资源简介

2026-2027学年第一学期 教案
课题 Reading and Thinking 课型 新授课
教 学 目 标 Language Ability Students can master time-related words and expressions to describe the evolution of Chinese characters; master predicting, skimming and scanning reading strategies; identify restrictive relative clauses and retell the development of Chinese characters in chronological order. Thinking Quality Students can analyze the text structure, writing clue and transitional expressions; carry out discourse and pragmatic analysis to figure out the author’s writing purpose and target readers; express personal opinions through group critical discussion. Cultural Awareness Students can understand the vital role of Chinese writing system in passing down Chinese civilization, build cultural identity and confidence, and recognize its influence in global cultural communication. Learning Ability Students can cooperate in group work, sort out information with timelines and charts, and develop the habit of independent text summarization.
教学重点 Key Points Sort out the timeline of Chinese character development and match historical events with different periods. Summarize the main idea of each paragraph and the central theme of the passage. Master core expressions used to describe cultural development.
教学难点 Analyze the author’s writing intention and pragmatic features of the reading text. Organize logical expressions to discuss factors supporting the long survival of Chinese civilization. Retell the whole evolution of written Chinese coherently with chronological logic.
教学过程
教学环节 教学共案 二次备课
导入新课 探索新知 课堂练习 Step 1 Lead-in & Prediction (5 mins) Activity 1 Pictograph Guessing Game Show four ancient pictographic symbols on the screen. Ask students to guess the corresponding Chinese characters: shui (water), ri (sun), jia (home), ming (bright). Invite volunteers to share their answers. Teacher’s guidance: These simple picture symbols are the earliest form of Chinese characters. Today we will learn how our writing system developed over thousands of years and its great value to our culture. Activity 2 Text Prediction Guide students to observe the title and textbook pictures. Ask them to work in pairs to predict the main content of the passage. Guiding question: According to the title The Chinese Writing System: Connecting the Past and the Present, what do you think the article will talk about After two minutes’ pair talk, choose several groups to share predictions. Step 2 Skimming & Discourse Analysis (10 mins) Task 1 Locate main ideas of each paragraph Ask students to skim the passage within 4 minutes and write down the main idea of every paragraph on worksheets. Walk around to give help to students who have difficulty finding topic sentences. Task 2 Analyze theme, writing thread and transition Carry out whole-class discussion with the following questions: What is the central theme of the whole text What is the main content of each paragraph What clue does the author use to organize the passage What logical transitions connect different development stages of Chinese characters Teacher’s summary after discussion: The passage mainly tells readers that the Chinese writing system guarantees the lasting development of Chinese civilization. The text is arranged in time order, showing the changes of character forms and communication functions from ancient times to modern days. Step 3 Scanning & Detailed Information Sorting (10 mins) Activity 1 Sort out the chronological timeline Students scan the text and underline all time markers, then arrange them in correct time sequence: At the beginning → several thousand years ago → the Shang Dynasty → over the years → the Qin Dynasty → even today → modern times → today Activity 2 Complete time-event matching table Students find out what happened to Chinese characters in each period and fill in the tables on worksheets. The teacher selects typical answers and supplements key historical details for the whole class. Activity 3 Language feature study Ask students to underline restrictive relative clauses in the passage. Write representative sentences on the blackboard, explain sentence structure and their advantages in describing history and culture. Step 4 Pragmatic Analysis & Critical Thinking Group Work (12 mins) Part 1 Pragmatic analysis Raise questions to dig out the author’s writing logic for whole-class communication: What is the author’s writing purpose Who are the intended readers of this article What core question does the author intend to answer Does the author provide all information you expect Why or why not Teacher’s brief conclusion: The author writes to introduce the history and functions of Chinese writing system for readers who love Chinese culture. The core question is how written Chinese helps our culture survive for thousands of years, and answers can be open-ended with reasonable support. Part 2 Group discussion Topic: The text mentions the writing system is one factor that keeps Chinese culture alive. What other factors contribute to the survival of Chinese civilization Divide students into groups of four. Rules: Think independently for 1 minute first, then exchange ideas in groups for 6 minutes, and pick one representative to report group opinions. Teacher’s hint: Students can think from agriculture, politics, philosophy, education and cultural communication aspects. When groups finish sharing, the teacher supplements reference viewpoints as class summary. Step 5 Language Consolidation & Oral Output (5 mins) Activity 1 Accumulate key expressions Show classified time-related words and phrases from the text on PPT. Students read aloud and take notes. Activity 2 Short oral retelling Students use the sorted timeline and key phrases to briefly introduce the development of Chinese characters. Invite two students to give short oral presentations.
课堂总结 Step 6 Class Summary & Homework Assignment (3 mins) Summary The teacher reviews the evolution timeline of Chinese characters, text structure and the cultural significance of written Chinese, and guides students to realize the importance of inheriting traditional culture.
作业设计 Two-level Homework Basic task: Retell the development of Chinese characters with the timeline and key expressions. Extended task: Draw a timeline of your own growth and describe your growth experience in English.
课后评价和教学反思 VI. Teaching Reflection Check whether students can independently sort out the timeline and grasp paragraph main ideas. Evaluate the participation and thinking depth of students during group critical discussion. Reflect on whether the explanation of restrictive relative clauses is clear enough for all levels of students. Put forward optimization plans to improve students’ oral expression about cultural topics in future classes.

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