人教版（2019）必修第一册Unit 5 Languages Around the World Video Time 教学设计（表格式）
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| 名称 | 人教版（2019）必修第一册Unit 5 Languages Around the World Video Time 教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-11-14 17:42:39 | ||
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必修一 Unit 5 Video Time 教学设计
课标要求 本单元位于人教版高中英语必修一第五单元Language around the world的版块。本单元主题是人与社会语境的主题：社会、文化和历史。本单元围绕“语言”这一话题展开，内容涉及“探索世界上的语言、探索中国汉字体系、描述喜欢的事物、探索不同种类的英语”等。本节课是单元整体教学中的第6课时即通过学习探索和理解汉字与中华文明传承的关系，加强学生对中华文化的自豪感和认同感，增强他们对母语学习和对中华文化的自信心
教学目标 通过本节课的学习，学生能够： 1.了解汉字的起源、发展历史，以及未来趋势； 2.提高总结归纳信息的能力； 3.体验汉字的魅力并提高文化自信。
教材分析 该板块提供了关于“汉字”的视频资料，介绍了汉字的起源、发展历史，以及未来趋势。视频中汉字发展的动画和具体的例子与单元主题语篇互为补充；能让学生感受真实的汉字的起源、发展历史，以及未来趋势，拓展关于语言的背景知识，引导学生感受中国汉字的魅力和文化色彩，从而深化学生对于中国汉字的认识。
学情分析 学生是高一年级的学生，正在学习英语作为第二外语。他们对于汉字和中国文化的了解可能相对有限，但他们可能在中学阶段已经接触过一些汉字和中国文化的知识。学生对于新鲜事物和多媒体教学比较感兴趣，通过视频这种形式的教学，能够激发学生的兴趣，并帮助他们更好地理解和掌握相关内容。
教学重点 学生获取视频中有关中国汉字的事实性信息 拓展对于汉字的深刻认知
教学难点 1.充分的理解视频中有关汉字的内容，并进行深度思考 2. 梳理并整合已知信息，谈论汉字和中国文化的发展
教学方法 多媒体辅助教学法：PPT，视频，音频，图片。 任务型教学法。 合作探究法。
教学流程 课前导入：你对中国汉字的感受 看前：汉字的演变历史 看中：第一遍了解视频主要内容；第二遍详细学习汉字的起源、发展、构成、功能以及未来趋势。 看后活动：向外国人介绍一个中国汉字(小组活动)。 思考：如何更好地学习汉语？ 情感升华：传播中国文化，增强文化自信 作业：写一篇关于如何学好汉语的文章。
教学环节 教学环节 Step 1 Lead-in What’s your feeling about the Chinese characters (listen to a song) (设计意图：提高同学们的兴趣并引入今天的话题) Step 2 : Before watching Let students know the development of Chinese characters. (设计意图：用不同字体的“山”让学生回顾汉字的演变历史，唤醒学生已有知识，进一步引发学生对汉字的深入认识。) Step 3 : While watching First watching: Let students read the questions and pay attention to the key words. (设计意图：通过第一遍观看视频，梳理视频内容并能够解决部分题目任务） Careful watching: answer the questions Please tick tales or legends about the origin (起源) of Chinese characters mentioned in the video. Cangjie carved (雕刻) in wood knot tying (结绳记事) eight trigram (八卦) folk (民间的) story ancient painting legends (2)The character jia probably originated from (起源于) the idea that _________. A. animals should live in family homes B. a good family home has plenty of food C. ancient homes always kept pigs (3)About 80 percent of Chinese characters are made up of smaller parts, called . A. radicals B. origins C. symbol (4) China’s unified writing system (统一文字) forms a strong bridge linking (连接) _________. A. China with the rest of the world B. Asia, Africa, and Europe C. the present and the past (5)Written Chinese spread wherever it goes. (设计意图：通过第二遍仔细看视频，让学生核对每一题的答案，对汉字的起源、发展、形成、功能及未来趋势进一步了解，为后面活动及深入思考做准备。) Step 4: Activity Some foreign students will come to our school. Please write one Chinese character in the paper and then introduce it to them. Example: 家：The Chinese character looks like a house with a pig inside. The meaning of this character is home or a family, or a good family home has plenty of food. 模板： The Chinese character is made up of and (or the shape is like ...). Its pronunciation is . The left part (upper part) is the symbol of , and the right par (lower part) stands for (代表) . So the meaning of this Chinese character is . We often use this Chinese character to express . (设计意图：学以致用，根据视频内容学会解释汉字并向外国朋友介绍，体验汉字魅力并传播中国文化，增强文化自信。) Step 5: Thinking Work in groups and discuss the question. How can you learn Chinese well Useful sentences: It is highly advisable for you to do/ that ... I strongly recommend that you... In my opinion/ From my point of view/ as far as I am concerned, it is beneficial for you to do ... When it comes to ..., I would like to suggest that... You are supposed to do... (设计意图：让学生认识到先要学好汉字，学好自己的文化，才能用其他语言去讲好中国故事，传播中华文化。) Step 6: Emotional Elevation Chinese characters are so important in Chinese culture. And they can take the Chinese culture to the whole world. Therefore, as Chinese teenagers, it’s our duty to connect China with the world through Chinese culture and improve our national confidence! (设计意图：提高同学们传播中国文化的意识以及增强文化自信。) Step 7 Homework Please write a short passage about how to learn Chinese. 1. At least 100 words. 2. Give at least two advice. (设计意图：巩固今天所学知识，与高考应用文链接。)
