Unit5 Reading and thinking 教学设计 2024-2025学年人教版高中英语必修第一册

教学设计方案 1.学习阶段： PEP Book1 Senior School English (2019) The 2th lesson of Unit 5 Languages around the world: Reading and thinking 2.授课时长： 45 minutes 3.语篇主题语境： Human and Society 4.文本分析： What：The topic of the text is the Chinese character writing system, which introduces the evolution, development, characteristics and functions of the Chinese character writing system from ancient times to the present, involving relevant cultural knowledge. Why：It aims to let students understand the development history of the Chinese character writing system, think about the relationship between the development of the Chinese character writing system and the inheritance of Chinese culture, understand the charm of Chinese characters, and explore the future development of Chinese characters. How: This paper introduces the evolution process, writing characteristics and functions of the Chinese character writing system from ancient times to the present in an illustrative style, with a clear structure, concise, focused, appealing and profound cultural connotation. There are two main threads, the bright line is to sort out the development history of the Chinese character writing system for thousands of years in chronological order, and the dark line is an important bridge for the inheritance of Chinese civilization. 5.学情分析： The teaching objects are freshmen in Weifang Experimental High School. As far as the whole situation of this unit is concerned, the students have mastered the basic vocabulary and expressions based on this topic through the previous study and their existing life and study experience, but they still lack a more comprehensive understanding of the development of Chinese characters and its significance. Also it may be difficult for students to express related information about the topic in English. 6.教学目标： 1.Find out the main idea of each paragraph and summarize the structure of the passage. 2.Describe the development of Chinese writing system and explain the importance of Chinese writing system. 3.Show your opinions about how to keep Chinese writing system a bright future. 7.教学重难点： Guide students to explore and understand the relationship between Chinese characters and the inheritance of Chinese civilization, strengthen students' sense of pride and identity with Chinese culture, and enhance their self-confidence in learning their mother tongue and Chinese culture. 8.教学过程： 学习任务创造 学习过程实施 设计意图 学习领导力提升 Daily routine Warm up Teacher greets the whole class as usual. Students greet the teacher. To organize the class. Training before class: 1.Layered training： ①Train the group leader how to organize the discussion; the content of the discussion; the way of the discussion; the mobilization of the students’ enthusiasm; pay attention to participation in the class. Step 1 Leading-in Appreciate the pictures and think about the questions. T shows Ss some picture and asks Ss to think what is the meaning of calligraphy, and then raise the questions “How many types of calligraphy do you know?” “Can you recognize the following symbols? What characters are they?”. To arouse Ss’ interest and lead into today’s topic. To enrich Ss’ background information and activate students’ own knowledge about the topic. Step 2 Pre-reading Predict the content and the order. Teacher asks Ss to read the title and pictures in the passage and predict what the passage is about. And then, think about according to the title, can you guess how the test is organized. To train the students to quickly get information from the title and photos, and predict what the passage talks about. Step 4 While-reading Read for the main idea and structure. Read for detailed information and language features. 1.Ss read the text quickly to find the main idea of each paragraph. 2.Ss think about how many parts this passage can be divided into and also the function of each part. 3.Ss read the passage again carefully, think about the detailed information and pay attention to the language features. 4.Scan the text to find the words and phrases that describe a time. Then write down what happened at each of these important times. 4.Retell the passage according to the timeline and what we have combed. To find out the main idea of each paragraph using skimming and also conclude the structure of the passage. To find out specific information using careful reading. To analyze the language features and to further perceive the usage of the restrictive relative clauses. Training during the class: 1.Train the students to display their work and get ready for presentation. 2.Presuppose the problems that will occur in the class: Students have different opinions about the questions. Take notes: When taking notes, just write down the key words, such as names, dates, and numbers. They will help you remember things later on. Step 5 Post-reading Read for thinking. Read the passage again and answer questions. 3 minutes for Ss to discuss the questions in group and Teacher asks at least two groups to show their answers to the whole class. (1)How does written Chinese connect Chinese people today with those of the past? (2)According to the writer, the Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of the other factors? To find out the main idea of each paragraph using skimming and also conclude the structure of the passage. To find out specific information using careful reading. To analyze the language features and to further perceive the usage of the restrictive relative clauses. Step 6 Post reading or Homework Thinking & Discussion: Nowadays, people are depending too much on the computer and phones. Many of them don't write the Chinese characters by hands. What do you think of it? Discuss and give a speech: What will you say to persuade people into loving writing Chinese characters? To further the exploration of the topic. Training after class: 1. Investigate students' gains and problems in this class to prepare for the next period of this unit. 3. Learn to embrace the diverse cultures after this class. 9.板书设计 10.教学反思 In terms of teaching design, this lesson is based on the requirements of the course standards, embodies the principle of consistency of "teaching evaluation", and the design of learning activities follows the guidance of the concept of English learning activities. Reflecting on the whole lesson, there are two main problems. Firstly, there is not enough time in class for students to have more opportunities to show their opinions, and it’s better to use the after-class time to let students discuss more, give specific revision suggestions, and improve students' language skills. Secondly, it’s better to design more deep-thinking activities which are not enough concerning the limited time. In the following teaching period of this unit, this should be fully considered. 学科网（北京）股份有限公司 $$