然这几种类型的汉字能够表意，但是它们的缺点之一是其字形不具有表音的功能。indicatevt.显示，暗示，象征,61,e.g.Thesignattheentrance_thattherearebearsinthemountains,sovisitorsshouldbecareful.入口处的指示牌标明山中有熊，所以游客需要当心。,indicates,62,Researches_thatthewideuseofcomputershaschangedthewayoflifeofmanyyoungpeople.研究表明，电脑的广泛使用改变了许多年轻人的生活方式。,indicate,63,1.TheChineselanguagediffersfromWesternlanguagesinthat,insteadofanalphabet,itusescharacterswhichstandforideas,objectsordeeds.,难句解析,64,这是一个_，主句为TheChineselanguagediffersfromWesternlanguages。that引导一个_，作in的_，其中含有一个定语从句whichstandforideas，objectsordeeds，修饰先行词characters。,主从复合句,名词性从句,宾语,65,2.Thoughthesekindsofcharactersindicatemeanings,oneoftheirshortcomingsisthattheydonotshowhowtheyshouldbepronounced.,句首though引导_从句，主句that引导一个表语从句，该表语从句中show后接一个由how引导的_从句。,让步定语,宾语,66,3.Hissystemusedpaperwithsmall,raiseddotsthatcouldbefeltwiththefingers.,句中that引导一个_从句，修饰先行词dots。动词feel在这里的含义是“（用手、足等）摸索”e.g.Johnfeltinhisbagforthekey,butitwasnowheretobefound.约翰在袋子里摸来摸去去找钥匙，但哪儿也找不到。,定语,67,4.Whilethestudentsfoundthesoldiersideainteresting,thesystemwastoodifficulttobeofpracticaluse.,本句是_，其中while的意思是“虽然”，引导一个_从句。句尾ofpracticaluse意为“实用的”。一般来说，“of+抽象名词”相当于_，常用作_，意为“具有，拥有”。,主从复合句,让步状语,形容词,表语,68,e.g.Todaysmeetingwillbeofgreatimportance.今天的会议将很重要。Youradviceisofgreatvaluetome.你的建议对我很有价值。,69,ProjectDesigningabooklet,Planning,Preparing,Producing,Presenting,70,Planning,Workinsmallgroupsanddiscussandchoosewhatcharactersthegroupwouldliketoresearch.Discussthelayoutofthebooklet.Dividetheworkeachgroupmemberwilldo.Collecttheinformationneeded.,71,Preparing,Lookforinformationasmanysourcesasyoucanfind.Tips(organizinginformation),1.Introduction2.Method3.Findings4.Conclusion,72,Producing,Everyonewritesasectionofthebooklet.Thenputwhathasbeenwrittentogether.Addphotosorillustrationswherenecessary.Proofreadthedrafttocorrectmistakesifthereareany.Newideascanbeadded.Nowthebookletisfinished.,73,Presenting,Presentthebooklettothewholeclassbytakingturnstotalkabouteachsectionoftheirbooklet.,74,I.Completethefollowingsentencesaccordingtotheinitialsor