资源简介

课题名称： Book 1 Unit 5 Reading and Thinking Chinese Characters-connect China’s present and its past
执教教师 工作单位
学科年级 英语，高一 课程级别 □省 □市 □区 校 教材版本 人教版（2019）
班级 课型 阅读课 时间
I. Analysis of Teaching Content
This text centers on Chinese characters as a link between China’s history and modernity, with a clear “general - specific - general” structure. The introduction sparks interest via a question and presents the core idea. The main body first traces the evolution of Chinese characters chronologically (from oracle bone inscriptions to simplified characters) with specific cases, then highlights their modern value (digital application, international spread). The conclusion elevates the theme.
Ii. Analysis of Learning Situation
In terms of reading abilities, students have not yet developed good habits for engaging with English texts, nor have they mastered practical reading strategies such as skimming (for grasping main ideas) and scanning (for locating specific information), which may hinder their efficiency in understanding English passages. In terms of class participation, while most students show active attitudes toward joining in-class activities, they tend to be reluctant to speak English in public—this hesitation mainly stems from the fear of making grammatical or pronunciation mistakes, which affects their willingness to practice oral English in a collective setting.
III. Teaching Objectives
Language Competence: Master key text words/expressions; introduce Chinese character development in simple English. Learning Ability: Apply skimming (find paragraph main ideas) and scanning (locate specific info) for effective reading. Thinking Quality: Analyze text structure to connect details, summarizing Chinese character development rules. Cultural Awareness: Learn Chinese character development, appreciate its cultural value, and build cross-cultural communication awareness.
IV. Teaching Focus and Difficulties
Teaching Focus Understand the key stages and characteristics of Chinese character development (aligning with Cultural Awareness & Thinking Quality). Master core words/expressions in the text and use them to describe Chinese character development (linking to Language Competence). Apply skimming/scanning to grasp paragraph main ideas and specific info about Chinese character development (connecting to Learning Ability). Teaching Difficulties Organizing logical English expressions to introduce Chinese character development clearly, integrating mastered words/expressions (combining Language Competence & Thinking Quality). Connecting specific details of Chinese character development (from scanning) to form a coherent introduction (linking Learning Ability & Language Competence).
V. Teaching Methods
Task-Based Teaching: Guide students to use skimming to identify the main idea of each paragraph about Chinese character development, and then apply scanning to locate key information (e.g., core stages, representative character forms) from the text. Multimedia Aids: Arrange students to watch a short video about the development process of Chinese characters. This helps them gain a more intuitive understanding of the evolution course and supplement relevant background knowledge, laying a foundation for subsequent learning. Interactive Teaching: Students take turns to orally introduce the development of Chinese characters in English within groups, and then each group selects a representative to present the group’s summary to the whole class, promoting peer communication and collaborative learning.
VI. Teaching Process
Pre-reading (10 mins)
Review and Watch a Video
Teaching Steps Teaching Content Teachers’ Activities Students’ Activities
1 calligraphy n. direction n. dialect n. means n. play a great role in varieties of =a variety of come into being connect A and B global affairs well-developed adj. dynasty n. appreciate v. Invite a student to guide others to read words and expressions aloud Read after the student representative
Intention: It aims to help students consolidate the memory of 12 key words and phrases related to Chinese character culture (e.g., “calligraphy”, “dynasty”, “come into being”), ensuring they can recognize, pronounce and understand the meanings of these expressions correctly.
2 Present some picture-based Chinese characters on the whiteboard Guess what they are
Intention: It aims to arouse Ss’ interest and lead into today’s topic.
3 A short video about Chinese characters Arise the question like this: What you have learned from this video Students freely speak out their ideas
Intention: It aims to help students understand the development of Hanzi and to clear the obstacles of knowledge background for the text.
While-reading (15 mins)
Fast Reading (5 mins)
Teaching Steps Teaching Content Teachers’ Activities Students’ Activities
4 Read the text and match the main idea with each paragraph. Guide students to review the methods for summarizing the main idea of a paragraph and skimming technique. Read the text quickly by identifying top sentences and key words.
Intention: By guiding students to review methods for identifying the main idea of a paragraph, it aims to equip them with effective strategies to distill complex information into concise summaries.
Careful Reading (15 mins)
Teaching Steps Teaching Content Teachers’ Activities Students’ Activities
5 Read the text again and fill in the blanks Guide students through a brief review of scanning technique, then give them 5 minutes to find the answers and 2 minutes to check their answers with partners Filling the blanks by grasping the key information in the passage and Check answers with friends.
