牛津译林版高中英语必修三《Unit2 Language》 Project 教学设计2

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译林英语必修3Unit2Project课件(共28张PPT)

2. In many cases, a single character can also make up a word. (Line 3-4, P38)
3. Not all characters were developed from drawings of objects. (Line 17, P38)
3.
in
any
case
4.In_m__a_n__y_c_a_s_e_s___, the customers’ complaints about poor quality of
the
4. in no case
goods they buy are ignored.
5. in case
5. __In__n_o__c_a_s_e___ will the Chinese people allow the Diaoyu Islands to be
7. in many cases (L3) 8. make up a word(L3) 9. according to (L6) 10. a man named sb. (L7) 11. the tracks of animals in
the snow (L8) 12. represent different
A differ from B in C A与B在C方面不同
Japanese differs from Chinese in pronunciation and grammar.
She differs from her sister in the colour of eyes.
• 我分辨不出汤姆和他的孪生兄弟。 I can’t __t_e_l_l _th__e_d_i_f_fe_r_e_n__c_e_ between Tom and his twin brother. • 他来不来对我来说不产生影响。 It _m__a_k_e_s__n_o__d_i_ff_e_r_e_n_c_e__t_o__m_e__w__h_e_t_h_ehre will come or not.

高一牛津译林英语必修三课件：Unit 2 Language Project(共22张PPT)

designed into a kind of pictographs.
Why are such icons designed for the Olympic Games
▪ to show the world the deep and colorful culture of China.
Task: Designing a booklet
Module 3 Unit 2
Project
The development of Chinese characters
What are these pictures?
Pictographs: line drawings of
physical objects
What Chinese worlds can you recognize from the picture above?
pictographs? ▪ What characters were made by
combining two characters together? ▪ What kind of words are called
pictophonetic characters?
Pictophonetic characters
▪ What do you think the cover should be?
▪ Where can you get the background information
▪ Where should you get the examples of Chinese characters
▪ How can you make the form special?
Discussion: What changes have

英语：Unit2《Language》Project&revision课件(1)(译林牛津版必修3)

6. Considering your idea as a whole I _________, think it will contribute significantly to the development of the company. However, it may cause some problems as well. 7.I was lucky in that I was able to find ______ what I wanted.
5. 整体来看，这本书值得一读。(as a 整体来看，这本书值得一读。 whole) As a whole, the book is worth reading. 6. 这个故事被简写了，以便于更容易理这个故事被简写了，解。(simplify) The story has been simplified to make it easier to understand.
•What can we put in a booklet?
Starting the project--How to design a booklet Planning Preparing Producing Presenting
Planning Work in small groups and discuss and choose what characters the group would like to research. Discuss the layout of the booklet. Divide the work each group member will do. Collect the information needed.
Translate the following sentences into English, using the words or phrases in the brackets. 1. 你知道大学与高中有什么不同吗？你知道大学与高中有什么不同吗？ (differ) Do you know how college differs from high school?

牛津译林版高中英语必修三Unit 2《Language》(Word Power)word教案

牛津译林版高中英语必修三Unit 2《Language》(WordPower)word教案Formal English and informal English & Countries and languages Teaching Aims:●To learn formal and informal English●To complete the relevant exercises to consolidate itTeaching procedure:Step One: BrainstormingShow students an informal letter and ask them to find out too formal expressions. Look at the following expressions and tell us which one you think is better. Then read the introduction to formal and informal English on Page 26.Step Two: informal expressionsAsk students to judge which expression is better a nd which i s informal.Show students some formal and informal English.Step Three: languages in different countri esShow a form and let students know one or two languages are spoken in a country. And the country and its people.Step Four: listeningAsk students to do the listening exercise and check answers together.Step Five: Work in groupLook at the map of the world. Write down as many names of countries and their of About 6,000 languages are spoken in the world today. The 10 most widely spoken languages are Chinese, Spanish, English, Hindi, Arabic, Bengali, Portuguese, Russian, Japanese and German.Look at the following pictures, tell us which country it is and what its official language is.Step Five: Homew ork1. Review what we learned in this period.2. Preview the next lesson.3. To get more information about UN, according to the website given t o you. :/ /english ://aboutun/index.html。

