Unit 5 Languages Around the World-Reading and Thinking 教案-2025-2026学年高中英语人教版必修第一册

Unit 5 Languages Around the World-Reading and Thinking 内容导航 This section focuses on "The Chinese Writing System: Connecting the Past and the Present", introducing the origin, evolution and functions of Chinese characters, highlighting its role in inheriting Chinese civilization and connecting people at home and abroad, and guiding students to appreciate the beauty and value of Chinese characters. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and phrases related to Chinese characters and their evolution, and understand complex sentences in the text to improve reading comprehension and expression skills. Cultural Awareness: Understand the cultural connotation of Chinese characters, recognize their status in world languages, enhance cultural confidence and the awareness of inheriting and spreading Chinese culture. Thinking Quality: Develop logical thinking by sorting out the evolution process of Chinese characters, and cultivate critical thinking by exploring the value of Chinese characters in the contemporary era. Learning Ability: Master reading strategies such as skimming and scanning, and form the habit of independent learning and cooperative exploration in the learning process. 2. 教学重难点 Key Points: Master key vocabulary (character, system, evolve, heritage, calligraphy, etc.) and phrases (connect...with..., pass down, play a vital role in, etc.); understand the main idea and logical structure of the text; grasp the evolution process of Chinese characters and their important role in cultural inheritance. Difficult Points: Understand the complex sentences with attributive clauses in the text; deeply comprehend the cultural connotation behind Chinese characters; express personal views on the value of Chinese characters in English accurately and fluently. 教学过程 Step 1: Lead-in (Lead-in and Activation) The lead-in aims to arouse students' interest in the topic, activate their prior knowledge about languages around the world and Chinese characters, and lay a foundation for the subsequent reading and thinking activities. First, the teacher shows students pictures of different writing systems in the world, such as Chinese characters, English letters, Arabic characters, and Japanese characters, and asks the following questions: "What writing systems do you know in the world? Which one is the most familiar to you? What do you know about the origin and development of Chinese characters?" Then, the teacher invites 2-3 students to share their answers. Some students may mention that Chinese characters are hieroglyphs, some may talk about the evolution from oracle bone inscriptions to simplified Chinese characters, and others may mention the beauty of Chinese calligraphy. The teacher affirms and supplements students' answers, and then naturally leads to the topic of this lesson: "Today, we will explore the Chinese writing system, which has a long history and rich cultural connotation, and see how it connects the past and the present." In this link, the teacher can also play a short video about the evolution of Chinese characters, which shows the changes of several typical Chinese characters (such as "sun", "moon", "mountain", "water") from oracle bone inscriptions to simplified characters. The vivid audio-visual materials can better attract students' attention and help them intuitively understand the evolution process of Chinese characters. After watching the video, the teacher asks: "After watching the video, what do you think of the evolution of Chinese characters? What characteristics do you find?" This link not only activates students' prior knowledge but also cultivates their observation ability and initial thinking about the topic. Step 2: Pre-reading (Prediction and Vocabulary Preview) Pre-reading activities are designed to help students predict the content of the text through the title and pictures, and preview key vocabulary to reduce difficulties in reading. First, the teacher presents the title of the text "The Chinese Writing System: Connecting the Past and the Present" on the blackboard or multimedia courseware, and guides students to predict the content of the text. The teacher asks: "From the title, what do you think the text will talk about? What is the core of the text?" Students can discuss in groups of 4 for 2 minutes, and then each group sends a representative to share their predictions. Common predictions may include: the origin of the Chinese writing system, the process of its evolution, the role of connecting the past and the present, etc. The teacher writes down students' predictions on the blackboard and tells them to verify whether their predictions are correct during reading. Next, the teacher guides students to preview key vocabulary and phrases. The teacher presents the key words and phrases in the text on the courseware, including character, system, evolve, origin, symbol, heritage, calligraphy, connect...with..., pass down, play a vital role in, be proud of, etc. For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives simple example sentences to help students understand and remember. For example, when explaining "evolve", the teacher says: "Evolve means to develop gradually over time. For example, Chinese characters have evolved from oracle bone inscriptions to simplified characters over thousands of years." When explaining "play a vital role in", the teacher gives the example: "The Chinese writing system plays a vital role in inheriting Chinese culture." At the same time, the teacher can also guide students to associate and memorize vocabulary. For example, associate "heritage" with "cultural heritage", and associate "calligraphy" with Chinese calligraphy works they have seen. In addition, the teacher reminds students of the parts of speech and spelling of some key words to avoid mistakes in