Unit 5 Languages Around the World Reading and Thinking 教学设计-2025-2026学年高中英语人教版（2019）必修第一册

Unit 5 Languages around the world - Reading and Thinking Explore the Chinese writing system（教案） I. Teaching Objectives(教学目标) 1. Knowledge and Language Objectives Students will articulate the major stages in the development of Chinese characters: origin, early system formation, divergence, unification, and contemporary relevance. Students will accurately understand and use discipline-specific vocabulary: civilisation, symbol, carve, ancient, dynasty, unity, classic. 2. Skill Objectives Apply predictive reading strategies by analysing the semantic components of the title. Employ scanning to extract time expressions, dynastic periods, and historical transitions. Construct a chronological timeline that synthesises dispersed textual information. Engage in inferential reading, moving from textual details to broader cultural interpretations. 3. Affective and Cultural Objectives Develop awareness of writing as a medium of cultural continuity. Cultivate cultural confidence grounded in empirical understanding of linguistic heritage. 4. Thinking Development Objectives Strengthen logical reasoning by tracing cause–effect relationships (e.g., dialectal divergence → need for unification). Enhance critical thinking by evaluating alternative explanations for the endurance of Chinese civilisation beyond the writing system. II. Key & Difficult Points (重难点) Integration of textual temporal information into a coherent developmental timeline. Interpreting the abstract concept of “connecting the past and the present” with analytically grounded explanations. III. Teaching Methods & Theoretical Foundations Top-down reading strategies for title-based prediction. Scanning and selective attention guided by discourse markers and temporal indicators. Dual Coding Theory: converting text into visual data (timeline) to enhance retention. Sociocultural scaffolding: structured prompts to support complex cultural discussion. Comparative linguistic reasoning: analysing divergence between spoken dialects and unified writing. IV.Teaching Aids (教具) PPT (Oracle bone images, Emperor Qinshihuang image, Timeline Key). Blackboard. V. Teaching Procedures Step1. Pre-reading: Title Deconstruction (5 minutes) Students identify the Topic (“Chinese writing system”) and Focus (“connection between past and present”). They generate hypotheses regarding how a writing system may enable cross-temporal cultural cohesion. This step activates prior knowledge and establishes a conceptual framework for subsequent reading. Step2. Global Reading: Macro-structure Identification (8 minutes) Students skim the text to determine its organisational pattern. They classify paragraphs according to their rhetorical function: Description of origins Historical development Turning point (unification under the Qin Dynasty) Contemporary significance This allows learners to construct a macro-level schema of the passage. Step3. Intensive Reading: Temporal Scanning & Timeline Construction (15 minutes) Students perform targeted scanning for temporal markers, dynastic references, and lexical signals of historical change (e.g., at the beginning, later, however, the turning point). Using extracted data, students construct a five-stage historical timeline, enabling transformation of linear text into visual structure. Expected timeline output: 1. Initial stage — Pictorial symbols carved on bones and shells 2. Shang Dynasty — A relatively complete writing system emerges 3. Pre-Qin Period — Regional division and linguistic divergence 4. Qin Dynasty — Political unification → standardisation of script 5. Modern China — Writing serves cross-dialectal communication and cultural transmission This activity develops historical sequencing competence, essential for interpreting chronologically structured expository texts. Step4. Post-reading: Analytical Discussion (10 minutes) Students examine the author’s central claim that the writing system contributed significantly to the survival of Chinese civilisation. In groups, students critically assess alternative contributing factors such as: Geographical continuity Philosophical traditions (e.g., Confucianism) Educational systems Governance models Family-based social structures This discussion encourages argumentation, evaluation of multiple variables, and beyond-the-text reasoning, aligning with higher-order thinking frameworks (e.g., Bloom’s Taxonomy). Step5. Output Task (Homework) Task 1: Linguistic Summary Students complete the textbook summary using a minimum of five target words. Task 2: Reflective Short Essay (70–90 words) VI. Assessment Strategies Formative assessment: observation during scanning tasks, timeline accuracy, quality of group discussion contributions. Summative assessment: short essay evaluating students’ ability to connect historical evidence with conceptual claims. Process-based assessment: emphasis on how students locate, organise, and interpret information rather than solely on final answers. VII. Blackboard Design Rhetorical Structure Historical Timeline Analytical Variables Origin Development Turning Point Significance Beginning → Shang → Divergence → Qin (Unification) → Modern geography / education / philosophy / governance / social structure VIII. Teaching Reflection Students demonstrated strong ability to identify macro-structure but varied in their capacity to map textual details onto a clear chronological timeline. Future instruction may include additional modelling of temporal scanning strategies. The contrast between dialectal diversity and script unity proved effective in deepening comprehension of the concept of “unity”; integrating comparative linguistic examples may further enhance conceptual clarity. Discussions revealed emerging capacity for evaluating multi-variable explanations of cultural continuity, suggesting readiness for more advanced historical-linguistic analysis in subsequent lessons. 1 学科网（北京）股份有限公司 $