SYZ英语：unit2 language-project教案(牛津译林版必修3)
高中英语 Unit2 Language Project教学设计2 牛津译林版必修3
单元：Unit 2 Language板块：Project课堂设计指导思想：如果Welcome是一个单元的序曲，Project则是单元的尾声。
就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。
Project的设计通常有两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的，这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；老师方面，则要有统筹、策划和全盘掌控、指导的能力。
在很多学校，由于受到时间的限制或是应试的影响，Project往往予以忽略，或者干脆作为Reading来教，这与Project设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。
所以Project还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。
本课时的设计为Project的第二课时，主要是在前期大量课后准备的基础上，进一步明确图册设计的要求，在课堂上完成对于汉字研究图册的设计、制作和润色修饰，最后进行展示的过程。
Teaching 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 presen ting.【设计说明】帮助学生复习Project的四步常规。
高中英语：unit2 language-project教案(牛津译林版必修3)
Unit2 language-Project教案Designing a bookletTeaching Aims:1.Train the students’ writing, reading and speaking abilities.2. Get the students to talk about writing a booklet about Chinese characters.3. Get the students to cooperate with others.Teaching Difficult Point:How to help the students finish the tasks of writing and speaking.Teaching Methods:1. Reading, talking and writing to improve students’ integrating skills.2. Individual, pair work and group work to make every student take an active part in class.3. Discussion to help the students cooperate.Teaching Aids:1. The multimedia2. The blackboardTeaching Procedures:Step 1 Greeting and Lead-inShow the students a picture and answer the questions.●Can you make out any of these Chinese characters?●Do the Chinese characters remain the same for thousands of years?Chinese characters are always changing!Step 2 Fast reading●Who first invented Chinese writing?Cang Jie.●When did the Chinese government introduce simplified Chinese characters?In the 1950s.Step 3 Careful readingRead the passage and answer:1. How old is the Chinese writing?Thousands of years.2. How did Cang Jie invent Chinese writing?Cang Jie saw the footprints of birds and animals in the snow and he got the idea he could use different shapes or pictures to represent objects.3. What do we call the first real Chinese characters?We call them pictograghs, which mean line drawings of physical objects.4. How did the character of “mountain〞develop over time? Can you give any other examples?The pictograph for a mountain was originally three peaks together. Then this became one peak and three lines and finally turned into the character we use today. There are some other examples such as ‘eye’, ‘sun’, and ‘moon’.Step 4 Read the passage again and divide the passage into several parts, then give the main idea of each part.Para. 1. Brief introduction of Chinese characters.Para. 2. The origins of Chinese characters.Para.3-6 Form and development of Chinese characters.Para. 7-8 Pronunciation of Chinese characters and simplified Chinese charactersStep 5 Designing a booklet(1) PlanningAsk students to work in small groups and discuss the Chinese characters their group would like to research. Then they should discuss the layout of the booklet, and divide the work each group member will do to collect the information needed.(1)PreparingLook for information in as many sources as they can find. Then they meet, discuss and choose the information each group member has collected.(3) ProducingStudents each write a section of the booklet. They should put what they have written together and add photos or illustrations. They must proofread the draft to correct mistakes if there are any. New ideas can be added. Now the booklet is finished.(4) PresentingStudents present their booklet to the whole class by taking turns to talk about each section of their booklet. Everyone in each group should have a chance to speak.Step 6 Language points1. The way a written language developed can tell us just as much about a culture as thehistory of a spoken language. 一种书面语言的发展方式, 能告诉我们关于一种口语的历史,同样也告诉我们文化方面的东西.●我不喜欢他对待孩子的方式. I don’t like the way he treats his child.●他解决问题的方式很奇特. The way he solved the problems was strange.2. The Chinese language differs from many Western languages in that it uses characterswhich have meanings and can stand alone as words.汉语与很多西方语言不同, 区别在于汉语使用的基本单位汉字本身就具有意义.differ from不同于; 有区别= be different from●Men are alike in their promises. It is only in their deeds that they differ (from each other).人在许诺时都一样,不同之处在于他们的行动.●I’m sorry to differ from/ with you about that question.对不起, 关于这个问题我与你的看法不同.相关:make a/ no/ some/little difference 有一点/没有/有些/几乎没有作用/关系/影响●对我来说,你走或留都没有关系.It doesn’t make any difference to me whether you g o or stay.3. in that 因为; 原因是; 在于●He differed from other people in that he always looked farther ahead in his work.他和别人不同的是他在工作中比别人都看得远些.4. Chinese people invented numerous characters to represent ideas, objects or actions.中国人发明了无数的汉字来表达思想,物体或动物.represent vt.1). 表现；描写；描画●This painting represents a storm. 这幅画描绘暴风雨。
高中英语 Unit2 Project教案1 牛津译林版必修2-牛津版高一必修2英语教案
