Unit 5 Languages Around the World Reading and Thinking教学设计-2025-2026学年高一英语人教版（2019）必修第一册
文档属性
| 名称 | Unit 5 Languages Around the World Reading and Thinking教学设计-2025-2026学年高一英语人教版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 20.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-07-21 10:31:14 | ||
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文档简介
人教版必修一Unit 5 Languages around the World
Reading and Thinking
The Chinese Writing System: Connecting the Past and the Present
Lesson Type: Reading (1st period)
教学理论依据
本次课程是根据《高中英语课程标准（2017）》中提出的“英语学习活动观”进行设计的。为了发展学生的英语学科核心素养，精心设计了三个层次的活动，包括学习理解、应用实践以及迁移创新。
教材分析
本科所选教材选自新人教版必修一Unit 5 Languages around the world中的Reading and Thinking板块，此板块将“读”和“思”放在同等位置，强调“读思并重”，因而文本处理和课堂活动的设计要体现对于学生不同层次思维能力的培养与启迪。本单元共有六个板块，本课文为第二板块阅读板块，本节课为阅读第一个课时。
What: 教学语篇是一篇题为“THE CHINESE WRITING SYSTEM: CONNECTING THE PAST AND THE PRESENT”的说明文。主题语境为人与社会。主要介绍了中国书写体系的发展历程，及在国家统一、文明传承及国际交流中所扮演的关键作用。
How: 本文共由六个段落组成，可以被分为三个部分。第一部分（第1段）是总体介绍解释了汉字书写系统对传播中国文化的重要性；第二部分（第2-4段）介绍了汉字的历史和发展；第三部分（第5-6段）展示了汉字作为人与文化、过去与现在、文字与艺术以及中国与全球之间的纽带的重要性。
Why: 本教学语篇的价值在于让学生了解汉语书写系统的发展，感知汉字的美，并对中国文化更有信心。
学生分析
Students at Senior one are active, curious, and eager to explore something new, and they are skilled in locating factual information from English text. Before the lesson, they’ve already had some basic knowledge of Chinese writing system. However, they are weak in some basic reading skills, such as scanning. Besides, they are not good at understanding and analyzing discourse at a deeper level. It’s necessary for the teacher to guide students to construct their own views on Chinese culture by scaffolding.
教学目标
本节课的教学目标是基于英语学科核心素养的四方面设计的。
After the lesson, students should be able to:
to learn about the development and importance of the Chinese writing system (Language ability);
to identify the order, text type and structure of the text as well as the main idea of each part with predicting and scanning skills; to retell the development of Chinese writing system (Learning ability);
to improve their critical thinking abilities by discussing whether Chinese will become a global language in the future (Thinking capacity);
to learn the great value of Chinese writing system and gain national pride of Chinese culture (Cultural awareness).
教学重难点
教学重点：
1. How to help students sort out the development and importance of the Chinese writing system;
2. How to help students identify the order, text type and structure of the text as well as the main idea of each part with predicting and scanning skills
教学难点
How to guide students retell the development of Chinese writing system based on the time line;
How to guide students think critically about whether Chinese will become a global language in the future.
教学方法
Task-based Teaching Method + Communicative Teaching Method + Cooperative Learning Method
教学步骤
Steps Activities Intentions Core competences
Step1 Lead-in 1. Show a picture of the oracle bone inscription “车” to the Ss and ask them: ① What does it mean ②Where do you think the picture-based symbols can be seen Do a challenge: put the characters of “车” in the correct time order from the past to the present. To activate their curiosity of Chinese writing system and the class atmosphere To learn more about the background information. Thinking capacity
Step 2 Pre-reading Ss predict the order and the type of the text based on the title and picture. 1.To help the students figure out the order and text type of the passage; 2. to raise students’ reading expectations by predicting the content and improve the viewing skills which newly proposed in the National English Curriculum Standard Learning ability + Thinking capacity
Step3 While -reading 1.T guides Ss to look through the whole passage to divide the passage into three parts, and then get the structure and ensure the order of the text. 1.to master the basic information of the text and prepare them for sorting out specific details; 2. To strengthen the ability of skimming and summarizing. Language ability + Learning ability
2. Ss Scan the text to find the expressions that describe a time, and try to draw a time line about what happened at those important times; 3. Ss practise retelling the development of the Chinese writing system with their deskmates based on the time line. 1. to help Ss get a better understanding of the text and integrate detailed information into a visual form by drawing a time line; 2. to improve their summarizing skills by retelling. Language ability + Learning ability
3. Ss read the text again and try to find : What other things does the Chinese writing connect to improve their discourse analyzing skills and logical thinking ability Learning ability + Thinking capacity
Step 4 Post-reading T asks Ss to think about the question and discuss with their classmates: Do you think Chinese will become a global language in the future 1. to cultivate students’ divergent thinking and foster Ss to express their opinions bravely; 2. to gain more national pride of Chinese culture. Language ability + Thinking capacity + Cultural awareness
