內(nèi)容分析：本課時(shí)的設(shè)計(jì)側(cè)重于文本的處理，同時(shí)也把文章的重點(diǎn)短語一并完成，學(xué)生在課前做好充分的預(yù)習(xí)準(zhǔn)備。本文主要是講述了中國漢字的發(fā)展歷程：漢字的出現(xiàn)，象形字、會(huì)意字、形聲字、以及簡化字。

教學(xué)目標(biāo)：

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.

教學(xué)過程：

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”.

設(shè)計(jì)說明：作為文本閱讀的導(dǎo)入，首先要找一些關(guān)于課文的圖片來挑動(dòng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的學(xué)習(xí)熱情，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.

設(shè)計(jì)說明：通過快速閱讀掌握文本的結(jié)構(gòu)劃分，對于文本實(shí)現(xiàn)整體性的粗線條把握，在文本劃分基礎(chǔ)上概括每部分的總體大意。

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？

倉頡傳說為黃帝的史官，漢字的創(chuàng)造者。傳說中倉頡生有“雙瞳四目”。目有重瞳者，中國史書上記載只有三個(gè)人，虞舜、倉頡、項(xiàng)羽。虞舜是禪讓的圣人，孝順的圣人，而倉頡是文圣人，項(xiàng)羽則是武圣人。

（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 （會(huì)意）.

Combine meaning and pronunciation-pictophonetic characters（形聲）.

Teacher gives examples： 蛛、錢、材、消、熔。

（4）When did Chinese writing begin？

How was Chinese writing invented？

設(shè)計(jì)說明：在掌握文本結(jié)構(gòu)，主體大意的基礎(chǔ)上，進(jìn)行文本的精細(xì)閱讀，目的是在理解文本細(xì)節(jié)的基礎(chǔ)上，為Project的圖冊設(shè)計(jì)進(jìn)行素材的收集，寫作結(jié)構(gòu)的梳理。

Step 4. Phrases and sentences.

1.與 不同 differ from； 2.代表 stand for； 3.在許多情況下in many cases. 組成make up； 4.根據(jù) according to； 5.隨著時(shí)間的過去over time. 6.總體來說 as a whole 7. （使）變成 turn into； 8.在20世紀(jì)50年代in the 1950s.

設(shè)計(jì)說明：在熟悉課本的基礎(chǔ)上，能快速的在課文中找到重要的短語和句子。

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 （有區(qū)別，與 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）學(xué)好英語是可能的。It is possible to learn English well.

（2）他似乎已經(jīng)知道問題的答案。It seems that he has known the answer to the question.

5. turn into.

當(dāng)氣溫低于零度，水就變成冰。

Heat turns ice into/to steam.

拓展：有關(guān)turn的短語

6. Homework.

More information on the Internet about the development of Chinese characters.

教學(xué)反思：通過網(wǎng)絡(luò)閱讀，提高學(xué)生搜尋、定位、整合信息的能力，為下一課時(shí)的圖冊制作實(shí)現(xiàn)素材的積累。

【作者簡介】郭東明，江蘇省淮安市洪澤湖高級中學(xué)。