论文部分内容阅读
内容分析：本课时的设计侧重于文本的处理，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。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。
教学目标：
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.
教学过程：
Step1. Lead-in
Ask students a question ：Can you recognise these Chinese characters？ 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，自然而然地引至主題。
Step2. Skimming
Let students skim the text and think about how many parts we can divide the whole text into，then match the main idea with each part.
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
（1）What makes the Chinese language differ from many Western languages？
（2）Who is said to have invented Chinese writing？
仓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，而仓颉是文圣人，项羽则是武圣人。
（3）How are Chinese characters formed？
drawings of physical objects-pictographs （象形）.
combine two or more elements together to express ideas or directions and numbers （会意）.
Combine meaning and pronunciation-pictophonetic characters（形声）.
Teacher gives examples： 蛛、钱、材、消、熔。
（4）When did Chinese writing begin？
How was Chinese writing invented？
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 4. Phrases and sentences.
1.与 不同 differ from； 2.代表 stand for； 3.在许多情况下in many cases. 组成make up； 4.根据 according to； 5.随着时间的过去over time. 6.总体来说 as a whole 7. （使）变成 turn into； 8.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。
Step 5. Language points：
Each group to choose their favourite fruit （banana pear grape strawberry apple ） and then discuss the phrases with their parters.
1.differ from （有区别，与 不同）。
2.in many cases.
3.Not all characters were developed from drawing of objects.
4.It is easy to distinguish（distinguish） their meanings by looking at them.
（1）学好英语是可能的。It is possible to learn English well.
（2）他似乎已经知道问题的答案。It seems that he has known the answer to the question.
5. turn into.
当气温低于零度，水就变成冰。
Heat turns ice into/to steam.
拓展：有关turn的短语
6. Homework.
More information on the Internet about the development of Chinese characters.
教学反思：通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。
【作者简介】郭东明，江苏省淮安市洪泽湖高级中学。
教学目标：
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.
教学过程：
Step1. Lead-in
Ask students a question ：Can you recognise these Chinese characters？ 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，自然而然地引至主題。
Step2. Skimming
Let students skim the text and think about how many parts we can divide the whole text into，then match the main idea with each part.
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
（1）What makes the Chinese language differ from many Western languages？
（2）Who is said to have invented Chinese writing？
仓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，而仓颉是文圣人，项羽则是武圣人。
（3）How are Chinese characters formed？
drawings of physical objects-pictographs （象形）.
combine two or more elements together to express ideas or directions and numbers （会意）.
Combine meaning and pronunciation-pictophonetic characters（形声）.
Teacher gives examples： 蛛、钱、材、消、熔。
（4）When did Chinese writing begin？
How was Chinese writing invented？
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 4. Phrases and sentences.
1.与 不同 differ from； 2.代表 stand for； 3.在许多情况下in many cases. 组成make up； 4.根据 according to； 5.随着时间的过去over time. 6.总体来说 as a whole 7. （使）变成 turn into； 8.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。
Step 5. Language points：
Each group to choose their favourite fruit （banana pear grape strawberry apple ） and then discuss the phrases with their parters.
1.differ from （有区别，与 不同）。
2.in many cases.
3.Not all characters were developed from drawing of objects.
4.It is easy to distinguish（distinguish） their meanings by looking at them.
（1）学好英语是可能的。It is possible to learn English well.
（2）他似乎已经知道问题的答案。It seems that he has known the answer to the question.
5. turn into.
当气温低于零度，水就变成冰。
Heat turns ice into/to steam.
拓展：有关turn的短语
6. Homework.
More information on the Internet about the development of Chinese characters.
教学反思：通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。
【作者简介】郭东明，江苏省淮安市洪泽湖高级中学。