Unit5 Languages Around the World Reading and Thinking 教学设计-2025-2026学年高中英语人教版必修第一册

该高中英语教学设计聚焦汉字的历史发展与文化连接作用，核心梳理汉字从甲骨文符号到现代统一系统的演变脉络。导入通过甲骨文与现代书法的视觉对比，引导学生思考语言的变与不变，搭建从视觉感知到标题结构分析（Topic+Focus）的学习支架。 特色在于融合学习能力与思维品质培养，时间轴活动将文本信息转化为直观时间线提升扫描技巧，深层讨论结合地理、哲学等跨学科因素分析文明延续原因，写作任务强化文化认同。结构化流程助力学生用英语表达文化观点，提升课堂效率，夯实语言与文化基础。

Unit 5 Languages around the world - Reading and Thinking Explore the Chinese writing system（教案） I. Teaching Objectives 1. Linguistic Ability Students will be able to understand and explain how the Chinese writing system has developed over time. Students will confidently use key vocabulary in context: civilisation, symbol, carve, ancient, dynasty, unity, classic. 2. Learning Ability Students will learn to predict content by analyzing the structure of a text title. Students will practice scanning for specific historical information to build a timeline. 3. Thinking Quality Students will analyze how a unified writing system helped maintain China’s cultural continuity. Students will discuss, in simple English, other possible reasons for the long survival of Chinese civilisation. 4. Cultural Awareness Students will reflect on the role of Chinese characters in connecting people across time and regions, and express personal pride in this cultural heritage. II. Key & Difficult Points Key Point: Using scanning skills to create a clear timeline of the development of Chinese characters. Difficult Point: Explaining in English how writing “connects” people – not just as an idea, but with real examples. Also, discussing “why Chinese civilisation survived” in simple, clear English. III. Teaching Aids PPT (with pictures: oracle bones, Emperor Qinshihuang, timeline visuals) Whiteboard and markers Student worksheets (timeline activity) Printed extracts from classical texts (optional, for tactile learners) IV. Teaching Procedures Step 1: Lead-in (5 mins) Teacher’ll start by showing two images side by side: oracle bone script and a modern student writing calligraphy. Teacher’ll ask: “What do you see in both pictures?” Students usually say: “Chinese writing.” Then Teacher’ll ask: “If someone from the Shang Dynasty saw your WeChat message, would they understand it? Why or why not?” This gets them thinking about change and continuity in language. (设计意图：从视觉对比引入，让抽象的历史概念变得具体。) Step 2: Pre-reading – Title Breakdown (5 mins) We’ll look at the title together: The Chinese Writing System: Connecting the Past and the Present Teacher’ll write on the board: Topic: Chinese writing system Focus: Connecting past and present Then ask: “How do you think writing can connect us to the past?” Let students guess – even funny answers are welcome, like “through old diaries” or “ancient emojis”. (设计意图：让学生学会从标题抓取文章核心，而不是直接跳过。) Step 3: Fast Reading – Get the Big Picture (8 mins) Students skim the text to match each paragraph with its main idea. Teacher’ll use a simple Q&A to check: “Which paragraph talks about the beginning of Chinese writing?” (Para 2) “Where does it say that different dialects were a problem?” (Para 3) “Which part mentions Emperor Qinshihuang?” (Para 4) Teacher’ll highlight the word “However” in Para 2 as a signal for something important. (设计意图：帮助学生快速掌握文章脉络，训练略读能力。) Step 4: Detailed Reading – Build a Timeline (15 mins) Students work in pairs to scan for time words (Shang Dynasty, Qin Dynasty, modern times, etc.) and fill in a timeline worksheet. Then, we build it together on the board: 1. Beginning: picture-based symbols on bones and shells 2. Shang Dynasty: well-developed writing system 3. Problem time: many dialects, people divided 4. Qin Dynasty: writing system unified → one direction 5. Now: we can read ancient books; writing connects all Chinese Teacher’ll ask: “Why was the Qin Dynasty so important?” Let a student retell the timeline using keywords on the board. (设计意图：将文字信息转化为时间轴，让历史发展更直观。) Step 5: Deep Thinking – Why Did China Survive? (10 mins) We look for the sentence in the text: “The Chinese writing system is one main factor...” Then Teacher’ll ask: “But writing alone didn’t save China. What else helped?” In small groups, students brainstorm other factors. Teacher’ll pre-write some hint words on the board: Geography (mountains, rivers) Philosophy (Confucianism – 儒家思想) Education (respect for teachers and books) Strong central government (like Qin) Each group shares one idea in simple English. (设计意图：引导学生跳出文本，联系已知知识，用英语表达文化观点。) Step 6: Wrap-up & Homework (2 mins) Summary: “Today we saw how Chinese characters are not just words – they are a bridge through time and across China.” Homework: 1. Complete the textbook summary (Activity 5) using classic, means, system. 2. Write a short paragraph (60–80 words): “Why I am proud of Chinese characters.” Try to use two structures from the text. V. Board Plan Unit 5: The Chinese Writing System Title = Topic + Focus Topic: Chinese writing system Focus: Connecting past & present Timeline: 1. Beginning → picture symbols (bones/shells) 2. Shang Dynasty → well-developed system 3. Problem → many dialects, people divided 4. Qin Dynasty → UNIFIED writing (one direction) 5. Modern times → connects past/present, all regions Key words: civilisation, symbol, carve, ancient, classic, unity VI. Teaching Reflection The timeline activity worked well – students were active and could see the “story” of Chinese writing. During group discussion, some students struggled with English terms like “centralized government.” Next time, I’ll provide a word bank on the board earlier. Comparing spoken dialects (different) with written characters (same) helped make “unity” tangible. Allowed some Chinese explanations when students got stuck, to keep the discussion flowing without losing confidence. 1 学科网（北京）股份有限公司 $