板书设计 Book1 Unit5 Video Time: Chinese Characters Origins: 4 tales Development history Chinese Characters Form: be made up of smaller parts Function: connect the past and present Future trend: more and more international students learn it
课标要求 本单元位于人教版高中英语必修一第五单元Language around the world的版块。本单元主题是人与社会语境的主题：社会、文化和历史。本单元围绕“语言”这一话题展开，内容涉及“探索世界上的语言、探索中国汉字体系、描述喜欢的事物、探索不同种类的英语”等。本节课是单元整体教学中的第6课时即通过学习探索和理解汉字与中华文明传承的关系，加强学生对中华文化的自豪感和认同感，增强他们对母语学习和对中华文化的自信心
教学目标 通过本节课的学习，学生能够： 1.了解汉字的起源、发展历史，以及未来趋势； 2.提高总结归纳信息的能力； 3.体验汉字的魅力并提高文化自信。
教材分析 该板块提供了关于“汉字”的视频资料，介绍了汉字的起源、发展历史，以及未来趋势。视频中汉字发展的动画和具体的例子与单元主题语篇互为补充；能让学生感受真实的汉字的起源、发展历史，以及未来趋势，拓展关于语言的背景知识，引导学生感受中国汉字的魅力和文化色彩，从而深化学生对于中国汉字的认识。
学情分析 学生是高一年级的学生，正在学习英语作为第二外语。他们对于汉字和中国文化的了解可能相对有限，但他们可能在中学阶段已经接触过一些汉字和中国文化的知识。学生对于新鲜事物和多媒体教学比较感兴趣，通过视频这种形式的教学，能够激发学生的兴趣，并帮助他们更好地理解和掌握相关内容。
教学重点 学生获取视频中有关中国汉字的事实性信息 拓展对于汉字的深刻认知
教学难点 1.充分的理解视频中有关汉字的内容，并进行深度思考 2. 梳理并整合已知信息，谈论汉字和中国文化的发展
教学方法 多媒体辅助教学法：PPT，视频，音频，图片。 任务型教学法。 合作探究法。
教学流程 课前导入：你对中国汉字的感受 看前：汉字的演变历史 看中：第一遍了解视频主要内容；第二遍详细学习汉字的起源、发展、构成、功能以及未来趋势。 看后活动：向外国人介绍一个中国汉字(小组活动)。 思考：如何更好地学习汉语？ 情感升华：传播中国文化，增强文化自信 作业：写一篇关于如何学好汉语的文章。
教学环节 教学环节 Step 1 Lead-in What’s your feeling about the Chinese characters (listen to a song) (设计意图：提高同学们的兴趣并引入今天的话题) Step 2 : Before watching Let students know the development of Chinese characters. (设计意图：用不同字体的“山”让学生回顾汉字的演变历史，唤醒学生已有知识，进一步引发学生对汉字的深入认识。) Step 3 : While watching First watching: Let students read the questions and pay attention to the key words. (设计意图：通过第一遍观看视频，梳理视频内容并能够解决部分题目任务） Careful watching: answer the questions Please tick tales or legends about the origin (起源) of Chinese characters mentioned in the video. Cangjie carved (雕刻) in wood knot tying (结绳记事) eight trigram (八卦) folk (民间的) story ancient painting legends (2)The character jia probably originated from (起源于) the idea that _________. A. animals should live in family homes B. a good family home has plenty of food C. ancient homes always kept pigs (3)About 80 percent of Chinese characters are made up of smaller parts, called . A. radicals B. origins C. symbol (4) China’s unified writing system (统一文字) forms a strong bridge linking (连接) _________. A. China with the rest of the world B. Asia, Africa, and Europe C. the present and the past (5)Written Chinese spread wherever it goes. (设计意图：通过第二遍仔细看视频，让学生核对每一题的答案，对汉字的起源、发展、形成、功能及未来趋势进一步了解，为后面活动及深入思考做准备。) Step 4: Activity Some foreign students will come to our school. Please write one Chinese character in the paper and then introduce it to them. Example: 家：The Chinese character looks like a house with a pig inside. The meaning of this character is home or a family, or a good family home has plenty of food. 模板： The Chinese character is made up of and (or the shape is like ...). Its pronunciation is . The left part (upper part) is the symbol of , and the right par (lower part) stands for (代表) . So the meaning of this Chinese character is . We often use this Chinese character to express . (设计意图：学以致用，根据视频内容学会解释汉字并向外国朋友介绍，体验汉字魅力并传播中国文化，增强文化自信。) Step 5: Thinking Work in groups and discuss the question. How can you learn Chinese well Useful sentences: It is highly advisable for you to do/ that ... I strongly recommend that you... In my opinion/ From my point of view/ as far as I am concerned, it is beneficial for you to do ... When it comes to ..., I would like to suggest that... You are supposed to do... (设计意图：让学生认识到先要学好汉字，学好自己的文化，才能用其他语言去讲好中国故事，传播中华文化。) Step 6: Emotional Elevation Chinese characters are so important in Chinese culture. And they can take the Chinese culture to the whole world. Therefore, as Chinese teenagers, it’s our duty to connect China with the world through Chinese culture and improve our national confidence! (设计意图：提高同学们传播中国文化的意识以及增强文化自信。) Step 7 Homework Please write a short passage about how to learn Chinese. 1. At least 100 words. 2. Give at least two advice. (设计意图：巩固今天所学知识，与高考应用文链接。)
板书设计 Book1 Unit5 Video Time: Chinese Characters Origins: 4 tales Development history Chinese Characters Form: be made up of smaller parts Function: connect the past and present Future trend: more and more international students learn it