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

Unit5 Languages Around the world Reading and Thinking Teaching Design Concept This teaching design is centered around cultivating students' core English competencies, integrating the holistic design of the big unit, six curriculum elements, and the English learning activity view. 1. Holistic Big - Unit Design: With "Languages Around the World" as the overarching theme, this lesson on "The Chinese Writing System" is systematically planned. It helps students build a comprehensive understanding of global language cultures, form a unit - wide knowledge system, and enhance their ability to explore language - culture topics, facilitating knowledge transfer. 2. Integration of Six Curriculum Elements: Create a context around the theme, activate prior knowledge, and raise questions; Summarize, integrate, and restructure information to form new understandings related to the theme's meaning; Present, output, and express integrated information related to the theme, and conduct language practice activities. 3. English Learning Activity View: The teaching activities are designed in a progressive manner, including learning - understanding, application - practice, and transfer - innovation activities. Text Interpretation The text can be summarized with three key words: What, How & Why. 【What】The central topic of this text is the Chinese writing system, which falls under the theme context of "Man and Society" and is part of the thematic cluster of history, society, and culture. 【Why】The article aims to enable readers to understand the characteristics and development history of the Chinese writing system, ponder the relationship between the development of the Chinese writing system and the continuous inheritance of Chinese civilization, appreciate the charm and significant role of Chinese characters, and explore the future development of Chinese characters. 【How】 The author uses an expository style to introduce the evolution, characteristics, and functions of the Chinese writing system from ancient times to the present, featuring a clear structure, rich topic-related language, and profound cultural connotations. The Chinese Writing System serves as the focal point of the text, while connecting the past and the present embodies the author's perspective. This title highlights the topic, clarifies the theme, and warrants in-depth exploration and reflection from readers. The full text unfolds in a general-to-specific structure, introducing the characteristics and evolution of Chinese characters in ancient times, the Shang Dynasty, and the Qin Dynasty in chronological order, as well as their enormous roles and significance in unifying the country and culture, and connecting ancient and modern Chinese and foreign cultures. Student Analysis Students from Senior One at No.2 Middle School in Shandong have accumulated a certain amount of English knowledge during junior high school, enabling them to read simple English texts and conduct basic conversations. However, when faced with academic texts related to cultural topics like “The Chinese Writing System,” they may struggle with specialized vocabulary, complex sentence structures, and in - depth comprehension. In terms of cognitive development, they are curious and receptive to new knowledge, especially topics closely related to their own culture. They possess basic logical thinking skills but may find it challenging to analyze the profound relationship between the Chinese writing system and Chinese culture, society, and history. Their critical thinking and ability to express complex ideas in English still need further cultivation. Regarding cultural background, while they are familiar with Chinese characters in daily life, their understanding of the historical evolution, cultural significance, and global influence of the Chinese writing system is limited. Additionally, their cross - cultural awareness is in the initial stage, and they lack experience in comparing Chinese writing with other writing systems. In group activities, students generally show enthusiasm for cooperation. But there are differences in participation levels: some students actively take the lead, while others tend to be passive. This requires teachers to design tasks that encourage all students to engage and ensure balanced participation. Teaching Objectives By the end of this period, students will be able to: 1. retell the development history of Chinese writing system； 2. summarize the significance of the writing system for Chinese culture； 3. voice what we can do to spread Chinese Culture. Teaching Key and Difficult Points 1. Key Points (1) Comprehend the development history and structure of the Chinese writing system. (2) Grasp the significance of the Chinese writing system for Chinese culture. (3) Develop students' reading and speaking skills through various activities. 2. Difficult Points (1) Analyze and understand the complex relationship between the Chinese writing system and Chinese culture, society, and history. (2) Guide students to think deeply and express their viewpoints on how to spread Chinese culture in English clearly and effectively. Teaching Aids  Multimedia equipment  PPT slides with pictures, videos, and texts about the Chinese writing system  Handouts with learning tasks and activities Teaching Methods  Task - based teaching method  Cooperative learning method  Question - driven teaching method  Multimedia - assisted teaching method Teaching Procedures Activity Patterns Implementation Process Design Intention Activity 1 Situation leading-in Play a short, engaging video that showcases My British friend Katie, a British who is interested in Chinese writing system, needs help! You are the one. Pose questions like “How can you help Katie to know more about Chinese writing system?” to spark students' desire to help others and their curiosity and lay the groundwork for the lesson. Introduce the discourse theme through videos and games to stimulate students' desire to help and explore. Activity 2 Objective Interpretation By the end of this period, you will be able to: 1. retell the development history of Chinese writing system； 2. summarize the significance of the writing system for Chinese culture； 3. voice what we can do to spread Chinese Culture. Goal-oriented class design helps students translate the abstract objectives into quantifiable and operational learning outcomes and Enhances learning motivation and a sense of achievement