Unit5 Languages around the world Period 2 Reading and Thinking 教学设计-（2019）新人教版高中英语必修第一册.docx

1、新人教（2019）英语必修一Unit5Period 2 Reading and Thinking 教学设计课题Period2Readingand Thinking单元Unit5Languages Aroundthe World主题语境人与社会教材分析The theme of this unit is about the development of languages and the learning of languages, while the theme of the reading text is about “Explore the Chinese writing system”.

2、This text is an expository writing, which introduces the development of Chinese writing system and its influence on Chinas present and the past, on Chinese culture and uniting the Chinese people and culture.Afterreading the text, students can be proud of Chinese and Chinese culture.学情分析Students in G

3、rade One has learned English for years, and they have mastered some basic language points and language skills, and they can get some detailed information in the text. But most of them lack reading strategies like skimming, scanning and prediction. This text is related to the development of Chinese w

4、riting system and its importance. Even though students may have known the writing system, most of them cannt think it is so important. The text can activate students pride and identification for Chinese writing system and evenChinese culture.教 学 目 标 与核心素养Knowledge objectives:Enable students learn ab

5、out the expository text and its structure and characteristics.Skill objectives:Improve students reading ability by using some reading strategies: skimming and scanning.Emotional objectives:Learn about the history of Chinese writing system and understand the relationship between Chinese character and

6、 Chinese culture heritage.Thinking quality objectives:Enable students to objectively analyze and think over Cause and effect in the development of things by observing the development of languages and cultures.重点Enable students to explore and understand the relationship between Chinese characters and

7、 Chinese culture heritage, and enhance their pride in Chineseculture and their confidence in their mother language and Chinese culture.难点Instruct students to retell the text according to the time line.教学资源：Multimedia教学准备：Some Chinese characters development教学方法：Task-based method to make students inte

8、rested in what they will learn Fast reading to get the general idea of the passageCareful reading to get some detailed information in the passage教学过程教学环节教师活动学生活动设计意图Pre-readingStep 1 Lead-inTeachershowssomepicturesaboutthe development of some characters.Students guessthe Chinese charactersActivate s

9、tudents own knowledge about Chinesecharacters.Step 2 PredictionTeacher instructs the students to guess the main idea of the text.Ss Look at the title and picturein the text and predict whatthe text will beabout.To cultivate their reading abilityof predictionWhile readingStep 3 SkimmingTask 1: Teache

10、r instructs the students how to find the main idea of each paragraph according to the topic sentence or key words.The text mainly talks aboutSsread through thePractise skimming toidentifythemaintextquickly ，findthemainideaofeachpart,and thenidea of the textand each paragraph.Task 2: T asks Ss to thi

11、nk about the style of theconcludetext according to the structure.themainidea of thetext.Step 4Teacher asks students to find out the the wordsStudentsPractiseScanningand phrases that describe a time, and then fill in adraw a timescanning toblank.lineidentifyaccordingtimethewordsphrases andand phrases

12、details.of time.Step 5Further-thinkingTeacher presents the following questions and instructs students to find the key words in the text:1. How did written Chinese unify Chinese people divided by geography and dialects?2. How does written Chinese connect Chinese people today with those of the past?3.

13、 According to the writer, 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?Students haveadiscussion toanswer the questionsCultivate students abilityto analyze and share their opinionsPost-readingStep 6N

14、owadays, people are depending too much on the computer and phones. Many of them dont write the Chinese characters by hands.Some argue that there is no need to learn to write Chinese calligraphy.Whats your opinion?StudentsCultivateDiscussionstatetheirstudentsownspiritstoopinions.inherit andcarryforwa

15、rdChinese character anditsculture.HomeworkFinish writing the following speech after class.你校将举行一次主题为“传承中华文明，传播中国文化”的英语演讲比 赛，请你写一篇演讲稿，内容包括：1. 如何传承；2. 如何传播； 注意：1. 词数 80 左右；2. 可适当增加细节，以使行文连贯Blackboard DesignUnit 5 Languages Around the World Period 2Explore the Chinese Writing System教学评价:课程内容反思内容自我评价主题作者重点突出了什么内容？语篇语篇是什么体裁？结构特征是什么？语言知识能否根据时间抽复述课文？语言技能能否通过图片，标题，主旨句及关键词来概括段落及文章大意？文化知识能否了解汉语所传递的文化内涵？学习策略哪些学习方法对自己的学习帮助最大？教后反思：高一学生已经学习英语多年，有较好的英语语言知识和基本的语言技能，具备从文中获取细节信息的能力，大部分学生能使用简单的英语表达观点和态度，但是多数学生在整合语 言、分析论证、批判评价等方面的能力还比较欠缺。高一学生对该文本的基本信息的理解不 存在难度，但在文化意识和价值观的形成，以及高阶思维的训练方面需要教师着重引导。