江苏省睢宁县菁华中学高中英语四步教学法课件M3 Unit2 Language Project 1 （牛津译林版必修3）.pptVIP

1between Chinese and western languages Part 2 Para.2 the ______ of Chinese characters. Knowing pictophonetics（形声字） Have one part of a character indicate the and the other suggest the ______ . The story of Braille Know something about the characters for the blind Self-assessment Task 7and Task 8 in the newspaper 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】作为文本阅读的导入，主要实现：挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。 * 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】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握。 * Listen to the text and summarize the main idea for each part. 【设计说明】在文本划分基础上概括每部分的总体大意。 * What 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. * How are Chinese characters formed? 1. line 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. * 老师给出例子 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) * 让学生运用想象力解释汉字 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 * 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. * 阅读第四部分，回答相关问题。 * 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。 * * 马 The development of Chinese characters Learning aims: 1.Learning about the development of Chinese characters. 2.Understanding how the blind read by their special characters--Braille Skim the text.