Using LanguageⅡ教案教学设计

高三英语拓展阅读The development of Chinese Characters教学设计

英语科

王思颖

I. Teaching aims At the end of the lesson, the students will be able to: 1. locate and summarize the information about the method of creating Chinese characters; 2. understand the structures of the whole passage and each paragraph; 3. sort out the methods and apply them to their speech and express their opinions. 4. have a deeper understanding and love for Chinese characters.

II. The analysis of the teaching material This is the description of different formations of Chinese characters. With a strict structure of describing from general to specific, the writer clearly shows 4 forms of creating methods as well as examples. By doing so, the writer intends to let readers have a better understanding of Chinese characters and make it intersting for students to learn.

III. The analysis of the students They are students from average classes in senior three. They already have a good command of English vocabulary and the skills to read and analyze passages. In addition, they are native Chinese speakers so they must have known Chinese characters well but lack the knowledge of how the characters are formed and developed. In this class, they might find it hard to sort out useful information in a short time so I am going to help them make an outline of the passage.

IV. Teaching activities 1. Warming-up Watch a video and then finish the task. 2. Pre-reading Take down as many Chinese characters as possible and try to present their original forms. 3. While-reading Pre-task: Recall three-word skills to do a blank-filling exercise. Task 1 - Five sentences have been taken out of the reading passage. Read and fill in the blanks with the proper sentences. Task 2 - Analyze the passage together and answer the questions below. ①What’s the structure of the passage? What’s the main idea of each paragraph? ②How many ways are Chinese characters formed? What are they? ③In paragraph 2 and 3, how does the writer explain each method? If you were the writer, use the same skill to explain the methods of paragraph 4. 4. Post-reading Read a piece of news and then finish the task. In a group, make a presentation. 5. Homework Write an essay according to the task before.

V. Teaching reflection 笔者所带的年级是高三毕业班，上深度公开课时正值高考一轮复习的中后期，因为本学期高三教研的主题大多围绕“培养学生的语篇意识”而展开，笔者随即联想到深度教学理论中的知识观，即知识是由符号表征、逻辑形式、意义系统三个部分组成的，知识是教学的对象，而不是教学的目的。于是笔者马上设想到，利用高考试卷中最集中考查学生语篇意识的题型“七选五”作为切入点，结合高考卷永恒的话题“中国传统文化”，上一节以利用阅读文本，增强语篇意识，培养思维品质为目的的阅读课。在搜集了众多资料后，笔者决定以牛津版高中英语必修三一文“The development of Chinese Characters”讲述中国汉字的发展的阅读文本为载体，改编成为七选五练习，通过练习和分析，带动学生对语篇逻辑的思考，在语言输入的过程中，增强他们的语篇意识，培养他们的思维品质。

在读前环节，鉴于中国汉字博大精深、源远流长，而阅读文本也已经被挖空，增加了学生的理解文章的难度，因此笔者精心挑选了和文章高度吻合的介绍汉字发展的英语短视频，该视频语速中等，配有中文字幕，画面鲜明地呈现出中国汉字的形式，因此使得学生兴趣盎然，并有耐心看下去。为了提醒学生注意关注视频的重点，我特意设置了两个问题：一是What is the video about?二是Retell anything you see in the video.问题一预设学生回答该节课的主题The development of Chinese Characters，学生回答准确，问题二预设学生回答视频中提及的好几个汉字的来源和演变，但根据上课实际，笔者观察到，学生一开始答非所问，因为学生受“高考听说考试”复习策略的影响，大多记下视频中旁白的叙述，再者，因为问题二问得太笼统，而没有达到笔者预设的效果。因此在第二轮上课前，我把问题一删掉（因为标题在学案和板书已经给出，没有考察的必要），把问题二修改为Take down as many Chinese characters as possible and try to present their original forms.加之在提问前笔者先进行了一次回答示范，

因此学生马上明白设问的目的，该部分最终完成顺利，使学生对汉字的构词法和演变有了初步的认识。

读中环节，就是重点对文本进行详细的语篇逻辑分析。王蔷教授认为文本解读的角度应该分为主题意义、主要内容、语言修辞、问题结构、作者意图。为了避免学生对文本的逻辑语篇的理解无从下手，我特意把文章设计为五选五的形式，挖空的句子都是文章逻辑所在，借此在启发学生对语篇衔接的感知。在做练习前，我带领学生回忆了“七选五”练习的六字技巧：复现、代词、逻辑，使学生有的放矢，解题效率更高。在第一轮上课时，笔者设置的阅读任务是先概括每个段落的大意，旨在让学生概括文章主题部分对中国汉字四种构词法的描述，为读后任务作铺垫。读中任务二是借鉴第二、第三自然段的段落结构，补充第四、第五段，用这个任务，启发学生对文章段落结构的发掘。