Unit5Languages Around the World Reading and Thinking教学设计-2025-2026学年高中英语人教版（2019）必修第一册
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| 名称 | Unit5Languages Around the World Reading and Thinking教学设计-2025-2026学年高中英语人教版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 689.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-14 15:11:09 | ||
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文档简介
Teaching Design
Name Gordon Grade Grade 1o
Period Reading and Thinking Time Feb. 11
B1U5 LANGUAGES AROUND THE WORLD THE CHINESE WRITING SYSTEM: CONNECTING THE PAST AND THE PRESENT
Type 新授课 单元复习课□ 专题复习课□ 习题/试卷讲评课□ 其他□
Teaching philosophy 1. 实践教–学–评一体化，关注课堂教学过程，通过英语活动实施各种评价。 2. 践行指向核心素养发展的英语学习活动观，语言实践活动体现综合性、关联性和实践性，促进课程内容的学习和核心素养的发展。 3. 实施深度教学，体验完整的学习事件，探索深度阅读。
Analysis of Teaching Contents
WHAT 本文围绕“探索汉字书写体系”（Explore the Chinese writing system）展开描写和叙述，全文分六段，以时间线索串联。根据内容，语篇可划分为三部分，第一部分为 introduction （Para.1），第二部分为 history （Para.2-4），第三部分为 importance （Para.5-6）。 HOW 短文属于说明文，向读者介绍“汉字书写体系”，通过对文章的阅读，能够了解汉字书写体系数千年的发展历史，并明白汉字连接起中华文明的过去与现在，体会到汉字对中华文明的传承发挥着积极作用。 WHY 文章描写介绍“汉字书写体系”，标题明确文本主题（Chinese writing system）与聚焦点（connecting）。文本按时间线索梳理了汉字书写体系数千年的发展历史，这是文本明线。暗线为“连接”，讲明汉字对中华文明传承所发挥的作用： 1. 连接时间上的过去与现在； 2. 连接空间上生活在不同地域的人们； 3. 连接语言与艺术； 4. 连接中国与世界。通过探索与理解汉字与中华文明传承的关系，厚植家国情怀，增强文化自信。
Student Analysis
What I Know 本单元围绕“语言发展和语言学习”展开，在 Listening and Speaking，学生们交流谈论 languages around the world，通过演讲，了解联合国的工作语言，讨论学习外语及学习的动机和理由，并且积累部分语言表达。本课时则关注于“汉字”，将目光聚焦于“汉字发展”。基于听力与口语板块，阅读与思考板块继续对单元主题意义的探究，渗透文化内涵，培养学生的文化意识。 What I Want to Know 语言技能：大部分学生具有快速阅读，查找文本信息的能力，但在细节理解和推理判断方面仍存在不足。 语言知识：学生能够获取信息，口头表达观点，且在书面表达方面，基本覆盖要点。但在语法知识方面，尤其是具体语境当中的关系副词（when、where、why）和“介词 + which”引导的限制性定语从句存在认知上的不足。 学习策略：训练扫读等阅读技巧来获取篇章具体信息；突出学生的主体地位，设计学习活动，促进学生从知识到能力再到素养的进阶转化；重视结构化知识的学习和训练，培养学生深度学习的能力。 What I Learned 作为信息型文本，短文包含诸多内容和信息，学生通过“scan”，定位细节信息，并建构结构化知识。此外，在语篇阅读上，学生基于理解文体类型、语篇结构等，做到深层理解，实现深度阅读。
Teaching Objectives
Language Competence 1. Analyze the structure of the text and summarize the main idea of each paragraph; 2. Understand the history of Chinese characters; 3. Express thoughts in a proper manner;
Learning Ability 1. Scan the text for specific information, such as dates or numbers; 2. Use notes or tips to locate detailed information;
Thinking Quality 1. Develop critical thinking based on a series of logical questions; 2. Know the referential meaning of “connecting” from the context;
Cultural Awareness 1. Enhance national confidence and cultural pride; 2. Cultivate proper worldview and values;
For High Achievers For Low Achievers For Underachievers
ALL LARGE PART OVER HALF
Key and Difficult Points
Key Points 1. Acquire structural knowledge of the Chinese writing system; 2. Think over the profound impact—Chinese characters’ impact on the development of Chinese civilization;
Solutions 1. Draw mind map; 2. Brainstorm;
Difficult Points 1. Know the referential meaning of “connecting” from the context;
Solutions 1. Scan the text for detailed or factual information;
Teaching Aids
PowerPoint, interactive whiteboard, colored chalks, etc.
