资源简介

Instructional Design
Unit 5 Languages about the World
Reading and Thinking:
the Chinese Writing System: Connecting the Past and the Present
Background information
Students: 50 students in Senior 1
Material: English, Book 2 (PEP)
Lesson Type: Reading
Time Duration: 40 mins
Classroom:
Teaching principles
The teaching is designed according to the activity-based approach to English learning which is propose in General Senior High School Curriculum Standards, English (2020). In order to develop students' English subject core competencies, three levels of activities are carefully designed, including understanding, applying and creating.
Analysis of teaching material
What
This text is about humans and society. It introduces the development of the Chinese character writing system, focuses on the relationship between Chinese characters and Chinese civilization, points out the importance of the Chinese character writing system to the development of Chinese culture, and it reveals the themes of history, culture and society.
How
This text is an expository text. The text contains two clues, the first of which is a chronological compendium of the thousands of years of development of the Chinese character writing system. The second explains the four important roles that the Chinese character writing system has played in the transmission of Chinese civilization for thousands of years. The text is logical, relatively objective in language, concise and focused.
Why
The author hopes that through the introduction of the development of Chinese characters, students can enhance their understanding of the history of Chinese character writing in China, effectively appreciate the charm of Chinese characters, and strengthen their self-confidence in Chinese civilization and Chinese culture to the world.
Analysis of students
Students from Senior 1 have learnt some of the history of the development of Chinese characters. In addition, they have mastered some reading strategies such as predicting, skimming and scanning. These skills help them understand the content of the text, and they can look up factual information in the text by point in time.
Students in the upper grades are more motivated to acquire knowledge. They want to understand the relationship between Chinese characters and cultural heritage and learn the importance of the Chinese character system for cultural heritage.
Therefore, it is necessary for teachers to guide students to explore and understand the relationship between Chinese characters and Chinese cultural heritage, and to strengthen students' sense of pride and identification with Chinese culture.
Teaching objectives
Language ability:
Be able to read expository texts that introduce the development of the writing system of Chinese characters, and understand the characteristics and organization of the texts.
Learning ability:
Be able to use scanning skills to obtain article information, sort out the development history of Chinese characters, and complete the table independently.
Cultural awareness:
Be able to understand the history of the development of Chinese characters and the relationship between Chinese characters and the transmission of Chinese culture.
Thinking capacity
Be able to summarize the importance of Chinese characters to the development of Chinese culture, enhance the awareness of cultural crisis, and strengthen cultural awareness and self-confidence in Chinese culture.
Teaching focus and difficulties
Teaching focus：
Read the passage and use the timeline to sort out the development history of the Chinese character system
Teaching difficulties:
Understand the development history of Chinese characters and the relationship between Chinese characters and the inheritance of Chinese culture.
Summarize the importance of Chinese characters to the development of Chinese culture, and enhance cultural awareness and self-confidence in Chinese culture
Teaching methods
Activity-based approach.
Teaching aids
Computer, blackboard & chalk
Teaching procedures (40 mins)
Step 1: Greeting
T: Good morning，boys and girls! How is everything going today (持续微笑）Pretty good!(往左伸手）Not bad!(往右伸手）I am so glad to hear that. So, now let’s start our class.
Step 2: Lead-in
Activity 1 Make a survey
The teacher asks students the following question: How many of you practiced calligraphy before Then teacher will show the students some of their own previously collected calligraphy work and provide a short comment.
T: At the beginning of the class, I want to make a small survey. How many of you practiced calligraphy before
T: OK, I can see a few students raising their hands. Well, I collected some of your calligraphy works from your Chinese teacher. Now, I'll show you.
T：Such a beautiful handwriting, right
T: You know, Chinese calligraphy represents the achievement of our Chinese writing system. This is the topic we are going to discuss today.
[Justification]The activity uses the experience of practicing calligraphy and displaying calligraphy works as an introduction, connects with students' real life, evokes students' knowledge of calligraphy and Chinese characters, stimulates students' interest, and introduces the theme well.
Step 3：Pre-reading
Activity 3 Prediction
The teacher will lead the students read the title of the passage together. And based on the title and pictures, they will answer the following question:
what do you want to know from the passage
T：Now, please turn to page 62, and could you please read the title together Great. So, based on the title and pictures, what do you want to know from the passage
S：I want to know the historical development of the Chinese writing system.
T: Yes, really good. What else
S：I want to know why the Chinese writing system can connect the past and the present
T: Good question. Actually, it’s about the importance of the Chinese writing system, right
T: Now, let’s read the passage and find more information to answer the two questions.
