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人教2003课标版《Using LanguageⅡ》最新教案优质课下载
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。