Teaching Methods Learning Methods
Communicative Teaching Method Situational Teaching Method Activity-based Approach to English Learning KWL Teaching Method Unit Integrative Teaching Method Autonomous Learning Cooperative Learning Inquiry-based Learning
Teaching Procedures
Step Teacher’s Activity Students’ Activity Intention Assessment
Step 1 Before reading Lead-in: Predicting T: Guess the meaning of the character. T: Predict what the text will be about. New words: character, symbol, carve, ancient, etc. Ss: Think and speak. Ss: Brainstorm and share ideas. 学习理解：图片导入，激活学生已有图式，引入话题学习。 学习理解：讨论预测文本内容，培养语篇意识。 提问，听取学生发言。 参与学生的讨论、分享，即时反馈。
Step 2 While reading Fast Reading Activity One: Read for Structure T: Summarize the main idea of each paragraph. Note: Pay attention to topic sentence and keywords. Introduction - Para.1 Development - Para.2-4 Importance - Para.5-6 Activity Two: Read for Details T: Scan the text and draw a mind map of the development of the Chinese writing system. Tip: Scan the text for specific information, such as dates or numbers. Organize the information in time order Careful Reading Activity Three: Read for Critical Thinking T: What else does the Chinese writing system connect A: People vs. Culture Chinese characters vs. Art China vs. World Ss: Read the text quickly and find out the main idea of each paragraph. Ss: Read Part 2 while designing the mind map. Ss: Skim the text and underline possible sentences. 应用实践：梳理文本内容，厘清文本的主旨大意和篇章结构。获取细节信息，梳理、概括、整合本文脉络，促进建构结构化知识，做到表层理解。 学习理解&应用实践：运用信息检索（scanning）策略，获取表示时间的具体词语，掌握汉字发展的关键历史时期，以思维导图的形式呈现，使阅读理解活动可视化，从而建构知识，形成新的知识结构。 迁移创新：整理细节信息，分析归纳，从汉字与中国文化关系的句子中明白“连接”的内涵意义，完成深度阅读。 监控课堂进度，观察学生组内活动，提供指导。 提问、检查小组完成情况，引导学生分析文本结构。 随机抽取小组成员回答，评价判断学生能否基于事实信息进行思维导图的创作。 当堂提问，引导学生主动探索，鼓励学生回答。
Step 3 After reading Language Activity T: Use one sentence to conclude the importance of the Chinese writing system. Note: Use relative clause (where, when, why, prep + which). E.g. The Chinese writing system is a cultural bridge across which the wisdom of ancient sages dialogues with modern minds. Written Chinese is a story-teller, through which Chinese culture is told. Group Discussion T: The Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of the other factors Ss: Discuss with group members and work out their own solution. Ss: Share his/her ideas and support their statement through reasoning. 应用实践：基于新的语法项目和认知判断，让学生用语言做事情，培养语言运用能力，有机渗透文化内涵，形成文化意识，坚定文化自信。 迁移创新：开展批判性思考，理性表达观点，深化的主题意义的探究，达成评价性理解。 评估学生的语言实践结果，提出针对性改进方案。 观察和监控学生小组讨论，根据学生所表达信息，评估学生学习深度。
Step 3 Summary T: Let’s conclude what we have learned today: Three things I learned in this lesson:… Two interesting facts:… One question I still have:…