牛津译林版高中英语必修三Unit2《Language》(Task1)教学设计

单元： Unit 2 Language板块： Task讲堂设计指导思想：Task 是牛津教材差别过去及其余教材很有特点的版块。

Task 的设计整体上是环绕本单元的主题，要修业生最后达成一个与主题有关的写作任务。

该版块的设计思路是由输入至输出，关于高中学生而言，写作的输出是有必定的难度的，这类难度主要表此刻：一、写作的素材的不足，学生因为经历有限，关于问题的看法及支撑看法的有关论据相对单薄，常常没法知足写作的需求；二、写作构造、写作能力有待进一步提升。

译林版牛津教材 Task 在设计上充分考虑到了这两个问题，有梯度地为学生摊平道路，打扫阻碍，主要经过以下门路加以实现：一、经过听、读、说的训练，为学生最后的写作供给相对充分的素材累积，使学生最后的写作能够言之有物，内容充分；二、经过对学生写作构造和写作技巧的指导，帮助学生顺利达成单元的写作任务。

本节课设计的是 Task 的第一课时，以听、说以及少许的阅读活动为主，经过阅读认识及帮助展望听力内容；经过听力资料帮助学生获得美国身势语的有关信息，为进一步地进行比较，达成写作打好基础；经过议论发问，为下一课时达成问卷做好铺垫。

b5E2RGbCAPTeaching aims:1.Get to know what to expect in the listening materials.p1EanqFDPw2.Listen and get the information about the meaning of commongestures in America. DXDiTa9E3d3.Learn how to write questions for the questionnaire.RTCrpUDGiT Teaching procedures:Step 1 Anticipating a responseStart the lesson with the topic about what the students often do in thelistening tests. Mention the importance of prediction in listening. Askthe students to give some tips if possible. 5PCzVD7HxAThe teacher pres ents some questions on th e screen for the students to practice prediction. jLBHrnAILg【设计说明】学会展望，关于提升听力能力是很有效且一定的听的策略。

(牛津译林)高一英语必修三课件：Unit2LanguageProject(共14张PPT)

Para. 1 Brief introduction to Chinese characters
Para. 2 Para. 3
Origin of Chinese characters Development of Chinese characters
Para. 4 Examples of pictographs
Display your booklet at the back of our classroom.
Thank yintroduce simplified Chinese characters?
Listen to the tape and read the text again.
Find the main idea of each paragraph.
Para. 5 Para. 6 Para. 7
Characters used to express ideas
Characters used to express directions and numbers Pictophonetic characters
Para. 8 Simplified Chinese characters
what you found out about your characters
how it developed
your conclusions (what you think these characters’ development can tell people about Chinese history or about the future of Chinese writing)
Project Designing a booklet