subsequent use. For example, "character" is a countable noun, and its plural form is "characters"; "evolve" is a verb, and its noun form is "evolution". After previewing the vocabulary, the teacher asks students to look at the pictures in the text (such as pictures of oracle bone inscriptions, calligraphy works, and modern Chinese characters) and combines the title to further predict the structure of the text. The teacher asks: "Look at the pictures in the text. What do they show? Combined with the title, how do you think the text is structured? Will it introduce the past first, then the present?" This link helps students form a preliminary framework of the text and lays a foundation for skimming and scanning in the while-reading link. Step 3: While-reading (Comprehension and Analysis) While-reading is the core link of this lesson, which aims to help students understand the main idea, logical structure and key details of the text, master reading strategies, and improve reading comprehension ability. This link is divided into three parts: skimming, scanning and careful reading. 3.1 Skimming The teacher asks students to read the text quickly (skimming) and complete two tasks: first, confirm the main idea of the text; second, check whether their predictions in the pre-reading link are correct. Students read the text independently for about 3 minutes, and then the teacher invites students to share their answers. The main idea of the text is: The Chinese writing system has a long history, which has evolved from oracle bone inscriptions to modern simplified characters, and it plays a vital role in connecting the past and the present, inheriting Chinese culture and promoting communication between China and the world. Then, the teacher checks students' predictions and affirms the correct parts, and supplements the parts that are not predicted, so that students can have a general understanding of the text. After confirming the main idea, the teacher guides students to sort out the logical structure of the text. The teacher asks: "How is the text organized? Can you divide the text into several parts? What is the main content of each part?" Students can discuss in groups for 3 minutes, and then the teacher summarizes the structure of the text: The text is divided into 6 paragraphs, which can be divided into three parts. The first part (Paragraph 1) is the introduction, which emphasizes the importance of the Chinese writing system in inheriting Chinese civilization. The second part (Paragraphs 2-3) introduces the origin and evolution of Chinese characters, from oracle bone inscriptions to seal characters, clerical script, cursive script, regular script and simplified characters. The third part (Paragraphs 4-6) elaborates on the role of the Chinese writing system, including connecting the past and the present, being an important part of Chinese culture, and promoting cultural exchange between China and the world. 3.2 Scanning The teacher asks students to read the text again (scanning) to find specific information and complete the following information form. The form is presented on the courseware, including the following items: the origin of Chinese characters, the stages of evolution, the role of the Chinese writing system. Students read the text independently, find relevant information and fill in the form. After completing, students exchange their forms in pairs to check each other's answers. Then, the teacher invites several students to share their answers and corrects and supplements them to ensure that students grasp the key details of the text. Specific information points: The origin of Chinese characters: It is said that Cangjie invented Chinese characters, and the earliest Chinese characters were oracle bone inscriptions carved on tortoise shells and animal bones. The stages of evolution: oracle bone inscriptions → seal characters → clerical script → cursive script → regular script → simplified characters. The role of the Chinese writing system: 1. It connects the past and the present, allowing modern people to read classic works written in ancient times. 2. It is an important part of Chinese culture, and Chinese calligraphy, as an art form of Chinese characters, has become a precious cultural heritage. 3. It promotes cultural exchange between China and the world, and more and more international students begin to understand Chinese culture through Chinese characters. In this link, the teacher guides students to master the scanning strategy, that is, to find specific information quickly according to the questions, and marks the key sentences and information in the text, which helps students improve their reading efficiency. At the same time, the teacher reminds students to pay attention to the connection words in the text, such as "first", "then", "however", "in addition", which help to sort out the logical relationship of the text. 3.3 Careful Reading On the basis of skimming and scanning, the teacher guides students to read the text carefully, understand the deep meaning of the text, analyze difficult sentences and key sentences, and grasp the cultural connotation behind the text. First, the teacher selects several key and difficult sentences in the text and explains them in detail to help students break through the reading difficulties. After analyzing the difficult sentences, the teacher asks students to read the text carefully again and think about the following questions: 1. Why is the Chinese writing system called "connecting the past and the present"? 2. What is the relationship between Chinese characters and Chinese culture? 