M2U2 Project 教学设计The analysis of the students:The students of this class are not supposed to be the best in Senior 1 in our school. I am really excited that all the students exhibit high enthusiasm and are eager to attend my class! Some English teachers say that 'Project' is so difficult and their students show little interest in it. No. It is not true.The analysis of this part:The project in this unit is designed to help students learn English through doing group work. The reading material about Shangri-la is a sample used to show students how a travel leaflet is written. Students are encouraged to design a travel leaflet by imitating the one about travelling to Shangri-la. This part no longer emphasizes reading strategies. The purpose of this section is to encourage students to use what they have learned in this unit to complete the project by working together. Students are supposed to pay attention to the structure of chapters, expressions and sentence patterns to lay the foundation for the writing. During the course of doing the project, students will discuss a place of interest they want to introduce and search as much information about the place as they can.Teaching aims:After having this period, students will be able to use what they have practiced to finish the project by cooperating with each other. They can not only learn to search for information through various means like the Internet or the library, but also to participate in group work and enhance their team spirit. Meanwhile, the speaking and writing skills will be once again consolidated.Teaching important & difficult points:1. Use what they have learnt to complete the project by working together.2. Learn to design a travel leaflet by imitating the one about traveling to Shangri-la.Teaching Methods:1. Discussion in pairs or in groups.2. Task-based in-class activities.Teaching aids:The multimedia and some pictures.Teaching procedures:Step1. Free talk1. Do you like to travel?2. Where would you like to go most?3. How do you often get information on the tourist spots？4. Have you read travel leaflets before?A travel leaflet gives information about a tourist spot, including brief introduction, location, people, history, food, climate and so on with some pictures.Step2. Fast reading(brief introduction, location, people, history, food, climate)What are mentioned in this leaflet?Step3. Detailed readingRead the travel leaflet again and answer the questions:1. Where is Shangri-la ?2. How can you get there?3. What does Shangri-la mean?4. How does Hilton describe Shangri-la?5. In which year was Zhongdian announced to be the Shangri-la of Hilton’s story?Step4. Listen and enjoy• Three mountains, Meili, Baimang and Haba, which are covered with snow, tower over the land. Their snowy mountaintops form a beautiful picture that will leave you at a loss for words.• Below the mountains, the sunshine reflects on the many lakes, making them shine like diamonds against the rich countryside. Sheep, cattle and horses wander on the green grass, and the surrounding forests are home to many birds and animals. In this peaceful land, people live in perfect harmony with nature, far away from the noise and worry of the outside world.Why do you think the writer uses such beautiful descriptions?---- to attract tourists to go to the place. Remember, this is an important feature of a travel leaflet. Now read the leaflet again and work in groups of four to discuss the writing style.Step5. ConclusionBrief introductionLocationHistorySceneryClimateWhat else can be included in a leaflet?Step6. Making a travel leaflet for Yancheng1. 4 students a group2. What should be included in your leaflet?Give some useful information about Yancheng to the students.3. Group work. Each group member must write a section.Step7. PresentingStep8. HomeworkCollect more information about the history, culture and people there to complete your leaflet.Look for some photos to illustrate your leaflet.Get ready to display your group’s leaflet for the rest of the c lass.Face of the blackboard:M2U2 Project Making a travel leafletBrief introductionLocationHistorySceneryClimate…。
2024学年秋高中英语Unit2Language-Project教学设计牛津译林版必修3
在线工具：利用在线翻译工具、语法检查工具等，让学生实时检测和修改自己的语法错误，提高他们的自我学习能力。
此外，我还将在课堂上提供充足的练习材料，让学生通过练习巩固所学知识。同时，我将关注学生的个体差异，给予不同程度的学生个性化的指导和关爱，确保他们能够在课堂上充分参与、积极互动。
教学过程设计
1. 导入新课（5分钟）
在行为习惯方面，学生的学习习惯和学习风格各异。部分学生养成了良好的学习习惯，能够按时完成作业，认真预习和复习，这对他们的学习效果产生了积极影响。然而，也有部分学生学习习惯不佳，拖延做作业，对学习缺乏规划，这可能影响他们对一般过去时的被动语态的学习效果。
针对学生的不同层次和特点，教师应因材施教，采取针对性的教学策略。对于基础较好的学生，可以适当提高学习难度，引导他们进行更深入的学习和思考；对于基础薄弱的学生，要加强基础知识的讲解和巩固，帮助他们建立信心，逐步提高他们的学习水平。同时，教师应关注学生的学习兴趣和动力，激发他们的学习热情，促使他们积极参与课堂活动。
课堂测试：教师在课堂上通过设计一些测试题目，了解学生对一般过去时的被动语态和一般过去时的主动语态的掌握情况。通过测试，教师可以了解学生的知识水平和运用能力，及时发现问题并进行解答。
2. 作业评价：对学生的作业进行认真批改和点评，及时反馈学生的学习效果，鼓励学生继续努力。
作业批改：教师在批改学生的作业时，要认真阅读学生的作业，了解他们对一般过去时的被动语态和一般过去时的主动语态的理解和掌握情况。通过批改，教师可以发现学生存在的问题，并及时进行解答和指导。
江苏省高中英语 Unit2 Language project教案 牛津译林版必修3
