Unit5LanguagesaroundtheworldPeriod2ReadingandThinking教学设计-【新教材】人教版（2019）高中英语必修第

新人教（2019）英语必修一Unit5Period2ReadingandThinking教学设计课题Period2ReadingandThinking单元Unit5LanguagesAroundtheWorld主题语境人与社会教材分析Thethemeofthisunitisaboutthedevelopmentoflanguagesandthelearningoflanguages,whilethethemeofthereadingtextisabout“ExploretheChinesewritingsystem”.Thistextisanexpositorywriting,whichintroducesthedevelopmentofChinesewritingsystemanditsinfluenceonChina’spresentandthepast,onChinesecultureandunitingtheChinesepeopleandculture..Afterreadingthetext,studentscanbeproudofChineseandChineseculture.学情分析StudentsinGradeOnehaslearnedEnglishforyears,andtheyhavemasteredsomebasiclanguagepointsandlanguageskills,andtheycangetsomedetailedinformationinthetext.Butmostofthemlackreadingstrategieslikeskimming,scanningandprediction.ThistextisrelatedtothedevelopmentofChinesewritingsystemanditsimportance.Eventhoughstudentsmayhaveknownthewritingsystem,mostofthemcann’tthinkitissoimportant.ThetextcanactivatestudentsprideandidentificationforChinesewritingsystemandevenChineseculture.教学目标与核心素养Knowledgeobjectives:Enablestudentslearnabouttheexpositorytextanditsstructureandcharacteristics.Skillobjectives:Improvestudentsreadingabilitybyusingsomereadingstrategies:skimmingandscanning.Emotionalobjectives:LearnaboutthehistoryofChinesewritingsystemandunderstandtherelationshipbetweenChinesecharacterandChinesecultureheritage.Thinkingqualityobjectives:EnablestudentstoobjectivelyanalyzeandthinkoverCauseandeffectinthedevelopmentofthingsbyobservingthedevelopmentoflanguagesandcultures.重点EnablestudentstoexploreandunderstandtherelationshipbetweenChinesecharactersandChinesecultureheritage,andenhancetheirprideinChinesecultureandtheirconfidenceintheirmotherlanguageandChineseculture.难点Instructstudentstoretellthetextaccordingtothetimeline.教学资源：Multimedia教学准备：SomeChinesecharacter’sdevelopment教学方法：Task-basedmethodtomakestudentsinterestedinwhattheywilllearnFastreadingtogetthegeneralideaofthepassageCarefulreadingtogetsomedetailedinformationinthepassage教学过程教学环节教师活动学生活动设计意图Pre-readingStep1Lead-inTeachershowssomepicturesaboutthedevelopmentofsomecharacters.StudentsguesstheChinesecharactersActivatestudents’ownknowledgeaboutChinesecharacters.Step2PredictionTeacherinstructsthestudentstoguessthemainideaofthetext.SsLookatthetitleandpictureinthetextandpredictwhatthetextwillbeabout.TocultivatetheirreadingabilityofpredictionWhilereadingStep3SkimmingTask1:Teacherinstructsthestudentshowtofindthemainideaofeachparagraphaccordingtothetopicsentenceorkeywords.ThetextmainlytalksaboutSsreadthroughthePractiseskimmingtoidentifythemaintextquickly，findthemainideaofeachpart,andthenideaofthetextandeachparagraph.Task2:TasksSstothinkaboutthestyleoftheconcludetextaccordingtothestructure.themainideaofthetext.Step4TeacherasksstudentstofindoutthethewordsStudentsPractiseScanningandphrasesthatdescribeatime,andthenfillinadrawatimescanningtoblank.lineidentifyaccordingtimethewordsphrasesandandphrasesdetails.oftime.Step5Further-thinkingTeacherpresentsthefollowingquestionsandinstructsstudentstofindthekeywordsinthetext:HowdidwrittenChineseunifyChinesepeopledividedbygeographyanddialects?HowdoeswrittenChineseconnectChinesepeopletodaywiththoseofthepast?Accordingtothewriter,theChinesewritingsystemisonefactorthathashelpedtheChineselanguageandculturesurvive.Whatdoyouthinkaresomeoftheotherfactors?StudentshaveadiscussiontoanswerthequestionsCultivatestudents’abilitytoanalyzeandsharetheiropinionsPost-readingStep6Nowadays,peoplearedependingtoomuchonthecomputerandphones.Manyofthemdon’twritetheChinesecharactersbyhands.SomearguethatthereisnoneedtolearntowriteChinesecalligraphy.What’syouropinion?StudentsCultivateDiscussionstatetheirstudentsownspiritstoopinions.inheritandcarryforwardChinesecharacteranditsculture.HomeworkFinishwritingthefollowingspeechafterclass.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：如何传承；如何传播；注意：词数80左右；可适当增加细节，以使行文连贯BlackboardDesignUnit5LanguagesAroundtheWorldPeriod2ExploretheChineseWritingSystem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。