牛津译林版高中英语必修模块三 Unit2 Project2 教学设计-新版
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.
Unit2OutofThisWorldProject教学设计高二下学期英语牛津译林版(2020)选择
牛津译林版（2020）选择性必修第三册Unit 2 Out of This WorldProject教材分析：本节课程来自牛津译林版（2020）选择性必修第三册Unit 2 Out of This World。
本节课的主题是探索宇宙，通过学习探险家威廉·哈勃和他的伽利略太空望远镜，以及参观NASA太空探索中心，让学生了解人类对宇宙的探索和太空科学的发展。
教学目标：1. 掌握课文中的重点词汇和短语。
2. 了解威廉·哈勃的贡献以及伽利略太空望远镜的重要性。
3. 了解NASA太空探索中心的建设与发展。
4. 培养学生对宇宙科学的兴趣和探索精神。
教学重点：1. 重点词汇和短语的掌握与运用。
2. 威廉·哈勃和伽利略太空望远镜的介绍。
3. NASA太空探索中心的介绍。
教学难点：1. 威廉·哈勃和伽利略太空望远镜的相关知识的理解和运用。
2. 学生对NASA太空探索中心的建设与发展的理解和探讨。
学情分析：学生是高二年级的学生，已经具备一定的英语基础。
他们对科学和宇宙有一定的兴趣，但对相关知识了解可能较为有限。
学生可能对威廉·哈勃和伽利略太空望远镜的故事和NASA太空探索中心的发展有浓厚的兴趣，希望能通过这节课进一步了解。
教学策略：1. 引导学生观看相关视频和图片，激发学生的兴趣。
2. 组织小组讨论和合作学习，促进学生之间的互动和合作。
教学方法：1. 师生互动教学：教师以讲解和引导的方式，让学生主动参与课堂讨论。
2. 合作学习：通过小组合作和小组讨论的方式，让学生共同学习和分享。
导入环节（约5分钟）：导入活动：通过展示一张风景画或者播放一个与太空相关的短视频来引起学生的注意。
导入内容：引入本节课的主题——太空。
导入活动：教师可以请学生观察画面或者视频中的元素，并提出以下问题进行导入：1. 你认为这是什么地方？2. 你对外星生物有什么了解？3. 你有过类似的太空梦吗？描述一下。
高中英语 Module 3 Unit 2 Period2教案 译林牛津版必修3
高中英语 Module 3 Unit 2 Period2教案译林牛津版必修3Unit 2 LanguageWord power课堂设计指导思想：“Word power”是新教材中出现的一个新板块，它旨在科学地、有效地、有趣地扩充学生的词汇量。
“Word power”在设计上采用了与本单元主题相照应的思路，内容上不受课后词汇表的限制，期冀在同一语意场中通过语境的辅助以及构词法等相关知识的输入实现学生词汇的扩展。
本节课是以听、说、读为主的词汇教学课。
词汇教学应当“有层次”并兼顾“知、情、意”。
首先，“有层次”是指词汇教学应努力遵循认知规律，按照学生温故知新——探索新知识——使用新知识——巩固新知识的客观规律进行教学。
其次，兼顾“知、情、意”是指词汇教学要有：知——词汇知识、学习策略以及词汇所蕴含的文化知识的输入；情——师生间的情感互动、学生的情感融入与兴趣的激发，以及情感体验的过程；意——人文精神和人生意义的体悟与提升。
Teaching aims:1.Get to know the names of some countries and their official languages;2.Learn the differences between formal and informal English;3.Get some background knowledge of related topics;4.To discuss the important ways that help to achieve better understanding betweenpeople from different cultures.Teaching procedures:Step 1 Lead-inThe teacher introduces the topic of the UN.Basic facts about the UN:Fact1: When was the United Nations founded?A clue: In the year 2005 the UN celebrated its 60th birthday. (background knowledge) The students are supposed to get the answer: In 1945.Fact2: Why was it founded?Inform the students of the following aspects:The UN works on: ①peace and security ②human rights ③humanitarian affairs ④international law ⑤economic and social developmentIn a word, it works on international affairs.Fact3: How was it organized?Show the students the diagram of the UN system.Point out three of them which the students might be familiar with: UNESCO, WHO, WTO. Introduce the 6 principal organs of the UN.Offer the students 2 websites where they can find more information about the UN. (Learningstrategy: to help The students learn more by themselves)Fact4: What about its members?Ask the students to read the paragraph on page27. (task-based reading)Task: Answer the following questions:①How many countries are members of the UN? (191)② Can you give me some examples of the member states? (China, France, etc.)③ How many languages are spoken in the world today? (About 6000)Check the answers and give more information.【设计说明】结合课文中的信息，为学生了解联合国提供了一系列的背景知识：联合国建立的时期、目的、组成、以及成员国和使用语言等等。
牛津译林版高中英语模块3 Unit 2 Section Ⅴ Project 教学设计
