Unit 5 Languages Around the World Reading and Thinking 教学设计-2024-2025学年高一英语人教版（2019）必修第一册

Instructional Design Unit 5 Languages Around the World Reading and Thinking The Chinese Writing System: Connecting the Past and the Present Material: Book 1 Student: Senior 1 Lesson Type: Reading Time Duration: 45 minutes Teaching philosophy The teaching is designed according to the View on English Learning Activities (英语学习活动观), which is proposed in The National English Curriculum Standards (2017). In order to develop students’ English core competencies, three levels of activities are carefully designed, including learning and understanding, applying and practicing as well as transferring and creating. The class is learner-centered, which aims to develop students’ autonomous learning ability and critical thinking ability. Analysis of teaching material The selected teaching material is a reading passage called The Chinese Writing System: Connecting the Past and the Present from the fifth unit of PEP Book 1. And this class comes from the third part, reading and thinking. What: The thematic context is Man and Society. The type of text is exposition(说明文). Based on the theme of “The Chinese Writing System as a carrier of Chinese culture”, this text introduces the development of the Chinese writing system and its important role as the bond between the past and the present. How: The text consists of six paragraphs or three parts. Part 1(paragraph 1) is a general introduction, explaining the importance of the Chinese writing system for spreading Chinese culture; Part 2 (paragraphs 2-4) introduces the history and development of Chinese characters; Part 3(paragraphs 5-6) shows the importance of Chinese characters as a link between people and culture, between the past and the present, between character and art, as well as between China and global, with the fifth paragraph also dealing with the artistic value of calligraphy. Why: Although the language and structure of the text are simple and easy for students to understand, the focus of this text is on its profound cultural connotations. The value of this text is that students learn about the important value of Chinese characters, learn about Chinese history, pass 10 学科网（北京）股份有限公司 on Chinese civilization, spread Chinese culture, enhance cultural confidence and strengthen national pride. Analysis of students Students at Senior one skilled in locating factual information from English text. However, their ability to understand and analyze discourse at a deeper level is not enough, as well as their ability to sort out clues in the text is relatively weak. It’s necessary for the teacher to take their ZPD into account and guide Ss to construct their own views on Chinese culture by scaffolding.Strengths Possible problems competent to learn short of related background knowledge eager to explore fresh to diverse thinking active to create fresh to giving suggestions Teaching objectives By the end of this class, students will be able to: · identify the theme and structure of the text as well as the main idea of each part; · realize the development and importance of the Chinese writing system; · improve the ability of analyzing text as well as thinking logically, critically and creatively; · show correct value about the Chinese culture as well as enhance national confidence and pride. Teaching key points & difficulties Key points: · identify the theme and structure of the text as well as the main idea of each part; · realize the development and importance of the Chinese writing system. Difficulties: · improve the ability of analyzing text as well as thinking logically, critically and creatively; · show correct value about the Chinese culture as well as enhance national confidence and pride. Teaching method & Learning method & Teaching model Method: Task-based Teaching Method Situational teaching method Cooperative learning method · Clear tasks are designed to internalize the learned knowledge. · Real-life scenario is set carefully to ensure appropriate and effective language use. · Individual work, pair work, group work and whole work are highly valued according to the socio-constructivist. Model: USE Model · The reading process goes through Understanding, Sharing and Expressing. · These three steps focus on logical thinking, critical thinking and creative thinking. Teaching aids Multi-media devices——To arouse students’ interest PPT document——To improve learning efficiency Blackboard & chalk——To highlight clues and focuses Student sheet——To make notes and guide their learning Teaching evaluation Self-evaluation Peer-evaluation Teacher’s evaluation Teaching procedure (45 mins) · Step 1 Lead-in (3 mins) ——learning and understanding Task 1: Viewing and Guessing (5 mins) (Individual Work) (1) After greeting students, T asks Ss to look at the picture and guess what the Chinese character it is. Naturally, Ss express their opinions about this picture. T: What the Chinese character is it? (2) T asks one of the students to describe the change of the Chinese character “Shan” according to the following picture. [Purposes] It serves to lead in the topic of the lesson naturally by showing the variations of the Chinese character "Shan(山)", activating students’ background knowledge(schema), opening up their minds, and stimulating their interest in reading. · Step 2 Understanding(20mins)——learning and understanding Task 2: Reading for prediction (1 min) (Individual Work) T leads Ss to predict the content of the text with the help of title and pictures. T: Can you predict what this passage talks about? S: The development of the Chinese writing system and its importance. [Purposes] It aims to raise students’ reading expectations by predicting the content and enhance their thinking quality. Meanwhile, it can also improve their skills in viewing which is a new language skill proposed in the National English Curriculum Standard (2017). Task 3: Reading for structure (5 mins) (Individual Work) T