Intention: to deepen their understanding of the text and to practice scanning the text for key information, thereby improving their ability to locate specific details quickly and efficiently
Post-reading (15 mins)
Teaching Steps Teaching Content Teachers’ Activities Students’ Activities
6 Group work Talk about the development of Chinese characters in English with the help of the mind map. Present the mind map and give students some tips. Retell the development of Hanzi in simple English
Intention: to help students integrate the knowledge of Chinese character development and apply the reviewed vocabulary (e.g., "dynasty", "calligraphy") to English discussions, improving their ability to organize and express ideas logically with the support of mind maps.
7 Presentation Group representatives come to the stage to introduce the development of Chinese characters in English. Give affirmation, correct mispronunciation, comment and summarize. Peer review
Intention: This activity aims to enable students to enhance their oral communication skills by presenting Chinese character development in English publicly; guide them to identify strengths and areas for improvement through peer review, while strengthening their confidence in cross-cultural expression.
VII. Homework Design
假如你是李华，得知外国朋友彼得（Peter）对汉字十分感兴趣，现请你写一封回信，向他简要介绍中国汉字的发展历程。内容需包含以下两点： 1.进行简单问候； 2. 简要介绍中国文字的发展历程。 注意事项： 词数控制在 80 词左右； 可适当补充细节，使行文更连贯。 参考词汇：汉字（Chinese characters）、象形的（picture-based）、书法（calligraphy）、文字系统（writing system） 作业目的： 帮助学生巩固对 “汉字发展历程” 相关知识的理解，能将课堂所学（如汉字象形起源、演变特点等）转化为书面表达内容； 提升学生英语书信写作能力，掌握书信开头问候、主体信息传递的基本结构，学会在限定词数内简洁连贯地组织语言； 引导学生运用 “象形的”“文字系统” 等目标词汇，强化词汇在实际语境中的应用能力； 增强学生跨文化交流意识，通过向外国朋友介绍汉字文化，加深对汉字文化价值的认知。
VII. Classroom Evaluation
VIII. Teaching Reflection
本堂课为阅读课，难度适中，现在对本堂课进行总结与反思。 我将本节课分为四个环节：读前准备，阅读环节，读后活动，总结。读前准备：在此环节我设计了两个活动，活动一：看图猜字，导入今日主题，同时也能带动学生参与课堂；活动二：观看中国文字发展英文视频，帮助学生全面了解汉字的发展历程，考虑到学生基础薄弱，删除了原本打算用英文复述视频内容的环节，改用中文复述，为阅读环节奠定了一定的背景知识，降低了阅读的难度。阅读环节：分为快速阅读和仔细阅读，设计了段落大意连线题和填空题，锻炼学生运用Skimming和Scanning两种阅读技巧，在规定时间内完成阅读练习。读后活动：小组活动，根据思维导图，增加适当的衔接词，用简单的英语句子讲述汉字的发展，并邀请组员代表上台展示。总结：总结中国文字的发展历程，为写作做准备。作业：设计了一篇应用文写作，要求学生运用本堂课所学内容写作。Reading and Thinking教学容量大，需要两到三个课时才能完成，本节课只是梳理了段落大意，让学生大致了解文章主要内容，熟悉重点词汇和表达，让全体学生通过听，说，读，写四方面的练习，提升学习英语的兴趣，了解汉字的发展历程，树立文化自信，用英语讲好中国故事。 从整节课看，时间安排恰到好处，学生有充分的时间思考、做题、讨论；其次，学生对中国文化充满兴趣，学习积极性较高；运用多种教学方法，使课堂教学丰富多彩，师生互动适宜。但也存在一些不足之处：第一，未充分考虑学生的语言水平，介绍中国传统文化的视频只有英文字幕，且生词较多，致使学生在复述环节表达困难若能准备中英文字幕兼并的视频，观看效果或许会更佳，学生复述时也会更加容易；第二，小组活动时，部分学生仍然在用中文讨论，排斥说英语，害怕说错的现象仍然普遍存在，若能提供一些例句供学生参考，效果可能会更好；第三，备课时担心时间不够，直接向学生呈现了汉字发展史的思维导图，若让学生尝试独立或小组绘制思维导图，更能加深学生对文本内容的理解。

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