Unit 2 Section ⅤProject 教学设计语篇理解课文自读板块Ⅰ.Choose the best answers according to The development of Chinese characters.1．The main difference between the Chinese language and many Western languages should be that ________ according to the passage.A．Western languages are usually formed by combining and mixing many different languages from different countriesB．the characters the Chinese language uses have meanings and can work alone as words，while Western languages can'tC．the Chinese language has a longer history than Western languagesD．the Chinese language is easier to be understood than the English language2．From the story of Cang Jie we know the first Chinese characters were invented to represent ________.A．objects B．ideasC．actions D．pictures3．How many kinds of Chinese characters are mentioned in the passage？A．1. B．2.C．3. D．4.4．Which is the correct explanation about the forming of the character “休”？A．A man lying on the ground with his arms crossed.B．A man lying against a tree.C．A man running.D．A tree lying beside a man.5．The passage is mainly talking about ________.A．how the Chinese characters were inventedB．how the Chinese characters have developedC．how the Chinese characters have been influenced by Western languagesD．how the simplified Chinese characters were introduced答案：1.B 2.A 3.B 4.B 5.BⅡ.Fill in the blanks according to The development of Chinese characters.The Chinese language 1. differs from many Western languages in that it uses 2. characters which stand for ideas，objects or deeds. According to an 3. ancient story a man named Cang Jie invented Chinese writing. Some charactershave been 4. simplified and others have been developed from 5. drawings into 6.standard forms. Sometimes to 7. express ideas，some characters were made by bining two or more characters together. In order to show how they should be 9.pronounced，a method was developed to have one part of a character 10.indicate the meaning and the other suggests the pronunciation.Ⅲ.Read The story of Braille and decide whether the following statements are true (T) or false (F)．1．Louis Braille was born with no eyesight. (F)2．Inspired by the soldier's idea，Louis Braille created “Braille”．(T)3．The system created by Louis Braille is more simple than the system for passing messages at night during times of battle. (T)4．The blind can not only easily recognize Braille with the fingers but also easily write in Bralle with a special typewriter. (T)语言点一单词集释板块识记掌握(一)为以下单词分别选择合适的英文释义1．representA．to speak officially for another person or group of peopleB．to give people information about recent events答案：A2．simplifyA．to make something easier or less complicatedB．to make or produce something that is not real答案：A3．combineA．to make something do what you want。
2024学年秋高中英语Unit2Language-Project教学设计牛津译林版必修3
- 写作指导和互评
- 听力练习和口语表达
教学流程
一、导入新课（用时5分钟）
同学们，今天我们将要学习的是《Unit 2 Language-Project》这一章节。在开始之前，我想先问大家一个问题：“你们是否曾有过旅行的经历？”（举例说明）这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索旅行的乐趣和语言的魅力。
3. 思维品质：通过阅读理解练习，培养学生的分析、推理和判断能力，使其能够从文章中提取关键信息并进行整合。
4. 学习策略：通过自主学习和合作学习，培养学生制定学习计划、调控学习过程和评估学习成果的能力。
教学难点与重点
1. 教学重点：
（1）词汇和短语的学习：本节课的主要词汇和短语都与旅游相关，如“tourist destination”、“landmark”、“local cuisine”等。这些词汇和短语是学生理解和描述旅游相关话题的基础。
- 英语学习网站，如BBC Learning English、VOA Learning English等
3. 信息化资源：
- 与旅游相关的英语学习资料，如旅游指南、旅游博客、旅游视频等
- 巴黎旅游相关的图片和地图
- 现在进行时的语法练习和测试题
4. 教学手段：
- 小组讨论和合作学习
- 角色扮演和情景模拟
A. landmark B. destination C. cuisine D. attraction
例题3：翻译题
将下列句子翻译成英语。
1. 我去年去巴黎旅游了一次。
2. 语法练习：学生需要根据本节课所学的现在进行时语法点，完成一份语法练习题。练习题包括填空、改写和句子排序等题型，以帮助学生掌握现在进行时的正确用法。
高中英语：unit2 language-project教案(牛津译林版必修3)