asks Ss to read the passage for the first time and find out the writing style, written order, structure of text and the main idea of each part. (1) Type Q: What type of text is it? Or what’s the writing style? A. Narration(记叙文) B. Exposition (说明文) C. Argumentation(议论文) (2) Order Q: In what order does the author write the text? Or how are the events arranged? Can you find any expressions of time? A: The text, written in order of time, is mainly about the development of the Chinese writing system. (3) Structure Q: How many parts can this passage be divided into? A: It can be divided into 3 parts. Q: What is the main idea of each part? [Purposes] This activity can help Ss master the basic information of the text and prepare them for sorting out specific details. Also, it can stimulate students’ desire to learn, and promote their autonomy. Task 4: Reading for details (14 mins)(Pair Work) (1) 【focus on Para 2-4】——first clue【明线】 T asks Ss to read the passage for the second time and make a mind-map about the development of Chinese writing system. The development of Chinese writing system Time Event/feature At the beginning A picture-based language By the Shang Dynasty A well-developed writing system Over the years Develop into different forms Qin Dynasty Develop in one unified direction Today Communicate in writing (2) 【focus on Para 4-6】——second clue【暗线】 T asks Ss to read the passage for the second time and find the sentences explaining how the Chinese writing system is connected with Chinese culture to show its importance. [Purposes] It can help Ss integrate detailed information into a visual form by two clues (development and importance of the Chinese writing system) in the text, deepening their understanding of the text while enabling them to improve their logical thinking. Most importantly, it can help students to form a correct attitude and value towards the Chinese writing system. · Step 3 Sharing (10 mins)——applying and practicing Task 5 Reading for doing (4 mins) (Pair Work) T links this passage to Ss themselves by questioning. T: As a Chinese teenager, what will you do to help to spread Chinese culture? S: 1) improve both our Chinese and English; 2) hold a positive attitude towards Chinese culture; 3) have a good knowledge of Chinese culture; 4) Learn some traditional arts if interested; 5) Introduce Chinese culture to foreigners. [Purposes] It helps to cultivate Ss’ ability to think critically as well as fosters Ss to express their opinions bravely. Most importantly, Ss can have a deeper understanding of writing intention, and also receive certain emotional education. Task 6 Reading for thinking (6 mins) (Group Work) The Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of other factors? [Purposes] It serves to cultivate students’ divergent thinking and deepen the theme-meaning exploration. Meanwhile, students will construct their own understanding of Chinese culture. Also, the aim is to develop higher-order thinking skills such as making judgements in relation to prior knowledge and experience. Other Factors · Step 4 Expressing (8 mins)——transferring and creating Task 7 Reading for suggestions (8 mins) (Group Work) Tony is an exchange student from America. He is interested in Chinese culture and wants to learn Chinese writing. However, he has difficulty in making the differences among some Chinese Characters, such as the Chinese character “Yi” “Ji” “Si”. Please give him some suggestions to solve the problem. [Purposes] By setting a real situation, it can cultivate students’ ability to think creatively, transfer flexibly and innovate bravely. Most importantly, Ss can also relate the real language use to their daily life so as to promote their communicative competence and strengthen their identity in Chinese culture. · Stage 5 Summary and Assignment(4 mins)——transferring and creating Task 8 Reading for summary (2 mins) T guides Ss to summarize what they have learned in today’ s lesson. After that, T cites one saying about Chinese culture to educate students emotionally. T: What have we learned today? Saying: Hegel once said: Chinese calligraphy most clearly reflects the spirits of Chinese culture. As Chinese, we should be more likely to inherit and carry forward it. [Purposes] The purpose is to reinforce students’ ability to make a summary. More importantly, a certain degree of moral education can be involved under the teacher’s guidance. Task 9 Reading for assignment (2 mins) [Must]: Writing Write a passage to give Tony the suggestions on dealing with the problem of learning Chinese writing. If necessary, Ss can post their writing into the blog and share their ideas next class. Requirements are as follows: About 150 words Proper Title Basic Elements Useful Expressions [Optional]: Postering Make a poster on Chinese traditional culture. Some hints for you: Dragon Boat Festival, Paper-cutting, Hot pot, the Great wall, etc. Requirements are as follows: Title Illustration(插图) Content [Purposes] Writing passage enables students to output effective language and improve their writing skills after discussion. Also, postering makes students transfer their knowledge from Chinese writing system to other factors related to Chinese culture and their daily life. More importantly, it also helps to develop students’ imagination and creation based on their learned knowledge. Blackboard designUnit 5 Languages around the World The Chinese Writing System: Connecting the Past and the Present Development: At the beginning → By the Shang Dynasty → Over the years → Qin Dynasty→ Today Importance: Teaching reflection · Most students show great enthusiasm towards the tasks and the topic. · The teaching objectives are fulfilled smoothly. · Students’ thinking quality (logical thinking & critical thinking & creative thinking) and initiative to spread Chinese culture are improved. · If time is permitted, more information about factors and suggestions will be presented in class to help students broaden their horizons. $$