Project(1): Writing a science fiction story优秀教案

Module3 Unit2 Language

Project—Designing a booklet

任课教师

学㊣期

XUXINZHENG 2018年上期

科目

年级

英语

高一年级

课时

班级

08&09 1706/1707 1. Get to know the development and formation of Chinese characters. 教学目标

2. Get to know how Braille was invented. 3. Master some useful phrases and sentences. 1. Get to know how Chinese characters developed and how Braille was 教学重点

invented. 2. Master the useful phrases and sentences. 教学难点

1. How to help the Ss know Chinese characters and Braille. 2. How to help the Ss m aster the useful phrases and sentences.

教 学 过 程

Step1 Greetings & Lead-in 1. Greet the whole class. 2. Word study:

(1) Show the words one by one, and ask the Ss to tell their Chinese meanings.

(2) Play a “bomb” game in the form of a competition.

T: Now, I need some groups to read the words. I will put a bomb in one word, and when you are reading, you should avoid the bomb. That is to say, don’t read the word, such as, “character, alphabet, (pattern), distinguish, object”. If you can’t avoid

the bomb, you lose the game.

Step2 Reading

1. 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”. 2. Check the Ss’ assignments. The development of Chinese characters

(1) different from (3) history

(5) developed into (9) introduced (1) blind

(2) characters (4) inventor

(6) combining (8) pronunciation

(10) mainland (2) created/ invented

(4) Paris

(6) passing messages (8) practical

(10) use

(7) directions and numbers The story of Braille

(3) because of (5) formed

(7) paper

(9) six raised dots 3. How are Chinese characters formed? (1) drawings of physical objects －

pictographs(象形)

(2) combine two or more characters together(会意) 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) More characters. The Ss are encouraged to use their imagination to explain them.

囚——人困于门中，伐——人持刀戈，仙——山中人，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 pronunciation －

pictophonetic characters(形声)

examples: 砖

编

聆

骂

4. 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? Step3 Language points

1. Phrases:

(1) differ from

(2) in that

(3) instead of

(4) stand for

(5) as a whole

(6) develop (from …) into …

(7) turn into

(8) combine A with B

(9) distinguish/ tell A from B

(10) as a result of

(11) be of practical use 2. Sentences: (1) The Chinese language differs from Western languages in that, instead of an alphabet, it uses characters which stand for ideas, objects or deeds. (2) Then he had the idea that he could use different shapes to represent different objects.

(3) Though these kinds of characters indicate meanings, one of their shortcomings is that they do not show how they should be pronounced. (4) Since the metal was very heavy, each book weighed as much as 100 pounds. (5) His system used paper with small, raised dots that could be felt with fingers. (6) While the students found the soldier’s idea interesting, the system was too difficult to be of practical use. Step4 Assignments

课后反思