Unit2 language-Project教案Designing a bookletTeaching Aims:1.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.Teaching Difficult Point:How to help the students finish the tasks of writing and speaking.Teaching Methods:1. 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.Teaching Aids:1. The multimedia2. The blackboardTeaching Procedures:Step 1 Greeting and Lead-inShow the students a picture and answer the questions.●Can you make out any of these Chinese characters?●Do the Chinese characters remain the same for thousands of years?Chinese characters are always changing!Step 2 Fast reading●Who first invented Chinese writing?Cang Jie.●When did the Chinese government introduce simplified Chinese characters?In the 1950s.Step 3 Careful readingRead the passage and answer:1. How old is the Chinese writing?Thousands of years.2. How did Cang Jie invent Chinese writing?Cang Jie saw the footprints of birds and animals in the snow and he got the idea he could use different shapes or pictures to represent objects.3. What do we call the first real Chinese characters?We call them pictograghs, which mean line drawings of physical objects.4. How did the character of “mountain〞develop over time? Can you give any other examples?The pictograph for a mountain was originally three peaks together. Then this became one peak and three lines and finally turned into the character we use today. There are some other examples such as ‘eye’, ‘sun’, and ‘moon’.Step 4 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 5 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.(1)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 6 Language points1. The way a written language developed can tell us just as much about a culture as thehistory of a spoken language. 一种书面语言的发展方式, 能告诉我们关于一种口语的历史,同样也告诉我们文化方面的东西.●我不喜欢他对待孩子的方式. I don’t like the way he treats his child.●他解决问题的方式很奇特. The way he solved the problems was strange.2. The Chinese language differs from many Western languages in that it uses characterswhich have meanings and can stand alone as words.汉语与很多西方语言不同, 区别在于汉语使用的基本单位汉字本身就具有意义.differ from不同于; 有区别= be different from●Men are alike in their promises. It is only in their deeds that they differ (from each other).人在许诺时都一样,不同之处在于他们的行动.●I’m sorry to differ from/ with you about that question.对不起, 关于这个问题我与你的看法不同.相关:make a/ no/ some/little difference 有一点/没有/有些/几乎没有作用/关系/影响●对我来说,你走或留都没有关系.It doesn’t make any difference to me whether you g o or stay.3. in that 因为; 原因是; 在于●He differed from other people in that he always looked farther ahead in his work.他和别人不同的是他在工作中比别人都看得远些.4. Chinese people invented numerous characters to represent ideas, objects or actions.中国人发明了无数的汉字来表达思想,物体或动物.represent vt.1). 表现；描写；描画●This painting represents a storm. 这幅画描绘暴风雨。
高中英语 Unit3 Back to the past Project教学设计2 牛津译林版必修3
单元：Unit 3 Back to the past板块：Project课堂设计指导思想：本课是节成果展示课，学生通过前期的分工合作，开展调查，收集资料，交流讨论及物化成果在课堂展示交流成果，并互相评判以提升学生的成果。
Teaching aims:1.Help students learn how to make a poster.2.Ask students to present their project.3.By grading students’ project help students understand how to make a goodposter.T eaching procedures:Step 1 Lead-inBy asking questions and showing the steps of making a project help students go over their homework and prepare for their pres entation.Ask students to proofread thei r poster and prepare for presentation.【设计说明】通过回顾学生前期工作步骤，为下一步Presentation的作准备。
Ste p 2 PresentationAsk students to present their work and give comments on their work.【设计说明】通过展示评判，提升学生的成果。
Step 3 HomeworkAsk students to proof read their time chart and put their poster up in the display corner of the ir classroom.【设计说明】让学生通过修改作业来进行反思。
英语必修iii译林牛津版unit2全单元详解教案
英语必修III译林牛津版Unit2全单元详解教案1, Do you recognize all the languages on this card? 你能认出这张卡片上的所有语言吗？recognize（1）认识出; 看出; 辨认出Dogs recognize people by their smell. 狗凭人的气味辨认人。
（2）承认, 认可In the end England had to recognize the independence of the United States.最后英国不得不承认美国的独立。
（3）认清, 认识到You must recognize the difficult position the company is in. 你必须认清公司所处的困境。
知识拓展recognize sb/sth…..as 公认某人/某物…….为.被动语态为 be recognized asShe is recognized as an authority on cancer all over the world.她是一位全世界公认的癌症权威。
