人教版（2019）必修第一册Unit5 Languages Around the World Reading and Thinking 说课稿
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| 名称 | 人教版（2019）必修第一册Unit5 Languages Around the World Reading and Thinking 说课稿 |  | |
| 格式 | docx | ||
| 文件大小 | 17.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-02-19 21:44:49 | ||
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文档简介
Teaching Design Interpretation
Chinese Writing System: Connecting The Past And The Present
1. Teaching material analysis
This text is from New Senior English for China Student's compulsory BOOK 1 Unit 5. Its Unit theme is Languages around the world. And it is reading text, which main theme is man and society and subtheme is Explore the Chinese writing system.
[What] The article not only shows us the development history of Chinese characters, but also emphasizes the importance of the writing system of Chinese characters by showing the four connecting functions of Chinese characters.
[Why] Through learning this text, students can understand the history of Chinese characters, and the role and value of Chinese characters in communication and inheritance of civilization, then feel the importance of Chinese characters. It is beneficial to enhance students' cultural confidence and guide students to think about other factors that affect the development of Chinese culture.
[How] This article is an introductory exposition. Author’s words are concise and clear. This article describes the development process of Chinese characters in chronological order, reveals the four functions of the Chinese character writing system on the inheritance of Chinese civilization which echoes the "connecting" in the title. When describing the evolution, the author uses the past tense, past perfect tense, simple present tense precisely.
2. Students analysis
They are the first year students of senior high school.
They have basic reading, writing, speaking, and listening skills. Students can utilize basic reading skills to summarize the main idea and obtain detailed information. But It is a challenge for them to express their views confidently. Most of the students lack the ability of logical thinking, comprehensive analysis, and critical thinking.
They have basic background knowledge about Chinese writing system’s long history and development. But It is a challenge for them know clearly about Chinese writing system’s function of connecting.
3.Teaching objectives
According to the Six Elements Integrated English Learning Activity .My teaching objectives are divided into three parts: learning and understanding ,applying and practicing ,transferring and creating. By the end of class ,students will be able to identify the main structure of the passage and the timeline of the development of writing system. Additionally ,students will be able to describe the relationship between the Chinese writing system and Chinese cultural inheritance .They also be able to retell the development of Chinese writing system at different stages.At last,students can make a comment on the Chinese characters in modern society.
4.Important and difficult points
Practice reading strategies and figure out the development of writing system are important points.And in this class, students may have difficulties in understanding the author's writing intention and developing critical thinking about the development of Chinese characters in modern society.
5.Teaching procedures
The next part is our teaching procedures, which are divided into three parts, understanding, practicing and applying.
The first step is the understanding stage. To draw on students’ previous experience and their interest in this topic, at first, students are expected to play a game--guessing the words through observing pictures. Then students are expected to skim the whole passage, in order to find out the main idea and the structure and finish the mind map. In order to read for details, students are expected to find out the keywords and finish the timeline, and summarize the functions and meanings of Chinese writing systems. In this stage, they will use skimming and scanning to help them sort out the text-best information.
Afterwards, we move on to the second step, practicing. To make students have further understanding about the development process of Chinese writing system, they are expected to retell the process according to the timeline. Then through group discussing and answering the questions based on their life experience, they are expected to have further thinking about the functions of Chinese writing system, and deeply understand the connotation or relationship between Chinese writing system and Chinese culture. Through the mini-debate, students are expected to have critical thinking about the "new words" on line and in daily life.
After summarizing the whole passage by exploring the deep meaning of title, we move on to the last part, applying. In order to arouse students' cultural consciousness and strengthen their cultural confidence, they are expected to brainstorm the other cultural symbols of Chinese traditional culture. Also we quote what president Xi said to strengthen their cultural confidence. The last activity is students' assignment. They should be able to write a passage to introduce the development process, functions and meanings of one culture symbol, and mutual evaluate it with their partners. And also, before the assignment, we prepare the language tips for them to prepare linguistically for the assignment.
6.Teaching reflections
The theme of this class is the development of Chinese writing system,and the teaching importance is let students practice reading strategies and help them figure out the development of Chinese writing system.The first year students of senior high school is not good at reading longer passage than it in junior high school,which asks teacher to teach some useful reading strategies to help them understand the main idea of passage.In pre-reading,I ask students to read for structure and read for details in while-reading,which suits the requirement of Learning comprehension ability in English activity learning view.The thinking questions about the function of Chinese writing system and the relationship between it and Chinese culture,and the retelling activity are the appearance of the development of Practical ability in English activity learning view.In post-reading,I ask students to describe a symbol of Chinese culture and its progress,which aims to show Transfer and innovation ability in English activity learning view.
However,in this class reading strategies are lack,I just teach using timeline,I should add more strategies in pre-reading.What’s more,the learning software can be used in class,for example,in brainstorming I can use ChaoXing learning platform to collect students’ ideas and show the words cloud at ending.In a word,the class can be better next time!