3. What impact does the Chinese writing system have on the world? Students think independently for 5 minutes, and then discuss in groups of 4. Each group focuses on one question and discusses it in depth. During the discussion, the teacher walks around the classroom, listens to students' discussions, and gives appropriate guidance and help to students who have difficulties. After the discussion, each group sends a representative to share their views. For the first question, students may answer: Because the Chinese writing system has a long history of more than 3,000 years, it has evolved from ancient oracle bone inscriptions to modern simplified characters, and modern people can read classic works written in ancient times through Chinese characters, so it connects the past and the present. For the second question, students may answer: Chinese characters are the carrier of Chinese culture, and each Chinese character carries rich cultural connotation. For example, the character "family" is composed of "roof" and "pig", which reflects the traditional family concept of the Chinese nation. Chinese calligraphy, as an art form of Chinese characters, is also an important part of Chinese culture. For the third question, students may answer: With the development of China, the Chinese writing system has been widely spread in the world. More and more international students are learning Chinese characters and understanding Chinese culture through them, which promotes cultural exchange and cooperation between China and other countries in the world. The teacher affirms students' views and supplements and improves them. For example, when talking about the impact of the Chinese writing system on the world, the teacher can add: "Chinese characters are one of the oldest writing systems in the world, which has a profound impact on the writing systems of neighboring countries such as Japan and South Korea. Many characters in Japanese and Korean are derived from Chinese characters, which reflects the important status of the Chinese writing system in the world's cultural exchanges." Through this link, students can deeply understand the cultural connotation and value of the Chinese writing system, and their thinking quality and cultural awareness can be further improved. Step 4: Post-reading (Consolidation and Application) Post-reading activities aim to help students consolidate the knowledge and skills learned in the class, apply the key words, phrases and sentence patterns to practice, and expand their thinking and vision. This link is divided into three parts: vocabulary and sentence pattern practice, group discussion and presentation, and cultural expansion. 4.1 Vocabulary and Sentence Pattern Practice First, the teacher designs vocabulary practice activities to help students consolidate the key words and phrases learned. The practice includes two forms: fill in the blanks and sentence making. 1. Fill in the blanks: The teacher presents sentences with blanks on the courseware, and students fill in the blanks with the correct form of the key words and phrases. For example: (1) Chinese characters have ______ (evolve) over thousands of years. (2) The Chinese writing system ______ (play) a vital role in inheriting Chinese culture. (3) We should ______ (be proud of) our cultural heritage. 2. Sentence making: The teacher asks students to make sentences with the key words and phrases, such as "connect...with...", "pass down", "calligraphy". Each student makes at least 2 sentences, and then exchanges their sentences in pairs to check each other's correctness. The teacher invites several students to share their sentences and corrects the mistakes in the sentences, such as the wrong form of verbs, incorrect collocation of phrases, etc. Then, the teacher designs sentence pattern practice activities to help students master the key sentence patterns in the text, such as the present perfect tense, the subjunctive mood and the attributive clause. The teacher presents the sentence patterns and example sentences, and guides students to imitate and make sentences. For example, imitate the sentence "The Chinese writing system has connected the past and the present for over 3,000 years." to make sentences with the present perfect tense and "for + a period of time". Imitate the sentence "Without this writing system, we might lose our cultural identity." to make sentences with the subjunctive mood. Imitate the sentence "Chinese calligraphy, which has become an important part of Chinese culture, is an art form of Chinese characters." to make sentences with the attributive clause. Students make sentences independently, and then the teacher checks and comments on their sentences to ensure that students can use the key sentence patterns correctly. 4.2 Group Discussion and Presentation The teacher divides students into groups of 5-6, and assigns a discussion topic: "How can we inherit and develop the Chinese writing system in the modern era?" The groups discuss the topic in depth for 8 minutes. During the discussion, students can combine their own experiences and the content of the text to put forward specific suggestions. For example, they can suggest that we should learn Chinese characters well, practice calligraphy, promote the Chinese writing system in daily life, use Chinese characters to record our life and culture, and so on. The teacher walks around the classroom, listens to students' discussions, and gives appropriate guidance to help students put forward more reasonable suggestions. After the discussion, each group prepares a 3-minute presentation. The presentation should include the group's views and suggestions on inheriting and developing the Chinese writing system. Each group sends a representative to give the presentation in front of the class. Other students listen carefully and take notes. After each presentation, the teacher and other students can ask questions or give comments. For example, the teacher may ask: "Do you think your suggestions are feasible? How can we put them into practice?" Other students may put forward supplementary suggestions. Through this activity, students can not only consolidate the knowledge learned but also improve their oral expression ability, cooperative learning ability and critical thinking ability. 