Unit 5 Reading and Thinking & Reading for Writing（阅读课课件）英语人教版必修第一册

该高中英语课件围绕“语言与交流”主题，聚焦中文书写系统的历史、发展及全球影响，结合英语学习中的交流问题展开。课堂导入通过多语言问候语、汉字猜字游戏激活兴趣，Pre-reading词汇匹配与背景介绍搭建认知支架，引导学生从语言现象过渡到文化内涵与语篇结构分析。 其亮点在于融合语言能力、文化意识与思维品质培养。通过时间线梳理中文书写系统发展培养逻辑思维，对比中英文交流案例增强跨文化理解，语篇分析与高级句式练习提升语言运用能力。多样化活动如问题建议互动链、句式转换练习，帮助学生深化语言技能，教师可依托结构化流程高效开展读写教学。

Unit 5 Languages Around the World 高中英语人教版必修第一册 Reading and Thinking & Reading for Writing 阅读课 Contents 1. Lead in 2. Pre-reading 3. While-Reading-Text1 4. Post-Reading-Text1 Analysis 5. While-Reading-Text2 6. Post-Reading-Text2 Analysis 7. Post-Reading-Language Building 8. Homework 01. Lead in Lead-in Lead in 林 王 云 高 雨 月 单 名 伊 孙 Guessing Game 02. Pre-reading Matching Exercise 1.native A. a difference that separates people, ideas or situations 2.attitude B. connected with the country or place where someone was born 3.reference C. to ask for something firmly or urgently 4.despite D. respect or a high opinion of someone or something 5.factor E. one of the things that influences a situation or result 6.shell F. a well-known and highly respected work of lasting value 7.dynasty G. without being affected or prevented by something 8.major H. a source of information that can be used for help 9.classic I. a feeling or opinion about someone or something 10.regard J. having the same rights, position or importance 11.equal K. a period when a country is ruled by members of the same family 12.gap L. the hard outer covering of an animal, egg or nut 13.demand M. very important, serious or large Pre-reading Pre-reading Li Hua is preparing for an international cultural exchange programme. To introduce Chinese culture, he has studied the Chinese writing 1.__________（体系）carefully. At the beginning, written Chinese was a picture-2.__________（以……为基础的）language. It 3.__________（追溯到）several thousand years ago, when ancient Chinese people wrote on animal 4.__________（骨头）and shells. Different 5.__________（符号）were 6.__________（雕刻）on them to represent objects and ideas. Over the years, spoken Chinese developed into many 7.__________（种类）of 8.__________（方言）. However, written Chinese 9.__________（文字；符号）helped connect people from different areas. Written Chinese also became an important 10.__________（方式；手段）of connecting China’s present with its past. Chinese 11.__________（书法）later developed into a unique art form. As China plays a greater role in 12.__________（全球的）affairs, more international students have begun to 13.__________（欣赏）Chinese culture. Li Hua hopes to introduce it in English, but he still 14.__________（斗争；艰难地进行）with remembering new 15.__________（词汇）. Therefore, he practises using new words in context every day. system based dates back bones symbols carved varieties dialects characters means calligraphy global appreciate struggles vocabulary Pre-reading The Chinese Writing System: Connecting the Past and the Present What will be talked about in the text ? Development? History? … 03. While-reading-Text1 Read for main idea While-reading Read the text quickly and match the main idea with each paragraph. Paragraph 1 A. The unification of the Chinese writing system by Emperor Qinshihuang. Paragraph 2 B. The global influence and importance of the Chinese writing system today. Paragraph 3 C. Introduction: the Chinese writing system is a main factor for Chinese civilisation's survival. Paragraph 4 D. The beginning of written Chinese (picture-based symbols on longgu). Paragraph 5 E. Written Chinese connects the present with the past and developed into calligraphy. Paragraph 6 F. The development of different forms of symbols and dialects. Read for structure While-reading ① ② ③ ④ ⑤ ⑥ _________________ of the Chinese writing system ________________of the topic _______________ of the Chinese writing system