牛津译林版-必修三-Unit 2 Language 优秀

unit 2 Language project教学设计I．Teaching Aims1．Train the students’ writing, reading and speaking abilities．2．Get the students to talk about writing a booklet about Chinese characters．3．Get the students to cooperate with others．II．Teaching Difficult PointHow to help the students finish the tasks of writing and speaking．III．Teaching Methods1．Reading, talking and writing to improve students’ integrating skills．2．Individual, pair work and group work to make every student take an active part in class．3．Discussion to help the students cooperate．IV．Teaching Aids1．The multimedia2．The blackboardV．Teaching ProceduresStep 1 Greeting and Lead-in(Show the students some beautiful pictures ofStep 2 Let the students read the travel leaflet “Step 2 ”．Ask them to find out answers to the following questions．Read the passage and answer:Step 3 Read the passage again and divide the passage into several parts, then give the main idea of each part．Para．1．Brief introduction of Chinese characters．Para．2．The origins of Chinese characters．Para．3-6 Form and development of Chinese characters．Para．7-8 Pronunciation of Chinese characters and simplified Chinese charactersStep 4 Designing a booklet(1) PlanningAsk students to work in small groups and discuss the Chinese characters their group would like to research．Then they should discuss the layout of the booklet, and divide the work each group member will do to collect the information needed．(2)PreparingLook for information in as many sources as they can find．Then they meet, discuss and choose the information each group member has collected．(3) ProducingStudents each write a section of the booklet．They should put what they have written together and add photos or illustrations．They must proofread the draft to correct mistakes if there are any．New ideas can be added．Now the booklet is finished．(4) PresentingStudents present their booklet to the whole class by taking turns to talk about each section of their booklet．Everyone in each group should have a chance to speak．Step 5 HomeworkDo Parts B1 and B2 on page 93 in Workbook．Do Parts D1 and D2 on page 95 in Workbook．Review words and phrases in this unit．。

牛津译林版高中英语必修三Unit 2《Language》(Welcome to the unit)w

牛津译林版高中英语必修三Unit 2《Language》(Welcome to the unit)word教案Teachin g Aims:◆To introduce languages in the world.◆To talk about other forms of languages .◆To practise students’ speaking abilityTeaching Procedure:Step One: Leading-inI ntroduce la nguages i n the world, such as Chinese, Russian, English ,Spanish , Japanese, Tibetan ,French ,Ar abic ,Greek, German.What language do you speak? Can you speak other language?Do you know how many languages there are in the world?Do you speak any other language besides Chinese? If so, can you speak a little for us?Which other language do you like to learn best? Why?Which language do you think is the hardest? Why?Step Two: SpeakingAsk students the question: do you know other forms of languages? And show them emoticon and see if they know all of them.Ask students to think about what sign language is and show some pictures about it. Step Three: Further DiscussionIntroduce the language for the blind and the inventor of it. Ask students to discuss if English is important and why.Do you think that language is the only way people communicate?What other methods of communication can you think of?What will you do if you w ant to say “ok” t o your friend, but she/h e c ouldn’t hear you?Step Four: HomeworkPreview the Reading part.。

【精选课件】牛津译林版高中英语必修三Unit 2Languageproject2课件.ppt

4. What contributions did Louis Braille make for blind people?
4. What contributions did Louis Braille make for blind people?
His system allows blind people to read and write. It enables them to discover the world around them though they cannot see.
4. What contributions did Louis Braille make for blind people?
1. Who introduced blind people to reading?
2. What did the soldier do for students when he visited the school?
3. Therefore, a method was develped to have one part of a character indicate the meaning and the other suggest the pronunciation. (L24-25)
Read the second passage about the story of Braille and answer these
2. The soldiers would drag their fingers over the raised dots to read the message. (L15)
3. While the students found the soldiers' idea interesting, the system was too difficult to be of practical use. (L16-17)

译林牛津版高中英语必修3课件 Unit 2 Language Project 2 课件

Preparing
Look for information as many sources as you can find. Tips (organizing information)
1. 2. 3. 4. Introduction Method Findings Conclusion
Producing
Unit 2 Language Project 2 课件
Starting the project—How to design a booklet？
•Planning •Preparing
•Producing •Presenting
Planning
• Work in small groups and discuss and choose what characters the group would like to research. • Discuss the layout of the booklet. • Divide the work each group member will do. • Collect the information needed.
Presenting
Present the booklet to the whole class by taking turns to talk about each section of their booklet.
Useful expressions:
differ from in that over time as a whole develop … into turn … into this way in the 1950s
Cooperate with your group members and finish your booklet.