Recognition n. 认出，识别。
承认。
Illness and age had changed her beyond recognition.疾病和衰老已使她变得认不出来了The new government has not yet received recognition from other countries.新政府尚未得到其他国家的承认活学活用He was____C____ as the pioneer of new field. A .made B. realized C. recognized D thought 2. Emotions make a special Internet language. This stands for a beaming smile.情感图标是一种特殊的网上语言，它代表了一个开心的的微笑。
牛津译林版高中英语模块3 Unit 2 Project 教学设计
Unit 2 Project Design a booklet 教学设计ReadingLook at the screen please. Do you know what they are about?Yes，something about Chinese characters. Do you know about the development of Chinese character?1. Please read the article about the development of Chinese characters，and answer the following questions:When did Chinese writing begin? (Thousands of years ago.)Who first invented Chinese writing? (Cang Jie.)How was Chinese writing invented? (Cang Jie saw the footprints of birds and animals in the snow and got the idea that he could use different shapes or pictures to represent different objects.) When did the Chinese government introduce simplified Chinese character? (In the 1950s.)2. Try to find the main idea of each paragraph and find the connections between them.3. Let’s have a discussion about how Chinese characters were formed.4. Finish Parts D1 and D2 on page 101 in the Workbook，please.Designing a bookletPlanningNow it’s time to do some group work. Let’s work in groups of four. Discuss and choose what characters we would like to research. Then you will decide the pages of the booklet and plan the layout with the help of the table on page 39，and divide the work each group member will do. PreparingIn the step of preparing，you are to look for as much information as you can from different sources. Then you can meet，discuss and choose the information each group member has collected.ProducingEach write a draft of the section. And put what you have prepared together and add illustrations where necessary. And then draft the booklet based on the ideas from the group’s research and discussion. New ideas can be added before the booklet is finished.PresentingAt length，you have got to present booklets to the whole class. And you are to answer questions the other groups have about your booklet.Please do writing on page 105 in workbook as your homework. The exercise will help you practice the use of some words，phrases and patterns in this unit.AnswerPart B (page 105)Nowadays English is one of the most widely used languages in the world and is one of the working languages of the UN. It is spoken as a native language in the UK，the USA，Australia，New Zealand，South Africa and other countries. It is spoken as an official language or second language in countries such as India and Nigeria. In these countries，English is the language of the。
牛津译林版高中英语模块3 Unit 2 Project 课件(共24张PPT)
Para 2:
Origin of Chinese characters
1.Who is thought to have invented Chinese writing?
Cang Jie ? Father of Chinese characters
Cang Jie, who is believed
金文 Bronze Inscriptions
小篆 Lesser Seal Characters
行书
楷书 Formal Script Running Script
Project Designing a booklet
Unit 2
• Enjoy a video clip and think about: 1, What is the song about? 2, What elements are mentioned in the song?
The development of Chinese characters
A
p2
para1
B
p5
p1
p2
p3
p4
p3
p4
p5
C
p1
p2
D
p2
p1
p3 p4
p3
p4
p5
p5
the main idea of each part
Part1(p1)--Brief introduction of _________________ Chinese characters. Part2(p2-4)--A story about_______ Cang Jie inventing Chinese writing _____________________and ____ 4 types of Chinese characters.