[Justification]By asking questions, students can predict the content of the article and cultivate their thinking ability and oral expression ability.
Step 4: While-reading
Activity 4 Fast reading
Students will read the passage quickly and find the works and phrases the describe the time.
T: let's look at the first question. When we talk about history, we would think of some time words, right
T: So please read the passage quickly and find the words and phrases that describe a time. Now here we go!
S: “at the beginning", “by the Shang dynasty”, “the Qin dynasty".
T：OK, before the Qin dynasty, are there any other time words
S: “over the years"
T：Yes, you have very keen eyes. Anyone else
S: “today",
T: great. Sit down, please.
T: So, this passage is organized in the order of
S: Time. Fantastic!
Activity 5 Finish the table
Students will read the passage again and find out the answer to finish the table.
Time What happen
At the beginning
By the Shang Dynasty
Over the years
The Qin Dynasty
Today
T: What happened at each time period Please read the passage again and find out the answers to finish the table. Three mins for you.
T: OK, time's up. Any volunteers
T: Okay, so what is the Chinese writing system like at the beginning
S: It is still a picture-based language.
T: Then, by the Shang dynasty, what happened
S: These symbols became a well-developed writing system.
T: And over the years
S: It developed into different forms.
T: OK, next comes to a very important time period, the Qin dynasty. So what happened
S: The writing system developed in one direction.
T: Who made this change
S: it’s the Qin Shihuang.
T: What did he do
S: He established a unified country and unified the language as well.
Activity 5 Answer the question
Students will read paragraph four and five and answer the following question:
what is the importance of reform
T: What is the importance of reform Please read paragraph four and five and find out the answers.
S: With a unified language system, people in different regions can communicate in writing
T: So it helps to unite the Chinese people and culture. Right
T：Great. What else
S：It also connects the past and present.
T: How come
S: Because we share the same writing system with our ancestors, so we can read and understand the classic works of ancient times.
T: Excellent job. OK Now, how about today
S: Today, the Chinese writing system is becoming popular around the world.
T: Is there any evidence to support the popularity of the Chinese writing system
S: Yes
T: So more and more international students are beginning to learn Chinese, right So the Chinese writing system has become a window for foreigners to get to know Chinese culture.
[Justification]The development history of the Chinese character system is sorted out through the timeline, and students are guided to summarize the importance and significance of the Chinese character system to China and the world
Step 5 Post-reading
Activity 6 Group work
Teachers will organize group discussions with students on the phenomenon of "putting pen to paper". When time’s up, several students will be invited to share their opinions.
T: So much for the understanding of the text. You know, despite the brilliant and long history of the Chinese writing system, nowadays, fewer and fewer people use handwriting, instead, they prefer digital writing.
T: So what do you think about this phenomenon Please discuss it with your group members. You can say anything about it, for example，the reasons, and the consequences, or you can brainstorm some solutions to the problem. Clear Let's get started.
T: Now, anyone would like to share your ideas
S: I think the reason may be that we can work and study online with so many digital devices, such as computers and mobile phones. Digital writing is more convenient, and we just don't bother to write by hand.
T: Yes, so it seems that we are becoming lazy, right Any other ideas
S: I think if we write less, our Chinese writing system will be in danger.
T: I quite agree with you. What can we do to encourage people to use more handwriting
S: I think schools should shoulder more responsibility.
T: They should require students to do paper homework instead of digital homework. Right Yes. Or maybe we can hold some calligraphy festivals or competitions to increase the appeal of the Chinese writing system. Good idea. Thank you for sharing so many wonderful thoughts.
[Justification]This paper discusses the causes, consequences and solutions of the phenomenon of "picking up pen and forgetting characters", exercises students' thinking quality and enhances their awareness of cultural crisis.
Step 6 Summary & Homework
Activity 7 Summary
The teacher will give a brief summary of what has been learnt today.
T: Now, time is limited, let's have a brief summary of what we've learned today. So today we've learned a passage about the Chinese writing system. We have understood its history and significance. I hope you can use more handwriting in your daily life, and try your best to carry forward our Chinese writing system to the world stage.
Activity 8 Homework
Students will search for information about the English writing system and compare it with our Chinese writing system.
T: By the way, the English writing system also has a lot to explore. So the homework for you today is to search for information about the English writing system and compare it with our Chinese writing system. In the next lesson, we will further discuss it. OK, so much for today. See you next time.
[Justification]By giving students an understanding of the English writing system, students are encouraged to strive to spread the culture of Chinese characters and compare with the Chinese writing system to enhance cultural awareness.
Blackboard design

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