Step 4 Homework Need to do: Try to do:
Appendix
Blackboard Design
Name Gordon Grade Grade 1o
Period Reading and Thinking Time Feb. 11
B1U5 LANGUAGES AROUND THE WORLD THE CHINESE WRITING SYSTEM: CONNECTING THE PAST AND THE PRESENT
Type 新授课 单元复习课□ 专题复习课□ 习题/试卷讲评课□ 其他□
Teaching philosophy 1. 实践教–学–评一体化，关注课堂教学过程，通过英语活动实施各种评价。 2. 践行指向核心素养发展的英语学习活动观，语言实践活动体现综合性、关联性和实践性，促进课程内容的学习和核心素养的发展。 3. 实施深度教学，体验完整的学习事件，探索深度阅读。
Analysis of Teaching Contents
WHAT 本文围绕“探索汉字书写体系”（Explore the Chinese writing system）展开描写和叙述，全文分六段，以时间线索串联。根据内容，语篇可划分为三部分，第一部分为 introduction （Para.1），第二部分为 history （Para.2-4），第三部分为 importance （Para.5-6）。 HOW 短文属于说明文，向读者介绍“汉字书写体系”，通过对文章的阅读，能够了解汉字书写体系数千年的发展历史，并明白汉字连接起中华文明的过去与现在，体会到汉字对中华文明的传承发挥着积极作用。 WHY 文章描写介绍“汉字书写体系”，标题明确文本主题（Chinese writing system）与聚焦点（connecting）。文本按时间线索梳理了汉字书写体系数千年的发展历史，这是文本明线。暗线为“连接”，讲明汉字对中华文明传承所发挥的作用： 1. 连接时间上的过去与现在； 2. 连接空间上生活在不同地域的人们； 3. 连接语言与艺术； 4. 连接中国与世界。通过探索与理解汉字与中华文明传承的关系，厚植家国情怀，增强文化自信。
Student Analysis
What I Know 本单元围绕“语言发展和语言学习”展开，在 Listening and Speaking，学生们交流谈论 languages around the world，通过演讲，了解联合国的工作语言，讨论学习外语及学习的动机和理由，并且积累部分语言表达。本课时则关注于“汉字”，将目光聚焦于“汉字发展”。基于听力与口语板块，阅读与思考板块继续对单元主题意义的探究，渗透文化内涵，培养学生的文化意识。 What I Want to Know 语言技能：大部分学生具有快速阅读，查找文本信息的能力，但在细节理解和推理判断方面仍存在不足。 语言知识：学生能够获取信息，口头表达观点，且在书面表达方面，基本覆盖要点。但在语法知识方面，尤其是具体语境当中的关系副词（when、where、why）和“介词 + which”引导的限制性定语从句存在认知上的不足。 学习策略：训练扫读等阅读技巧来获取篇章具体信息；突出学生的主体地位，设计学习活动，促进学生从知识到能力再到素养的进阶转化；重视结构化知识的学习和训练，培养学生深度学习的能力。 What I Learned 作为信息型文本，短文包含诸多内容和信息，学生通过“scan”，定位细节信息，并建构结构化知识。此外，在语篇阅读上，学生基于理解文体类型、语篇结构等，做到深层理解，实现深度阅读。
Teaching Objectives
Language Competence 1. Analyze the structure of the text and summarize the main idea of each paragraph; 2. Understand the history of Chinese characters; 3. Express thoughts in a proper manner;
Learning Ability 1. Scan the text for specific information, such as dates or numbers; 2. Use notes or tips to locate detailed information;
Thinking Quality 1. Develop critical thinking based on a series of logical questions; 2. Know the referential meaning of “connecting” from the context;
Cultural Awareness 1. Enhance national confidence and cultural pride; 2. Cultivate proper worldview and values;
For High Achievers For Low Achievers For Underachievers
ALL LARGE PART OVER HALF
Key and Difficult Points
Key Points 1. Acquire structural knowledge of the Chinese writing system; 2. Think over the profound impact—Chinese characters’ impact on the development of Chinese civilization;
Solutions 1. Draw mind map; 2. Brainstorm;
Difficult Points 1. Know the referential meaning of “connecting” from the context;
Solutions 1. Scan the text for detailed or factual information;
Teaching Aids
PowerPoint, interactive whiteboard, colored chalks, etc.