2024学年秋高中英语Unit2Language-Project教学设计牛津译林版必修3
在线工具：利用在线翻译工具、语法检查工具等，让学生实时检测和修改自己的语法错误，提高他们的自我学习能力。
此外，我还将在课堂上提供充足的练习材料，让学生通过练习巩固所学知识。同时，我将关注学生的个体差异，给予不同程度的学生个性化的指导和关爱，确保他们能够在课堂上充分参与、积极互动。
教学过程设计
1. 导入新课（5分钟）
在行为习惯方面，学生的学习习惯和学习风格各异。部分学生养成了良好的学习习惯，能够按时完成作业，认真预习和复习，这对他们的学习效果产生了积极影响。然而，也有部分学生学习习惯不佳，拖延做作业，对学习缺乏规划，这可能影响他们对一般过去时的被动语态的学习效果。
针对学生的不同层次和特点，教师应因材施教，采取针对性的教学策略。对于基础较好的学生，可以适当提高学习难度，引导他们进行更深入的学习和思考；对于基础薄弱的学生，要加强基础知识的讲解和巩固，帮助他们建立信心，逐步提高他们的学习水平。同时，教师应关注学生的学习兴趣和动力，激发他们的学习热情，促使他们积极参与课堂活动。
课堂测试：教师在课堂上通过设计一些测试题目，了解学生对一般过去时的被动语态和一般过去时的主动语态的掌握情况。通过测试，教师可以了解学生的知识水平和运用能力，及时发现问题并进行解答。
2. 作业评价：对学生的作业进行认真批改和点评，及时反馈学生的学习效果，鼓励学生继续努力。
作业批改：教师在批改学生的作业时，要认真阅读学生的作业，了解他们对一般过去时的被动语态和一般过去时的主动语态的理解和掌握情况。通过批改，教师可以发现学生存在的问题，并及时进行解答和指导。
牛津译林版高中英语必修三 Unit 2 Project学案设计(无答案)
M3U2 LanguageProject (1)Learning aims:In this class, students are expected to1. know about the history and development of Chinese characters;2. know about different ways of forming Chinese characters;3. design and complete a booklet of about the development of Chinese characters.Activities in class：Activity 1 Lead-inEnjoy a picture about Chinese characters.Activity 2 StructureMatch each part with its main ideaPara 1 Forming and development of Chinese charactersPara 2 Simplified Chinese charactersPara 3-4 Brief introduction to Chinese charactersPara 5 The origin of Chinese charactersActivity 3 Reading for detailsPara 1What are the unique features of the Chinese language compared with Western languages?_____________________________________________________________________________ _____________________________________________________________________________Para 5__________characters were introduced in the 1950s and are _________used in China’s mainland now.Activity 5 Designing a bookletStarting the project—How to design a booklet？Planning• Discuss the layout of the booklet.• Collect the information needed.PreparingLook for information as many sources as you can find.Tips (organizing information)1. Introduction2. Method3. Findings4. ConclusionProducing• Proofread the draft to correct mistakesif there are any.• New ideas can be added.• Now the booklet is finished.PresentingM3U2 LanguageProject (2)Learning aims:In this class, students are expected to1.master the usage of key words, phrases and sentences:2.finish relevant exercises below.【Activities in class】Activity1. Language points1. The Chinese language differs from Western languages in that, instead of an alphabet, it uses characters which stand for ideas, objects or deeds.（P38）汉语与很多西方语言不同之处在于，不使用字母，用汉字代表观点，物体或行为。
译林版高中英语选必三Unit2 Project 教案
《英语》（选择性必修·第三册）Unit 2Out of this worldProjectI. Learning objectivesBy the end of the lesson, students will be able to:1. be familiar with names and positions of the seven planets;2. talk about possibility of living on the seven planets and the Moon;3. learn the core vocabulary;4. understand the profile How to live on Mars;5. make a profile on how to live beyond the Earth.II. Key competence focus1. Exhibit their imagination.2. Develop their ability of finding problems and solutions.3. Improve their writing skills.III. Predicted area of difficulty1. Discuss the possibility of living on the seven planets and the Moon.2. Make a profile on how to live beyond the Earth.IV. Teaching proceduresStep 1 Discussion1. T asks Ss to identify the seven planets.T: Look at the chart. What is it?T: It’s the chart of the solar system.T: What is the first and fourth planet?T: It’s the Sun and the Earth.T: According to the distance from the sun, they are 2. ________ 3. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________.2. T asks Ss to choose one planet to research and discuss it. Then T works out the dialogue tips together with Ss.为后面写作奠定基础。
高中英语Unit2LanguageProject教学设计2牛津译林版必修3
单元： Unit 2 Language板块： Project讲堂设计指导思想：假如 Welcome是一个单元的序曲， Project则是单元的结尾。
就像一首悦耳动人的乐曲，需要每个章节都有恰到利处的表现同样，单元的办理也要采纳各样适合的方式来进行演绎。
Project 的设计往常有两部分组成：一篇阅读文本和学生的合作项目，要办理得适合，真实操作起来是有很高的要求的，这类要求表此刻：学生方面，需要投入大批的时间、精力以及高出语言学习自己的各样社会交往、协调、工作能力；老师方面，则要有兼顾、策划和通盘掌控、指导的能力。
在好多学校，因为遇到时间的限制或是应试的影响，Project常常予以忽视，或许干脆作为 Reading 来教，这与 Project设计的根源初衷是相违反的，关于学生终身发展也是错过了很好的锻炼时机。
因此 Project仍是要还其原来面目，自然我们不可否定从中国国情的实质出发，我们在详细操作上应当因时就地取材，作出适合调整和弃取，这是切合客观规律的。
本课时的设计为Project 的第二课时，主假如在先期大批课后准备的基础上，进一步明确图册设计的要求，在讲堂上达成关于汉字研究图册的设计、制作和润饰修饰，最后进行展现的过程。