Activity 3 Prediction—Initial Impression Activity 4 Scanning--History Exploration Activity 5 Reading and Extracting Activity 6 Discussion and Presentation Show the title “THE CHINESE WRITING SYSTEM ” and have students discuss in pairs. Ask them to predict what the text might cover, such as the history, features, or importance of the writing system. Then present the subtitle “CONNECTING THE PAST AND THE PRESENT” and ask students to think about the function of the subtitle. Pose the question “How many parts can we divide the passage into?” and what is the writing order of the passage and ask students to scan the text to find the answer. Afterward, have them discuss in groups and select representatives to report. The teacher guides students to analyze the logical structure of the passage. Ask students to scan for time – related words and phrases like “at the beginning,” “over the years.” Students mark these in the text and share their findings, with the teacher emphasizing the role of time clues in understanding the development process. Have students individually or in pairs present the development of the Chinese writing system using timelines, mind maps, or tables. Reading and Extracting Read the text carefully & write the development of Chinese writing system and its significance on your paper. Let students work in groups and share their work about the development of the Chinese writing system. Any kind of presentation will be fine. Then provide feedback. Discussion and Presentation Work in groups and share your work about the development of the Chinese writing system. Any kind of presentation will be fine. By asking questions, guide students to focus on the uniqueness of the title, introducing the subsequent learning method guidance. And through observing the subtitle, predict the specific content of the article. Help students further understand the structure and characteristics of the text through question-base inquiry. Through the reading process, guide students to summarize the reading micro-skill of scanning. Focus on the development of the central topic "Chinese character writing system", and let students sort out the historical development process and key nodes of Chinese characters from the perspectives of time and events with the help of the analytical methods in history class. Deepen knowledge integration and structured comprehensive; deepen knowledge integration and structured comprehension. Activity 7 Retelling and Presentation Provide the mindmap about the development of the Chinese writing system and let students retell the passage according to it. Ask a question: “During the development process, what is the key point? And why?” “What did Qin Shihuang do?” Present the answers from Doubao AI and learn the useful words. Ask students the questions: “What is the general development trend of the Chinese writing system? ” Then provide a short video to help students further understand the developing trend of it. After watching the short video then ask: “What about other languages? Why so? ” Through these inspire students to read more about this topic and broaden the horizon Deeper Thinking What is the general development trend of the Chinese writing system? What about other languages? Why so? With the help of the provided language scaffolds, help students clarify the main characteristics of Chinese characters in different periods, and cultivate their abilities to extract the main information of paragraphs, sort out the context of the article, and summarize. After guiding students to identify the development process of Chinese characters, help them sort out the important periods in its evolution. Activity 8 In-depth thinking—The Significance Guide students to read the text carefully and think about “What does the Chinese writing system connect?” Ask them to search for relevant information, mark key sentences, and discuss in groups. Each group fills in blanks like “connect ______ and ______” based on their discussion and shares the results. The teacher supplements and summarizes, highlighting connections such as between different regions, eras, and people and culture. Lead a discussion on the development trend of the Chinese writing system and compare it with other languages. Encourage students to think about the reasons behind these trends, promoting critical thinking. Summarize the key points of the passage, including the development history, significance, and ways to spread Chinese culture. Pose the question “As Chinese teenagers, what will you do to spread Chinese culture?” by provide guiding questions like “How can the Chinese writing system help in cultural communication? How can we use social media to spread Chinese culture?” The teacher walks around, listens to discussions, and offers language and thinking support. Each group presents their discussion results. After each presentation, other groups can ask questions or give suggestions. The teacher moderates the discussion, ensuring active participation. The teacher summarizes the good ideas, emphasizes the importance of cultural spread, and encourages students to take action. Present an alumnus and his achievements in spreading Chinese calligraphy and summon students to learn from him. Conduct higher-level reading comprehension: identify connections between sentences and explore the author's writing intention regarding the function of the Chinese character writing system as a "bridge between the ancient and the modern". By reviewing and summarizing the full text, further organize what has been learned o form a deeper and more comprehensive understanding of the development history of Chinese characters. Combine what is learned from textbooks with reality to enhance students' sense of responsibility for spreading and developing Chinese culture, and strengthen their cultural confidence. By taking an example from students' daily life—a role model set by a senior student—guide students to learn, spread, and develop Chinese culture Activity 9: Summary and Homework Assign homework: ask students to write a short essay (about 120 – 150 words) on “The Role of the Chinese Writing System in Cultural Heritage Preservation” and research interesting facts about Chinese characters to share in the next class. Through extended assignments, students can apply what they have learned to further help them deeply understand topic-related vocabulary about the Chinese character writing system and improve their language expression skills. 学科网（北京）股份有限公司 $