Teaching Methods Learning Methods
Communicative Teaching Method Situational Teaching Method Activity-based Approach to English Learning KWL Teaching Method Unit Integrative Teaching Method Autonomous Learning Cooperative Learning Inquiry-based Learning
Teaching Procedures
Step Teacher’s Activity Students’ Activity Intention Assessment
Step 1 Before reading Lead-in: Predicting T: Guess the meaning of the character. T: Predict what the text will be about. New words: character, symbol, carve, ancient, etc. Ss: Think and speak. Ss: Brainstorm and share ideas. 学习理解：图片导入，激活学生已有图式，引入话题学习。 学习理解：讨论预测文本内容，培养语篇意识。 提问，听取学生发言。 参与学生的讨论、分享，即时反馈。
Step 2 While reading Fast Reading Activity One: Read for Structure T: Summarize the main idea of each paragraph. Note: Pay attention to topic sentence and keywords. Introduction - Para.1 Development - Para.2-4 Importance - Para.5-6 Activity Two: Read for Details T: Scan the text and draw a mind map of the development of the Chinese writing system. Tip: Scan the text for specific information, such as dates or numbers. Organize the information in time order Careful Reading Activity Three: Read for Critical Thinking T: What else does the Chinese writing system connect A: People vs. Culture Chinese characters vs. Art China vs. World Ss: Read the text quickly and find out the main idea of each paragraph. Ss: Read Part 2 while designing the mind map. Ss: Skim the text and underline possible sentences. 应用实践：梳理文本内容，厘清文本的主旨大意和篇章结构。获取细节信息，梳理、概括、整合本文脉络，促进建构结构化知识，做到表层理解。 学习理解&应用实践：运用信息检索（scanning）策略，获取表示时间的具体词语，掌握汉字发展的关键历史时期，以思维导图的形式呈现，使阅读理解活动可视化，从而建构知识，形成新的知识结构。 迁移创新：整理细节信息，分析归纳，从汉字与中国文化关系的句子中明白“连接”的内涵意义，完成深度阅读。 监控课堂进度，观察学生组内活动，提供指导。 提问、检查小组完成情况，引导学生分析文本结构。 随机抽取小组成员回答，评价判断学生能否基于事实信息进行思维导图的创作。 当堂提问，引导学生主动探索，鼓励学生回答。
Step 3 After reading Language Activity T: Use one sentence to conclude the importance of the Chinese writing system. Note: Use relative clause (where, when, why, prep + which). E.g. The Chinese writing system is a cultural bridge across which the wisdom of ancient sages dialogues with modern minds. Written Chinese is a story-teller, through which Chinese culture is told. Group Discussion T: The Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of the other factors Ss: Discuss with group members and work out their own solution. Ss: Share his/her ideas and support their statement through reasoning. 应用实践：基于新的语法项目和认知判断，让学生用语言做事情，培养语言运用能力，有机渗透文化内涵，形成文化意识，坚定文化自信。 迁移创新：开展批判性思考，理性表达观点，深化的主题意义的探究，达成评价性理解。 评估学生的语言实践结果，提出针对性改进方案。 观察和监控学生小组讨论，根据学生所表达信息，评估学生学习深度。
Step 3 Summary T: Let’s conclude what we have learned today: Three things I learned in this lesson:… Two interesting facts:… One question I still have:…
Step 4 Homework Need to do: Try to do:
Appendix
Blackboard Design