Language
what fired his idea of inventing chinese characters?
footprints in the snow.
part 3
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.)
2. combine two or more elements together to express ideas or directions and numbers (會意)
the teacher explains some characters.
examples: 家（有房有豬）采（手采摘草本植物）尖（上小下大）旦(地平線上的太陽)
more characters are given to the students. they are encouraged to use their imagination to explain them.
囚——人困于門中，伐——人持刀戈，仙——山中人，眾——多人，男——田里的勞力，休——人倚木而息，明——日與月，鳴——鳥口之聲，孬——不好，森——眾木，炎——多火，本——木之根，末——木之梢，歪——不正
3. combine meaning and sound —— pictophonetic characters (形聲)
the teacher gives examples: 磚 編 聆 罵
ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.
part 4
when were simplified chinese characters introduced by the chinese government?
in the 1950s.
where are simplified chinese characters used?
in mainland china.
【設計說明】在掌握文本結構，主體大意的基礎上，進行文本的精細閱讀，目的是在理解文本細節的基礎上，為project的圖冊設計進行素材的收集，寫作結構的梳理。
step 5 retelling
retelling the development of chinese character according to what we’ve learned today.
【設計說明】內容復述是對于文本閱讀的及時檢驗，學生只有在對文本結構、內容兩者都充分理解的基礎上才可能實現流暢的復述。復述的形式可以采用同桌間操練，之后隨機選取同學進行陳述的方式，更為理想的是全班隨機復述，每人一句。
step 6 dialogue
make up a dialogue discussing the development of chinese characters.
【設計說明】進一步檢測、確認學生對文本的理解，在理解的基礎上鼓勵學生的創造性思維，鼓勵基于文本、高于文本的對話創作。
step 7 homework
find more information on the internet about the development of chinese characters.
【設計說明】通過網絡閱讀，提高學生搜尋、定位、整合信息的能力，為下一課時的圖冊制作實現素材的積累。