Teaching aims:1.Get to know how to design a booklet.2.Search the Internet to find related information.3.Cooperate with the group members and finish the design of the booklet.Teaching procedures:Step 1InstructionStart the project by introducing the steps to follow:planning, preparing,producing and presen ting.【设计说明】帮助学生复习Project的四步惯例。
2020-2021学年牛津译林版(2020)高中英语必修第三册 Unit2 Project 教学设计
Book 3 Unit 2 Natural disastersProjectMaking an information folder about rescue methods一、教学目标By the end of this section, students will be able to:1. collect and sort the information on a certain rescue method;2. present the information of group work;3. evaluate the works of different groups;4. put all the works together to make an information folder.二、教学重难点1. To create and present an information folder.2. To evaluate and comment on the information folder.三、教学过程步骤教学活动设计意图互动时间/模式PreparationStep 1 Have students collect some materials about rescue methods to prepare themselves for the project ingroups.指导学生自主收集各种类型的救援方式，激发自主学习的兴趣。
3’Group WorkImplementationStep 2 Have students discuss different methods in natural disaster rescue. Ask students some questions.1. What traditional methods can be used insearching for survivors?2. What modern tools or equipment can be used todo the same thing?通过相关话题探讨，激活学生已有的知识和文化。
牛津高中英语模块三unit2project学案(最新整理)
Unit2 Module3 LanguageProject Designing a booklet Extensive Reading------傅西江Step 1: Read the article at p.38 and answer questions.1 How old is the Chinese writing?______________________________________________________________________________________2.Who invented Chinese characters?______________________________________________________________________________________3. When did the Chinese government simplified characters?______________________________________________________________________________________Step 2 : Read the text again then choose the best answers.( ) 1 From the story of Cangjie we know that the first Chinese characters were invented to represent______A objectsB ideasC actionsD pictures( ) 2 The development of the Chinese character “山“ show that _________A it has been simplifiedB it has been made more difficultC it was easier to write in drawingD People nowadays would prefer drawings.( ) 3 The Chinese characters “休” and “囚” are common in many ways, expected that ________A both are connected with a personB both are used to represent an ideaC both are used represent an objectD both are made up of two characters( ) 4 Which of the following is formed with one part showing the pronunciation and the other indicating the meaning?A 明B 囚Ｃ 卡 Ｄ 吓( ) 5 The passage is mainly talking about __________A how the Chinese characters were invitedB how the Chinese characters have developedC how the Chinese characters have been influenced by Western languagesD how the simplified Chinese characters were introducedStep 3 : Task-basked reading comprehension._____1_________Name of the characters for theblindInventor _______2__________Original（本身的）method Use paper pressed_____3________ ____4________wire to form letters Disadvantages Too_____5_______What gave him inspiration Use paper with small, ____6________ dots that could be felt with the____7____ Disadvantages Too difficult to be of ____8_________useA system with patterns of six raised ___9________representing each letterDescription（描述）of hisinventionAdvantages Easily ___10_______with fingers and written with a special typewriterStep 4 Key phrases1differ from _____________________ 2 in that _____________________3 make up _____________________4 not all _____________________5 turn into _____________________6 simplified Chinese characters _____________________7 express ideas _____________________8 combine … with…_____________________9 as a whole_____________________ 10 develop into _____________________11 indicate the meaning _____________________ 12 have widespread use _____________________13 think of _____________________ 14 as a result of _____________________15 lost one’s eyesight _____________________ 16 be convenient for _____________________17 consist of _____________________ 18 be presented by _____________________19 be of practical use _____________________ 20 the most common system _____________________ 21find sth. interesting _____________________ 22 introduce sth. to sb. _____________________Step 6 Important sentences in the passages.1. The Chinese language _____________(不同于) many Western languages ____________(在于), instead of an alphabet,it uses characters which ______________(代表) ideas.2 Then he had the idea that he could use different shapes to ________________(代表)different objects.3 ____________________(并不是所有的) characters were developed from drawings of objects.4 Sometimes to express ideas, some characters were made by____________(结合) two or more characters together.5 It is easy to ___________________(区别)their meanings by looking at them, for example, the characters for “up” and“down”, which are opposites of each other.6 Therefore, a method was developed to have one part of a character____________________(表明) the meaning and theother suggest the pronunciation.7 Usually, when we talk about reading, we think of using our eyes to see letters ____________(被写在纸上的) on paper.8 Braille__________________(失明) at the age of three_______________________ (由于) an injury.9 ______________________(由于) metal wire was heavy, each book weighed as much as 100 pounds.10 The whole system ______________________（不方便）use11 Each letter of the alphabet was presented by a different pattern which_________________(组成)12 dots.12 While the students____________________(发现) the soldier’s idea interesting, the system was too difficult to______________________________(使用)Unit2 Module3 LanguageProject Designing a booklet Intensive Reading Ⅰ------傅西江Step 1: Key phrases1与…..不同 _____________________ 2 原因在于…… _____________________3 组成 _____________________4 并不是（部分否定）_____________________5 变成 _____________________6 简化汉字 _____________________7 表达想法 _____________________ 8把…..和…..结合起来_____________________9 作为一个整体_____________________ 10 发展成为 _____________________11 表明含义_____________________ 12 广泛使用 _____________________Step 2 : Important sentences in the passages.1. 汉语与西方语言的区别在于它不使用字母，而是使用汉子表示思想，物体或行为。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit2 Project 2 教学设计
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的第二课时，主要是在前期大量课后准备的基础上，进一步明确图册设计的要求，在课堂上完成对于汉字研究图册的设计、制作和润色修饰，最后进行展示的过程。
Teaching aims:
1.Get to know how to design a booklet.
2.Search the Internet to find related informat ion.
3.Cooperate with the group members and finis h the design of the booklet. Teaching procedures:
Step 1 Instruction
Start the project by introducing the steps to follow: planning, preparing, producing and presenting.
【设计说明】帮助学生复习Project的四步常规。
Step 2 Explanation of the four steps
Further explanation of the four steps:
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.
Preparing:
Look for information as many sources as you can find.
Tips (organizing information)
1. Introduction
2. Method
3. Findings
4. Conclusion
Produing:
Everyone writes a section of the booklet. Then put what has been written together. Add photos or illustrations where necessary.
Proofread the draft to correct mistakes if there are any.
New ideas can be added.
Now the booklet is finished.
Presenting:
Present the booklet to the whole class by taking turns to talk about each section of their booklet.
【设计说明】根据此次的具体实践内容，进一步明确四步走的相关内涵。
Step 3 Useful expressions
Pick out some useful expressions in the text for students’ reference:
over time according to differ from
in that this way turn…into
as a whole develop … into
1. Old English differs greatly from_ the modern English we use today.
2. Life on the island has changed _over time_ because of the growing number of tourists who visit it every year.
3. _According to_ the tickets, the train will leave at 8:30. We’d better hurry to get to the station on time!
4. She said it was the teacher’s praise and encouragement that _turned_ her _into_ a good student.
5. Install this spell check software on your computer. You will avoid making spelling mistakes _this way_.
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.
【设计说明】充分利用文本中的相关信息，在文字才组织上给予学生必要的帮助。
Step 4 Group work
Cooperate with your group members and finish your booklet.
【设计说明】以小组的组织形式完成图册的制作。
Step 5 Show time
Ask each group to present their work.
【设计说明】展示集体智慧的结晶，提供彼此交流学习的平台。
Step 6 Home work
Please modify your booklet. Get your final draft ready in three days.
【设计说明】鼓励学生相互学习，完善图册，可以在三天后进行最佳评选活动。