Unit 5 Languages around the world Reading and Thinking 说课稿 -2025-2026学年高中英语人教版（2019）必修第一册

必修一 unit5 reading 说课稿
Good afternoon teachers. It’s my honor to be here and present my teaching design to all of you. My topic today is Chinese writing system connecting the past and the present. I will talk about this lesson from the following seven parts.
As for the theoretical basis, the new general senior high school curriculum standards have showed us the core competences of the subject, including the language ability, thinking capacity, learning ability and cultural awareness, which provide guidance in each real class. Besides, the activity-based approach to English learning has empathized the role of the text and advocate students learn English through a series of activities, such as learning and understanding, applying and practicing, transferring and creating.
Part 1 The analysis of teaching material. This lesson is from New Senior English for China students book 1 unit 5 module 2 reading and thinking. This unit is languages around the world, belonging to the theme of human and society.
The topic of the module is “explore the Chinese writing system”. The article is an exposition. Author’s words are concise and clear.
It not only shows us the development of Chinese characters in time order, but also emphasizes the importance of the Chinese writing system by showing the four connecting functions of Chinese characters.
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.
Part 2 the analysis of students. They are the first-year students of senior high school. They are curious and eager to learn. Ss have already mastered some basic reading skills, like collecting the factual information. But they lack of some related vocabularies and have difficulties in finding out the structure and getting the hidden meaning. Also, they lack the ability to analyze deeply and think about the relationship between different parts.
Part 3 The analysis of the teaching objectives. Based on the new English course standard and core competencies of English subject, my teaching objectives are divided into four parts. By the end of the class, ss will be able to learn about the structure and feature of an exposition. Also, they can use scanning and skimming to find information in the passage. Next from cultural perspective, ss will understand the relationship between Chinese characters and Chinese civilization, and enhance their cultural awareness and cultural confidence. Last, they can summarize and learn the development and importance of Chinese writing system.
Part 4 key and difficult points. The development and the importance of the Chinese writing system are the key points of the lesson. And students may have difficulties in understanding the relationship between Chinese characters and Chinese civilization, and thinking deeply and critically.
Part 5 teaching and learning approaches. Based on student-center approach, I’ll use task-based method in this lesson. So specific tasks will be given. In addition, the cooperative learning method will be used. For my ss, they will learn this lesson in specific activities and sometimes in group work.
Part 6 teaching procedures. It consists of six steps, lead-in, prediction, read for the theme, read between the lines, output and summary & homework.
The first step lead-in. I ’ ll show some different pictures of “马” character, and ask look at the picture and guess what the Chinese character is. And try to describe the change of the character “马”. I suppose, in this way, it may activate students’ background knowledge and introduce the topic of the text.
The second step prediction. Before reading the passage, I will ask ss to have a prediction by the title and the pictures in the passage. They can have a brainstorm freely. They may raise that the history and importance of Chinese characters may be talked about in the passage. This design can train ss’ viewing ability and thinking ability and arouse their reading expectation.
The third step read for the theme. First task, I will ask ss to skim the text to find the main idea of each paragraph. And then, ask the question “How many parts can the passage be divided into ” to find out the structure of the passage. And finally identify the type of the passage. This step is to sharpen students’ reading ability to skim for main idea and to let students pay attention to the type and structure of the text.
The fourth step is read between the lines. I set several tasks in this step. First, ss will scan part 2(para 2-4) to find the words and phrases that describe a time. Then ss will work in groups to draw a timeline of the Chinese writing system and write down the features of each period. That can train ss’ ability of scanning key information and cooperative exploration. After that I will ask them to read part 3 (para.4-6), and find sentences that show the importance of the Chinese writing system. And answer question, “why is Chinese writing system important ” From the passage, ss would get Chinese writing system can be seen as a bridge, which connects its people and culture, the past and the present, Chinese characters and art, and China and the world. That is to help ss further organize the detailed information and integrate the importance of the Chinese writing system.
The fifth step output. Ss will have a group discussion to talk about their opinions on the importance of Chinese calligraphy. This design is to deepen the theme-meaning exploration, improve ss’ ability of critical thinking and expression and enhance students’ cultural confidence.
The sixth step is summary and homework. By the end of the lesson, I will invite some ss to summarize what we have learned today and I will give some supplements accordingly. They may say that we learned new words, reading skills, and the development and importance of the Chinese writing system and so on. By summarizing the class, ss can consolidate the knowledge and develop their summarizing ability. To put what they have learned into practice, I designed the following homework. First Read the passage at least three times. Second, try to retell the development and importance of the Chinese writing system. Or make a mind map of it, which is helpful to have a deeper understanding of the passage and get familiar with the language used in the passage.
Part 7 backboard design. Here’s my blackboard design, which is brief and clear, so students can grasp the key points.
That’s my teaching design. Thank you for listening!