Unit 2 LanguagePeriod 6 Project一．【设计思想】Learn English through doing a project二．【教学目标】1. Know about the history and development of Chinese characters.2. Know about different ways of forming Chinese characters.3. Design and complete a booklet of about the development of Chinese characters. 三．【教学重难点】1.Improve the reading comprehension.2. Master the meanings and usages of some words and phrases.四．【教学环节】【课堂导入】Step 1 Lead-in【课堂教与学】Step 2 StructurePara 1 Forming and development of Chinese charactersPara 2 Simplified Chinese charactersPara 3-4 Brief introduction to Chinese charactersPara 5 The origin of Chinese charactersStep 3 Reading for detailsPara 1What are the unique features of the Chinese language compared with Western languages?Para 5__________characters were introduced in the 1950s and are _________used in C hina’smainland now.Step 5 Designing a bookletStep 6 Show timeStep 7 Language points1. The Chinese language differs from Western languages in that, instead of an alphabet, it uses characters which stand for ideas, objects or deeds.(P38)汉语与很多西方语言不同之处在于，不使用字母，用汉字代表观点，物体或行为。
Unit2language--Project教案(牛津译林版必修3)
●Project Designing a booklet1. The Chinese language differs from many Western languages in that, instead of an alphabet, it uses characters which stand for ideas, objects or deeds. (p38) 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。
differvi.1to be not like sth. or someone else, either physically or in another way:The twins look alike, but they differ in temperament.His views differ considerably from those of his parents.The findings of the various studies differ significantly/markedly/radically.standvt. & vi. 1. have, take, keep, an upright position; balance, support, the body on the feet站立,站着Her legs were so weak that she could hardly stand. I couldn’t get a seat on the bus, so I had to stand. He stood the ladder against the wall. 2. rise to the feet站起[(+up)]Stand up, please.3. bear (常用于否定句或疑问句)忍受,容[+v-ing][+to-v] I just can't stand the cold. I can’t stand the idea of cheating to win. Japanese can't stand being alone during breaks in school. 4.to have a rank or position in a range of values有……的地位；有……的地位The book stands high in my opinion. How does Britain stand among football-playing countries. 5.to be found in a particular form in writing原来形式Copy the words just as they stand on the original list. 照着原表所列的字抄下。
译林版高中英语必修二Unit 2 Project 教案
《英语》（必修·第二册）Unit 2 Be sporty, be healthyProjectI. Learning objectivesBy the end of the lesson, students will be able to:1.know the steps to d o a survey on student’s exercise habits;2.know the rules for designing a good questionnaire;3.improve social skills by approaching the target respondents properly and ask them to fill in the questionnaire;4.know how to analyse the statistics from the questionnaire;5.know how to write a report to present the results of the survey and make suggestions on improving students’ exercise habits;6.cooperate effectively with group members, be clear about their assignments in the group work and complete the assignments.II. Key competence focusCooperate effectively with others.III. Predicted areas of difficulty1. Design the questions on the questionnaire.2. Write a report to present the results of the survey and make suggestions on improving students’ exercise habits.IV. Teaching proceduresStep 1 Lead-in1. T asks Ss to review the benefits of exercise.2. T shares his or her exercise habits and invites some students to share their exercise habits.3. T points out the task of this class: help our PE teacher do a survey on students’ exercise habits. 【设计意图：通过复习前面所学的锻炼益处，自然过渡到我们应该加强锻炼的话题。
高中英语 Unit 2 LanguageProject教学设计 牛津译林版
Unit 2 ProjectLiving without an aim is like sailing without a compass. 生活而无目标，犹如航海之无指南针。
—— J. Ruskin 鲁斯金Step 1: 读一读：Read the article on p.38 and answer the following questions.1. How old is the Chinese writing?2. Who invented Chinese characters?3. How was Chinese writing invented?4. When did the Chinese government simplified characters?Step 2: 连一连： Read the passage again and divide the passage into several parts, then give the main idea of each part.1.Para. 1. The origins of Chinese characters.2. Para. 2. Pronunciation of Chinese characters and simplifiedChinese characters. 3. Para. 3-6 Brief introduction of Chinese characters. 4. Para. 7-8 Form and development of Chinese characters.Step 3: 填一填：Fill in the following blanks:Step 4: 拓展与延伸：中国造字四法：_________象形___pictograph_____ 指事 self-explanatory characters_______________会意semasiography______________形声pictophonetic charactersStep 5: 测一测你的实力：请指出下列字分别属于哪种造字法末 邮 水 鱼 护 小肤 凶 八 尘 鸟 从Step 6: 找一找：Find out the English phrases from the text.pictograph Pictophonetic characters Self-explanatory characters semasiography1.与…不同 ____________________4. 在20世纪50年代_______________2.简化字______________________5. 总体上 ______________________3.在于，原因是________________●Fill in the blanks with the phrases below.1.Old English __differs _____ greatly ___from__ the modern English we use today.2. Life on the island has changed ___over time_______ because of the growing numberof tourists who visit it every year.3. __According to____________ the tickets, the train will leave at 8:30. We’d bett er 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 significantlyto 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 7:学一学： language points●L1: The Chinese language differs from many Western languages in that it usescharacters which have meanings and can stand alone as words.✧Differ from ____________________译：I’m sorry to differ from you on that question.法语与英语有很大不同。