Homework Discuss with your classmates about whether Chinese will come a global language and list your reasons or evidences
Reading and Thinking
The Chinese Writing System: Connecting the Past and the Present
Lesson Type: Reading (1st period)
教学理论依据
本次课程是根据《高中英语课程标准（2017）》中提出的“英语学习活动观”进行设计的。为了发展学生的英语学科核心素养，精心设计了三个层次的活动，包括学习理解、应用实践以及迁移创新。
教材分析
本科所选教材选自新人教版必修一Unit 5 Languages around the world中的Reading and Thinking板块，此板块将“读”和“思”放在同等位置，强调“读思并重”，因而文本处理和课堂活动的设计要体现对于学生不同层次思维能力的培养与启迪。本单元共有六个板块，本课文为第二板块阅读板块，本节课为阅读第一个课时。
What: 教学语篇是一篇题为“THE CHINESE WRITING SYSTEM: CONNECTING THE PAST AND THE PRESENT”的说明文。主题语境为人与社会。主要介绍了中国书写体系的发展历程，及在国家统一、文明传承及国际交流中所扮演的关键作用。
How: 本文共由六个段落组成，可以被分为三个部分。第一部分（第1段）是总体介绍解释了汉字书写系统对传播中国文化的重要性；第二部分（第2-4段）介绍了汉字的历史和发展；第三部分（第5-6段）展示了汉字作为人与文化、过去与现在、文字与艺术以及中国与全球之间的纽带的重要性。
Why: 本教学语篇的价值在于让学生了解汉语书写系统的发展，感知汉字的美，并对中国文化更有信心。
学生分析
Students at Senior one are active, curious, and eager to explore something new, and they are skilled in locating factual information from English text. Before the lesson, they’ve already had some basic knowledge of Chinese writing system. However, they are weak in some basic reading skills, such as scanning. Besides, they are not good at understanding and analyzing discourse at a deeper level. It’s necessary for the teacher to guide students to construct their own views on Chinese culture by scaffolding.
教学目标
本节课的教学目标是基于英语学科核心素养的四方面设计的。
After the lesson, students should be able to:
to learn about the development and importance of the Chinese writing system (Language ability);
to identify the order, text type and structure of the text as well as the main idea of each part with predicting and scanning skills; to retell the development of Chinese writing system (Learning ability);
to improve their critical thinking abilities by discussing whether Chinese will become a global language in the future (Thinking capacity);
to learn the great value of Chinese writing system and gain national pride of Chinese culture (Cultural awareness).
教学重难点
教学重点：
1. How to help students sort out the development and importance of the Chinese writing system;
2. How to help students identify the order, text type and structure of the text as well as the main idea of each part with predicting and scanning skills
教学难点
How to guide students retell the development of Chinese writing system based on the time line;
How to guide students think critically about whether Chinese will become a global language in the future.
教学方法
Task-based Teaching Method + Communicative Teaching Method + Cooperative Learning Method
教学步骤
Steps Activities Intentions Core competences
Step1 Lead-in 1. Show a picture of the oracle bone inscription “车” to the Ss and ask them: ① What does it mean ②Where do you think the picture-based symbols can be seen Do a challenge: put the characters of “车” in the correct time order from the past to the present. To activate their curiosity of Chinese writing system and the class atmosphere To learn more about the background information. Thinking capacity
Step 2 Pre-reading Ss predict the order and the type of the text based on the title and picture. 1.To help the students figure out the order and text type of the passage; 2. to raise students’ reading expectations by predicting the content and improve the viewing skills which newly proposed in the National English Curriculum Standard Learning ability + Thinking capacity
Step3 While -reading 1.T guides Ss to look through the whole passage to divide the passage into three parts, and then get the structure and ensure the order of the text. 1.to master the basic information of the text and prepare them for sorting out specific details; 2. To strengthen the ability of skimming and summarizing. Language ability + Learning ability
2. Ss Scan the text to find the expressions that describe a time, and try to draw a time line about what happened at those important times; 3. Ss practise retelling the development of the Chinese writing system with their deskmates based on the time line. 1. to help Ss get a better understanding of the text and integrate detailed information into a visual form by drawing a time line; 2. to improve their summarizing skills by retelling. Language ability + Learning ability
3. Ss read the text again and try to find : What other things does the Chinese writing connect to improve their discourse analyzing skills and logical thinking ability Learning ability + Thinking capacity
Step 4 Post-reading T asks Ss to think about the question and discuss with their classmates: Do you think Chinese will become a global language in the future 1. to cultivate students’ divergent thinking and foster Ss to express their opinions bravely; 2. to gain more national pride of Chinese culture. Language ability + Thinking capacity + Cultural awareness
Homework Discuss with your classmates about whether Chinese will come a global language and list your reasons or evidences