The development/history The importance The introduction Time order the Past the Present While-reading Read globally Scan the text to find the words and phrases that describe a time. Then complete the timeline below. Several thousand years ago: Written Chinese was first used on 1. _________ (animal bones and shells). By the Shang Dynasty: These symbols had become a 2. ____________________. Over the years: The system developed into 3. ____________________. Qin Dynasty (221-207 BCE): Emperor Qinshihuang 4. _________ the seven major states and the writing system began to develop in one direction. Today: It connects the past and the present, and an increasing number of 5. ____________________ are beginning to appreciate China's culture. longgu well-developed writing system different forms united international students While-reading Read for details picture-based language 4.Qin Dynasty 3.Over the years 2.By the Shang Dynasty 1. At the beginning Chinese Writing System well -developed different forms Even today unified communicate in writing While-reading Read for details Read the text carefully and judge whether the following statements are True (T) or False (F). 1.The Chinese writing system is the only reason why Chinese ancient civilisation has continued into modern times. 2.At the very beginning, ancient Chinese people used a picture-based language and carved symbols on animal bones and shells. 3.During a time when people were divided geographically, the Chinese writing system developed in only one direction. 4.Emperor Qinshihuang played an important role in uniting the Chinese people and culture by unifying the writing system. 5.Chinese calligraphy is highly regarded as an important art form that connects China's present with its past. F T T F T While-reading Read for inference 1.What can we infer about Emperor Qinshihuang's contribution to the Chinese language? A.He created the first picture-based symbols on animal bones. B.He forced people all over the country to speak the same dialect. C.He promoted a unified writing system to connect a divided country. D. He invented Chinese calligraphy to help people read classic works. 2.Why does the author mention "no matter where Chinese people live or what dialect they speak, they can all still communicate in writing"? A.To prove that written Chinese is much easier to learn than spoken Chinese. B.To show the power of the writing system in breaking geographical and language barriers. C.To explain why modern dialects are disappearing in China today. D. To introduce how ancient people communicated with each other. While-reading Read for inference 3.How does the Chinese writing system bridge the gap between China's past and present? A.Modern Chinese characters look exactly the same as those on longgu. B.Modern people can still read and understand the classic works written by ancient people. C.It requires all modern students to learn how to carve symbols on shells. D. Calligraphy is mainly practiced by ancient Chinese people. 4.What is the author's attitude towards the Chinese writing system? A.Highly appreciative and proud. B.Objective but slightly critical. C.Worried about its future development. D. Doubtful about its global influence. 04. Post-reading-Text1 Analysis Lead-in Post Reading: Make a summary 05. While-reading-Text2 语篇对比表 While Reading-Text 2 Reading and Thinking Reading for Writing 主题 (Theme) 汉字书写系统与中华文明传承 介绍汉字书写系统的起源、发展和重要作用，说明汉字如何连接中国的过去与现在，促进国家统一、文化传承及中外文化交流。 英语学习中的问题与建议 通过网络论坛中三名学生的交流，呈现英语听力、词汇和口语学习中遇到的困难，并分享相应的学习方法和建议。 文体与结构(Structure) 文体：历史文化类说明文。 结构：采用总—分—总结构，主要按照时间顺序展开。汉字的重要性 → 汉字的起源与演变 → 汉字的统一作用 → 连接过去与现在 → 当代价值与国际影响。 文体：网络论坛帖子。 结构：采用互动式链状结构。每名发帖者先回应上一位同学的问题并提出建议，再说明自己遇到的新问题，形成“问题 → 建议 → 新问题”的交流过程。 语言风格(Language) 以第三人称为主，一般过去时与一般现在时结合。