资源简介

Unit 5 Languages Around the World
Reading and Thinking 教案
教材分析：
课时围绕中国书写系统的主题展开，介绍了中国书写系统的渊源、发展以及影响。重点表达主要涉及历史、文字等话题，如calligraphy, symbol, carve等。重点句式主要涉及描述历史事件及发展等话题。本文的价值取向在于学生通过学习，了解中国书写系统的基本发展历程及其影响，思考汉字的意义，在学习过程中增强文化自信。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，结合汉字系统发展及意义的主题语境，布置一系列相关活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，通过阅读中国书写系统的发展，了解并掌握与文化、历史相关的一系列词汇及表达方式，如calligraphy, symbol, carve等。
思维品质上，通过阅读说明文，体会说明文阅读的时间顺序，并能够找出不同时间发生的事件，锻炼逻辑能力。
文化意识上，进一步了解中国汉字的渊源及发展，树立文化自豪感和文化自信。
学习能力上，学生能在语境中感受同源词汇的联系，以及通过结合上下语境猜测词义。
教学重点：
学生通过阅读，体会说明文以时间为顺序的写作方式。
通过快速扫读，迅速抓住关键词。
教学难点：
在语境中感受同源词汇的联系，结合上下语境猜测生词。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: T presents a picture of Jiaguwen, and asks Ss to guess the meanings. 通过甲骨文引入，让学生通过猜测甲骨文所代表的汉字熟悉主题，激发学习兴趣。 2’ CW
Step 2 Review： T and Ss review the position of main idea in a paragraph together. 一起复习中心思想在段落中出现的位置，调动学生知识储备，为接下来环节做准备。 4’ CW
Step 3 Look and predict: Ss look at the title and picture below and predict what the text will be about. T guide Ss to circle the key word in the title and predict. Suggested answers: I predict this text may be about the development of the Chinese writing system that connects the past and the present. 结合文本，训练学生通过标题和图片预测的能力。 3’ CW
Step 4 Read and find: Ss read the text quickly to find the main idea of each paragraph. 学生快速阅读，把握每段的主旨大意。 4’ CW/IW
Step 5 Read and find: Ss read the text quickly to find the main idea of the whole text. Suggested answers: The development and effect of Chinese writing system 进一步深化，训练学生把握全文主旨大意的能力。 3’ GW/CW
Step 6 Scan the text: T explains time expression. It includes Year (2020) Dynasty (the Qin Dynasty) Time phrase (at the beginning) Time period (in modern times) Noun (today) T asks Ss scan the text to find the words and phrases that describe a time. Then write down what happened at each of those important times. And teach the scanning strategy. 结合文本，训练学生通过学习扫读技巧，梳理说明文的关键时间点，理清逻辑顺序的能力。 4’ GW/CW
Step 7 Read and discuss： Ss are asked to think: 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. 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 Suggested answer： 1.Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction. That writing system is of great importance in uniting the Chinese people and culture. 2. People in modern times can read the classic works which were written by Chinese in ancient times. 3. Political reason: China has been a unified country ever since Qin Dynasty. Geographical reason: China is located mostly in great plain, so the communications between areas are active. 读后让学生就书写系统的问题进行辩证思考和发散思维。 4’ CW
Step 8 Key words: despite = in spite of factor; economic factor. Base Bone Symbol Carve Dynasty Variety Major Means Classic Regard Character Calligraphy Appreciate 系统讲解文中生词 9’ CW
Step 9 Complete the passage: Complete the passage with the correct words and phrase below. 通过阅读平行文本，让学生熟悉主题文本以及词汇的运用。 3’ IW
Step 10 Guess the meaning： T asks Ss to guess the meaning of the underlined words in the sentences. Then look in the text for the words they are related to. Word study： Symbol；symbolise; symbolic; Base; basic Civilize; civilization. 在语境中锻炼学生对同源词汇的理解。 4’ CW
Step 11 Brainstorming: T gives two questions and make Ss discuss with partners. What other influences do writing system have Do you think it is necessary for students to learn calligraphy at school Suggested answer: International influence: valuable in the international heritage. Political influence: United country. Yes - cultural heritage, sense of belongings, interesting way to understand culture, improvement of aesthetic sensibilities… No - … 针对两个文本，设计延伸的问题，让学生联系现实进行思考。 4’ CW
Step 12 Homework： Collect ancient characters in life, take photos and share them in class. 呼应本节课主题，让学生收集收集生活中出现过的古代文字，拍照分享。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握预测和扫读的技巧，迅速阅读文本，把握主干；
通过本节内容学习，学生能否掌握在语境中猜测生词含义，联想同源词的能力；

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