7.Blackboard design
The Chinese writing system not only reflects the changes of characters, but also reflects the development history of culture. Like a bridge, it connects past and present, people and culture, language and art, as well as China and the world, which gives me the inspiration for the design of blackboard writing.
Chinese Writing System: Connecting The Past And The Present
1. Teaching material analysis
This text is from New Senior English for China Student's compulsory BOOK 1 Unit 5. Its Unit theme is Languages around the world. And it is reading text, which main theme is man and society and subtheme is Explore the Chinese writing system.
[What] The article not only shows us the development history of Chinese characters, but also emphasizes the importance of the writing system of Chinese characters by showing the four connecting functions of Chinese characters.
[Why] Through learning this text, students can understand the history of Chinese characters, and the role and value of Chinese characters in communication and inheritance of civilization, then feel the importance of Chinese characters. It is beneficial to enhance students' cultural confidence and guide students to think about other factors that affect the development of Chinese culture.
[How] This article is an introductory exposition. Author’s words are concise and clear. This article describes the development process of Chinese characters in chronological order, reveals the four functions of the Chinese character writing system on the inheritance of Chinese civilization which echoes the "connecting" in the title. When describing the evolution, the author uses the past tense, past perfect tense, simple present tense precisely.
2. Students analysis
They are the first year students of senior high school.
They have basic reading, writing, speaking, and listening skills. Students can utilize basic reading skills to summarize the main idea and obtain detailed information. But It is a challenge for them to express their views confidently. Most of the students lack the ability of logical thinking, comprehensive analysis, and critical thinking.
They have basic background knowledge about Chinese writing system’s long history and development. But It is a challenge for them know clearly about Chinese writing system’s function of connecting.
3.Teaching objectives
According to the Six Elements Integrated English Learning Activity .My teaching objectives are divided into three parts: learning and understanding ,applying and practicing ,transferring and creating. By the end of class ,students will be able to identify the main structure of the passage and the timeline of the development of writing system. Additionally ,students will be able to describe the relationship between the Chinese writing system and Chinese cultural inheritance .They also be able to retell the development of Chinese writing system at different stages.At last,students can make a comment on the Chinese characters in modern society.
4.Important and difficult points
Practice reading strategies and figure out the development of writing system are important points.And in this class, students may have difficulties in understanding the author's writing intention and developing critical thinking about the development of Chinese characters in modern society.
5.Teaching procedures
The next part is our teaching procedures, which are divided into three parts, understanding, practicing and applying.
The first step is the understanding stage. To draw on students’ previous experience and their interest in this topic, at first, students are expected to play a game--guessing the words through observing pictures. Then students are expected to skim the whole passage, in order to find out the main idea and the structure and finish the mind map. In order to read for details, students are expected to find out the keywords and finish the timeline, and summarize the functions and meanings of Chinese writing systems. In this stage, they will use skimming and scanning to help them sort out the text-best information.
Afterwards, we move on to the second step, practicing. To make students have further understanding about the development process of Chinese writing system, they are expected to retell the process according to the timeline. Then through group discussing and answering the questions based on their life experience, they are expected to have further thinking about the functions of Chinese writing system, and deeply understand the connotation or relationship between Chinese writing system and Chinese culture. Through the mini-debate, students are expected to have critical thinking about the "new words" on line and in daily life.
After summarizing the whole passage by exploring the deep meaning of title, we move on to the last part, applying. In order to arouse students' cultural consciousness and strengthen their cultural confidence, they are expected to brainstorm the other cultural symbols of Chinese traditional culture. Also we quote what president Xi said to strengthen their cultural confidence. The last activity is students' assignment. They should be able to write a passage to introduce the development process, functions and meanings of one culture symbol, and mutual evaluate it with their partners. And also, before the assignment, we prepare the language tips for them to prepare linguistically for the assignment.
6.Teaching reflections
The theme of this class is the development of Chinese writing system,and the teaching importance is let students practice reading strategies and help them figure out the development of Chinese writing system.The first year students of senior high school is not good at reading longer passage than it in junior high school,which asks teacher to teach some useful reading strategies to help them understand the main idea of passage.In pre-reading,I ask students to read for structure and read for details in while-reading,which suits the requirement of Learning comprehension ability in English activity learning view.The thinking questions about the function of Chinese writing system and the relationship between it and Chinese culture,and the retelling activity are the appearance of the development of Practical ability in English activity learning view.In post-reading,I ask students to describe a symbol of Chinese culture and its progress,which aims to show Transfer and innovation ability in English activity learning view.
However,in this class reading strategies are lack,I just teach using timeline,I should add more strategies in pre-reading.What’s more,the learning software can be used in class,for example,in brainstorming I can use ChaoXing learning platform to collect students’ ideas and show the words cloud at ending.In a word,the class can be better next time!
7.Blackboard design
The Chinese writing system not only reflects the changes of characters, but also reflects the development history of culture. Like a bridge, it connects past and present, people and culture, language and art, as well as China and the world, which gives me the inspiration for the design of blackboard writing.