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Teaching Design For Module3 Unit 2LanguageProject--- Designing a bookletTeacher: Sun YizhenGrade：Senior 1, class 7Time: March, 25th, 2014Module 3 Unit 2 Language-ProjectDesigning a bookletThree Dimensional Teaching Aims:1. Knowledge aims:a. Enable students to master some new words and phrases about the development of Chinese characters to expand their vocabulary.2. Ability aims:a. Get the students to design a booklet about the development of Chinese characters.b. Train the students’ writing, reading and speaking abilities.3. Emotion aims:a.Arouse students’ interest in learning English.b.Get the students to cooperate with others.c.Encourage students to know more about our Chinese characters. Teaching Important Point:How to help students develop their creative, comprehensive and consolidating abilities.Teaching Difficult Point:How to help the students finish the tasks of designing a booklet about the development of Chinese characters.Teaching Methods:1. Reading, talking and writing to improve students’ integrating skills.2. Individual, pair work and group work to make every student take an active part in class.3. Discussion to help the students cooperate.Teaching Aids:1. The multimedia2. The blackboardTeaching Procedures:Step 1 Greetings and Lead-in1.Show the students some pictures and Let Ss enjoy a short movie tolead in the topic.2.Show students some pictures about old Chinese pictograph and letthem guess what they are.Can you make out any of these Chinese characters?Do the Chinese characters remain the same for thousands of years?Chinese characters are always changing!Step 2 Fast readingLet the class read the article together and ask them to answer the following four questions while reading:When did Chinese writing begin?Who first invented Chinese writing?How was Chinese writing invented?When did the Chinese government introduce simplified Chinesecharacters?Step 3 Detailed reading1.Read the article paragraph by paragraph and try to fill in the following blanks:Para. 1Chinese people invented numerous characters to represent________,_________ or _________.Chinese words are often formed by________ different characters. Para. 2According to the pictures, make up a story.Use different _______________ to represent different________._________________change over time until they became . Develop from ____________ into_______________.Para. 3Not allcharacters are used to describled___________,sometimes we need to express______________.Other characters were developed for _______ and___________.Para. 4Knowing pictophonetics（形声字）Have one part of a character indicate the and the other suggest the .Para.5The time of the widespread use of simplified Chinese characters:_________.2. Read the passage again and divide the passage into several parts, then give the main idea of each part.Para.1. Brief introduction of Chinese characters.Para.2. The origins of Chinese characters.Para.2-4 Form and development of Chinese characters.Para.5 Simplified Chinese charactersStep 4 Further extensionLet the class know four different types of Chinese characters: Pictographs(象形字)Ideographs（会意字)Indicatives(指事字)Pictophonetic（形声字）Step 5 DiscussionLet the class have a discussion on the following questions:1.What information can you get from what we have just learned to help design the booklet ?2.How to design the booklet about the way several Chinese characters developed?Step 6 Designing a booklet about the development of Chinesecharacters(1) PlanningAsk students to work in small groups and discuss the Chinese characters their group would like to research. Then they should discuss the layout of the booklet, and divide the work each group member will do to collect the information needed.(2)PreparingLook for information in as many sources as they can find. Then they meet, discuss and choose the information each group member has collected. (3) ProducingStudents each write a section of the booklet. They should put what they have written together and add photos or illustrations. They must proofread the draft to correct mistakes if there are any. New ideas can be added. Now the booklet is finished.(4) PresentingStudents present their booklet to the whole class by taking turns to talk about each section of their booklet. Each group should have a chance to speak.Step7 Summary and Homework1.Sum up this period if time permits.2.Set the homework.(1). Review words and phrases in this unit.(2). Preview new words and phrases in unit 3.。