牛津高中英语教学设计1

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（第一课时）

作者：孙小朵

教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。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，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。

Teaching aims:

1.Let the students know the development of Chinese characters.

2.Let students know the formation of Chinese characters.

3.Learn to explain the process of the Chinese character

Teaching procedures:

Step 1 Lead-in

Ask students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”.

【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来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 Skimming

Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part:

A The origin of Chinese characters.

B Simplified Chinese characters.

C. Brief introduction of Chinese characters.

D. Form and development of Chinese characters.

para.1 C Para.2A Para.3-4 D Para.5 B

【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,在文本划分基础上概括每部分的总体大意。

Step 3 Reread the text and answer the following questions

Part１

What 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。

Part 3

How are Chinese characters formed?

1. drawings of physical objects－pictographs (象形)

(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: 莫(上下都是草，中间是个太阳，意思是太阳已落入草丛之中，天色已暮) 众(三个人)、友（二手相叠，友善相助义）、比（两人紧挨着）、

More characters are given to the students. They are encouraged to use their imagination to explain them.

囚——(人困于门中)，友（二手相叠，友善相助义）、珏（两串玉）、朋（两串贝）、焱(三个“火”)；戋（两戈交接，攻伐义）、丝（两捆丝）、品(三个口)

3. combine meaning and pronunciation－pictophonetic characters(形声)

The teacher gives examples: 蛛、钱、材、消、熔

Ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.

Part 4

When did Chinese writing begin ?

Thousands of years ago

How was Chinese writing invented ?

Cang Jie saw the tracks of animals in the snow and he got the idea that he could use different shapes to stand for different objects.

【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 Phrases and sentences

1.与……不同differ from

2.代表stand for

3.在许多情况下in many cases

4.组成make up

5.根据according to

6.随着时间的过去over time

7. 总体来说as a whole 8.（使）变成turn into 9.在20世纪50年代in the 1950s

【设计说明】在熟悉课本的基础上，能快速的在课文中找到重要的短语和句子。

Step6. Language points: