牛津译林版高中英语必修三 Unit 2 Project学案设计(无答案)

Unit 2 LanguageProjectDesigning a bookletTeaching Aims:●To help students to understand the development of Chinese characters and thestory of Braille.●To help students to learn useful words and phrases●To apply what they have learnt to prepare a booklet about languages Teaching Procedure:Step One: Reading1. Show students some pictures about old Chinese pictograph and let them guess whatthey are. Ask them to think about how Chinese characters developed.2. Ask them to read the article and answer some questions.3. Ask them to read again and get the main idea of each paragraph.4. Ask them to read the article about the story of Braille to know more about theBraille, then ask them where can they see Braille.4. Help them to learn some useful phrases and important words.5. Ask them to fill in the blanks to consolidate language points.Step Two: make a booklet about languagesPlanningPreparingProducingPresent ingStep Three: l anguage poi nts1. The Chinese language differs from Western language in that, instead of analphabet,it uses characters which stand for ideas, objects or deeds.汉语与西方语言不同，区别在于它不使用字母，而是用汉字表示思想、物体和行为。

Unit 2 LanguageProjectTeaching aims:1.Get to know how to design a booklet.2.Search the Internet to find related information.3.Cooperate with the group members and finish the design of the booklet.Teaching procedures:Step 1 InstructionStart the project by introducing the steps to follow: planning, preparing, producing and presenting.Step 2 Explanation of the four stepsFurther explanation of the four steps:Planning:Work in small groups and discuss and choose what characters the group would like to research. Discuss the layout of the booklet.Divide the work each group member will do.Collect the information needed.Preparing:Look for information as many sources as you can find.Tips (organizing information)1. Introduction2. Method3. Findings4. ConclusionProducing:Everyone writes a section of the booklet. Then put what has been written together. Add photos or illustrations where necessary.Proofread the draft to correct mistakes if there are any.New ideas can be added.Now the booklet is finished.Presenting:Present the booklet to the whole class by taking turns to talk about each section of their booklet.Step 3 Useful expressionsPick out some useful expressions in the text for students’ reference:over time according to differ fromin that this way t urn…intoas a whole develop … into1. Old English differs greatly from_ the modern English we use today.2. Life on the island has changed _over time_ because of the growing number of tourists who visit it every year.3. _According to_ the tickets, the train will leave at 8:30. We’d better hurry to get to the station on time!4. She said it was the teacher’s praise and encouragement that _turned_ her _into_ a good student.5. Install this spell check software on your computer. You will avoid making spelling mistakes _this way_.6. Considering your idea _as a whole_, I think it will contribute significantly to the development of the company. However, it may cause some problems as well.7. I was lucky _in that_ I was able to find what I wanted.Step 4 Group workCooperate with your group members and finish your booklet.Step 5 Show timeAsk each group to present their work.Step 6 Home workPlease modify your booklet. Get your final draft ready in three days.。

单元：Unit 2 Language板块：Welcome to the unit课堂设计指导思想：本课时是单元的第一课时，课型为听说课。

Welcome to the unit作为一个单元的起始，主要起到“预热”的功能，其具体作用体现在：一、激活学生现有知识体系，为新知识的输入铺设台阶，铺平道路；二、导入本单元的main topic，为整个单元的话题的讨论提供引子；三、输入相关背景知识，为学生了解单元话题内容，进行进一步讨论、探究提供信息和依据；四、围绕单元主题，提供学生一个友善的同龄人间的听说训练的平台，从而帮助学生学得更加自信，将思维真正变成鲜活的可以使用的语言。

本课的设计从日常可以言说的语言谈起，逐步讨论了语言的多种形式——有声的、无声的、人类间的、动物间的等等，扩大学生对语言外延的认识，进而探讨了信息得以传递的各种途径，最后话题缩小到英语语言的学习，为Reading的导入做了一定的铺垫。

Teaching aims:1.Get to know more about different forms of languages.2.Learn different ways in which information can be transmitted.3.Get fully involved in the discussion and share the experiences of learningEnglish.Teaching procedures:Step 1 Warming upThe teacher starts the lesson with a small guessing game. Students are divided into several groups. A question “How many languages are there in the wo rld?” is presented on the screen. Answers varying from “more than 2000” to “more than 7000”are also presented on the screen. Students are encouraged to guess the answers. And students who guess it right can gain points for t heir groups. And the answer is more than 6000.【设计说明】从简单的竞猜游戏过度进入课堂教学，生动活泼，从最大限度上激发学生的热情和积极融入课堂的参与意识。

《英语》（必修·第三册）Unit 2 Natural disastersProjectI. L earning objectivesBy the end of the lesson, students will be able to:1.research on a chosen topic and sort out the collected information in a logical way;2.obtain a comprehensive understanding of different rescue methods;3.present group work and evaluate the works of other groups;4.make an information folder about rescue methods together.II. Key competence focus1. Develop the ability to obtain relevant and reliable information.2. Write an information page in a well-organized way.III. Predicted area of difficulty1. Search for related information with high validity about rescue methods.2. Summarize the advantages and disadvantages of various rescue methods.IV. Teaching proceduresStep 1 Lead-in1.T leads students to think about the natural disasters they have newly learned in this unit or they have known before, and then asks Ss to write down the corresponding rescue methods they know with the help of the information in part A on page 27.T: What comes to your mind when we speak of natural disasters? What terrible consequences do natural disasters bring about?T: In those cases, what can rescue team do to find and save those who suffer the disasters? In addition to the rescue methods listed in part A, do you know any other rescue methods used in natural disasters? Please write down some and share with your partner!2.T introduces the concept of “information folder” to Ss and clarifies the task to be carried out in this lesson.T: In today’s class, we are going to research on different rescue methods from several aspects, and then make an information folder covering these rescue methods together.T: Before we get started, I want to introduce to you what an “information folder” is. Generally speaking, a folder is basically a “container” for information about a certain topic. In addition to words, other forms of information such as pictures, posters and videos that are closely related to the topic can all be put in the folder. Making an information folder is an activity that requires our joint effort.【设计意图：从回顾所学或已知的自然灾害入手，引导学生思考自然灾害带来的严重后果以及发生后常见的救援方法；简单介绍“信息文件夹”的概念，并阐明本课的任务：全班合作，共同制作一份有关自然灾害救援方法的信息文件夹。

Unit 2 LanguageProjectTeaching 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-inShow 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”.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.Step 3 ListeningListen to the text and summarize the main idea for each part.Step 4 Intensive readingPart１What makes the Chinese language differ from many Western languages?The Chinese language differs from many Western languages in that it uses characters which stand for ideas, objects or deeds instead of an alphabet. And Chinese words are formed by combining different characters.Part 2Who is said to have invented Chinese writing?Cang Jie.Give a short introduction of Cang Jie.What fired his idea of inventing Chinese characters?Tracks of animals in the snow.Part 3How are Chinese characters formed?1. drawings of physical objects－pictographs (象形)(Show students a picture of examples of development of pictographs.)(More 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) More 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——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)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 4When were simplified Chinese characters introduced by the Chinese government?In the 1950s.Where are simplified Chinese characters used?In China’s mainland.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?Step 6 HomeworkFind more information on the Internet about the development of Chinese characters.。

Unit 2 Language project教学设计I．Teaching aims1．learn and use English through doing group works．2．read and use the background information to complete their booklet．3．learn how to design a booklet．4．know more about the history of Chinese character．5．learn and master the words and phrases in the article．II．Teaching important pointsknow more about the history of Chinese character．learn and master the words and phrases in the article．III．Teaching difficult pointslearn and master the words and phrases in the article．IV．Teaching methodsPair and group workV．Teaching aidsBlackboard & multimediaVI．Teaching proceduresStep 1 Lead-inQuestions:1 As a Chinese, do you know anything about the history of the Chinese Character?2 Do you know the relevant simplified Chinese character of each of the following? (根据繁体字写出简体字)Step 2 SkimmingWhen do we use the simplified Chinese characters?Step 3 Scanning1．Why did Chinese people invent numerous characters?We invented characters to represent ideas, objects or actions．2．According to the legend, who invented Chinese characters? How did he get the idea?3．How did we combine two or more elements to express ideas? Can you give us an example?4．What characters are called pictophonetic ones?Step 4 Main idea of each partStep5 ConsolidationHave the group work and give more examples of how Chinese characters were formed．Guess what kind of characters they are．Step 6 Designing a bookletPlanningPreparingProducingPresenting。