4.3 Cultural Expansion The teacher introduces the status of the Chinese writing system in the world and the situation of Chinese characters going global. The teacher presents materials such as the number of Chinese learners in the world, the establishment of Confucius Institutes, and the use of Chinese characters in international occasions on the courseware. The teacher says: "At present, more and more people in the world are learning Chinese characters. Confucius Institutes have been established in many countries, providing a platform for people around the world to learn Chinese characters and understand Chinese culture. Chinese characters have become an important bridge for cultural exchange between China and the world." Then, the teacher asks students to think about: "As a senior high school student, what can we do to promote the Chinese writing system to go global?" Students can share their views freely. Some students may say that they can communicate with foreign friends and introduce Chinese characters to them; some may say that they can make short videos about Chinese characters and post them on the Internet to let more people know about Chinese characters. In addition, the teacher can also introduce some interesting knowledge about Chinese characters, such as the origin of some Chinese characters, the story of calligraphy masters, etc., to enrich students' cultural knowledge and arouse their greater interest in Chinese characters. For example, the teacher can tell the story of Wang Xizhi, a famous calligrapher in the Eastern Jin Dynasty, and show his calligraphy works "Lanting Preface", so that students can appreciate the beauty of Chinese calligraphy and deepen their understanding of the cultural connotation of Chinese characters. Step 5: Summary and Reflection First, the teacher guides students to summarize the content of this lesson. The teacher asks: "What have we learned in this lesson? What key knowledge and skills have we mastered?" Students can answer freely, and the teacher summarizes and sorts out: In this lesson, we have learned the text "The Chinese Writing System: Connecting the Past and the Present", mastered the key words and phrases related to Chinese characters, understood the origin, evolution and role of the Chinese writing system, and mastered reading strategies such as skimming, scanning and careful reading. At the same time, we have also discussed how to inherit and develop the Chinese writing system, and understood the status of the Chinese writing system in the world. Then, the teacher guides students to reflect on their own learning process. The teacher asks: "In this lesson, what did you do well? What difficulties did you encounter? How can you improve in the future?" Students think independently for 2 minutes, and then share their reflections. Some students may say that they did well in skimming and scanning, but had difficulties in understanding the attributive clauses; some may say that they were active in group discussions, but their oral expression was not fluent enough. The teacher affirms students' advantages and puts forward suggestions for improvement. For example, for students who have difficulties in understanding attributive clauses, the teacher suggests that they review the relevant grammar knowledge after class and do more practice; for students with unfluent oral expression, the teacher suggests that they practice speaking more in daily life and accumulate more English expressions. Finally, the teacher emphasizes the importance of the Chinese writing system again and encourages students to pay attention to Chinese characters, learn Chinese characters well, inherit and carry forward Chinese culture, and become disseminators of Chinese culture. The teacher says: "The Chinese writing system is a precious cultural heritage of the Chinese nation, which carries the wisdom and culture of our ancestors. As senior high school students, we should take pride in our Chinese writing system, learn it well, and let more people in the world know about the beauty and value of Chinese characters." Step 6: Homework Arrangement The homework is designed to consolidate the knowledge and skills learned in the class, expand students' learning and practice, and connect classroom learning with after-class learning. The homework includes the following three parts: 1. Basic homework: (1) Recite the key words and phrases in the text and write them 3 times each. (2) Read the text aloud for at least 10 minutes, and record the reading audio and send it to the teacher. (3) Complete the exercises on the textbook related to this reading section to consolidate the key knowledge. 2. Practical homework: (1) Choose one Chinese character that you like, find out its origin and evolution process, and write a short passage (about 100 words) to introduce it in English. (2) Practice writing Chinese calligraphy for 15 minutes every day, and take a photo of your work to share with the class in the next lesson. 3. Expansive homework: (1) Search for information about the writing systems of other countries, compare the differences between them and the Chinese writing system, and write a short report (about 150 words) in English. (2) Discuss with your family members about the importance of the Chinese writing system, and write down their views and your own feelings in English. The teacher reminds students to complete the homework on time, and explains the requirements and standards of the homework to ensure that students know how to complete it. At the same time, the teacher encourages students to use the knowledge and skills learned in the class to complete the homework and actively explore more knowledge about languages and cultures. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $