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《Unit5 Languages around the world》单元教案 Period 2 Reading and Thinking
教学设计
课题 Period 2 Reading and Th inking 学 科 英 语 班 级 Class 授课 教师
教学 目标 1.Able to predict the content of magazine articles using images and titles;Read magazine articles,extract key information and viewpoints, and form personal insights. 2.Read explanatory discourse introducing the development of the Chinese character writing system,understand the characteristics and organizational structure of the discourse 3.Be able to express their opinions and viewpoints on English learning issues and methods in online communities 4.Able to use reading techniques to quickly find relevant information in the reading text. 5.Able to understand word meanings in context;Learn to use an English English dictionary and be able to explain word meanings in English. 6.Understand the six working languages of the United Nations and be able to t hink about the motivation for foreign language learning from multiple perspectives. 7.Understand the development history of Chinese characters, comprehend the relationship between Chinese characters and the inheritance of Chinese culture,and actively think about the future development and use of Chinese characters on a global scale.
重点 Guide students to explore and understand the relationship between Chinese characters and the inheritance of Chinese civilization,strengthen their sense of pride and identity in Chinese culture,and enhance their confidence i n learning their mother tongue and Chinese culture.
难点 Identify and understand the two main clues that introduce the development of Chinese characters in the reading text.
教学 方法 Scanning&skimming;Interactive Reading Approach
Step1 Pre-reading
(1)Students discuss the image content in the text,and the teacher
introduces new words such as symbol,carry,emergency,and character,and helps students understand the meanings of these new words,laying the
foundation for the next reading.
Teaching tip:When guiding students to discuss the content of pictures, there is no need to be too cumbersome.Just introduce some topic vocabulary about the development of Chinese characters.For example:
图为贾古文。中国古代人在龙鼓上雕刻了一些符号。也许它们是最早 的汉字。
(2)Students read the title and predict the text content based on the image. Teacher's reminder:"There are two parts in this title.Actually,the first part 'the Chinese writing system'is the topic,while the second part 'connecting the past and the present'is a focus of this text.On this basis,let students speculate on the possible content that the text may involve.Teachers can design the following table for students:
Step2 While-listening
(1)Students quickly read the text,check if their previous predictions match the content of the text,and identify the keywords or topic sentences in each paragraph.Then summarize the main idea of the paragraph and complete Activity 2.
Teaching tip:Teachers can remind students to pay attention to transitional words when reading text paragraphs,as the information behind them is often
the focus of the paragraph,such as'but 'in the first paragraph.
(2)Students read the text by searching for words related to time,complete the table below,and then try to briefly explain the history of Chinese character development according to the table content.
Teaching tip:This section mainly trains students'reading skills.Students circle expressions related to time during the reading process to determine the scope and further search for information.When searching for information,the reader needs to quickly scan the text to determine the scope of the information being queried.After students find information,they should seize the
opportunity to organize it in their own language,practice language expression, and then integrate it into their knowledge structure.
(2)Students read the text again in a search and find sentences that explain the relationship between Chinese characters and Chinese culture,and
appreciate the role of Chinese characters in the inheritance of Chinese
civilization and cultural development.Teacher guidance:"Scan the text again to fifty the sentences explaining how the Chinese writing system is related to Chinese culture.Students can find the following sentence:
One of the main factors is China's writing system.(First paragraph)
This writing system is of great significance in uniting the Chinese people and culture.(Fourth paragraph)
Written Chinese has also become an important means of connecting China's present and past.(Fifth paragraph)
The Chinese writing system remains an important component of Chinese culture. (Sixth paragraph)
Then the teacher guides the students to analyze the above sentences through the following questions.
What does the first sentence tellus (It tells us that China's writing system contributes to the survival of Chinese culture.)
What is the purpose of this sentence (Introduce the theme of this article.)
What do other sentences tellus They demonstrate how the Chinese writing system contributes to the survival of Chinese culture
So what is the purpose of these sentences (They support this topic.The second sentence shows the importance of the Chinese writing system in the past.The third and last sentences show the current importance of the Chinese writing system.They also support the title of the text.)
(3)Students read the questions in Activity 4 and then carefully read the text with these questions,trying to find the answers.
Step3 Post-reading
(1)The teacher organizes students to discuss the last question in Activity 4.Teachers can first ask:
历史上对中国文字系统的生存贡献最大的是什么 为什么
(2)Student group discussions can take the form of brainstorming,listing other factors that contribute to the inheritance of traditional Chinese culture, and then trying to find some evidence to explain.Finally,representatives from each group will report the discussion results,and teachers will make
appropriate evaluations.
(3)The teacher asks the following questions to lead students in reviewing the text content and consolidating key vocabulary.
What are the main reasons for the survival of Chinese civilization What language is oracle bone script Can you describe it
How does the Chinese writing system connect the past and present Why do many people learn Chinese calligraphy
Teaching tip:During the Q&A process,teachers should guide students to focus on the key vocabulary in the question and its answer,and write these
words as prompts on the blackboard,such as system,date back,symbol,carry, means,classic,etc.If students have strong learning abilities,teachers can ask them to try using these vocabulary as clues to retell the text.
(4)Students read the discourse in Activity 5 to understand the origin,
evolution,development,and artistic features of Chinese calligraphy,and then complete word selection and fill in the blanks.
Teachers can showcase some calligraphy works to allow students to
experience the artistic charm of Chinese characters and feel the meaning of 'man behind the brush'.
(4)Students read the sentences in Activity 6,recall the word formation knowledge they have learned before,and then fill in the word class conversion table on the right:
Step4 Homework
Ask students to come up with their own sentences using vocabulary items on a piece ofpaper.They write sentences,but leave blank spaces where the vocabulary items are located.Then,students exchange test papers and guess vocabulary items.Share some sentences with the whole class.

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