通过年代、历史事实、具体事例及因果关系说明汉字的发展。语言准确、客观、正式，具有较强的文化性和逻辑性。 以第一、第二人称为主，多使用一般现在时。常用疑问句、建议句以及口语化表达，如 I think…、You might…、My biggest headache is… 等。语言真实自然、简洁直接，具有互动性和实用性。 Read for Structure While-reading Read the posts quickly and complete the interaction chain of the online forum. Starter Wang Le raises the topic: biggest problems with learning English Post 1 Liu Wen states a listening problem → asks for advice Reply + Post 2 Jia Xin gives listening advice → raises a problem about politeness Reply + Post 3 Li Rui gives politeness advice → raises a vocabulary problem Next reply Readers / classmates give practical advice on vocabulary learning The text is organised as an interactive chain: Topic → Problem 1 + Advice 1 → Problem 2 + Advice 2 → Problem 3 + Further advice. Each student responds to the previous problem before introducing a new one. Name Problem Advice Liu Wen     Jia Xin     Li Rui   Read for Content While Reading-Text 2 Read the posts carefully and complete the table about each student's problem and the advice given. She has trouble understanding native English speakers. She can catch only a few words and often misses the main idea. Jia Xin: Listen to English radio programmes; repeat what you hear; record your own voice and compare your pronunciation with the radio host's. Her biggest headache is how to make requests politely in English. Li Rui: Choose the form of the request according to the relationship. Use shorter requests with close friends and more polite, longer question forms with people who are less close or senior to you. Vocabulary is her biggest problem. There are too many new words, and she cannot remember them clearly or use them properly. One possible answer: Learn words in context and in chunks, keep a vocabulary notebook, review them regularly, and use new words in sentences or short speaking/writing tasks. ... helps me...; I also...; I think it all depends on...; You might try...; My advice is...; It's very important to...; This worked for me. Read for Language While Reading-Text 2 Giving advice I'm having a lot of trouble with...; My biggest headache is...; For me, ... is my biggest problem; I can't...; I don't know how to...; I have no idea how/what... Describing problems 06. Post-reading-Text2-Analysis Post Reading-Text 2-Analysis Structure Map Online Forum: Learning English Wang Le starts the discussion: “What problems do you have?” Problem 1: Listening Liu Wen → catches few words / cannot get the main idea Advice 1 Jia Xin → listen to radio programmes → repeat → record → compare pronunciation Problem 2: Politeness Jia Xin → does not know how to make requests appropriately Advice 2 Li Rui → change request forms according to relationship and social distance Problem 3: Vocabulary Li Rui → too many words / cannot remember and use them properly Writing takeaway Describe the problem clearly → give specific, practical advice → explain or exemplify the advice 互动式链状结构（Problem → Advice → New Problem） While Reading-Text 2 每位发帖者先回应上一位同学的问题，再提出自己的新困难，使帖子自然衔接，形成真实的网络交流过程。 具体细节支撑（Supporting Details） While Reading-Text 2 作者没有只写“听力难”“词汇难”，而是用“只能听懂几个词、抓不住大意”“新词太多、记不住用法”等细节说明问题，使困难更具体、更可信。 建议具体、可操作（Actionable Advice） While Reading-Text 2 Jia Xin 给出的“听广播—跟读—录音—比较发音”是一组清晰的行动步骤；Li Rui 则根据交谈对象的亲疏和身份调整请求方式，建议具有明确的情境针对性。 举例与对比（Examples & Contrast） While Reading-Text 2 文章用不同请求方式展示礼貌程度的变化，如简短请求、一般疑问式请求和更委婉的表达，把抽象的“politeness”转化为可观察、可模仿的语言选择。 口语化与互动性（Conversational Tone） While Reading-Text 2 第一、第二人称、疑问句以及“Any advice?”“HELP!”等表达拉近发帖者与读者的距离，体现网络论坛简洁、直接、互动的语体特点。 