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3.代表4.把不同的汉字放在一起
5.在许多情况下6….的形状
7 .用不同的形状来代表不同的物体
8.随着时间的推移9.变得更加复杂
10.总体上11.演变成
12.有时为了表达概念13.由…构成
14.表达含义15.在某地广泛运用
16.推广简化字
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)
(1)句法分析
though在句中引导_____，意为_____，that引导_______，how引导______。
(2) indicate v.显示；象征；表示；暗示
indicate sth. to sb.向某人指出…
indicate that表明/标示
indicate wh- to do表明/指出/标示
3.(L11-12)Some characters have been simplified and others have been made difficult over time.
4. However，as a whole，the characters have developed from drawings into standard forms.
represent… to sb.向某人描绘
(5)He represented himself as an expert.
represent sth./ oneself as/ to be
把…描绘成，自称是…
【拓展延伸】区别represent和stand for
represent用来表示“代表某人/团体/政府”等，也可以表示“把某人/某物描绘成…”
3. Enable the students to understand the article better.
Step 2 Self-study
Refer to the English book and find out the following
useful expressions.
1 .汉字的发展2.和…不同
She was fortunate in that she had friends to help her.
她很幸运，因为她有朋友相助。
Human beings are different from animals______ they can use language as a tool to communicate.
2. Enable the students to apply the language points into practical exercises.
3. Enable the students to understand the article better.
过程与方法
Self-study，comparative analytical method，inductive method and cooperative learning are adopted in teaching process.
A.where B. in which
C. for which D. in that
2.(L9-10)Then he had the idea that he could use different shapes torepresent different objects.
represent vt.
stand for指字母、图形或数字符号代表或象征某人/某物，还有“支持，主张”的意思。
Dr Zhang was chosen to____ our hospital at the international meeting.
A.represent B. stand for
C. instead of D. take the place of
分辨，分清
What was it that distinguished herself from her classmates？
distinguish between A and B= distinguish A from B
区别A与B
•She has already distinguished herself as an athlete.
Step4 Presentation
1.(L1) The Chinese language differs from Western languages in that，instead of an alphabet，…
•(1)differ from和…不同，不同于
A differs from B= A is different from B
只要看它们的字形，就可以很容易区别他们的意思，比如汉字“上”和“下”，其字形恰好相反。
【句法分析】
(1)it在句中做______，真正的主语是__________，which在句中引导_________.
•(2) distinguish v.分辨，分清；使有别于；使著名
He is color-blind and can’t distinguish between red and green easily.
1.(L1) The Chinese language differs from Western languages in that，instead of an alphabet，…
2.(L9-10)Then he had the idea that he could use different shapes to represent different objects.
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
Step1 Showing the leaching aims
Teaching objectives:
1. Enable the students to master the main language points freely.
2. Enable the students to apply the language points into practical exercises.
distinguish oneself as作为…而出名
distinguish oneself for因为…而出名
6. Though these kinds of characters indicate meanings，one of their shortcomings is that they do not show how they should be pronounced.
(1)He represented his country at the Olympics.
(2) A dove represents peace.
(3)The red lines on the map represent railways.
represent sth.代表/象征/表示…
(4)Represent your idea to me in another way.
牛津译林版高中英语必修三
Unit 2 Language Project教学设计2
年级
组别
高一英语备课组
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 (2)第26课时
课型
新授课
课标
要求
掌握本节课所学语言点并能熟练运用
教
学
目
标
知识与能力
1. Enable the students to master the main language points freely.
努力对孩子们解释得简明一些。
【单词积累】
simple adj.简单的，朴素的
simply adv.简谱地，确实
simplified adj.简化的
simplification n.简化
4. However，as a whole，the characters have developed from drawings into standard forms
2 Enable the students to master the useful phrases and words.
教学
难点
Enable the students to apply the language points into practical exercises.
教学
方法
Self-study，cooperative study，inductive method and comparative analytical method
过程设计
二次备课
Step3: Cooperation and discussion
1.Translate the following sentences into Chinese and refer to the English paper or dictionary then notice the usage of the underlined words.
3. (L11-12) Some characters have been simplified and others have been made difficult over time.
simplify vs.使简易，使简明，简化
Try to simplify your explanation for the children.