牛津高中英語設計
單　　元：Unit 2 Language
板　　塊：Project 1
堂設計指導思想：
如果“Welcome”是一個單元的序曲，Project則是單元的尾聲。就像一首動聽感人的樂曲，需要每個節(jié)都有恰到好處的表現(xiàn)一樣，單元的處理也要采取各種適當?shù)姆绞竭M行演繹。 Project的設計通常由兩部分構(gòu)成：一篇閱讀本和學生的合作項目，要處理得得當，真正操作起是有很高的要求的。這種要求體現(xiàn)在：學生方面，需要投入大量的時間、精力以及超出語言學習本身的各種社會交往、協(xié)調(diào)、工作能力；對于老師，則要有統(tǒng)籌、策劃和全盤掌控、指導的能力。在很多學校，由于受到時間的限制或是應試的影響，“Project”往往予以忽略，或者干脆作為“Reading”教，這與“Project”設計的本初衷是相違背的，對于學生終身發(fā)展也是錯過了很好的鍛煉機會。所以“Project”還是要還其本面目，當然我們不能否認從中國國情的實際出發(fā)，我們在具體操作上應該因時因地制宜，作出適當調(diào)整和取舍，這是符合客觀規(guī)律的。本時的設計為“Project”的第一時，主要是側(cè)重于本的處理。對于“Project”的本，我們在實際操作中達成了這樣的認識：本是用以閱讀的，但是不同于“Reading”的閱讀，“Project”的本閱讀不是單單以獲取信息、了解本為目的的，它的存在是以閱讀為基礎，為下一時的圖冊本設計提供信息與藍本。
Teaching aims:
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.
Teaching procedures:
Step 1 Lead-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 “馬”. Introduce the topic “The development of Chinese characters”.
【設計說明】作為本閱讀的導入，主要實現(xiàn)：挑起學生的學習興趣、激發(fā)學生的學習熱情、自然而然地引至主題。

Step 2 Skimming
Skim the text and discuss the structure of the text between partners. Think about how many parts we can divide the whole text into.
【設計說明】通過快速閱讀，掌握本的結(jié)構(gòu)劃分，對于本實現(xiàn)整體性的粗線條把握。
Step 3 Listening
Listen to the text and summarize the main idea for each part.
【設計說明】在本劃分基礎上概括每部分的總體大意。

Step 4 Intensive reading
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 have meanings and can stand alone as words. Chinese character can represent ideas, objects or actions.
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.
倉頡也稱蒼頡，傳說為黃帝的史官，漢字的創(chuàng)造者。傳說中倉頡生有“雙瞳四目”。目有重瞳者，中國史書上記載只有三個人∶虞舜、倉頡、項羽。虞舜是禪讓的圣人、孝順的圣人，而倉頡是圣人，項羽則是武圣人。
What fired his idea of inventing Chinese characters?
Footprints in the sno
Part 3
How are Chinese characters formed?
1. line drawings of physical objects — pictographs (象形)
(Show students a picture of examples of development of pictographs.)
(ore 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 (會意)
The teacher explains some characters.
examples: 家（有房有豬）采（手采摘草本植物）尖（上小下大）旦(地平線上的太陽)
ore characters are given to the students. They are encouraged to use their imagination to explain them.
囚——人困于門中，伐——人持刀戈，仙——中人，眾——多人，男——田里的勞力，休——人倚木而息，明——日與月，鳴——鳥口之聲，孬——不好，森——眾木，炎——多火，本——木之根，末——木之梢，歪——不正
3. combine meaning and sound —— pictophonetic characters (形聲)
The teacher gives examples: 磚 編 聆 罵
Ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.
Part 4
When were simplified Chinese characters introduced by the Chinese government?
In the 1950s.
Where are simplified Chinese characters used?
In mainland China.
【設計說明】在掌握本結(jié)構(gòu)，主體大意的基礎上，進行本的精細閱讀，目的是在理解本細節(jié)的基礎上，為Project的圖冊設計進行素材的收集，寫作結(jié)構(gòu)的梳理。

Step 5 Retelling
Retelling the development of Chinese character according to what we’ve learned today.
【設計說明】內(nèi)容復述是對于本閱讀的及時檢驗，學生只有在對本結(jié)構(gòu)、內(nèi)容兩者都充分理解的基礎上才可能實現(xiàn)流暢的復述。復述的形式可以采用同桌間操練，之后隨機選取同學進行陳述的方式，更為理想的是全班隨機復述，每人一句。

Step 6 Dialogue
ake up a dialogue discussing the development of Chinese characters.
【設計說明】進一步檢測、確認學生對本的理解，在理解的基礎上鼓勵學生的創(chuàng)造性思維，鼓勵基于本、高于本的對話創(chuàng)作。

Step 7 Homework
Find more information on the Internet about the development of Chinese characters.
【設計說明】通過網(wǎng)絡閱讀，提高學生搜尋、定位、整合信息的能力，為下一時的圖冊制作實現(xiàn)素材的積累。

本文來自：逍遙右腦記憶 http://m.yy-art.cn/gaoer/36677.html

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