07. Post-reading- Language Building Post-reading-Language Building 一、短语翻译 1.be widely known for... _____________ 2.despite many ups and downs _____________ 3.one of the main factors _____________ 4.date back several thousand years _____________ 5.develop into different forms _____________ 6.lead to many varieties of dialects and characters _____________ 7.be of great importance in doing something _____________ 导致多种方言和文字的出现 发展成不同的形式 追溯到几千年前 主要因素之一 尽管经历了许多兴衰 因……而广为人知 对做某事具有重要意义 Post-reading-Language Building 一、短语翻译 8.no matter where...or what... _____________ 9.communicate in writing _____________ 10.connect the present with the past _____________ 11.play a greater role in global affairs _____________ 12.have trouble doing something _____________ 13.get used to doing something _____________ 14.compare A with B _____________ 15.bridge the gap between A and B _____________ 把A与B进行比较 习惯做某事 做某事有困难 在全球事务中发挥更大的作用 把现在与过去联系起来 用文字交流 无论在哪里……或无论…… 弥合A与B之间的差距 Post-reading-Language Building 二、高级句式 句式①：which引导的定语从句。关系代词which指物，在定语从句中可以作主语或宾语，用于补充说明事物的特征、历史或作用。 【课文原句】China is widely known for its ancient civilisation which has continued all the way through into modern times, despite the many ups and downs in its history.中国因其古老文明而广为人知。尽管历史上经历了许多兴衰，这一文明仍延续至今。 【例句拓展】Chinese calligraphy is a traditional art form which has played an important role in Chinese culture for centuries. 中国书法是一种传统艺术形式，几个世纪以来一直在中华文化中发挥着重要作用。 Post-reading-Language Building 二、高级句式 句式②：“介词＋which”引导的定语从句 基本结构为：名词＋介词＋which＋主语＋谓语，介词的选择取决于先行词与从句谓语之间的搭配关系。该结构多用于正式书面语。 【课文原句】It dates back several thousand years to the use of longgu—animal bones and shells on which symbols were carved by ancient Chinese people.它可以追溯到数千年前使用龙骨的时期。龙骨是古代中国人刻有符号的动物骨头和龟甲。 【例句拓展】The museum displays ancient objects on which early Chinese characters were carved.这家博物馆展出了刻有早期汉字的古代物品。 Post-reading-Language Building 二、高级句式 句式③：no matter where/who/what引导让步状语从句。基本结构为：No matter＋疑问词＋主语＋谓语，主句。no matter where、no matter who和no matter what分别表示“无论在哪里”“无论是谁”和“无论什么”。 【课文原句】Even today, no matter where Chinese people live or what dialect they speak, they can all still communicate in writing. 即使在今天，无论中国人住在哪里，也无论说何种方言，他们仍然可以用文字交流。 【例句拓展】No matter where you study or what difficulties you face, regular practice will help you make progress.无论你在哪里学习，也无论面对什么困难，坚持练习都会帮助你取得进步。 Post-reading-Language Building 二、高级句式 句式④：动名词短语作主语＋how引导的宾语从句。动名词短语可以在句中作主语，谓语动词通常使用单数形式。how引导的从句可以作动词或介词的宾语。 【课文原句】Listening to English radio programmes helps me get used to how fast native speakers talk. 听英语广播节目有助于我习惯以英语为母语的人说话的速度。 【例句拓展】Reading English articles regularly helps us understand how native speakers organise their ideas. 经常阅读英语文章有助于我们理解以英语为母语的人如何组织观点。 Post-reading-Language Building 二、高级句式 句式⑤：who引导的宾语从句＋whether to do。who引导的宾语从句说明谈话或行为涉及的对象；“whether＋动词不定式”表示“是否做某事”。基本结构为：think about who＋主语＋谓语＋and then decide whether to do something。 【课文原句】I have to think about who I’m talking to and then decide whether to say, “Open the window, please!” 我必须考虑自己正在和谁说话，然后决定是否说“请打开窗户”。【例句拓展】Before making a request, we should think about who we are speaking to and decide whether to use formal language. 在提出请求之前，我们应该考虑交谈对象，并决定是否使用正式语言。 Post-reading-Language Building 三、小试牛刀 句型转换 1.Chinese calligraphy is an important art form. It has influenced Chinese culture for centuries. 【用which引导的定语从句合并】Chinese calligraphy is an important art form ____________________________________________. 2.Ancient Chinese people carved symbols on these animal bones and shells. 【用“介词＋which”引导的定语从句改写】These were animal bones and shells _____________________________. 3.Chinese people may live in different places and speak different dialects. They can still communicate in writing. 【用no matter where...or what...合并】 __________________________________________________________, Chinese people can still communicate in writing. which has influenced Chinese culture for centuries on which ancient Chinese people carved symbols No matter where Chinese people live or what dialect they speak Post-reading-Language Building 三、小试牛刀 完成句子 4.经常听英语广播有助于我习惯母语者说话的速度。 ________________________________________ helps me get used to how fast native speakers talk. 5.中国书写体系是连接中国现在与过去的重要手段。 The Chinese writing system is an important means ________________________________________. 6.我们必须考虑自己在和谁交谈，然后决定是否使用正式语言。 We must think about ________________________________________ and then decide ________________________________________. Listening to English radio programmes regularly by which China’s present is connected with its past who we are talking to whether to use formal language 08. Homework Lead-in Homework Holly boarded a plane at JFK Airport in New York City. She was excited to spend a year studying in France. Yet one thought bothered her throughout the flight: “Can they understand me?” Her fears proved justified. Within days of arriving in France, Holly felt completely lost. Simple tasks, like ordering coffee or asking for directions, became exhausting battles. She felt very lonely and missed home terribly. The only comfort came in a package from her mother. It was filled with Holly’s favorite treat: Skippy peanut butter, which was impossible to be found in France. She rushed to the post office to get the package. On the way, she even imagined herself opening the package and eating the comfort food right there! Lead-in Homework But at the counter, the attendant couldn’t speak any English at all. Holly switched to her awkward French. However, the attendant just shook her head. The more she repeated herself, the more frustrated — and hopeless — she felt. Obviously, she couldn’t understand Holly’s French, either. Just as Holly was about to break down in tears — not just over the peanut butter, but over everything: the loneliness, the endless struggle to be understood — a gentle voice came from behind, “Can I help you?” Holly turned to see a French woman about her mother’s age, with kind eyes and a warm smile. Her name was Jouve. After Holly explained her situation in English, Jouve placed a reassuring hand on Holly’s arm and spoke to the attendant in rapid, fluent French. Within two minutes, the package was handed over. Holly held it like a treasure. On their way to the parking lot, Holly poured out her heart — the language barrier, the isolation, the homesickness. Jouve listened quietly, her eyes full of sympathy. Before they parted, she asked, “Why not join my family for dinner this Sunday?” Lead-in Homework That meal changed everything. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Holly decided to pass on Jouve’s kindness to other international students. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Homework 【参考范文】 That meal changed everything. Stepping into Jouve’s warm and cozy home, Holly was instantly greeted with genuine warmth and kindness. Jouve’s family were all friendly and patient with her. They chatted slowly with simple French words, patiently helping Holly practice her pronunciation and daily expressions. They shared delicious homemade food and interesting local stories, making Holly feel fully relaxed and no longer lonely. For the first time since she arrived in France, she felt a strong sense of belonging and gained confidence in learning French and adapting to new life. Holly decided to pass on Jouve’s kindness to other international students. She volunteered to help new foreign students who struggled with language barriers and homesickness. She patiently assisted them with daily communication, shared her adaptation experience and encouraged them bravely to embrace new challenges. Just like Jouve, she offered warmth and support to those in need. Gradually, more overseas students fitted into local life, and the little kindness was passed down continuously, lighting up everyone’s study life abroad. Thank you for your listening $