1、單元：Unit 2 Language板塊：Project課堂設(shè)計(jì)指導(dǎo)思想： 如果Welcome是一個(gè)單元的序曲，Project則是單元的尾聲。就像一首動(dòng)聽感人的樂曲，需要每個(gè)章節(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(dāng)?shù)姆绞絹磉M(jìn)行演繹。 Project的設(shè)計(jì)通常有兩部分構(gòu)成：一篇閱讀文本和學(xué)生的合作項(xiàng)目，要處理得得當(dāng)，真正操作起來是有很高的要求的，這種要求體現(xiàn)在：學(xué)生方面，需要投入大量的時(shí)間、精力以及超出語言學(xué)習(xí)本身的各種社會(huì)交往、協(xié)調(diào)、工作能力；老師方面，則要有統(tǒng)籌、策劃和全盤掌控、指導(dǎo)的能力。在很多學(xué)校，由于受到時(shí)間的限制或是應(yīng)試的影響，Project往往予以忽略，或者干脆作為R

2、eading來教，這與Project設(shè)計(jì)的本源初衷是相違背的，對(duì)于學(xué)生終身發(fā)展也是錯(cuò)過了很好的鍛煉機(jī)會(huì)。所以Project還是要還其本來面目，當(dāng)然我們不能否認(rèn)從中國國情的實(shí)際出發(fā)，我們?cè)诰唧w操作上應(yīng)該因時(shí)因地制宜，作出適當(dāng)調(diào)整和取舍，這是符合客觀規(guī)律的。本課時(shí)的設(shè)計(jì)為Project的第一課時(shí)，主要是側(cè)重于文本的處理。對(duì)于Project的文本，我們?cè)趯?shí)際操作中達(dá)成了這樣的認(rèn)識(shí)：文本是用以閱讀的，但是不同于Reading的閱讀，Project的文本閱讀不是單單以獲取信息、了解文本為目的的，它的存在是以閱讀為基礎(chǔ)，為下一課時(shí)的圖冊(cè)文本設(shè)計(jì)提供信息與藍(lán)本。Teaching aims: 1. Get t

3、o 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-inShow the students a picture of a running horse. Simplify the image using lines. And explain how it beca

4、me the origin of the character “馬”. Introduce the topic “The development of Chinese characters”.【設(shè)計(jì)說明】作為文本閱讀的導(dǎo)入，主要實(shí)現(xiàn)：挑動(dòng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的學(xué)習(xí)熱情，自然而然地引至主題。Step 2 SkimmingSkim the text and discuss the structure of the text between partners. Think about how many parts we can divide the whole text into. 【設(shè)計(jì)說明】

5、通過快速閱讀掌握文本的結(jié)構(gòu)劃分，對(duì)于文本實(shí)現(xiàn)整體性的粗線條把握。Step 3 ListeningListen to the text and summarize the main idea for each part. 【設(shè)計(jì)說明】在文本劃分基礎(chǔ)上概括每部分的總體大意。Step 4 Intensive readingPartWhat makes the Chinese language differ from many Western languages?The Chinese language differs from many Western languages in that it us

6、es 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. 倉頡也稱蒼頡，是傳說為黃帝的史官，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(gè)人，虞

7、舜、倉頡、項(xiàng)羽。虞舜是禪讓的圣人，孝順的圣人，而倉頡是文圣人，項(xiàng)羽則是武圣人。 What fired his idea of inventing Chinese characters? Tracks of animals in the snow. Part 3How are Chinese characters formed? 1. drawings of physical objectspictographs (象形) (Show students a picture of examples of development of pictographs.)(More pictographs a

8、re given for students to match with their simplified characters.)2. combine two or more elements together to express ideas or directions and numbers (會(huì)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)More characters are given to the students. They are encouraged to

9、 use their imagination to explain them. 囚人困于門中，伐人持刀戈，仙山中人，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 pronunciationpictophonetic 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 examp

10、les of pictophonetic characters. Part 4When were simplified Chinese characters introduced by the Chinese government? In the 1950s. Where are simplified Chinese characters used? In Chinas mainland.【設(shè)計(jì)說明】在掌握文本結(jié)構(gòu)，主體大意的基礎(chǔ)上，進(jìn)行文本的精細(xì)閱讀，目的是在理解文本細(xì)節(jié)的基礎(chǔ)上，為Project的圖冊(cè)設(shè)計(jì)進(jìn)行素材的收集，寫作結(jié)構(gòu)的梳理。Step 5 ReadingRead the second passage and answer the questions:Who is Braille?What happened to him when he was three years old?How did he create his system?What do you think of Braille and his system?【設(shè)