牛津高中英语设计
单　　元：Unit 2 Language
板　　块：Project 1
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进行演绎。 Project的设计通常由两部分构成：一篇阅读本和学生的合作项目，要处理得得当，真正操作起是有很高的要求的。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；对于老师，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”教，这与“Project”设计的本初衷是相违背的，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。本时的设计为“Project”的第一时，主要是侧重于本的处理。对于“Project”的本，我们在实际操作中达成了这样的认识：本是用以阅读的，但是不同于“Reading”的阅读，“Project”的本阅读不是单单以获取信息、了解本为目的的，它的存在是以阅读为基础，为下一时的图册本设计提供信息与蓝本。
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 “马”. Introduce the topic “The development of Chinese characters”.
【设计说明】作为本阅读的导入，主要实现：挑起学生的学习兴趣、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 discuss the structure of the text between partners. Think about how many parts we can divide the whole text into.
【设计说明】通过快速阅读，掌握本的结构划分，对于本实现整体性的粗线条把握。
Step 3 Listening
Listen to the text and summarize the main idea for each part.
【设计说明】在本划分基础上概括每部分的总体大意。

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.
仓颉也称苍颉，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，而仓颉是圣人，项羽则是武圣人。
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 (会意)
The teacher explains some characters.
examples: 家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)
ore characters are given to the students. They are encouraged to use their imagination to explain them.
囚——人困于门中，伐——人持刀戈，仙——中人，众——多人，男——田里的劳力，休——人倚木而息，明——日与月，鸣——鸟口之声，孬——不好，森——众木，炎——多火，本——木之根，末——木之梢，歪——不正
3. combine meaning and sound —— pictophonetic characters (形声)
The teacher gives examples: 砖 编 聆 骂
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.
【设计说明】在掌握本结构，主体大意的基础上，进行本的精细阅读，目的是在理解本细节的基础上，为Project的图册设计进行素材的收集，写作结构的梳理。

Step 5 Retelling
Retelling the development of Chinese character according to what we’ve learned today.
【设计说明】内容复述是对于本阅读的及时检验，学生只有在对本结构、内容两者都充分理解的基础上才可能实现流畅的复述。复述的形式可以采用同桌间操练，之后随机选取同学进行陈述的方式，更为理想的是全班随机复述，每人一句。

Step 6 Dialogue
ake up a dialogue discussing the development of Chinese characters.
【设计说明】进一步检测、确认学生对本的理解，在理解的基础上鼓励学生的创造性思维，鼓励基于本、高于本的对话创作。

Step 7 Homework
Find more information on the Internet about the development of Chinese characters.
【设计说明】通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一时的图册制作实现素材的积累。

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